Edna as a Metaphorical Lesbian in Chopin’s The Awakening Essay

Edna as a Metaphorical Lesbian in Chopin’s The Awakening Elizabeth LeBlanc places The Awakening in an interesting context in her essay â€Å"The Metaphorical Lesbian,† as gender criticism must, for Chopin wrote the novel at the end of the 19th century, when homosexuality as an identity emerged culturally, at least in terms of the gay male identity, as proffered by Oscar Wilde across the Atlantic. Lesbianism, too, started to make its debut on the cultural stage, particularly in literature. However, although lesbianism started to emerge during Chopin’s lifetime, it seems doubtful that it played any formative role for Edna’s characterization. Yet gender criticism often requires a reading of a text in light of gender and sexuality regardless of authorial â€Å"intent.† LeBlanc wisely stops short of calling Edna an authentic lesbian, instead appropriating Bonnie Zimmerman’s â€Å"metaphorical lesbian† by which a character â€Å"engages in a variety of woman-identified practices that suggest but stop sh ort of sexual encounters,† often falling into the continuum of female-centered relationships as identif...

Shakespeare In Love Essay -- Movie Film Movies Essays

Shakespeare In Love with Queen Elizabeth "Shakespeare In Love" dominated the Oscars in 1998 bringing home seven academy awards including best picture. At Consumnes River College, a film professor argued to his class that "Saving Private Ryan" should have won the award. The whole class, which I attended, obediently agreed. Only after studying Renaissance literature, I realize our mistake. "Shakespeare In Love" accurately portrays Renaissance England and the birth of English drama, which is the ancestor of American motion picture. Its combination of screenplay and acting accurately portrays the important figures surrounding young Elizabethan drama. However, despite representations of Will Shakespeare, Kit Marlowe, and Ned Allen, perhaps the most dazzling representation is of Queen Elizabeth. Even though the Queen’s character does not consume a leading role, England’s greatest monarch resonates throughout the film. One aspect of the film that proves this and pays homage to Queen Elizabeth is its fictionalized her oine, whose life coincides with that of England’s heroic Queen. Much of the audience may assume that Gwyneth Paltrow’s star character, Viola, merely symbolizes William Shakespeare’s "Juliet." However, the film’s original screenplay clearly establishes a link between Elizabeth’s character and Viola’s. First of all, both possess keen wit uncommon to woman of the era, which they use to belittle the male sex. When an aristocratic male attempts to court Viola and says that he has spoken to her father, she replies, "So my Lord, I speak with him everyday." (Shakespeare) This comical scene alludes to Viola’s quick wit and confidence, which symbolizes those attributes of the Queen. When Viola argues with the queen that playwrigh... ... The film inevitably becomes more interesting as the parallels between Viola and the Queen are drawn. Viola’s character represents the Queen’s courage, wit, and tragic love and other qualities. Furthermore, the fact that the Queen institutes poetry and art into her court illustrates her courage to rebel against the classic philosopher Plato who said, "Hymns to the gods and praises of famous men are the only poetry which ought to be admitted into [the ideal] state." (Plato 13) Because Queen Elizabeth believes in the power of art and since it flourished to America, it is fitting that modern art should honor her. This one aspect of "Shakespeare In Love" that honors England’s greatest monarch is a fabulous stroke of creativity. However, it is just one reason why the film deserves "best picture," for it contains other essential keys that also unlock Renaissance England.

Journey To Self-Destruction in Ken Keseys One Flew Over the Cuckoos Nest :: One Flew Over Cuckoos Nest

Journey To Self-Destruction in One Flew Over The Cuckoo's Nest In One Flew Over The Cuckoo's Nest, the character of Randle P. McMurphy undergoes a gradual journey towards self-destruction. His actions go from the minuscule, such as changing minor ward policies, to the act of trying to strangle Nurse Ratched. All of his actions, minor and major, lead to his self-destruction. He continues this behavior even after he discovers he's only hurting himself with his actions. McMurphy begins by protesting minor but significant defects of the ward policies. When he first arrives, he runs around in nothing but a towel and provokes shock and anger from the Big Nurse. His actions let the nurses and patients know that he won't simply sit back and take the staff's cruel treatment to get the patients to conform quietly and without protest. He begins to gamble with the patients, first for cigarettes and eventually for IOUs, despite the nurse's rule of no gambling on the ward for money (Kesey 102). He also convinces the spineless Dr. Spivey to allow the patients to open up a separate day room for their card games. He uses the doctor to implement these changes, which aggravates the nurse because it takes away her power. The resentment between McMurphy and Nurse Ratched continues to build. McMurphy brings about all these changes before he realizes one vital fact: Nurse Ratched is the sole determiner of how long he must stay in the ward. He's watching television while everyone else is completing their chores. The nurse says to him, "You're committed, you realize. You are ... under the jurisdiction of me...the staff...Under jurisdiction and control-" (138). The nurse also says, "Keep in mind that Mr. McMurphy is committed. The length of time he spends in this hospital is entirely up to us" (150). McMurphy relaxes slightly; however, he eventually continues to harass the nurse, despite his knowledge that she dictates the length of his confinement (Waldmeir 425). He crosses the line and throws a party on the ward in the middle of the night, bringing in two prostitutes and intoxicating the patients with a mixture of cherry flavored alcohol and codeine cough syrup. He does so knowing that he will face consequences for this event. However, he feels he must continue this self-destruction in order for the other patients to find themselves and their sense of freedom ( 427).

A Famous Metaphysical Poet Essay

Andrew Marvell was a famous Metaphysical Poet. Marvell lived from 1621 to 1678 and made a few accomplishments, his poem has unique style and theme for his time, and his poem contains a deep analysis. He wrote several love poems; â€Å"To His Coy Mistress† was one of his most unusual poems for the time in history which he lived. Born on March 31, 1621, in Winestead-in-Holderness, Yorkshire, England Marvell was the son of an Anglican clergy man. He attended Hull Grammar school, and at the age of 12 began college at Cambridge University. He earned his bachelor’s degree in 1638, but it is believed that he stayed at Cambridge until 1641 for a master’s degree. Not much is known about Andrew Marvell’s life; though scholars do know in the 1650s he had a part in the English Government. In 1657 He was appointed Assistant Latin Secretary to the Council of the state; in 1659 he concentrated more on political satire and stopped writing poetry. During Marvell’s life time England’s government had some surprising changes. Monarchy and parliament worked together, but King James I did not have the skill to manage a country, but the government gained more issues when his son, Charles I succeeded him. King Charles I was overthrown and beheaded. England wanted to establish a new government, after doing so; Charles II was made King of England. Marvell died on August 16, 1678 due to a fever. â€Å"While he is not thought to be married, shortly after his death, a woman claiming to be his widow published a volume of his poetry† (Ruby 276). He was one of the chief wits and satirists, a Puritan, and a public defender of individual liberty during his time. Today he is just known for his poetry. (Margoliouth, Sackville-West, Hunt, Murray, Toliver, Legouis, Wallace, Friednreich, Donno. 1) In the 1600s Marvell’s poem â€Å"To His Coy Mistress† was seen as â€Å"obscene and obscure† because of his message in the poem, and the control the church had over the people. Marvell is considered to have been a carpe diem writer, and sometimes described as a metaphysical poet. Carpe diem means the writing style encourages a reader to â€Å"seize the day† because life is short; Metaphysical poets use many unique metaphors and were very appreciated for their originality. Jeffrey Karon states â€Å"To His Coy Mistress† may be one of Marvell’s most destructive poems. â€Å"Its strength is that having turned against itself in the expected manner of ironic poems, it then turns against its own internal objections† (Karon par. 39). In the poem, the speaker describes how he could worship his mistress forever; however part two the tone shifts to time rushing past and the mistress’s physical beauty being wasted away with it. The speaker wants to beat time and enjoy his mistress’s company. There are many different themes in â€Å"To His Coy Mistress† such as time, love, passion, seduction, beauty, and death. This poem is of forty-six lines, and three paragraphs dividing up the rhyming couplets. Marvell used personification, hyperboles, and very bizarre metaphors. The speaker is speaking to his mistress in a rhetorical situation. He passionately describes his love for her and there is not enough time to live to show her how beautiful she is, and how great his love is for her. He wants his love with his mistress to go further by getting intimate with each other, although she wants to save her virginity due to her religious views with the church. He informs her if their love is true and they are in love, they should further their relationship. The woman is said to be coy because she is taking too much time, and time doesn’t stop for anyone. â€Å"’To His Coy Mistress’ is a sublime example of a carpe diem poem, a Latin phrase meaning ‘seize the day’† (Adams par. 8). The first two lines of the poem the main theme, time, is introduced to the reader. It is basically saying life passes quickly and one should not waste their youth, that they should â€Å"seize the day. † The first paragraph of the poem the speaker describes how life is too short for them to waste time. He uses exotic metaphors such as, â€Å"vegetable love† to describe how long he could love his mistress. Beginning at line seven until line eighteen he uses hyperboles to describe the amount of years he could love her and devote to worship her. He describes her physical attractiveness and how long he could love every part of her body and of course her heart. In paragraph two the speaker goes from speaking of his love for his mistress to imagining her grave. He speaks of time as the driver in a chariot hurrying closer to them; he uses â€Å"hurrying† to the show the distress of the little time they have. A few lines down in this paragraph, he describes to his mistress her virginity will eventually over time mean nothing, and when she dies it will be an unusual and worthless treasure. In the first few lines of third and final paragraph the speaker describes his mistress as â€Å"morning dew† saying she is young and her skin a healthy glow just like the dew over the grass in the early morning. Another exotic metaphor he uses is â€Å"birds of prey. † He and his mistress are the birds, and they are preying on time. They want to eat and not be eaten. The speaker finally breaks through and wins his mistress over using the last few lines of the poem. He is saying to her they should take every part of themselves, the strong, the sweet, and the vulnerable, roll it up into a ball and come together as one to beat time. Since they cannot make the sun stay still they will race with him, the speaker using personification and making the sun seem like a person literally racing with him. Marvell was not acknowledged for his unique, but brilliant poems until after his death, he changed the meaning of Metaphysical Poet. Marvell made a few accomplishments, his poems usually had unique style and theme for his time, and his poem contains a deep analysis. This could be a perfect poem for someone interested in love poems with deep meaning.

Literary Genre Essay

Literary genres are determined by literary technique, tone, content and by critics’ definitions of the genres. A literary genre is a category, type or class of literature. Major forms of literature The major forms of Literature are: * Novel * Poem * Drama * Short story * Novella Various forms of literature are written in and further categorized by genre. Sometimes forms are used interchangeably to define genre. However, a form, e. g. , a novel or a poem, can itself be written in any genre. Genre is a label that characterizes elements a reader can expect in a work of literature. The major forms of literature can be written in various genres. Classic major genres Genre is a category characterized by similarities in form, style, or subject matter. The classic major genres of Literature are: * Drama * Romance * Satire * Tragedy * Comedy * Tragicomedy Genre categories: fiction and nonfiction Genre may fall under one of two categories: Fiction and Nonfiction. Any genre can be either: a work of Fiction (nonfactual descriptions and events invented by the author) or a work of Nonfiction (a communication in which descriptions and events are understood to be factual). Common genres: fiction Subsets of genres, known as common genres, have developed from the archetypes of genres in written expression. The common genres included in recommended Literature from kindergarten through Grade Twelve by the CaliforniaÃ'Ž Department of Education are defined as:[1] * Drama – stories composed in verse or prose, usually for theatrical performance, where conflicts and emotion are expressed through dialogue and action * Fable – narration demonstrating a useful truth, especially in which animals speak as humans; legendary, supernatural tale * Fairy tale – story about fairies or other magical creatures, usually for children * Fantasy – fiction with strange or other worldly settings or characters; fiction which invites suspension of reality * Fiction narrative – literary works whose content is produced by the imagination and is not necessarily based on fact * Fiction in verse – full-length novels with plot, subplot(s), theme(s), major and minor characters, in which the narrative is presented in (usually blank) verse form * Folklore – the songs, stories, myths, and proverbs of a people or â€Å"folk† as handed down by word of mouth * Historical fiction – story with fictional characters and events in a historical setting * Horror – fiction in which events evoke a feeling of dread and sometimes fear in both the characters and the readerÃ'Ž * Humor – Usually a fiction full of fun, fancy, and excitement, meant to entertain and sometimes cause intended laughter; but can be contained in all genres * Legend – story, sometimes of a national or folk hero, that has a basis in fact but also includes imaginative material * Mystery – fiction dealing with the solution of a crime or the unraveling of secretsÃ'Ž * Mythology – legend or traditional narrative, often based in part on historical events, that reveals human behavior and natural phenomena by its symbolism; often pertaining to the actions of the gods * Poetry – verse and rhythmic writing with imagery that creates emotional responses * Realistic fiction – story that is true to lifeÃ'Ž * Science fiction – story based on impact of actual, imagined, or potential science, usually set in the future or on other planets * Short story – fiction of such brevity that it supports no subplots * Tall tale – humorous story with blatant exaggerations, swaggering heroes who do the impossible with nonchalance Common genres: nonfiction * Biography/Autobiography – Narrative of a person’s life. A true story about a real person. * Essay – A short literary composition that reflects the author’s outlook or point. * Narrative nonfiction – Factual information presented in a format which tells a story. * Speech – Public address or discourse. * Textbook – Authoritative and detailed factual description of a topic. Literary fiction vs. genre fiction Literary fiction is a term used to distinguish certain fictional works that possess commonly held qualities that constitute literary merit. Genre works are written with the intent of fitting into a specific literary genre in order to appeal to readers and fans already familiar with that genre. Literary fiction may fit within a classification of market fiction, but also possesses generally agreed upon qualities such as â€Å"elegantly written, lyrical, and †¦ layered† that appeals to readers outside genre fiction. Literary fiction has been defined as any fiction that attempts to engage with one or more truths or questions, hence relevant to a broad scope of humanity as a form of expression. There are many sources that help readers find and define literary fiction and genre fiction. Literary element A literary element is an element found in the whole works of literature. Literary elements are not â€Å"used† by all authors; instead, they exist inherently in forms of literature and are derived by the readers of a work in question. [1] This distinguishes them from literary techniques, which are less universal and are used intentionally rather than being emergent characteristics of a literary work. For example, characterization, conflict, setting, and point of view would be considered literary elements, whereas irony or foreshadowing are considered literary techniques. Literary elements are most frequently used to help discussion on a work or better understand a work of literature. For instance, the New York State Comprehensive English Regents Exam requires that students utilize and discuss literary elements relating to specific works in each of the two essays,[2] much like many other state-level high school exams nationwide. Literary elements  * antagonist * archetype (prototype/original/classic/model) * characterization * climax * conflict * dialogue * diction * denouement (resolution) * dramatic structure * falling action * language * mood * moral * motif (feature/recurring design) * narrative mode (point of view) * narrative structure * Peripheral (minor/not a central important)Ã'Ž * plot * protagonist * rising action * setting * speaker * syntax * theme * Tone * Literary Analysis: Using Elements of Literature Students are asked to write literary analysis essays because this type of assignment encourages you to think about how and why a poem, short story, novel, or play was written. To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons. Your essay should point out the author’s choices and attempt to explain their significance. Another way to look at a literary analysis is to consider a piece of literature from your own perspective. Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms) listed below. You’ll just need to use the original text to defend and explain your argument to the reader. Allegory – narrative form in which the characters are representative of some larger humanistic trait (i. e.greed, vanity, or bravery) and attempt to convey some larger lesson or meaning to life. Although allegory was originally and traditionally character based, modern allegories tend to parallel story and theme. * William Faulkner’s A Rose for Emily- the decline of the Old South * Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde- man’s struggle to contain his inner primal instincts * District 9- South African Apartheid * X Men- the evils of prejudice * Harry Potter- the dangers of seeking â€Å"racial purity† Character – representation of a person, place, or thing performing traditionally human activities or functions in a work of fiction * Protagonist – The character the story revolves around. * Antagonist – A character or force that opposes the protagonist. * Minor character – Often provides support and illuminates the protagonist. * Static character – A character that remains the same. * Dynamic character – A character that changes in some important way. * Characterization – The choices an author makes to reveal a character’s personality, such as appearance, actions, dialogue, and motivations. Look for: Connections, links, and clues between and about characters. Ask yourself what the function and significance of each character is. Make this determination based upon the character’s history, what the reader is told (and not told), and what other characters say about themselves and others. Connotation – implied meaning of word. BEWARE! Connotations can change over time. * confidence/ arrogance * mouse/ rat * cautious/ scared * curious/ nosey * frugal/ cheap Denotation – dictionary definition of a word Diction – word choice that both conveys and emphasizes the meaning or theme of a poem through distinctions in sound, look, rhythm, syllable, letters, and definition Figurative language – the use of words to express meaning beyond the literal meaning of the words themselves * Metaphor – contrasting to seemingly unalike things to enhance the meaning of a situation or theme without using like or as * You are the sunshine of my life. * Simile – contrasting to seemingly unalike things to enhance the meaning of a situation or theme using like or as * What happens to a dream deferred, does it dry up like a raisin in the sun * Hyperbole – exaggeration * I have a million things to do today. * Personification – giving non-human objects human characteristics * America has thrown her hat into the ring, and will be joining forces with the British. Foot – grouping of stressed and unstressed syllables used in line or poem * Iamb – unstressed syllable followed by stressed * Made famous by the Shakespearian sonnet, closest to the natural rhythm of human speech * How do I love thee? Let me count the ways * Spondee – stressed stressedÃ'Ž * Used to add emphasis and break up monotonous rhythm * Blood boil, mind-meld, well- loved * Trochee – stressed unstressed * Often used in children’s rhymes and to help with memorization, gives poem a hurried feeling * While I nodded, nearly napping, suddenly there came a tapping, * Anapest – unstressed unstressed stressed * Often used in longer poems or â€Å"rhymed stories† * Twas the night before Christmas and all through the house * Dactyls – stressed unstressed unstressed * Often used in classical Greek or Latin text, later revived by the Romantics, then again by the Beatles, often thought to create a heartbeat or pulse in a poem * Picture yourself in a boat on a river, With tangerine trees and marmalade skies. The iamb stumbles through my books; trochees rush and tumble; while anapest runs like a hurrying brook; dactyls are stately and classical. Imagery – the author’s attempt to create a mental picture (or reference point) in the mind of the reader. Remember, though the most immediate forms of imagery are visual, strong and effective imagery can be used to invoke an emotional, sensational (taste, touch, smell etc) or even physical response. Meter – measure or structuring of rhythm in a poem Plot – the arrangement of ideas and/or incidents that make up a story * Foreshadowing – When the writer clues the reader in to something that will eventually occur in the story; it may be explicit (obvious) or implied (disguised). * Suspense – The tension that the author uses to create a feeling of discomfort about the unknown * Conflict – Struggle between opposing forces. * Exposition – Background information regarding the setting, characters, plot. * Rising Action – The process the story follows as it builds to its main conflict * Crisis – A significant turning point in the story that determines how it must end * Resolution/Denouement – The way the story turns out. Point of View – pertains to who tells the story and how it is told. The point of view of a story can sometimes indirectly establish the author’s intentions. * Narrator – The person telling the story who may or may not be a character in the story. * First-person – Narrator participates in action but sometimes has limited knowledge/vision. * Second person – Narrator addresses the reader directly as though she is part of the story. (i. e. â€Å"You walk into your bedroom. You see clutter everywhere and†¦Ã¢â‚¬ ) * Third Person (Objective) – Narrator is unnamed/unidentified (a detached observer). Does not assume character’s perspective and is not a character in the story. The narrator reports on events and lets the reader supply the meaning. * Omniscient – All-knowing narrator (multiple perspectives). The narrator knows what each character is thinking and feeling, not just what they are doing throughout the story. This type of narrator usually jumps around within the text, following one character for a few pages or chapters, and then switching to another character for a few pages, chapters, etc. Omniscient narrators also sometimes step out of a particular character’s mind to evaluate him or her in some meaningful way. Rhythm – often thought of as a poem’s timing. Rhythm is the juxtaposition of stressed and unstressed beats in a poem, and is often used to give the reader a lens through which to move through the work. (See meter and foot) Setting – the place or location of the action. The setting provides the historical and cultural context for characters. It often can symbolize the emotional state of characters. Example – In Poe’s The Fall of the House of Usher, the crumbling old mansion reflects the decaying state of both the family and the narrator’s mind. We also see this type of emphasis on setting in Thomas Mann’s Death in Venice. Speaker – the person delivering the poem. Remember, a poem does not have to have a speaker, and the speaker and the poet are not necessarily one in the same. Structure (fiction) – The way that the writer arranges the plot of a story. Look for: Repeated elements in action, gesture, dialogue, description, as well as shifts in direction, focus, time, place, etc. Structure (poetry) – The pattern of organization of a poem. For example, a Shakespearean sonnet is a 14-line poem written in iambic pentameter. Because the sonnet is strictly constrained, it is considered a closed or fixed form. An open or free form poem has looser form, or perhaps one of the author’s invention, but it is important to remember that these poems are not necessarily formless. Symbolism – when an object is meant to be representative of something or an idea greater than the object itself. * Cross – representative of Christ or Christianity * Bald Eagle – America or Patriotism * Owl – wisdom or knowledge * Yellow – implies cowardice or rot Tone – the implied attitude towards the subject of the poem. Is it hopeful, pessimistic, dreary, worried? A poet conveys tone by combining all of the elements listed above to create a precise impression on the reader.

Creative Writing – Happyness (Partial)

â€Å"Mother, I can not wait for school today!† At four years old I shouted this with excitement and glee, wonderful thoughts sprung into my mind and bounced around it like hot air in a balloon. Nothing could burst my bubble and I was determined to make a excellent impression on my new and caring teacher. It was my first day at primary school and I was to be introduced into reception. Miss Campsten, a young and friendly lady took my hand and led me into the strange yet curious room. I could see a dozen toddler faces gleaming up at me. It was all so inviting and fresh. Only then had I realised these were my new classmates. I scanned the room for a play mate and saw what I was sure was a sobbing boy. He moaned and groaned in the corner of the room behind a creaking wooden door. I shuffled slowly over and plucked up the courage to ask him â€Å"Will you play with me?† He twisted his head upwards to face me and smiled, I knew this was the start of a friendship which would seem to never end. Slowly but gradually he started to come out of his shell frequently talking to me like a shy tortoise. Playing in the deep and spacey sandpit was great. I used to pick up the sand and let it slide through my fingers acting as if it was a human sieve. Ben copied me and laughed at my stupid thinking in an amused matter. I did not really mind as long as it kept him happy. I was always confused about why he was so depressed that morning. The curiosity was biting at me like an impatient gnat. Miss Campsten explained, Ben, was suffering home sickness and had also been admitted that morning into school. At this age I did not believe this excuse, how could you be home sick at school? How could you not be excited?! I was buzzing like a bee around the classroom collecting worksheets and doing simple errands for Miss Campsten. It was overwhelming, I had no time to stop and think, learning numbers and the alphabet was challenging enough. Things were flowing nicely at school, new friends, great respect from my teacher and most of all a brilliant learning experience. The afternoon only just got better! We had taken a trip to the school gardens which led down a long, windy path to a greenhouse. The greenhouse was perfectly sound and stable with beautiful plants adorning it. The vast space inside was fascinating. Plant pots and crockery lay perfectly around the sides of the greenhouse on clear glass shelves. Ben and I screamed in delight! Delicately we picked an orchid to deliver as a gift to Miss Campsten, our teacher we were surprisingly fond with only after a few hours. The orchid embellished stunning features with its striking purple leaves and its long elegant stem. Perfection to a tee! â€Å"Home time children!† she said while clapping her hands enthusiastically. Oh no! The day had flown by in a flash. Ben and I exchanged grins of cheerful spirit because we had to explore so much more tomorrow.

Co-Education

Argumentative essay – Separate-Gender Classes in Co-Ed School is the best solution to the situation Nowadays, many parents are worrying about the amount of distractions that exist in co-ed schools, which directly affect their children's academic performance. This is simply due to the fact that there are chemical reactions when different genders spend time together. Consequently, there are a number of negative effects, for example, achieving bad academic performance and inappropriate relationship for children.While it cannot be denied that this issue will not disappear soon, I have analyzed two long run solutions. The first is assigning students in single-sex school and the other one is allocating them in single-sex classes in co-ed school. The second solution means putting all girls in one classroom and all boys in another, while they are in the same school. In the following essay, I will explain why assigning students in single-sex classes in co-ed school is the best solution to solve the issue that parents are worrying about.One point which I consider to be absolutely vital is the balance of subject-liking preference for both girls and boys. In other words, there are gender-typical subject preferences in both education systems: Single-sex school and Co-ed school. A British researcher has carried the research based on the attitudes of the students toward different subjects. â€Å"Students at co-ed schools tended to have gender-typical subject preferences: boys at co-ed schools liked math and science and did NOT like drama or languages, whereas boys at single-sex schools were more interested in drama, biology and languages.Likewise, girls at girls-only schools were more interested in math and science than were girls at co-ed schools† (Stables. 1990). Brian Walsh, who has been a principal at both boys' schools and co-ed schools, also made the observation: â€Å"Boys ordinarily do not even try to sing in a co-ed school, whereas they love choral sin ging in a boys' school; in the co-ed setting they make fun of French pronunciation, whereas in the single-sex setting they enjoy becoming fluent in French† (Riesman, 1990).There are gender-typical subject preferences in both single-sex schools and co-ed schools. However, this issue can be balanced by combining the ideas of single sex classes and co-ed school together in one school. In order words, implementing separated gender classes within a mixed gender school can actually balance the issue of subject-liking preference. There is a research carried by University of Cambridge can prove that separating students for some subjects help them to concentrate and improve their exam grades in the classes.Many girls and boys feel more at ease in such classes, feel more able to interact with learning and to show real interest without inhibition, and often achieve highly in all the performance† (‘Separate class needed for boys', 2005). Specifically, if we apply the second so lution to the school system – putting girls in one classroom and boys in another classroom in co-ed school, there are no or less gender-typical subject preferences. Different genders will try hard on the subjects that they don’t prefer to study as in co-ed school and in single sex school.For example, boys will be more likely to sing in the class and will also like mathematics and science as well as drama, biology and languages. Therefore implementing separated gender classes within a mixed gender school can not only balance the issue of subjects-liking preference, but also allowing children to become more well-rounded students, which I believe this is something most parents hope to see. There is less interaction between genders in a single sex school, which means it has less distraction for students than co-ed schools.However, in terms of social life, less interaction from different genders means less practical social abilities in daily life in single sex school. In or der to reduce this problem, a separate-gender classroom in a co-ed school system is the ideal solution. Therefore another benefit of having single-gender classroom within a co-ed school system is the self-development of students’ social skills. As in single-sex school, since all peers are girls in girls’ schools and all classmates are boys in boys’ schools, there is no interaction between different genders inside the school in daily life.Ruben A. Gaztambide-Fernandez, an assistant professor at the Ontario Institute for Studies in Education at the University of Toronto, has mentioned that â€Å"Single sex schools shelter the opportunity of social behaviors from students. †(Aschaiek, 2012). On the other hand, many people think that the interactions between male and female students are too frequent in co-ed schools, which may cause unexpected and complicated relationships. In my personal opinion, it is true that there is not enough cross-gender interaction i n single sex schools and there is too much interaction in co-ed schools.Therefore, In order to balance to the interactions between different genders to maintain a considerate relationship and healthy social life, applying the second solution of separate-gender classrooms in co-ed school is the best alternative to this issue. This could be further explained by increasing the activities between different genders in their break time after the separate-gender classes in co-ed schools. To sum up, even though single sex schools have many other advantages for children to study, separate-gender classes in co-ed school is still the best alternative to solve the worry from the parents.It may not only improve children’s academic performance, but also help their social abilities to be more confident in dealing with any problem in a relationship. More importantly is that girls at the separate-gender classroom have less stereotyped thoughts about the role of a woman. Co-Education – A Detailed Essay Co-education means the education of boys and girls together. In our country there is co-education in some college and schools, in most colleges and school there is separate education for boys as well as for girls. Co-education has remained controversial issue in our country.Some people are in favour of this system and want to introduce it in all schools and colleges. They say that this system is very useful. They give many arguments in its favour. Their main argument is that in poor and backward country like Pakistan it is impossible to maintain separate institutions. Therefore co-education should be opened to girls also. The supporters of co-education also say that in progressive society men and women should come closer co-education would provide an opportunity to the young men and women to understand each other. This would be very helpful for them in future life.It would also be good for the progress of the country raise the standard of education. Because it will promote competition among boys and girls. In fact the supporters of co-education are talking of its benefits in such a manner, if it is only road to heaven. A little thought would expose the hollowness of these arguments. Everyone who has visited even a couple of colleges and schools knows that all of our institutions are frightfully over crowded. The girls’ schools and colleges too are over-crowded. Hundreds of new educational institutions are needed. It some of these are reserved for girls, it would not cost more to government.If number of girl’s students were small then the consideration of economy would have been partly valid. The second argument is also not valid if young men and women can’t understand each other in their homes and families, then they would not be able to do so in the school or college. Why that one is feels that one can understand the opposite sex only if one meets one’s neighbours daughter. The system of co-education will not raise the standard of education. Temptation of flirting is strongest than the urgent reading text books co-education will create many problems not only for the students but also for teachers.Temptation does not distinguish between the students and the teacher. The real reason why some people support co-education is that they like western culture. They want to be more English than English because west has co-education so they must have it. But we have to consider whether our religion, our culture and our circumstances allow us to adopt co-education. I can say that they certainly not allow us to adopt such system. If co-education is inevitable one would agree to it. But it is not a necessary evil. And there is no reason that we should patronize everything with foreign name.If it is necessary we should adopt it only at elementary level while at secondary level and higher secondary level there should be separate system of education. By adopting this system at secondary and higher secondary l evel we will only be able to promote vulgar-ness in our society. Essay on Co-Education System Co-education is a system of educating boys and girls together. In ancient times, co-education was prevalent in Greece. Today, this system of education is there in almost all the countries of the world. It is economical. It generates a spirit of comradeship between boys and girls.The problem of shortage of trained teachers can be dealt with by this system. Boys overcome their curiosity and girls, their shyness. They learn to respect one another. Though a few conservative people are against this system, their views do not hold ground. Co-education generates harmonious relationship, a sense of co-operation, and thus, helps in the progress of the nation. Co-education is a system of educating boys and girls together. In ancient times, co-education existed in Sparta in Greece. There was no discrimination between boys and girls. They studied and played together.Along with academic education, physi cal training was also given to both the sexes. Plato, the Greek philosopher, believed that co-education helped in the development of personality of both men and women and created a feeling of comradeship among them. He felt that co-education was the only method to make both men and women useful members of society. Hence, in the west, the importance of co-education has been felt since ancient times. In early Vedic Society (Ancient India), co-education was prevalent in a few places. But gradually female education began to be ignored.Moreover, the system of education was quite different from that of today. The boys stayed in Gurukuls, for the whole educational period. There they received both in academic education and physical training. The former included the study of the scriptures and the latter, training in warfare. Girls were not sent to the Gurukuls, and thus were deprived of the benefits of education. In medieval India, those belonging to lower castes and the womenfolk were not allowed to attend schools or study the scriptures. Raja Ram Mohan Roy, great social reformer and scholar, fought against this practice and succeeded in his mission.His job was further carried on by other social reformers. Today, co-education is prevalent in almost all the countries of the world. In India, there are a number of co-educational schools, colleges and universities. There are a number of advantages in the co-educational system of education. It is economical. Poor countries cannot afford to open separate schools for boys and girls. If boys and girls are taught together in the same school, then there will be no need to open separate schools for them. Thus, the cost to be incurred on building infrastructure, furniture, stationery, personnel recruitment, etc. will be saved.There is a shortage of good trained teachers in developing countries like India. If there is co-education, same staff can teach both boys and girls at the same time in the same class, and the problem of sho rtage can be dealt with. Establishing more of co-educational schools can help in spreading literacy even with the limited teaching staff and infrastructure. Thus, it will be beneficial for both boys and girls and the nation as a whole. Co-education helps the boys and girls to intermingle and understand each other well. They become more broad-minded and tolerant towards the opposite gender.They interact freely with one another, thereby overcoming hesitation and shyness. Thus, co-education leads to a healthy and harmonious relationship between boys and girls. In a co-educational school, boys are free to meet and talk with girls. They develop a feeling of friendship among themselves. Boys then, usually don't indulge in eve-teasing. Co-education contributes to the balanced development of the personality of boys and girls. A new study has revealed that the co-educational schools are better as the presence of girls in classes restrains boys from indulging in unruly behavior and improves t heir academic performance.Infect, a higher percentage of girls not only lowers the amount of classroom disruption but also fosters a better relationship between students and their teachers. The researchers found that classes with more than 55% of girls resulted in better exam results and less violent outbursts overall. Boys with more female peers in their classes showed higher enrolment rates in both advanced mathematics and science classes, but overall benefits were found in all grades for both sexes. They conclude that this effect is due to the positive influence, the girls are adding to the classroom environment.Infect the study found that primary school classrooms with a female majority showed increased academic success for both boys and girls. In the middle and high schools, the classrooms which had the best academic achievements overall were consistently those that had a higher proportion of girls enrolled. The researchers suggest that boys and girls may learn differently, but it is better not to send them to sex-segregated schools. Boys become conscious of their dressing habits, behavior and the style girls. They work hard to remain ahead of one another.Co-education reduces gender bias in the society. It generates a feeling of equality between both and sexes. The feeling of male dominance may be wiped out from the society if this system of education is given importance. However, some people are opposed to the system of co-education. According to them, this system is against the Indian culture and tradition. It is also argued that girls feel freer in an institution which is meant only for girls. As such they have greater scope of developing their personality. They also participate in sports, dramatics and debates more freely.Teachers of some subjects like Biology also find it easier to explain some chapters more thoroughly if only girls or only boys are sitting in the class. Sex education has also been introduced and in co-educational schools even teache rs find it difficult to discuss such topics in the class. It is also felt that since students (especially teenagers 13-19 years of age) are of impressionable age, the possibility of their going astray is much more in co-educational institutions, where they enjoy more freedom of intermingling with the other sex. They also do not remain focused on studies.It should be acknowledged that in the fast changing society of twenty first century co-education has to become the order of the day. Today girls are entering all professions in large numbers. Many of them are heading big organizations. Co-education will help young boys and girls to mix freely and understand one another better. Today's children are tomorrow's citizens. We must encourage them to develop their personality in a free healthy atmosphere. Girls no more have to remain confined to the four walls of the house. Co-education will help both sexes to learn and work together for the progress of the country.