The Patriot Act Essay Example | Topics and Well Written Essays - 1000 words

The Patriot Act - Essay Example As the discussion declares the Patriot Act is potentially capable of doing much good than harm if timely and adequate amendments are made in the controversial, meaningless and potentially harmful provisions of the Patriot Act. This research stresses that with the world rapidly transmuting into a global village, diversity is on the rise, more than ever in human history and with it has popped up problem of intolerance of each other’s values, beliefs and principles. When this lack of tolerance augments at an alarming pace, bigger social and cultural issues erupt paving way for greater and deadly consequences. One such consequence was the September 11 incident that completely shook people up, due to mass destruction that it caused and thus compelled both the public sector and the private sector to re-evaluate the nation’s homeland security systems and the potential threats to the same. On the same account, the government of the United States of America the SAFETY Act â€Å"as part of the Homeland Security Act to encourage potential manufacturers or sellers of anti-terrorism technologies (ATTs) to develop and sell technologies that could reduce the risk or mitigate the effects of large-scale terr orist events by limiting legal liabilities that might otherwise be faced by such developers and sellers for injuries and losses sustained in an act of terrorism†. This SAFETY Act however, has caused much turmoil and debate among social strata thereby creating two distinct sides to the Patriot Act, one of the proponents while the other of the opponents.

Can You Motivate The Unmotivated A case study of male university

Can You Motivate The Unmotivated A of male university students in Saudi Arabia - Case Study Example Students in Saudi Arabia are faced with a lot of problems studying in a language other than their first language (L1). This phenomenon has introduced the rule of ‘No Arabic Speaking’ in the Saudi Arabia where students are prohibited from the use of L1 in everyday classroom activities, as the teachers and proponents of this rule believe that the active use of L1 may inhibit the proper and quick learning of L2. This leads to poor motivation in those students and difficulties in learning and acquiring the second language in its true spirit. So the question tends to be whether the restricted use of L1 assists in or inhibits the proper acquisition and learning of the second language, in short if it is an asset or a liability. This paper sheds some light on the motivation theories and their application with respect to the problem in discussion, and tries to review the monolingual practices in order to help such students in developing positive attitudes towards the target langu age, so that they can be highly motivated to acquire L2 in its true meaning thereby enabling them to lay a firm foundation for speaking and writing in L2. In order to evaluate the issue under consideration, we will first look at the recent research works and studies about L2 motivation as a second language (in a foreign environment) or foreign language (in a native English-speaking country). For the analysis of the problem I have selected a few articles, journals, and other related literary documents to accumulate knowledge and to establish well-grounded theoretical context and conceptual framework for the paper. So this paper can also serve as a comprehensive summary of the relevant studies which comprise, for example Cle ´ment & Gardner, 2001;... Hence, instead of restating what has already been very well described in the articles and journals selected for the anthology, I have tried to evaluate the answers to the question under study from various standpoints, highlighting their importance and trying to establish the connections with other approaches to the problem. In trying to understand the acquisition of L2 as a language we need to see it not just as a subject, but as a deeply social and cultural event; and that’s what makes language learning different from other academic subjects. The elements of language learning as a subject include the understanding of lexical terms, vocabulary and grammatical rules; whereas it is also socially bound requiring the language learner to integrate several elements of the culture of the second language (Gardner, 1979 and Williams, 1994). L2 motivation researchers have widely supported this approach, which has led to the inclusion of social and cultural dimension in the language lear ning and studies. This has also introduced the concepts of multiculturalism, language globalization, power relations between different cultures and social groups in the study of L2 motivation. This, in fact, also explains why it was the social psychologists who first initiated the researches into L2 motivation. The first comprehensive study of L2 motivated was initiated by Robert Gardner and Wallace Lambert in 1972. They viewed language learning as a means of reconciling differences between different cultures and social groups. According to them, for intercultural communication and association to take place, â€Å"motivation† to learn the language of others is the primary driving

Spelling Errors With Grade Nine Students English Language Essay

Spelling Errors With Grade Nine Students English Language Essay The main goal of this study was to go beyond the general awareness that spelling is a problem for Grade 9 at Abdel Rahman Aldhakhel School students. Its purpose is to identify more specifically the kinds of spelling difficulties they have. In addition, the purpose of the study was to determine the most common types of spelling errors made by those students who were in the ninth grades. In addition, the purpose of the study is to determine the main difficulties that face students in spelling. Also, It attempted to determine the causes of the spelling errors with those students and how could we solve them. This study was limited to data obtained from a spelling test given to students in Abdel- Rahman Aldakhel School C2. There were 45 ninth grade students. They were all male students. Their ages were between 15 to 17 years old. The data were collected from questionnaires given to different teachers. They were six males and four females. The result was that most students committed at least one error in this test. The types of errors committed by the largest number of learners were omission, insertions, and substitution. Also, the most type of difficulty for students was silent letters. It was a problem for 38 students of 45 (84.4%). Also, way of writing sound /z/ and ways of writing sound /s/ were a problem for them. Most of teachers agreed that the spelling errors might affect the students learning process. The researcher tried to find the best strategies that teachers and parents can follow to improve their childrens spelling. Also, He mentioned the best activities that teachers can use in classes to reduce spelling errors with those learners. Also, the researcher focused on spelling errors in order to find out the common spelling errors and the best strategies to overcome them. Introduction English as a second language is an easy language to start learning, because it is related to our language Arabic. That means English and Arabic share some elements. Sometimes the same word (how to say it) like Alcohol. However, you will face some difficulties when you learn it. English is different from Arabic in the way of writing the letters and the way of pronouncing. Many students make more mistakes in spelling. That maybe because the spelling of word may not show the exact pronunciation (way of saying) of it. This is because English words come from many different sources. In addition, sometimes the word is too long to keep it or it is similar to another word. Therefore, that, some students mix them. Spelling errors are the most common type of mistake in the written work of English learners. Spelling is a particular problem because of the differences in the writing systems of Arabic and English. In addition, it is because in English the relationship between sounds and writing are not regular. The researcher focused on spelling errors in order to find out the common spelling errors and the best strategies to overcome them. Statement of the problem The students in grade nine at Abdel Rahman Aldakhel School face difficulty in spelling. They make many mistakes in their writings. They committed many mistakes in their exams and in their homework therefore that will affect their learning process. When they write a paragraph or an essay, they feel worry of those spelling mistakes. So, the researcher did this research to find the best ways to overcome those spelling errors and to know the best strategies that teachers and parents can follow to reduce spelling errors with those learners. Significant This research is very important for many reasons. First, it will determine the different types of spelling errors. Also, it will determine the different kinds of errors. Third, it will help both students and teachers to overcome those spelling errors in the future. In addition, it will help the teacher to choose the best ways to teach spelling for students. Term of Definitions 1- Transfer refers to the effect of native language on the learning of second language. 2- Overgeneralization is common process in native language and second language in which the students extend the use of a grammatical rule of linguistic item beyond its accepted uses. 3- A communication strategy means to express meanings using the words and grammar. Addition is the addition of unnecessary letters to a word. 2- Omission is the omission of a letter or letters from a word. 3- Substitution is the substitution of a letter or letters for the correct letters. 4- Inversion is the arranging of the correct letters in the wrong order in a word. 5- Miscellaneous is spelling which in no way resemble the word. Review of literature Spelling defined as the learners ability to write words correctly from memory. Effective writing depends on effective spelling. Understanding learners spelling difficulties can help teachers support the development of learners writing. Good spelling is a goal to the students in his writing. The student who cannot spell has a very difficult time in converting his ideas to others. His thoughts are broken by inability to spell words. The misspelled words will take the mind of the reader away from the meaning of the message. So, spelling is necessary for communication. Errors made by second language learners are classified into two groups, interlingual and interlingual errors. First, Interlingual errors are those that result from language transfer and caused by the learners native language. Some researchers hypothesized that errors in the second language are caused by the interference of the students native language. Such errors reflect the students inability to separate native language and second language. Other researchers pointed out that students errors in second language are caused by several things. These include transfer, overgeneralization and communication strategies. Transfer refers to the effect of native language on the learning of second language. In transfer, some patterns are borrowed from native language. In Overgeneralization, patterns may be extended from second language by analogy. Overgeneralization is common process in native language and second language in which the students extend the use of a grammatical rule of linguistic i tem beyond its accepted uses, generally by making words or structures follow a more regular pattern. A communication strategy means to express meanings using the words and grammar, which are already known. Intralingual errors are those, which result from faulty learning of second language, rather than from language transfer. Phenix (2001) believes that spelling difficulties with learners can be divided into two groups. First, linguistic, which are related to the nature of the language. Second, personal, which are related to the different stages of development learners go through. Phenix (2001) describes these stages as follows: First, pre-phonetic, learners use a mixture of pictures, signs, shapes and letters. Second, semi-phonetic, learners use letter names to represent the sounds. Third, phonetic stage, learners use known sounds to write words and they become aware of word boundaries and leave spaces between words. Fourth, visual learners use most letters correctly, if not in the right order; they use vowels in every syllable. Fifth, mature which means that learners use a full range of strategies to spell words and they are able to make analogies from known spelling patterns; they are able to recognize incorrect spellings. There are many studies done on spelling errors and the different kinds of errors and different types of difficulties. Snowball did a study on spelling errors and the main kinds of spelling errors. She listed six different kinds of spelling errors. She said that it is not enough to know that the students have misspelled words but she finds it useful to analyze the different types of error students are making and then provide relevance teaching based on that knowledge. She listed some common types of spelling errors based on his study and the best strategies to help them overcome them. The First kind is spelling by sound only like photo, foto. The second kind is not hearing sounds in words like, library, library. Third, confusing about homophones like tow, too, to. Fourth, shaky grasp of suffix and prefix rules like stopt, stopped. Fifth, lack of attention to the order of letters in words like, brid, bird. Finally, knowing to spell, but not to caring like, for some students, the proble m is not a lack of spelling skill but confusion about the importance of spelling correctly. Teachers should be careful when dealing with those kinds of errors. She listed some strategies that teachers can follow for overall correction. First, teachers should ask them what ideas they are using when they spell. Then, he should use their answers as a starting point to clear up confusion. Second, when analyzing or correcting spelling mistakes, they should keep in mind the appropriate expectations for the age and experience of the writer. Third, they should be sure to point out the many good strategies that they observe in students spelling. Then, they should encourage their students by using phrases like these, I like the way you try unknown words, I see that you know how to spell many high-frequency words, I see that you are learning how to use common spelling patterns and I notice that you care about your audience and so you have proofread your writing. (Snowball, 1997) There are four types of spelling errors that learners of English commonly make. These are omissions and it means leaving letters out, substitutions, which means replacing letters with incorrect ones, transpositions, which means reversing the position of letters, and additions /insertion, which means including extra letters.( clements, 1971) It is very important to teach students the best strategies to learn words and to check spelling of words they have written. Teachers and parents are alike need to incorporate teaching strategies for learning words and strategies for teaching spelling into all curricula. Sarah Malburg (2009) mentioned some strategies that can parents do to improve their children spelling as the following: Parents can help in teaching spelling to their children. They should sit with their children at home for a fixed amount of time in order to teach or learn spellings of words. In addition, they can put the common words on different items at home. Children will look at the word daily and they will try to establish the relationship of words and their use in daily life. In addition, they can use hide and seek technique for teaching word spellings to their children. They can make the child look at the word, say the word, hide the word with one hand behind the back, then have them write and say the word and then check it. Parents can close the eyes of their children with their hands; tell them to visualize a picture of the word in their heads. They can tell the child to trace the letters in the air with eyes closed. Then, they tell the child to open their eyes and write t he word on the paper. In addition, they can tell the child to check the spelling with the word in the book. They also can teach children about group words. Parents should encourage children to make associations of words with similar patterns e.g. other, brother, mother etc. There are some strategies that can teachers do to improve their students spelling as the following. The teacher should teach spelling strategies in the classroom. While teaching, the teacher should say the word slowly and students should listen carefully. Then he should write the word clearly, syllable-by-syllable on the blackboard. Then, he should write the similar sounding words on the blackboard e.g. bead, dead, read, bread etc. The teacher should teach students about listening to the order of sounds in a word. In addition, he should teach students about the derivations of different words from the base word e.g. sign, signal, resign etc. this will help children in the formation of new words by adding prefixes and suffixes. Teacher should teach dictionary skills to his students. He should explain alphabetical order and use different word endings under the base word e.g. bank, banking etc. Ù†¦Ãƒâ„¢Ã¢â‚¬   ØلكØ ªÃƒËœÃƒËœÃ‚ ¨ There are six common ways that can teacher follow in teaching spelling for learners and they are called Six Research- Based Techniques. First, careful word selection, you cannot pain a picture without the pain, and you cannot teach spelling without words. So, teachers should be careful when choosing words and they should agree that the words are suitable for their students. Second, using a pretest-study-posttest format, administrating a pretest is an efficient way to individualize spelling. In the pretest, each writer in classroom quickly and easily demonstrates whether or not he or she knows the words or patterns in the weeks unit of study. Third, use a self-correction technique, follow self-correction technique like, Find a partner and take the test, ask your partner to read your words and tell you if there are any words he does not know (how to say). Then, say the words for him, write the word on a piece of paper. when you complete your list, witch roles Fourth, teach children How to study unknown words. A system technique for learning the correct spelling of words is by using a combination of auditory, visual, kinesthetic and tactile procedures. You have to follow look, say, write technique. Fifth, use spelling Games: using games in teaching students is a useful way because to attract the students attention. Many students like games and it will be an affective way to teach them by using games. Sixth is word sorting like, using pocket chart. Methodology In order to know the common spelling errors and their causes, the researcher chooses spelling errors as a topic of my research. Then, he started to collect the information from different sources. First, he observed his classes (Grade 9/4 and 9/1) at Abdel-Rahman Al-Dakhel School. The participants were 45 boys. The learners were aged 15-17. The boys were in two classes of 23 and 22. He observed the students while they were writing in class, their writing in the exams and he found some spelling mistakes. In addition, he took four workbooks. Then, he searched about the spelling errors in their writing in their workbooks. Next, he analyzed the results. I searched in the internet about some information that helped me in analyzing the results. In addition, I interviewed some teachers at Abdel-Rahman Al-Dakhel School. I asked them about the common spelling errors and the reasons that make students spell wrong. Finally, I wrote the report. Data were collected through spelling tests administered to these learners. Also, data were collected through interviewing some English teachers. I choose 10 words. The learners in each class were given a copy of their ten words to study the day before the test. This figure shows that most of the teachers agree with that spelling errors may affect students learning process. In addition, some of them said that they agree with that spelling errors affect students learning. Some teachers dont agree with this point. They said that it does not affect students learning. This figure shows that some teachers were agree with that reading stories or books help students to limit spelling errors. However, some of them were not agree at all with this point. They said that students cannot limit spelling errors by reading stories and books only. They have to follow a plan to solve this problem and there are some steps they can follow to reduce spelling errors. This figure shows that all the teacher were agree with that teaching way plays a major role to improve students spelling. So, the teachers should focus more in their teaching ways to reduce spelling errors with students or to improve spelling with those students. This figure shows that most teachers were agree with this point. They said that improving students spelling helps them to improve their language. Most teachers arguer with this point and they said that it is not enough to teach them the phonetics to reduce spelling errors or to improve their spelling. There are some ways that they have to follow to improve their spelling. Most students committed at least one error in this test. The types of errors committed by the largest number of learners were omission, insertions, and substitution, while errors of transposition were present in the work of smaller proportions of learners. Some students did well in the test and they were seven students. Substitution was the most types of errors that students fell in with 84.4%. In addition, Omission was one of the most types of errors with 84.4%. Some students committed two mistakes in one word, (omission and substitution), like bul instead of pull. So, as the researches approved that substitution and omission are the most common type of errors that Arab learners make. This figure shows that the most type of difficulty for students was silent letters. It was a problem for 38 students of 45 (84.4%). Most of them wrote nock instead of knock because they spell words by sounds only. In addition, way of writing sound /z/ and ways of writing sound /s/ were a big problem for them. Some students wrote z instead of s like noz. There are other mistakes done by those students like writing b instead of p and that problem because they are not hearing sounds in words. The number of the students who did not make any errors and they did not have difficulties were 15.5% only. Discussion: Through these tables, the researcher noticed that the students faces difficulty in spelling and that of course will affect the learning process. He tried to know the reasons and how can a teacher help students to solve their problems. He think that the reasons are first, the way of teaching because most teachers dont care about spelling and they care only about speaking, so the students can read the word but they cant spell it. The second reason that some students when they learn any new word, they do not try to spell it and they dont practice to write or use it. The third reason is that most students dont read English magazines, books or newspapers which are important to know the words and the spelling of them. The Fourth reason is that most students cant differentiate between the C and S, C and K. The fifth reason is that most students writes what they hear like writing Z instead of s. The last reason that most words in English have silent syllables like light, know, bought, listenà ¢Ã¢â€š ¬Ã‚ ¦act. Recommendations for students: Students should follow a plan to solve this problem. Students should use the unit list of words to study the words carefully. Students should read books and magazines. Students should practice writing the difficult words at home many times in order to remember the words correctly. Students should listen to the words carefully and try to differentiate between different sounds of letters. Students students Recommendations for teachers: Teachers should Recommendations for curriculum designers: CONCLUSION The research showed that some students faced problems in learning second language. They are facing problem in spelling more than verbal skills. The researcher showed the common spelling errors and how the teacher can solve them to improve students. In my opinion, there should be a special class that focuses on reading and writing for improving spelling skills. That will make the teachers care more about spelling. We recommend that Education College should provide teachers with training courses in developing strategies to improve spelling skills. In conclusion, learning language requires many inputs.

Women †Giving Life to the World and the Gods :: Philosophy Essays

Women – Giving Life to the World and the Gods Artemis, Ishtar, Aphrodite, Isis, Anahit, Astarte, and Minerva were all names attributed to the Great Goddess at the temple-city of Ephesus. It was in this city in the year AD 431 that a council of the Christian church was held to determine and make law on the subject of the Mother of the Christ, Mary. During the five centuries since Christianity’s birth the matter as to whether Mary’s conception had literally been of God remained unsettled. Some believed that it was indeed a virgin birth while others held that Christ was a normally conceived child who had become "endowed by God upon baptism in the river Jordan" (Campbell 60). In the year AD 431 in the Near East in the city of Ephesus, greatest of the Great Goddess’s temple-cities, Mary the mother of Jesus Christ was lawfully acknowledged to have been literally impregnated by God. It was then that she was formally proclaimed Theokotos, or God-Bearer (Campbell 60). The concept of the Virgin Birth is not isolated to this one explicit utterance made in Ephesus. It permeates every mythology and religion known to man. In Teutonic myth all of the Valkyries and Heroes were children of the gods in the mortal strain. In Greek and Roman mythology the figure of Zeus (or Jupiter) sired several children by mortals, with Perseus and Hercules being two of his more illustrious sons. In fact, virgin birth was so common that the British usurper Vortigern (of the Authurian mythos), in an attempt to make his troublesome collapsing tower remain standing, was advised by his astrologers to find a child " born without a mortal father" with whose blood he could bathe his tower’s cornerstone. So Vortigern sent messengers throughout the land to find one, as though such children were in abundance. They returned with Merlin, who was indeed the son of no mortal father (Bulfinch 389). In the Bible, too, we can find other instances of virgin births (or facsimiles thereof). Isaac was the son of Abraham’s wife, Sarah, who was far past the age of child- bearing (Genesis 17:16- 19, 18:9- 15, 21:1- 2). The famous Samson was the son of Manoah’s unnamed wife who had never before given birth to a child (Judges 13). The most curious of these, though, is the reference to Emmanuel: "Behold, a virgin shall be with child, and shall bring forth a son, and they shall call his name Emmanuel, which being interpreted is, God with us" (Matthew 1:23). Women – Giving Life to the World and the Gods :: Philosophy Essays Women – Giving Life to the World and the Gods Artemis, Ishtar, Aphrodite, Isis, Anahit, Astarte, and Minerva were all names attributed to the Great Goddess at the temple-city of Ephesus. It was in this city in the year AD 431 that a council of the Christian church was held to determine and make law on the subject of the Mother of the Christ, Mary. During the five centuries since Christianity’s birth the matter as to whether Mary’s conception had literally been of God remained unsettled. Some believed that it was indeed a virgin birth while others held that Christ was a normally conceived child who had become "endowed by God upon baptism in the river Jordan" (Campbell 60). In the year AD 431 in the Near East in the city of Ephesus, greatest of the Great Goddess’s temple-cities, Mary the mother of Jesus Christ was lawfully acknowledged to have been literally impregnated by God. It was then that she was formally proclaimed Theokotos, or God-Bearer (Campbell 60). The concept of the Virgin Birth is not isolated to this one explicit utterance made in Ephesus. It permeates every mythology and religion known to man. In Teutonic myth all of the Valkyries and Heroes were children of the gods in the mortal strain. In Greek and Roman mythology the figure of Zeus (or Jupiter) sired several children by mortals, with Perseus and Hercules being two of his more illustrious sons. In fact, virgin birth was so common that the British usurper Vortigern (of the Authurian mythos), in an attempt to make his troublesome collapsing tower remain standing, was advised by his astrologers to find a child " born without a mortal father" with whose blood he could bathe his tower’s cornerstone. So Vortigern sent messengers throughout the land to find one, as though such children were in abundance. They returned with Merlin, who was indeed the son of no mortal father (Bulfinch 389). In the Bible, too, we can find other instances of virgin births (or facsimiles thereof). Isaac was the son of Abraham’s wife, Sarah, who was far past the age of child- bearing (Genesis 17:16- 19, 18:9- 15, 21:1- 2). The famous Samson was the son of Manoah’s unnamed wife who had never before given birth to a child (Judges 13). The most curious of these, though, is the reference to Emmanuel: "Behold, a virgin shall be with child, and shall bring forth a son, and they shall call his name Emmanuel, which being interpreted is, God with us" (Matthew 1:23).

Great Gatsby and Hamlet comparision Essay

Throughout both books GG and H, there are several discrepancies between appearances vs. reality. It appears that everyone is full of deception and ulterior motives. Tom, Daisy and Gatsby all appear innocent and happy from an outsider’s perspective but when given a closer look the imperfections shine bright†¦. Hamlet is based aroundcharacters that play their roles behind the veil of duplicity. Everything appears to be true and accurate, but in reality it’s vice-versa. Three of the main characters that hid behind the mask are Hamlet, King Claudius, and Polonius. From behind this mask, their appearance is genuine and sincere, whereas in reality, they’re plagued with lies. They often appear to be only one way whilst they really are something entirely different. By viewing the controversies going on in Denmark, it is justifiable to state that there is truly something rotten in the state of Denmark. BP#1 Polonius and Tom -P appears loyal; reality sly and selfish. P appears to care about his family when in reality he is only concerned of how his kid’s actions reflect back on him. Right before Laertes leave for France P â€Å"Neither a borrower nor a lender be: For loan oft loses both itself and friend; And borrowing dulls the edge of husbandry.†This is typically fatherly advice, but later it is realized that P doesn’t trust L when he sends someone to spy on him. P actions may seem genuine but later they prove no more than P worried about his son’s reflection upon himself. -Like P, T appears to be a loyal man especially to his family, when in reality he is extremely disloyal to D. â€Å"Tom’s got some woman in NY†. Tom is not happy w his marriage as he feels the need to cheat. At the dinner table, D quickly brings up how she has a bruised finger and is in pain â€Å"That’s what I get for marrying a brute of a man, a great big hulking-â€Å". T has told D not to call him â€Å"hulking†, her defiance to her husband shows how unhappy she is w their marriage. Both P and T appear to be loyal from an outsider’s perspective but in reality they both portray selflessness and carelessness towards their families. BP#2 Claudius and Daisy -Claudius appears innocent, upset about his brother’s death and concerned for Hamlets well being. Claudius in reality is multi-faced and his ambition is to aquire the crown by killing his brother and marries his sister in law.  Claudius fears that H is going to discover what he has done and come after him. He investigates H madness by saying he is worries about H. â€Å"Whose whisper o’er the world’s diameter, as levels as the cannon to his blank transports his poisoned shot, may miss our name and hit the woundless air. Oh come away! My soul is full of discord and dismay†. D appears innocent and happy w her life; reality is she is married T because of status and is therefore unhappy. Even though she is unhappy w her marriage it is clear that status means a lot to her, especially when she is with Gatsby and he is showing her all his expensive items â€Å"It makes me sad because I have never seen such nice shirts before†. Daisy also says â€Å"Of love, of money, of unquestionable practicality† it was practical for her to marry T but this quote also suggests that T bought her. Both C and D married to achieve a higher status and for the betterment of themselves. They both achieved higher status and by doing this prove that they married out of greed than love. BP#3 Gatsby and Hamlet G appears rich, well educated (G believes that a man’s education is what categorizes the lower class from the upper class) and innocent; reality became rich through illegal means; bootlegging, is not educated and desperately wants D. â€Å"I’ll tell you Gods truth†¦I am the son of some wealthy people in the middle-west† as a result his family background is an ex. Of the false appearance G portrays. He mourns so deeply regarding the death of his father and his mother’s remarriage with his uncle that he appears insane, yet in reality he takes the advantage of his insanity to avenge his father’s wrongful killing. Another reason is, his love for Ophelia. He is deeply hurt due to the ignorance of Ophelia that he uses it to advantage, by showing hate towards her, in order to make others think that his madness is due to his rejected love. He uses his madness to manipulate and deceive the other characters, while in reality he is carrying out his master plan. He plays his role extremely well by showing his madness that he is able to convince Polonius that it’s all due to his rejected love, Ophelia. â€Å"He knew me not at first; he said I as a fishmonger: he is far gone, far gone: and truly in my youth I suffered much extremity for love; very near this.† –P is reporting to C that H is insane Both H and G are tragic heroes. Hamlets flaw being his procrastination and Gatsby’s flaw is his belief that you can  relive the past. Both characters are blinded by the thing they want most and the obsession with it fuels their actions causing both characters to take it so far that they end up hurting themselves and others around them in their recklessness.

An Analysis of Writing Techniques in the Achievement of Desire Essay

This essay is elegantly written with well-chosen words. Besides that, Richard Rodriguez’s adept skills in depicting the author’s complicated yet conflicting mental activities through various literary devices is also the shinning point of this piece of work. In the essay, the author mainly used several techniques such as flashbacks, comparisons and contrasts, definition, quotation, and satire to enhance the readability and entertainment of its content, which cater to most readers’ tastes and could lead them to further and in-depth thinking and reflection. Before analyzing the Rodriguez’s skills to shape and present his idea, a briefing on the essay is necessary. Rodriguez, the author, devoted most of his time to gaining knowledge. He saw schooling as the best way to get rid of his embarrassed status as an immigrant Mexican and to escape from being a poor educated person as his parents. However, after reading hundreds and thousands of classics, he found himself becoming a â€Å"scholarship boy†, otherwise pedant or book worm, overweighed with knowledge but do not have his own views on things. In other word, the whole learning process of him is mimicking and memorizing other’s words. He did not realize this until he wrote a dissertation on Renaissance Literature. He became bored of ceaseless learning and grew nostalgic and missed the family intimacy and consolations. But what irony is that in his efforts to return his family life, he found that it was education that enabled him aware of his status quo and gave him another chance to cherish the forthcoming life. Now, after gaining a rough idea of the essay, we could turn to his first writing technique-flashback. Most stories began with such a written pattern, which could leave the readers in suspense and give them a lingering aftertaste. This is also true of Rodriguez’s work. In the opening of the essay, the author appeared as the guest speaker to give a lecture on the mystery of the sounds of words to the ghetto students. No one was really interested in his speech except a girl whose eagerness to learn and ways of taking note reminded the author of his school days. In order to propel the readers to move on, he uses such a sentence â€Å"It is myself (as a boy) I see as she faces me now (a man in my thirties)†. How could an adult see his youth in a girl’s eyes? A question like that will occur to most readers’ mind, and as a result they would read on with the intention to unravel it. This sentence also plays play the role of linking the preceding and the following passage, because in the second paragraph the author began with words like â€Å"the boy†. The following paragraph all dwelled on in a sequential narration matter. Apart from leading the reader to run along the plots, the main intention Rodriguez employs flashback is to introduce the main question, which is also the clue running through the whole essay, â€Å"How did I manage my success? †. By putting forward the question, the whole work has a pivot on which the reader could gain a better understanding of Rodriguez’s strange behaviors and complicated emotions in the rest content. The sharp and stark comparisons and contrasts between classroom and home, family life and school life, teachers and parents are also prevailing in Rodriguez’s writing. In Rodriguez’s eyes, home is a place one could feel the intense pleasure of intimacy and consolations while classroom is a place relatively reclusive and lonely, but the latter is more favorable when one is ready to embark on a road to knowledge. School life is dull and attentive while family life (concerning the author’s situation, the working class may be more pertinent) is an adult life full of trivial and petty things related to mundane life, such as Rodriguez’s description of his mother’s ironing and father’s habitual self-talks. Teachers, as Rodriguez sees it, they are the idols who could guide him in the process of searching for more knowledge. We can see this in his narration that even as a fourth grade students, he asked his teacher for booklists and librarians even reserve books for him. Parents, however, are poor educated who speak English with Mexican accent, making Rodriguez rather shameful in the grammar school graduation ceremony when the nun condescended to speak to them. These three comparisons and contrasts could be concluded as the conflicts between study and family. The author, with the eagerness to read more and the ambition to become elite, he chose the former. All these may render a strong sense of sympathy in the readers. They may be sorry and even curse the education which brings the author into such a tragic situation. Some readers, who have an intense interest in unrelenting pursuit of knowledge, might awaken to the reality that they are also leading a tragic life just like the author. Consequently, the illuminations people obtained from this essay may even change their way of life. Definition could also be spotted in this essay. The key term, scholarship boy coined by the author, has multiple levels of meanings. Definitions like â€Å"the scholarship boy must move between environments, his home and the classroom, which are at cultural extremes, opposed†, â€Å". . . The scholarship boy does not straddle, cannot reconcile, the two great opposing cultures of his life. †, â€Å"the scholarship boy makes only too apparent his profound lack of self-confidence. †, â€Å"The scholarship boy is a very bad student. He is the great mimic; a collector of thoughts, not a thinker. † and so on so forth. Any reader, who follows closely with the author’s flow of thoughts, could readily identify the scholarship boy he referred in distain and shame is himself. We could also draw such a conclusion from the last paragraph â€Å"I was a scholarship boy at the time†¦Ã¢â‚¬  So why does Rodriguez define it so frequently with different interpretations? What’s his purpose? In my view, Rodriguez in doing so is just want to highlight his regrets of distancing himself from family life and his shame of being a machine learning by mimicking and memorizing without originality. Like a person who committed some bad deeds, he would keep bubbling and muttering to show his regrets and sorrows. This would also give a sharp impression on the readers, making them reflect on the purpose of education and their own ways of learning. Quotations are scattered in this essay, most of them are from The Use of Literary Written by Richard Hoggart. For instance, in order to explain a scholarship boy’s nostalgic feeling at the end of his education he cited a paragraph from Richard Hoggart’ book, â€Å"The nostalgia is the stronger and the more ambiguous because he is really â€Å"in quest of his own absconded self yet scared to find it. He both wants to go back and yet thinks he has gone beyond his class, feels himself weighted with knowledge of his own and their situation, which hereafter forbids him the simpler pleasures of his father and mother. . . .† The contradicting moods are vividly presented in these words, which also makes the readers easier to grasp Rodriguez’s painful and conflicting emotions. He wants to go back to the family life and enjoys the intimacy but his desire for knowledge prevented him from doing that, which resembles a girl who is longing for a piece of candy but her decayed tooth deprives this enjoyment. So the author must be very helpless and painful during this process. Satire is also another main technique the author used to better present his idea. The repeat definition of scholarship boy is a satire, people’s constant inquiry of the secret of his success and his unexpected answer (I couldn’t forget that schooling was changing me and separating me from the life I enjoyed before becoming a student. ). The biggest satire of this work is that the author found that the education made him distant himself from his parents while it again offered him chance to care for them. What an irony it is! These ironies add an entertaining yet painful effect to the essay and the readers, driving them to think deep. To sum up, all these writing technique do bring the readers forward and hold their attention, but the unique experience of the author is the trump card of this essay’s success.

Descriptive Essay on a Piece of Art

Descriptive Essay on a Piece of Art Descriptive Essay on a Piece of Art Very few paintings today are as popular as Leonardo da Vinci’s Mona Lisa. There may be very many painters today, some of whom may be more skilled than Leonardo; however, there is yet to be a painter who can express facial features on a piece of art as Leonardo did. For instance, Mona Lisa’s smile has been a subject of much debate, given the many articles that have been written to try and describe this smile. Leonardo’s other work of art, christened the Lady with Ermine, also presents facial features in an outstanding manner. An examination of the Mona Lisa in the present day reveals that the painting has indeed had better days. The original color of the painting appears faded and is almost gone and this is perhaps the reason why the original painting has been repainted at least three times. The painting does not appear to be clean and this can be observed in the greenish glaze on the painting. The repainting of the painting and the greenish glaze makes the painting somewhat different from what Leonardo originally painted. In a bid to understand the Mona Lisa, artists have continued to question the identity of Mona Lisa. The Mona Lisa has so far been associated with more than 10 different women and some professionals have even stated that she may have been a lover of Leonardo. Some artists have even proposed that the painting depicts a boy and not necessarily a woman as it so obviously appears to be. Some of the interesting descriptions of the painting are that it is Leonardo’s mother, Catherina, his daughter, or even his son. Some artists have even recently described the painting as a self-portrait. Despite its age and the confusion over who is depicted in the painting, the Mona Lisa is still regarded as one of the most popular paintings in the world of today. The painting has indeed stood the test of time and has been written about and reproduced more than any other painting in the world. The famous painting is currently being exhibited in the Louvre museum, Paris, in a temperature and humidity controlled box that has been embedded in concrete. The museum protects the painting using two sheets of bulletproof glass that have been triple laminated. Even with this high level of care and security accorded to the painting, the museum has placed a couple of guards next to the painting whose main job is to control the flow of the crowd. Given the high level of protection and care granted to the Mona Lisa painting, it is accurate to state that the authentic Mona Lisa is difficult to see. This is especially so because of the huge crowd of tourists who gather in front of this painting every day when the museum is open as well as the numerous flashes from the cameras of the tourists. More than nine million tourists flock the museum on an annual basis just to get a glimpse of the famous painting. Tips on writing a descriptive essay on a Piece of Art: Writing descriptive essays is like writing narrative essays, in the sense that both paint a picture for the reader to imagine. Therefore, you have to show your readers through words what you want to describe, not just tell about it. What you should tell the readers is what you are going to describe in your essay in the introductory paragraph, so that they are not confused. You can buy Art essay written from scratch by academic experts at custom essay writing service. Just fill in the order form with all paper details.