buy a literature essay

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Exploring the Impact of Literary Masterpieces on Society

1. Introduction to the Power of Literature

The fact is that books are the mirror to society. Most writers always entice readers into accepting their worldview in print. The fact is that they do not carry out this task with artistry. They can stitch marvelous novel plots into the contemporary civilization, colonialism, and socialistic views in the twenties and thirties. Certainly, literature, like all other arts, is universal. Love, hate, goodwill, revolution, vitriolic harmonious ideals are universal themes; and always true-life stories are converted into fiction, as each novel shows the readers. At times, books hit a growing bump in the debate of giving readers more than joy and fun. They become classic masterpieces that keep generating more internal and eternal debate. The classic literature genre always warrants special attention from intellectuals around the globe and serves a great purpose in being described as the force that describes change. True, society is illustrated by truth and gives rise to power. In the human world, there is an old cliché. Any literature should highlight the true life story of people. Any literature has engaging plots, main characters, the situation with the conflict of noise, and the height and depth of the story. Based on this opinion, literature can serve as a reflecting mirror, allowing the readers to contemplate the reality around them.

There is no gainsaying the fact that books have a remarkable influence on human beings. The main reason is that they have great lessons that could guide a person to avoid imminent mistakes. Thus, instead of engaging in rough-and-ready activities, a person usually chooses to pick up a book to gain some useful lessons when there is sufficient time to kill. The fact is that many great masters have left their valuable teachings through books. It does not matter which society a person lives in; when one has tasted the sweetness of tested wisdom and valuable intellectual characteristics, one will regard books as very attractive. It is noteworthy that great people are considered as the temple of lessons. They have arrived at their valuable conclusions after passing through a series of multifarious tests. Great leaders and socialist thinkers, like Mahatma Gandhi, Karl Marx, and Jawaharlal Nehru, emerged. They formed the bridge of slogans, uniting individuals of various castes, creeds, races, and nations by removing discrimination among them based on various moral, political, cultural, and literary values.

2. Analyzing Key Themes and Symbols in Classic Works

The purpose of this section is to verify the New Prospettiva, or the literary-philosophical theory based on the artistic and ethical identity quantum using a new methodology. If we imagine the metaphor of the classical works of the epic stories and fairy tales enlightening the past, we understand that these works are the result of the oral and written tradition. Very often, all great epics in written form have been built with what comes from a long period of traditional stories. And therefore, the Iliad of Homer is compared with texts that differ because of the material dealings of the oral tradition, and poetic prose, but its presence of Cyclic poems like the Iliupersis, the little Iliad, the Nostoi, the Aithiopide, and Telegony. At the same time, successively, in literature we find similar texts, which are the historical and mythical stories that are different because of the way of writing and the style, but with key points of legend already existing that made origin to the text before. To think that many works of the history of literature thereafter.

In their books, authors often subtly create complex themes, and yet they are often saved by the guidance of schools or the hand of a professor who knows the little secrets of literature. However, sometimes, comments are somewhat superficial, while the symbols are nothing more than emblematic representations of history or society during the period in which the books were written. The core of these books often resides within a historical period, during which feelings have given birth to particular ideologies which, once they have landed in philosophy, are to be found in the book for the ready-to-wear dress for all the children who draw apparent lessons that are passed down from one period to another. This is until other different epochs come where the way of handling ideas is no longer correct and new generations grow.

3. Examining the Influence of Literature on Cultural and Social Movements

If one accepts the contention that masterpieces provoke evolution from stasis in society, it becomes necessary to explore the process. The chapter will consider the hypothesis from the point of view of activity in the reader, under agreed that literature neither overpowers automatically the reader and leads the passive person to an altered sensitivity, nor fails whenever it does not produce a reader who will immediately weigh its meaning on the social and cultural balance of his or her period. Literature cannot be opposed to other forms of culture or people to other social forces both in order to gain results on a different line, or alternatively to evade responsibility, that is, to avoid the danger in which action is continually able to bring some real advantages back to the person who performs it, and to relinquish fanatical or instant proselytes to the electronic chapel.

In the years that followed the Great War, the Big Three lost their hold on the concepts they partially crafted, and the Soviet Union began to assume the mantle of the monolithic totalitarian state. In realist fiction and Socialist Realism art, the individual was annihilated by the State, Church, revolution, and the mass. On its ashes rose Western heroism, which thrived as long as the war. Cavafy, Joyce, Eliot, Kafka, Hesse, Proust – opposing war, death, and heroism wrote of the failure of knowing, teaching, educating, plotting, faith, hope, love, orgies, and the noun. A text was a failure, a cracked mirror, bewildering the reader, withholding order, certainty, salvation; failing to force identity, coherence, unity. Such was the tenderness and intensity of the cultures of defeat. Martha Gellhorn observed the reaction of people who, “butchering at their feasts,” worshipped Hemingway’s “manly” time-defying tradition of “loving death.”

4. The Role of Literature in Shaping Perspectives and Empathy

The question thus may not be why characters like Attie can serve a useful and transformative purpose, but how we might write about such characters in a way that walks the thin line between good intention and gratuitous harm. Aspiring to the high level of art of Washington Roebling’s Shenck, Lin Yutang’s Di Ching, if done with good intentions, may provide another way. This kind of role-shaping and molding is a useful purpose of literary characters generally. But roles play a slightly more powerful role when they offer contemporary subsets of readers a literal blueprint for empowerment in a world fictionalized in imaginary and isolated quasi-historical landscape and remotely similar to our own, supplying explorable routes to fulfillment of needs that have yet to be met.

Literature is the best tool we have for understanding and changing the world, and recognizing that the present books came from a place of good intentions may help us direct similar good intentions toward their creation in the future. We’ve made wonderful progress in the last century or so in our thoughts about how we might do that. Many of our best contemporary works have as their goal providing readers insight on what the experience of individuals belonging to certain groups is like. But in limiting ourselves to work that reflects lived experiences without adapting current thinking about intention, we risk overlooking powerful creative work in the future, which might have the same potential to change our lives for the better.

5. Conclusion: Reflecting on the Enduring Legacy of Literary Works

To conclude, we have argued that literature matters due to both the existence of significant, comprehensive texts and the tradition that books be read and communicated according to historical and cultural considerations. These are normative claims, and we do not suggest that all literature is valuable or that texts outside of the Western canon should not be explored or drawn upon in a study of literature. Additionally, literature always forms part of the larger social context where groups and institutions use it in search of their own objectives, and we provided a description to detect the examples of this unique alignment of the experience and motivations of protagonists with the specific reality of literary works. But it is difficult to escape the impression of losses to both groups when educators don’t call their assignment view to explore the enduring legacy of literature.

In this essay, we have explored the motivational power of literature by examining how the perennial Western cultural tradition that recommends reading and teaching literary “masterpieces” is represented in a number of fields from different periods and theoretical positions. We have argued that the format and distinction of texts vary but are defined by literature’s particular characteristics as a form of engraved and factual knowledge, its relationship to the complexity of consciousness and meaning, and its representation of how characters can confront their own enigmas and act without psychosocial violence. We have demonstrated how educational theorists, social scientists, and experts from other fields stress the individual and personal pleasures of literature, as well as how many of them accept the tradition’s communal and universalizing supports. Our authors also suggest why better answering the tradition’s call would make literary study more pleasing to most participants, including the teachers who tend to so often see socioeconomic constraints influencing their ability to promote the exploration and understanding of literary excellence.

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