This paper takes a careful look at the content of Lord of the Flies often questioned by censorship advocates. Next, an exploration of the import behind William Golding’s symbolic objects and characters reveals the specifics of the literary and human value of the novel. Finally, insight from case studies helps further demonstrate the appropriateness and effectiveness of the novel in high school English curriculums while also revealing student responses in regard to Golding’s work and the worldly issues informed by it.
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