Shakespeares tragedy Essay Example for Free

Shakespeares tragedy Essay Two texts that portray food to lack comfort and nourishment are Text 21 – The extract â€Å"Act V Scene II and Act V Scene III†, from one of William Shakespeare’s earliest tragedy’s from 1590 â€Å"Titus Andronicus†, and text 22 – An extract from the beginning of â€Å"The Modest Proposal† by Jonathan Swift published in 1729. The purpose of Text 21 is to entertain the reader. It is mainly aimed at adults and fans William Shakespeare. Similarly, text 22 is also meant to entertain the reader. However, even though text 22 could be considered to have an entertainment factor, text 22 is a satirical essay which is argumentative and a rhetorical social commentary, on a solution to the problem of hunger in Ireland in the 18th century. It is mainly aimed at Government and politicians as well as both the rich public of the 18th century. Text 21 is structured in chronological order. It starts with the scene, where Titus reveals the characters Murder and Rape to be Chiron and Demetrius respectively. Then Titus re-enters with Lavinia and reveals all the wrong that these two people have done to him and his family. This is to remind the audience what has happened in the play and, to evoke sympathy for Lavinia and Titus, and to feel hatred toward Chiron and Demetrius. Titus uses monosyllabic lexis which is short and direct such as â€Å"Come, come†. This hints that the speech he is about to give is spontaneous, and it also shows that he doesn’t think he needs to be formal and speak with any respect to the villains. This is different to text 22 as text 22 has long complex sentences with lots of polysyllabic words and punctuation. This makes the text sound formal and educated, because the intended audience was the higher class people of society. The speech has complex sentences mixed with simple ones. For example, â€Å"villains for shame you could not beg for grace†. This is to help the audience feel the pace, and to allow the actor to slow down slightly to catch his breath. Titus then addresses the villains directly, divulging how he is going to kill them, and bake them into a pastry, and serve it to their mother to eat. The manner in which he reveals his plans is almost like a recipe. He goes through each step methodically. He talks about how he will prepare the ‘dish’—â€Å"I will grind your bones to dust†, â€Å"with your blood and it I’ll make a paste†. These phrases create disturbing vivid images in the readers and audiences minds. This shows that food and what they are made of aren’t always nourishing. This is very similar to text 22. In text 22 the author, Jonathan Swift, suggests that to stop the children being a burden to their families and their country, people should eat children and use the hides of children to craft gloves and boots. Again the detailed methodical step by step guide on how to achieve this is akin to how Titus in text 21 tells the villains how he is going to kill them. Again this vivid description is to help the audience and readers imagine he gruesome acts that are about to be performed. This only enhances the fact that the food might not be a source of comfort or nourishment. In text 21, during Act V Scene III when Titus is encouraging them to eat â€Å"Will’t please you eat? † is creating dramatic irony, as the audience knows what the pasties are made of but, the characters don’t. The audience will feel nauseated watching the actors eat pies which have human flesh and bones. This only enhances the fact that food is not always a source of nourishment. Text 21 uses archaic language. This is associated with the date of its productions and reception. Also his intended audience was of the 16th century. Text 22 also uses archaic language but is a bit more modern than text 21. Text 1 has words such as â€Å"coffin†, which meant pastry in the old days but now it is like a foreshadowing of their deaths. Also phrases such as, â€Å"Like to the earth swallow her own increase† is again painting vivid images in the audiences and readers heads. It is referring to the fact that she will bury her children in her stomach. This again shows that food is not always a source of nourishment because she is eating the carcass of her own children. This is similar to text 22, where it is suggested that a â€Å"young healthy child well nursed† is a â€Å"most delicious nourishing and wholesome food. This makes the readers feel repulsed at the concept of the flesh of humans, let alone children. This only further supports that fact that food is not always a source of nourishment. Also, the author suggests that the parents themselves could eat their own children if the need arose and, the carcass of the child could make â€Å"admiral gloves† and â€Å"summer boots†. This shows that food is not always a source of comfort, as people eat so that they may have a comfortable life with plenty of food and clothes, however, butchering your kids to give you that lifestyle is atrocious and the parents. Or any person would gain any comfort from the meal or clothes. The first paragraph of text 21 is similar to stock taking of the goods or cattle. The word â€Å"breeders† is used to suggest that we should treat children as animals. The paragraph is all calculations, about how many children are born annually and, how much each would be worth at each age. The use of mathematical lexis such as â€Å"subtract† and â€Å"calculate† shows how ridiculous this solution is and only adds to the satirical aspect of the essay. Also, phrases like â€Å"I am assured by our merchants† and â€Å"assured by a very knowing American† suggests that he has done his research. All of this adds to the very sarcastic tone of the whole text. Even though, the readers will be able to recognise that the whole text is meant as a satirical essay, the idea will still repulse people and show them that food can not always be nourishing. However, the mention of actually baking people and serving them to guests is genuine. This shows that the ingredients in foods do not always provide nourishment or comfort. In conclusion, text 21 shows food is not always a source of comfort or nourishment as pasties with human flesh is served to guest at a dinner party. Similarly, in text 22 children is compared to cattle, as in using the children as a source of food. Even though this is similar to the concept in text 21, the author in text 22 is being sarcastic and mocking the government about the poverty in Ireland, unlike in text 21, where human meat was served at a meal. So, text 22 shows that some foods are not always a source of comfort or nourishing.

Affirmative Action :: essays research papers

In its tumultuous, nearly 40-year history, affirmative action has been both praised and pilloried as an answer to racial inequality. The policy was introduced in 1965 by President Johnson as a method of redressing discrimination that had persisted in spite of civil rights laws and constitutional guarantees. "This is the next and more profound stage of the battle for civil rights," Johnson asserted. "We seek†¦ not just equality as a right and a theory, but equality as a fact and as a result." Focusing in particular on education and jobs, affirmative action policies required that active measures be taken to ensure that blacks and other minorities enjoyed the same opportunities for promotions, salary increases, career advancement, school admissions, scholarships, and financial aid that had been the nearly exclusive province of whites. From the outset, affirmative action was envisioned as a temporary remedy that would end once there was a "level playing field" for all Americans. By the late '70s, however, flaws in the policy began to show up amid its good intentions. Reverse discrimination became an issue, epitomized by the famous Bakke case in 1978. Allan Bakke, a white male, had been rejected two years in a row by a medical school that had accepted less qualified minority applicants—the school had a separate admissions policy for minorities and reserved 16 out of 100 places for minority students. The Supreme Court outlawed inflexible quota systems in affirmative action programs, which in this case had unfairly discriminated against a white applicant. In the same ruling, however, the Court upheld the legality of affirmative action per se. Fueled by "angry white men," a backlash against affirmative action began to mount. To conservatives, the system was a zero-sum game that opened the door for jobs, promotions, or education to minorities while it shut the door on whites. In a country that prized the values of self-reliance and pulling oneself up by one's bootstraps, conservatives resented the idea that some unqualified minorities were getting a free ride on the American system. "Preferential treatment" and "quotas" became expressions of contempt. Even more contentious was the accusation that some minorities enjoyed playing the role of professional victim. Why could some minorities who had also experienced terrible adversity and racism—Jews and Asians, in particular—manage to make the American way work for them without government handouts? Liberals countered that "the land of opportunity" was a very different place for the European immigrants who landed on its shores than it was for those who arrived in the chains of slavery.

“How to Poison the Earth” Analysis Essay

â€Å"How to poison the earth† Saukko essay In How to Poison the Earth, the author Saukko uses sarcasm, satire, and ironic text in order to capture the readers attention and make them understand her purpose in the essay, which is to show people the future of out planet. From the very start, her thesis is very straight forward and grabs your attention right away. â€Å"Poisoning the earth can be difficult because the earth is always trying to cleanse and renew itself. A sense of sarcasm is noticed in the authors tone as she is stating that even though we have al these toxic chemicals like uranium-238 which is takes million of years to dipsose, and nuclear power plants that create hundreds of plutonium each ear. It is still not enough for the earth to be polluted is ironic. Next she transitions into a step-by-step guide on different ways to put these substances around the earth environment. By means of injection into the soil, where it then travels to the water, and then into t he air.Which will come back tot the ground in the form of rain thus creating a endless cycle of chemical revolving polluting the earth. She adds data and statics in order to demonstrate the massive amount of toxic substances that is occurring in reality. It is not exaggerated as the info is collected from the EPA (Environmental Protection Agency) She then links the ocean with her thesis by stating that it is the hardest to contaminate due to it ability to â€Å"neutralize some† of the substances as well as its large capacity.Which allows it to be the best long term storage as she says â€Å"we must use the ocean as a dumping place for as many toxins as possible. † Using ironic text to grab the readers attention with her true purpose. All in all, Linnea saukko use of satire, sarcasm, and ironic text in order to convey her message to the audience works. As a in direct way or vague in hope that the reader will catch on to her purpose and make the reader understand that th e earth is being polluted in a larger scale that what we perceive.

Writing English Drama Scripts in ESL Class

English learners need to use their English in productive settings to improve their communicative skills. One of the most fun ways to do this is by working on collaborative projects. Students work together towards some tangible goal such as a business presentation, creating a powerpoint slide or by performing a short work for each other. This lesson plan focuses on helping students write a short script, practice the dialogue and perform for fellow students. Having students perform a short drama script that theyve developed combines a number of production skills through working in groups. Some of the territory covered includes: Writing skills - writing up the scriptPronunciation - working on stress and intonation when actingFocus on specific terminology depending on subject - including target vocabulary taken from previous lessonsNegotiation skills with other students - working together to choose a romantic film, choosing appropriate language for linesImproving confidence - acting in front of others This activity is especially useful after students have been studying a particular topic area over a period of time. In the example lesson, Ive chosen romantic films for classes that have been developing their understanding of relationships. Its best to start off by exploring related vocabulary through the use of vocabulary trees and related exercises. Once students have expanded their vocabulary knowledge, they can work on speaking about relationships through the use of modal verbs of deduction for giving advice. Finally, students can put together their newly won knowledge by putting it all together creating a script on their own.   Drama Script Lesson Plan Aim: Building conversational and team working skills in English Activity: Creating an English drama script based on a romantic film Level: Intermediate to advanced level learners Outline: Ask students to name a romantic film. Make sure that most if not all of the students are familiar with the film.As a class, have the students choose a film with a limited (best two, three, or four) number of characters that are crucial to the overall plot of the film.Write the characters up on the board as in a dialogue between the characters.Solicit lines from the class for a short portion of the scene. Encourage students to use vocabulary theyve learned throughout the course of the past few lessons.Read the lines dramatically, have students practice the lines in their own small groups. Keep the focus on the acting to help focus on stress and intonation in pronunciation.Explain the project to the class. Stress that students should create the lines themselves, rather than try to find a clip from the film and reproduce the lines individually.Pass out the project worksheet.Have students access the internet to find the plot outlines on the site suggested below or another movie spoiler s ite.Once students have found the plot outlines, print out the outline so students can work together in groups to choose the appropriate scene.Follow the directions below in the handout for the students. Project: Writing a Drama Script You’re going to write your own script for a scene from a movie about a romantic relationship. Here are the steps: Go to themoviespoiler.com.Choose a romantic movie that you already know.Read through the movie description and choose one short scene (or paragraph) from the description to write a script for.Choose your characters. There should be one character for each person in your group.Write the script using the description as your guideline. Try to imagine what each person would say in that situation.Practice your script in your group until you feel comfortable with your lines.Get up and perform! You’re a STAR baby!! Next stop: Hollywood!