Search results for 'tag:Universities tag:Literature' matching tags 'Universities' and 'Literature'

How I Teach Literature

ms.s — Wed, 01 Oct 2008 11:36:44 GMT

I wanted to share one strategy on how will I teach Literature to my students in the future. My chosen selection was "The Last Leafâ by O. Henry. I focused on the creative level of reading wherein I asked my students to relate a quotation and illustrate by giving examples based on real life on how they understood the story. My sample finished product looked like this:

Illustration:

âThe Last Leafâ by O. Henry is one our literary selections tackled when I was in third year which I can relate to the quotation above. The main character here loses hope in her life because of failures in painting which is her source of income and wanting to die, until her neighbor changes this when he painted a leaf which became an inspiration for her which caused the neighbor to die. The main character now realizes that she needed to continue her life with a purpose now.

I also can illustrate the life of a Manilyn Monroe. She should have been very lucky in her time because she had things more than enough for her. She had a very good life, sheâs rich and popular. But at her peak of success she committed suicide. She is an example of a person living with out a sense and wasted her life easily. Her life must have been very bad. She is not only the person who commits suicide but many people around the world. These people may not know really how to live and these people may not know God.

Quotation:

âWe are always getting ready to live but never living.â

- Ralph Waldo Emerson

Explanation:

The quotation means that all people are living just because they need to live. They live because it is the fact of life and they donât have any choice. They donât have any purposes in living. They donât know why and how living life to the fullest of what you are. In this world all of us are living because it is what we are used to but not realizing that living has deeper meaning than that. Life is a wonderful thing God had given us so we shouldnât waste it after all. We must give the best shot in every moment we live because this life is only once that is given.

On earth each of us has a work to do before our lives have done. We are the ones who make out of our life and the ones responsible for it. Yet, we donât really know the difference of live from living. Live for an ordinary person is like living with out a God. Their life doesnât have directions and they are living in a miserable life, while living is having a beautiful life with God and a bright future.

In conclusion, we live because we have a purpose here on earth. That is why we are living because we believe that there is a God who made us having a plan for us.

This was the tangible product that I expect from my students to confer with. This shall be included in my lesson plan if I had given the chance to execute the teaching. I hope you can give insights on what should I improve and modify. Thank you and have a nice day.

Sincerely,
Kahren Sagun
3rd Year BSE Major in English
University of Santo Tomas Philippines

letter of motivation

Anonymous — Sat, 20 Sep 2008 21:45:53 GMT

PLEASEE check my letter!!I am applying for a six-month exchange in Sweden/Belgium/Germany.Deadline is in 10 days!!

     Dear Madam or Sir,

        As a fourth-year student of The Faculty of Philology,I have majored in the English language and literature,as well as in my second-choice language-Spanish.Having considered the excellent reputation of each one of the partner universities,I am applying for your programme in order to improve my professional skills and enhance my personal development by studying and living in another culture.
       For me,the participation in this programme will mean a logical continuation of my,so far,successful university career.During previous three years,I have excelled in my studies,with the average grade of 9,13(out of maximal 10,00),thus proving my dedication and strong belief in hard work.My linguistic courses provided me both with extensive theoretical knowledge and practical experience through translating,writing academic essays,debate workshops,which prepared me for the future tasks of professional translating.The literature courses included the American literature and the special course on Shakespeare,as well.Although I am proficient in the language,I lacked the opportunity to use it in everyday interpersonal communication,which is one of the reasons for my profound interest in this programme.
      Additionally,I am particularly interested in foreign educational systems,which is essential for my future teaching career,since the Serbian educational system is subject to a heavy reform,modelled on EU countries.The direct and immediate experience will help me contribute in my future work and transfer thus gained knowledge to both my prospective colleagues and students.I believe that studying abroad will enable me to gain the distance necessary for a critical evaluation of my earlier knowledge.Moreover ,it is my view that interaction with students in a multicultural environment will give me the opportunity to share experiences and become familiar with different ideas and practices,which is,I believe,one of the main goals of your programme.In my opinion,such practice enhances spreading tolerance and commitment to variety of races,nations and faiths.Having in mind that this topic is still a problem in the Balkans,I chose it for my group research-debate project,titled "The Discrimination in Our Society",which successfully provided the insight into this problem in all spheres of society.Therefore,the student mobility must be essential not only for completing a quality university education,but also for raising awareness of importance of tolerance and variety.As an active member of your university community,I also expect to participate in extra-curricular activities,such as debate and drama clubs,for which I did not have opportunity at my faculty,as well as in charity work and volunteering.Being a member of the university Red Cross unit,I was engaged in organizing the action of collecting Christmas presents for the City Orphanage and the Paediatrics Department,among others.
      I am confident,determined and enthusiastic about learning about new cultures and promoting my own.Thank you for considering my request.I look forward to your positive response.

      Sincerely,

                                                                                                     I.R.

Re: Aviation English Teachers required in Al Ain, United Arab Emirates

Anonymous — Wed, 03 Sep 2008 06:02:51 GMT

RESUME OF

FARIDA EASMIN JEALIAN

B.A (Honors), M.A (English)

CHITTAGONG UNIVERSITY, BANGLADESH

A lady, who has completed M.A. with Honors in English, is keen to find a position as a teacher in an English medium School. Smart, Energetic, Reliable, Trustworthy, Meticulous and able to teach on own initiative or as part of a team.

ACADEMIC QUALIFICATIONS:

Exam.	Examination Year	Dept.	University/Board	Result
M.A. (English)	2008	English	Chittagong University, Bangladesh.	Appeared
B.A. (Honors)	2007	English	Chittagong University, Bangladesh.	3.05 in the Scale of 4
H.S.C.	1999	Science	Chittagong Board, Bangladesh.	2nd Division
S.S.C.	1997	Science	Chittagong Board, Bangladesh.	1st Division

EXPERIENCE:

Iâm teaching in Mastermind International School, a reputed English medium School of Chittagong, Bangladesh.

Subjects: Up to O-Level (English Literature and Language)

Up to class eight (English, Maths & Science)

COMPUTER KNOWLEDGE:

Ã MS Word

Ã MS Excel

PERSONAL DETAILS:

FULL NAME : FARIDA EASMIN JEALIAN

NICK NAME : JEALIAN

HUSBANDâS NAME : ENGR. MD.ZABUL HOSSEN

SEX : Female

DATE OF BIRTH : 1^st Janury, 1982.

PLACE OF BIRTH : Coxâs Bazar, Bangladesh.

RELIGION : Islam.

NATIONALITY : Bangladeshi

PRESENT ADDRESS : 122, Marium Mansion (3^rd floor)

Road # 2, Suganda,

Panchlaish, Chittagong, BANGLADESH.

PERMANENT ADDRESS : Vill.- Raipur, P.O.- Chunnapara,

P.S.- Anwara, Dist.- Chittagong,

Bangladesh.

MARITAL STATUS : Married.

FUTURE PLAN : To be established as a self-dependent professional.

For detailed information please contact:

MD. ZABUL HOSSEN

Mob:-050-9318014

B.Sc.Engineer (CIVIL)

Planning Engineer

Bin-Hamm Agricultural Co. L.L.C.

P.O. Box-1479,

Al-Ain, U.A.E.

CERTIFICATION:

I, the under personally, certify that to the best of my knowledge and belief, the above information has been correctly described in my curriculum vitae.

Sincerely Yours,

FARIDA EASMIN JEALIAN

B.A. (Honors), M.A (English)

Re: South Ossetia. Whose fault? - poll

Dominik — Sun, 17 Aug 2008 13:47:49 GMT

>The author is either historically illiterate, or purposely frogot of the other claches.

Donald Rayfield is Professor of Russian and Georgian at Queen Mary (University of London). He is the author of a number of books, including The Literature of Georgia: A History (1994/2000) and Anton Chekhov: A Life (1997), and various articles. He is currently leading a team compiling a Georgian-English dictionary. He has just been awarded an OBE for Chekhov: A Life and for his work on Russian history.

The other articles are written by different authors.

Here you can find out more about the roots of the conflict:

The Georgian - South Ossetian Conflict

Re: 3 sentences

Grammar Geek — Thu, 14 Aug 2008 16:32:03 GMT

1. Sounds perfectly conversational to my American ears.

2. This makes more sense if you say WHICH university. If you just say "at university" it's like saying "I want to go to the beach at the shore."

3. I was writing my M.A. thesis/dissertation on American literature. You don't "write" a degree. You have classes and at the culmination, you write your thesis/disseration. (Don't ask what the difference is - there are huge threads dedicated to that already.)

3 sentences

Newguest — Thu, 14 Aug 2008 15:34:01 GMT

I'd like to ask about three sentences:

1. What are you doing your PhD in? (I want to know what subject he/she is interested in and wants to get her PhD writing about it)

2. I wanted to pursure/do my PhD at university. (is "pursue" or "do" better?)

3. I was writing my M.A. about American literature. (what are other ways to say the same?)

thanks

I will be very greateful if you would like to check my CV.

demart28 — Thu, 31 Jul 2008 23:11:09 GMT

Curriculum Vitae

Profile

Iâm a highly experienced and creative person currently working in magazine publishing.

I have all round skills in professional page layout, advertisements, creative work, posters andpromotional literature.

Skills Overview

â¢Expert knowledge of creative tools and techniques such as Adobe Photoshop,

Adobe Illustrator, Adobe InDesign, Adobe Acrobat, Flash.

â¢Professional knowledge of Pre-press and print technologies.

â¢Expert knowledge of Macs, PCs and all peripherals, web design and internet technologies.

â¢Over 8 years experience in graphic design field and 3 years experience delivering

professional training courses.

â¢Teaching and support of Illustrator, Photoshop, scanning, page layout and design,

typography, poster design, photography.

â¢Relevant concept design and strong manual drawing and painting skills.

â¢Experience in advertising and publishing environments

â¢Proficient in photography (digital and analogue) and darkroom process.

â¢High creativity (Art Study, many years of experience of designing).

Work Experience

2007/12 to date

Position held: Graphic Designer/ Production Manager

Kennedyâs Publications Ltd., First Floor Offices, Stafford House, 16 East Street, Tonbridge, Kent,

TN9 1HG, UK, Tel +44 (0) 1732 371 510, Fax +44 (0) 1732 361 385, info@kennedys.co.uk

â¢working closely with the Editor, page layout, typesetting, advertising production,

issue planning, designing stand material and magazine covers.

â¢Creating final PDF/poscript files for printers.

â¢Calling clients and e-mailing them for copy chasing

2005â2007

Position held: Freelance Graphic Designer/Illustrator

Polish Psychology Magazine âCHARAKTERYâ

www.charaktery.com.pl

â¢Designing illustrations, covers and layouts from concept to final image,

mostly using my own photography and digital imagining tools.

2005â2006

Position held: Senior Graphic Designer

Advertising Agency âKUCâ

www.kuc.com.pl

This company specialises in design and advertising for print and web.

â¢My main duties were brand development, devising advertising concepts, corporate

and creative design, web projects and design solutions.

Projects were executed from start to finish both as part of a team and working alone.

â¢Working closely with actionscripters/web programmers.

I gained valuable experience by being in a creative team. I was given leadership responsibilities

for individual projects; liasing with clients and problem solving.

2005â2007

Position held: Lecturer of Electronic Media

The Andrzej Frycz Modrzewski Krakow University College

www.ksw.edu.pl

â¢Providing professional introduction for Graphic Design for Architecture

specification. The course included: concept design, Adobe Photoshop, Illustrator, Power Point,

printing techniques

2004â2007

Position held: Assistant Lecturer of Graphical Design and Lettering

The Andrzej Frycz Modrzewski Krakow University College

www.ksw.edu.pl

Leading professor: Mieczyslaw Gorowski

www.gorowski.prv.pl

2001â2007

Freelance

Working with many different clients from different sectors and branches.

Education

1998â2003

The Academy of Fine Arts in Krakow, Faculty in Graphics

MA in Graphic Design (Poster Design) 2003

2002

Alain Le Quernec workshops (Poster Design)

San Luis Potosi, Mexico

1991â1996

Art College of Fine Arts in Koszalin

Employers Clients

Accounts that I have worked on:

Ford, Arkadia (joint project with Ryszard Horowitz designing photographic concepts), Grey

International, Renault Credit Polska, Ecco Papier, CanâPack Group, Kennedyâs Publications

Ltd.

Freelance Clients

Chamber Opera in Krakow, Eliot Theatre, Cracovia Music Agency, Summer Jazz Festival,

Children Hospital, Gulf Jazz Festival, Juliusz Slowacki Theatre, ZNAK- Publishing House,

Wydawnictwo Literackie (Publishing House), CHARAKTERY âpolish psychology magazine,

Plus Communication, Jagiellonian University, Collegium Medicum (Faculty of Medicine), Joe

Zawinul Sindicate, Karpacka Gas Corporation

Hobby

Graphic Design, Poster Art, Graphics of *** Century, Jazz

References:

Re: other/another

Yoong Liat — Mon, 28 Jul 2008 19:54:30 GMT

I looked up for 'woman drivers'. Instead, I found 'women drivers'. Search ResultsOxford University Google Search

Oxford University > Search Oxford University > Search Results


	woman writers	powered by
Search the Web Search ox.ac.uk

File Format: PDF/Adobe Acrobat - View as HTML
Women Writers of the Eighteenth and Nineteenth Centuries Conference Series. Was nun? Future directions in teaching and researching womenâs writingwww.mod-langs.ox.ac.uk/german/wasnun/wasnun_programme.pdf - Similar pages

File Format: PDF/Adobe Acrobat - View as HTML
Print,â so my focus is women in literature, or rather women writers, which is not very ... mobility that is not necessarily available for women writers. ...
www.sant.ox.ac.uk/mec/arabwomenconference2007/Abou%20el-Nag%20Talk,%2017%20Feb%202007.pdf - Similar pages

College Motivation Letter... MountainHiker, you still on here?

Anonymous — Tue, 13 May 2008 22:33:51 GMT

Hi all! I have written this to the best of my ability. I'm pretty secure about the language part, as I'm bilingual, but it's the culture part that I want to check works. Some stuff I need to put in there, like the reason for the GPA - it's part letter, part appeal. But, this is my question, does it come off as too smarmy, too corny, too vague, disorganized, paragraphs need switching around? I just really liked what Hiker said to some other people n here - I have tried to follow the question checklists s/he posted "(Introduction (very quick points) 1a) Who you are 1b) What you want to do 1c) Why do you want to do it 1d) What do you want from them 2) Detailed background 2a) Expand on who you are 3) Detailed background 3a) Expand on what you want to do and why you want to do it 4) Summary 4a) Summarize what you have told them 4b) Thank them for considering your application" and the list for another poster "1) You have a Communication Science degree 2) You want to obtain a Masters Degree in European Comparative Public Policy 3) You want to study at University of Essex 4) You have a passion for European Comparative Public Policy 5) You want to do what or influence what once you are done?" This is an online... ookay, off to edit *edits* *returns* ...online college offering a Liberal Arts MA. Fort Hays State University. And this is my letter: As an immigrant from Egypt with a BA in English literature, including comparative and cultural studies, a background in consciousness-raising work and gender activism, and a lifelong dream of a career conveying these concepts to others and inspiring them to make a difference, I respectfully seek acceptance at your Master of Arts in Liberal Studies program. Culture, critical thinking, history, and social analysis have been the most important fields of study (formal and otherwise) in my life for as long as I can remember. My mission since graduation has been to analyze and question accepted ways of doing things, including sexuality, the monolithic nature of official discourse, and the mainstreaming of the Arabic language and Islam while eroding indigenous tongues and other religions in my native Egypt. As an aficionado of historical narrative, especially that of my native region, the Middle East, and a keen observer of the unseen social currents of religious and gender politics, and cultural norms, mores and values, I have devoted myself to exploring what lies beneath the surface and is visible through the 'iceberg' model of culture. To this end, I have read over 150 books on history, culture, religion, politics and sexuality, among others, mostly about Arab culture. I already am teaching Middle Eastern culture and history at a small language school. The reaction I have received has made me eager to become qualified for a better teaching position in the field of culture/comparative studies. There is so much work to be done in this area to make people truly aware! However, I sense that before being qualified to do this, I am in need of a more thorough academic grounding in epistemology, anthropology and the science of critical thinking skills, as well as in the broader areas of culture and human knowledge, including cross-disciplinary studies and research on cultures outside the mainstream. I am confident that these fields are jut what I need to formalize the learning imparted by my sometimes tumultuous social-political personal experience. While the English Department of Cairo University, where I earned my BA, was a liberal oasis (my majors included Comparative Literature, Civilization and feminist criticism), I later found many of my fellow-Arabs were resistant to a liberal outlook. At that time, the newspapers were abuzz with news of the 'Satanist cult': trumped-up charges (later dismissed by judges as a total fabrication) brought by powerful police officials against American University boys and girls, arrested for wearing black and listening to heavy metal, tortured into confessing crimes they never committed. I became more and more frustrated as people kept telling me, "The newspapers say it; it must be true." For these people, the appearance of difference, and condemnation by the mainstream media, was enough to condemn these unfortunate young people whose only crime had been to assert some individuality and deviate from social norms. The issue became even more complicated and interesting when a number of Europeans I worked with, in a well-intentioned quest for 'cultural sensitivity', ended up with a prescriptive and restrictive definition of Middle Eastern culture: "No, no, boys shouldn't take Home Economics classes. We understand your culture." I preferred to view norms, mores, and values as separate entities and not succumb to the Orientalist view that, lumped together, unchanging and unchangeable, they constituted a monolithic 'culture'. Some of the other questions I asked myself were: What is collective memory? Can one find a descriptive, rather than prescriptive, model of culture? How far does respect for difference erode the rights of the dissenting individual in a collective culture? These are questions whose answers I hope to seek in your program. In 2001, my interest in sexual/religious difference took on a more overtly political nature with the Queen Boat case, where 52 gay men were arrested on trumped-up charges of, yes, Satanism. Unable to stand it any longer, I started a campaign to pressure legal organizations to give them representation in court ("But they're fags! Why represent them?") and alert international human rights organizations to the issue. This had some success; however, it became clear that I was next in line for arrest, and finally I sought political asylum in the U.S. Since coming here, I have studied cinema (earning an associate degree with a 3.8 GPA) made a film on the subject, and am currently preparing a documentary on the veil. In addition to your academic program, which seems to offer a roadmap to the answers for many of my questions, your university is ideal for me in that you offer a course to be taken completely online. This is beyond convenient for me, as I am busy with work and have found that commuting time cuts into my study hours; I would also find it impossible to relocate to Kansas at this time. Also, in an age where education can be, literally, a forbidding expense, my gratitude knows no bounds for your efforts to provide a quality education at a price I can actually afford. I feel it is pertinent here to mention that, just before the exams of my last year at university, I was among a group of students who were holding a peaceful demonstration against the interference of the secret police in student affairs, including sabotaging student union elections. The secret police pelted us with tear gas grenades and rubber bullets; I was unlucky, and had to be carried out of the university with a broken nose and upper respiratory inflammation. When exam time came round, I was not yet recovered (Egyptian universities base the entire grade on one final exam, not on coursework) but made an effort to come to exams and ultimately managed to pass all my tests. However, while my GPA in previous years was significantly higher, as you can see from my transcript, I was unable to make the minimum 2.5 GPA required for the last 60 hours of undergraduate study. This rather lengthy and tedious explanation precedes, as you may be expecting, an urgent and very heartfelt plea that you not allow this unfortunate occurrence to stand in the way of my chances for learning and the ultimate fulfillment of my life's dream. Thank you for taking the time to read this. Your university represents a dream to me, not least thanks to the convenience and cost, which means that the dream is finally within my grasp. It is my dearest hope to become a student at the Master of Arts in Liberal Studies Program, thereby gaining an invaluable academic grounding and ideological framework and positively influencing others thereby. If accepted, I pledge to apply myself to my studies diligently, and never give you cause to doubt the wisdom if your decision. Allow me to thank you, again, for considering my application. Yours sincerely

Paper on Dracula (why he is a monster), can you please help improve?

aerorock — Sat, 10 May 2008 22:00:01 GMT

The Monstrosity of Bram Stokerâs Dracula

Fictional writers often represent evil as an entity, or âindividualâ with inhuman abilities and sinister objective. This is what we refer to as a monster. They are often personified with repulsive attributes and give a story a strong sense of immorality and central conflict. A more than fitting paradigm of a story that truly epitomizes a monster is Bram Stokerâs suspenseful gothic novel, Dracula. The antagonist in this epistolary narrative, Count Dracula, is a vampire who resides in a vast Transylvanian fortress. He is intelligent and well mannered in his faÃ§ade yet holds a malevolent state of mind. From the beginning of the novel, it is stated that Count Draculaâs intended destination is London. Here he could inhabit his race more effectively. The story begins with a compilation of Jonathan Harkerâs journals. Jonathan Harker is a British solicitor who travels to Count Draculaâs castle in the Carpathian Mountains to aid him with the legal documents for his move to England. Credulous at first, Harker sees Dracula as a sophisticated elderly man who wants to relocate due to his isolation. His suspicions begin to mature as he notices some very unusual behavior by the count. Ultimately, the Count imprisons Harker in his castle with pitiless intentions in mind and then makes his way to England to begin his conquest where he commits most of his violent acts. By sucking the blood of his victims (whom are all female), they eventually become vampires themselves, thus adding to Count Dracula's line of vampirism. Analogous to common vampire legend, he is immortal unless pierced through the heart with a stake and then decapitated. Dracula also commits many other âmonstrousâ actions throughout the story. According to an article by Hanna Meretoja: ââ¦monstrosity refers to something inhuman, unnatural, abnormal, and freakish.â Contrary to the common assertion that Dracula is not a monster due to his human-like manifestation (or lack thereof), he possesses the majority of characteristics that Meretoja lists with his atypical powers. Meretoja further suggests; ââ¦those who do terrifying, evil deeds are designated as monsters.â Dracula is a well-defined instance of a monster in literature due to his inhuman abilities, malicious acts toward the human race, and most significantly, his intended conquest of England.

Chris Martinez, a student at Texas A&M University, states; âA monster doesn't have to be a beast that rises out of the water causing death and destruction to millions of people. It can be a man, or men, who let greed and corruption take hold of their lives.â Several of the hideous actions Count Dracula commits in this novel could have been achievable by a highly troubled individual. This does not make him any less of a monster. His complete disregard for human survival is a factor that grants him added horrific elements. The first section of the novel entails Jonathan Harkerâs imprisonment by the means of Count Dracula. If you look at a monster through Meretojaâs perspective, you can say that this is truly a monstrous act. By the fourth chapter, it becomes evident that the Count had no intentions of releasing Harker. In one of Harkerâs journal entries, he writes:
Last night the Count asked me in the sauvest tones to write three letters, one saying that my work here was nearly done, and that I should start for home within a few days, another that I was starting on the next morning from the time of the letter, and the third that I had left the castle and arrived at Bistritz â¦ He knows that I know too much, and that I must not live (Stoker 64). Dracula with murderous mindset. Another instance of monstrous behavior is when Dracula provides his three wives a child for âdinnerâ. Jonathan Harker writes in his journal:

âAre we to have nothing tonight?" said one of them, with a low laugh, as she pointed to
the bag which he had thrown upon the floor, and which moved as though there were
some living thing within it. For answer he nodded his head. One of the women jumped
forward and opened it. If my ears did not deceive me there was a gasp and a low wail, as
of a half smothered child. The women closed round, whilst I was aghast with horror. But
as I looked, they disappeared, and with them the dreadful bag (Stoker 63).

This was one of Draculaâs most repulsive acts as it is now evident that children are not spared. Claiming Dracula is not a monster after committing such a despicable act would be complicated since murdering a child is commonly seen as something only a monster is capable of.

Noel Caroll, author of The Philosophy of Film: Introductory Text and Readings, defines a monster as âany being not believed to exist now according to contemporary scienceâ (168) His definition describes Count Dracula accurately. Draculaâs inhuman strengths are added distinguishing characteristics of a monster based on Carollâs classification. One of the first noticeable instances in the book is when Jonathan Harker catches a glimpse of him out his window. âI saw the whole man slowly emerge from the window and begin to crawl down the castle wall over the dreadful abyss, face down with his cloak spreading out around him like great wingsâ (Stoker 58). It is highly improbable that any scientific occurrence similar to the latter could happen in the time period that this novel was written in. While itâs not evident that this particular action could be used for evil, it does give Dracula a monstrous ambiance in Carollâs respect. Dracula is also spellbinding in several different fashions. For instance, he is able to possess other humans and they must submit to his powers. All of Draculaâs outlandish mind control capabilities are used for acquiring further supremacy. An example of a character that is possessed by Dracula is R.M. Renfield. He is the âmadmanâ of the story who is isolated in a âlunatic asylumâ. Later in the novel, it is learned that Dracula in fact, possessed him after he gains consciousness. He pleads with Jonathan Harkerâs wife, Mina Murray to flee from the trance that Dracula also has over her. In this regard, Count Dracula is manipulative for power and malice. Another peculiar ability of Draculaâs is how he is able transform into various animals. Once again in reference to Carollâs definition, this isnât logical in that time period.

It becomes very evident of Dracula's cruel intentions as the reader submerges deeper into the novel. His sinister objective to conquest England becomes more than apparent in one particular quotation.
You think to baffle me, you with your pale faces all in a row, like sheep in a butcher's. You shall be sorry yet, each one of you! You think you have left me without a place to rest, but I have more.

My revenge is just begun! I spread it over centuries, and time is on my side. Your girls that you all love are mine already. And through them you and others shall yet be mine, my creatures, to do my bidding and to be my jackals when I want to feed. Bah! (Stoker 304)

This makes Count Dracula monstrous in the relation to terrorism. âTerrorism becomes a monstrous evil because it threatens to expose self-subverting characteristics in the global systemâ (Derian 334-35). Itâs apparent that Dracula feels no hesitance in invading England. He clearly lacks any respect for human life and would go great lengths to take others against their will and turn them into vampires. This makes his monstrous in both Chris Martinezâ and Hanna Meretojaâs definition. After 9/11 Most Americans look at terrorists as monsters.

Dracula is a monster in many different aspects. Hanna Meretoja and Chris Martinezâs description of a monster describe it to be nothing more than an evil entity. According to them, attributes such as size and intelligence are completely irrelevant. On the contrary, Caroll explains a monster as something that cannot exist according to contemporary science. Dracula fits all of their definitions. With his utter disrespect for the human race, his disgusting behavior toward humanity, and his intended conquest of England, calling him anything less than a monster would be absurd. Stoker purposely gave him all of these monstrous characteristics to give the novel central conflict.

I'm not a great writer when it comes to content. I feel that this paper is pretty weak-- espeically towards the end. Any suggestions, critiques, etc. would be GREATLY appreciated.

Thank you for your time!