...often idolized in society for their bravery. While this is positive because they courageously risk their lives to protect others, the trauma soldiers face is rarely addressed. Often the stories one is told will not be used to incite fear, but to encourage a person to enlist, similar to the many others soldiers who have patriotically fought before them. In Luigi Pirandello’s War and Wilfred Owen’s Dulce et Decorum Est, they criticize society’s use of patriotism as a means to manipulate people into suffering in service of their country. The author’s take different approaches to conveying this message, resulting in the texts having different tones. Patriotism as a rationale may convince a person to do something, but it is not enough...
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...Lit of War 10/30/15 Comparison The poem "Dulce et decorum est" by Wilfred Owen has a lot In common with "All Quiet on the Western Front." By Erich Remarque although Remarque never fought in the first World War he still is able to write about the tragedies of war. In Owen’s "Dulce et Decorum est" it is a vividly descriptive war poem, In which Owen describes the horrors of trench warfare during the Great War in great details. Although the imagery Remarque uses in the book “All Quiet on the Western Front” is much more detailed then the poem as it has more time to describe everything. Some people think that “The fields are flat” is a better description as it gives the book in general a bit more feeling. Whereas in the poem, Owen uses lots of short hard hitting words and sentences to get the point across while being extremely descriptive such as "Obscene as cancer" The poem gives a much more immediate effect in a shorter space of time which allows the readers to paint a picture in their minds...
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...The analysis of a poem: Dulce et Decorum Est Question 1 (a) Describe what effects the poem has on you. When reading this poem, I can clearly picture the horrifying scene of battle; it is deeply moving and the imagery is vivid due to Owen’s use of similes, metaphors and alliteration. (b) Say what you think the subject matter is about. The poem is a first-hand account of the terrible reality of trench warfare in the First World War. Owen portrays the soldiers as being tired broken and weak, whereas the authorities in Britain [at the time] were depicting them as brave, glorious and strong young men, honourably fighting for their country. This poem is the antithesis to the war propaganda of the British ‘recruitment drive’ during the Great War. Question 2 (a) Identify and list in note form, three of the techniques used in these lines. Simile: “like old beggars”, “like hags” Alliteration: “Knock-kneed”, “Men marched” Metaphor: “haunting flares”, “Drunk with fatigue” (b) Comment in complete sentences on what the effects of the three techniques you have identified might be. Owen uses similes comparing the soldiers to “old beggars” and “hags”, to convey how the war has reduced them to absolute wrecks. The resulting effect is an image of crumpled, broken, hopeless men at death’s door rather than strong, upright, warrior figures. The use of alliteration alters the rhythm of the poem, thus drawing attention to the words. “Knock-kneed” portrays...
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...“Dulce et Decorum Est” by Wilfred Owen portrays perfectly the shocking horrors of World War One. The poem is full of stark similes and metaphors which build a raw image of the troops experiences. In this poem Owen tries to convince the readers that the horror of war outweighs the clichés of people who try to glamorise war. In this work of poetry the more you read the more sympathy you have for the troops and by the end you are left feeling very disturbed. In the first stanza you immediately get a feel of how terrifying it was for the soldiers. This is assisted with the strong use of similes and metaphors which portray the struggles and suffering that these men were faced with. In the first line “Bent double, like old beggars under sacks,” shows us that the troops are so tired that they can be compared to old beggars. “Coughing like hags,” suggests that the men were suffering from ill health. The first few lines also have a slightly unnatural and mysterious feel and “haunting flares,” reinforces this feeling. In a lot of Stanza one Wilfred Owen uses short direct phrases which indicate how the men feel. For example “Men marched asleep,” this emphatic metaphor is particularly striking because it clearly indicates the level of exhaustion that these men are faced with. As the poem goes on you are given an even more realistic account of the soldier’s fatigue. “All went lame; all blind,” the troops are “Drunk with fatigue”. These are both very descriptive because they are visual descriptions...
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...incomplete or unwelcomed. Yet, there is a theme of light vs dark. For instance, the character’s mood slightly brightens when he sees his crush, “her figure defined by the light of the half-opened door” (2279). However, symbolism is relevant to the character for the house mentioned at the beginning is, “An uninhabited house of the two stories stood at the blind end, detected from...
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...Kyle Andre March 21, 2013 20th-21st humanities 11:00-12:15am Response Paper War has proven to be a major cause for change in our society throughout history. During the time of World War I (1914) and World War II (1939), an era emerged for artists to express themselves through the wars’ heart wrenching stories which fueled their poems, novels, and short stories. During the First World War some of our history’s greatest writes emerged. American literature came about through writers’ emotions and responses to the war. Sentiments ranged widely. Some writers felt that the war kept peace within nations and believed dying for your country was a noble thing to do; while some became frustrated and felt that the war was a useless and evil cause. British officer Wilfred Owen is a great example of World War I poetry. He expressed his feelings of anger and towards the war though his poem called “Dulce Et Decorum Est”. His poem discussed the horrific acts of the war and the excitement as not pleasant, but merely cruel. In Owen’s words, war was a “senseless waste of human resources and a barbaric act of human behavior”. These men were the writers that experienced the firsthand accounts of the war through being on the frontlines and experiencing firsthand what the soldiers had to go through. Some writers were more fictional than others. Hathaway wrote the novel “farewell to arms” which expressed the physical and emotional heartaches that he and his fellow soldiers experienced at the...
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...praying to Hansel to help her with her guilt. She seems to want to wash away the pain of killing even though she knows what she did was right. 2. Suicide Note The speaker apologizes to her parents for not being a strong man. She believes that if she were a boy her parents would not have been disappointed with her less than perfect grade point average. The attitude she displays to her parents is on of despair and resignation. 3. The World is Too Much With Us The speaker feels that people have lost touch with nature because of modernization of the world. He thinks that man is wasting away because of how he has touched every piece of land the eye can see. 4. Porphyrias Lover This poem reminded me a lot of the short story “The Lottery” in regards to situational irony. The poem begins with the narrator observing a beautiful woman who he wants very much to love him. He then changes from the observer to a crazed psycho participant. 5. Ozymandias This is a different type of situational irony. The irony here is one of beliefs. That a boastful king can build a monument that will last forever. The poem shows that the king is silly to believe he can stop time. 6. Pied Beauty The poet uses words to describe the beauty of the world around us. He begins by thanking god for all this beauty. He talks of not only the beauty of nature but also the beauty man can create by harvesting the earth. 7. Living in Sin and In Just In living in sin the poet uses...
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...1. Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, The reader is introduced to the horror of war in the first lines of the poem as Owen depicts the poor physical condition of the men.They are facing huge challenges and that they were not the men that they were at first because they were young men who were highly motivated. We cursed through sludge suggests to us how the soldier are off to war this shows that they are cursed and the word sludge suggests to us that they are off to fight in horrendous conditions. Additionally, at the end it shows us that rather being glories young men they turn into this horrible creature because they are being described as old beggars and hags and it shows that they are old before their time and they have got no control over their lives. They can’t walk properly and this tells us that they are very weak because it clearly shows that they are not prepared for it and that they were just brainwashed to go to war to fight for their country which was sweet and glory. Moreover, the soldiers are coughing like an old sick ugly women and this clearly defines how they are feeling and are compared to weak and old. This simile demonstrates how dirty and unhealthy the soldiers appear. The comparison to ‘old beggars’ Coughing like hags is a simile and they are compared to these old ugly women...
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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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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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... translated by Charles Cotton I. OF CUSTOM, AND THAT WE SHOULD NOT EASILY CHANGE A LAW RECEIVED. HE seems to have had a right and true apprehension of the power of custom, who first invented the story of a countrywoman who, having accustomed herself to play with and carry, a young calf in her arms, and daily continuing to do so as it grew up, obtained this by custom, that, when grown to be a great ox, she was still able to bear it. For, in truth, custom is a violent and treacherous schoolmistress. She, by little and little, slily and unperceived, slips in the foot of her authority, but having by this gentle and humble beginning, with the benefit of time, fixed and established it, she then unmasks a furious and tyrannic countenance, against which we have no more the courage or the power so much as to lift up our eyes. We see her, at every turn, forcing and violating the rules of nature: "Usus efficacissimus rerum omnium magister." I refer to her Plato's cave in his Republic, and the physicians, who so often submit the reasons of their art to her authority; as the story of that king, who by custom brought his stomach to that pass, as to live by poison, and the maid that Albertus reports to have lived upon spiders. In that new world of the Indies, there were found great nations, and in very differing climates, who were of the same diet, made provision of them...
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...Course Study Notes: hsctutoringnotes@outlook.com MODERN HISTORY Topics World War One Germany Albert Speer The Cold War 1 Course Study Notes: hsctutoringnotes@outlook.com World War One Themes War on the Western Front Home Fronts in Britain and Germany Turning Points of the War The Allied Victory 2 Course Study Notes: hsctutoringnotes@outlook.com War on the Western Front Reasons for the development of the Stalemate A stalemate is an end of a war movement. It refers to the deadlock resulting from high levels of defence. The stalemate developed from four major reasons: i. The Faults of the Schlieffen Plan ii. The Faults of Plan XVII iii. Problems with Communications and Tactics iv. Problems with the High Command • The Faults in • There was an incredible reliance on speed – quick defeat of the France and a slow response by Russia Schlieffen • Unexpectedly strong resistance by Belgian forces – sabotaged Plan railway lines • Strong resistance from French • Troops were diverted from the West to the Eastern front • The “hammer swing” was shortened, so they approached Paris from the East which was expected • The Treaty of London was disregarded as a scrap of paper • Germans weren’t adequately trained for modern warfare strategies • The Faults in • French underestimated number of soldiers available to Plan XVII Germany • French were preoccupied with revenge for Alsace-Lorraine • Insufficient forces were given to the French...
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...книг выложен группой vk.com/create_your_english The Project Gutenberg EBook of Ivanhoe, by Walter Scott This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Ivanhoe A Romance Author: Walter Scott Release Date: June 25, 2008 [EBook #82] Last Updated: November 6, 2012 Language: English *** START OF THIS PROJECT GUTENBERG EBOOK IVANHOE *** Produced by John P. Roberts, Jr. and David Widger IVANHOE книг выложен группой vk.com/create_your_english A ROMANCE книг выложен группой vk.com/create_your_english By Sir Walter Scott Now fitted the halter, now traversed the cart, And often took leave,—but seemed loath to depart! 1 —Prior. CONTENTS INTRODUCTION TO IVANHOE. DEDICATORY EPISTLE IVANHOE. CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V CHAPTER VI CHAPTER VII CHAPTER VIII CHAPTER IX CHAPTER X CHAPTER XI CHAPTER XII CHAPTER XIII CHAPTER XIV CHAPTER XV CHAPTER XVI CHAPTER XVII CHAPTER XVIII CHAPTER XIX CHAPTER XX CHAPTER XXI CHAPTER XXII CHAPTER XXIII CHAPTER XXIV CHAPTER XXV CHAPTER XXVI CHAPTER XXVII CHAPTER XXVIII CHAPTER XXIX CHAPTER XXX CHAPTER XXXI CHAPTER XXXII. CHAPTER XXXIII CHAPTER XXXIV CHAPTER XXXV CHAPTER XXXVI CHAPTER XXXVII CHAPTER XXXVIII CHAPTER XXXIX CHAPTER XL CHAPTER XLI ...
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...The Power of Logic The Power of Logic FOU RTH E DITION Frances Howard-Snyder Daniel Howard-Snyder Ryan Wasserman WESTERN WASHINGTON UNIVERSITY Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2009, 2005, 2002, 1999, by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 9 8 ISBN: 978-0-07-340737-1 MHID: 0-07-340737-2 Editor in Chief: Michael Ryan Editorial Director: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pamela Cooper Editorial Coordinator: Briana Porco Production Editors: Melissa Williams/Melanie Field, Strawberry Field Publishing Cover Designer: Ashley Bedell Cover Photo: © Dan Trist/Corbis Media Project Manager: Thomas Brierly Production Supervisor: Louis Swaim Composition: This text was set in 10.5/12.5 Goudy by Aptara, Inc. Printing: Printed on 45# New Era Matte by R.R. Donnelley & Sons, Inc. Credits: The credits section for this book is on page 647, following the Answer Key in the back of the book, and is considered an extension of the copyright page. ...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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