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<p>The purpose of this essay is to compare and contrast the two novels by focusing</p><p>on leadership and group dynamics. First, I explain some general terms like</p><p>primary and secondary groups, leader and leadership, and five different</p><p>leadership styles (autocratic, democratic, laissez-faire, task-motivated and</p><p>relationship-motivated leader), and then I apply the terms to the novels. In the</p><p>analysis I examine how some followers and group constellations react to different</p><p>kinds of leadership, and how the three leaders choose to approach their roles and</p><p>why they become successful or not.</p><p>The effect the democratic leadership has on both leaders and followers differs</p><p>between the novels. Homer in Tomorrow, When the War Began trusts his leadership</p><p>skills and gets appreciation from the primary group of friends he leads, while</p><p>Ralph in Lord of the Flies is disobeyed and challenged by his secondary group.</p><p>The group of teenagers grows stronger together, while the island boys disband as a</p><p>result of the power struggle between Ralph and Jack. The latter trusts his charisma</p><p>and threatens and punishes the boys in order to keep them under control. Jack</p><p>seems successful as an autocratic leader, since his followers carry out his orders</p><p>and let him be the unquestioned leader, but he is in the final analysis unsuccessful</p><p>since he fails to put the needs of his followers before his own strong desire for</p><p>power. Both Homer and Jack are strong leaders of their own primary group, and</p><p>one argument why they are more successful than Ralph is the loyalty they receive</p><p>from their followers. However, the reason for their faithfulness differs. In</p><p>Homer’s case it is friendship, and in Jack’s case it is fear of what he will do to</p><p>them if they defy him.</p>

The purpose of this essay is to compare and contrast the two novels by focusing on leadership and group dynamics. First, I explain some general terms like primary and secondary groups, leader and leadership, and five different leadership styles (autocratic, democratic, laissez-faire, task-motivated and relationship-motivated leader), and then I apply the terms to the novels. In the analysis I examine how some followers and group constellations react to different kinds of leadership, and how the three leaders choose to approach their roles and why they become successful or not. The effect the democratic leadership has on both leaders and followers differs between the novels. Homer in Tomorrow, When the War Began trusts his leadership skills and gets appreciation from the primary group of friends he leads, while Ralph in Lord of the Flies is disobeyed and challenged by his secondary group. The group of teenagers grows stronger together, while the island boys disband as a result of the power struggle between Ralph and Jack. The latter trusts his charisma and threatens and punishes the boys in order to keep them under control. Jack seems successful as an autocratic leader, since his followers carry out his orders and let him be the unquestioned leader, but he is in the final analysis unsuccessful since he fails to put the needs of his followers before his own strong desire for power. Both Homer and Jack are strong leaders of their own primary group, and one argument why they are more successful than Ralph is the loyalty they receive from their followers. However, the reason for their faithfulness differs. In Homer’s case it is friendship, and in Jack’s case it is fear of what he will do to them if they defy him.

The aim of this essay is to show how to use William Golding's novel Lord of the Flies in the ESL classroom to teach democratic values. Such values include: respect, empathy and the right to free speech. According to Reader-Response theory, the reader brings expectations and knowledge about the subject matter (in this case democracy and its values) to the texts, which influence his/her interpretation. I have applied two different styles of analyzing a text: a Content-Based Approach and Simpson's Communication Triangle. The Content-Based Approach, in accordance with Reader-Response Theory, builds on students' knowledge and previous experience and focuses on the content to be acquired. The Simpson's Communication Triangle, on the other hand, connects reading, discussing and writing. Both of the approaches are designed to enhance the students' reading responses by providing different forums for sharing, such as discussions and writing (diary entries) from one of the character's perspective. The idea of creating Reader-Response journals is supported by multiple forms of theoretical study, and the assignments explained in this essay have been designed upon this research.

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In school bullying is a well-known problem and unfortunately it is not uncommon that adults do not see all the signs of a bullying situation. Bullying can be hard to detect and several factors are possible foundation pillars for a hierarchical subjugation of another individual. This essay analyses how the novel Lord of the Flies by William Golding conveys bullying, when it is explored through a reader-response lens together with Bakhtin’s theory of the carnivalesque. The carnival setting involves rituals and jokes, which the narrative in the novel uses regularly. Hierarchies should be omitted from the carnivalesque though, and this essay argues that the narrative in Lord of the Flies violates the non-hierarchical concept of the carnivalesque, in order to emphasise intentional malign bullying. The study concretise how this is shown in the novel, and concludes that Lord of the Flies can be helpful in school to raise awareness of the intricate problem of bullying. / <p>Slutgiltigt godkännandedatum: 2022-06-05</p>

This paper argues that in Golding’s Lord of the Flies feminine thinking is rational and masculine thinking is emotional. This essay provides historical background that presents the general patriarchal view of femininity during 20th century England of being seen as the inferior-emotional gender with intellectual limitations. By examining gender roles during the era that the setting of the novel takes place, what the terms feminine and masculine thinking indicate and by applying these terms, this paper categorises Piggy’s, Ralph’s and Jack’s behaviour and way of thinking. Furthermore, this paper argues that feminine thinking and feminine group-oriented logical behaviour are more advantageous, while the masculine individualistic emotionally driven thinking and behaviour cause some key problems. This essay’s goal is not to claim the superiority of one gender over the other but to question some of the masculine actions that Ralph and Jack engage in, by comparing them to the feminine actions that Ralph and Piggy engage in.