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Dorothy Parker


“I can’t write five words but that I can change seven.”


Dorothy Parker was witty, intelligent, humorous and by far one of the most successful and influential female writers of her era. Born on August , 18 in West End, N.J. to a Scottish mother and a Jewish father, she was the youngest of two in a dysfunctional family. She attended private schools in N.J. and N.Y.C. At the age of four, after the death of her mother and the subsequent remarriage of her father, her life took a turn for the worst. As Dorothy emerged into adulthood, her brother died aboard the titanic and her father died a year later. In 111, she moved to New York City into a boarding house and worked as a piano player at a dance school. At the age of twenty-one she began submitting her writing to various magazines and papers. She finally had her first poem entitled “Any Porch” published in Vanity Fair and shortly afterward received a job at Vogue Magazine. Two years later, she transferred to Vanity Fair where she became the only female drama critic in New York. In 117, she married Edwin Parker, a stockbroker, which changed her from Dorothy Rothschild to Dorothy Parker. In 11, she joined the Algonquin Round Table, making her the only female member at the time. Vanity Fair fired her in 11 due to increasingly sarcastic and unpopular play reviews. She soon found another job at a magazine named Ainslee’s where her wittiness and sarcasm was encouraged.


In 1, she wrote her first short story entitled Such a Pretty Little Picture” and two years later divorced and moved into the Algonquin Hotel. In 15, she began writing plays and poems for The New Yorker and had her first book of poems entitled “Enough Rope” published. The police arrested her in Boston in 17, for protesting against the death of Sacco and Vanzetti. She walked herself to jail refusing to ride with the police in the paddy wagon. That year she became the official book critic of The New Yorker and in 1, she won the O. Henry Award for best short story entitled “the Big Blonde”. During that same year, she began screenwriting, moved to Hollywood, and secured a contract with MGM. She continued to write screenplays long afterward. In 15, she signed a contract with Paramount Pictures with her newfound husband, Alan Campbell whom she met in Europe. He was also of Scottish-Jewish descent. In 16, she contributed to the founding of the Anti-Nazi League and in 17, won an academy award with her husband Alan for best screenplay entitled “A Star Is Born”.


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Dorothy continued to write a series of poems, prose, short stories, and screenplays all through the 140’s. This was her era of fame and she had many poems published in several magazines. A magazine called Viking released an anthology of her short stories and poems. From 157-16 she worked for Esquire Magazine as a book reviewer and in 15, she was formerly introduced into the American Academy of Arts and Letters. She also taught English periodically at the California State College as a “Visiting Professor of English”. Her final published piece in esquire magazine was in November 164. On June 7th 167, she was pronounced dead of a heart attack in her room at Hotel Varney NYC.


The reason that Dorothy Parker as a favorite poet of mine is because she strikes me as humorously cynical, witty, and intelligent. Her poetry is timeless and simple. It is as though it could relate to the problems and situations of today’s society even though she wrote most of her famous poems in the 140’s. Dorothy Parker’s unconventional content was also somewhat controversial in her era. Her poems consist mainly of scorned lovers, death or suicide, society’s negative views on her behavior, cynical love, and the idiocracy of men’s behavior. She uses satirical and dry humor to express her values and feelings on events that have occurred in her life.


Her style and use of language is quite interesting as well. All of her poems use rhyme and meter in some form. She plays with rhyme as though it were part of everyday speech lightly tossing words across the pages of her work. It is as though writing poetry comes as easy and instinctual to her as breathing. Let us take for example her poem entitled “Prayer for a Prayer”. It is a closed-form poem with an unusual rhyming scheme. She wrote this poem so that lines af, be, cd, gl, hk, and ij, rhyme


“Dearest one, when I am dead


Never seek to follow me.


Never mount the quiet hill


Where the copper leaves are still,


As my heart is, on the tree


Standing at my narrow bed…..”


A sonnet is a poem consisting of fourteen lines, an octet (eight lines) and a sestet (six lines). The last two lines end in a rhyming couplet. Another variation of a sonnet is the Italian sonnets in which the first eight lines follow the rhyming scheme of abba, abba, and the last six lines end in any rhyming variation other than a rhyming couplet. Her poems entitled “I know I Have Been Happiest”, and “Condolence” are examples of Italian Sonnets. She also wrote a near sonnet entitled “The Flapper”, which contains two stanzas of eight rhyming quatrains and the last two lines end in a rhyming couplet. More examples of rhyming quatrains would be this excerpt from her poem entitled “The False Friends”


“They laid their hands upon my head,


They stroked my cheek and brow;


And time could heal a hurt, they said,


And time could dim a vow….”


Rhyming quatrains are lines in a poem that follow the rhyming format of abab, cdcd, etc. Some examples of these are, found in her poems such as “The Whistling Girl” and “Prayer for a Prayer”. She also plays with rhyming couplets such as in a few poems entitled “Men”, “Social Note”, and “On Being a Woman”. Rhyming couplets are poems written so that every second line rhymes with the first.


Epigrams are another style of poem she uses. Epigrams are short poems ending with a witty and intelligent thought that ties in with the rest of the poem. Often these poems are about certain people or events. Dorothy has written epigrams on many famous people such as Charles Dickens, Oscar Wilde, D. G. Rossetti, George Sand, Thomas Carlyle and Alexandre Dumas and His Son. An example of an epigram would be the one she wrote for Walter Savage Landor


“Upon the work of Walter Landor


I am unfit to write with candor.


If you can read it, well and good;


But as for me, I never could.”


It is simple, witty and summarizes what she truly thinks of the writer’s work


Rhyme and meter go hand-in-hand in most of her work. She tends to follow a certain rhythm in most of her work that make the reader feel that the poem is light and happy even if the context is of sadness and hate. A good example of this is her poem “Social Note”


“Lady, lady, should you meet


One whose ways are all discreet,


One who murmurs that his wife


Is the lodestar of his life,


One who keeps assuring you


That he never was untrue,


Never loved another one . . .


Lady, lady, better run!”


The poem reads like a nursery rhyme with the words lightly skipping across the page in a singsong way; however, the meaning of this poem is anything but light-hearted. Another form of rhythm is scansion in which one scans the lines of a poem to find where the poet wants stresses on syllables. Take for instance her poem entitled “One Perfect Rose”, a poem that is widely used in secondary school English curriculum across North America. She wrote this poem in perfect Iambic Pentameter


“A single | flowr | he sent | me, since | we met.


All ten|derly | his mess|enger | he chose;


Deep-hear|ted, pure, | with scen|ted dew | still wet-


One per|fect rose…..”


Iambic pentameter is a line of five iambs or feet that appear in all forms of blank verse, heroic couplets and sonnets. A meter occurs when stresses reoccur at fixed intervals within the lines of a poem, such as the one above. The meter of this poem (or any poem) establishes itself within the first few lines, and even though there may be some variation, (like line ‘one perfect rose’) it is still a pentameter as the basic rhythm of the poem does not change. Iambic pentameter is considered a rising meter. Iambic consists of one stressed syllable followed by one unstressed syllable. Another example of a rising meter is Anapestic. An example of this anapestic would be her poem entitled “Coda”


“Theres little in taking or giving,


Theres little in water or wine;


This living, this living, this living


Was never a project of mine….”


It is very much like Iambic; however, it uses two unstressed syllables followed by one stressed syllable. She also uses terminal refrains in “One Perfect Rose”. The last sentence ‘one perfect rose’ repeats itself in all three stanzas to add emphasis on the rose in the poem. Refrains are also something that Dorothy Parker plays with in such poems as “Chant for Dark Hours” where the sentence ‘some men, some men’ is repeated in the beginning of all six stanzas, to make the reader feel as though she is lecturing on the unavailing behavior of men. This is an example of introductory refrains. Her poem “Now at Liberty” is as good example of terminal refrains as she uses the phrase ‘little white love’ at the beginning of every stanza, altering the words at the ending of each sentence.


The two falling meters that incorporate some of her work are Trochaic and Dactylic. Trochaic is a stressed syllable followed by an unstressed syllable. An example of this would be in her poem “Salome’s Dancing Lesson”


“She that begs a little boon


(Heel and toe! Heel and toe!)


Little gets- and nothing, soon.


(No, no, no! No, no, no!)


She that calls for costly things


Priceless finds her offerings-


Whats impossible to kings?


(Heel and toe! Heel and toe!)…”


Another interesting aspect of this poem is the style of writing. When read aloud it sounds like a waltz, hence the theme ‘dancing lesson’. One can almost hear it whispering one and two and one and two. Dactylic is a form of meter in which the lines contain one stressed syllable followed by two unstressed syllables like in this line from her poem


“The Choice”


“Houses of marble, and billowing farms,…”


Although this poem varies in some of the lines, the basic rhythm scheme is the same throughout.


She also uses calculated repetition in some of her work. A good example of this would be in her poem “Bric-a-Brac”


“Little things that no one needs-


Little things to joke about-


Little landscapes, done in beads.


Little morals, woven out,


Little wreaths of gilded grass,


Little brigs of whittled oak


Bottled painfully in glass;


These are made by lonely folk…..”


In this poem, she uses the word ‘little’ in repetition to emphasize the little things miserable people put emphasis on to draw attention away from their miserable lives. They involve themselves in other people’s business and pass judgments based on their own insecurities. She also uses calculated repetition in her poem titled “The Whistling Girl” to emphasize how unimportant other peoples opinions are, as long as you are happy with the way you are living your life.


It is my belief that the reason Dorothy Parker did not get as much recognition as she should have is not because her style and form were unacceptable but because of the theme and content of her poetry. She seems to have a very low opinion of men, and since it is predominantly men who publish books on collective poems, (ex. Kennedy and Gioia) she will never get recognition because men will not publish poems (or poets) that insult other men. If a woman wrote a book of collective poetry from the 1th century, I am positive that there would be more work by Dorothy Parker as her work is mostly female-related. Although controversial and not always acceptable, Dorothy Parker’s unique and unconventional content will continue to be enjoyed by many, for generations to come.











Works Cited


“Links to Literature.” http//www.linkstoliterature.com/parker.html Website. N.P.


“Homepage for Dorothy Parker’s Poetry.” http//www.suck-my-big.org/blah/ Website.


Catherine Skidmore. N.P.





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AMERICANS


Myself, being an Australian, just like generations before me, have the probably stereotypical view that Americans are the most arrogant, pig headed and selfish people in the world. They are extremely hypocritical in the way that most things they teach to be bad and stand up against are practiced by them, and when they do these things, for some stupid reason it is all right and the rest of the world should accept it and follow them. With being the greatest influential country in the world, comes, the ability to blind the rest. Because they are the most economically powerful country in the world no one stands up to them and they get away with it. Americans don’t care what they do and they still expect every other country to love them, and if they don’t like what the Americans do and do something about it then they are destroyed either economically or more likely physically with great precision and tactical force.


“Americans are taught it’s wrong to murder, rob, rape, and bribe, but that it’s okay to topple foreign governments, quash socialist movements or drop powerful bombs on foreigners, so long as it serves the national interest.” They don’t teach that it is okay to do things like that but they condone it when they do it themselves. When, in 185, the American CIA planted a bomb outside a mosque in Beirut to kill a Muslim cleric they killed 80 and wounded 50 without injuring the target and called it collateral damage. The Americans said sorry and expected all to be forgotten, no compensation for the victims or family. When something like that happens to them they go all out to make sure it doesn’t happen again by blowing up and destroying the perpetrators country. When in September 11, 001 the twin towers were destroyed and thousands of people were killed the Americans got angry and pig headed, they believed that nothing like that should ever happen, which is right, but instead of waiting a while and dealing with it appropriately they bombed and destroyed Afghanistan.


They don’t care about anyone but themselves and their image; this means they will do anything possible to look good. When the pentagon gave the US media a memo to ‘minimize’ reports of civilian casualties, the media complied with it. A Fox news pundit, Michael Barone responded by saying, “civilian casualties are not news. The fact is that they accompany wars.” This reinforces the fact that Americans are selfish and money hungry, they will do anything to try and boost their reputation.


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The First Year of Teaching is a book filled with twenty-five stories of each teacher’s first year. Most of the teacher’s in this book went into teaching with high hopes. They went into teaching wanting to change the lives of young students. Each teacher had a situation in teaching they weren’t expecting. They each met with a student, or class that changed their outlook on teaching.


One story was written of a middle school English teacher. Her students were out of control. The principal sat in on her class one day. Afterwards he explained that the reason her class was acting up was she had nothing to say to them. The teacher felt she had plenty to say as an English teacher. The principal said, “Talk with them not act them.” She learned in order to be a good teacher she must relate to the students. After she began to talk with them their behavior changed.


Another story was of a teacher who changed the self-esteem of a class. Her class was known as the retards in the school. Even another teacher told her,” Don’t waste your energy on those kids put your energy into the good kids.” She had a plan. She told the class how she was dyslexic as a child. They asked her how she became a teacher. She explained how a person can do anything they put their mind to. This gave the students confidence. She also gave them confidence by expecting a lot from them. She would tell them they could do the work. Her class wasn’t expected to graduate. They did graduate and six with scholarships. The teacher laughed at herself looking back on her early teaching years. She had once thought of leaving teaching to do something rewarding. She wrote,” What greater reward could there be then the privilege and responsibility of trying to make a permanent difference in the life of a child.” She did that, she took children who were labeled retard and taught them they could do anything.


One teacher had a problem with a boy who was out of control. He said bad words often, and was always acting out in class. One day when he was absent the teacher discovered that no one really liked because of the comments they made. The teacher encouraged the children to be his friends. She asked them to ignore his bad behavior. The next day no one paid attention to his bad behavior. Group time came and each student wanted the boy in his or her group. The boy was very surprised. The teacher watched as the children interacted with the boy. The teacher wrote,” I empowered students to become teachers of one another.”


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Another teacher learned the difference of being a teacher and a critic. He wrote how he had gone four years of college and knew the difference between good writing and not so good. He had a student ask him how he would feel if he had written about something he cared deeply and the word clique was all over his paper. He realized how he had been wrong. He said,” We who teach are not meant to search for faults but for possibilities.” “It took me a while to learn that.” The teacher had learned from a student how to look for the possibilities in students. One teacher had planned on going to med-school but became a teacher instead. She wrote,” A teacher is a healer of children.”


This book was well written. It encourages a person to become a teacher. It explains that teaching is not easy but it can be so rewarding. It also points out that a teacher can really change the life of a student, and a student can change the life of a teacher.





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Kathryn Mansfield was a daring and provocative writer who discussed and challenged societies views and conventions which were rarely talked about in her time. During Mansfield’s travels to Germany she encountered dominant, chauvinistic men who heavily influenced her writing. Mansfield voiced her concerns about the alienation of women within society amongst themselves and the traditional roles of both sexes.


In Frau Brechenmacher Attends A Wedding, the oppression of women by men is a central idea. Frau Brechenmacher’s husband is a dominating, patriarchal man who controls her. He is described as “The Father” because of his importance and is used as a threat to her children. In response Frau feels small around her husband and is described as “the little Frau” as he belittles her. When Herr Brechenmacher tells his wife to dress in the dark passage as he wants the light, he is wanting the limelight and believes he has more importance than her and implies she’s worthless. His dominance allows him to make choices and to tell her what to do. Frau never argues back as she is expected to be submissive to her husband. When Frau Brechenmacher leaves her house for the wedding, she notices that the roles of men and woman not only occur in her household, but to everyone in society. A chauvinistic, bullying landlord who treats his woman staff with disrespect seems so familiar to Frau Brechenmacher. Her husband was impressed with the landlord’s “grand manner” and tries to perform the same role over his wife. This shows the pressure of society over people. Mansfield compares the role of a wife to “an iced cake all ready to be cut and served into neat little pieces to the bridegroom”. Women were expected to be subservient to their husbands and respect their authority. Kathryn Mansfield had a different view to the expectations of woman. She was living with men and became pregnant before she was married which shows she didn’t agree with societies conventions on marriage. Once a woman was married the husband felt a possession rite over his wife. Women were expected to love, honour and obey their husbands, which was stated in the traditional wedding vows. Women being obedient to their husbands show an inequality in the relationship. On Frau Brechenmacher’s wedding night, her husband forced himself upon her sexually, she was reluctant but soon learned to give into him. Five children later she was still covering her face in bed as her forceful husband would lurch in. Marriage was a ritual slaughter for woman but was tolerated as they didn’t know better.


Not only were women oppressed by men, but also by other women.. Woman accepted their roles and never questioned their inequalities. “ My dear your skirt is open at the back. We could not help laughing as you walked up the room with the white tape of your petticoat showing”, said one of the woman from the wedding to Frau Brechenmacher. She felt singled out, humiliated and betrayed by someone she expected to be united with.


Instead of women supporting each other, they wanted to remain accepted by their husbands so they made judgements and expected other woman to be submissive. Because woman couldn’t oppose their husbands, they would compete over who could serve their husband best. As woman had a submissive role in a marriage, the only way to express themselves and feel significant was to dominate other woman. They didn’t want to change the balance between the sexes and stand against their men because they were dependent on them for support, as women were generally not independent. Thus, women’s oppression by woman was an inevitable extension of women’s oppression by men.


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Another major concern in Frau Brechenmacher Attends A Wedding is the cyclic nature of womanhood. “Every wife has her cross” says a woman to Frau Brechenmacher. She is implying that women have a man to bear, to worship and abide to and it will stay with them forever. These social values were passed onto following generations.


Frau Brechenmacher’s role as a mother is to teach her children morals and values, to give them responsibilities and to prepare them for adulthood. Naturally she would bring up her daughter Rosa to be like her, a submissive and obedient wife. An example of the cyclic nature of motherhood is when Frau Brechenmacher gives her daughter responsibilities and leaves her at home to mind the children. Rosa puts on her mother’s shawl which metaphorically places the role of motherhood onto her. The same servile position will carry on for generations.


Kathryn Mansfield expresses a sense of despair of woman never changing their role in society. “Always the same”, she said � “all over the world the same, but, god in heaven, but stupid”. This shows that woman weren’t doing anything to change the way they were treated or their position in society. This opens the doors to the reader and shows that not only in the Brechenmacher’s household were woman treated worthlessly, but “all over the world, the same.”





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Araby is a story of an Irish boy who tries to find himself within living and nonliving subjects. In the story, the narrator undertakes a mental understanding of good and evil. By doing so, he embarks on a journey to understand who he is and what he wants to become. The narrator goes through the story by taking part in the surroundings until the last scene. in the last scene of Araby, he observes a situation with an Irish girl and two English boys. In viewing that situation he recognizes where he stands in the world. Gazing up into the darkness i saw myself as a creature driven and derided by vanity; and my eyes burned with anguish and anger. (Diyanni 85)


The narrator illustrates the story through images in his neighborhood.


An uninhabited house of two storeys stood at theblind end, detached from its neighbors in a square ground. The other houses of the street, conscious of decent lives within them, gazing at one another with brown imperturable faces. (Diyanni 8)


The describtion symbolizes what he feels about himself. In those few sentences, he gives the reader a scene of lonelyness, realeased from the most inner corner of his heart that he has been bearing for so long. He touches the reader as if he were unknowingly confessing his placement within the community. The color brown represents the natural occurrences that form an obvious barrier of what is seen.


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The narrator of Araby lives in a world of words rather than the world itself. What Laccan calls the real is whatever has not been represented, distorted, interpreted, or reconstructed in the symbolic Order of language. Diyanni, Robert. ed. Literature Reading Fiction, Poetry, Drama, and Essays. 4th ed. New York McGraw-Hill, 18. Joyce, James. Araby


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indeed it is the withches who are responsible for his downfall and how wonderful a play it is indeed. when we are first presented with the witches we see them as long haired beasts but soon we discover how big a role they play in the part!first of all for some they determine his fate. could this be treu! is macbeth heartless from the start are is it these dredful creatures which deterime his fate.and so soon after reaing macbeth i came to the conclusion that it was indeed the action of his wife that was responsible for his downfall. he had made up his mind not to kill king duncsn but in the end she quetion shis manhood and so feeling ibnsecure he jumps at the chance staisfies his vaulting ambition and kills th innocent king.and how long more do we have to wait until we see him murder again off he goes and kills his good friend banquo who he treusted so much but in his paranoia he realsies that if he could be right then he he he he he he ehe he ehe he ehe he ehe he ehe eh ehe ehe he ehe he ehe he her erhr j his sons could become king and all that he foughht for and and and and the the the way way it is presentsed tir quiet extraodinatr and i dont kinoe whay to say


would be lost, it was ineveidentle by the end and so duncan at the end of the play is dead dead and all macnbetsh


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GCSE LITERATURE COURSEWORK


Comparison of two Shakespeare Sonnets


Sonnets were written in the late 16th century to woo a lover, or perhaps would be received from an admirer. They were very fashionable at this time. They would describe their beauty and love. Shakespeare also wrote sonnets, perhaps for his own lover or for someone to give to their lover in return for payment.


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A sonnet is a poem that has 14 lines. In a Shakespearean sonnet there are verses of 4 lines each, rhyming abab, cdcd, efef, and with a rhyming couplet at the end, gg. Each line has a regular number of syllables. It is a very strict rhythm. The first eight lines (OCTET) usually pose a question or put forward an idea. The second (SESTET) answers this or comments on the idea in some way. The whole sonnet has a message or meaning which is often very clever.


The first Shakespearean sonnet I am analysing is “shall I compare thee to a summer’s day?” On the first line of this sonnet it says, “Shall I compare thee to a summer’s day?” He is asking a lover, or the subject of this sonnet. He does this because it was the fashion too woo and ask a question at the beginning. This is almost a simile, because he is asking whether he should use one. If it were a simile, it would say, “You are like a summer’s day” which is probably what other writers would have wrote. By asking the question, it goes from a simile to an extended metaphor. He is asking whether to use it to describe this person’s beauty.


The second line replies, “Thou art more lovely and more temperate” Another poet may have said, “yes, you are as lovely as a summer’s day” where as Shakespeare says he is not going to compare her to a summer’s day because she is “more” lovely and “more” balanced.


On line it says, “Rough winds do shake the darling buds of May” This means that even a summer’s day is not perfect enough to compare to her beauty, because it has faults such as “rough winds”


On the 4th line it says, “And summer’s lease hath all too short a date” Which means that summer doesn’t last very long and this person does, which makes her better than a summer’s day.


Line 5 says, “Sometime too hot the eye of heaven shines” This is a metaphor, the “eye of heaven” is the sun. Again he is saying how the subject of the sonnet is better than a summer’s day because the sun can get “too hot”.


“And often is his gold complexion dimmed” Is the 6th line. This is personifying the sun. By doing this he can compare his lover and show how she is better than the sun by giving the sun a complexion. Line 6 is a metaphor because it means that clouds can sometimes block out the sunlight therefore dimming its “complexion”. Again, Shakespeare is making the point that she is better than a summer’s day because her beauty is never blocked out by anything else.


Lines 7 and 8, “And every fair from fair sometime declines, By chance, or nature’s changing course untrimmed” This means everything stops being beautiful but she doesn’t. He is now setting up the second half of the sonnet that explains why her beauty shall not fade.


The meaning of the first half of the sonnet is that the person who he is writing about is better than a summer’s day. He uses a different way of writing a sonnet by asking whether he can compare something with her, then he replies that she is better which is unconventional because any other writer would have just said she is like a summer’s day throughout the sonnet.


The statement in line , “But thy eternal summer shall not fade” means that her summer won’t end, she will last forever. He is using the simile now as a metaphor by calling her “eternal summer”.


Line 10, “Nor lose possession of that fair thou owest” This means she will never stop being lovely.


Lines 11 and 1, “Nor shall Death brag thou wanderest in his shade, When in eternal lines to time thou growest” This means that she’s not going to lose her beauty and she’s no older when time passes. It also means she is going to live forever. Shakespeare is using personification again in line 11, “Nor shall Death brag”. Also, “eternal lines” have alternative meanings such as age lines on her face (wrinkles), a timeline i.e. as time goes on she lives on, or it could mean the lines of the sonnet.


The final rhyming couplet, “So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee” This means as long as people can read this sonnet, she’ll be beautiful forever. Shakespeare is actually complimenting himself because she is only beautiful because he is writing about her.


The second half of the sonnet means that she will be beautiful forever, or as long as the sonnet lasts. He is also saying that she is only beautiful because he wrote about her.


The meaning of the whole sonnet is that Shakespeare is bragging about how he can make someone more beautiful than a summer’s day, and even make someone beautiful forever. He has not written this sonnet to compliment the woman it was meant for, he was writing it to tell everyone how great a writer he is.


Another sonnet by Shakespeare is “My Mistress’ eyes” which has a very similar form to “Shall I compare thee to a summer’s day?” However, he uses a very different technique in this sonnet. Rather than saying how lovely his “mistress” is, like most poets of the day would have done he writes about how she isn’t beautiful. The first verse is,


“My mistress’ eyes are nothing like the sun;


Coral is far more red than her lips’ red;


If snow be white, why then her breasts are dun;


If hairs be wires, black wires grow on her head”


This is reversing what a typical sonnet would say. Another writer would have complimented her all the way through. Shakespeare has just written bad things which also contradicts the fashion of the time, as he has told us that she hasn’t got bright eyes, that she hasn’t got red lips, that she hasn’t got white breasts and that she has black frizzy hair. This leads us to believe that she is a peasant because at that time beautiful upper class women would have bright eyes, long straight blonde hair, pale skin, rosy cheeks and red lips. This is very different to the first sonnet because the first sonnet was complimenting the subject and was saying how much better she was than a summer’s day, whereas in this sonnet he is describing someone who is not beautiful.


The second verse is,


“I have seen roses damask’d red and white,


But no such roses see I in her cheeks ;


And in some perfumes is there more delight


Than in the breath that from my mistress reeks’


Again Shakespeare is not complimenting his mistress. He is saying that she does not have rosy cheeks which was fashionable at the time. He is also saying she doesn’t smell very nice. Other writers would have written how beautful she is and how nice she smelled. Shakespeare is totally reversing the normal conventions of the complimentry sonnet by basically saying she’s ugly. This is also very different from the first sonnet because he is saying bad things about her, rather than good things.


The third verse is


“I love to hear her speak, yet well I know


That music hath a far more pleasing sound;


I grant I never saw a goddess go �


My mistress, when she walks, treads on the ground”


Again he still says bad things about her, but actually say something nice about her. This is, how he “loves” to hear her speak. He still says bad things about her sometimes even offensive, but he does say that he loves the sound of her voice, even though it is nothing like “music”. Other writers at the time would’ve said things like “Her voice has a more pleasing sound than music” and “my mistress is like a goddess”. Again Shakespeare is doing the complete opposite and contradicting typical writing styles of the era. This is again different to the first sonnet because he is still saying horrible things about her rather than playing her beauty up.


The final rhyming couplet is


“And yet, by heaven, I think my love as rare


As any she belied with false compare.”


This means he thinks his love is as special as anybody who has been subject to any false things, for example, fashion. He is saying that his mistress his mistress does not need to have this image of this stereotypical woman or a false image, as he loves her anyway. He is almost mocking the fashion because he is saying how a woman can still be loved without these fashionable characteristics and beauty.


This ending is completely different to the ending of the first sonnet. This is because in the first sonnet he appears to be complimenting someone else, when he is he actually complimenting himself. However in the second sonnet he appears to be writing bad things about her when in actual fact he is paying her a huge compliment by telling her he loves her for what she is, not what she looks like. One could say that in the first sonnet, he is writing about his love for himself, and in the second that he is writing about his love for someone else.


In his sonnets, Shakespeare uses a number of similes, metaphors and personifications to keep them lively. Using these devices had became very popular at the time as comparing someone to something spectacular, like the sun for instance. Shakespeare’s metaphors were extremely far fetched too, which makes the whole thing much more lively and entertaining. This also shows off his amazing literary skills.


Shakespeare demonstrates himself as being the master of these forms by completely defying convention as far as the writing is concerned. For example, asking whether he should use a simile to describe the subject rather than just writing a simile. This shows him being the master because his sonnets were still successful as they are still studied today, yet were completely different to the other sonnets of the time.


Another thing that proves him to be the master is that there is always a hidden meaning to the sonnet as well as the obvious one. For example, the first sonnet that he was brilliant and in the second that looks and fashion don’t matter. As his sonnets contained these hidden messages, it shows his sonnets to be superior to others that were around at the time in terms of how sophisticated they were.





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Louise Mallards Struggle for Freedom


Kate Chopins The Story of an Hour represents the roles of women


in their Victorian marriages during the nineteenth century. Women ...were


not allowed to be part of the mans world. They were responsible for


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housework, feeding the family, shopping, cooking, psychologically and


materially sustaining the children, and their husband ( Porter 11 ). At a


very young age, women were taught that a woman would get married and


have children; they were born and raised to become wives and mothers.


Women were alive to marry, reproduce, and tend to their husbands needs.


There was a rigid hierarchy with the wife always being subordinate to the


husband, and daughters being subordinate to everyone. The women were


always under the control of the men. Women mostly kept to themselves


and to their homes ( Puz 17 ). Women were often put into a domestic


sphere without being allowed to have an opinion on the matter. Chopins


tone throughout the story realistically looks at the assertive mind of a


young women in the nineteenth century, who prays for her life to be short


because she is being oppressed by her Victorian marriage. Most of the


women who marry have little choice mainly because they have no control


over their education, and many were only taught domestic skills needed in


a marriage. A woman was not expected to work unless she was among the


lower class, and therefore did not have a choice. If a woman did not work


she was expected to look pretty. Many women were married off to a man


who was wealthy, and had a title, so the parents of the woman could


advance their social status. If a woman did receive a divorce, provided that





the law would allow such a thing, the woman would be forced to live the


rest of her life in solitude. Kate Chopins story uses a wide variety of


symbols as well as irony to show how a young woman, Louise Mallard, in a


typical Victorian marriage deals with the news of her late husbands


death, which is very different from the traditional expected response.


Despite Louise Mallards young womanhood, she has a serious


ailment with her heart. Tremendous care has to be taken when breaking


the news of Brentlys death to Mrs. Mallard, for her sister, Josephine, did


not want the news to cause Louises ailment any stress. She did not hear


the story as many women have heard the same, with a paralyzed inability to


accept its significance. She wept at once, with sudden, wild abandonment,


in her sisters arms. When the storm or grief had spent itself she went


away to her room alone ( Chopin 76 ). Mrs. Mallards awkward attitude


after learning about her husbands death is ironic. Both Richards, a family


friend, and Josephine were expecting much more emotion from Louise.


Instead of feeling painful grief, Mrs. Mallard gives a shallow cry and


suddenly dashes upstairs to her room, making sure no one follows her.


Mrs. Mallards initial reaction is not one that many would expect during the


late 180s. A woman was expected to have intense feelings of grief, and


overwhelming sorrow if the man she loved suddenly died. If a woman did


not have any children, then the only person in her life was her husband.


Many women who lose their husbands go into a state of depression, and


feel alone in the world.





With Richards and Josephine believing that Mrs. Mallard is up in her


room overcome with melancholy, Mrs. Mallard is actually beginning to see


her new life take form. She could see the open square before her house


the tops of trees that were all aquiver with the new spring life. The


delicious breath of rain [ is ] in the air ( Chopin 76 ). The open window, the


tree tops with new spring life, and the delicious rain that fills the air all


symbolize Mrs. Mallards new life to come. There [ are ] patches of blue


sky showing here and there... ( Chopin 76 ). She was young, with a fair,


calm face, whose lines bespoke repression and even a certain strength (


Chopin 76 ). Mrs. Mallard is described as a very pretty women, but her face


shows signs of old age due to her repressive marriage, and her heart


condition. ...free, free, free! The vacant stare and the look of terror that


had followed it went from her eyes. They stayed keen and bright. Her


pulses beat fast, and the coursing blood warmed and relaxed every inch of


her being ( Chopin 77 ). Mrs. Mallard has a sudden epiphany, and realizes


that she is free from her repressive marriage. She feels so much


exhilaration that the expression in her eyes changes from a ...dull stare...


( Chopin 76 ), to ...keen and bright... ( Chopin 77 ). A woman in a


Victorian marriage was expected to be very fearful and apprehensive about


the days to come once their spouse died. Most women did not have skills


which were useful in the workforce. Therefore a woman had no source of


income, no skills to obtain a job, and no way to care for the children


without any earnings. Women who lose their husbands do not see it as


freedom, but rather a burden even deeper than an oppressive marriage.


4


After Louise realizes the significance of her husbands death, she


feels liberation, and feels that she now has control over her own life.


“What could love, the unsolved mystery, count for in the face of this


possession of self assertion which she suddenly recognizes as the


strongest impulse of her being ( Chopin 77 ). Mrs. Mallard confessions


that she does not hate her husband, but that she often ...[ thinks ] with a


shudder that life might be long ( Chopin 77 ). However, she claims her


newfound liberation by claiming her own self assertion as her strongest


quality in life. Mrs. Mallard began whispering over and over Free! Body


and soul free! ( Chopin 77 ). While Mrs. Mallards sister is outside Louises


bedroom door begging for her to come out, Louises ...fancy was running


riot along those days ahead of her. Spring days, and summer days, and all


sorts of days that would be her own. She breathed a quick prayer that her


life might be long ( Chopin 77 ). Mrs. Mallard was psyching herself toward


her transition, while Josephine was thinking that Louise is making herself


ill. The irony is that Mrs. Mallard is not making herself ill, but she is


celebrating her upcoming rebirth. A woman in a Victorian marriage would


not have celebrated her own self assertion so readily after the death of her


husband. It was expected that a woman who has lost her husband so


suddenly would feel impotent. The woman had no control over her


husbands death, and the woman was not given a chance to say good-bye


to her husband. If children were involved in the marriage, then the woman


had to explain the tragic event to her children, who might have been


incapable of comprehending the dissolution. The woman would fell


incompetent as a mother because she can not relieve her offsprings


5


anguish, and therefore led the woman to feel helpless.


Louise Mallard is in a repressive Victorian marriage and does not


realize her own positive energy until she gains knowledge of her husbands


death. Mrs. Mallard realizes that she is not living the type of life that makes


her happy, and now that the one entity, her marriage, that is keeping her


from living a long and wonderful life is coming to an end. Although Louise


does not hate her husband, she is accepting his death with immense


pleasure. Mrs. Mallard does not allow Richards or Josephine to know her


genuine feelings towards the news of Brentlys haphazard misfortune, for


she worries of the consequences. Victorian women of the nineteenth


century would have been more concerned with the death of their husband


over themselves. The women would express tremendous grief, fear, and


helplessness in such a situation. Mrs. Mallards reaction is far from the


expected norm. She barely shows any grief in the presence of Josephine


and Richards, and when she ascends to her room alone she shows even


less grief. Louise has feelings of joy, and excitement due to her newfound


freedom.


Works Cited


Chopin, Kate. “The Story of an Hour.” The Harbrace Anthology of Short


Fiction. rd ed. Stott et al Ed. Toronto Nelson Thomas, 00. 76-78.


6


Dyer, W. Wayne. “What is Freedom?” Pulling Your Own Strings. New


York Harper Collins, 14. -7.


Gorham, Deborah. The Victorian Girl and the Feminine Ideal. London


Croom Helm Ltd., 18.


Porter, Marilyn. Home, Work and Class Consciousness. Great Britain


Manchester University Press, 18.


Puz, K. Susan. U.S. Womens Herstory (1865-10). August 6, 17.


January , 00. http//www.csupomona.edu/~skpuz/vhst0/


Projects/wmhst/whevess.html.


.




















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The motto “Community, Identity, Stability” is an actual description of the society itself. Community means that everyone belongs to everyone through the means of having sex. In the world state, you have to be in a group rather than be by yourself or alone. The Community part of the World State’s motto emphasizes the importance of the group and the unimportance of the individual or person by themselves. Even in death the body is not left alone, the body becomes helpful to the community because it is broken down into fertilizer. Everyone works together even though they are a different class. Everyone needs one another. “Everyone works for everyone else. We can’t do without anyone. Even Epsilons are useful. We couldn’t do without Epsilons.”


Identity refers to social classes in the society of the world state. The society divided into five caste social groups. The five social groups within the new world are called the Alphas, the Betas, the Gammas, the Deltas, and the Epsilons. There is a division within this society because it is easier to maintain overall control of the people. Identity in the world state means knowing your role in that society and performing what you have to do. Everyone’s status within the society is always defined by which social group they belong to.


Stability is what the world state is all about. Stability means keeping the world state going without any conflicts or problems. Stability ensures that people in each caste are conditioned the same, because that way they could understand each other and their won’t be any problems in the future. Without these restrictions or conditioning, the people in power in the world state do not believe that stability could exist.


The past, particularly parenting, is demeaned. Parenting is shunned. The world state conditions people right when they are born. They are taught and assigned duties right when they are born out of the bottles. Parenting would go against the world states’ desires which is conditioning. Parenting would be in the way of the world states’ conditioning.


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If you order your research paper from our custom writing service you will receive a perfectly written assignment on The Samurai. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality The Samurai paper right on time.

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In a historical fiction novel, Shusaku Endo brings forth the theme of faith and loyalty. “On one level, this novel is the story of that journey towards faith” (Gessel 15). This quote form Van C. Gessel captures the main theme of the novel. In this novel, the main character, Rokuemon Hasekura, faces a moral decision between two completely different religions. As he journeys though different places in the world he is exposed to another completely different religion of Christianity. As he returns home he must chose one or the other.


Rokuemon Hasekura is a samurai who is the hold of a small fief in the marshlands and lives a rather simple life with his family and his people. He has no intentions or dreams to live a different live than the one he lives at the moment. “Christianity itself meant nothing to him. It bore no relation to the snow-laden wilderness where he lived” (Endo 16). There was a mission at hand. Japan needed to make a boat to get the Spanish merchants back home and this way Japan was trying to impress Spain. By impressing them, Japan wanted to have trading access with Spain. Japan also stated if trading was established between Japan and Spain, than there was a good chance for Christianity to grow in Japan. For this mission, one day Lord Ishida summoned Rokuemon. He told Rokuemon of the mission at hand and said “If you distinguish yourself in this mission, he (His Lordship) just might consider giving back your fief in Kurokawa upon your return” (Endo 8). With this offer in mind and as a loyal subject to his elder Lords, Rokuemon takes the mission.


As Rokuemon is on his way to “Nueva España,” he hears of Christianity for the first time from Father Velasco at Mass. Rokuemon later hears about the great deeds performed by Christ and how he accomplished many great things. He also realizes the other Japanese sailors and merchants faking interest in Christianity. They act as though they were genuinely interested and wanted to learn everything they could about Christ. Then in Mexico he witnesses many of the Japanese merchants converting to Christianity. They were not sincere about this conversion, for, “Anything for profit was their motto, and they were quite open about it” (Perrin 155).


In Mexico Rokuemon encounters a Japanese Monk living in an Indian village in Mexico. He tells Rokuemon “I believe in my own Jesus. My Jesus is not to be found in the palatial cathedrals. He lives among the miserable Indians” (Endo 10). This is the first moment when Rokuemon sees the good of Christianity and how Jesus can help people. Yet he is still unimpressed by Christianity. He still views Christ as the “ugly and filthy” figure he sees hanging on those omnipresent crucifixes in Mexico.


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His mission then leads him to Spain. Hear he meets the King Philip III of Spain and the Pope Paul V. This is when Rokuemon realizes how the mission is about to fail and there was only one thing they could do to prevent the mission from failing. Rokuemon tells his servant Yozo, “I’ve decided to go along with Lord Tanaka and Nishi and become a Christian” (Endo 170). Even though he does not believe in Christianity, he decides to go along with the baptism for the sake of the mission. Throughout the whole commencement Rokuemon keeps saying, “I have no desire to worship you. This is for the sake of our mission. All for the sake of our mission. This is only a formality. I don’t believe any of this.” Before, during, and after, Rokuemon kept repeating the same thing over and over. Rokuemon is “baptized without conviction” and rejects Christ even at the moment of his own baptism. (Higgins 160) Even though the envoys had converted to Christianity, they were not able to make much better progress towards the success of their mission. There were still many problems that they encountered. As they saw the mission failing again, Lord Tanaka, on of the other envoys, committed seppuku. Lord Tanaka did not want to return home a failure so he committed the traditional suicide to die with honor. There was a total mission failure when Spain received a letter from the Christian priests in Japan. In this letter stated the persecution of Christians and how Japan has decided to close their doors to all foreigners. Due to this, Rokuemon was forced to go back home, Japan, empty handed and as a failure. All the Pope Paul V could do was “promise you (the envoys) that I will pray at each mass for the next five days… for Japan and for each of you. I believe God will not forsake Japan” (Endo 05).


“During the samurai’s absence, the tides turned in Japan” (Higgins 160). Many of the political figures have changed. The biggest change was the fact that “Japan has closed its door to the West and is vehemently engaged in the persecution of Christians” (Higgins 160). Lord Shiraishi, who initially send Rokuemon and other envoys on the trip for a trading agreement, left the Council and has been taken over by Lord Ayugai, who hates Christianity. There is zero tolerance for people who follow or spread Christianity. All who do so are taken for interrogation and are locked up in cells, like prisoners. They were stripped of their freedom and they were not able to communicate with each other. After a few deliberations amongst the member of the Council, the people who followed Christianity were burned at the stake in public.


When the envoys finally return from their trip “The only welcome that the samurai and Nishi received came from the officers, the children watching them from a distance, and the sound of the waves washing languidly onto the beach” (Endo 7). There had been no news of their return home, since there were no other ships going in or out of Japan. These officers take him to new Lords and say that all the people entering Japan are being interrogated. Instead of making this seem better, Rokuemon saw this as bad news. “Everyone knew that they had traveled to distant countries as His Lordship’s envoys. The elder statesmen were certainly aware of that fact. I was mortifying to get the same treatment as the merchants and seamen” (Endo ). As soon as the officers found out that they had encountered Christianity their attitude towards the envoys changed overnight. It was as though they were in prison and not having any freedom.


As they envoys get interrogated by Lord Tsumura, they find out that “Edo has forbidden the practice of Christianity throughout every corner of Japan. His Lordship will not allow anyone who would spread the Christian teachings into our domain” (Endo 0). They find out that Japan no longer wants to trade with “Nueva España” and that they no longer have a mission to complete. Than out of nowhere Nishi says, “I became a Christian” (Endo 1). With this shocking information, there is not much that other could do to prevent their deaths. The only way to get out was by writing vows of recantation. Later they learn from Lord Matsuki, Assistant Inspector to the Council of Elders, that their mission was in vain. “They had absolutely no intention of inviting Christian missionaries in. Edo used our domain to find our how to build and said the great ships. And the waterways the great shops navigate � that’s why they stuck a lot of sailors in with the merchants on the voyage” (Endo 6). Their four years from home was a waste. There was no reason for them to leave home and there was no reason for them to convert to Christianity, not even for the sake of the mission. Their lives were in jeopardy due to this useless mission which they tried to complete successfully.


At this moment Rokuemon Hasekura has a great moral decision to make. Either he chooses to follow the rules of Edo and forget that Christianity ever existed, or he chooses to follow his new belief of God and live a life as a Christian. “His experiences in the West have torn him away from family and friends in his tiny, insular marshland, and the shogunate forbids him to associate with his other comrades who have converted to the proscribed faith” (Gessel 154). All he could do was stay at home and do only the work on his land. He was not able to socialize with any person who had gone with him on the mission in Spain. There is no one who can offer comfort or compassion. There is nothing he could do but to follow the orders of the Council of Elders. Now “Hasekura turns to the Christ he rejected even at the moment of his own baptism” (Peterson ). As he becomes aware of his isolation, he realizes that Christ is the only figure who he can turn to. “The samurai returns to a life lived under a cloud, and out of the depths he beings to understand the “lordship” of Christ; he begins to see that the beauty of this emaciated man lay in his life and co-suffereing with the weak and wretched” (Higgins 160). Through his isolation he is able to see how Christ can help a man like him and how there is more to be done with his life.


After this Rokuemon Hasekura is tried and sentenced to death by the Japanese government with the intent on pushing the Western influences out of Japan. Even though he said he converted for the sake of the mission, like the other merchant who converted for their own benefit, Nishi and Rokuemon were sentenced to death. On the way to his execution, Rokuemon accepts the final words of Yozo, “From now on…He will be beside you. From now on…He will attend you” (Endo 6). As Rokuemon is headed for his death, Yozo shows his belief in Christ and show how God will take care of all his problems. “He” will help Rokuemon get through the tough times and help his family get over the loss of his life. “At the moment when life itself is about to be snuffed out, it is the faith which lies at the core of his existence that sustains the samurai and transform his miserable death into a kind of martyrdom. And his sole companion as he makes the final journey of his life is the Jesus who met with similar rejection in the world” (Gessel 154). As he is about to die Rokuemon only has one person with him and only one person who can make his death a better one and that one person is God. As he is about to die in front of all the people to set an example against Christianity is when “Hasekura meets and embraces this pathetic King that his own sorrows become endurable, and his abortive life’s journey is transformed into a spiritually significant success” (Gessel 154). Only at the moment of his death did he become a true success. Only when he chose Christianity was he able to gain true happiness. Without Christianity his life was miserable and full of failure, but as soon as he accepted Christianity, his life became “a spiritually significant success.” Through the decision to accept his new God, Rokuemon was able to die in peace and not in vain.


“What was originally an alien religion put upon him like a suit of clothes has been personally appropriated. The Western suit which his creative writing retailored is Christianity, or, more precisely, Christ himself, who will not be discarded but humbly permits reshaping of his image to conform to the religious sensibilities of all believers” (Higgins 160). Rokuemon with the decision to take upon the beliefs of Christianity is able end his life happily. Through Christianity Rokuemon was able to survive when there was nothing left for him, when he was unable to talk with his friends just because they had converted to Christianity, and when he was burned at the stake. Christianity made his life a success instead of a complete failure.


Work Cited


Endo, Shusaku. The Samurai. New York New Directions Publishing, 18.


Gessel, Van C. “Voices in the Wilderness Japanese Christian Author.” Monumenta Nipponica, Winter 18. Reprinted in Contemporary Literary Criticism Yearbook 18, Ed. Daniel G. Marowski and Roger Matuz. Vol.54. New York Gale Publishing,18.15-154.


Higgins, Jean. “The Inner Agon of Endo Shusaku.” Cross Currents, Winter 184-85. Reprinted in Contemporary Literary Criticism Yearbook 18, Ed. Daniel G. Marowski and Roger Matuz. Vol.54. New York Gale Publishing,18.160.


Perrin, Noel. “How East and West Really Met.” Book World�The Washington Post, October 18. Reprinted in Contemporary Literary Criticism Yearbook 18, Ed. Daniel G. Marowski and Roger Matuz. Vol.54. New York Gale Publishing,18.154-155.


Peterson, Robert C. “The Samurai.”


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When health officials here confirmed that five of the several hundred Tibetan refugee claimants who recently crossed the border from the United States into Ontario carry a strain of tuberculosis, immigration border guards began threatening to walk off the job.


The officers are aware that certain strains of TB are resistant to drugs; they also know that it can be spread by a cough or sneeze, said one official. The would-be refugees reportedly came via India and Hong Kong.


Immigration and health officials suspect that the actual numbers of those with active TB may be higher because not all 400 Tibetans who have sought asylum since the last 10 months have had medical tests. Immigration officials also know that hundreds of Tibetans in a Buffalo, New York, shelter have not had medical checkup. These men and women are also waiting for refugee-interview appointments with Canadian officials.


Multidrug-resistant tuberculosis is not only virulent and deadly if left unchecked, but also is extremely difficult and expensive to treat, a report in Globe and Mail newspaper said. One TB specialist estimates that the total cost for one MDR patient is more than $1-million (Canadian), the newspaper added.


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While health officials say TB is a rare disease in Canada and there have been about seven cases a year per 100,000 people, they also point out that the number is higher among certain groups, including immigrants from developing countries.


The Ontario Medical Association says Toronto with about 450 cases of TB a year has a rate three times the Canadian average. About eight years ago, New York City saw a dramatic increase in the number of TB patients. Health officials there spent at least $750-million (US) to battle it.


Social workers and pro-immigrant groups warned this week that the revelation about possible TB strains in Tibetan immigrants could lead to unchecked rumors and whip up more anti-immigration sentiments.


Reports quoted Sister Mary Jo Led, a Catholic nun at Romero House refugee shelter, who wondered why, if the problem is so serious, immigration and health officials have not notified her and others sheltering Tibetan refugee applicants.


But Canadian Immigration Department insisted that it was not giving in to rumors. We take any incident where public health is at risk seriously and treat it with priority, and right now were working together with public-health authorities to develop a plan to minimize putting the Canadian public at risk, Immigration Department spokeswoman Giovanna Gatti said.


Canada cannot reject an applicant because of TB but critics of the immigration policy say that Canada is absorbing too much cost in dealing with immigrants who have serious health problems.





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The Eight Steps of a Research Paper





1. Identify General Topic and Begin Library Work


¡¤ Brainstorm topics in the readings that spark your interest, topics that resonate with you.


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¡¤ Select one or two authors who write about common themes and who you¡¯d like to know more about.


¡¤ Look for some books and some scholarly (database) articles about the author. You may also want to use Lexus-Nexus for newspaper and magazine articles to help stimulate and focus your interest, and you may try some google.com searches to see if there are authoritative web pages about your author.





. Read to Narrow Topic


¡¤ Read several general pieces about your author to help you decide which aspect of her/his writing will be your focus.


¡¤ Ask yourself some questions as you read


1. 1. Does this interest me?


. . Does it relate to my own life in some fashion?


. . What exactly are those ways?


4. 4. Is there something in this topic I would like to prove or argue about?


5. 5. Do my readers need persuading?


6. 6. Should my readers care?


7. 7. Should I care?


¡¤ ¡¤ Once you narrow or topic, do some database searching to make sure you can find enough material to explore and support your focus.


¡¤ ¡¤ Test your topic to make sure that it will meet these three demands


1. 1. It must examine a significant issue.


. . It must address a knowledgeable reader and carry that reader to another plateau of knowledge.


. . It must have a serious purpose, one that demands analysis of the issues, argues from a position, and explains complex details.


¡¤ ¡¤ Here is example of a topic that fails to meet the tests


¡¤ ¡¤ Hemingway¡¯s Old Man of the Sea


¡¤ ¡¤ Here is an example of a topic that passes with flying colors


¡¤ ¡¤ Religious Imagery and Symbolism in Hemingway¡¯s Old Man of the Sea





. Draft a Preliminary Thesis


¡¤ Begin by asking yourself some specific questions about your topic that you¡¯d like your paper to answer.


¡¤ This does not mean that your thesis will be posed as a question; this is simply a way to arrive at an assertion that you can use as your thesis and that or paper will prove or argue.


¡¤ For instance, you might be interested Hemingway. Begin by asking yourself some questions about him that you might like to know more about What was his big deal about fishing? Was he religious? Why or why not? What was his attachment to Cuba? Did he write any other stories along this same line?


¡¤ After you have done some preliminary reading to look at these questions, you can focus your topic by writing a draft thesis statement.


¡¤ Example Although Hemingway¡¯s Old Man of the Sea appears on its surface to be little more than a tale fishing tale, a critical reading reveals that the author consciously created the giant Marlin as a symbol of purity, the shark as a metaphor for evil, and Santiago as the suffering human caught in the middle of an eternal struggle for mastery of men¡¯s souls.





4. Make a rough outline


Not a formal outline, but a very rough one to help you concentrate your research and to help you organize your paragraphs.


1. Introduction and thesis statement


. Summary of novel


. History of Hemingway as it relates to fishing and Cuba


4. Images of the Marlin and critical comments


5. Images of the shark and critical comments


6. Images of Santiago and critical comments


7. My own analysis


8. Analysis from the critics


. . Conclusion


5. Complete your gathering of materials





1. 1. Check databases, and ask a librarian for help searching


. . Look for books, and read tables of contents, introductions, forewords, and indexes


. . Use notecards to be able to properly cite and quote sources ¨C see p. 4-47 of ¡°Writing from Research.¡±


4. 4. Ask yourself these questions as you are reading to help you know what to take notes on


¡¤ ¡¤ What strikes me as the most important thing the author was trying to say?


¡¤ ¡¤ What is the most striking or most powerful thing he or she said? (quote this exactly on your note card, and record the page number)


¡¤ ¡¤ What surprised me the most?


¡¤ ¡¤ What do I remember best?


¡¤ ¡¤ How did it make me feel?


¡¤ ¡¤ What seemed most convincing?


¡¤ ¡¤ Least convincing?


¡¤ ¡¤ How has it changed my thinking on my topic?


¡¤ ¡¤ How does it compare to other things I¡¯ve read?


¡¤ ¡¤ What other research possibilities does it suggest?


6. Create a Works Consulted List


¡¤ You must credit the authors of all the facts and opinions you use in your paper; you must document ALL your sources, and you will use a standard citation format¡ªmost likely MLA, but you need to check with your prof¡ªfor this purpose.


¡¤ Begin by having notecards ready, and write down the following for each resources you think you may use


1. If the material is from a book author, title, date published/where published (back of title page), and page number


. If the material is from an anthology (a book with an editor) name of book, editor(s), date published/where published (back of title page), name of the author of the chapter, name of the chapter, and page numbers of the whole chapter, and page number of the material you use.


. If the material is from a newspaper or magazine or journal name of publication, name of article, name of author, date of publication, volume number and issue number, page numbers of article, page number of material you use


4. If the material is from a web cite, print out the first page of the site and follow guidelines in MLA citation manual


7. Write your paper


¡¤ Don¡¯t be afraid to ¡°discover¡± your conclusion.


¡¤ Don¡¯t be afraid to adjust your thesis statement as you figure out where you thinking is going.


¡¤ Be sure to address ¡°the opposition.¡±





8. Revise your paper


¡¤ Check to make sure your citations and work cited list are accurately completed.


¡¤ Make sure you have properly attributed any summaries of other author¡¯s words


¡¤ Make sure your quotes are well integrated


¡¤ Look at your overall organization.


¡¤ Make sure your paragraphs are coherent, sticking to just one point.


¡¤ Check your intro and conclusion to make sure you have completed a circle








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The pivotal event of European history in the eighteenth century was the French Revolution. From its outbreak in 178, the Revolution touched and transformed social values and political systems in France, in Europe, and eventually throughout the world. Frances revolutionary regime conquered much of Western Europe with its arms and with its ideology. Though the Revolution was a bloody tragedy, many Europeans and non-Europeans came to see the Revolution as much more than just that. These people were more impressed by what the Revolution accomplished than by what it failed to do. They recalled the Revolution’s abolition of serfdom, slavery, inherited privilege, and judicial torture; its experiments with democracy; and its opening of opportunities to those who, for reasons of social status or religion, had been traditionally excluded. Most substantially, the French Revolution provided the world with its first meaningful experience with political ideology.


The immediate effects of the French Revolution was the formulation of the Declaration of the Rights of Man. This was one of the most constructive achievements of the French Revolution. The Rights of Man said that there would be equality of all persons before the law; equitable taxation; protection against loss of property through arbitrary action by the state; freedom of religion, speech, and the press; and protection against arbitrary arrest and punishment. This document served as a catalyst for the more lasting effects of the Revolution; the ideological legacy it furnished.


The revolutionaries advocated individual liberty, rejecting all forms of arbitrary constraint monopolies on commerce, feudal charges laid upon the land, remnants of servitude such as serfdom, and even (in 174) black slavery overseas. They held that political legitimacy required constitutional government, elections, and legislative supremacy. They demanded civil equality for all, denying the claims of privileged groups, localities, or religions to special treatment and requiring the equality of all citizens before the law. A final revolutionary goal was expressed by the concept of fraternity, which meant that all citizens regardless of social class, region, or religion shared a common fate in society, and that the well-being of the nation sometimes superseded the interests of individuals. The resounding slogan of Liberty, Equality, Fraternity expressed social ideals to which most contemporary citizens of the Western world would encounter. One of the most important contributions of the French Revolution was to make revolution part of the world’s political tradition. The French Revolution continued to provide instruction for revolutionaries in the 1th and 0th centuries, as peoples in Europe and around the world sought to realize their different versions of freedom.


Along with offering lessons about liberty and democracy, the Revolution also promoted nationalism. Napoleon’s occupation provoked nationalist groups to organize in Italy and Germany. Also influential was the revolutionaries’ belief that a nation was not a group of royal subjects but a society of equal citizens. The fact that most European countries are or are becoming parliamentary democracies, along the lines set out by the French Revolution, suggests its enduring influence. The greatest legacy of the French Revolution, however, was the realization that people could change anything that they wanted with political ideas, words and laws.


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