Anne Of Green Gables Sample Essay

Anne is a unique character as she has had nothing but condemnation and dislike thrown at her by all those she meets, except for the new teacher at her Montessori school in Nova Scotia. Being bigger and more outspoken than girls her age, Anne is a bit of a tomboy, preferring to dress in boy’s clothing. The main idea of this story is the transformation of Anne, who is at first a very rude and sometimes mean-spirited girl and grows into a loving and compassionate young woman. The novel introduces Anne’s life in her family home, Green Gables. Language and literary devices used in this story help to create an atmosphere, like the description of “Anne’s fire” and “her thoughts .”Other structural and thematic elements used in this novel are foreshadowing, how Anne’s mother dies of consumption, and how it is hinted at right from the start, making the reader understand that her character is not fully good. The essay focuses on how the landscape from the rural to the city street defines and shapes different characters and reflects on larger themes, character conflicts, or ideas within the text.

The landscape from the rural to the city street defines and shapes different characters and reflects on larger themes, character conflicts, or ideas within the text. The setting of this story is mainly Prince Edward Island. Anne’s home is an isolated house on a hill with no neighbors. This setting would be very similar to the House of Dreams mentioned in Chapter 2, where Anne is a little girl raised by her dead mother’s friend Mr. Allan. The story is set in the city of Toronto. The landscape of Toronto represents a major difference between the rural life Anne has been accustomed to and the urban world she is now entering. The great forest upon which she gazed was familiar and friendly, but there was no other house near it or dwelling in sight. It stood alone, a monarch among its fellows (Montgomery,105). They were scattered at distances, each standing in its own cleared space. Anne sighed as she realized this view was typical of what she might expect for the rest of her life. There would be no happier homes like those of Avonlea, separated by a grove of maples, or the cozy little farmhouse embowered in flowering vines.

The landscape of Toronto is remarked upon by Anne in the very first chapter to set up her position as an observer and a person with a strong imagination. Anne is constantly misjudged by people who do not know her, but she wins people over by always giving her best and is quick to forgive and forget. Only when Anne meets children her age does she start to feel like an outsider, as they all know each other, and she has not. By befriending the new teacher and her ‘bosom friend’ (new friend), Diana Barry, Anne can get on with others in a way she has never been able to. She describes the landscape around her as a city street thronged with house fronts and people as her new home. Even the landscape of a city street is not enough to hold Anne, who misses the peace of her country home and often feels insecure in this huge city. She longs for the countryside, surrounded by trees and fresh air. She says as she walks through Toronto streets: “greatest city on earth! Much good may it do you! I wouldn’t live here for anything” (Montgomery,219). If she had been conscious of any feeling, it would have been relief at finding herself among human beings once more; but she was not aware of any sense—only of wonder at seeing two upright rows of houses where she had expected one.

Another theme within this text is the idea of what constitutes a family. Anne sees her Aunt Josephine as a second mother even though they never spent time together when she was alive. Anne finds comfort in knowing that at least one person knows everything about her, and she wonders if this is how her Aunt Josephine feels towards her. Anne is constantly being given the message that she is an outsider and not wanted by others, but by reading between these texts, we can see that Anne feels as if she has been repressed (Montgomery,17). Anne’s last relationship with her Aunt Josephine was one where her aunt protected her from the harshness of life for a long time, but at least Anne was protected. When people close to Anne do not understand what she is going through, it hurts even more and leaves her feeling vulnerable. She looks at her aunt’s tombstone: “How is it possible to hide a face from such a view as this? How can any mind be closed to the sorrowful tenderness in the relief of every line and curve and hollow that could be so accurately noted in a stone? And yet—they are doing their best.”( Montgomery,15)

The telegraph boy delivers a telegram: “At last! She flew to the door, caught the wire, and drew it through the window. Anne held her breath and listened. A long minute of dead stillness. The wire was still.” (Montgomery, 47-48)” This shows how Anne’s rural upbringing has impaired her life and how the city is more dynamic. She is not able to sit back and absorb things. In Anne of Green Gables, when she and Diana are walking home from school, she tells her new friend about the boy she has fallen for: “She was growing so bold that he didn’t mind being kissed now,” which shows her growing up, in more ways than one.

Unlike Anne, TJ had never lived in the city, and she does not know many new ways people have. She prefers to stay in her apartment with her books, and it is only when she meets a friend for the first time that she feels connected to a world outside herself. This is why TJ stays in her apartment, which causes her to leave when she says to Charles Cuthbert: “It’s very nice in your apartment. I wouldn’t mind living like that, but it seems so much less than I expected”( Montgomery,44) the differences between the two texts are evident, as the energy of Anne is lower-keyed than that of TJ. Anne is a girl who still lives by her early experiences and cannot see beyond them to the possibility of something more. The themes within the two texts are very similar in so many ways. Both characters are outsiders, and both hate being excluded from anything. They are determined to prove their worth and do this with flying colors when they know they do not belong. Both characters are attracted to the other and cannot do anything about it. In Anne’s case, it is the man of her dreams, Richard; in TJ’s, it is a new friend, Charles Cuthbert.

Anne describes Avonlea, representing how she has felt throughout her life: “Looking down the road, I saw Avonlea village far away like a blue dream” (Montgomery,16). This is exactly how she feels when she goes to the city, and her perception is changed. She is surprised that there are houses in the town but nothing to look at. The landscape could be more beautiful, as it has been in rural areas. The places are very close to each other and differ from Avonlea. The only thing Anne can get comfort in when she feels this way is her imagination. She soon starts to feel more comfortable, and her surroundings do not seem so frightening, but she still doesn’t fit in with the others around her. Anne does not know what is expected of her, so she feels as if she is in a dream and trapped in the city and will never return to what she once knew as home. It sets the largest theme evident in the following quote when Anne describes her place in society: “I am forever in the middle. Anne laughed at herself. I am not a queenly personage, and I never shall be. But thank goodness!—It’s a little better to feel that way than to feel nothing but grandeur and magnificence, and all personal sensation far away and nobody to notice you. There’s a great deal more to me than that”( Montgomery,15)

Anne describes how she is held back in the city because her family is not wealthy, which is ironic. After all, Anne introduced her aunt’s money to the family when she was just a little girl. She looks down on those who have money and places them on a higher pedestal. Charles Cuthbert and Mrs. Lynde are examples of this, as they are from different social classes (Montgomery, 16). Anne is holding herself back from the wealthy people because they are not like her, and she will never fit in. However, when it comes to the rich people in Avonlea, they value Anne and see her as a friend, but she does think that she is not good enough for them. “I’m not exactly common; no, I’m uncommonly common. I’m the person people feel comfortable with because I take them as they are and am interested in their opinion. But I’m never going to be popular—that is just it. I wouldn’t care if I were out of date and not in my first youth. I would even like it. But what hurts is not to be important to anyone—not to anybody in the world.”( Montgomery,15)

A great example of geographical surroundings that reflect the characters’ experiences is when Anne first lives with Miss Stacy. The whole house is just like a locker room, it is so small, and every stature you enter has a different smell. She also finds out that Miss Stacy kept all her things in one room, and there are no other rooms to park her stuff in. This reflects how Anne was never allowed to decorate her room by Mrs. Lynda. She always held back and felt like she could not make decisions about her house because Mrs. Lynda had taken them away.

In conclusion, both Anne and TJ reflect the author’s real-life experiences. They face class and social standing issues and use their imagination to overcome their situation. Anne and TJ are both quite shy and do not believe they have worth; they wish to be helpful to others. But the major difference between Anne and TJ is that Anne can make friends with her imagination. This is the case, as she knows her limitations and understands that she will never fit in. It is also interesting to note that while Anne feels trapped by the city, she is drawn back because it is where she can belong.

Work Cited

Montgomery, Lucy Maud. The Annotated Anne of Green Gables. Oxford University Press, 1997. https://www.gutenberg.org/files/45/45-h/45-h.htm#link2HCH0001

Annotated Bibliography: Vocal Pedagogy University Essay Example

Bozeman, K. W. (2012). Acoustic passaggio pedagogy for the male voice. Logopedics Phoniatrics Vocology38(2), 64–69. https://doi.org/10.3109/14015439.2012.679967

The source debates the information on the natural adjustments of the vocal registration of a male in the head voice to the chest voice and the significance of mastering the male passaggio. The writer discusses the different kinds of timbral moves and other auditory aspects that independently have a role in adjusting voices in men. The writer gives examples and training and explains how to master such art of smoothly transitioning. As a female verbal educator, it is very significant to understand how the voices of men work. Instructors can apply the voices in the article to function as a way to identify problems and help my male learners when they may have one to sing in an efficient and beautiful way.

Miller, Richard. “In the Beginning: The Genesis of the Art of Singing.” Journal of singing 66/1 (September/October 2009), 45-50.

The author discusses the history of the structure of the larynx and the reason why human beings are preferably constructed for phonation. He associates human beings with animals as far as the role of their phonation and their roles for it. He discusses the location and parts of the larynx, phonation’s role, and how individuals manipulate it. Educators can use this information to show learners the parts of their larynx and how it is useful in phonation.

De’Ath, Leslie. “Text Rendering in Eighteenth Century Recitativo Secco.” Journal of Singing 65/5 (May/June 2009), 577-593.

This source deliberated diction through narratives in the 18th century. The author explains how the sounds were stressed and the modifications in the sounds currently. He debates the Italian stressed syllables and how to phonate these syllables with the tempo to understand the song in a beautiful way. He tries to connect consonants in the Italian dialect. Instructors can use the information from this article to prove to their pupils the stress placed on Italian vowels and why in order to enable them to execute their language of the song properly.

Miller, R. C. (2013). The structure of singing: system and art in vocal technique. Schirmer.

The source combines the practical, physical, and artistic features of singing. The author applies current discoveries in medicine, auditory range, phonetics, and speech therapy to the needs of the singers. The book shows the scientific basis of vocalizes and exercises that covers all areas of vocal technique, making it a credible source.

McKinney, J. C. (2005). The Diagnosis and Correction of Vocal Faults. Waveland Press.

This text thoroughly inspects the problems associated with vocals that educators encounter daily in teaching studios and vocal rehearsals. The author approaches this uniquely, basing largely on diagnostic procedures equal to those used by doctors. As every vocal fault is presented, identifying features or signs are stated, the possible roots are discussed, and correct measures are suggested. Therefore, the article is credible because of its reliable data owing to the wide studies done by the writer.

Miller, R. (1996). The structure of singing. Oxford University Press, Cop.

The book discusses that the art of singing is the most multifaceted of all the performance arts, and its practices and preparations are the most troubled with controversy. Educators argue over the best method, and learners move from one educator to another, looking for the best voice style. The author considers musical and performance styles, development of career, long term vocal health as important for a successful singer.

Chapman, J. L., & Morris, R. (2023). Singing and teaching singing: a holistic approach to classical voice. Plural.

The text describes approaches to instructing classical voices that addresses the whole individual, structure, and incremental mechanisms of technique. The author addresses the following topics: posture, support, resonance, articulation, speaking voices, hearing, and working with the singer. Making this source credible for the topic.

Doscher, B. M. (1994). The functional unity of the singing voice. Scarecrow Press.

This source discusses the anatomy and functioning of breathing and phonation and examines the acoustical rules essential for understanding resonation. The author illustrates and enlarges the appendix on vocal abuse and misuse, including information on air flow ratios, the phonatory approach called belting and the aging voice, specifically influenced by hormonal changes in the body. The article gives evident research on the topic and thus making it an important source.

Anxiety And Obsessive-Compulsive Disorders Free Essay

Anxiety Clinical Signs

Many people in life experience some anxiety in their lives. For most of them, the feeling comes and goes as it lasts for a short time. For others, the feeling may continue for a few days. For people with general anxiety disorder, the feelings may be prevalent for a long period. They may worsen and get extremely severe that they interfere with the normal life of an individual. One of the clinical representations of anxiety is through restlessness. For instance, throughout the interview, Lauren fidgeted by biting her nail, playing with her hair, and even squirming in her seat. These signs show nervousness. Besides, anxiety is also manifested through irritability, as is seen in Lauren’s case. She is quite irritable, especially at the beginning of the interview. She almost shouts at the professional by stating that she does not care, but is there since she is paid. Eventually, anxiety is also displayed through extreme levels of worry. The worry is often unfounded and may go for a long time. For example, Lauren constantly worries about something happening to her grandfather, even when there is nothing to worry about.

Obsessive-Compulsive behaviors

Obsessive-compulsive disorder is a condition associated with unwanted fears and thoughts that leads an individual to act in a particular repetitive manner. The repetitive behavior is often due to the obsessions that may lead to stress and interfere with the individual’s daily life. One behavior of people suffering from the condition is the fear of getting into contact with germs and dirt or even contaminating others. From the YouTube Video on OCD, the individual wash his hands several times a day. Besides, he is afraid of touching door handles when he enters a public toilet. He says that while he may be forced by situations to get into the public toilets, he is always mindful of the lines on the floor. This is also seen with Lauren as she says that she is often afraid of being infected with any diseases by people around her. OCD is also presented in repeatedly checking things. Patients often check on things they believe are associated with danger or harm, such as ovens, or doors. For instance, one individual states that he believed that his stove was not turned off, he would board the next plane to London to confirm if the stove is off. Likewise, Lauren says that she would check on the door of the house severally every day, a trait she shares with her mother. From the videos, another character is counting and arranging. The individuals shown are obsessed with symmetry and order. They tend to have certain superstitions about numbers and arrangements. This can be seen in the individual who always does things in threes. Lauren says that she has to serve her grandfather’s breakfast at nine or not have a splendid day. During the assessment, Lauren touches her hair repeatedly, and she also says that she fond of rearranging her things when touched with anybody. Lauren also keeps touching her hands and biting her nails, and she is afraid that she can do something that can offend others. She keep reading the story books and anticipates worries that could humiliate her.

Therapeutic communication techniques

Therapeutic communication is the face-to-face interaction that focuses on advancing the patient’s emotional well-being. Therapeutic communication techniques are often used to provide information and support to the patients and complete nursing goals when communicating with the patient. In this conversation between Lauren and the nurse, the nurse uses silence. Silence allows both of them to think through the entire conversation and process the next step. Silence also acts as a transition to the next topic. The nurse also uses broad openings in the conversation. Through the questions that the nurses ask, she allows Lauren to direct the flow of the conversation and openly discuss her thoughts. The nurse also encourages Lauren to describe her character and perceptions. For instance, she tells her to describe what happens when she fails to make the tea at nine in the morning or when she goes to check the door. Besides she also summarizes some of her assertions by recording them in note form.

Nursing interventions

One of the interventions that would be appropriate for Lauren would be to take relaxation exercises. Some of the exercises include meditation, guided imagery, and muscle relaxation. Besides, the nurse may also teach Lauren about the symptoms of anxiety and how to reduce the acceleration of anxiety. Therefore, she may encourage her to take physical and breathing exercises. The rationale for this intervention is that relaxation is a non-chemical way of reducing anxiety (Khakha, Satapathy, and Dey, 2015). Besides, relaxation techniques may be accompanied by giving the client confidence to have control over their anxiety. Lauren may also be put under cognitive behavioral therapy. Cognitive-behavioral therapy takes a more practical and pragmatic approach to solving the problem. It helps in changing the behavior or patterns of thinking that complicates the difficulties in the way that an individual feels (Kaczkurkin and Foa, 2015). For instance, Lauren might be encouraged to try positive reframing, where she rephrases negative phrases to positive ones. This may also involve assertive training, where Lauren is encouraged to take more control of her life, by fostering self-assurance and negotiating intra-personally.

References

Kaczkurkin, A. N., & Foa, E. B. (2015). Cognitive-behavioral therapy for anxiety disorders: an update on the empirical evidence. Dialogues in clinical neuroscience17(3), 337.

Khakha, D. C., Satapathy, S., & Dey, A. B. (2015). Impact of Jacobson Progressive Muscle Relaxation (JPMR) and Deep Breathing Exercises on Anxiety, Psychological Distress and Quality of Sleep of Hospitalized Older Adults. Journal of Psychosocial Research10(2).