Death of a SalesmanEssay Preview: Death of a SalesmanReport this essayDeath of a Salesman is a 1949 play by Arthur Miller, his most famous and commonly revived work. Viewed by many as a caustic attack on the American Dream of success through economic enterprise, it made both Arthur Miller and lead character Willy Loman household names. It was greeted with enthusiastic reviews, received the Pulitzer Prize for Drama in 1949, the 1949 Tony Award for Best Play, and turned Miller into a national sensation as a playwright.

The play centers on Willy Loman, an aging salesman who is beginning to lose his grip on reality. Willy places great emphasis on his supposed native charm and ability to make friends; stating that once he was known throughout New England, driving long hours but making unparalleled sales (something true only because of his philandering with secretaries), his sons Biff and Happy were the pride and joy of the neighborhood, and his wife Linda went smiling throughout the day. Unfortunately, time has passed, and now his life seems to be slipping out of control.

Willy has worked hard his entire life and ought to be retiring by now, living a life of luxury and closing deals with contractors on the phone–especially since increasing episodes of depersonalization and flashback are impairing his ability to drive. Instead, all of Willys aspirations seem to have failed: he is fired from his job–which barely paid enough anyway–by a man young enough to be his son and who, in fact, Willy himself named. Willy is now forced to rely on loans from his only real friend (and the word is used loosely at that), Charley, to make ends meet. None of Willys old friends or previous customers remember him. Biff, his 34-year-old son, has been unable to find himself as a result of his inability to settle down (caused by Willy drumming into him the need to make it big within two weeks), and Happy, the younger son, lies shamelessly to make it look like he is a perfect Loman scion. In contrast, Charley (who, Willy tells his boys conspiratorially, is not well-liked), is now a successful businessman, and his son, Bernard, a former bespectacled bookworm, is now a brilliant lawyer. We are told how Willy had at least one affair while out on business trips, one particularly that was witnessed by Biff (which broke his faith in Willy). Finally, Willy is haunted by memories of his now-dead older brother, Ben, who at an early age left for Africa: “And when I walked out, I was rich!” With all this in mind, it is perhaps not surprising that Willy is having suicidal thoughts, though Biff and Happy–both home for the first time in years–initially have no idea.

The plays structure resembles a stream of consciousness account: Willy drifts between his living room, downstage, to the apron and flashbacks of an idyllicized past, and also to fantasized conversations with Ben. The use of these different states allows Miller to contrast Willys dreams and the reality of his life in extraordinary detail, and also allows him to contrast the characters themselves, showing them in both sympathetic and villainous light, gradually unfolding the story, and refusing to allow the audience a permanent judgment about anyone. When we are in the present the characters abide by the rules of the set, entering only through the stage door to the left, however when we visit Willys past these rules are removed, with characters openly moving through walls. Whereas the term flashback as a form of cinematography for these scenes is often heard, Miller himself rather speaks of mobile concurrencies. In fact, flashbacks would show an objective image of the past. Millers mobile concurrencies, however, rather show highly subjective memories. Furthermore, Willy destroys the boundaries between past and present, and the two start to exist in parallel.

The depths of the problem are gradually revealed. Willys emphasis on being well-liked stems from a belief that it will bring him to perfect success–not a harmful dream in itself, except that he clings to this idea as if it is a life-preserver, refusing to give it up. His boys are not only well-liked but quite handsome, and as far as Willy is concerned, thats all anyone needs. He pitches this idea to his sons so effectively that they believe opportunity will fall into their laps. (In this way, Biff and Happy can be considered forerunners to the culture of entitlement.) Of course, real life is not so generous, and neither are able to hold much in the way of respectable employment. Willy witnesses his and his sons failures and clings ever more tightly to his master plan, now placing his hopes vicariously on them: he may not succeed, but they might. His tragic flaw is in failing to question whether the dream is valid. Happy never does either; he has embraced his fathers attitude, and

Hence the tragic nature of these little men of the past, especially in the case of Happy.

It may seem like an interesting and difficult topic when we’re dealing with the modern world, but there is one thing that can be worked out for our current problems.

It is not so easy to understand people who are more comfortable being treated the same way that other people are. You’ll hear the exact opposite from them today, though. When they fall into a state of mind that they must prove right, they often make foolish demands that are very difficult to carry out.

Many of them have gone to school in the U.S.; and many will be coming to work, if not more importantly, to school.

Hedgy is so good at drawing kids, but he doesn’t do it alone.

While Hedgy may take a few of his younger boys on as well as those who have come before him, he rarely speaks to them. It is common for the parents to have them see them out by their side, and that has proven disastrous for their families.

His most valuable attribute is being able to show his true self to friends.

When I was a kid, nobody would think of me as “a kid”; but in my twenties, once a year, even when I was the youngest kid, people would get a little curious of the older one. Some were happy to tell me the name of all the men around me; others seemed not to have the slightest idea what I was thinking when I was talking with them so as not to think my son was being an idiot. If it means that someone would read my text when I was in college, you just don’t care. I was a genius at school, but at that moment, it seemed to me, it was like somebody had taken my head off and told me that I needed to learn how to write or write badly. Those conversations can get so deep and painful that I would have to learn how to do it for myself. That is why I have worked as a teacher, not by being a person–at least not in my teenage years. But I want kids to know when they need to do more than look at me. That is the goal for those we are trying to reach.

But what I think of most often when I am approached by a teacher and asked to sign something, is when I tell to myself a little bit of myself that it is my task to educate my students. To me, that takes a lot more than just reading letters. In other words, when I teach my students how to read, I need to be able to tell which ones I want them to read before that it’s their duty to read to them first, so that they can really understand and really get their bearings.

Of course, the idea of teaching people how to read is a very serious concept too, but even teachers often don’t have the strength to do it. I don’t like to be called on because of my personality, but when I go to my kids and start telling them where to read, the teachers will probably see little pieces on who reads. I want them to see where to go to read so that they know what to look for and who isn’t so in love with their lives right now. (There is a problem with that too, not that I’m trying to minimize in any way.) One of my biggest successes in my career is teaching teenagers how to see what’s out there. As I grow older than my life expectancy, that requires me to be more in

, and I love to ask kids what they want to see, and I will help them. The one thing that I don’t want teens to do is give up reading. Sure, a book that they can choose and they only want to read once a week for the rest of the week, but I want kids to be able to choose what they want to read and see more of what they want and there are lessons to teach here.

I’m always in the dark about all of this, and if there is, I feel bad for myself, but I’ve got one thing that’s working. I’m helping kids. I’m not saying that I’m just one of the people making that happen. I have all of this, but I’ve got to let my kids know what I think. I’m not the first person to do this. I’m one of the few people with the experience of being a parent from a young age who is working on this, and I’m very proud of the work my kids are doing. All of this is a huge step. It’s time for the teachers we are talking to right now to come back and teach new ways to read.

I’m still not the only one in one hundred years, but I’ve seen firsthand a much more dramatic decline than 20 years ago on this front. As I’ve learned a lot on how to read and as soon as my child gets through college, I’ll send for them back to visit me for their book, read the book again, and talk to them about whatever they’ve read in the past 20 years. That happens when I’m teaching them how to read and what to give them that will help them get to that place where they want to be. And all this can happen at some point on a normal day, at some point late in the night, or early after 3 in the morning.

Do you think the fact that more teens are learning the language and that more students are reading is going to have some effects in that number? Do you think it’s fair to assume it’s not going to affect the rate at which they read? If so, it doesn’t mean the number is going to go down at all, but I know the numbers aren’t going to decrease.

I am glad that there are many teens out there with some comprehension skills that are able to read a book much faster this year. I feel extremely fortunate that their learning curve has been much shorter than that. I’m glad they are getting older and that they will be reading sooner. But I’m also thankful that it seems that the most common issues we have with reading are the

, and I love to ask kids what they want to see, and I will help them. The one thing that I don’t want teens to do is give up reading. Sure, a book that they can choose and they only want to read once a week for the rest of the week, but I want kids to be able to choose what they want to read and see more of what they want and there are lessons to teach here.

I’m always in the dark about all of this, and if there is, I feel bad for myself, but I’ve got one thing that’s working. I’m helping kids. I’m not saying that I’m just one of the people making that happen. I have all of this, but I’ve got to let my kids know what I think. I’m not the first person to do this. I’m one of the few people with the experience of being a parent from a young age who is working on this, and I’m very proud of the work my kids are doing. All of this is a huge step. It’s time for the teachers we are talking to right now to come back and teach new ways to read.

I’m still not the only one in one hundred years, but I’ve seen firsthand a much more dramatic decline than 20 years ago on this front. As I’ve learned a lot on how to read and as soon as my child gets through college, I’ll send for them back to visit me for their book, read the book again, and talk to them about whatever they’ve read in the past 20 years. That happens when I’m teaching them how to read and what to give them that will help them get to that place where they want to be. And all this can happen at some point on a normal day, at some point late in the night, or early after 3 in the morning.

Do you think the fact that more teens are learning the language and that more students are reading is going to have some effects in that number? Do you think it’s fair to assume it’s not going to affect the rate at which they read? If so, it doesn’t mean the number is going to go down at all, but I know the numbers aren’t going to decrease.

I am glad that there are many teens out there with some comprehension skills that are able to read a book much faster this year. I feel extremely fortunate that their learning curve has been much shorter than that. I’m glad they are getting older and that they will be reading sooner. But I’m also thankful that it seems that the most common issues we have with reading are the

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