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The Poetry Of John Keats - 2017 Words

In the poems When I Have Fears that I May Cease to Be and Bright Star! Would I Were Steadfast as Thou Art, poet John Keats portrays a theme of romanticism through poetry. John Keats lived in London, England with his four siblings, his mother and father died when he was young. He was in the romanticism movement. He loved to write poems about romance and death. The two poems that i am writing about is When I Have Fears that I May Cease to Be And Bright Star! Would I Were Steadfast as Thou Art . Poem one is about that death will cut short his poetic career. Just as a person’s natural life spans youth, adulthood, and old age, so the growing of grain follows the natural progression of the seasons and poem two is about about the star is said to be eternal, unchanging, and beyond the speaker’s immediate grasp. Furthermore, the star is described as watching over earth, rather than being watched by someone. John Keats was born on October 31, 1795, in London, England. He loved to write poems, especially about romance and death. â€Å"Outside his friend Leigh Hunt s circle of liberal intellectuals, the generally conservative reviewers of the day attacked his work, with malicious zeal, as mawkish and bad-mannered, as the work of of an upstart vulgar cockney poetaster- John Gibson Lockhart, and as consisting of the host incongruous ideas in the most uncouth language- John Wilson Croker†(John Keats). Many people attacked him and it affected him with his writing. â€Å"John Keats died on FebruaryShow MoreRelatedJohn Keats Poetry Analysis864 Words   |  4 Pagesassociation with romanticism, John Keats was not always a lover. A childhood friend said of Keats, â€Å"His penchant was for fighting. He would fight anyone (John).† Keats lived to be only twenty-five years old before dying of tuberculosis and spent several of those years training to become a surgeon before abandoning his apothecary studies to become a poet. The subject matter of Keats’ poetry ranges from politics, to Greek-style epics, to love letter odes to nature (John). Keats became more closely alignedRead MoreJohn Keats s Life Of Poetry1024 Words   |  5 PagesLike many poets, John Keats has had a very troubling and traumatic life and it shows in his writings of poetry. Death and many other awful troubles causing him to have a life that anyone would feel horrible in. John Keat’s poetry has many dark recurring themes. One speculation is that his poetry was an escape from his melancholy filled life. There are many aspects to Keats’s life that could have been motivation to write his poetry. One would say that he connected works of poetry with the events ofRead MorePoetry By John Keats And Ode On Melancholy2129 Words   |  9 PagesPoetry is a literary work which is portrayed by the expression of feelings and ideas by poets using a distinctive style or rhythmic pattern. It is used to convey many poets ideas and emotions in a way that is vivid and imaginative. Poetry allows the reader to imagine what the poet is describing through sensual descriptions and other literary devices that invite them to picture life in the eyes of the poet. In the poems â€Å"Ode to a Nightingale† and â€Å"Ode on Melancholy† by John Keats, both poems stimulateRead MoreComparing the Poetry of John Keats and Robert Frost1454 Words   |  6 PagesJohn Keats was a British Romantic poet who helped to develop and influence the he second generation of Romantic poets in the 19th century. Keats poetry has been characterized by its ode structure and high use of imagery. Like many Romantics, Keats was inspired by his environment and prized imagination about rational thought. In When I Have Fears That I May Cease to Be, written in 1818 and published posthumously in 1848, Keats use natural imagery to explore and come to terms with his fear of dyingRead MoreAnalysis Of John Keats s Poetry1013 Words   |  5 Pagesit through the beauty of nature’s imagery. John Keats uses a different aspect of fall in each stanza. He describes the ripening of fruit, processes of the harvest, and sounds of insects and animals. Each aspect was expressed in such a way it was as if I was experiencing the aspects of autumn myself. There is something sublime about the things he is describing. His words take what I would see as ordinary and make it seem exceptional. Historical content Keats, a romantic poet, wrote â€Å"To Autumn† in 1819Read MoreJohn Keats Essay968 Words   |  4 PagesThomas Keats and Frances Jennings gave birth to the infamous John Keats on 31 October 1795 at his grandfather’s stable in London, United Kingdom.(â€Å"Keats, John (1795-1821).†) In early adolescence, Keat’s father had encountered an accident while riding which led to his death when John was a measly 8 year old. As for John’s mother, she deceased when he was 14 years old due to the tragic disease tuberculosis.(â€Å"Keats, John (1795-1821).†) John was succeeded by two younger brothers, George and Tom and alsoRead MoreThomas Keats And Frances Jennings Essay1033 Words   |  5 PagesThomas Keats and Frances Jennings gave birth to John Keats on 31 October 1795 at his grandfather’s livery stable in London, United Kingdom.(â€Å"Keats, John (1795-1821).†) His father died in a riding accident when John was only 8 years old. As for John’s mother, she died when he was 14 years old due to tuberculosis.(â€Å"Keats, John (1795-1821).†) John had two younger brothers, George and Tom, and a younger sister named Fanny. John and his brother’s George and their younger brother went to John Clarke’sRead MoreEssay On John Keats1035 Words   |  5 PagesJohn Keats Thomas Keats and Frances Jennings gave birth to John Keats on 31 October 1795 at his grandfather’s livery stable in London, United Kingdom.(â€Å"Keats, John (1795-1821).†) His father died in a riding accident when John was only 8 years old. As for John’s mother, she died when he was 14 years old due to tuberculosis.(â€Å"Keats, John (1795-1821).†) John had two younger brothers, George and Tom, and a younger sister named Fanny. John and his brother’s George and their younger brother went to JohnRead MoreHow Does John Keatss Poetry Reflect the Romantic Era Essay781 Words   |  4 PagesExplain how the poetry of John Keats reflects the values of Romanticism. The Romantic Era spanned roughly between 1798 and 1832 and its poetry places an emphasis on the imagination, nature and feeling. The Romantic period was associated with imagination as people looked with fresh curiosity into the workings of their own minds, generating ideas that laid a foundation for modern psychology. Romanticism emerged out of the rational thought of the Enlightenment Era into a redemptive and inspiring periodRead MoreEssay about John Keats: Amazing Poet and Hero1357 Words   |  6 Pages John Keats is not only one of the greatest poets in English literature, but he is also one of its few heroes. Despite being relatively unknown during his life, Keats became the defining symbol of the late Romantic time period in which he lived Even after his premature death at the young age of twenty-five, Keatss poetry was scrutinized. If not for several profound occurrences in John Keats’s lifetime, and without the friendships that he made, he never would have been able to address the political

Battle of the Trebia in the Second Punic War

The Battle of the Trebia is believed to have been fought on December 18, 218 BC during the early stages of the Second Punic War (218-201 BC). For the second time in less than fifty years, the competing interests of Carthage and Rome came into conflict and resulted in war. Following his capture of Saguntum in Iberia, the noted Carthaginian commander Hannibal, advanced over the Alps and invaded Italy. Taking the Romans by surprise, he advanced through the Po Valley and won a minor victory at Ticinus. A short time later, Hannibal descended on a larger Roman force along the Trebia River. Taking advantage of a rash Roman commander, he won a crushing victory. The triumph at Trebia was the first of several that Hannibal would win during his time in Italy. Background Having lost Sicily after the First Punic War (264-241 BC), Carthage later endured the loss of Sardinia and Corsica to the Romans when they were distracted putting down rebellions in North Africa. Recovering from these reverses, Carthage commenced expanding its influence to the Iberian Peninsula which gave it access to a variety of resources. This expansion led to direct conflict with Rome over the Hellenized city of Saguntum which was aligned with the Italian nation. Following the assassination of pro-Carthage citizens in Saguntum, Carthaginian forces under Hannibal laid siege to the city in 219 BC. Hannibal Marches The citys fall after a prolonged siege led to open warfare between Rome and Carthage. Completing the capture of Saguntum, Hannibal began planning to cross the Alps to invade northern Italy. Moving forward in the spring of 218 BC, Hannibal was able to sweep aside those native tribes that attempted to block his path and entered the mountains. Battling harsh weather and rough terrain, Carthaginian forces succeeded in crossing the Alps, but lost a significant part of there numbers in the process. Surprising the Romans by appearing in the Po Valley, Hannibal was able to earn the support of rebelling Gallic tribes in the area. Moving quickly, Roman consul Publius Cornelius Scipio attempted to block Hannibal at Ticinus in November 218 BC. Defeated and wounded in the action, Scipio was forced to fall back to Placentia and cede the plain of Lombardy to the Carthaginians. Though Hannibals victory was minor, it had significant political repercussions as it led to additional Gauls and Ligurians joining his forces which raised his armys numbers to around 40,000 (Map). Rome Responds Concerned by Scipios defeat, the Romans ordered Consul Tiberius Sempronius Longus to reinforce the position at Placentia. Alerted to Sempronius approach, Hannibal sought to destroy the second Roman army before it could unite with Scipio, but was unable to do so as his supply situation dictated that he assault Clastidium. Reaching Scipios camp near the banks of the Trebia River, Sempronius assumed command of the combined force. A rash and impetuous leader, Sempronius began making plans to engage Hannibal in open battle before the more senior Scipio recovered and resumed command. Hannibals Plans Aware of the personality differences between the two Roman commanders, Hannibal sought to fight Sempronius rather the wilier Scipio. Establishing a camp across the Trebia from the Romans, Hannibal detached 2,000 men, led by his brother Mago, under the cover of darkness on December 17/18. Sending them to the south, they concealed themselves in stream beds and swamps on the flanks of the two armies. The following morning, Hannibal ordered elements of his cavalry to cross the Trebia and harass the Romans. Once engaged they were to retreat and lure the Romans to a point where Magos men could launch an ambush. Fast Facts: Battle of the Trebia Conflict: Second Punic War (218-201 BC)Dates: December 18, 218 BCArmies Commanders:CarthageHannibal20,000 infantry, 10,000 cavalryRomeTiberius Sempronius Longus36,000 infantry, 4,000 cavalryCasualties:Carthage: 4,000-5,000 casualtiesRome: up to 26,000-32,000 killed, wounded, and captured Hannibal Victorious Ordering his own cavalry to attack the approaching Carthaginian horsemen, Sempronius raised his entire army and sent it forward against Hannibals camp. Seeing this, Hannibal quickly formed his army with infantry in the center and cavalry and war elephants on the flanks. Sempronius approached in the standard Roman formation with three lines of infantry in the center and cavalry on the flanks. In addition, velite skirmishers were deployed forward. As the two armies collided, the velites were thrown back and the heavy infantry engaged (Map). On the flanks, the Carthaginian cavalry, making use of their greater numbers, slowly pushed back their Roman counterparts. As pressure on the Roman cavalry grew, the flanks of the infantry became unprotected and open to attack. Sending forward his war elephants against the Roman left, Hannibal next ordered his cavalry to attack the exposed flanks of the Roman infantry. With the Roman lines wavering, Magos men sprang from their concealed position and attacked Sempronius rear. Nearly surrounded, the Roman army collapsed and began fleeing back across the river. Aftermath As the Roman army broke, thousands were cut down or trampled as they attempted to escape to safety. Only the center of Sempronius infantry, which had fought well, was able to retire to Placentia in good order. As with many battles in this period, precise casualties are not known. Sources indicate that Carthaginian losses were around 4,000-5,000, while the Romans may have suffered up to 32,000 killed, wounded, and captured. The victory at Trebia was Hannibals first great triumph in Italy and would be followed by others at Lake Trasimene (217 BC) and Cannae (216 BC). Despite these stunning victories, Hannibal was never able to completely defeat Rome, and was ultimately recalled to Carthage to aid in protecting the city from a Roman army. In the resulting battle at Zama (202 BC), he was beaten and Carthage was forced to make peace.

Reflection Project Reflection Paper - 1549 Words

When faced with a challenge, typically I believe there is no mountain that cannot be faced with the power of Christ and a touch of determination. This project was so different. I went into this so motivated and found many struggles along the way. The comfortability of explaining to others around me did not phase me, and I looked forward to a new experience, to a point. I also felt overwhelmed, annoyed and more negative towards the project than motivation, but I knew it would soon be over. I relied on the Bible for scripture and found, â€Å"So we don’t look at the troubles we can see now; rather we fix our gaze on things that cannot be seen. For the things we see now will soon be gone, but the things we cannot see will last forever† (2†¦show more content†¦I spent money with the goal in mind to make it through the day, and found myself justifying certain purchases, like Ramen soup because a whole box could last days. I spent wisely as I consider myself already doing, but to a deeper extent. I chose things that would keep me full instead of things I wanted for pleasure and found that eating healthy was never an option when cutting costs. When I outlined what I was doing to those around me, my family was supportive, friends were mixed in reactions by way of surprise, confusion and one even said she was going to limit her husband to $4.00 a day to see if he could survive. One friend told me she was impressed with my level of commitment, probably because of my lack of showering, it might have been her nice way of putting the fact that I smelled. I felt proud to be committed in front of others but ashamed, and fatigued behind closed doors. I feel exhausted and sometimes find myself in my true life tired of putting up a fake face to those around me. People that I came in contact with did not seem to treat me any differently but I suppose that is due to the fact that I know how to hide struggle well. I do not put my personal financial report out to others but when things grow tight those around me would never know. I did learn though that being honest with others came easier, almost in a sense of nothing else to lose. When rock bottom calls, what is there to hide? Image,Show MoreRelatedProject Individual Reflection Paper And Project Group1389 Words   |  6 PagesProject Individual Reflection Paper and Project Group Through the completion of my project group in the assessment course, I have gained an immense amount of knowledge and a plethora of assessment practice. The project framework allows me to contribute in the WMU’s strategic plan initiatives in developing a project about the Signature designation while taking the course. In here, I was able to create a variety of project’s products, such as project proposal, poster and project’s presentation andRead MoreReflection Paper On Anatomy Of Project Organizations1971 Words   |  8 PagesPMGT 611 Reflection Paper Over the course of nine weeks in Anatomy of Project Organizations we have discussed many topics and completed numerous activities where I learned new skills that will help me in my future endeavors. These new skills and or better understanding applies to the areas of organization structure, conflict management, negotiating, steps leading to change, motivation, and presenting. In the paragraphs below, I will reflect upon how each of these has affected me and why theseRead MoreBoise Bridge Project Reflection Paper1153 Words   |  5 PagesBoise Bridge project continues, I have really enjoyed getting to know the teachers and students working on this project a little more! This project takes place at Taft Elementary School, which is a public school in the Boise School District. Unfortunately, with the session on Thursday the 5th being moved up to Monday the 2nd, I was unable to attend that week. But I was able to attend the last session, and enjoyed catching up with the students and teachers involved with this project. The teachersRead MoreReflection Paper: JK Pinto and OP Kharbandas How to Fail in Project Management615 Words   |  2 PagesHow to fail in project management Reflection paper Whenever one goes to an interview for a job, the interviewer will almost always ask the candidate to describe his strengths and weaknesses. And a common weakness stated by candidates is perfectionism, which can in essence be perceived as a quality by the prospective employer; it is a positive weakness, so to say. In my case however, perfectionism is not only a trait to use as answer in an interview, it is a real weakness; it is so critical thatRead MoreSample Reflection Assignments1243 Words   |  5 PagesLocal: Service-Learning to Link Entrepreneurship, Policy and Science (ASCI 297 and CDAE/NFS/PPS 195/295) INSTRUCTOR: Richard Schramm Written assignments are of two types: Reflections and Project Reports. Reflections: An essential element for student learning in service-learning courses is written and oral reflections on the field study experience, as well as on other elements of the course. To have an experience isn’t enough to ensure learning; you need to intentionally and thoughtfully reflectRead MoreReflection About Reading And Reflection1090 Words   |  5 Pageswriting became developing ideas and concepts, researching involved databases instead of google searches, and reflecting resulted in me thinking about what I truly did in a paper, essay, or project. By participating in this course, I was able to improve in all the four learning outcomes: reading, writing, research and reflection. Reading and writing are two completely different beasts. Reading is a beast that is already there and waiting for you whereas writing is a beast that you have to create andRead MoreEssay on Socs 350 Entire Course Week 1 - 81370 Words   |  6 PagesAssignment Paper: Let’s Be Lefties for a Day SOCS 350 Week 1 Discussion 1 You Eat What?! SOCS 350 Week 1 Discussion 2 Some of My Best SOCS 350 Week 2 Course Project: Project Proposal SOCS 350 Week 2 Quiz (11 Questions Answers) SOCS 350 Week 2 Discussion 1 Culture is in the Air SOCS 350 Week 2 Discussion 2 Power Relationships SOCS 350 Week 3 Assignment: You Decide SOCS 350 Week 3 Discussion 1 Take a Walk SOCS 350 Week 3 Discussion 2 Gender Roles SOCS 350 Week 4 Course Project: ReferenceRead MoreA Research Project On Abortion And Gay Marriage937 Words   |  4 PagesOur research project, project was given to us two weeks from the day it was to be turned in, 27th of July to research a scholarly paper with steps; abstract, annotative bibliography, and reflection. In taking the first step in doing the research, our professor created ways to inspire us to come up with a scholarly topic. The way we came up with our topic was that we made a word web with the main subject, usually being wide-range. Then from there we extended that subject into subcategories that weRead MoreThe Importance Of Writing A Web Portfolio1113 Words   |  5 PagesFor my project I chose to create a web portfolio. I chose this because I’ve found that it’s the best format to showcase my various projects I’ve done through the History and Communication departments at Western. Previously I’ve worked on a project similar to this for m y Communication 350 class but I wanted to be able to build on what I learned to make an online portfolio more suited for career oriented work. In approaching this project I wanted to get several things out of it. First and foremostRead MoreEssay about Integrating Science and Math Into The Classroom 1383 Words   |  6 Pagesclassroom while promoting learning for all. This paper will examine how a unit integrates science and mathematics in the classroom. We will also address how the 12 science processes can be use in the lesson. In addition, we will examine how the use of differentiation can be use in this unit to address the needs of all the students. This paper will also address how assessments promote student learning. Finally this paper will show how the use of reflection thinking, manipulative and materials helps students

How to Write a Law Essay Free Essays

While writing a law essay means understanding many of the skills you need for writing other types of essay, law essays also have some unique features which you should master. This guide will help you understand how to write a law essay. For help on writing other types of essay and general essay-writing skills, see our other useful guides†¦ What Makes a Good Law Essay? A good law essay should†¦ Attend closely to the question asked Show a good knowledge of the area addressed and also the wider context Be accurate, make few errors and omit little of importance Identify the most relevant points of law Have a clear structure, argument and style Use supporting information and ideas well Use more than one line of argument Understand the theoretical context Present critical analysis The Structure of a Law Essay Like other forms of essay, a law essay generally has an introduction, main body and conclusion. We will write a custom essay sample on How to Write a Law Essay or any similar topic only for you Order Now It also frequently has appendices, and always has a bibliography. As is standard for all essay types, the introduction will set out the main points of the essay, and explain its overall structure. The main body is subdivided into sections and paragraphs, and headings are usually used. The conclusion summarises the main points. The bibliography may have three sections, for books, articles and other. Statutes and legislations, and cases, both divided by jurisdiction, are listed. Law essays are likely to have footnotes, numbered consecutively. Footnotes mean that superscripted numbers are inserted into the main text with full explanations given in notes at the foot of each page. Footnotes should be brief and to the point. Citation Citation for a law essay is markedly different from a standard essay. You need to know how to correctly cite cases, law reports, statues, statutory instruments, the constitution, EU legal sources as well as secondary material and electronic sources. Legal sources are often divided into primary and secondary sources. Primary sources are original material (statutes, official publications, law reports for example). Secondary sources include books, articles and comments. Your university is likely to specify the system of citation you should use, for example the Oxford Standard for the Citation of Legal Authorities (OSCOLA) The following link summarises the latest version of OSCOLA: denning.law.ox.ac.uk/published/oscola.shtml The CLEO method The CLEO method is one approach you can use to write your law essay. It involves four steps and focuses on problem questions, but can also be used to tackle discussion and practice questions. The four steps are as follows: C – identify the claim. This involves the ability to spot legal issues, construct arguments and respond to questions. L – present the appropriate law. This involves an awareness of a range of legal issues, and reasoning skills E – evaluate the facts in light of what is presented at step 2. This involves analysis and persuasion O – identification of the outcome of the argument. This involves balancing the different themes which have been introduced and relating them to relevant theory. Bibliography University of Stirling School of Law (2010) ‘Law Student Skills Handbook’, [online] (cited 13th February 2013) available from http://www.law.stir.ac.uk/documents/LawStudentsSkillsBooklet.pdf University of Leicester School of Law (2009) ‘‘Writing Guide 1: Writing an Assessed Essay ’, [online] (cited 13th February 2013) available from http://www2.le.ac.uk/departments/law/current/writing-guide/Writing_Guide_Assessed_Essay_2009.pdf Oxford University Press ‘A guide to writing law essays’ [online] (cited 13th February 2013) available from http://fds.oup.com/www.oup.com/pdf/13/9780199533572_chapter1.pdf How to cite How to Write a Law Essay, Essay examples

Business Academic Skills free essay sample

To that end, this assessment will enable dents to bring together all the parts associated with the Learning Portfolio into one coherent academic essay and evaluate what has been learnt throughout the entire semester. Details Due Date: Length: Week 14 Workshop and online (Turning) 1 200 words Based on the Learning Portfolio assessment, write a 1200 word academic essay addressing the following question.Students should include six (6) to ten (10) scholarly references which include at least three (3) of the Five Required Resources found on flaws in the Assessment Tasks sub-folder called Week 14 Essay, as well as any other references that may help them support their arguments. That is, only references that have been cited in-text should be listed in the reference list. Assessment Question: using three ethical principles of the Global Business Standards Codex, evaluate the employment practices Of Wall-Mart. The essay should have a clear structure which includes: 1 . An introduction that: a.Includes a few general statements about the topic to clarify your interpretation of the question; b. We will write a custom essay sample on Business Academic Skills or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Includes a thesis statement that presents your position on the topic; and c. Outlines the main points that support your position. 2. A body that: a. Includes a series of logically developed arguments hat supporters position and b. Ensures that each argument and/or sub- argument is supported by evidence and is elaborated upon. 3. A conclusion that: a. Summaries the main points discussed in the body of the essay; b. Restates the thesis statement; and c. Includes a final comment that does not introduce any new ideas. . Cohesive text that aids with the logical flow of the arguments presented. 5. A reference list which includes only the resources that are used the in body of the text (I. E. In-text citations) Presentation and format Students are required to download and fill in the assessment template y: 1. Filling in all required details on the coversheet 2. Typing responses into the blank fields as indicated 3. Removing any blank spaces/lines and 4. Inserting the required information in the footer. All the margins, fonts and spacing are already set so there is no need to make any further adjustments. Of 2 Submission requirements A hard copy of the assessment is due within the first 10 minutes of your assigned workshop in Week 14 along with a copy of the Turning Originality Report which should be attached to the back of your assignment. Assessments will not be accepted without the Turning Originality Report. Once the 10 minute submission period in the workshop is over, late assignments must be submitted to the School of Marketings assignment drop box and late penalties of per day will apply, including the day of the workshop.Note: A penalty of 10% per day will apply to any submissions to the School of Marketing assignment drop box irrespective of the time of day. Hard copy is the only method of assignment submission. Turning-only submissions will not be accepted. Extension of due date for submission If students need to apply for a short extension of time to complete an assessment item they should attach all supporting documentation to the completed Request for Extension form which is available from Student Central, the LAWS website or from the Support folder in the BAS flaws site.Requests for extension must be submitted no later than three working days prior to the due date of the assessment task to Parameter Campu s, School of Marketing Building DE (Reception); Campbellsport Campus, School of Marketing Building AAA (Bee Booth) or Bankbooks Campus (TAB). After that period, requests for extensions will not be accepted and students will need to apply for special consideration.Special consideration If students need to apply for a special consideration, they should attach all supporting documentation to the completed Application for Special Consideration form which is available from Student Central, the CAWS website or from the Support folder in the BAS vows site. Requests for special consideration must be submitted to Student Central and no later than two working days after the assessment due date. Note: Students should note that an application for extension or special consideration does not automatically mean that it will be proved.

Struggle for Survival in the Grapes of Wrath free essay sample

The 1930s were a time of hardship for many across the United States. Not only was the Great Depression making it difficult for families to eat every day, but the Dust Bowl swept through the plains states making it nearly impossible to farm the land in which they relied. John Steinbeck saw how the Dust Bowl affected farmers, primarily the tenant farmers, and journeyed to California after droves of families. These families were dispossessed from the farms they had worked for years, if not generations (Mills 388). Steinbeck was guided by Tom Collins, the real-life model for the Weedpatch camp’s manager Jim Rawley, through one of the federal migrant worker camps. He was able to see for himself, from the migrants’ perspective, the living conditions to which they were subjected and later used the information to detail the lives of the Joad family in The Grapes of Wrath (Mills 389). Rebecca Hinton points out in her essay on the novel that â€Å"formerly tenant farmers with relative security and independence, they soon become migrant laborers at the mercy of the rich, struggling to maintain their pride† (101). In The Grapes of Wrath, John Steinbeck uses realism, allegory, and a change in values to show the intense struggle the common person went through to survive during the Dust Bowl and the Great Depression after the rise of corporate and industrial capitalism. Although The Grapes of Wrath is a work of fiction, Steinbeck writes to inform the public about information gathered from fact. His use of realism and authentic voice give shape to the characters and their common struggle. Steinbeck points out that one of the primary causes of the dispossession of tenant farmers is the fault of â€Å"the bank—the monster† and tractors taking â€Å"the place of twelve or fourteen families† (32-33). Likewise, Trent Keough writes in â€Å"The Dystopia Factor† that â€Å"The Grapes [of Wrath] investigate[s] the social phenomena of a transitional period in which an agrarian†¦ industry economy is decimated by automation† and the novel also â€Å"records the role of mechanization (e. g. he tractor and car) in the Westward migration which occurred in America during the depression years† (38). This decimation by automation is one of the primary factors that force the Joads from their farm. In Chapter 19, Steinbeck writes: â€Å"The tractors which throw men out of work, the belt lines which carry loads, the machines which produce, all were increased; and more and more families scampered the highways, looking for crumbs from the great holdings, lusting after the land beside the roads† (238). The bank’s need for profits forces the owners of the farm to take action and hire one man on a tractor to do the work of dozens. Steinbeck also uses his experience in California camps to give a realistic depiction of the squatter camps that were scattered during the migration (Keough 44). The squatter camps, all referred to as Hooverville, are described as having no order with cars, shacks, and tents randomly scattered, usually near a source of water, such as a river or stream (Steinbeck 241, 243). Migrant workers also have to deal with constant discrimination and abuse from the local population and law enforcement. Beginning in Chapter 18, the Joads are introduced to the term â€Å"Okie,† which is used to as a derogatory term to describe all migrants coming into California (Steinbeck 214). This is just the beginning of the discrimination the Joads face. Steinbeck describes how he perceives the discrimination in the following excerpt from The Grapes of Wrath: They were hungry, and they were fierce. And they had hoped to find a home, and they found only hatred. Okies—the owners hated them because the owners knew they were soft and the Okies strong, that they were fed and the Okies hungry; and perhaps the owners had heard from their grandfathers how easy it is to steal land from a soft man if you are fierce and hungry and armed. The owners hated them. And in the towns, the storekeepers hated them because they had no money to spend†¦ The town men, little bankers, hated Okies because there was nothing to gain from them. They had nothing. And the laboring people hated Okies because a hungry man must work, and if he must work, if he has to work, the wage payer automatically gives him less for his work; and then no one can get more. (233) The hatred felt by the Californians toward the Okies is exemplified by the law enforcement’s eagerness to â€Å"take in† anyone they feel shows the tiniest signs of trouble. For instance, a deputy makes up a reason to take in Floyd Knowles, from the Joad’s first Hooverville, because he questions a man offering work on how many men he needs and how much the pay is (Steinbeck 263). Shortly after the Joads leave the first Hooverville, they encounter a group of armed men along the road who insist that they â€Å"ain’t gonna have no goddamn Okies in this town [sic]† and make them turn their truck around (Steinbeck 279). Before the Joads are introduced, the plight of another being is highlighted. In Chapter 3, Steinbeck introduces the turtle on the side of the road struggling through obstacles. The turtle itself is a symbol of the Joad family and other migrant workers, while its journey is an allegory of the struggles and obstacles they will face along the way. The turtle comes upon an embankment along the highway and stops to size up the wall in front of it (Steinbeck 14). At several points in the novel, the men face decisions and hunker down together on their hams to discuss their situation and decide to press on. When the turtle finally starts again, it keeps pushing itself along and â€Å"as the embankment grew steeper and steeper, the more frantic were the efforts of the land turtle† (Steinbeck 15). The Joads face the same situation when they are on their way to California. They survive the dust of the plains and then climb the steep embankment of the mountains in an overloaded car that was not made for the type of journey they encounter. When the Joad family finally arrives in California, they find that their big dream of farming and living in peace may not happen and they struggle to merely survive. Similarly, the turtle struggles when the red ant runs inside of its shell. The turtle crushes the ant by quickly pulling in its head and legs, and in the process, it picks up a head of wild oats (Steinbeck 15). The red ant is like a negative thought to be crushed before it can do harm, while the wild oat seeds are like ideas to be planted and nurtured. Once the turtle begins crossing the road and all seems easy, a woman in a car approaches, sees the turtle and swerves to avoid hitting it; minutes later, a man in a truck sees the turtle, attempts to run it over, and the turtle spins onto its back (Steinbeck 15). The woman is fully aware that the turtle is in the road and nearly wrecks her car to stay away from it, much like people in areas unaffected by the Dust Bowl making a conscious effort not to think about what the Okies are going through. The man, on the other hand, attempts to purposely crush the turtle, which is much like the groups of men that try everything in their power to close the government camps and crash the Hoovervilles. Even though the turtle is turned on its back after being nearly crushed, it manages to get itself turned right side up and the wild oat seeds it has been toting are dropped and unknowingly planted when â€Å"its shell dragged dirt over the seeds† (Steinbeck 16). The turtle is unaware when he picks up the seeds and is similarly unaware when he plants them. This is not unlike later in the novel when Tom Joad picks up a new political ideology from Jim Casy. Tom, however, makes a conscious effort to plant his own seeds and spread the word to make things right for the migrant workers. The troubles the Joads face also affect the overall structure of the family as a whole. As the Joad family struggle progresses, there is a change in the values of the family. At the beginning, the Joad family, like most at the time, is highly patriarchal. Grampa Joad is the â€Å"titular head† of the family, but it is Pa Joad who is the acting head of family (Steinbeck 101). During a conversation around the truck about their upcoming voyage to California, the men do all the talking unless a question is asked of Ma Joad. According to Warren Motley of Rutgers University, â€Å"the patriarchal structure of the Joad family, although shaken, remains intact through the early chapters of The Grapes of Wrath† (402). Women may voice their opinion when deciding what the family unit will do, but the ultimate decision is with the older men who are considered the â€Å"nucleus† of the family (Motley 402). Ma Joad takes over as the family authority when the threat of the family breaking up is presented to her. She is adamant that the family stay together, no matter what, and â€Å"aggressively challenges† Pa’s decision to split the family up after the Wilson’s car breaks down (Motley 404). Motley states in his analysis, â€Å"From Patriarchy to Matriarchy: Ma Joad’s Role,† that â€Å"Ma Joad’s emergence signals an essential adaptation: under economic conditions of the migration, survival depends on the collective security of matriarchal society rather than on patriarchal self-reliance† (405). When the family must leave their farm, Pa and the older men are left without their established agrarian roles, so they harbor a feeling of failure. Ma’s role, however, remains intact throughout the novel and she remains strong because of it (Motley 407). Rebecca Hinton, of the University of Cincinnati—Clermont College, states, â€Å"Steinbeck implies that in times of social upheaval, the family cannot remain a self-contained conjugal unit; it must expand to include members related by plight as well as by blood and focus on the needs of the many rather than those of the few† (101). Not only does the leadership role change, but the definition of family changes for the Joads and other travelers as well. The struggle of the Joad family rouses Ma to offer assistance and compassion beyond her own family, as with Jim Casy (Keough 46). The Joads meet the Wilsons at the beginning of their journey and both families are inclined to help one another in a mutually beneficial relationship. There are several examples of an extended family amongst the migrants in The Grapes of Wrath, including the sharing of food, the discussing of a larger council of men on their situations, and the giving of money to families with an ill or deceased loved one. The Joads go as far as to help pay for the Wilsons continued journey because they have no money left (Steinbeck 148). Steinbeck devotes an entire chapter to the formation of these extended families in the roadside camps. In Chapter 17 he says, â€Å"In the evening a strange thing happened: the twenty families became one family, the children were the children of all. The loss of home became one loss, and the golden time in the West was one dream† (Steinbeck 193). It is easy for the many families to stick together, if only at night, because they are all living the same life. Each day the families go through the same kind of hell hoping that they have enough food and money to make it to California. Keough points out that â€Å"through these women†¦ Steinbeck suggest[s] that the individualism commonly associated with capitalism is nothing but a Protestant ethic gone awry† (46). The story of the Joad family reveals a hard truth about people in society. Steinbeck wants to demonstrate the predatory nature of capitalism and the destruction of family values it brings (Keough 49). John Steinbeck used a realistic point of view, allegory, and a dramatic change in family values to present the plight of the common migrant worker after tractors took the work of thousands of families. Nicolaus Mills states in his â€Å"Book Notes† that â€Å"Steinbeck understood that for the men and women he was describing, the struggle for dignity was never-ending, and he caught that struggle in the most intimate terms†.  Steinbeck is also presented as a â€Å"prophet† who tells â€Å"timeless truths about greed and callousness, and†¦ articulate[s] the conscience of the people† in â€Å"Editorial.