...Comparative Essay Outline Thesis Statement: In “Romeo and Juliet”, Shakespeare demonstrates the concept that fate cannot be prevented, no matter what is said or done. Point 1: Fighting against fate is not worth the time, for whoever bothers will fail. Augustus seeks to control his own fate of death by not smoking, but even by trying to live vigorously, fate still won in the end. Proof from text #1: With a cigarette in his mouth, Augustus states, “You put the killing thing right between your teeth, but you don't give it the power to do its killing,” thinking he had a choice of how he would die, but his cancer was already killing him. Transition Sentence: Likewise, the Friar thought he could help the two star-crossed lovers, Romeo and Juliet, be together. If...
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...William Shakespeare’s “The Tragedy of Romeo and Juliet” is an exciting play that many have gone to watch before. In fact, it has become so famous that when the technology of capturing moving pictures became commercial, the play has been incorporated into many films throughout the century. Films such as Franco Zeffirelli's “Romeo and Juliet” follow the traditional route of attempting to create a carbon copy of the play, but instead is in film. Many films of the play attempt to stick extremely close to the text written by Shakespeare, through both dialogue and setting. There is one movie, however, that is different from all the other movies, is Baz Luhrmann’s “Romeo + Juliet,” set in a modern 1990s city named Verona. The atmosphere Baz Luhrmann...
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...both Romeo and Juliet made thrilling moves for the desperation of their love. In both art forms we see that Romeo is trying to get to Juliet after he heard the news that she was dead, and Romeo was on a mission to see her wife. In the movie when Romeo arrives at the church, there is a guard standing guard the door, but you can see the desperation on Romeos face and the way he acts towards the guard. He tackles him and puts a gun to his head threatening to kill him if he doesn’t let Romeo into the church to see Juliet. This here is an example why...
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...Translator’s Coming of Age by Omaya Ibrahim Khalifa Through studying the three translations of Shakespeare’s Romeo and Juliet done by Mohammed Enani in 1965, 1986 and 1993 respectively, this study adopts a diachronic approach. In addition to examining the historical dimension, this study attempts to address itself to crucial questions related to the process of translating a literary text. A few of these are: how a translator can approach a given text in three different ways and how each translation changes according to the approach and the methods chosen by the translator. More importantly, the study proposes to discuss the pragmatic conditions governing the act of translation and how far these result in prominent modifications in the relationship between the source and target texts. The first part of this study discusses the problem or problems which confront a translator attempting to transpose Shakespeare’s Romeo and Juliet into Arabic, and the second analyses the three translations and how each deals with the problems discussed. Mohammed Enani, in his introduction to his third translation of Romeo and Juliet, singles out tone as the main difficulty that faces any translator attempting a rendering of the play. In the Elizabethan era romance was regarded as a subject for comedy and as such allowed playful treatment. Harry Levin explains that Shakespeare’s Romeo and Juliet was an innovation at the time. He reveals the effect of the play on contemporary audiences as follows: ...
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...Name:Darrion Duhart Date:2/7/16 Graded Assignment Research Paper First Draft Type your name and the date at the top of this page. Type or paste your draft into this document. Be sure that your draft is double-spaced and in 12 point, Times New Roman font. Save the file as: ENG402A_S1_5.1_Research Paper First Draft_FirstInitial_LastName.docx Example: ENG402A_S1_5.1_Research Paper First Draft_M_Smith.docx Total score: ____ of 200 points (Score for Question 1: ___ of 200 points) Answer: In his poem, 'Scorn not the Sonnet' (Poetical Works, 1827), Wordsworth famously said that the sonnets were the 'key' with which 'Shakespeare unlocked his heart' and whilst this can certainly be seen to be the case, the sonnets do much more than that. Writing of various forms of love, and indeed of love itself, using the contemporary sonnet form, Shakespeare develops the aspects of love which the sonnets reflect into an all-encompassing discussion on the major themes of life itself that continue to inform and direct the human condition, a fact which is perhaps partly responsible for their continuing popularity with both public and critics alike. This dissertation sets out to discover, through close reading of carefully selected representative sonnets and critical context, the way Shakespeare accomplishes this. The sonnet form as Shakespeare, whose 154 sonnets were first published in 1609, and his contemporaries used it was introduced into England in the sixteenth century by Sir Thomas Wyatt...
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...William Shakespeare was is one of the most influential and creative authors, playwrights, actors, and poets in the history of mankind. Shakespeare accomplished a plethora of goals and is well known for many of his pieces such as Romeo and Juliet, Hamlet, and Julius Caesar, and famous sonnets and poetry such as “ Shall I Compare Thee To A Summer’s Day, “ We know of him but what about the background, what made William Shakespeare, who he was, who exactly was William Shakespeare? What was his life like before he was famous, what happened during his later years, who did he become, and what lasting effects or cultural impacts did Shakespeare leave as his legacy? The great man that wrote many pieces that we use everyday in schools across the world...
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...in diverse cultural and political contexts throughout the world. It is safe to say that although Shakespearean plays were set in the Renaissance Era, they are still the epitome of English literature and are revered by theaters, performers and audiences alike due to their remarkable credibility in portraying everlasting political, social and moral issues. http://www.neptunetheatre.com/content/Shakespeare_hat_trick His plays move from romantic to tragic, humorous to serious so much so that he not only caters to all tastes but also all times by portraying the political situation of his times as well as the way of living. Even Romeo and Juliet, considered by many as a die –hard romantic scripture actually highlights political issues. One of the main political aspects of the play was when count Paris uses his political and aristocratic power to threaten Juliet if she did not marry him. The romance provided a perfect front to front to address the rich/poor issues in the Elizabethan era, and even today we see such situations where the influential overpower the lower castes, forcing them to sometimes give up on their dreams and hopes. The relevance is uncanny and once you read the play you...
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...For several years his genius as dramatist and poet had been acknowledged by critics and playgoers alike, and his social and professional position had become considerable. Inside the theatre his influence was supreme. When, in 1598, the manager of the company rejected Ben Jonson’s first comedy—his ‘Every Man in his Humour’—Shakespeare intervened, according to a credible tradition (reported by Rowe but denounced by Gifford), and procured a reversal of the decision in the interest of the unknown dramatist who was his junior by nine years. He took a part when the piece was performed. Jonson was of a difficult and jealous temper, and subsequently he gave vent to an occasional expression of scorn at Shakespeare’s expense, but, despite passing manifestations of his unconquerable surliness, there can be no doubt that Jonson cherished genuine esteem and affection for Shakespeare till death. Within a very few years of Shakespeare’s death Sir Nicholas L’Estrange, an industrious collector of anecdotes, put into writing an anecdote for which he made Dr. Donne responsible, attesting the amicable relations that habitually subsisted between Shakespeare and Jonson. ‘Shakespeare,’ ran the story, ‘was godfather to one of Ben Jonson’s children, and after the christening, being in a deep study, Jonson came to cheer him up and asked him why he was so melancholy. “No, faith, Ben,” says he, “not I, but I have been considering a great while what should be the fittest gift for me to bestow upon my godchild...
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............................................................................................... 1 1. FORMAL ANALYSIS OF LOVE............................................................................... 3 2. SEMANTIC ANALYSIS OF LOVE........................................................................... 6 3. HISTORICAL ANALYSIS OF LOVE....................................................................... 9 3.1 ANCIENT GREEK PHILOSOPHY: PLATO ..................................................................... 11 3.2 CHRISTIAN PHILOSOPHY: SAINT AUGUSTINE............................................................ 18 3.3 MODERN PHILOSOPHY: FREUD ................................................................................. 27 4. COMPARATIVE EVALUATION............................................................................ 37 CONCLUSIONS ............................................................................................................. 40 REFERENCES................................................................................................................ 43 Introduction The starting point of this paper is the question: “What is love?”, or, in other words, how can we understand or even define the concept of love? To clarify this question we have to approach the problem systematically. Love is no natural kind, nor is it a substance of an abstract kind. It seems to be an empirical phenomenon, since...
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...Research TOC BEHAVIORAL ECOLOGY, “SOCIOBIOLOGY,” AND HUMAN BEHAVIOR Bobbi S. Low W hen Juliet was twelve, her father, without consulting her, betrothed her to a man more than twice her age. She, being in love with Romeo, complained. Her father’s answer was (Act III, Scene V): An you will not wed, I’ll pardon you! Graze where you will, you shall not house with me; … An you be mine, I’ll give you to my friend; An you be not, hang, beg, starve, die in the streets, For, by my soul, I’ll ne’er acknowledge thee, Nor what is mine shall never do thee good. Today, in the United States, Juliet would probably sue her father for child abuse. And she would be likely to win. What is common, approved, and thought ethical varies widely across human cultures in time and space: whether one may marry more than one person at a time; who chooses marriage partners; whether abortion and infanticide are approved or forbidden; whether one may eat all meats, some meats, or none; what kinds of killings are forbidden or encouraged. How are we to make sense of all this variety? Human behavior has traditionally been the province of anthropology, sociology, and psychology. Within each of these fields there exist diverse approaches. Recently, behavioral ecology, an evolutionary approach to why we behave as we do, has joined other fields in trying to explain some of the diversity in human behavior. With its roots in Charles Darwin’s work 1 on natural selection, it examines how environmental conditions...
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...Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Bloom's Classic Critical Views alfred, lord Tennyson Benjamin Franklin The Brontës Charles Dickens edgar allan poe Geoffrey Chaucer George eliot George Gordon, lord Byron henry David Thoreau herman melville Jane austen John Donne and the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references...
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...Love From Wikipedia, the free encyclopedia Jump to: navigation, search For other uses, see Love (disambiguation). Archetypal lovers Romeo and Juliet portrayed by Frank Dicksee Love is an emotion of a strong affection and personal attachment.[1] Love is also a virtue representing all of human kindness, compassion, and affection —"the unselfish loyal and benevolent concern for the good of another".[2] Love may describe actions towards others or oneself based on compassion or affection.[3] In English, love refers to a variety of different feelings, states, and attitudes, ranging from pleasure ("I loved that meal") to interpersonal attraction ("I love my partner"). "Love" may refer specifically to the passionate desire and intimacy of romantic love, to the sexual love of eros, to the emotional closeness of familial love, to the platonic love that defines friendship,[4] or to the profound oneness or devotion of religious love[5], or to a concept of love that encompasses all of those feelings. This diversity of uses and meanings, combined with the complexity of the feelings involved, makes love unusually difficult to consistently define, compared to other emotional states. Love in its various forms acts as a major facilitator of interpersonal relationships and, owing to its central psychological importance, is one of the most common themes in the creative arts.[6] Love may be understood as part of the survival instinct, a function to keep...
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...FAR EASTERN UNIVERSITY P.O. BOX 609 MANILA, PHILIPPINES SECURITIES AND EXCHANGE COMMISSION SEC FORM 17 - A ANNUAL REPORT PURSUANT TO SECTION 17 OF THE SECURITIES REGULATION CODE AND SECTION 141 OF THE CORPORATION CODE 1. 2. 3. 4. 5. For the fiscal year ended SEC Identification Number BIR Tax Identification No. Exact name of registrant as specified in its charter PHILIPPINES Province, Country or other jurisdiction of incorporation or organization ____________ / / (SEC use only) /____________/ Industry Classification Code: Nicanor Reyes Street, Sampaloc, Manila Address of principal office (632) 735-56-21 Issuer's telephone number including area code March 31, 2010 538 000-225-442 Far Eastern University, Inc. 6. 7. 1008 Postal Code 8. 9. NOT APPLICABLE Former name, former address, and former fiscal year, if changed since last report. Securities registered pursuant to Sections 8 and 12 of the SRC, or Sec. 4 and 8 of the RSA Number of Shares of Common Stock Outstanding and Amount of Debt Outstanding 9,808,448 Not Applicable 10. Title of Each Class Common Stock, P100.00 par value Bond with Non-Detachable Warrant, P1.00 per unit / -2- 11. All securities (common shares) are listed with the Philippine Stock Exchange, Inc. 12. Check whether the registrant: (a) has filed reports required to be filed by Section I7 of the SRC and SRC Rule 17 thereunder and Sections 26 and 141 of the Corporation Code of the Philippines during the preceding...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...Junior Skill Builders Junior Skill Builders ® N E W Y O R K Copyright © 2008 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: Junior skill builders : grammar in 15 minutes a day.—1st ed. p. cm. ISBN: 978-1-57685-662-8 1. English language—Grammar—Problems, exercises, etc. 2. English language—Grammar—Examinations—Study guides. I. LearningExpress (Organization) PE1112.J86 2008 425—dc22 2008020779 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 First Edition For more information or to place an order, contact LearningExpress at: 2 Rector Street 26th Floor New York, NY 10006 Or visit us at: www.learnatest.com C O N T E N T S Introduction Pretest S E C T I O N 1 : PA R T S O F S P E E C H Lesson 1: Nouns • Understanding common, proper, concrete, abstract, collective, and compound • Review exercises of all nouns Lesson 2: Pronouns • Understanding personal, demonstrative, reflexive, intensive, indefinite pronouns • Charts of subject, object, possessive, and indefinite pronouns • Review exercises of all pronouns Lesson 3: Verbs • Understanding action, linking, and helping verbs • Chart of common helping verbs • Review exercises of all verbs Lesson 4: Verb Tenses • Understanding regular and irregular verbs • Understanding present, past, future, present perfect, past...
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