An Examination of Figurative and Literal Debris in Concrete Island Essays

An Examination of Figurative and Literal Debris in Concrete Island Essays An Examination of Figurative and Literal Debris in Concrete Island Paper An Examination of Figurative and Literal Debris in Concrete Island Paper Essay Topic: Literature J. G. Ballard’s Concrete Island tells the story of a wealthy architect, Robert Maitland, who is forced to survive on a manmade island in the middle of a motorway intersection following a car crash. As Groes points out in his paper, Ballard’s Concrete Island examines the social and cultural trends in postwar London through an extreme situation experienced by the main character Robert Maitland (2011). It is argued that Ballard’s writing depicts how changes in urban spaces are reshaping social relationships (Groes, 2011). Notably, debris forms as a result of the people and places that have been leftover from rapid societal transformations. Ballard’s Concrete Island examines the importance of literal debris (the wasteland) and figurative debris (outsiders of society) in Maitland’s experiences on the island. Despite being an architect who contributes to architectural changes, Maitland struggles to survive on the island until his encounter with Jane and Proctor. These two characters are the figurative debris in this novel. To demonstrate, Proctor is described as an â€Å"aged defective† (Ballard, Concrete, 86), while Jane is said to resemble the â€Å"prototypal drop-out† (Ballard, Concrete, 82). In particular, the presence of Jane and Proctor prevents Maitland from dying and his interactions with them allow him to gain a better understanding of himself. Maitland thereupon becomes increasingly dissatisfied with his past life and uses the isolation of the island (the literal debris) to rebuild himself psychologically. Therefore, Concrete Island shows that figurative and literal debris are indispensible for Maitland to rebuild his life. The days on the island weakens Maitland physically. However, he survives because he is able to manipulate Jane and Proctor to complete tasks that would benefit him. The existence of these two characters allows Maitland to exercise dominance over them and in effect the whole island. At the beginning of the novel, Maitland uses self-pity to motivate survival. However, after encountering Proctor and Jane, his source of motivation shifts to the cruel exploitation of these two characters (Ballard, Concrete, 139). For example, Maitland’s mistreatment of Proctor is shown in the sentence, â€Å"Proctor gestured thickly, his face a planet of creases, like a hungry child unable to accept the reality of a bare cupboard† (Ballard, Concrete, 148). Here, simile is used to compare Proctor to a hungry child that is willing to accomplish almost any task in exchange for gifts. In particular, it provides evidence that Maitland’s manipulation of Jane and Proctor relies on his ability to identify and target the characters’ desires. Moreover, regarding Proctor, Maitland uses knowledge of his past experiences to conduct cruel physical treatments such as urinating on Proctor’s face (Ballard, Concrete, 135). In the case of Jane, Maitland plays with her feelings of guilt in order to weaken her emotionally (Ballard, Concrete, 138). The narrator’s diction choice indicates Jane and Proctor’s acceptance of Maitland’s control. For example, Maitland â€Å"steers† Proctor in order to move around on the island (Ballard, Concrete, 143). Furthermore, Proctor easily accepts this manipulation when he steers â€Å"himself with his scared hand† (Ballard, Concrete, 144). Lastly, Maitland’s frequent reinforcements that he would not survive without help of Jane and Proctor shows the importance of his dominance over them. To illustrate, Proctor is able to lead Maitland to the food source on the island (Ballard, Concrete, 126), while Jane is able to nurse him back to health (Ballard, Concrete, 96). In fact, Maitland specifically tells Jane â€Å"unless [she]’d come [he] would have died there†¦Ã¢â‚¬  (Ballard, Concrete, 83). However, survival is only the initial step that contributes to the change observed in Maitland. The figurative debris also helps Maitland to realize his own flaws. As has been noted, Maitland exploits Jane and Proctor’s weaknesses in order to control them. However, through interacting with these two, he also gains better sense of his own weaknesses. An important characteristic of Maitland is his detachment from others. To emphasize this, he uses the phrase â€Å"emotionally loaded transactions† when describing his relationships with Helen, Catherin, and his mother (Ballard, Concrete, 83). The comparison between relationships and transactions is magnified through interacting with Jane and Proctor. For example, when Maitland first meets Jane, he hopes that money will help him escape from the island (Ballard, Concrete, 83). To elicit Proctor’s help, Maitland tells him that his arrival has â€Å"changed the whole economy of [Proctor’s] life (Ballard, Concrete, 149). In addition, Maitland wants Proctor to believe richness can buy Proctor the island (Ballard, Concrete, 158). However, the ineffectiveness of controlling Proctor and Jane through monetary means allows Maitland to understand his flaw in believing wealth is associated with unlimited power. Correspondingly, Jane brings attention to Maitland’s egocentrism by telling him â€Å"no one owes you anything, so stop all this want, want, want! † (Ballard, Concrete, 101). Moreover, Maitland’s direct confrontation with Jane reinforces what he thinks he knows about himself. For example, Jane also believes in the similarities that exist between Maitland and the island, telling him he was â€Å"on an island long before [he] crashed here† (Ballard, Concrete, 141). By the same token, Jane reinforces Maitland’s idea that he does not want to leave the island by reminding him â€Å"[he] could have got away† if he really tried at the beginning (Ballard, Concrete, 116). Not only do the figurative debris ensure Maitland’s survival, Jane and Proctor also give Maitland a better understanding of himself. It is only when Maitland gains a deeper view of himself through interactions with others, that he is able to use the isolation of the island to rebuild himself. The second form of debris is the literal kind, which is the island. This junk-space is indispensible for Maitland to rebuild his life as it serves two important functions: it allows an escape from obligations and acts as a blank space that he can use to finally start over. As suggested by Ballard in the introduction, many people in the modern world hope â€Å"to be marooned, to escape [their] families, lovers and responsibilities† (2). This idea can be applied to Maitland as well. At work, Maitland faces the natural responsibilities that come with his occupation in addition to countless meetings and conferences. Outside of work, Maitland faces the challenges of being in a relationship with two different women – Helen and Catherine. Ironically, junk-space would normally be overlooked or despised by an architect like Maitland. Yet, in this extreme situation, the island allows Maitland to escape from his countless obligations and come to terms with himself. In like manner, the analeptic view of his childhood provides insight into his desire for disconnecting from the world. For example, the narrator explains that Maitland’s happiest times were spent alone, and the picture of his younger self on his desk shows his desire to return to his carefree childhood (Ballard, Concrete, 27). Over the years, Maitland constantly remythologizes his childhood by picturing a young boy playing by himself in a â€Å"long suburban garden surrounded by a high fence† (Ballard, Concrete, 27). This acts as a prolepsis for Maitland’s reluctance to leave due to its similarities with the descriptions of the island. For example, later in the novel, Maitland mentions the existence of wires on the island much like the fence in his daydreams (Ballard, Concrete, 39). This island provides Maitland with the perfect opportunity to escape from the various constraints that prevent him from fulfilling his wish of seclusion. After gaining a better sense of self through interactions with the figurative debris in the novel, Maitland escapes his obligation using the isolation of the island. Finally, Maitland is ready to rebuild his life. The island can be seen as a blank space where Maitland can project himself onto and start over. In Colombino’s paper it is argued that the island is a blank space where imprints are possible (2006). Furthermore, the importance of this is explained by the architectural theory of urban interstices, which argues deserted places can become an experience (Colombino, 2006). Therefore, the isolation Maitland experiences on the island is crucial for his discovery of self. This idea is reinforced by Ballard in the introduction where he argues being marooned on a traffic island allows people to â€Å"test [their] strengths and weaknesses† and â€Å"come to terms with aspect of [their] characters to which [they] have always closed [their] eyes† (2). Of equal importance is the view of London as an entrapment (Colombino, 2006). As a result of the entrapment, Maitland is only sachieve the same level of isolation as earlier literary characters such as Robinson Crusoe when he becomes isolated in a junk-space (Colombino, 2006). Specifically, similes create images of the isolated island. For instance, to describe the view from the island, the narrator compares the sky to a large wall in the sentence â€Å"the white flank crosse[s] the sky like the wall of some immense aerial palace† (Ballard, Concrete, 149). In like manner, simile is also used to describe the emotional isolation Maitland experiences on the island. The narrator states, â€Å"[w]ith deliberate effort, he thought of his wife, his son and Helen Fairfax †¦ But they had become more and more remote, receding like the distant clouds†¦Ã¢â‚¬ (Ballard, Concrete, 145). By comparing the thoughts of those close to him with receding clouds, the narrator shows Maitland’s desire to let go his past life. More generally, he wants to let go of all unpleasant memories; this is supported when the narrator indicates â€Å"part of [Maitland’s] mind seem[s] to be detaching themselves from center of his consciousness† (Ballard, Concrete, 63). The physical and emotional isolation on the island provides him with the perfect opportunity to dissociate from the past. In addition, Maitland’s attachment to the island provides him with the comfort to reveal his true self and start the rebuilding process. Particularly, words associated with a sense of comfort such as â€Å"warm air† and â€Å"soothing† are used to describe his increased appreciation for the island (Ballard, Concrete, 156). Again, simile is used to reinforce his acceptance of the island by comparing simple structures to more pleasant forms of architecture. There is evidence that Maitland may actually enjoy the structures on the island when it is stated that â€Å"[t]he concrete junction of the two motorway routes [shine] in the sunlight like an elegant sculpture† (Ballard, Concrete, 143). Before Maitland can rebuild himself psychologically, there must be a gesture that confirms Maitland is ready. This is achieved when the various objects representative of his old life are spread around in Proctor’s chamber as if to celebrate the death of the man Maitland once was (Ballard, Concrete, 160). Moreover, it is evident that the description of Maitland rebuilding his life lacks verisimilitude because the re-assembling body parts represent the psychological rebuilding. For example, it is stated â€Å"bones were re-assembling themselves into a small, sharp face† (Ballard, Concrete, 145). Interestingly, these images of body parts and reassembling of bones are related to Maitland’s career as an architect. In particular, bones, much like ruined buildings, need to disassemble before they can be reconstructed. Finally, the rebuilding process is complete when Maitland’s â€Å"injured thigh and hip, his mouth and right temple, had all now healed as if this magical therapy had somehow worked and he had successfully left these wounded members at their designated points† (Ballard, Concrete, 156). In the final analysis, J. G. Ballard’s Concrete Island challenges the traditional ways of thinking and pushes the limits of readers’ imagination by telling the story of Maitland’s extreme situation. In a society that lusts for change, debris is constantly created. Through the novel’s examination of literal and figurative debris, awareness is raised for the people and places that have been leftover from the changes in society. In a time when countless factors can disrupt the path to a fulfilling life, Maitland’s experiences show that an appreciation for the unordinary is people’s only hope in discovering themselves.

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Immigrant Experienes essays Article Review Letters from an American Farmer In this Article the Farmer wants to know the feeling of an Englishman when he first time set foot in America. The main reason the Englishman Have come to America is due to the condition prevailing in England .These refuges are coming to very modern society which is free from lords, Bishops, Kings courts etc. No one in the society has the at most power to rule one and all. In short everyone in the society has the right to live their lives in the manner they wish to. He compares medieval England to America, in England a person traveling by road would see hostel castle and haughty mansion which suggest the power in few hands in contrast in America small clay built hut and miserable cabin, where cattle and me live together. All This suggest the simplicity of those times. The Farmer regards his society as the most perfect in the world in which men are free and equal. The refuges have come from all over Europe but over the period of time these mixture of people will become new breed of p eople know as American. The farmer wonder that these refuges who have come from countries where they had nothing of their own can they call England or any kingdom as their own Country. In America these refuges would be reborn they would follow new laws, new mode of living, new social system. In their country of birth they were just know as mere poor people who were good for nothing but in America they would be proud citizen. The farmer also talks about the attachment these European emigrants have towards America. All these people left behind their ancient prejudices and started excepting the new mode of life, the new government and started obeying the law of the land. This new country has given them land; bread, protection and consequently all emigrants have just one motto ubi patria. Here individuals of all different countries are melted into a new race of people, whose labor a...

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Reading Aloud Essay 1. 0 Introduction More than half of our lives today concern about reading ability. Through reading people are being introduce to values and knowledge. People usually read to get a job, as a hobby or to fulfill their dream. Reading always intertwine with literacy and the experiences that one felt via reading often different with each other. Different people have different understanding on text read. Reading materials can be magazines, newspapers, books, research articles, journals and other written form of texts. As long as people can write there will be always a text to read. Moreover, one academic skill that is especially important for school success is reading proficiency (Bernhardt, 2005). For children to succeed academically it is essential that they develop the foundational reading skills that will allow them to obtain knowledge fluidly through text and increased opportunities for learning (Joseph, 2006). 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They also explain that if the students can achieve a good level in comprehending a text in English, it does not guarantee that the students can acquire an efficient level in oral reading. As a consequence, students will face problems in using English language orally as medium of communicative language in society. However, students who are struggling to read can be helped through monitoring their oral reading fluency through a suitable reading approach (Schatschneider, 2006). Daly III, Chafouleas Skinner, (2005) has come out with several reading approach. There are 1)reading aloud, where the students need to read aloud a passage given several time before being evaluate by teachers, 2) phrase drill error correction, where the error words are being repeated until the students acquire the phonic sound, 3) performance feedback, where the students need to give feedback on passage that they have read. 4) Listening while reading, where the students need to read the passage aloud in the class and the students who are listening will learn how to pronounce certain words. 5) Folding in flashcard instruction, where the students learn to pronounce a word through flash cards. In conclusion, students should be able to acquire reading proficiency both in fluency and comprehending a reading text. The consequences of lack in reading proficiency could affect their academic performance. As solution reading habits should be implement in school. Students should practice reading in order to prevent them from being a struggle readers. Students who can comprehend a reading text does not mean that they can read the text fluently with correct pronunciation. Reading problem especially in reading fluency can be improved through appropriate intervention which seem to be suitable with the students. Thus, students’ weaknesses in reading a text should be identified in order to enhance their reading proficiency especially in reading fluency 1. 1 Background of the study Malaysia is characterised by a multilingual society where its population is made up of people who come from various ethnic and linguistic backgrounds (Harison, 2010). Thus, Malaysia has different kind of races that use different kind of languages. Malay students will use Malay language to communicate, the Indian students will use Tamil language and the Chinese students will use Mandarin language. Most of the time they will read books that related to their languages because of the need to enhance their reading on their mother tongue (Abdul Rashid, Chew Muhammad Kamarul, 2006). Hence, due to this matter, reading in English might being neglected or being less focused in school. When teacher conducting an oral test to our students, the interference of their mother tongue occurs and that made our students become a struggle reader (Siti Norliana, Roszainora Muthusamy, 2009). Most of the reading activities in Malaysian Secondary Schools focus on understanding a comprehension text which later the knowledge that they comprehend will be used to answer the questions given (KBSM, 2001). Therefore, secondary students reading skills was not optimally being explored. Teachers will ask several students to read aloud and most of the time will be silent reading. Indeed, the students only built their knowledge but they cannot read fluently which most of them having problem related to reading fluency (Siti Norliana, Roszainora Muthusamy, 2009). In order to find a solution for the reading problem related to reading fluency, a precise study on how can we help our Malaysian secondary students become a fluent reader is important to carry out. Reading fluency like has been mention above focused on students’ speed of accurate reading (Hudson et al. , 2005). Thus, this research focused on how we can help struggle readers to enhance their reading fluency. This study used reading aloud approach where the students need to read passage given orally. Reading passages were chosen from the Malaysian secondary English Textbook as the reading materials. CBM was used to measure the accurate reading or the percentages of correct word read during the reading sessions. Accurate reading focuses on 1) words pronounce correctly, 2) words read incorrectly which consist errors of mispronunciations, substitutions, and omissions, 3) three second rule which the words will be counted as an error when the teacher help the students to pronounce it after they hesitate in pronouncing the words for three seconds. Exactly as the guidelines provided by Daly III, Chafouleas Skinner, (2005, p. 78). Thus, the result of this research sought to reveal on how far the reading will aloud approach can improve Malaysian secondary students reading fluency. 1. 2 Problem statement Models of World Englishes has been coined by Professor Braj B. Kachru on 1985 (Phillipson, 2008). This model explains how English widely spread and used worldwide. According to Kachru, B. B. , Kachru, Y. , Nelson, C. L. , (2006), there are three circle models which can classify English as native language (ENL), English as a second language (ESL), and English as foreign language (EFL). The three circles model are: The current sociolinguistic profile of English may be viewed in terms of three concentric circles . . . The inner Circle refers to traditional cultural and linguistic bases of English. The Outer Circle represents the institutionalised non- native varieties (ESL) in regions that have passed through extended periods of colonization . . . The Expanding Circle includes the regions where the performance varieties of the languages are used essentially in EFL contexts. (Kachru, B. B. , Kachru, Y. , Nelson, C. L. , 2006). Concisely, this model explains about three circles which roughly classify three different English learners worldwide. 1) The Inner Circle houses countries, like the United States, United Kingdom, Australia and so on, where English is traditionally the primary or native language (English as Native Language). 2) The Outer Circle comprises countries where English has a long history of institutionalized functions, usually owing to a colonial past, and is used intra-nationally among fellow citizens who are usually bilingual (English as Second Language). Finally, 3) The Expanding Circle consists of countries in which English has no special status, but may be taught as a foreign language (English as Foreign Language) (Rajadurai, 2010). Applied to Malaysia, our country has traditionally been assigned Outer Circle status due to the British colonization. (David Govindasamy 2003). Rajah stated that the independence of Malaya in 1957, however, saw a continuing change in attitude towards the English language, in favor of the Malay language. English continued to be a dominant language. (as cited in Lee Su Kim, Lee King Siong, Wong Azizah, 2010). Competence in English had become a crucial partition in Malaysian society after the independence, carving out for itself a role in the economical areas, in education and placing the society status or standard among Malaysian. (Lee Su Kim, Lee King Siong, Wong Azizah, 2010). In the Malaysian school context, where English is officially stated and taught as a second language, learning English as a second language (ESL) in class always poses many language and cultural obstacles (Melor et al,.2012). Thus, there is a widespread concern among educators about students who not having the ability to read or students who is struggling to read in English (Zulhilmi, 2005). In News Straits Times newspaper dated on 12th February 2006 reported a survey conducted by the National Union of the Teaching Profession (NUTP) on students’ ability to read in English among secondary schools students in Malaysia. From the 70 secondary schools population of 73,858 students were analyzed, and from the analysis there are 34,890 students who could not read in English. What is more shocking is that some of these students are in Form five and having had eleven years of schooling and learning English as a second language yet they failed to achieve the basic skills of reading in English. Thus, students’ reading ability in second language need to be developed so that they can become fluent readers. (Noorliza, 2006). In order for students to succeed in reading fluently the teacher need to focus on enhancing their reading fluency (Baker, 2008). Baker also claimed that acquiring fluency in reading can also be considered important because it is also a part of developing reading ability. One of the ways to help students in enhancing their reading fluency is through reading aloud approach. (Hale et al. , 2007). Thus, this research will show the insight of struggling readers enhancing their reading fluency through reading aloud approach. 1. 3 Rationale of the study Several models of reading development suggest that reading fluency is a one of the most important components of effective reading ( Kuhn Stahl, 2003). Normally, students who are struggling to read will take longer time to develop their reading fluency. Due to this subject matter using reading aloud strategy seem to be an effective and convenient way to help our struggling readers. (Compton, Fuchs, D. , Fuchs, L. S. , Bryant, 2006) Rasinski Padak (2008) claims that reading aloud approach should be an instructional routine in all classrooms, including those for student who experience difficulty in reading. Another advantage of reading aloud, especially for those who find reading difficult, is that it familiarizes students with the style and form of written language. It also provides students with a model of what fluent reading should sound like. (Goering Baker, 2010). Furthermore, Nurazila et al. , (2011) claim that the use of reading aloud approach is less being attempt to be studied by our Malaysian researchers. Indeed, they also stated that this reading approach strengths and weaknesses still need to be investigate deeper. So, the rationales of this study open up the chance to enhance students reading fluency using reading aloud approach. 1. 4 The Purpose and Objective of the study. The purpose of this study is to investigate the reading fluency development of our secondary school students using reading aloud approach. Henceforth, the objectives of this study are: 1. To identify whether reading aloud approach can improve students reading fluency or not 2. To identify whether reading aloud approach has a positive influence on the subjects’ percentages of correct words read during the treatment was given. 3. To identify students common errors in their reading session. 1. 5 Research questions Thus, research questions of this study will be: 1. To what extent does reading aloud approach improve students’ reading fluency? 2. To what extent does reading aloud approach influences the subjects’ percentages of correct words read in each reading sessions during the treatment was given? 3. To what extent does students make errors in their reading sessions? 1. 6 Significance of the study 1. 6. 1. Society level At the society level, this study can help in developing number of peoples who can use English as a second language fluently which can cater jobs requirement as English is being used as second language in Malaysia. This study will also help the new generation equip with proper level English proficiency that can help them face the globalization era which English is widely being used as universal language. 1. 6. 2. School level. This study will help school to improve their students reading abilities in order to gain better result in major examination in English subject. It is also will give an idea on how to save struggle readers in the schools. 1. 6. 3. Teacher At the pedagogical level, this study can assist the teachers in solving problems in reading fluency among the students. Students who are struggling readers could be helped through the approach used in this research which later could help teachers to easily conduct the lesson of the day without facing any problem in teaching and learning session. 1. 6. 4. Students. This research might help the student in enhancing their reading proficiency. Students not only competent in reading to gain comprehension and knowledge but also can convey the knowledge fluently through oral reading using accurate pronunciation, intonation and reading rate. 1. 7 Limitation of the study 1. 7. 1. Time limitation In order to carry out this research, a consistent time management should be taken care of. This study has to be conducted 4 times a week, for 5 weeks. So, a proper supervision of time is needed. However, in school the periodic timetable given and the school’s programs will interrupt the suggested period of the research. 1. 8 Definition of terms 1. 9. 1 Reading fluency Reading fluency is often defined as â€Å"the ability to read rapidly with ease and accuracy and to read with appropriate expression and phrasing. (Grabe, 2008). In this study, reading fluency refers to accurately read the words in one minute without making errors in the reading sessions. 1. 9. 2. 1 Accurate reading. According to Fletcher, Francis, Morris Lyon (2005) accurate reading is the ability to recognize word, how to sound a words which involve the process of pronouncing words correctly with the correct pronunciation. In this research, accurate reading refers to reading a passage accurately without making errors in reading. The errors consist of mispronunciation, substitutions and omission, and three second rules which the words will be counted as an error when the teacher help the students to pronounce it after they hesitate in pronouncing the words for three seconds. 1. 9. 2 Reading aloud approach Rasinski (2003) defined reading aloud as a process of sounding the words in written forms loudly with appropriate facial expression, rhythm and use the correct punctuation marks in the texts read. In this study reading aloud means students need to read passage given orally in front of teacher. Teacher will assist the students through monitoring the students’ reading. Students will be given chances to read the passages repeatedly before the students’ progress in reading were taken. 1. 9. 3 Curriculum Based Measurement Curriculum-based measurement (CBM) is a standardize format for assessing reading fluency in one minute time. (Daly III, Chafouleas Skinner, 2005). In this study, CBM refers to students reading progress in one minute. CBM will show the level of students’ reading fluency gain through reading treatment given for the students. 1. 9. 4 Struggling readers Struggling readers refers to students who fail to recognize words, fail to comprehend various types of text, have little motivation to read and spend less time in reading. (Chard, Vaughn Tyler, 2002). In this research struggling readers refers to students who fail to pronounce a word with correct intonation using appropriate reading speed and students who can comprehend the texts but having difficulties in sounding the words in a text.

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  Ã‚  Ã‚  Ã‚  Ã‚  Law enforcement agencies nationwide must constantly adapt to the changing nature of crime and the ways criminals must be prosecuted. New dangers like terrorism, as well as old ones, such as public corruption, threaten the public and force police agencies to acclimate themselves to this new environment. President Clinton explained the need for the development of the federal and local law enforcement agencies. â€Å"We have begun to find a way to reduce crime, forming community partnerships with local police forces to catch criminals and prevent crime. This strategy, called community policing, is clearly working. But we still have a long way to go before our streets are safe and our people are free from fear. Our next step in the fight against crime is to take on gangs the way we once took on the mob. I'm directing the FBI and other investigative agencies to target gangs that involve juveniles in violent crime, and to seek authority to prosecute as adults, teenagers who maim and kill like adults. More police and punishment are important, but they're not enough. We have got to keep more of our young people out of trouble, with prevention strategies not dictated by Washington, but developed in communities†(Clinton). Federal agencies within the United States must handle cases on the home front while at the same time dealing with international issues relating to crime. The problem with international crimes and criminals is that the issue of jurisdiction b...

Letter to Best Friend About Not Quiting High school Essay

I have been thinking about what you announced to us and I wanted to help you out. I am willing to help and encourage you to not drop out of high school because you need have a good future. Dropping out of high school is not the best way to give up because your having problems, failing a class or just feel that you don’t like school. You yourself need to set your mind that you can do it ! I believe education is important because you learn new things, it prepares you, and orientates you through the right path. In order to be successful in life we have to focus and be perseverance. In the first place, I’m going to convince you of staying in school and earn that diploma. Earning that diploma can give you many opportunities. With a diploma you can get a job. Its sometimes difficult to apply to jobs without them seeing you didn’t finish your high school. Its important to get that diploma because it says a lot about you that you didn’t give up and tried your best throughout high school to earn it. With a diploma you can go to any college or university. It shows schools that you conquered to complete your high school to move onto the next level. Also, it basically proves to that you completed your four years of high school education,which is important. Second, you need to continue with your education because it is important that you learn all the materials you need to know including mathematics, history, English , science and others courses. It is necessary that you stay in school because without you knowing any of this it might confuse you in future exercises including those subjects. It is important that you learn these subjects because it useful for everything. For example, mathematics, is going to be needed for the rest of your life. Math is needed in everything as in counting money, and other things. All types of jobs need mathematics like cashier and accountants. History is also important to learn for those who maybe want to become a history teachers to teach their student about our the history of the U. S or other countries. Science is also useful in anything you maybe want to work in a science lab investigating and looking deep into your research. English is kind of like math English is used everywhere. Learning grammar and punctuation is very important also, you don’t want to misspell a word. What I’m trying to do is just convince you that finishing these courses can help you in whatever you want to become either it is becoming an accountant, history teacher, work in a science lab, or just not make any errors in your English it is important that you learn all these materials that are going to prepare you for your future. Third, going through high school might me hard , difficult , and confusing at times but it also makes you think about life. It makes you think about what you want to become as in your career. With time you start realizing what you like and dislike. Also, I believe that finishing your high school and getting your diploma makes you feel special. It makes the people around you happy that you accomplished and finished. It shows that you never gave up and tried your best to make them happy and yourself. It says a lot about you that you got a diploma and it can open many doors for you in the future. To conclude, I encourage you friend to finish your high school and earn that diploma. High school teaches you new things, it prepares you, helps you decide what you want to be become in the future. Earning your diploma gives you many opportunities, learn all your basic courses needed, and it makes the people around you happy because you showed them and your self that you can do it and acconplish your goals. I’m encouraging you to not quit and think about it twice and not drop out look at all the opportunities you have and all you can do it !