The Hobbit A Review Essay Research Paper free essay sample

The Hobbit: A Review Essay, Research Paper The Hobbit: A Reappraisal Introduction The book I read and analyzed was? The Hobbit? by J.R.R. Tolkein. I shall discourse the secret plan and character development, puting, writer # 8217 ; s manner and my sentiments about it. Plot Development There are excessively many characters in the narrative and so it is difficult to follow and cognize each one of them. ( There are many midgets and it # 8217 ; s confounding. ) In the beginning there is an debut where the writer tells a spot about what is a hobbit and the hobbit # 8217 ; s ( Bilbo ) household. It is non really complicated and the writer makes it easy to understand. This debut gives the general background, which makes the narrative easier to understand, for the secret plan and its development. The secret plan development in the center is non complicated and easy to follow. It can even be summarized in a few sentences. We will write a custom essay sample on The Hobbit A Review Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The stoping is expected since the writer gives intimations about it. As in the debut when he says that the hobbit would addition something, this means that he will non decease. Then, the reader is non unbroken in suspense and does non anticipate to see what happens at the terminal. The last flood tide ( or what is supposed to be the flood tide ) takes a long clip to occur ( the last battle? good ( work forces, elves, dwarves A ; bird of Joves ) vs. evil ( wargs A ; hobs ) ) and this reduces its effectivity. After the flood tide there is the long return place. It is rather deadening since there is nil to anticipate to and the reader knows that the hobbit would acquire place safely. In my sentiment it should have been shorter. Character Development The creative activity of the characters is done by their duologues and soliloquies, actions and things noted by the storyteller ( the writer in this instance ) himself. An illustration for duologue: ? All the same, I should wish it all field and clear, besides I should wish to cognize about hazards, out-of-pocket disbursals # 8230 ; ? ( by Bilbo, page 22, it shows that he is non ready to leap into things so rapidly ) . An illustration for a soliloquy: ? Now is the clip for our honored Mr. Baggins, who has proved himself # 8230 ; ? ( by Thorin, page 210, it shows Thorin # 8217 ; s manner ) . A good illustration for action is when Thorin blocked the Gate in the mountain that shows the reader that the hoarded wealth is of import to Thorin and he instead die than giving it off. An illustration for notes by the writer: ? You are familiar with Thorin # 8217 ; s manner on of import occasions # 8230 ; ? ( page 210 ) the writer negotiations straight to the reader and helps him understand the text. Each character has a physical description. The length and content of the description addition as the character importance to the secret plan additions ( e.g. , the hobbit has really long descriptions in the narrative ( particularly in the debut ) and the Elvenking has fewer descriptions ) . The more of import characters get an emotional description excessively, but it is non good seen, but it can be extracted from the text by analysing it. The illustration I gave before about Bilbo non hotfooting into things is a good illustration for this excessively. The cardinal figure is the hobbit, Bilbo. He is the 1 that makes many things occur by his errors and fortune. The writer gives long descriptions of him and refers to him a batch, he besides made him salvage his companions’ life and without him the secret plan would non hold been the same. The back uping dramatis personae is divided into the more of import characters ( such as the midgets and Gandalf ) into less of import and less described 1s ( such as the hob guards that caught the party in the forests ) . It is difficult to believe that the characters can be in world since they can non, and they are non supposed to since it is a fantasy book. Puting The narrative occurs in the fanciful universe? Middle-earth? created by the writer, it is appropriate since animals that are found in the book ( e.g. , hobs and midgets ) do non be in our universe. Since the narrative happens in many topographic points over Middle-earth the writer gives a deep description merely in topographic points where of import things to the secret plan go on but in other topographic points he gives a more general description. Most topographic points make the reader have a image in his encephalon of them, the writer uses the appropriate words and gives good descriptions. It takes the narrative about a twelvemonth to happen. It starts at the spring and ends in about the same clip the twelvemonth after. Partss of the narrative take topographic point in every clip of the twenty-four hours ( and dark ) . The temper is of fantasy universe, where everything ( like thaumaturgy and immense hoarded wealths ) can look and go on. Author # 8217 ; s Style The words used in the book are non really complicated, but there are some words that are non longer in usage, or used merely in poets ( such as? ere # 8217 ; in some duologues ) . The manner in which the duologues are written depends on who is speaking and when ( e.g. , when the Elvenking talked to Thorin he did non handle him with regard ( because elves hated midgets ) and so did Thorin because he was offended with his fascination ) . There was no suspense in the narrative, because of the writer that destroyed it right at the beginning and with his intimations all over the narrative, stating that the hobbit and his friends would win and acquire what they wanted. At the terminal it was clear that the good people are traveling to win the conflict against the immorality. The secret plan is non really complicated and it can be summarized by one paragraph or something like this. Critic # 8217 ; s Choice Although I like fantasy manner, I did non truly like this book. The book was the worst fantasy book I of all time read, although I know that the writer is considered to be one of the people that gave the fantasy manner a great push. Even though the book is good written there are some mistakes that make it tiring and uninteresting ( such as the deficiency of suspense that I already discussed before ) . Comparing this book to the? Dragon Lance? series and particularly the foremost, original 1s, by Margaret Weis and Tracy Hickman the? Dragon Lance? is much better. For this book to be more interesting some alterations need to be made, like dropping all the notes that the writer puts in about the characters. These notes that reduced the suspense made the book really deadening and I even fell asleep one time reading it. If you want to read a fantasy book, you should jump this one and read a book of Margaret Weis and Tracy Hickman that are better writers. If this author ( died? ) wants to go on composing, allow it be, but he should non anticipate me to read it.

Ambition for Success Essays

Ambition for Success Essays Ambition for Success Essay Ambition for Success Essay We all wanted to be successful in whatever we do, whether it is in education, in working, or in our everyday living. But what is it that drives every man to succeed or to pursue success? I believe that ambition plays a very important role in pursuing and achieving success. It is an admirable quality for a person to possess. An anonymous person once said that a heightened sense of ambition gives a person the strength to tear down the obstacles and keep on towards the goal. Even the author Peter Verinder admits that ambition is part of the human condition. More often, ambition lets us choose between our priorities to achieve our dreams. Because of ambition, people love their work and their actions reflect that. Examples of the people who succeeded because of ambition were Jack Welch, Cyrus McCormick, James J. Hill and John D. Rockefeller. Jack Welch, who works for GE, had a â€Å"million-dollar† ambition during high school and he exceeded it. Cyrus McCormick, on the other hand, ambitioned to be a millionaire. He became one when he was 57. Jack Hill was the builder of the Great Northern Railroad, and he set his financial goal during his 20s. John Rockefeller wanted to be worth $100,000 someday. When he grew up, he was worth 10,000 times that much. See what ambition can do to a person? Ambition comes from desiring to do great and to explore other things that we can do. As Brim says, â€Å"†¦we want action and growth†¦we want to be challenged. We want to shape, form, and build our own lives.† We continue to live everyday and face the many challenges that come with our endeavors. People need more of these challenges to be able to â€Å"test their powers† and therefore see more into their hidden skills and capabilities. However, ambition alone will not work. It needs action. Jack Hill wouldn’t have become a millionaire if he just sat in his corner all day. He wouldn’t be known for the Great Northern Railroad if he didn’t put in work. Corrigan (1999) says that ambition leads to action. In the corporate world, a person may exert effort to achieve personal recognition, power, or bigger salary. Or he may want to be ambitious to make the company more progressive. Corrigan also adds that ambition drives a person to change and develop within an organization. The employees in the lower level also want to improve their position, that’s why they put the values of the organization to their heart. As a whole, the organization relies upon individual ambition to achieve success. When we aspire for something, we also think of the better ways how we can achieve them. We consider the people around us, the circumstances, ourselves. This never happens when it comes to luck. More often than not, luck does not happen to all successful or unsuccessful people at all times, just like in Helzberg`s situation. We do not anticipate luck because we cannot tell when it befalls us, therefore we do not work harder just to be worthy of that. On the other hand, the case of envy is different. Mild envy could result to something more serious because a person is not content with what he has and still wanted something that other people have or own. I think that envious people do not have a healthy outlook in life.   Envy makes you resent that person who has the top position, the money, the great house, and the many opportunities. You become more frustrated with your job and your accomplishments because you compare them with others’. A person pursuing success needs to focus on what can be improved. And as Warren Harding says, â€Å"Ambition is a commendable attribute, without which no man succeeds. Only inconsiderate ambition imperils.† REFERENCES Corrigan, Paul. Shakespeare on Management: Leadership Lessons for Today’s Managers. London: Dover, N.H. Kogan Page, 1999. Krieger, Richard Alan. Civilization’s Quotations: Life’s Ideal. New York: Algora Publishing, 2002. Locke, Edwin A. The Prime Movers: Traits of the Great Wealth Creators. New York, AMACOM Books, 2000.

4 Ways To Say It in Spanish

4 Ways To Say It in Spanish It is one of the most common English words, but its direct equivalent in Spanish, ello, isnt used much. Thats mostly because Spanish has other ways of saying it - or not stating it at all. This lesson looks at translations for it in four situations, depending on how it is used in relation to the other words in a sentence: as the subject of a sentence, as the direct object of a verb, as an indirect object of a verb and as the object of a preposition. Saying It in Spanish as the Subject of a Sentence Because it has an extensive verb conjugation, Spanish is able to frequently omit the subjects of sentences entirely, depending on the context to make clear what the subject is. When the subject of a sentence is inanimate, something that would be referred to as it, it is very unusual in Spanish to use a subject at all:  ¿Dà ³nde est el telà ©fono? Est aquà ­. (Where is the telephone? It is here. Note how in this and the following sentences that there is no Spanish word given to translate it.)Est roto. (It is broken.)Hoy comprà © una computadora porttil. Es muy cara. (Today I bought a laptop computer. It is very expensive.)No me gusta esta cancià ³n: es muy rencorosa. (I dont like this song. Its full of resentment.) In English, it is common to use it as the subject of a sentence in a vague sense, such as when talking about the weather: It is raining. It can also be used when talking about a situation: It is dangerous. Such as use of it in English is sometimes referred to as a dummy subject. In translation to Spanish, dummy subjects are nearly always omitted. Llueve. (It is raining.)Nieva. (It is snowing.)Es peligroso. (It is dangerous.)Es muy comà ºn encontrar vendedores en la playa. (It is very common to find vendors on the beach.)Puede pasar. (It can happen.) Saying It in Spanish as the Direct Object of a Verb As the direct object of a verb, the translation of it varies with gender. Use lo when the pronoun it refers to a masculine noun or la when it refers to a feminine noun.  ¿Viste el coche? No lo vi. (Did you see the car? I didnt see it.) ¿Viste la camisa? No la vi. (Did you see the shirt? I didnt see it.)No me gusta esta hamburguesa, pero voy a comerla. (I dont like this hamburger, but Im going to eat it.)Antonio me comprà ³ un anillo.  ¡Mà ­ralo!  (Antonio bought me a ring. Look at it!) ¿Tienes la llave? No la tengo. (Do you have the key? I dont have it.) If you dont know what it refers to, or if it refers to something abstract, use the masculine form: Vi algo.  ¿Lo viste? (I saw something. Did you see it?)No lo sà ©. (I dont know it.) Saying It in Spanish as an Indirect Object It is unusual in Spanish for an indirect object to be an inanimate object, but when it is use le: Dà ©le un golpe con la mano. (Give it a hit with your hand.)Brà ­ndale la oportunidad. (Give it a chance.) Saying It in Spanish as the Object of Preposition Here again, gender makes a difference. If the prepositional object refers to a noun thats masculine, use à ©l; if you are referring to a noun thats feminine, use ella. As objects of pronouns, these words can also mean him and her, in addition to it, so you need to let the context determine what is meant. El coche est roto. Necesito un repuesto  para à ©l. (The car is broken. I need a part  for it.)Me gusta mucho mi bicicleta. No puedo vivir sin ella. (I like my bicycle a lot. I cant live without it.)El examen fue muy difà ­cil. A causa de à ©l, no aprobà ©. (The test was very difficult. Because of it, I didnt pass.)Habà ­a muchas muertes antes de la guerra civil y durante ella. (There were many deaths before the civil war and during it.) When the object of a preposition refers to a general condition or something without a name, you can use the neuter pronoun for it, ello. It is also very common to use the neuter pronoun eso, which literally means this. Mi novia me odia. No quiero hablar de ello. (My girlfriend hates me. I dont want to talk about it.)Mi novia me odia. No quiero hablar de eso. (My girlfriend hates me. I dont want to talk about it.)No te preocupes por ello. (Dont worry about it.)No te preocupes por eso. (Dont worry about it.)

Poem Explication Essay Example | Topics and Well Written Essays - 500 words

Poem Explication - Essay Example There are six stanzas in it, but none of them follow traditional poetic forms or a set meter. Instead, Hughes allows the lines to be choppy, like how he imagines a hawk might think. The animal's self-impression is given as he seems to judge his body, "on falsifying dream / Between my hooked head and hooked feet: / Or in sleep rehearse perfect kills and eat" (2-4). The thoughts are presented as fragments only loosely connected to each other. As the hawk surveys his land through these choppy thoughts, it becomes clear he considers himself the master of his domain, â€Å"Nothing has changed since I began. / My eye has permitted no change. / I am going to keep things like this† (22-24). The mind of the hawk is flighty, but shows two primary drives -- an appreciation for beautiful detail and a deadly purpose. Hughes demonstrates a strong understanding of the hawk's world as something that is both beautiful and terrible. He says, "the earth's face is upward" (8) as he talks about th e trees poking into the sky, the buoyant air of the mountain and the warm sunshine. These details bring to mind a beautiful spring day glittering with promise.

Wrongfully Convicted Assignment Example | Topics and Well Written Essays - 750 words

Wrongfully Convicted - Assignment Example The opponents of capital punishment have therefore cited wrongful executions as their arguments since it does not result into justice if indeed the convicted or executed person is later found to be innocent (Huff & Killias, 62). However, with the advancements in technology, there is relief to this problem as the crimes and criminals are being identified in a more accurate manner in which even those who had been convicted in the past have been released from the prisons and escaped the death sentences. Research has shown that in the United States of America, the use of DNA technology has resulted into the exoneration and the setting free of up to 15 inmates who were serving death penalty since the year 1992 (Zedeck, 27). It is however important to note that a number of individuals have also been released due to weak cases or innocent individuals convicted and the people who are supposed to be convicted set free (Huff & Killias, 65). The death penalty information center has also publish ed certain names of individuals who have been executed but are likely to be innocent if thorough investigations are done to authenticate their involvement in the crimes that they are alleged to have committed. This is not different from the other nations in Europe and other parts of the world. For example, in the United Kingdom, criminal cases review commission has reported that there are several individuals who have actually been pardoned and other several exonerations for individuals who had been executed during the time between 1950s and 1960s. It is therefore important to note that there is need to standardize the DNA evidence so as to serve as the basis for exonerations of individuals who have been wrongfully convicted as a process to deliver justice to them. One example of those who were wrongfully convicted and executed in the United States of America is Jesse Tafero. Jesse was convicted in Florida in the year 1976 for the alleged killing of police officer (Ciolino, 28). He w as convicted together witch another person known as Jacobs Sonia. The two were convicted with the murder case alongside drug trafficking. It was alleged that they killed police officers as they escaped the police arrest because of the drugs that they had. The two individuals were then sentenced to death on the basis of the testimonies by a third party prisoner who pleaded for the les entice if he testified in the case. In the year 1981, the death sentence for Jacob was commuted. However, a year later, Rhodes who testified against the pair asserted that he actually bears the full responsibility of the murder. Tafero on the other hand was executed in the year 1990 despite all these clams by Rhodes. Two years later, the charges against Jacob were squashed which later resulted into her serving imprisonment and not being executed like Tafero. It is important to note that Tafero might have been executed wrongfully and in case the same evidence used in Jacob’s case could have been u sed in his case, he could have been alive as well. Others who are believed to have been wrongfully executed include; Wayne Felker, Cameroon Willingham, Meeks Griffins and Thomas among others who were wrongfully convicted but not executed (Ciolino, 22). In the view of the above, it is clear that the cases of wrongful executions are evident and there is need to look for ways by which these executions can be right executions. With this regard, it is not possible to deliver justice to individuals who have been killed. It is therefore important for the various legislative bodies to consider doing away with the death sentences and replace it with amore elaborate and a system that can be reversed. This is because even then DNA test and the biological processes

Prescriptive And Descriptive Grammar

Prescriptive And Descriptive Grammar A pedagogical grammar refers to the modified approach that is now adopted in linguistics to facilitate the process of teaching an extra language. In broader spectrum it can be defines as the grammar that exists to help foreign language learners. Pedagogical grammar can be categorized into two distinct but interconnected theory areas. First of which is concerned with descriptive models can be integrated with pedagogical reference along with teaching materials that makes the process of learning easy and simple for the learner. Secondly premises about second-language achievement form the other category of pedagogical grammar. It provides the fundamentals about class attitudes and tactics. It in general guides students about grammatical concepts which appear to be insightful for a native speaker while extremely complicated for a non-native speaker. An indigenous English speaker needs less attention an instruction in correcting some obvious sentence structure mistakes. For instance he would be easily able to invert the words You do know me to form an appropriate sentence as Do you know me? However for somebody who is learning English as his second language would demand a detailed explanation about making this inversion. This fact becomes more lucid when the persons native language formulates question following a different way. Guiding about this particular area of grammar might appear monotonous and pointless for first-language speakers but it is an essential aspect of pedagogical grammar. ( Ortega, 2008) Pedagogical grammar introduces rules about correcting the language usage in communications. For instance it guides about the language that a doctor uses to check his patients and write his prescriptions. Similarly pedagogical grammar also deals with descriptive grammars teaching the speakers to have a strong grip over the language to make sure they use it frequently even without considering the proper rules before speaking. Summing up pedagogical grammar forms a border between the grounds of prescriptive and descriptive language. Using both approaches is vital to serve the purpose of pedagogical grammar that is to help non-native speakers use the language fluently. In order to make a learner perfectly skilled in his desirable language, it is important to make obey the rules of prescriptive grammar to improve his utterances. On the contrary by means of descriptive language the foreign language learners comprehend the way native speakers make use of the language. However it is necessary the learners make complete sense in his communication when using slangs or some other non-standard learning ways. Lexicogrammar is a term that is often considered unusual in the systemic functional linguistics. Basically it defines the level of linguistic structure wherein expressions or vocabulary, and grammar, or sentence structure come under the same heading. The words and grammatical structure are not considered independent variables at this level. In fact the modern concept is that both of them are mutually dependent that is one has a profound influence on the other. The similar relation between lexis and grammar has been discussed in many linguistic theories and approaches. This entry in particular will focus more on the systemic functional linguistics (SFL) as well as corpus linguistics (CL), because both these hypothetical-procedural frameworks have strong relation with applied linguistics. In both the cases lexicogrammar plays a vital role. For Instance; the Lexicogrammatical learning techniques should be implemented in classrooms on daily basis. This would enable the second language learners achieve the optimum result similar to those individuals who are learning their first language. In case the students are not told about the phrases used commonly in native English, they will definitely get confused when have a conversation with somebody. It is a fact that second language learners would not be able to think of the routine conversational phrases that the native speakers frequently use. Therefore they should be taught about this to make sure they also attain a native like fluency in their language skills. It has also been deliberated that the prescriptive grammar emphasizes more about grammatical errors and cohesiveness. It guides student about the appropriate grammar rules, probable error areas in terms oral and written communication. It includes all the flexible and necessary guidelines about the language. This parti cular type of grammar describes how people converse using correct sentence structure without considering the strict rules now and then. ( Lins, 2007) Provide your position toward the following statement by using theories and research results: L1-L2 differences cause learning difficulties. For example, is it true or do you agree or disagree and why? Evaluating the relationship between mother tongue (L1) and second language (L2) has been one of the most important subjects under discussion in the arena of second language acquisition (SLA) research. I do not comply with the statement that L1-L2 differences results in learning complications because there are also many other factors that affect the learning process directly. A major part of the discussion emphasizes on the transfer phenomena which is typically referred to the incorporation characteristics of L1 into the informative systems of L2 that the learner is trying to construct. During the time frame 1950s-1960, transfer is seen to be one of the main causes of learning difficulties. Following in 1970s L2 acquisition process was denied in all the places. After all this crucial points of transfer debate has been determined which states in spite of the possession of irritating and elusive character, transfer is considered to be the major factor crafting the learners inter-languag e performance. Moreover it is also becoming evident that transfer phenomena are not just limited to learners integration of L1 elements into their L2 production. It is also believed that transfer is caused by similarities and differences between languages. It is not restricted to the impact of L1 and L2 but also encompasses the influence of L2 and L3. (Cook, Long McDonough, 1979). In spite of extensive research done in this arena, there are still a lot of issues left unresolved such as nature of transfer, situations in which it occurs and related psychological processes. For instance effect of L1 on L2 performance is most prominent in the field of phonology wherein foreign accent is possibly the best demonstration of learners mother tongue in L2 speech. However the most research done on these phonological skills of L2 previously revolved around segmented issues. Therefore all the possible pro-sody was disregarded. The relation between the languages is known to very crucial as it determines the nature of second language acquisition. The acquisition of L1 and L2 did not differ then the research would only be about sub-field of language acquisition. It is actually a maxim that defines the features of L2 acquisition as the availability of another language with the presence of the first language in the same mind. Besides the characteristic of L2 community is define d as the supplementary usage of additional languages in association with the first language. Explain the notions of attention and noticing and their roles in L2 learning. Modern researchers state that noticing, which is defined as the level of attention and concentration, is a vital necessity for learning the grammatical forms of L2. This can be distinguished by its features such as a cognitive function called detection, consciousness and awareness. Both these elements are considered to be so essential that no innovative mental representation can be made in their absence. Moreover, according to many researchers and language instructors it is part of human skills and nature that he learns first languages more easily and effortlessly as in this case attention is not required along with awareness. On the contrary people learning second languages do not show such simplicity towards the learning process. They are not able to learn with the aid of detection only. Such difficulties and complications are more evident in learning grammar and cohesiveness of L2. The practical implementations seen in classrooms are generally noticeable. Here teachers and student s endeavor to use obscure cognitive processes that supervise both the processes of learning, attention and grammar learning.( Schmitt, 2010) Schmitt was the first person to conduct an effective research on the psychology associations with Second Language Acquisition (SLA). He claimed that the things that are noticeable are vital for L2 learning. He also hypothesized that noticing is an essential condition for this. Although many researchers considered noticing a vital component for L2 learning still the thoughts and opinions of other scholars differ in sense whether it is obligatory or not. Another factor considered to be important for L2 learning is attention, intentional or spontaneous. This human skill basically refers to his capability of concentrating on one task while paying no attention to the others. Subcategories of attention encompass alertness (eagerness to deal with a challenge), orientation (pathway of attention), detection (cognitive registration of a situation) and inhibition (negligence towards stimuli). The SLA theory states that one cannot learn anything from input unless it has formed the object of atte ntion. It is true that it is necessary for L2 learning to focus on cognitive activities in regards with specific stimuli over time. The issue that is debatable in this arena is whether or not this discernment shall be conscious. Noticing refers to assigning importance to one aspect as compared to others. It is a form of awareness which determines private experience of learner linguistically. It has also been deliberated by many researchers that noticing is important for changing input to intake in case of learning L2. Schmitt (2010) also described the minimum prerequisite of noticing as the attention paid to deal with grammatical components in input. This is done with the accomplishment of reporting threshold level of subjective responsiveness and knowledge about the experience.

Both Edgar Allan Poe and Nathaniel Hawthorne Essay

Both Edgar Allan Poe and Nathaniel Hawthorne may be classified as writers of the gothic fiction genre in English Literature. Gothic literature is characterized by themes of darkness, such as death, dread and decay. In Poe’s short story The Tell-Tale Heart, death is a central concern. The protagonist is simply obsessed with the idea of committing murder. Instability and insanity are also very typical of gothic fiction, and the protagonist embodies both qualities in spite of his repeated insistence that he is quite sane. The architecture in this story is also quite Gothic – it is falling apart and is quite gloomy and dim. The use of the floorboards to hide the old man’s body echoes the gothic elements of underground and subterranean activities in both the literal and metaphorical senses. The horrors and neuroses that occupy gothic characters are quite evidently present in Poe’s short story. The excesses of emotion and heightened sense of horror captured in the story is essential to a piece of gothic fiction. Hawthorne’s Young Goodman Brown uses the typically gothic instrument of dreams as a means of carrying forward the action in the text. Dreams also serve to heighten the element of the supernatural and horror in the gothic text. The presence of the typical damsel in distress female character i. e. Faith and the Devil itself are some of the typical Gothic elements in Hawthorne’s work. The concepts of the staff as a symbol of evil and other Christian references may be interpreted as Gothic in this short story. Goodman’s quest for Faith is symbolic and works throughout the novel aided by the various Gothic elements of dreams, trances and desperation. The story examines how Goodman can be anyone at all. The most terrifying realization is that anyone at all is capable of great evil. Gothic themes of isolation are explored to drive this point home. More than anything else, both stories serve to employ the gothic genre in order to explore human nature and the consequences of human action, especially crime and the psychological motivations behind it. They go beyond sensationalism and explore real human emotions and the human condition using the gothic genre to heighten the experience for the reader. They explore the broad concepts of human beings and society and the web of relationships and influences that co-exist because of them. In exploring perversions they actually delve deep into the human psyche and invoke the horror of Gothic fiction to analyze the horror possible in daily human contact and regular human thoughts. The failure of the protagonists to see the larger picture or recognize their own insanity and guilt as well as their deep realization of these feelings despite their denial of them are what make the Gothic elements in these texts so effective.