Poems Essay Example | Topics and Well Written Essays - 750 words

Poems - Essay Example These perspectives are reinforced by the mythical approach that Coleridge has taken. He describes the almost superhuman power that Kubla possesses through the fear that the speaker wishes to impart on his ‘subjects’. The same mysticism applies to his desire to be the demon lover, which shares the same divine and scary characteristics. The use of altered states of consciousness was popular among writers and poets in the Romantic Movement. It is important to note that the narrative was based on an opium-influenced dream. As a result, the poem features some hallucinatory aspects. The instance of ‘flashing eyes’ and ‘floating hair’ correlates to the tenets of the movement. It idealized the use of imagination over the power of reason. In that respect, Coleridge utilizes his imagination to develop a narrative that personifies his character as that of Kubla Khan. The movement appreciated the use of religious and divine ideals, as opposed to rational co ntent related to scientific knowledge. The same Romantic ideals have been used in developing mystic themes and references in the narrative. The speaker highlights the dread that engulfs his ‘subjects’ and invokes divine practices as part of their response to Kubla. For example, Coleridge explains ‘weave a circle around him thrice†¦ (Coleridge 51)’ Mary Shelley lived at a time when societies were at a crossroads. In her time, the world was engulfed in thought concerning various philosophical concerns, which were centered on the well-being of the human individual. For example, political philosophy of the time was focused on natural rights, enfranchisement and what constitutes human nature. This was a time that slavery existed legally in parts of the world. In that respect, Shelley develops the nature of her monster as part of her revolutionary ideals. She believed in equality among individuals, and that each has his/her own right to determination. Simila rly, the narrative exposes her beliefs in the representation of disability. The monster appears physically disoriented, and its body is considered repulsive. As a result, it is discriminated upon by the larger society. However, Shelley disputes this ideal that had permeated the societies of the time. She highlights that physical differences to ‘normal’ people did not change their human nature. In that regard, she grants the monster equal cognitive and lingual ability to ‘normal’ people. This serves as a representation of her revolutionary stance on natural rights. The monster may be regarded as autistic by some. At the time, disabled people were disregarded in the society, and seen as foolish and unfruitful individuals. The presentation of the monster contravenes these ideals and may be regarded as revolutionary. However, Shelley’s monster highlights that disabled individuals can maintain their productivity. This is seen through the monster’s intellect and actions. In that respect, Shelley speaks out against oppression, which may be regarded as a revolutionary ideal. This is seen through the themes of anger and loneliness that surround the monster. The author explores her revolutionary views on equality by developing her monster as a being that possesses human nature. This is seen through her monster’s cognitive development. It begins by attempting to connect with other human beings

The Lottery :: essays papers

The Lottery Merriam-Webster's online dictionary defines tradition as, an inherited, established, or customary pattern of thought, action, or behavior (as a religious practice or a social custom) and the handing down of information, beliefs, and customs by word of mouth or by example from one generation to another without written instruction. If we are to go by the latter definition , we can understand how traditions are easily lost. Have you ever played the game telephone? You whisper something in someone's ear and they whisper it in another person^s ear until it finally returns back to you and normally what is returned isn't even close to what you originally whispered into the first person's ear In Shirley Jackson's short story ,"The Lottery" ,the main theme is how traditions that lose their meaning due to human forgetfulness can cause dreadful consequences to occur. Jackson uses a lot of symbolism to show this. The story is set in a small town, ^on the morning of June 27th^(272). It opens with false innocence , using the children building a rock pile, tricking the reader into a disturbingly unaware state. The reader almost expects the Lottery to be something wonderful since the "normal" lottery has the winner getting a prize of a large amount of money or possesion. Even the story alludes to the innocence , explaining how the the town also holds ^square dances, teenage club and the Halloween program^(273) in the same spot that the lottery is held. In "the Lottery" we discover that the town-folk use a lottery, to pick a "winner" to stone to death. The winner is picked using a black box that has been around for ages, and has even been ^rebuilt with parts supposedly from the original black box^.(273) Within the box are slips of paper, enough for the entire town. On one slip of paper is a black dot for the one lucky winner. Black has always been a symbol for death, and the color of the box and dot are no exception to this rule. One of Merriam-Webster^s dictionary definitions of black is ^marked by the occurance of disaster^ . The black dot on the slip of paper identifies the lucky winner of the lottery-the person who will get stoned to death. No-one in town really knows exactly why it is a tradition although they have some vague ideas. Old Man Warner alludes that it was once said "lottery in June, corn be heavy soon".(276) Ironically, even the oldest member of this village doesn^t even remember the real reason behind the lottery.

Medea Claim Essay

Made by Euripides, Jason is the antagonist of the story. His treatment of his ex-wife Made causes the tragedy of the story. As the plot line unfolds, we begin to connect Media's irrational actions with the way she is treated by Jason. Jason chose a new bride and abandoned Made, along with his two sons. The tutor said, â€Å"The father does not love his sons, but -his new wedding bed†(Euripides 16). Made isn't the only character realizing thatJason has completely forgotten about his family for his new wife. Season's actions were due to his selfish and self-centered attitude. Made lost all mental stability after she was left by the man she thought was the love of her life. Made says on her betrayal, â€Å"Woman, on the whole, is a timid thing: [ †¦ L but, wronged in love,there is no heart more murderous†(Euripides 31 This betrayal has unleashed a rage in her, that was never seen before. In attempt to frustrate Made, Jason refuses to let her bring their children with her when she is exiled.He fails to think about the repercussions of his actions, and jumps to blame everyone but himself. Media's life would be far from a tragedy if it weren't for Season's actions. As any woman would, Made seeks revenge on Season's repulsive actions. She says, â€Å"Now can unfold to you [Chorus] my whole design: there is nothing sweet in it, as you will SE' (Euripides 137). Jason definitely is to blame for the tragedy due to his treatment of Made.

The Puzzling Truth A Practicum Observation Of A Mentor...

The Disconcerting Truth: A Practicum Observation of a Mentor Teacher Senior Government Students Thirty-six desks were placed in six rows of six and each one faced the SMART board awaiting the third block seniors to come in for their government class. The adjacent cement walls had no artwork, posters, or examples of student success. In a list of three, the only whiteboard contained the class’ plan for the day, but the faded green marker rendered it indecipherable from across the room. The objectives were, â€Å"1. CNN News, 2. Begin Chapter 3 Vocabulary, 3. Preamble,† with no explanation or elaboration. From the back of the room, a screen separated the government class from another history class. There had been chatter echoing†¦show more content†¦When the video ended all but three students were on their phone or asleep, some of each of these two categories even have headphones in. Rather than address the situation, the MT called from his desk that it was time to move on to their next activity. Though the board listed vocabulary and the majority of the class were pulling out the classroom set of textbooks from under their desks the MT pulled up another video. He asked the class if anyone already knew the preamble. When no one answered the question the MT asked what the preamble was or where it could be found. Again, no one answered. Clicking play on the School House Rock video there was an instant symphony of groaning and recognition. As soon as it finished the students were told that they had one week to memorize the preamble and recite it in front of their peers for a test grade. The class was instantly full of chatter, mostly complaints and questions- none of which were answered, but the MT announced that anyone that performed the preamble at the end of class that day would be given extra credit, which seemed to quell about half of those talking. The last activity on the board was the vocabulary, some of the students were working on it and others were reading and practicing the preamble, some alone and others in groups. Confused I asked three students what they were doing with the vocabulary. They showed me the twenty vocabulary