...The Darkling Thrush - Thomas Hardy [1840-1928] Relevant Background * The poet Thomas Hardy was born near Dorchester in England. * He is also famous for writing novels. * Hardy gained a love of music from his father. Music is a prominent feature of ‘The Darkling Thrush’. * Hardy gained his interest in literature from his mother. * At the age of 22 Hardy moved to London and started to write poems. These early poems praised country life. Yet Hardy didn’t publish his poems until he was 58. He was 60 when he wrote this poem. * Hardy wrote over 900 poems in his lifetime. * Hardy’s poems are straight to the point and sometimes gloomy in outlook. In this poem he finds a source of hope when a thrush suddenly starts to sing. * Hardy’s most common theme is about the way people struggle against fate. * Hardy's themes also include rural life and nature, love, change, time, loss and death. * Hardy’s tone is usually ironic; that is he sees the unexpected twists and surprises of life. The twist in this poem is that when the poet was in a sad mood due to winter a weak old thrush caused him to feel hope. * Most of Hardy’s poetry is relatively simple and yet skilful. However, some of his poetic writing can be difficult due to old-fashioned words and phrases. * Hardy loves to think in surprising images that appeal to the reader’s intelligence. * Hardy’s poems tend to be descriptive, lyrical, and regular in form. He is a poet who likes even lines...
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...Catanduanes State Colleges College of Health Sciences Department of Nursing Virac, Catanduanes Reaction Paper A Rose for Emily Submitted by: Sheila Mae T. Tapar BSN 3A Submitted to: Mrs. Victoria Gianan Professor I. Summary/Synopsis A Rose for Emily" is a short story by American author William Faulkner first published in the April 30, 1930 issue of Forum. This story takes place in Faulkner's fictional city, Jefferson, Mississippi, in the fictional county of Yoknapatawpha County. It was Faulkner's first short story published in a national magazine. Faulkner explained the reason for his choice of the title as: [The title] was an allegorical title; the meaning was, here was a woman who has had a tragedy, an irrevocable tragedy and nothing could be done about it, and I pitied her and this was a salute ... to a woman you would hand a rose. The story is told in nonlinear narrative and begins at the huge funeral for Miss Emily Grierson. Nobody has been to her house in ten years, except for her black servant. Her house is old, but was once the best house around. The town had a special relationship with Miss Emily ever since it decided to stop billing her for taxes in 1894. But, the "newer generation" wasn't happy with this arrangement, and so they paid a visit to Miss Emily and tried to get her to pay the debt. She refused to acknowledge that the old arrangement might not work anymore, and flatly refused to pay. Thirty years before, the tax collecting townspeople...
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...after realizing that even less than ten years after the end of the Holocaust, the world was already forgetting and Jews were abandoning their roots, the time had come to testify and justify to the world that Hitler had not succeeded. Biographical Information about the author: Eliezer “Elie” Wiesel was born on September 30, 1928 in Sighet Romania, where his memoir Night begins. In his childhood (up to the Nazi occupation of Romania) his father encouraged his study of the Torah, other Judaic texts and other literary works. As described in the beginning of Night, Elie was also curious about the realm of Kabbalah, Jewish mysticism. From 1944 to 1945, Elie and his family were subjected to the Nazi terror (will be described in the plot summary section). Elie and two of his sisters, Beatrice and Hilda, survived the war and were reunited in a French orphanage after the war; the rest of his family did not survive. After the war Elie taught Hebrew before becoming a journalist and then an author. He is the...
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...Scene One Summary: Claudius, Gertrude, Rosencrantz, and Guildenstern talk about Hamlet and his lunacy. Rosencrantz and Guildenstern tell the King and Queen that they have tried to find out the reason for Hamlet’s madness, but he avoids their questions. Rosencrantz and Guildenstern tell the King and Queen about the actors that have arrived at the court and will be giving a performance. After Rosencrantz and Guildenstern leave, Claudius tells Gertrude that he has arranged for Hamlet to run into Ophelia, and Polonius and the King will hide and spy on their conversation to see if Hamlet is truly going crazy because he is in love. Gertrude tells Ophelia that she hopes that Hamlet’s madness is due to his love for her. Polonius tells Ophelia to read from a prayer book while waiting for Hamlet, which makes Claudius feels guilty as he remembers his own sin that he disguises with kind words. Then, Hamlet arrives speaking his famous to be or not to be speech. He is contemplating suicide, but he decides against it because he is worried that the environment after death will be even worse than the one he is living in right now. Ophelia then tells Hamlet that she has some of his mementos that she needs to return, which Hamlet denies ever giving her. Hamlet then goes into a dialogue with Ophelia that focuses on women and marriage. He is telling Ophelia to go to a nunnery because he does not believe in women or marriage anymore. Hamlet says that women use their beauty and power to fool their...
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...Scholar Essay Who am I to judge ones race, class or gender? , from the way they to look to the sway in their, who am I to judge what they should be called or what they shouldn’t be called. Just because the individual is a lighter color than me or from a different ethnicity, aren’t we all consider to be as an equal? The binary stereotyping and mixed cultural signals of African American and Latino females are identified in Mammies, Matriarch and Other Controlling Images and The Myth of the Latin Woman: I Just Met a Girl Named Maria examines the race, class, gender, and sexuality and how these representations speak to the African American and Latino women .Race, Class, and Gender are constructed categories that causes controlling images such as Mammy, Hot Tamale, Bad Black Woman, and Jezebels to become a natural way of thinking leading women to act and believe that is who they are and eventually they who will become. Patricia Collins article (Chap 4), “Mammies, Matriarchs, and Other Controlling Images” (2000), defines the oppression, objectification, and controlling images of African American women in the society, as well as the social acceptance of African American women. Collins supports her theories and hypothetical thinking with supporting statements from other black feminist that illustrate similar beliefs and theories that she asserts in her article. Collins purpose and objective is to point out the stereotypical condition of African American women in the society and...
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...Introduction Frankenstein was Mary Shelley's (1797-1851) first published novel, written when she was only eighteen years old in 1818. In her preface to the 1831 edition, Mary Shelley tells the reader that she was asked by her publisher: "How I, then a young girl, came to think of, and to dilate upon, so very hideous an idea?" Explaining where and why the idea for Frankenstein came to Mary Shelley could answer it Mary Wollstonecraft Godwin (living with but unmarried to the poet Percy Bysshe Shelley); Shelley; George Gordon, Lord Byron; and Dr. John Polidori spent the summer of 1816 in Switzerland. According to a 1 June 1916 letter by Mary Shelley, "almost perpetual rain confines us principally to the house." Lord Byron (a friend of Shelley's) and his physician John Polidori, resided nearby at the Villa Deodati. Persistent heavy rains kept them indoors, the four finally resorted to telling familiar and recently published horror and ghost stories. For days they told tales which included gothic elements: graveyard and convent, burial vaults, mysterious trap doors and passages, wild locations, secluded spots, and pursuits by moonlight. Finally, one evening at Byron's villa, they made a pact to see who could write the most frightening ghost story. Both Percy Bysshe Shelley and George Gordon, Lord Byron, had earned widespread fame; even Mary had first published a book at the age of eleven (Mounseer Mongtongpaw). Each undertook the task eagerly. It is said that Mary had a nightmare...
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...In Aesop’s fable, “The Wolf and the Lamb,” the moral of the story asks the reader to examine the desire for an object—and how we justify our behavior if we cannot obtain that object. This moral is graphically presented through the repeated use of key words to describe the fox’s repeated failure to get what he wants. The fox’s first attempt is foiled as he “just missed” the grapes (35). He attempts “again and again”, running and jumping repeatedly, but has “no greater success” (35). He then becomes disgusted and walks away. These successive descriptions of his failure build to his disdainful comment that the grapes are probably sour (35). The repeated demonstration of fox’s failures and his self-rationalization of why is he walking away—not that he has failed but because he has decided that the grapes are sour and he does not want them anyway—cleverly portrays the moral of the fable: if you can’t get it, blame something else, not yourself. It therefore asks the readers to Aesop’s Fables 3 of 93 The Wolf and the Lamb Once upon a time a Wolf was lapping at a spring on a hillside, when, looking up, what should he see but a Lamb just beginning to drink a little lower down. ‘There’s my supper,’ thought he, ‘if only I can find some excuse to seize it.’ Then he called out to the Lamb, ‘How dare you muddle the water from which I am drinking?’ ‘Nay, master, nay,’ said Lambikin; ‘if the water be muddy up there, I cannot be the cause of it, for it runs down from you to me.’ ‘Well...
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...SHAW Introduction The text under analysis “The Miraculous Revenge” is created by the famous Irish writer G. Bernard Shaw. The story represents fiction and is written in a righteous tone with the elements of comic tone. The text relates the misadventures of an alcoholic investigator while he probes the mystery of a graveyard—full of saintly corpses—that migrates across a stream to escape association with the body of a newly buried sinner. The author’s attention is focused on the problem of disparity between people belonging to various classes. “The Miraculous Revenge” was written in 1885. Through his writings G. Bernard Shaw addresses prevailing social problems, but he also has a vein of comedy in his works which makes their stark themes more palatable. Issues which engaged Shaw's attention included education, marriage, religion, government, health care, and class privilege. He was most angered by what he perceived as the exploitation of the working class. He gained equal rights for men and women, alleviated abuses of the working class, rescinded private ownership of productive land, and promoted healthy lifestyles. Summary The action of the text under analysis takes place in Dublin on the 5th of August. Zeno Legge arrives to visit his uncle the Cardinal Archbishop, but he doesn’t find the uncle at home, and not satisfied with the offered food, goes to the hotel. There he has his dinner and then he goes for a walk. He comes to the Theatre, where he sees the play,...
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...An Analysis of the Sections in William Faulkner’s “A Rose for Emily” English Composition 1102 Thursday Night An Analysis of the Sections in William Faulkner’s “A Rose for Emily” Outline I. Outline II. Introduction A. Opening Statement B. Author Information III. Body A. Section One B. Section Two C. Section Three D. Section Four E. Section Five IV. Conclusion V. Works Cited OPENING STATEMENT William Faulkner’s “A Rose for Emily” is the story of an eccentric spinster, Emily Grierson. Emily lived a luxurious life in a poor southern state, obeying her overbearing father until her ultimate death. “A Rose for Emily” begins with the death of Miss Emily Grierson and proceeds to tell the story of her life in the years leading up to her death and the horrible secret she has kept hidden. The story is told from the point of view of a nameless narrator and a longtime citizen of Jefferson, Mississippi. He notes that while the men attend the funeral out of obligation, the women go primarily because no one has been in, nor seen the inside of Emily’s house for years. It should also be noted that Jefferson is a critical setting in much of Faulkner’s fiction. The story is told in five sections, and opens in section one with an unnamed narrator describing the funeral of Miss Emily Grierson. The narrator not only speaks for himself but also represents the community at large. The story continues on through section five where the narrator describes what...
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...emphasize the most important ideas and to subordinate less important ideas. 4. Avoid "empty" sentence frames that say little or restate the obvious. 5. Use present tense when referencing details in a literary work except for passages written in the past tense. 6. Incorporate short, key quoted phrases into analytical sentences. 7. Avoid the use of such words and phrases as "you" and "the reader" that often lead to wordiness. 8. Avoid the phrase, "In conclusion," when opening the concluding paragraph. 9. Avoid gratuitous complements and superlatives. Paragraph Development 1. Use Pattern 1 paragraph frames for most paragraphs in the body of academic essays. 2. Begin body paragraphs with claims as topic sentences that repeat key concepts from the thesis sentence. 3. Always introduce the speaker, context, and/or significance of block quotations. 4. Always follow block quotations with a response that clarifies the significance of the quoted passage. 5. Avoid lengthy quotations. 6. Use a balanced reference to the readings of a text, including combinations of allusions, paraphrases, summaries, and quotations. 7. Enhance the discussion of the topic sentence with both primary development (explanation of the main idea in the topic sentence) and...
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...live up to society’s expectations. In fact, instead of being complimented or admired for whom she truly is, people would rather criticize and condemn her for whom she isn’t. As a result of endlessly trying to alter her portrait, the “girlchild” eventually “wore herself out”. This poem suggests that unrealistic societal demands are destructive for a woman’s self-esteem and well-being. When comparing oneself to an idealistic notion of female beauty and behaviour, one can only expect to feel demoralized, discouraged and devalued. Indeed, "Barbie Doll," the title of the poem, symbolizes society’s view of a perfect woman; the way society expects every woman to be. In fact, by using “Barbie Doll” as the title to her poem, Marge Piercy wants the reader to compare and contrast the adolescent’s appearance to that of a Barbie doll. Stereotypically, Mattel’s Barbie dolls have tall, thin yet curvy bodies, with symmetrical, perfect facial features, blonde hair and blue eyes. This, in turn, leads to the protagonist’s void of self-confidence. Additionally, living up to such standards - all the while being a housewife who must clean the house, raise the children and please her husband - is very demanding on the female gender. Moreover, the doll is symbolic of the ways that women themselves have been plasticized and turned into something they’re not. As a matter of fact, by trying to live up to these societal standards, women can’t rely on natural beauty. For instance, at the end of the poem, the...
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...A Rose for Emily Summary How It All Goes Down You might want to look at our discussion of the novel's setting before you enter here, or at least know it's there to help if you get tangled up in this story's crazy chronology. Also keep in mind that the narrator of this story represents several generations of men and women from the town. The story begins at the huge funeral for Miss Emily Grierson. Nobody has been to her house in ten years, except for her servant. Her house is old, but was once the best house around. The town had a special relationship with Miss Emily ever since it decided to stop billing her for taxes in 1894. But, the "newer generation" wasn't happy with this arrangement, and so they paid a visit to Miss Emily and tried to get her to pay the debt. She refused to acknowledge that the old arrangement might not work any more, and flatly refused to pay. Thirty years before, the tax collecting townspeople had a strange encounter with Miss Emily about a bad smell at her place. This was about two years after her father died, and a short time after her lover disappeared from her life. Anyhow, the stink got stronger and complaints were made, but the authorities didn't want to confront Emily about the problem. So, they sprinkled lime around the house and the smell was eventually gone. Everybody felt sorry for Emily when her father died. He left her with the house, but no money. When he died, Emily refused to admit it for three whole days. The town didn't think...
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...most intense. In response to fin de siècle anxieties of a social revolution in which gender stereotypes could be overhauled, gothic writers, it is claimed, sought to reassert cultural and gender norms – a reassertion which inevitably resulted in the oppression of women. In view of such contemporary analysis, it is thus all too tempting to offer a sweeping judgement of gothic literature as victimising, oppressive and misogynistic; Dracula’s “victims” are all “unambiguously women[1]”, Poe victimises through an “idealised and dehumanising image of women[2]”, while Carter is a “pseudo feminist” who merely “reinforces patriarchal views” with her “pornographic” writing[3]. Yet such views are largely artificial, and are primarily based on potted summaries of the above works, rather than a closer textual analysis. If one takes the definition of a victim as a being who is subject to the successful predatory actions of another, and who is resultantly devoid of power[4], then such primitive analysis in blindly labelling “all women as victims of the beastly male[5]” becomes flawed. Read in the context of Carter’s ironic foreword[6] to Perrault’s Short Stories, a deeper exploration reveals women as being willingly complicit in adopting the role of victim. Such complicity can be further explained through the...
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...Summary The man-apes of the world, who lived by gathering berries and nuts, were facing a lack of food. A giant monolith appeared on Earth one day and began to experiment with many of them, probing and developing their minds. Among those in whom the monolith took an interest was Moon-Watcher, the only man-ape who walked fully upright. At night, a few select man-apes were taught and during the day, they innovated. Moon-Watcher discovered that he could fashion tools with which to kill animals for sustenance—the man-apes' hunger problem was solved. Time passed and the man-ape evolved. His brain grew, he invented language and organized into civilizations, and he invented weapons—first knives, but then guns and finally nuclear missiles. Such innovations had been central in man's dominion over earth, but "as long as they existed, he was living on borrowed time." Eager to embark on another space mission, Dr. Heywood Floyd arrived at the Florida launch location after meeting with the president. He offered no comment to the press, nor would he reveal the details of mission to the crew that served him so faithfully on board or to his Russian friend whom he encounters at the joint U.S.-U.S.S.R. space station, a stop on his journey to the Moon. Upon his arrival, Floyd is greeted by a top official of the Moon colony and whisked off to a meeting. A lead scientist explains that they had found a magnetic disturbance in Tycho, one of the Moon's craters. An examination of the area had revealed...
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...A STUDY OF FULVIA by Allison Jean Weir A thesis submitted to the Department of Classics In conformity with the requirements for The degree of Master of Arts Queen’s University Kingston, Ontario, Canada December 2007 copyright © Allison Jean Weir 2007 Abstract Who was Fulvia? Was she the politically aggressive and dominating wife of Mark Antony as Cicero and Plutarch describe her? Or was she a loyal mother and wife, as Asconius and Appian suggest? These contrasting accounts in the ancient sources warrant further investigation. This thesis seeks to explore the nature of Fulvia’s role in history to the extent that the evidence permits. Fulvia is most famous for her activities during Antony’s consulship (44 BC) and his brother Lucius Antonius’ struggle against C. Octavian in the Perusine War (41-40 BC). But there is a discrepancy among the authors as to what extent she was actually involved. Cicero, Octavian and Antony, who were all key players in events, provide their own particular versions of what occurred. Later authors, such as Appian and Dio, may have been influenced by these earlier, hostile accounts of Fulvia. This is the first study in English to make use of all the available evidence, both literary and material, pertaining to Fulvia. Modern scholarship has a tendency to concentrate almost exclusively on events towards the end of Fulvia’s life, in particular the Perusine War, about which the evidence is much more abundant in later sources such as Appian and...
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