Make it more appealing and polished academic language Using Complex vocabulary and sentence structures, including varied punctuation and transition words and Tone must be in active voice (present), informative and authoritative and writing style is coherent, consistent, and organized and the sentences are logically structured to create a clear and progressive flow of ideas. Give proper arrangement to sentences as they are written in haphazard manner and also keep in mind the grammar
In reality, it wasn’t until the twentieth century that authors began to make “representational attempts to capture the intrinsic qualities of a child, its point of view, its voice, its language, and its rhythms.” (Approaching childhood in contemporary Britain Sandra Dinter). However, the seeds of this paradigm shift had been sown much earlier, during the Romantic era, when writers began to celebrate childhood in their works. These writers apart from eulogizing childhood, as Victor Hugo famously declared that, “Christopher Columbus only discovered America, I discovered the child!, accentuated its virtues and viewed them as a powerful vehicle for expressing their discontent with the existing society. Indeed Romantic writers developed a particular fascination with the idea of the “noble savage,” a figure uncorrupted by societal constraints and possessing an innate, untainted morality. The idea which was popularized by Jean-Jacques Rousseau saw childhood as a time of unspoiled innocence and imagination and posited that the child’s unblemished nature provides a window into the essence of humanity. Writers such as Wordsworth and Blake, for example, “used childhood as a critical criterion from which the fallen state of modern society could be measured and condemned - and as a divine resource through which it could possibly be redeemed.” (Critical children: the use of childhood in ten great novels. P 9). In fact, they discovered in child a “prelapsarian state” through which they tried to generate a harmonious bond between humanity and the natural environment, a connection that frequently succumbs to the vicissitudes of societal constructs. In this manner Adrienne E. Gavin argues that Romantic poetry inaugurated a novel construction of childhood as a “desirable” and “distinct” state from adulthood, an “idealized, clear- visioned, divinely pure, intuitive, and imaginative stage of life” that adults yearned for but had lost, and which they sought to recapture in literature. (p. 7-8). It is this infatuation with childlike language and perspective that drove later writers to integrate child narrators and their purity into their literary oeuvre. Moreover, the child narrator’s presence in Romantic literature served as a critique of the prevailing rationalism and empiricism that dominated the Enlightenment era. By privileging the child’s intuitive and imaginative capacities, Romantic authors sought to challenge the notion that reason and logic were the sole arbiters of truth. In doing so, they emphasized the importance of the individual’s subjective experience and the transformative power of the imagination.
Thus, the Romantic writers, through their depiction of children as “creatures of deeper wisdom, finer aesthetic sensitivity, and a more profound awareness of enduring moral truths” (history of childhood, Colin wood cite 28) elevated the status of children and instilled a new reverence for childhood in the collective consciousness. Through their intricate use of language and exploration of themes surrounding childhood innocence, these writers helped establish the child as a worthy subject for literary and artistic expression. As a result, they laid the foundation for future generations of authors to delve deeper into the complex and multi-dimensional world of the child’s experience, which ultimately flourished in the literary works of the Victorian era.
