A Deconstructionist Perspective of S. E. Hintons The Outsiders Essay

A Deconstructionist Perspective of S. E. Hinton's The Outsiders The unseen layers present in S. E. Hinton's The Outsiders make it possible for the reader to develop differing interpretations of the novel. The ambiguity of the text is recognized within the deconstructionist approach to literature. Deconstruction allows the reader to focus on particular elements in the text that divulge the underlying themes. In focusing on two key scenes in The Outsiders, deconstruction explains how Hinton's use of these scenes gives the reader insight into two opposing themes within the text. The two scenes consist of Ponyboy's and Johnny's confrontation with the Socs and also when Ponyboy and Johnny save the children in the burning church (54-57; 91-93). In these two scenes, Hinton manipulates the characters' reactions to illustrate two divergent readings of the text. Critics have consistently argued whether Hinton intended the text to be read as a realistic account of teenage life, or a text that embodies the idealism of youth. I believe the answer lie s within both interpretations, for the boys must face the reality of their actions and also individually come to terms with what or whom they consider worth dying for. In interpreting the text as a realistic account of teenage life, it is evident that the author deals with the real issues that youth face, such as violence and class conflict. The first key scene exemplifies these impending dangers with the boys' reactions to being surrounded by the Socs in the park. The narrator, Ponyboy, describes Johnny "as white as a ghost and his eyes were wild-looking: (54). Ponyboy implicates Johnny's earlier encounter with the Socs as the cause of Johnny's overwhelming fear. Ponyboy ... ... matter of an instant. In analyzing two key scenes from The Outsiders, the text belies the contradictory themes of the reality of teenage life and the idealism of youth. In focusing on these scenes, the reader observes how Hinton dismantles her own text with her use of oppositions in the reactions of Ponyboy and Johnny. Although two contrasting themes are represented, it is not necessary to choose between them. With the critical approach of deconstruction, the reader recognizes the significance of opposition within the text. I believe this simultaneous understanding of both discourses is the only way a reader can truly appreciate the depth of Hinton's work, for the greatest enlightenment stems from the realization that the true message lies within the many thematic shades of gray. Works Cited Hinton, S. E. The Outsiders. New York: Penguin, 1995.

Case Study of Personality Theories Essay

Abdul Hnnan a 12 year old boy, who has been presented with language, academic and behavior difficulties. Hnnan had a traumatic delivery and suffered from hypoxia. Hnnan’s early motor and language milestones were grossly delayed. He sat and crawled at 2.6 years of age and walked after 3 years. His language was delayed and he spoke his first words at 4.6 years to 5 years and in sentences after 5 years. His speech was unclear and could be understood by his parents at age 6 years. However, even now outsiders understood 75% of what he said. His gross motor skills and fine motor skills were poor. He started climbing stairs at 4 to 5 years and started pedaling at 5 years. He still could not pedal a bicycle, tie his shoelaces and button his shirt. Hnnan was a placid baby who did not respond, had no eye contact and had a squint. He slept for long hours and had to be force-fed. He was hyperactive, destructive and aggressive after 3 years. He banged his head. He disliked visitors and could get very distressed. He hated any object in the house being displaced and insisted on having everything in order. He was very difficult to manage. He liked to spin around and jump. At the age of 4 to 5 years, he started noticing other children and started taking interest in them. He became less hyperactive, less aggressive and was more amenable to instructions. However, presently he was still restless and jumped a lot. He could still spin around for hours. He liked being on his own but also could be talkative, over friendly and odd. He repeatedly asked the same questions and was naive. For example, during the interview he repeatedly asked â€Å"Can a cow hurt or not? What if I play with it, will it hurt me or not?† He had writing problems because of his hand tremors. He was always restless and distractible and could not sit for more than a few minutes. His memory was very good but his understanding was weak. His mother has to sit with him for hours to teach him language and concepts. He has difficulty with understanding complex or abstract concepts. He did not have problems in social interaction but had difficulties in social communication and imaginative and flexible thinking. Difficulties with self control is presenting as restlessness, inability to follow adult agenda and paying attention to other people, to what they might be saying, thinking or feeling. SOCIAL HISTORY Abdul Hnnan was born in Lahore, Pakistan by Pakistani parents. He was the first child in the family. His mother, Wajiha, had a positive family history. One of her cousins was mentally retarded. Hnnan was born at term. His mother had high blood pressure. The labour was prolonged, 11 hours and a caesarean was suggested but refused. He was born limp and blue. He had hypoxia. He was in NICU for 5 days. His birth weight was 2.54 kilos. He cried well after 15 days of life. Hnnan’s early motor and language milestones were grossly delayed. He started noticing children at 4 or 5 years and started taking interest in them. Hnnan’s younger sister, Amen, 3 years of age was very sociable and talkative. Hnnan’s father was more patient and his mother more irritable. Hnnan was very difficult till age 6 years and was aggressive, non-compliant and unreasonably demanding. As he grew older he became more co-operative and could be rationalized with. Whenever his mother asked him to do something he ignored 5 to 6 times. After that he started to argue. His mother used reprimands, bribes, threats and force to make him do things. Hnnan did not go to school. The family moved to Saudi Arabia when he was 7 years old. His parents took him to a Neuro-Developmental Pediatrician when he was 9 years old. His mother reported that he did not like to play with toys. All he did was jump on a bed or spin around. He was very restless and distracted and had a short attention span. He could be very stubborn and insisted on doing things his way. He was generally cheerful and friendly. He repeatedly asked the same questions and insisted that his parents answer them in the same way or he answered them himself. He watched the same cartoons repeatedly. He constantly jumped or spun around. He used to grab things from strangers. He ignored a child crying till age 5 years but after that he gradually became more empathetic. Hnnan avoided staying in crowds as he knew that he was different from others and that’s why people were laughing at him. After that his condition got better. Following difficulties may become apparent in early childhood: Problems performing subtle movements, such as tying shoelaces, doing up buttons and zip, using cutlery, handwriting. Many will have difficulties getting dressed. They have problems carrying out playground movements, such as jumping, playing hopscotch, catching a ball, kicking a ball, hopping and skipping. They have a higher tendency to bump into things, to fall over and to drop things. Some find it hard to go up and down stairs. Some have problems with using scissors, coloring, drawing, playing jigsaw games.

Social Networking And Its Impact On Society - 1327 Words

In today s world, the culture depends on they behaviors of humans. The Communities these days have become closer to each other â€Å"openness to experiencing and thinking about things from other points of view† (Zion and Kozleski, 2005, p.17) because the people from different cultures have openness of the whole worlds and they have idea about diverse cultures regardless the identity of the person his origin or religion. Culture had become the identity of our communities through our behaviors. It has many factors contribute to the formation of each individual’s cultural . Social networking between people contributed to the development of the individual culture and in the development of society. Own personal culture According†¦show more content†¦In the last week, we talked in class on the topic of cultures, and the subject was very exciting for me. We also brought a traditional dish, and three items to talk about it with the group. I prepared a sweet coffee with almond. This coffee is famous in the western region. We make in the first Islamic New Year. I was happy because it won the admiration of my classmates. I brought with me Oud Wood which is a distinct and beautiful smell. We use it to perfume the house as well as clothing. I also brought bracelets, it was a gift from my girlfriend when she traveled to Turkey. Finally, I brought a picture which includes me and my son when we went to Florida last year. The partner`s culture It is interesting to identify the variety and different cultures, because it enriches our knowledge of the world around us, and makes us feel that we evolve. With my group we had established a discussion about culture, and I did not find many differences between me and the group members. We first described our family, how we keep contact with family members, hobbies and communication styles. I learned about contact with family, about some of the habits that still affect our lives. Also I talked about the activities that practice them. Maha and Majida have the most habits in common with me about lifestyle and way of dealing with the elderly. In our family, we care about them