The Year Without a Summer was in full swing as British author Mary Shelley put ink to paper, penning the first few words of Frankenstein, an epic novel that would become an immortal favorite in literary, academic, and entertainment circles that even today is the basis of nightmares, horror films and even a few comedy films.  The cold, dreary conditions of 1816 established the environment that inspired Mary Shelley’s descriptions in Frankenstein. 

Frankenstein presents a broad range of potential essay themes.   In the early 1800s the scientific and technological community was under heavy attack in the British Empire by Luddite forces (those opposed to technology), an environment depicted glaringly in Frankenstein’s theme of scientific experimentation gone wrong.  Dr. Frankenstein’s monster also exhibits the fundamental human need of companionship and emotion of remorse during the course of the novel.  Frankenstein also presents the haunting effects of an individual’s past mistakes which, if left unaddressed, can ultimately cause their destruction.

The dark themes of Frankenstein have inspired generations over the past two centuries with the story being translated, retold, and translated into many different movies, including several comedic versions.  The theme of scientific experimentation going wrong has also been the basis of many non-Frankenstein literature and entertainment forms.

• Expand on the concept of scientific experimentation gone wrong.  What fears does Frankenstein present and how do those fears compare with today’s fears of uncontrolled technology and scientific experimentation?
• Analyze the psychological aspects of Frankenstein.  Explain how the “monster” demonstrates its human origin.

Mary Shelley created a novel so profound in its themes that its prose and force has survived for almost 200 years.  The themes of Frankenstein have been cited as inspirational to thousands of medical professionals.  Perhaps not what Shelley had in mind when she wrote Frankenstein, but a significant fact none the less.

Evaluation of novels like Frankenstein must be considered in light of the events and social climate in which they are written.  Our writers are able to combine their knowledge of history with the novels to give accurate, insightful essays evaluating the aesthetic and critical value of Frankenstein and any other historic documents. 

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Few books have earned such undeserved reputations as that which hangs over Vladimir Nabokov’s “Lolita,” written in 1955.  Lolita has a reputation as a pro-pedophile novel, yet when read reveals a staunchly anti-pedophile position. It’s protagonist and narrator, Humbert Humbert, offers the story of Lolita not as an effort to brag or as encouragement for others to repeat, but as a confession and an apology for his crime … that of stealing Lolita’s childhood innocence.

The history of Lolita serves as an extreme example of the dangers of arbitrary censorship.  Because of the book being banned, an entire mystique arose around the novel, a mystique that has survived to this very day, half a century after its first publication. 

Lolita reveals the obsessive extremes that men such as Humbert Humbert will go in their personal quests for fulfillment of the sexual cravings, regardless of how inappropriate or even illegal those cravings might be.  Even the responses of Clare Quilty (the true villain of Lolita, if one must point to a particular one) as Humbert Humbert is shooting him during the book’s climax reflects the lack of self-esteem most such men possess.

Contrary to its reputation, Lolita is a scathing attack against pedophiles (those sexually attracted to pre-pubescent minors) and ephebophiles (those sexually attracted to adolescent minors), showing their tendencies towards self-destructive actions, even when their sexual cravings are being met.  At very worst, Lolita is an expose on the ultimate truth that such behavior is but a symptom of much deeper problems.

• One of Lolita’s most controversial aspects is the manner in which Lolita, Humbert’s victim, comes to use his sexual obsession with her to manipulate him.  Write an opinion of this, arguing for or against its realism and back up your position with supportive references.
• After initially struggling with censorship and attempts to ban it, Lolita has come to be considered one of the most significant novels of the 20^th century.  Why would it be considered such?  Were the initial censorship and ban attempts justified and why or why not?

Almost universally, authors like Nabokov cite works that took them far from their typical genres as their favorite successes, such as Nabokov’s “Lolita.”  Rationally critiquing controversial topics like those in Lolita takes special dedication to such writing.  Professional writers, such as those working for our company, can handle even this level of controversial topics with detached professionalism.  Contact us today for more information.

Reading Lolita in Tehran is perhaps one of the most significant books of the 21^st century, documenting the experiences of women in Iran during the Islamic revolution (roughly 1979 to 1981) and in the aftermath of that revolution.  Reading Lolita in Tehran was written by Azar Nafisi and was published in 2003.  Reading Lolita in Tehran covers the experiences from Nafisi’s eyes, forming a semi-fictionalized autobiography and scathing critique of Iranian-Islamic society.

Reading Lolita in Tehran follows an atypical format, broken into four parts, with the second and third forming an extended flashback to events occurring prior to the first part.  The first part of Reading Lolita in Tehran (Lolita) deals with Nafisi’s resignation from the University of Tehran under pressure for refusing to wear veils in the classroom and her formation of a book club which continues her work of studying western literature.

The second and third parts of Reading Lolita in Tehran (Gatsby and James) follow the course of events through the Islamic revolution and up to the point of the first part of the book.  In these sections, Nafisi documents the rapid change in social order and priorities and the growing repression of women which betrayed their support of the revolution.  In the final part of Reading Lolita in Tehran (Austen) Nafisi makes preparations to leave Iran and move to the United States to escape the climate of oppression.

• The underlying theme of Reading Lolita in Tehran is the effects of a rapidly closing society (going from a level of freedom to oppression) upon ordinary people within that society.  What other pieces of historic literature are available that would be comparable to Reading Lolita in Tehran.  Compare and contrast them.
• In Reading Lolita in Tehran, many other literary works are mentioned and their themes super-imposed on the events in Iran.  Offer a explanatory essay on what these works are and how their themes and lessons reflect on the events of Reading Lolita in Tehran.

Reading Lolita in Tehran is a highly complex work, covering multiple aspects of western literature and its influences on how Azar Nafisi viewed the social changes occurring in Iran.  Communicating the influences can be a challenge for even the best of students, yet out writers deal with such communications all the time.  Contact us today and let us help you with your assignment on Reading Lolita in Tehran and many other collegiate literary assignments.

Literature takes many historic forms, from simple fictional prose to poetic prose to eloquently written political appeals.  One political appeal, The Areopagitica was perhaps the first argument in history defining and arguing for the freedom of the press, predating the First Amendment of the Constitution by more than a century.  The Areopagitica was published by John Milton in 1644 as a plea to the King of England to rescind the “Licensing Order” of 1643 and to again allow the free, uncensored publication of all books.

During the era of 1642 to 1651, England was rocked by a series of three attempts to overthrow the absolute rule of England’s monarchy, being finally successful in 1651 with the victory of the Parliamentarian forces at the battle of Worchester.  Early during this decade, the King of England, Charles I, attempted to quell the rising dissention of the people by issuing the 1643 “Licensing Order” that required all books acquire the approval of royally appointed censors prior to publication, a concept to which the Areopagitica was written in opposition to. 

Milton’s motivation in publishing the Areopagitica was not necessarily a political one, though he was a parliamentary supporter, but was in fact of a more personal nature.  As a consequence of the 1643 order, Milton had several publications on the subject of divorce and his support of the right of divorce rejected by censors not because of blasphemy or libel, as had been the original intent of the 1643 order, but because the censors found his topic personally objectionable.  Milton argued in the Areopagitica that the 1643 order had extended too much power to the censors who were all too ready to abuse the authority and was in fact fueling the ire of the people against the crown.

Naturally, the Areopagitica, effectively an attack against the rampant climate of censorship, was published without censorship approval.

• Review the text of the Areopagitica and analyze its arguments in light of the events surrounding it in England.  Was the argument radical?  Was the argument effective?  What reasons might the King of England have had in encouraging censorship?
• Compare the Licensing Order of 1643 with the United States Sedition Act of 1918.  Are there similarities?  Does the government truly have the right to issue such an order?  How would Milton’s arguments in the Areopagitica apply?

It is not uncommon for governments to overstep their authority during times of trouble.  Yet, as Thomas Jefferson pointed out, the price of our freedom today is eternal diligence.  John Milton set the precedence on the issue of freedom of the press in the Areopagitica long before the United States was born.  Hopefully, the idea will survive the insanity we are experiencing in the world today.

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In the era of the 1930s to 1950s, there were many writers who sought to explore what course the future might take.  Among these writers were names widely recognized today as literary greats such as H. G. Wells, author of The Time Machine.  Another work of Wells that explored the future was his non-fiction work, “The New World Order.”

The New World Order was written at the midpoint between Brave New World and Nineteen Eighty-Four and, when used as comparison to The New World Order, causes The New World Order to stand in stark contrast.  H. G. Wells was a firm believer in the idea of a one-world government and in The New World Order, Wells argued his view that only a one world government that could ensure peace and harmony worldwide.

Through the twelve chapters of The New World Order, Wells presents his case for a one world government.  In the course of The New World Order, Wells covers topics from a scathing review of racial and international conflict occurring in 1940 to potential methods to prevent abuses by a hypothetical global government.

Wells’ optimism over the potential of a one-world government in The New World Order contrasts sharply with the darker predictions of George Orwell and Aldous Huxley.  Orwell and Huxley were fearful of the one-world government concept, seeing dangerous potential for abuses by such a government, thus their novels presented the potential threat of a one-world government.

• Prepare a comparative essay using The New World Order, Brave New World, and Nineteen Eighty-Four.  How do these sources compare and contrast? 
• Could a theoretical one-world government become oppressive and if so, how?  What could the consequences be?

Over the decades since The New World Order, Brave New World, and Nineteen Eighty-Four, we have seen the closing of many societies (one going from a free “open” society to one of oppressive controlling structure) and the subsequent problems and suffering of those under the authority of those governments.

Evaluating the progress of such developments can take intensive research, since many pursuing such activities naturally try to hide their activities.  Our writers are experts at research and preparation of reports on information discovered.  These skills are often beyond the abilities of common students.  Fortunately, students can easily place orders for assistance from our writers through our easy to use interface, safe in the knowledge that their identities and use of our services will be kept confidential.

In 1984, Apple computers ran an ad rekindling interest in a 1948 novel by George Orwell, the pen name of Eric Arthur Blair (June 25^th, 1903 – January 21^st, 1950). This novel, named after the year the events were supposed to happen, was “Nineteen Eighty-Four.” Nineteen Eighty-Four was a dystopian prediction dealing with the trends George Orwell believed were already happening to the western world in the 1940s and where those trends might lead after World War II.

The novel Nineteen Eighty-Four is filled with dark allusions to the dangers overly powerful governmental forces represent in the world and what corruption of governmental power can do to individuality and the rights individuals in the U.S. and Great Britain have relished for several generations.

Though Nineteen Eighty-Four makes no reference to specific time references, other than the year of its occurrence, several elements imply several decades have passed. Among these elements in Nineteen Eighty-Four are references to an atomic war, a popular revolution in which “the party” takes power, the extensive development of a society radically different than that of 1948, and references to the many years of aggression between Oceania and the two other world-controlling super powers.

• Many argue that the environment described in Nineteen Eighty-Four has begun to materialize in our modern world with the development and implementation of the myriad of features described in the novel. What are these features, how have they materialized in our modern society, and what are the current and potential future effects of these features? What actions could we undertake to mitigate or eliminate these effects?
• In the novel Nineteen Eighty-Four, George Orwell described the scenario of the United States becoming an aggressive imperialist power which seized control of most of the western world during an atomic war. How might such a scenario develop within the United States and are we currently on such a potential path? What might be done to prevent this from happening?

Though the environment in the novel Nineteen Eighty-Four had not developed by that date, many argue that Orwell was right materially, just not temporally. Today, even the academic environment is beginning to show symptoms of the Orwellian prophecy with the use of services such as TurnItIn.com and other “anti-plagiarism” detection software. Students and many academic scholars are highly concerned about the oppressive effects such software can and is having on the creativity of students. Reports of punitive action being taken against students over false positives are already spreading across the Internet and news media, prompting not only protests within the academic environment, but in civil courts across the United States as well.

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“The Great Gatsby,” written during the era between World War I and The Great Depression of the 1930s, was a social commentary novel written by F. Scott Fitzgerald who sought to question the paradox of economic prosperity versus the rapid decline of morality during the 1920s. The United States was experiencing a massive post-war economic rally, but was plagued by the growth of organized crime, cultivated by the rebellious resistance to the Eighteenth Amendment’s mandated prohibition on alcoholic beverages.

The Great Gatsby focuses on the mysterious individual known as Jay Gatsby and the climate and events surrounding that character. It is presented from the viewpoint of Nick Carraway, a non-judgmental, mid-western born Yale graduate who lives in New York. The Great Gatsby, though set in an environment of opulence and mirth, complete with glamorous parties and social wealth, bares many underlying dark subplots of marital infidelity, social class discrimination and criminal activities during the course of the novel, revealing the prosperity-immorality paradox Fitzgerald sought to document with it.

The Great Gatsby is a veritable playground for character, plot, and social analysis, revealing complex and dynamic relationships between a diverse character pool and revealing the eternal skill of F. Scott Fitzgerald as one of America’s greatest historic authors. The social commentaries contained in The Great Gatsby are as applicable today as they were in the 1920s when the story was written.

• The Great Gatsby reveals a fundamental paradox of human society, documenting a disturbing trend towards decadence and immorality during times of economic prosperity. Why does this paradox exist? What might the mechanisms behind it be? Have we experienced this trend in modern days and if so how?
• Like many historically and socially significant novels, The Great Gatsby contains a diverse variety of character types, many bordering on stereotypical personas. Two of these, Jay Gatsby and the character Tom Buchanan, are perfect for character analysis. Though both Jay Gatsby and Tom Buchanan have achieved a level of “success,” each has arrived at that status via separate paths. Prepare a detailed comparison between the two characters, examining the described background experiences of each and the manner in which these backgrounds have affected the character. How do these differences affect the relationship between the two characters and those around them?
• The Great Gatsby is considered one of the most influential novels in American history. It holds this consideration because, though laden with social commentary and criticism, the novel does not overly moralize. It presents the plot and leaves the conclusions to the reader, much as the events of the novel leave the character Nick Carroway to contemplate them upon his return to the Midwest after the events. How does this technique affect the quality and effectiveness of the novel? What evidence does the novel contain to support this position?

Many of our writers have personally read The Great Gatsby during the course of their academic history. Combined with the writing skill each possesses, our writers can quickly and easily prepare analysis of The Great Gatsby and almost any other literary work that might be required.

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Though many books have caught hell from would-be censors, the 1960 novel “To Kill a Mockingbird,” by Harper Lee, has earned more ire than most, primarily for its use of racial epithets. Set in the deep southern states, “To Kill a Mockingbird” addresses a wide range of social issues, from interracial relationships and discrimination to the loss of childhood innocence and deception in the pursuit of justice.

The main character in “To Kill a Mockingbird” is “Scout,” a young, ten-year-old girl who lives with her older brother and her father. “To Kill a Mockingbird” has many underlying structures to its plot, including the random musings of Scout, her brother Jem, and their friend Dill regarding the mysterious “Boo” Radley, a seldom seen neighbor who seems at first mythical, though later is proved to exist by the appearance of mysterious gifts in the tree outside Scout’s home. Scout’s life is complicated by her father’s agreeing to represent a black man, Tom Robinson, in a rape trial where he stands accused of raping a white woman, and the aftermath of that trial.

The aftermath of this accusation and the subsequent events shows the devastating effects of false accusations, wrongful convictions, and personal petty vendettas – issues that still haunt our society today.

• Would-be censors decry “To Kill a Mockingbird” as racially inflammatory because of its use of racial slurs and epithets. Proponents of the work argue that its use is necessary to accurately depict the racial discrimination and tensions of the era in which the story is set. Create an opinion paper reflecting your view on the subject. Don’t forget to present the basic argument from each side before establishing your own position, instructors almost universally take points off for that.
• Through the events of “To Kill a Mockingbird,” the characters Scout and Jem undergo significant development. Describe this development and the reasons behind it. How does this development affect their world view?

Though our society has made great changes in racial relations since “To Kill a Mockingbird” was written, advocates argue that we still have much work ahead of us. Incidents such as the Rodney King beating in Los Angeles and the KKK rally turned riot in Denver, Colorado are used as anecdotal evidence supporting this claim.

Our writers keep their fingers on the pulse of our nation and world, spending as much time reading the news and literary publications as they do writing to keep abreast of such developments. This dedication not only to writing but to knowledge itself gives them particular insight in writing essays on “To Kill a Mockingbird” and similar works critical of our society and its practices.

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Standing afar off for the fear of her torment, saying, Alas, alas that great city Babylon, that mighty city! For in one hour is thy judgment come. (Rev 18:10)

For many decades our society has lived in fear of the prospects of atomic and nuclear war. The 1959 novel, “Alas, Babylon,” epitomizes this fear by presenting a fictional atomic attack and its aftermath. Set in Central Florida (within 100 miles of Orlando), Alas, Babylon depicts the effects that a limited atomic attack might have on the survivors, from a near-total breakdown of social order and civilized infrastructure to the devastating effects of radioactive exposure.

Alas, Babylon is made incredibly believable by the inclusion of scientifically sound details such as the retinal-burn injury experienced by the main character’s niece (who has the misfortunate to be looking in the direction of an atomic blast when it happens, temporarily blinding her) and the effects of radioactive exposure upon one of their neighbors (who looted gold jewelry from a store in an abandoned, contaminated town he had passed through).

I first read Alas, Babylon as a freshman in high school. Though, as students, we had been trained in “duck and cover” drills, Alas, Babylon brought the threat of atomic attack and its potential consequences into clear focus. Though written before the full effects of electromagnetic pulses and nuclear winter were understood, Alas, Babylon is otherwise extremely realistic and frighteningly accurate, though also hopeful in that it depicts such an attack as survivable by many.

• Taking into consideration the new understandings we have on nuclear winter and electromagnetic pulses, how might the novel Alas, Babylon differ if written today? What scenes might become obsolete with the inclusion of this new knowledge?
• How have novels like Alas, Babylon affected our understanding of the atomic and nuclear threat today? Have the novels been a benefit or a detriment to our society?
• In the shadow of the arms race between 1959 and now, has the potential for survival of an atomic attack depicted in Alas, Babylon changed and if so, in what ways? Are you living somewhere you believe might survive such an attack and why do you believe it is or is not?

Though the threat of atomic and nuclear attack is far from over, students face a more immediate threat – that of maintaining academic achievement. Analytical essays and opinion papers on topics such as Alas, Babylon can be a challenge in this struggle, occasionally requiring the help of professionals such as our writers. Mixing their knowledge, research skills and writing talent produces documents regarded as some of the highest quality in the writing industry.

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