THE GLASS MENAGERIE, by Tennessee Williams, 1944

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Describe Tom’s aspirations and dilemmas. How does he initially try to reconcile the conflicting demands of his dreams and his sense of responsibility to his family? What does he decide to do at the end of the play? Is he successful in his final attempt at escaping from his family? What significant symbols does the author use to illustrate Tom’s struggle?

State your thesis clearly at the end of the introduction.
Use topic sentences to start your body paragraphs.
Analyze examples from the play to support your interpretation.
In each body paragraph, use one or two short quotes from the play to support your analysis. Use appropriate in-text citation format.
Incorporate comments from at least three secondary sources in relevant parts of the paper.

 

Sample Solution

om Wingfield, the main protagonist and narrator of Tennessee Williams’ play The Glass Menagerie, is an individual struggling to reconcile his dreams with the weight of responsibility he feels towards his family (Williams, 1944). Tom’s ambition lies in writing, as is evidenced by his job at a shoe warehouse and his collection of poetry books. His wish to leave the cramped apartment and escape from the oppressive atmosphere within it is palpable; however, Tom does not simply abandon his mother and sister but instead attempts to ease their burden through various measures such as taking on extra work (Williams, 1944).

Despite this effort to support them financially and protect them emotionally from reality outside their home, Tom knows that he cannot stay much longer. He acknowledges that he has “one great determination — to be free” yet feels guilty for wanting something more out of life than what can be provided within this familial environment (Williams, 1944). This dilemma causes him feelings of deep internal conflict between duty and desire which only worsens when Laura fails to show up for her date with Jim O’Connor. At this point, Tom recognizes that loyalty to one’s dreams sometimes requires breaking away from those closest: “I’m going now! I’m free!”(Williams ,1944).

Ultimately then, Tom moves back into nature after deciding there was no way for him reconcile these conflicting demands– staying would have meant sacrificing himself too heavily whilst abandoning his family would have been wrong. Therefore through various means- avoidance being one – Tom seeks a balance; some kind of equilibrium between love for what is familiarly known yet equally yearning for unknown territories (Williams ,1944).

n 11th grade understudy whom we will called understudy X has learning issues. Which makes it difficult for her to fathom any data or even peruse? When requested to recite in class without holding back, it turned out to be extremely humiliating second for the understudy. The understudy has dyslexia. As per Elbro and Jerren (2005) a critical extent of understudy’s perusing issues can be made sense of by unfortunate word interpreting. The creators further revealed that such serve issues with disentangling and getting can be alluded to as Dyslexia.

Learning handicaps are issues of higher mental capabilities, present from birth or youth, neurologically based, and influence on the capacity to learn or deal with data in at least one explicit regions as opposed to a worldwide scholarly debilitation. In 1963, the term learning handicap was officially presented. Around then this term alluded to messes being developed of language, discourse, perusing, and related relational abilities required for social cooperation. Of the many learning incapacities dyslexia is one of the top handicaps. It is demonstrated that 80% of youngsters in the US have dyslexia. Because of contrasts of assessment in how dyslexia is not entirely settled, dyslexia might try and be more pervasive (Shaywitz 2003). Utilizing the 2003 definition, the Worldwide Dyslexia Affiliation characterizes dyslexia as: A particular learning handicap that is neurobiological in beginning. It is portrayed by troubles with exact and additionally familiar word acknowledgment and by unfortunate spelling and abilities to unravel. These hardships normally result from a shortage in the phonological part of language that is many times surprising comparable to other mental capacities and the arrangement of successful homeroom guidance. Auxiliary outcomes might remember issues for understanding perception and decreased perusing experience that can block development of jargon and foundation information. (Lyon et al. 2007) Three region of the cerebrum are expected to peruse: the front district, temporoparietal locale, and the occipitotemporal area (Pugh et al really. 2000). A modest number individuals with dyslexia might experience issues with the spatial abilities required for letter acknowledgment, sequencing, or with perception of composed language because of lacking sight jargon or review of prior text. These abilities are restricted in the occipitotemporal region. The hole in perusing abilities increments as the no impeded peruser turns out to be more top to bottom with words and fathoming. Basically as a result of these challenges they might look in their perusing they will generally stay away from errands that expect them to peruse or try and grasp while perusing. Dyslexia manages different pieces of learning. For instance Dyscalculia is the math incapacity of dyslexia. Individuals with this issue experience difficulty understanding and grasping numerical statements. These qualities are illustrative of somewhat insufficient left side of the equator frameworks. Abnormal and Rourke (1985) have found that larger part of youngsters who experience challenges in number-crunching estimation have lacks in at least one lin

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