First Day of Class
The first day of class is your opportunity to present your vision of the class to prospective students. It is helpful if you can introduce yourself as a scholar and educator and provide insight into how you will teach the class and what you will expect them to contribute to the learning process.
Consider that several of your students may be “shopping” for a schedule the first week of classes. They may be looking for a class that will fill a particular time slot, include a particular learning environment (i.e. lab-based or lecture style), or a class with a certain workload to balance the demands of their other courses and extra-curricular responsibilities. Thus, students will appreciate a clear roadmap of what you will require of them over the course of the semester. You may also want to model, as specifically as possible, the classroom environment you intend to foster during the class. For example, if they will spend a good deal of time doing group work over the course of the semester, you may want to break them into groups the first day.
How to Create an Inviting Classroom
“Professors who established a special trust with their students often displayed the kind of openness in which they might, from time to time, talk about their intellectual journey, its ambitions, triumphs, frustrations, and failures, and encourage students to be similarly reflective and candid.”
–From the chapter “How Do They Treat Their Students” in Ken Bain’s What the Best Colleage Teachers Do (Harvard Press, 2004), available in the CFT Library
The point of an introduction is to establish yourself as a unique individual sharing the classroom with other unique individuals. Other than providing your name and the name of the course you’re teaching, here is some information you may consider sharing:
- Personal biography: your place of birth, family history, educational history, hobbies, sport and recreational interests, how long you have been at the university, and what your plans are for the future.
- Educational biography: how you came to specialize in your chosen field, a description of your specific area of expertise, your current projects, and your future plans.
- Teaching biography: how long have you taught, how many subjects/classes have you taught, what level of class you normally teach, what you enjoy about being in the classroom, what do you learn from your students, and what you expect to teach in the future.
- In making your decision about what information to share, consider how much you want them to know and how much you want to reveal about yourself.
Allow the Students to Introduce Themselves
This is your opportunity to focus on students as unique and diverse individuals. Consider how introductions can lead into a productive and welcoming classroom environment. Instead of just asking general questions concerning their name, major, and years at Vanderbilt, ask them questions that are pertinent to the subject and the atmosphere you want to build through the semester. Here are some examples:
- In a geography or history class, you may want to ask students to introduce themselves and explain where they are from. You could mark these places on a map of the world as they talk.
- In a math class, you may want to ask the students to introduce themselves and state one way mathematics enriches their lives every day.
- You may also want to have the students break into pairs, exchange information, and introduce one another to the class.
This may also be a good time to give your students an exercise that enables teachers to assess the state of their students’ previous or current learning. Examples of these Classroom Assessment Techniques (CATs) can be found on our Web site, but include the following.
- The Background Knowledge Probe is a short, simple questionnaire given to students at the start of a course, or before the introduction of a new unit, lesson or topic. It is designed to uncover students’ pre-conceptions about the area of study.
Discuss and Evaluate the Room Environment Together
As your students are introducing themselves and you are talking to them, ask your students to comment on the acoustics and remain conscious of how well you can hear and see each of them. Consider, with their input or alone, how you would change and optimize the seating arrangement. At the end of the introductions, ask them to move to optimize communication and make note of unexpected needs for a microphone, lighting changes, seating arrangements or other environmental controls.
Truth in Advertising:
Course Expectations and Requirements
“What happens between you and your students in your classroom or lecture hall depends largely on what you want to happen. How you treat each other and how you and your students feel about being in that place with each other is modeled and influenced by you.”
–From the chapter “Classroom Contracts–Roles, Rules, and Expectations” in David W. Champagne’s The Intelligent Professor’s Guide to Teaching (Roc Edtech, 1995), available in the CFT Library
- Course overview: Provide a map of where the class will start and end, and what you expect them to understand at the end of the semester. See the Course Design page for resources on creating and summarizing course goals.
- Departmental Requirements/Expectations: If your department sets standards and requirements, you may want to establish that you are required to work within those parameters. Vanderbilt Teaching Assistants may want to refer to Questions TAs Might Ask Their Supervisors for assistance understanding this information. This may be the best time to discuss Vanderbilt University’s Honor System.
- Presentation of material: Tell your students how you will provide them with the materials they need to be successful in class. Do you use Web-based materials, like OAK, or rely on electronic course reserves through the Library? Will your students have to schedule evenings to watch films or attend performances? Will you lecture and expect them to take notes on your presentations?
- Expectations for class time: How will the student feel confident and competent in your classroom? Is the class discussion-based? Do you follow your syllabus or do you improvise? Do they need to bring their books every day? Tell them what they can expect and how can they interact within those expectations to thrive in your classroom.
- Expectations outside of class: Provide them with an idea of what they will need to prepare for the course outside of class. Is their preparation primarily reading and writing individually, or will they be working in groups? Will they need to turn in assignments electronically outside of class hours? Give them enough information so they will be able to plan their schedules accordingly.
- Instructor responsibilities:
- Establish what you will provide for your students to be successful in your class. This may include in-class material, study guides, meaningful and prompt feedback on assignments, facilitation of discussion, attention to students with special needs, and a positive and welcoming classroom environment.
- Assert your boundaries: Let your students know how to contact you and when. For example communicate or provide your office hours, office phone number, availability for instant messaging, email, and when you do not respond (evenings, weekends, and traveling for example). If you are traveling during the semester, you may want to explain the dates that you will not be available.
- You may also want to alert your students to the events, habits, or situations that detract from your ability to fulfill your responsibility. For example, if late assignments, lack of participation, or sleeping during your lectures distracts you from timely and persuasive teaching, explain why you cannot tolerate these events and how you handle them when they occur.
- Student responsibilities: If attendance is required, participation is mandatory, or you want them to read the assignment before class, explain to your students that this is expected of them throughout the semester. Explain policies on absences, make-ups, emergencies, and accommodating special needs. You may also remind them that they are responsible for their success and communicating with you when they have need assistance or have other concerns. The Equal Opportunity, Affirmative Action, and Disability Services Department (322-4705) provides information about accommodating disabilities of many types. The ODC suggests the follow statement be included on all syllabi: “If you need disability related accommodations for this course; if you have emergency medical information to share with me; or if you need special arrangements in case the building must be evacuated, please make an appointment to speak with me, as well as the Opportunity Development Center (2-4705) as soon as possible.”
- Assessment: How will you assign the course grade at the end of the semester? How many assignments will you grade? Do you have grading policies and/or rubrics or criteria for grading?
- Cooperation/communication/resources: Finally, you may want to spend a few minutes discussing university, department, library, or other resources for students to use in through the course of the semester.
“By giving students an interesting and inviting introduction, I was able to reduce anxiety about the course and help students view the class as a collaborative learning process. Every field has its own exciting research or striking examples, and it is a good idea to present a few of these up front. The teaching challenge is to find special ideas within your own field. Your class will thank you.”
–From “How to Start Teaching a Tough Course: Dry Organization Versus Excitement on the First Day of Class” by Kevin L. Bennett, in College Teaching, 52(3), 2004
- Angelo, T. A., and Cross, K. P. Classroom Assessment Techniques: A Handbook for College Teachers. (2nd ed.) San Francisco: Jossey-Bass, 1993.
- Erickson, B. L., and Strommer, D. W. Teaching College Freshmen. San Francisco: Jossey-Bass, 1991.
- “The First Day of Class: Advice and Ideas.” Teaching Professor, 1989, 3(7), 1-2.
- Johnson, G. R. Taking Teaching Seriously. College Station: Center for Teaching Excellence, Texas A & M University, 1988.
- McKeachie, W. J. Teaching Tips. (8th ed.) Lexington, Mass.: Heath, 1986.
- Scholl-Buckwald, S. “The First Meeting of Class.” In J. Katz (ed.), Teaching as Though Students Mattered. New Directions for Teaching and Learning, no. 21. San Francisco: Jossey-Bass, 1985.
- Serey, T. “Meet Your Professor.” Teaching Professor, 1989, 3(l), 2.
- Weisz, E. “Energizing the Classroom.” College Teaching, 1990, 38(2), 74-76.
- Wolcowitz, J. “The First Day of Class.” In M. M. Gullette (ed.), The Art and Craft of Teaching. Cambridge, Mass.: Harvard University Press, 1984.
Other Vanderbilt Center for Teaching Resources:
Other Academic Web sites on First Day strategies and online publications:
- Introduce yourself
- Allow the Students to introduce themselves
- Discuss and evaluate the room environment together
- Course overview
- Departmental requirements/expectations
- Presentation of material
- Expectations for class time
- Expectations outside of class
- Instructor responsibilities
- Student responsibilities
...Nicole Raridon ENG0900 August 29, 2012 Taking this class makes me nervous and excited all at the same time. I am excited to learn new ways of writing that I didn’t know before and to become an overall better writer, and relearn techniques of writing a good essay that I learned a few years ago in school. On the other hand I am nervous to think that I may not give it my all and I will bomb this class, but I know that with the right help and direction from my teacher that I will be guided to the next step in achieving my goals. During this class I expect to be given homework to challenge and help me become the better writer I want and need to be, while I hope it’s an assignment that’s easy to understand I don’t mind a little challenge now and again. I am going to have a lot of questions about most things we discuss in class so I expect myself to ask questions if I don’t understand and I know you will do your best to help me understand. I will need my teacher to correct any mistakes I have made and make sure I fully understand where I went wrong and get me back on the right track. Constructive criticism makes me want to work harder and better my work, that will really help me keep my head in the game for this course. I expect to do my best and give it everything I have to get good grades but I strive to at least have average grades. My Favorite teacher is Mrs. Parisot my Graphic Communications teacher at Lp High School. She has encouraged me to do things I never......
Words: 648 - Pages: 3
...Dickens’s Demonstration of Social Class According to the Sri Guru Granth Sahib, a religious text in Sikhism, “What good is social class and status? Truthfulness is measured within. Pride in one’s status is like poison- holding it in your hand and eating it, you shall die.” Charles Dickens, a famous author from Victorian England, shares a message very similar to this with his book Great Expectations. Although some people are born better off than others, Charles Dickens demonstrates through his portrayal of Miss Havisham, Magwitch, and Pip that social class should never measure one’s character, esteem, or happiness. Dickens criticizes the idea that a person’s social class displays an accurate representation of his or her character. Many of the upper class citizens in Great Expectations seem cruel and lack compassion, while the lower class act loving and kind. Wealthy Miss Havisham portrays this. The first time Pip enters Satis House, he notices her obvious lack of morals and empathy. When he meets Miss Havisham in her dressing room, Pip immediately observes, “I saw that everything within my view which ought to be white, had been white long ago, and had lost its lustre, and was faded and yellow. I saw that the bride within the bridal dress had withered like the dress, and like the flowers, and had no brightness left but the brightness of her sunken eyes,” (Dickens 59). The original “white” color of the dress represents innocence and happiness, both characteristics of which......
Words: 1024 - Pages: 5
...tions How does Dickens use of setting suit the characters of Magwitch and Mrs Havisham to the places they inhabit? Born on 7th February 1812, dickens lived through a time when social status was seen to be incredibly important. His book, “Great Expectations”, reflects on social status by showing what it does to people and that it is not as important as it seems. It takes us on a journey through a young, common labouring boys life into becoming an upper class Gentlemen. In Pips journey, there a two people that play a big role enabling him to become high in society. These two people are “Mrs Havisham” and “Magwitch”. Mrs Havisham has high social status living in a big house with money and all you could ever ask for. The name of her house is “satis house” which sounds like an abbreviated version of satisfaction. It gives the reader a sense of whoever living here has everything and no longer needs anything else, they are completely satisfied with life. Ironically, this is not the case with Mrs Havisham. She is completely unsatisfied with life. As a result of this she has become a very strange woman who has never left the house in more than 10 years. Besides the name, the house is very suited to Mrs Havisham. The house is made of and described as “of old brick and dismal”. In a sense, this is also a statement about Mrs Havisham. She is not made of old brick but she is refusing to move on and must stay as the “old brick“ and that she has also turned cold like bricks . Her......
Words: 906 - Pages: 4
...Certain passages in a novel can do many things to develop the work as a whole as well as develop a character. In the novel, Great Expectations by Charles Dickens, this is proven true. Within a certain passage in the novel Dickens uses diction to reveal characteristics of the main character, Pip’s, personality. Dickens also uses this specific passage where Abel Magwitch is telling Pip that he is his benefactor to contribute to the overall meaning of the book. In Great Expectations, Dickens uses a specific passage in the book to contribute to the meaning of the book and to also reveal, through Pip’s reaction to who his benefactor, Pip’s character. Diction is defined by the Merriam-Webster as a choice of words especially with regard to correctness, clearness, or effectiveness. Dickens uses word choice specifically to reveal aspects of Pip’s character. An example of this is in the quote “The abhorrence in which I held the man, the dread I had of him, the repugnance with which I shrank from him, could not have been exceeded if he had been some terrible beast” (Dickens 320-321). Dickens uses words such as abhorrence, dread and repugnance to describe Pip’s feelings towards Magwitch being his benefactor. Along with these words Pip says that his “blood ran cold” within him. He also uses the word suffocating and says that Pip shuddered at realizing and remembering that he man before his is his convict. Finding out that Magwitch has been sending money to Jaggers for Pip to become a......
Words: 896 - Pages: 4
Expectations of the Economy
...state of the U.S. economy and making recommendations on how to improve it. Part 1 Analysis and Recommendations: Describe the current state of the following economic factors and analyze how each affects aggregate supply and demand: • Unemployment • Expectations • Consumer income • Interest rates Develop a set of recommendations for the president regarding government spending and taxes based on the economic factors' current state. Part 2 Evaluation of Recommendations: Before you submit your recommendations to the president, decide as a team to evaluate the recommendations from different perspectives. Assign half of your team to evaluate the recommendations from a Keynesian perspective and the other half from the Classical perspective. Based on these evaluations, what adjustments will you make to your recommendations, if any? Write a 1,050- to 1,400-word report that summarizes the recommendations. Option 2: Economic Critique Imagine that your Learning Team is a group of international reporters. You have been tasked with describing and critiquing the current state of the U.S. economy. Describe the current state of the following economic factors: • Unemployment • Expectations • Consumer Income • Interest Rates Identify the existing effect of the economic factors on aggregate demand and supply Identify fiscal policies that are currently being recommended by government leadership. Evaluate the effectiveness of those......
Words: 281 - Pages: 2
The Expectation of Success
...The Expectation of Success “You’re such a disappointment!” That four worded phrase one’s parent might reiterate to their children over a hundred times after seeing their report card. That guilty feeling you obtain when you glance up and see that pure look of dissatisfaction in your parents eyes while they talk on the phone to your teacher. Your stomach feels achy, and all your six year old mind wants to do is lock yourself in your room and pretend to live in another reality. A reality where you can get away from taking responsibility for your own actions and imagine that life does not feel like a pile of rocks enclosing around you. Everyone can describe a circumstance where an obstacle or failure has compounded their life and leaves them with a feeling of overwhelmed discouragement. However, one has to know that failure does not actually brand you as a failure, it simply means your “failing” your way to success. My first years of schooling started out a little rocky, in that they were the most difficult years I have gone through in my seventeen years on this planet. Laziness and my natural ineptitude to take the initiative on anything, greatly corrupted my mind. It was a constant struggle for me to focus on the material and make good grades. It was also a struggle for my parents to motivate me to strive for excellence. My parents decided to have me tested for ADD and ADHD on the recommendation of my first grade teacher, Mrs. Fink. Sadly, her intuition turned out to be......
Words: 646 - Pages: 3
...Great Expectations The book Great Expectations by Charles Dickens is a very fascinating novel. Dickens does excellent by using the elements of fiction in order to write the novel. The main focus is to cover the plot, major characters, setting, point of view, theme, and symbols used in Great Expectations. After, viewing each element the reader will have a better understanding and appreciation for the novel. The plot that Dickens selects is shaped to reveal action and give the story a particular focus that draws the reader in. Pip is a young orphan that lives with his sister and her husband in Kent. Pip at the time was around seven years old sits in a cemetery one evening looking at his parents’ tombstones. “As I never saw my father or my mother, and never saw any likeness of either of them, my first fancies regarding what they were like, were unreasonably derived from their tombstones” (p.3). Suddenly, an escaped convict comes up from behind a tombstone and grabs Pip. “O! Don’t cut my throat sir,” I pleaded in terror. “Pray don’t do it, sir” (p.4). He orders Pip to bring him food and a file for his leg irons. Pip obeys, but the fearsome convict is soon captured anyway. The convict protects Pip by claiming to have stolen the items himself. Pip is then taken by his Uncle Pumblechook to play at Satis House, the home of the wealthy Miss Havisham, who is eccentric and she wears an old wedding dress everywhere she goes and keeps all the clocks in her home stopped at the......
Words: 2184 - Pages: 9
...various posters of volcanoes that are packed with useful information about volcanoes. Then there is the computer station where the students can research more information on the web about volcanoes. One behavioral expectation of my cooperative learning groups is to keep the voice volume down between students in the small groups, so as not to disturb other working groups. I will tell my students this rule, then i will discuss and demonstrate appropriate volume. I will make sure to reinforce this rule as the project progresses. Another behavioral expectation of my cooperative learning groups is to share materials. Each student within the groups are going to share materials such as scissors, paints, papers, etc. in order to get the group project accomplished. The students will need to share those materials so there will be no fighting/arguing over whose is whose. The students will know those particular materials are everyones in the group. I will tell my students that this is a rule of cooperative learning groups and make sure to demonstrate and discuss with them appropriate ways to share materials. I will also reinforce this behavioral expectation by walking around to each group to make sure they are sharing the materials whilst working. One behavioral expectation I will have for the learning centers and computer station is that each group of students stick to the agreed upon time schedule for each center/station. Each center/station has a 20 minute time limit. When......
Words: 1274 - Pages: 6
Expectations for College
...interests. And it isn’t all about being the social butterfly. For me being on campus means meeting college-level expectations and doing well in my classes. It means being more independent when it comes to asking for help and it means being responsible for keeping up with your schoolwork and preparing for tests which I did not do in high school. My grades are very important to me. I want to earn a 4.0 in college. I know it is hard but I know that I can do it. I am taking English 090 because I did not test into college level English therefore it will pretty much just be a refresher course. So I know that I can get an A in his class. I am taking AAA for allied health students. I know I will succeed in this class because I am very motivated to become a nurse. I want to learn all about my field if study. Also, I am in psychology 101 for an elective. I am sure I will be able to get a 4.0 in hat class because the brain and it functions are very interesting to me, and when something fascinates me I always excel. Grades are the measure of college success, like the salary at a job, so in order to get good grades I intend to do many things. I will take responsibility. College isn't like high school. There's no teacher or parent to remind you every day of what you need to do, so I will have to take charge. I will study. At college, you're expected to prepare an hour or two for each class. I will not just blow this off because they wouldn’t tell students this to make their lives......
Words: 464 - Pages: 2
...RATIONAL EXPECTATION While rational expectations is often thought of as a school of economic thought, it is better regarded as a ubiquitous modeling technique used widely throughout economics. The theory of rational expectations was first proposed by John F. Muth of Indiana University in the early 1960s. He used the term to describe the many economic situations in which the outcome depends partly on what people expect to happen. The price of an agricultural commodity, for example, depends on how many acres farmers plant, which in turn depends on the price farmers expect to realize when they harvest and sell their crops. As another example, the value of a currency and its rate of depreciation depend partly on what people expect that rate of depreciation to be. That is because people rush to desert a currency that they expect to lose value, thereby contributing to its loss in value. Similarly, the price of a stock or bond depends partly on what prospective buyers and sellers believe it will be in the future. Expectational Error Models of the Business Cycle A long tradition in business cycle theory has held that errors in people’s forecasts are a major cause of business fluctuations. This view is embodied in the phillips curve (the observed inverse correlation between unemployment and inflation), with economists attributing the correlation to errors people make in their forecasts of the price level. Before the advent of rational expectations, economists often proposed to...
Words: 306 - Pages: 2
...series deal with the other aspects: • Analytical Writing deals with the difference between analytical and descriptive writing • Planning and Structuring an Essay deals with logical structures • Developing and Supporting an Argument deals with persuasion Expectations of student assignments One of the difficulties experienced by students, particularly in first year, is understanding what standard is expected in essays at tertiary level. As well as this, each subject discipline has its own ways of doing things and its own conventions about essay structure and writing style. For instance, in some subjects it is acceptable to write very personally and put forward your own opinions and feelings on a topic and in others such a personal response would not be appropriate. You need to find out the expectations and conventions of your subjects so that you can write essays that are valued within the context of your discipline. You may be lucky enough to have information and support provided by individual subject teachers e.g. model essays, assessment criteria sheets. You can help yourself by • reading Faculty handbooks, which will often give information about the disciplinary expectations. Some Faculties have provided special publications to help first year students with writing their essays. • reading in the subject as much as possible, which will help you understand the technical language and the style conventions of the particular subject......
Words: 5948 - Pages: 24
...Prose Study ‘Great Expectations’ How does Dickens use setting and characterization to interest and intrigue the reader? Throughout the novel, Dickens uses a range of techniques to interest and intrigue the reader. One way in which he does this is through the setting, which is the place and time in which the story takes place, also establishing the mood or atmosphere. Another method is characterization, the way the characters are portrayed, such as through their gestures and dialogue. All these devices help to arouse and sustain the reader’s curiosity and make us feel sympathy towards the character, which is especially shown in Pip’s initial encounter with Magwitch in the marshes and Pip’s first experience of visiting Miss Havisham and Estella in ‘Satis House.’ These represent different social situations, with Pip and Magwitch in the lower class, and Estella and Miss Havisham in the upper middle class. No matter which situation he is in, he still feels uncomfortable, and consequently we too feel a sense of uneasiness for him. In the Nineteenth Century, Dickens was a supporter of social reform, and therefore used his writing as a means of communicating his views to the readers. He wanted to make his Victorian readers, particularly the middle and upper classes, aware of some of the inequality in society, such as the lack of support, education and opportunity for the lower class. He was a sympathiser for the poor and the oppressed,......
Words: 3652 - Pages: 15
...My Expectation About the Study of Marketing MY EXPECTATIONS ABOUT MARKETING MANAGEMENT AND MY ESTIMATION ON HOW IT WILL HELP ME IN MY CAREER OR ENTREPRENEURSHIP PATH Marketing management is explained by the American Marketing Association (1985) as the process of planning and executing the conception, pricing, promotion and distribution of ideas, goods and services to create exchanges that satisfy individual and organisational objectives. As a managerial function marketing management is not solely important to the marketing manager only but also necessary to any individual who wishes to develop him or herself in his or her carrier and business. In pursuing this course, I expect to be equipped with knowledge in advertising, promotion, pricing and the distribution of ideas, goods and or services so as to be able to make an informed contribution when decisions concerning marketing in to be made. Knowledge in marketing management will equip me with skills that will make me innovative in my career by knowing which ideas to bring forth to get things working right. Specifically, ideas that will bring positive changes rather than following every decision on marketing made because of lack of knowledge in the field. I also expect to acquire knowledge in managerial skills that will widen my career options. Knowledge in marketing management may guarantee my selection for a job placement in the area of marketing or even better my chances of selection for placement in my career field...
Words: 328 - Pages: 2
Expectations and Education
...of children's progress: most children make some progress from term to term, and few are considered to be doing so badly that need to be put in the "needs improvement" category. The most specific information available to American parents comes from the results of state or national tests of educational progress, i.e. Standford 9. But these results, when made available at all, are often given in a form that is difficult to interpret. In Taiwan, parents are able to get feedback on how their children are doing in school much quicker. Schools administer monthly and comprehensive final exams as early as the first grade. Followed by monthly and final report cards. The reports cards are in the percentage format and rank individual student in the class. There are also special exams that are held once a semester and the school ranks each individual student in terms of the whole grade level. The purposes of these exams are: 1) to have students learn how to work under pressure, 2) to see where individual student rank against his classmate or against the whole grade level population, 3) to reflect on teachers teaching, 4) to prepare students for high school and college entrance exams in the future. In the American school system we have a way of assessing and evaluating students all in one category. If grades are to reflect mastery of the content, then teachers have to begin by analyzing the content standards and discussing their essential components. From there, teacher can design......
Words: 2090 - Pages: 9
...Nick Vargas Great Expectations On Christmas Eve, young Pip, an orphan being raised by his sister and her husband, encounters a frightening man in the village churchyard. The man, a convict who has escaped from a prison ship, scares Pip into stealing him some food and a file to grind away his leg shackle. This was perhaps the first of Pips many dishonest acts. It gives Pip, who must steal the goods from his sister's house, his first taste of true guilt, and, secondly, Pip's kindness warms the convict's heart. The convict, however, waits many years to truly show his gratitude. | At his sister's house, Pip is a boy without expectations. Mrs. Joe beats him around and has nothing good to say about her little brother. Her husband Joe is a kind man, although he is a blacksmith without much ambition, and it's assumed that Pip will follow in his footsteps. Only when Pip gets invited unexpectedly to the house of a rich old woman in the village named Miss Havisham, does Mrs. Joe, or any of her dull acquaintances, hold out any hope for Pip's success. Indeed, Pip's visits to Miss Havisham change him. Miss Havisham is an old woman who was abandoned on her wedding day and has, as a result, given up on life. She wears a yellowed wedding gown and haunts around her decrepit house, her only companion being Estella, her adopted daughter. Estella is beautiful, and Pip develops a strong crush on her, a crush that turns into love as he grows older. But it is unrequited love,...
Words: 1263 - Pages: 6