...Men have always believed that humans ascended from lower species of animals, Mark Twain argued that claim and believed the Charles Darwin theory was false and set out to prove his theory wrong. Mark Twain conducted experiment on the disposition and traits of lower animals and compared the finding to the disposition and traits of humans. His experiment were conducted at the London Zoological Garden. Through his experiments he found evidence that the human species were avarice, destructive and cruel and did not find the same trait and disposition in other animals. In Mark Twain’s essay, The Damned Human Race” he prove his claim through experiments that the descent of men are from higher animals. By comparing animals and human Mark Twain can prove that human traits are cruel and human behaviors are cold hearted which is worse than animals. The experiment will also prove that animal only kill for what they need to survive. In Mark Twain first experiment, he observes an English nobleman killing a heard of buffaloes, only to eat one and the rest of the buffaloes lay to rot. Twain conducted an experiment with an anaconda in the cage with several calves. The anaconda killed and ate one of the calves, but did not harm the...
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...Flaws Behind “The Damned Human Race” Flaws appear within Mark Twain’s essay, “The Damned Human Race.” First of all, one flaw stems from his use of dicto simpliciter. This is supported when Twain states: “Since the Moral Sense has but one office, the one capacity-to enable man to do wrong-it is plainly without value to him” (Par.17). From this excerpt, Twain only focuses on the wicked and unfavorable aspects of the moral sense and excludes the favorable aspects of it, such as how it enables people to help others. Such assumptions seem flawed, as they fail to provide a qualified generalization. Another flaw in Twain’s essay is his use of ad ignorantiam. In the essay, Twain writes: “[Human vermiform appendix] has no value; it cannot perform any useful service” (Par.23). Here, Twain illustrates a series of human attributes that are useless or unimportant; hence, he concludes that humans are not important. His statement is not convincing because it lacks evidence. In other words, he makes his assumption simply on the basis that it has not been proven false. Some people might argue that Twain’s essay is not flawed. This seems viable, as many people note his work is a satire. In fact, “One blessing inherent in good satires is the ability to dangle glittering extremisms in front readers” (Koonman 117). Therefore, it can be inferred that Twain effectively uses satire to engage the readers in his argument. However, throughout the piece, he overwhelmingly focuses on the inferior...
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...Arrah-Lou D. Palma Date Submitted: Oct. 24, 2014 Section: Gentleness Teacher: Shareen Baslot 1. Summarize Mark Twain’s significant points In The Damned Human Race, Mark Twain compares the behavior of different animals to human beings to prove in contrary to the Darwinian Theory. Humans actually descended from higher beings. His essay proves a lot of good points. Humans are selfish and wasteful, while animals take only what they need to survive, humans are the only beings in nature that hold grudges and take revenge and that humans are the only beings with morals. I agree and disagree with Mark Twain’s essay. He did live in a different time but cruelty still exists the same. If you analyze the human race or all animals, you can find evil in both creatures. Humans and animals cannot be compared properly. Animals do some awful things to each other as well as human. Mark Twain just lists human’s bad traits. There are a lot of positive traits of humans; he goes into detail of only the negative traits of humans. If there are bad people, there can also be good people. It’s true today, and was also true in the time Mark Twain lived in. In the 1860s, around the time when Mark Twain lived, there was an American Civil War and this is probably why he was so ashamed of human beings. There is something he missed about humans. We have to look outside of all the bad and evil and recognize people who are becoming vegetarians to save an animal, going green...
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...to separate, people beating others, and the torturing of a race all because of simple trait; the color of one’s skin. In Adventures of Huckleberry Finn, racism brutally appears in Mark Twain’s book and continuously seems to beat the reader with outrageous racial and cruel quotes that makes a person hate human society and their disgusting, despicable ways. The dehumanizing of people through the travesty of racism and slavery makes one shudder at how brutal the people of the 1800s acted. When Aunt Sally asks Huck, while he is pretending to be Tom Sawyer, if anybody has been hurt in a shooting he answers by saying, “No’m. Killed a nigger” (Twain 276). As if a slave dying does not count as a person, Aunt Sally goes on to say how great that...
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...Mark Twain Synthesis Essay Throughout time we have seen the complete degradation of the human race. From our morals to the way we treat one another our society has become selfish and materialistic only caring for themselves and their own problems, never making a step to help a neighbor in need. Mark Twain believed that even though our society has a conception of being the superior race we are far from it; humans have revolutionized to become a race that is completely careless and cruel. Mark Twain doesn't agree with the Theory of Evolution, Darwin believed that by revolutionizing we were becoming a better version of ourselves each time while Twain objected by stating that instead of moving forward we were slowly becoming an ignorant version of our race. “Man is the cruel animal.” (Twain, The Lowest Animal) Twain believed that humans will kill their own race to get their point across and get what they want. We have seen such cruel behavior multiple times in history, whether its religion or a war, humanity’s solution to a problem is to fight always ending in an ocean full of despair and corruption. Mark Twain compared us to animals and saying that they are the superior race. He compared the English Earl to an anaconda and found that the anaconda only kills what it can eat and doesn't waste anything. "The fact stood proven that the difference between an earl and an anaconda is that the earl is cruel and the anaconda isn't." He watched the anaconda only kill one calf because that...
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...Throughout time we have seen the complete degradation of the human race. From our morals to the way we treat one another our society has become selfish and materialistic only caring for themselves and their own problems, never making a step to help a neighbor in need. Mark Twain believed that even though our society has a conception of being the superior race we are far from it; humans have revolutionized to become a race that is completely careless and cruel. Mark Twain doesn't agree with the Theory of Evolution, Darwin believed that by revolutionizing we were becoming a better version of ourselves each time while Twain objected by stating that instead of moving forward we were slowly becoming an ignorant version of our race. “Man is the cruel animal.” (Twain, The Lowest Animal) Twain believed that humans will kill their own race to get their point across and get what they want. We have seen such cruel behavior multiple times in history, whether its religion or a war, humanity’s solution to a problem is to fight always ending in an ocean full of despair and corruption. Mark Twain compared us to animals and saying that they are the superior race. He compared the English Earl to an anaconda and found that the anaconda only kills what it can eat and doesn't waste anything. "The fact stood proven that the difference between an earl and an anaconda is that the earl is cruel and the anaconda isn't." He watched the anaconda only kill one calf because that is all it could eat, compared...
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...and “in his supernatural power as interpreter of the oracles of nature” (110) Jim steps boldly towards manhood. Jim’s evolution is a result of Twain’s “spiritual maturity.” Mark Twain falsely characterizes superstition as an African faith but, Daniel Hoffman explains that most folk lore in Huckleberry derives from European heritage. Tying your hair into knots with thread to defend against witches who ride their prey is even referenced in Shakespeare’s Romeo and Juliet. Mr. Hoffman then goes on to ask and answer “Why, then does Mark Twain make such a point of having only Negroes, children and riffraff as the bearers of folk superstitions in the recreated world of his youth?” (109) He clarifies that during the time Huck Finn was composed, Twain was living far from his childhood home. His memory of Uncle Dan’l, who Mark Twain divulges in his autobiography, was the origin of Jim, and his stories are skewed by Twain’s memory. Hoffman also believes that Twain infuses his ideas on “superstition: slaves: boyhood freedom” (109) It Is grouped together due to his experiences of his youth. “The minstrel stereotype, as we have scene, was the only possible starting point for a white author attempting to deal with a Negro character a century ago,” (110) is another of Hoffman’s takes on Mr. Twain’s situation. Daniel Hoffman speculates that Mark Twain intertwines superstition and freedom. Our first look at Huck Finn is in The Adventures of Tom Sawyer when Tom sees him swinging around a dead...
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...Complex Systems in Education CSE ESSAYS COURSE Complex Course on Writing English and American Essays for Advanced Students English Language Programs Division Bureau of Educational and Cultural Affairs Writing 2 United States Information Agency, Washington, D. C. 1999 2 3 How to Use this Complex Course Частные уроки Английского Языка 387-1231 MIND Speaks to MIND – Selected American Essays 4 Preface Some years ago, a visitor to our office, a professor of English at a large foreign university, asked if the English Language Programs Division had published a book of American essays for foreign students – especially students at the advanced level. Having to respond in the negative, I was, nonetheless, “intrigued” by the idea of a collection of essays that would form a source of stimulating ideas or thoughts that could be thoroughly examined in the EFL classroom, discussed and debated in free conversation, and perhaps, ultimately, lead to a significant growth in the exchange of information between cultures – via the printed page. From this rationale, then, there issues an explanation for the title, Mind Speaks to Mind, which itself is an “exchange of information” between the editor and Edward Hoagland in his essay, “On Essays”! And, readers are encouraged to study this essay first as a type of guideline concerning the nature/purpose of the essay. It is found on page 26. For ease of reference, the essays are presented in alphabetical order according...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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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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...CALIFORNIA CALIFORNIA An Interpretive History TENTH EDITION James J. Rawls Instructor of History Diablo Valley College Walton Bean Late Professor of History University of California, Berkeley TM TM CALIFORNIA: AN INTERPRETIVE HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. 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 McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born...
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...6 Build Your Vocabulary ■ ■ ■ ■ The SAT High-Frequency Word List The SAT Hot Prospects Word List The 3,500 Basic Word List Basic Word Parts be facing on the test. First, look over the words on our SAT High-Frequency Word List, which you’ll find on the following pages. Each of these words has appeared (as answer choices or as question words) from eight to forty times on SATs published in the past two decades. Next, look over the words on our Hot Prospects List, which appears immediately after the High-Frequency List. Though these words don’t appear as often as the high-frequency words do, when they do appear, the odds are that they’re key words in questions. As such, they deserve your special attention. Now you’re ready to master the words on the High-Frequency and Hot Prospects Word Lists. First, check off those words you think you know. Then, look up all the words and their definitions in our 3,500 Basic Word List. Pay particular attention to the words you thought you knew. See whether any of them are defined in an unexpected way. If they are, make a special note of them. As you know from the preceding chapters, SAT often stumps students with questions based on unfamiliar meanings of familiar-looking words. Use the flash cards in the back of this book and create others for the words you want to master. Work up memory tricks to help yourself remember them. Try using them on your parents and friends. Not only will going over these high-frequency words reassure you that you...
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...C h a p t e r 1 Prewriting GETTING STARTED (OR SOUP-CAN LABELS CAN BE FASCINATING) For many writers, getting started is the hardest part. You may have noticed that when it is time to begin a writing assignment, you suddenly develop an enormous desire to straighten your books, water your plants, or sharpen your pencils for the fifth time. If this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader,...
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...cover next page > title author publisher isbn10 | asin print isbn13 ebook isbn13 language subject publication date lcc ddc subject : : : : : : : : : : : cover next page > < previous page page_i next page > Page i 1100 Words You Need to Know Fourth Edition Murray Bromberg Principal Emeritus Andrew Jackson High School, Queens, New York Melvin Gordon Reading Specialist New York City Schools . . . Invest fifteen minutes a day for forty-six weeks in order to master 920 new words and almost 200 useful idioms < previous page page_i next page > < previous page page_ii next page > Page ii © Copyright 2000 by Barron's Educational Series, Inc. Prior edition © Copyright 1993, 1987, 1971 by Barron's Educational Series, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, xerography, or any other means, or incorporated into any information retrieval system, electronic or mechanical, without the written permission of the copyright owner. All inquiries should be addressed to: Barron's Educational Series, Inc. 250 Wireless Boulevard Hauppauge, NY 11788 http://www.barronseduc.com Library of Congress Catalog Card No. 00-030344 International Standard Book Number 0-7641-1365-8 Library of Congress Cataloging-in-Publication Data Bromberg, Murray. 1100 words you need to know / Murray Bromberg, Melvin Gordon. p. cm. Includes index. ISBN 0-7641-1365-8 1. Vocabulary. I. Title: Eleven hundred words you need...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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