ILETS Test Evaluation

ILETS Test Evaluation IELTS The International English Language Testing System The purpose of any test is to diagnose what the learners know or dont know, in other words to check learning. The International English Language Testing System or IELTS test is a language proficiency test which covers all four language skills reading, writing, listening and speaking and is the most widely used and accepted test for English language. Each paper holds a percentage of the final score each equally weighted at 25%. The IELTS test is unique in that you cant fail it (Takeielts.britishcouncil.org, 2017). Although we live in a very more modern, electronic world, the IELTS test is still a pen and paper-based test (Takeielts.britishcouncil.org, 2017). The papers/tests covering the four skills are: Reading a 60 minute test which includes three texts to be read Writing a 60 minute test showing the test takers ability to summarise, explain or describe Listening this test is a 30 minute test Speaking this is the shortest of all four tests at 11-14 minutes. My essay will be focusing on the evaluation and the validity or fitness for purpose of the speaking test within the IELTS test. Michael Halliday (1968 cited in Levine and Spencer, 1996, p. 46) quotes; Language is a form of culturally determined behaviour and this behaviour includes the ability to take on a range of linguistically defined roles in speech situations. Unless the child grows up in an environment in which all these speech situation roles are open to him, he will fail to master important areas in the grammar of his language. With this is mind we must understand that all types of tasks have both advantages and limitations (or disadvantages) so it is necessary to ascertain the Fitness for purpose of a particular task and to use a different range of task types within the framework. We must provide different speaking tasks which activate our different speaking processes. The tasks should elicit behaviour which truly represents the candidates ability and which can be scored validly and reliably (Hughes, 1991, pg. 101). Although speaking can seem both simple and natural it is, in fact, a very complex skill with several stages to follow. From the conceptualisation of an idea we must then convert that idea into language. This is done through both lexical and grammatical knowledge. Through this knowledge we are able to form sentences and phrases in order to vocalise our idea. Once we have the essential words, sentences and phrases these are then changed into sound or articulated. This is how a non-verbal idea becomes an actual verbal expression. As you will know, when we speak we are constantly monitoring ourselves in order to ensure the flow of speech continues smoothly, whether this be through our internal access to vocabulary, grammar or intonation, etc. When we s peak all of these stages are completed automatically and naturally this is why speaking can be so challenging for learners. If a learner lacks both lexical and analytical knowledge their retrieval of that vocabulary or grammar may well take longer causing a less natural or automatic response to a task or question through longer pauses and hesitations. We must then ensure that testing incorporates all manner of validity and reliability in order to produce a rounded and more thorough outcome. The IELTS speaking test is a face-to-face, one-on-one interview between the test taker and the IELTS trained examiner. The interview only lasts between 11 to 15 minutes and is recorded. The speaking test can be taken before the other three sections listening, reading, writing of the test and the speaking comprises of three separate sections. The first section or part 1 is known as the introduction and interview segment. Here the interviewer introduces him or herself to the test taker. This is then continued as if it were an interview albeit a little formal whereby the test taker shares information with the examiner. The examiner will have a script of questions to ask the test taker which cover every day familiar topics e.g. work, study, where you live, food, holidays, friends, goig out, festivals, sports, school and public transport (TeachingEnglish | British Council | BBC, 2017). The test taker provides the examiner with information about themselves, their family, work and interests through a series of open-ended questions like those in appendix 1 e.g. Whats the most interesting part of your village/town? Would you say its a good place to live? Why? (Ieltsessentials.com, 2017) and answers them to the best of their ability. This section usually takes around 4-5 minutes. The second section or part 2 is known as the individual long turn. In this segment the candidate or test taker is given a topic card (see appendix 2). The topic card has a subject on it which the test taker must talk about for two minutes. Before speaking, the candidate is allowed one minute in order to prepare notes on their given topic. These topic tasks are generally about a personal experience, for example, a memorable day or a person of great significance to them and they then have to produce a monologue on this topic. Once the candidate has completed their monologue the examiner will then ask them some follow up questions which then leads them into part 3 of the test. The third section or part 3 is known as the two-way discussion. This two-way discussion or dialogue is between the test taker and the examiner and is generally thematically linked (Karim and Haq, 2014) to part 2. If you look at appendices 2 and 3 you will see that the candidate in part 2 spoke about a piano he once owned and in part 3 the examiner then asks to have a discussion regarding things we own. Interviewing is a tried and tested way of assessing a language learners speaking capabilities, however, it can seem intensely formal to the interviewee and cause the interaction to be dominated by the examiner (Karim and Haq, 2014) in their role as interviewer in the IELTS test. In the test then, this tends, to lend itself toward a situation in which the speaking is less natural in form than it could be if it were in a different format e.g. an informal discussion over coffee. Hughes (1991) states the most obvious format for the testing of oral interaction is the interview, however, it has at least one potentially serious drawback. When the test taker feels they are in an interview situation they will speak to the examiner as if speaking to a superior (Hughes, 1991, pg.104). Therefore, the speaking confidence of the test taker may be put to a disadvantage. This limitation may well be avoided should the candidate feel they are able to ask questions as well as the examiner. Through a re laxed dialogue rather than an interview the conversation could well take a more natural path providing more confidence for the test taker. Also, interviews can cause unnecessary anxiety and nervousness to the test taker which could limit their interaction. We could also argue that natural conversation is built up with more informal language, whereby a conversation is not scripted but flows along an unseen path to an unseen destination. Conversation does not follow a strict or distinct route but is nudged along in many different directions. The question we are asking is Is the test successful in achieving its objectives? and for this we need to look at what is known as the validity and reliability of a test. Validity has several forms and I have looked at content, face and criterion-related validity. Content validity is a representative sample of the skills and abilities which have been taught. The structure and content of the IELTS speaking test is the same at all levels. This means that an elementary level candidate will be answering the same questions of those at advanced levels. This does not provide a concrete level of testing as the structure and content do not provide a more challenging course for those with more advanced skills. Face validity looks at the measurement of skill the test should be assessing. If we look at the format of the IELTS test we can see that it is clearly established. It is universal in its approach and anywhere you look for information on the IELTS test it always provides the same information. In contrast both IELTS academic and General English tests are no different with regards to what is tested for in the speaking section. If we look at the band descriptor (appendix 4) we can see that there is no distinction for specific English. This brings into question the validity of criterion-based validity. The reliability of the IELTS test must also be looked at. A single examiner is responsible for rating the candidate, therefore, the inter-rater reliability has to be questioned due to interpretation but a single person of the test taker. The scoring is split between four categories (appendix 4) within these four categories there is no in-depth breakdown so scoring is at the discretion of the examiner. The effectiveness of the IELTS speaking test has some limitations. Overall it is a meaningful test which shows validity and reliability in some areas but there are areas in which both validity and reliability fall short as has been shown. The following suggestions could make the IELTS speaking test somewhat more valid and reliable provide more time for the candidate to talk freely in the first section. In this way we could elicit more authentic data from the candidate and be provided with a more in-depth analysis of the actual ability the candidate has. More tasks would elicit a better performance from the candidate discussion about a picture or tasks which represent different communicative processes. The grading scale should be open to more variables to provide a broader perspective and finally, more than one examiner would ensure a more reliable assessment. APPENDICES APPENDIX 1 Speaking sample task Part 1 https://www.ieltsessentials.com/global/-/media/IELTS/Global/Files/MP3s/speakingsamplepart1recording.ashx?la=en Part 1 Introduction and interview [This part of the test begins with the examiner introducing himself or herself and checking the candidates identification. It then continues as an interview.] Lets talk about your home town or village. What kind of place is it? Whats the most interesting part of your town/village? What kind of jobs do the people in your town/village do? Would you say its a good place to live? (Why?) Lets move on to talk about accommodation. Tell me about the kind of accommodation you live in? How long have you lived there? What do you like about living there? What sort of accommodation would you most like to live in? Speaking sample task Part 1 transcript Part 1 Introduction and interview [This part of the test begins with the examiner introducing himself or herself and checking the candidates identification. It then continues as an interview.] Transcript Examiner: Now, in this first part, Id like to ask you some more questions about yourself, OK? Lets talk about your home town or village. What kind of place is it? Candidate: Its quite a small village, about 20km from Zurich. And its very quiet. And we have only little two little shops because most of the people work in Zurich or are orientated to the city. Examiner: Whats the most interesting part of this place village? Candidate: On the top of a hill we have a little castle which is very old and quite well known in Switzerland. Examiner: What kind of jobs do people in the village do? Candidate: We have some farmers in the village as well as people who work in Zurich as bankers or journalists or there are also teachers and some doctors, some medicines. Examiner: Would you say its a good place to live? Candidate: Yes. Although it is very quiet, it is à ¢Ã¢â€š ¬Ã‚ ¦ people are friendly and I would say it is a good place to live there, yes. Examiner: Lets move on to talk about accommodation. Tell me about the kind of accommodation you live in APPENDIX 2 Speaking sample task Part 2 https://www.ieltsessentials.com/global/-/media/IELTS/Global/Files/MP3s/speakingsamplepart2recording.ashx?la=en Part 2 Individual long turn Candidate Task Card Describe something you own which is very important to you. You should say: where you got it from how long you have had it what you use it for and explain why it is important to you. You will have to talk about the topic for 1 to 2 minutes. You have one minute to think about what youre going to say. You can make some notes to help you if you wish. Rounding off questions Is it valuable in terms of money? Would it be easy to replace? Speaking sample task Part 2 transcript Part 2 Individual long turn Transcript Examiner: Alright? Remember you have one to two minutes for this, so dont worry if I stop you. Ill tell you when the time is up. Candidate: OK Examiner: Can you start speaking now, please? Candidate: Yes. One of the most important things I have is my piano because I like playing the piano. I got it from my parents to my twelve birthday, so I have it for about nine years, and the reason why it is so important for me is that I can go into another world when Im playing piano. I can forget whats around me and what I can forget my problems and this is sometimes quite good for a few minutes. Or I can play to relax or just, yes to à ¢Ã¢â€š ¬Ã‚ ¦ to relax and to think of something completely different. Examiner: Thank you. Would it be easy to replace this, this piano? Candidate: Yes, I think it wouldnt be that big problem but I like my piano as it is because I have it from my parents, its some kind unique for me. APPENDIX 3 Speaking sample task Part 3 https://www.ieltsessentials.com/global/-/media/IELTS/Global/Files/MP3s/speakingsamplepart3recording.ashx?la=en Part 3 Two-way discussion Lets consider first of all how peoples values have changed. What kind of things give status to people in your country? Have things changed since your parents time? Finally, lets talk about the role of advertising. Do you think advertising influences what people buy? Speaking sample task Part 3 transcript Part 3 Two-way discussion Transcript Examiner: Weve been talking about things we own. Id like to discuss with you one or two more general questions relating to this topic. First, lets consider values and the way they can change. In Switzerland, what kind of possessions do you think give status to people? Candidate: The first thing which comes in my mind is the car. Yes, because lots of people like to have posh cars or expensive cars to show their status, their place in the society. Examiner: Is that a new development? Candidate: No, I think it isnt. Examiner: People have thought like that for quite a long time? Candidate: Yes. Another thing is probably the clothing. It starts already when you are young. When the children go to school they want to have posh labels on their jumpers or good shoes. Examiner: What do you think of this way of thinking that I need to have a car or certain clothes to show my status? Candidate: Probably its sometimes a replacement for something you dont have, so if your wife has left you or your girlfriend, you just buy some new, I dont know, new watches or new clothes to make you satisfied again. Examiner: You dont think of it as a healthy way of thinking? Candidate: Its probably not honest to yourself. You can understand what I mean? Examiner: Yes. And do you think this will change? In the future, will cars and designer clothes be status symbols in the same way? Candidate: Im sure that clothes will be that the thing with the clothes will be the same. Im not so sure about the cars because cars cause lots of environmental problems and probably in some years, a few years, this will change because its not reasonable to drive a car anymore. Examiner: Can you tell me a little bit more about that? APPENDIX 4 IELTS Speaking Band Descriptors Band Fluency and coherence Lexical resource Grammatical range and accuracy Pronunciation 9 speaks fluently with only rare repetition or self-correction; any hesitation is content-related rather than to find words or grammar speaks coherently with fully appropriate cohesive features develops topics fully and appropriately uses vocabulary with full flexibility and precision in all topics uses idiomatic language naturally and accurately uses a full range of structures naturally and appropriately produces consistently accurate structures apart from slips characteristic of native speaker speech uses a full range of pronunciation features with precision and subtlety sustains flexible use of features throughout is effortless to understand 8 speaks fluently with only occasional repetition or self- correction; hesitation is usually content-related and only rarely to search for language develops topics coherently and appropriately uses a wide vocabulary resource readily and flexibly to convey precise meaning uses less common and idiomatic vocabulary skilfully, with occasional inaccuracies uses paraphrase effectively as required uses a wide range of structures flexibly produces a majority of error-free sentences with only very occasional inappropriacies or basic/non-systematic errors uses a wide range of pronunciation features sustains flexible use of features, with only occasional lapses is easy to understand throughout; L1 accent has minimal effect on intelligibility 7 speaks at length without noticeable effort or loss of coherence may demonstrate language-related hesitation at times, or some repetition and/or self-correction uses a range of connectives and discourse markers with some flexibility uses vocabulary resource flexibly to discuss a variety of topics uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices uses paraphrase effectively uses a range of complex structures with some flexibility frequently produces error-free sentences, though some grammatical mistakes persist shows all the positive features of Band 6 and some, but not all, of the positive features of Band 8 6 is willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction or hesitation uses a range of connectives and discourse markers but not always appropriately has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriacies generally paraphrases successfully uses a mix of simple and complex structures, but with limited flexibility may make frequent mistakes with complex structures though these rarely cause comprehension problems uses a range of pronunciation features with mixed control shows some effective use of features but this is not sustained can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times 5 usually maintains flow of speech but uses repetition, self correction and/or slow speech to keep going may over-use certain connectives and discourse markers produces simple speech fluently, but more complex communication causes fluency problems manages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibility attempts to use paraphrase but with mixed success produces basic sentence forms with reasonable accuracy uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems shows all the positive features of Band 4 and some, but not all, of the positive features of Band 6 4 cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correction links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence is able to talk about familiar topics but can only convey basic meaning on unfamiliar topics and makes frequent errors in word choice rarely attempts paraphrase produces basic sentence forms and some correct simple sentences but subordinate structures are rare errors are frequent and may lead to misunderstanding uses a limited range of pronunciation features attempts to control features but lapses are frequent mispronunciations are frequent and cause some difficulty for the listener 3 speaks with long pauses has limited ability to link simple sentences gives only simple responses and is frequently unable to convey basic message uses simple vocabulary to convey personal information has insufficient vocabulary for less familiar topics attempts basic sentence forms but with limited success, or relies on apparently memorised utterances makes numerous errors except in memorised expressions shows some of the features of Band 2 and some, but not all, of the positive features of Band 4 2 pauses lengthily before most words little communication possible only produces isolated words or memorised utterances cannot produce basic sentence forms Speech is often unintelligble 1 no communication possible no rateable language 0 does not attend REFERENCES Hughes, A. (1991). Testing for language teachers. 1st ed. Cambridge [England]: Cambridge University Press. Ieltsessentials.com. (2017). Speaking Practice Tests. [online] Available at: https://www.ieltsessentials.com/global/prepare/freepracticetests/speakingpracticetests [Accessed 01 Mar. 2017]. Karim, S. and Haq, N. (2014). An Assessment of IELTS Speaking Test. International Journal of Evaluation and Research in Education (IJERE), 3(3). Levine, J. and Spencer, M. (1996). Developing pedagogies in the multilingual classroom. 1st ed. Stoke-on-Trent: Trentham Books. Takeielts.britishcouncil.org. (2017). IELTS teachers questions answered | Take IELTS. [online] Available at: http://takeielts.britishcouncil.org/teach-ielts [Accessed 7 Feb. 2017]. TeachingEnglish | British Council | BBC. (2017). Evaluating speaking the IELTS speaking test. [online] Available at: https://www.teachingenglish.org.uk/article/evaluating-speaking-ielts-speaking-test [Accessed 07 Mar. 2017].

Film and Literature Essay

Literature and film feed at the same breast, considering the affinities between them. Since its very beginning, Hollywood has used works of fiction as source material for films. One of the most discussed adaptations is Francis Ford Coppola’s Film Apocalypse Now (1979) based on Joseph Conrad’s novel Heart of Darkness (1902). This paper compares and contrasts these works of art, arguing that while there are obvious differences, the film generally general remains true to the core meaning of the novel. One can say that Coppola’s film is a thematic and structural analogue to Conrad’s novel. Differences On the surface it seems that Apocalypse Now deviates largely Heart of Darkness. The differences can be seen in settings, events, characters, and other snippets of information such as quoted lines and strange actions of the major characters. The settings of the two stories are different and written in different periods of time. The setting of Conrad’s late nineteenth century novel is the Belgian Congo in the 1890s. By contrast, Coppola’s 1979 film takes place in Southeast Asia in the 1960s during the Vietnam War. In addition, the novel centers on Charles Marlow, a British sailor employed by a European trading company as captain of one of their steamboats, whereas the film focuses on an American army officer, Benjamin Willard. Another major difference is that the ivory traders are in the Congo of their own greed and free will, whereas the American soldiers are drafted into Vietnam and engage in the war against their will. At the first glance, there seem to be character differences in the novel and film – Copolla’s Willard is nothing like Conrad’s Marlow. In the novel, Marlow is very eager to meet Kurtz and perhaps gain knowledge about the secrets of the ivory trade in the former Zaire. On the other hand, Willard seems to have a death wish. Copolla portrays Willard as a depressed human, having a soldier’s killer instinct, throughout the entire film. The effectiveness of point of view also differentiates the novel and the film. While it is true that Willard remains on the screen more than anyone else in Apocalypse Now, and his comments are often heard on the film’s sound track, viewers still do not see others completely from his perspective as readers do in Heart of Darkness. Hence, the film is robbed of some of the emotional intensity that one feels when one reads the novel. This is simply because the narrator in the novel communicates his subjective reaction to the episodes from the past. In the film, the audience does not grasp the extent to which the narrator is profoundly affected by Kurtz’s tragedy. Many of Marlow’s sage reflections about Kurtz’s life and death are absent in the film. Moreover, while Coppola successfully creates a staggering experience of the war’s madness, he seems to confuse the moral issues. This is perhaps because of his view of personalizing the novel. The director identifies so strongly with Kurtz that he modifies the issue of power and disturbs the delicate balance between Conrad’s story and the subject of Vietnam. Apocalypse Now succeeds in making its viewers experience the horror of the war and to realize their own complicity in it, but it fails to highlight the nature of Kurtz’s horror illuminated in Heart of Darkness. Coppola’s failure to combine Conrad’s story and the Vietnam War in this respect points largely to The film’s adaptation of Kurtz. In the novel, Kurtz is corrupted by his isolation in the wilderness, resulting in an obsession with power and unfolding frightening truths about himself: I think it had whispered to him things about himself which he did not know, things of which he had no conception till he took counsel with his great solitude-and the whisper had proved irresistibly fascinating. It echoed loudly within him because he was hollow at the core. (133) in the film, Coppola tries to resonate Kurtz’s â€Å"hollowness† by having the character recite The Hollow Men by T. S. Eliot. But this can be seen as more of an emblematic solution that does not somewhat applies in the Vietnam War context. Parallels While the settings, backgrounds, characters, and approaches of the novel and film are somehow different, the narration, structure, and that theme are similar. The following paragraphs summarize some of the essential parallels between Conrad’s Heart of Darkness and Coppola’s Apocalypse Now. In the novel, Marlow introduces his narrative with a passage about â€Å"devotion to efficiency†, the idea behind how the ivory trade makes profit, justifying cruel exploitation (Kinder 16). This statement is also applicable to the Vietnam War context as they are both in the stages of Western imperialism: The conquest of the earth, which mostly means the taking it away from those who have a different complexion or slightly flatter noses than ourselves, is not a pretty thing when you look into it too much. What redeems it is the idea only. An idea at the back of it; not a sentimental pretence but an idea: and an unselfish belief in the idea-something you can set up and bow down before, and offer a sacrifice to. (70) Coppola does not retain this speech in the film, but it becomes the groundwork for the dramatic events that unite Kurtz and Williard: the former’s recounting of the inoculation story and the latter’s murder of a wounded Vietnamese woman. The two are driven into a situation in which â€Å"military efficiency is totally undermined, yet they have been trained to worship it and to internalize it as the source of their own personal pride† (Kinder 16). In the novel, although Kurtz embodies all of Europe, he can be viewed as a â€Å"universal genius† who shows what lies ahead for those who take the challenge to look into the abyss. Despite the shortcomings in the handling of Kurtz, Copolla’s conception of film remains a masterful work that complements the power of Conrad’s vision. The novel and the film embody the theme of insanity and madness and insanity caused by the evil of imperialism. Madness in the novel is the result of being removed from ones normal environment and how people cope with their new environment. The same theme is explored in the film. Many soldiers who are drafted into Vietnam are barely 18 or 19-year-olds. Their mental stability is shaken when they are thrown into a harsh environment, where their lives hang on by the minute. Soldiers such as Lance and Chef are ready to snap at any moment due to the shock and realization of what kind of situation they are in or what is the purpose of fighting fellow men. They also fear the fact that they do not know where they are headed. Copolla and Conrad literally and metaphorically confront the madness and insanity brought about by Western imperialism and colonialism. Through Kurtz and the American soldiers, Copolla is able to portray what war is like for them, and why so many of them suffered from Post Traumatic Stress Syndrome. The film suggests that wars are an imperialist tool that drives the weak into their destruction. On the other hand, Conrad exposes how the imperialist agenda leads to the exploitation of foreign lands and its people, leaving the imperialist agents themselves deranged and empty (Papke 583). Both the novel and the film also give rise to a race discussion. Conrad and Coppola portray White men as the dominant. They not only rule over their respective crews; they also dominate the local peoples. Marlow and Willard look at the native people as if are the savage culture and White men are the civilized one. But it is interesting to note that each of the two main characters see a little of himself in Kurtz, a degenerated savage White man. Coppola’s take on Conrad’s Heart of Darkness has gained much attention from film scholars. In â€Å"The Power of Adaptation in ‘Apocalypse Now’†, Marsha Kinder states that â€Å"Coppola rarely hesitates to change Conrad’s story-setting, events, characters-whenever the revision is required by the Vietnam context. † (14) Moreover, the dialogues in the film, especially Willard’s voice-over narration, have been attacked by several film critics for sounding more like a parody of author Raymond Chandler than an adaptation of Conrad’s novel. But a deeper look suggests that Willard’s character and tone are not intended to be Marlow’s. To suit the Vietnam context, Willard has been totally transformed into a trained assassin, whose life has been drained of all meaning. Coppola retains Conrad’s focal image of the river. In the film, just as in the novel, each of the main characters embarks on a literal and metaphoric central journey. Marlow’s description of the Congo is an enormous snake uncoiled that fascinates him as a snake would a bird. The film’s structure is controlled by the image of the river â€Å"that snaked through the war like a main circuit cable,† carrying Willard to Cambodia. The novel and the film begin with the protagonists’ explanation of how they got the appointment which necessitated their excursion upriver. Marlow is dispatched to steam up the Congo in to find Mr. Kurtz, while Willard is mandated to journey up the Mekong River in a navy patrol boat to find Col. Kurtz. Moreover, while they travel up a primeval river to fulfill their respective assignments, they speculate about the character of the man they are seeking, with the help of the information they have pieced together about him. In both novel and film, the river eventually leads Marlow and Willard to Kurtz and his dying words of horror (Kinder 15). This final destination for both men is their soul-altering confrontation with Kurtz. Overall, it is an expedition of discovery into the dark heart of man. It is also a close encounter with man’s capacity for evil. Coppola agrees with this observation and stated that he also saw Willard’s voyage upriver as a representation for the journey of life that people take within themselves and during which they decide which side to take: good or evil. The horror of the world dominated by hollow men is at the center of both Heart of Darkness and Apocalypse Now. Kurtz, in his god-like acousmatic voice and morally terrifying manifestation, is invested with much greatness: He fully understands existence in all its repugnance. Repelled and terrified Kurtz pushed himself to go into the very heart of darkness, to fully engage in the dualism (good and evil) of Being. To call Kurtz heroic or rapacious or good or evil, is to miss the point entirely. He is forever shaped by a dark satori, by an understanding of the omnipresent nature of darkness. Marlow and Willard are arguably Kurtz’s spiritual sons, and they experience the same realization. Both of them look full face at the great condemnation, at the dark obscurity of Being. Each of them faces moral terror in the shape human conduct forced beyond decent limits; and each of them is profoundly transformed by this experience. In her book, Double Exposure: Fiction Into Film, Joy Could Boyum states that â€Å"in substituting Willard for Marlow, a madman for a sane one,† Coppola creates a character incapable of â€Å"any shock of recognition,† a man unable to â€Å"know evil when he sees it† (114). Boyum also argues that there is no discovery for Willard; he is a â€Å"murderer confronting a murder, a madman face to face with madness-it amounts only to a tautology. † Thus, Copolla’s Apocalypse Now can be argued as a movie that has no moral center. Unlike Willard, Marlow returns from the river experience with intact moral perspective and sanity, inviting the reader’s trust and identification. But one can also say that, like Apocalypse Now, Conrad’s Heart of Darkness, itself, is a novel that has no moral center. The book suggests that Marlow’s great realization is that existence itself has no moral heart. The character has not sustained the river journey with his intact moral perspective unchanged. Towards the end of the novel, Marlow is a transformed man, largely isolated and very different from those people aboard the Nellie. He is alienated forever in his wisdom. Willard, too, in the end, is vastly separated by his new knowledge. While many critics see Willard as immoral, insane, and unchanging, Kurtz’s view of him is more fitting. In the film, Kurtz describes Willard when he sees him for the first time as â€Å"an errand boy sent by grocery clerks to collect a bill. † But in the end, Willard becomes wiser. He has been transformed, humbled by his face-to-face confrontation with the darkness natural in Kurtz, in himself, in existence. Therefore, the separate stories of Willard’s and Marlow’s river experiences follow a similar narrative pattern and arrive at a similar truth. Apocalypse Now is a thematic and structural analogue to Heart of Darkness. This is perhaps because, Copolla, in his authorial wisdom, fully understood that theme and technique, meaning, and structure are inseparable entities. To tell a story differently is to tell a different story. It seems that, ultimately, Copolla and Conrad tell the same story. Conclusion This paper looks at the differences and parallelisms between Conrad’s Heart of Darkness and Coppola’s Apocalypse Now. In comparing and contrasting the novel and the film, this paper suggests that the film has some significant deviation from the novel. Despite this, however, Apocalypse Now generally remains true to the core of Heart of Darkness. Both the novel and the film follow the same story line but Conrad and Copolla have different ways of presenting this story. This results in surface differences. But a deeper and closer reading of both the novel and the film reveals that they complement each other. This is one of the most important things in adapting a work of literature into a film. Works Cited Boyum, Joy Gould. Double Exposure: Fiction Into film. New York: Universe Books, 1985. Conrad, Joseph. Heart of Darkness. New York: New American Library, 1950. Kinder, Marsha. â€Å"The Power of Adaptation in ‘Apocalypse Now’†. Film Quarterly 33. 2 (1979-1980): 12-20. Papke, David Ray. â€Å"Joseph Conrad’s Heart of Darkness: A Literary Critique of Imperialism. † Journal of Maritime Law and Commerce 31. 4 (2000): 583-592.

It’s Time for a Change Essay

Social issues have lingered in the shadows of American history since the day that our independence was signed in 1776, a mere two hundred and thirty ­nine years ago. At that time, social issues consisted of our founding father’s debate over which men were to be considered equal, and the social issue of slavery as a whole became prominent to our young nation. From slavery to suffrage, the United States is no stranger to defining these particular social wrongs, and striving to make them right. As time has developed, the issues of old have passed, but now, new ones have arose. Currently, sitting in 2015, the United States is again being subjected to another social issueÍ ¾ that is police brutality and the use of body cameras as a means of holding all parties involved accountable for their actions. It is simply irresponsible not to implement this new means of technology and I believe that it’s use is a key factor in solving the social issue of police brutality, and the u ntrust and stigmas that stem from this abuse of power. Names like Trayvon Martin, Michael Brown, and Eric Garner have dominated headlines of many major news outlets for the past two years. The common factor between the three being the excessive use of force upon unarmed civilians. In the cases of Martin and Brown, both men were fatally shot, both were unarmed, and both had two conflicting sides of the story detailing the events leading up to and after their respective shootings. In each instance, many in the public were led to believe that racial stigmas were the determining reasons for the pulling of the trigger, and as a result mass protests and riots have occurred in towns such as but not limited to, Ferguson, Missouri and New York City. This is where body cameras demonstrate their necessity in our society and culture. As previously mentioned, both Michael Brown and Trayvon Martin’s deaths both went unrecorded, and the only substantial evidence of what occurred is the accounts of those who fired the fatal bullets. This is a defined problem. Despite either the positive or negative intentions of the officers who fired their weapons, each one has a bias, and with that, it can lead to that party giving a skewed opinion on how the events of each occurrence actually went down. The idea of a human source is just simply too unreliable, and it comes down our own human nature with bias’, and the fact that every single person has one. The use of body cameras instead in these instances would ultimately resolve this problem. Real footage would clearly display whether or not the use of fatal force was indeed necessary to use upon an unarmed civilian, and if not, it would hold the actually guilty party accountable for their actions. By simply attaching a recording device to an officer’s person, society is able to cut out human bias, and reveal the true nature of the event. The benefit alone in these new technologies makes the investment worth every dollar.

Essay about Solar Power The Future of Energy - 1431 Words

I am certain that all have heard of the terms green house gases, fossil fuels, and global warming. Have you ever questioned what will happen if nothing is done about the environmental problems facing the world today? What if I answer you that, we can merely use the power from the sun to power up our entire planet without the use of harmful energy sources, which affect our atmosphere? The power from the sun is what we call solar power. Solar power is the energy that comes from the sun as light and heat energy, and then it is later converted into electrical energy through solar panels (Nelson, 2008). This kind of power is completely free, right? Why should we put a lot of expense on other sources of energy, when there is a complete free†¦show more content†¦If we choose to switch to solar energy in future, it will greatly save our environment because, it does not pollute our air and it is reasonably efficient. It will help reduce global warming, and thus a future green envir onment with no pollution from fossil fuels, and other conventional sources of energy. To add on that, it will also help in conserving our remaining fossil fuels so that it may not run out in the coming 100-500 years, as it has been predicted. In addition, solar energy operational costs are manageable. It is free from monthly charges compared to conventional sources of energy. Solar energy does not require raw materials such as oil and coal, and once the panels are built, there will be no monthly charges. In addition, the prices of fossil fuels are increasing day by day, and this means conventional energy will be very expensive. Solar energy will remain the most capable world’s future power supply because, it is cost effective once the plants are built, and there will be no transport costs like for conventional energy sources. Therefore, solar energy is cost-effective, and will help in future energy supply, as the maintenance cost is affordable, as long as they are installed p roperly, and are working efficiently ( Hans, 2012). Furthermore, with the improvement and advancement of technology, it will increase its efficiency, and cost of production thus, making it more cost effective and the world’s bestShow MoreRelated Solar Energy Essay615 Words   |  3 PagesSolar Energy There is a bright future for solar power (no pun intended). On the average sunny day the sun shines approximately 1,000 watts of energy per square meter, enough energy to power all of our electricity needs and excess(â€Å"How†). This plethora of power and will be utilized in the future because we cant afford not to. It is predicted that in 100-500 years our fossil fuels will be depleted: this means that alternative sources of energy will be a necessity (Exxon). Read MoreRenewable Energy : Improving Solar Energy1510 Words   |  7 PagesMath November 27, 2014 Topic: Solar Energy Improving Solar energy in the United States Audience: Home owners Executive Summary: Solar energy has been in existence for a longer than any of us will imagine. Of course the sun is the oldest and most basic source of energy. Solar technology has been in existence since the 7th century B.C. Solar energy is a clean and renewable energy that does not have most of the problems fossil fuels have. There are three types of solar technology that can be utilizedRead More Solar Energy Essay981 Words   |  4 PagesSolar Energy Since the beginning of humanity, people have relied on the sun for their daily needs. Whether it is to grow the crops that they eat, dry clothes or warm their family, people have relied on the resource of the sun for sustainability. 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