scholarly journals Charles Dickens. Hard Times. Intr., glossary, and notes by Adolfo Luis Soto Vázquez. La Coruña: Servicio de Publicaciones de la Universidad de La Coruña, 1996

1997 ◽  
pp. 272-273
Author(s):  
José Antonio Álvarez Amorós
Keyword(s):  
Charles Dickens ◽  
Hard Times

scholarly journals A Semantic Study of Dummy Subjects in Dickens’ Novel Hard Times

2018 ◽  
Vol 9 (1) ◽  
pp. 383
Author(s):  
Zainab Hussein Alwan
Keyword(s):  
Charles Dickens ◽  
Semantic Structure ◽  
Semantic Meaning ◽  
Lexical Meaning ◽  
Hard Times ◽  
General Semantic

To be required for some grammatical properties, dummy elements have lost their lexical meaning. They have no sense of their own. However, such items have meaning in context. They play essential roles in the general semantic structure of sentences. This study attempts to confirm that dummy constructions can have some semantic meaning and there is no matter how abstract they are. It also highlights the functions of inserting these elements to satisfy the structural and semantic needs in Charles Dickens’ novel Hard Times.

scholarly journals Ten books

2007 ◽  
Vol 191 (6) ◽  
pp. 567-570
Author(s):  
Allan Beveridge
Keyword(s):  
Charles Dickens ◽  
Ethical Reasoning ◽  
Human Experience ◽  
The Internet ◽  
The Novel ◽  
Rich Diversity ◽  
The World ◽  
Hard Times ◽  
The Rich ◽  
The Mind

In the novel Hard Times, Charles Dickens gives his views on education. His character Mr Gradgrind believes in ‘facts’ and is suspicious of the imagination. All we need to know about the world, he maintains, can be reduced to simple facts. Dickens shows that such a philosophy leads to the impoverishment of the mind and to the weakening of ethical reasoning. Today it seems that the descendants of Mr Gradgrind are still in charge. The main psychiatric library where I work has been closed. It is argued that we can obtain all the ‘facts’ we need from the internet. The notion that books might have more to offer than prosaic detail, that they reflect the rich diversity of human experience, seems alien to the modern-day Gradgrinds.

scholarly journals Analisis Penggunaan Similes dan Metaphors pada Novel Berjudul “Hard Time” sebagai Tulisan Deskriptif

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Lilik Damayanti
Keyword(s):  
Charles Dickens ◽  
Figurative Language ◽  
Literary Work ◽  
The Novel ◽  
Direct Speech ◽  
Hard Time ◽  
Hard Times ◽  
Figurative Speech ◽  
Descriptive Qualitative

Figurative language is a way to engage readers and deliver them through writing in a more creative form. The two categories of figurative languages that are most widely known are similes and metaphors. The purpose of this study was to analyze the use of similes and metaphors contained in a literary work in the form of a novel entitled "hard times". The method used in this study is descriptive qualitative by describing the results of the analysis in the form of data which has taken from one section or chapter found in the novel by Charles Dickens, which consists of 10 pages. The results of this study are the use of similes is more emphasized on the use of "as" than the use of "like". the use of similes "as" and "like" in the novel are used as a form of figurative speech which is made as a comparison between two objects of various types. Using similes in the novel can give a better sense and convey it to the reader. Whereas for metaphors there are only found five sentences because in this writing use more direct speech or direct quotations to emphasize the function of metaphor to live the story in Novel

scholarly journals “Why, He Formed Me That Way”: Patriarchy, Pedagogy, Capitalism, and (False) Consciousness in Charles Dickens’ Hard Times.

2015 ◽  
Vol 3 ◽  
Author(s):  
Ahmed Alkubaisy
Keyword(s):  
Great Britain ◽  
Charles Dickens ◽  
Interconnected Systems ◽  
False Consciousness ◽  
Human Beings ◽  
Bell Hooks ◽  
Hard Times ◽  
Google Books ◽  
The Subject ◽  
Systems Of Domination

Through the use of Paulo Freire’s Pedagogy of the Oppressed, bell hooks’ Teaching to Transgress, and Erich Fromm’s Marx’s Concept of Man, amongst other works, this analysis will attempt to analyze the subject/object, public/private, and the masculine/feminine dichotomies that arise in nineteenth-century England. Using Charles Dickens’ Hard Times as a basis for this discourse analysis, I will explore the following: Patriarchy and capitalism as interconnected systems of domination that (re)produce and purposefully instill Marx’s concept of false consciousness and alienation in an attempt to train, as Victorian economist Andrew Ure explains in his Philosophy of Manufactures, “human beings to renounce their desultory habits of work and to identity themselves with the unvarying regulatory of the complex automaton” (Ure 15).  Works CitedUre, Andrew. The Philosophy of Manufactures; Or, An Exposition of the Scientific, Moral, and Commercial Economy of the Factory System of Great Britain. London: C. Knight, 1835. Google Books. Google, 28 June 2007. Web. 2 Apr. 2015.

Children Talk to Charles Dickens about Their Own “Hard Times”

2011 ◽  
Vol 4 (4) ◽  
pp. 403-415
Author(s):  
Susan Finley ◽  
Morgan A. Parker
Keyword(s):  
Social Class ◽  
Pacific Northwest ◽  
Charles Dickens ◽  
Undergraduate Research ◽  
Educational Process ◽  
Participatory Action ◽  
Washington State University ◽  
Perceptions And Attitudes ◽  
Hard Times ◽  
Research Narrative

The focus of this research narrative is children's perceptions of social class and their experiences of poverty as a social identity. Participatory action research that includes narrative reflection is demonstrated for its capacity and potential as a source of agency that may contribute to youths' academic, social, and political emancipation. In this research we analyze perceptions and attitudes about social class as these perceptions and attitudes are expressed by a group of children who are economically poor and who reside in an urban area in the Pacific Northwest. Our purpose has been to engage our students in a transformative educational process, with the further intention of deepening students' understandings of their own power to act in the world, or to “write their own futures” This readers' theater narrative has been scripted from personal, cultural texts that the co-authors (Susan and Morgan) selected from young people's writing in response to reading Charles Dickens' Hard Times and other period literature. The research takes place in the context of the At Home At School (AHAS) program at Washington State University Vancouver, directed by Susan Finley and where Morgan Parker is an undergraduate research assistant.

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