Graduation Speech Catholic School - 1448 Words

Most children might as well consider themselves born into a certain set of ideals and morals, ultimately defining the religion their parents will most likely have them follow. As for myself, the religion that I have been a part of all my life sine baptism has been Roman Catholicism. Once I was born my parents decided to continue the family tradition of following the teachings of Catholicism. From pre-school until eighth grade I attended a co-ed Catholic school called Epiphany Catholic School in my home town, Miami, Florida. I was required to take a religious class regarding Catholicism each of the eight years that I was there. As a student body we attended mass during school hours and I also received four of the seven sacraments which would be: baptism, communion, reconciliation, and confirmation. Once I graduated from eighth grade, with the help of some discussion with my parents, I decided that I was going to attend an all-girls Catholic high school called Our Lady of Lourdes Academy. Throughout my time at Lourdes I was enrolled in eight different theology credit classes for the four years I attended. In these classes we were taught that service to others and the community was an indispensable part of the catholic religion, therefore, we were also required to complete a hundred hours of service by the time we graduated high school. Growing up catholic I was always taught to put my faith in action and that is exactly what acts of serviceShow MoreRelatedWhy Religion Should Be Kept Out of Sublic Schools1334 Words   |  6 PagesAllowed In Public Schools The question of religion in public schools goes all the back to 1948, where a case in Champlain, Illinois was heard regarding a sectarian group that would go into schools 30 mins. a day to preach to students about religion. The court found it was unconstitutional due to the first Amendment (Mead, Green, and Oluwule). These practices still continue today with various religious groups taking stronger and more creative ways to infiltrate the public school systems of AmericaRead MoreA Pluralistic Balance Essay example1513 Words   |  7 PagesMay of 2002, Marc Hall, a gay student in an Oshawa catholic school was not permitted by school officials to take his boyfriend to the graduation prom. A court case was launched and the judge ruled in favour of Hall. The school officials said that they were not against Halls homosexuality but did not wish to send an image of public homosexual acceptance as it goes against the teachings of the church. Hall had the right to switch to a public school but he refused. (CBC, 2002) The result was great merrimentRead MoreGraduation Speech : My Life977 Words   |  4 Pagessunny Sunday morning the day after I graduated from Villanova University. My parents were hosting a graduation brunch for me at the scenic Valley Green Inn in Philadelphia’s historic Fairmount Park. There were over a hundred guests present that day, a mix of family, friends, and others who made an impact on me over the course of my life. It was just a few short months away from the beginning of law school. I remember looking over at my parents shortly after the brunch began; my mother was looking atRead MoreThe Goal Through Acts Of Domestic Terrorism1291 Words   |  6 Pagesmiddle class, Irish Catholic family. She lived with her two parents and one younger brother in â€Å"a neighborhood called Notre Dame des Grace, which despite its name, was considered to be Anglo, as it was in the west end of the city†. Maureen’s parents tried to raise her to be bilingual, but she was sent to English Catholic schools to comply with language laws in Quebec. These language laws dictated that French children went to French school, and English children went to English school. Maureen remembersRead MoreTo Speak or Not to Speak Essay790 Words   |  4 Pagesmany lessons learned in life? Simply said, the answer is through speech. Whether by a mother’s worried scolding or a professor’s educated explanation, being able to speak is the general way of spreading knowledge, and q uite frankly why humans created language. With this evident, the freedom of speech is irrefutably one of the most vital gifts given, especially during times of mental exploration like that in a college setting. Speech is a gateway. If the nation denies this right to any sect of peopleRead MoreSchool Prayer The Rise Of A Church State Or Freedom1278 Words   |  6 PagesSchool Prayer the Rise of a Church State or Freedom Religious freedom is one of the many freedoms our great nation has worked so hard to protect. During the early 1700’s many different states   made laws only allowing   people of certain religions or certain beliefs   able to hold a state office causing much contention and oppression. Thomas Jefferson tried to draft a bill that guaranteed all   citizens of any religion or no religion, legal equality in the state but his attempts failed. He stated â€Å"TheRead MoreSchool Uniform Policies Around The World905 Words   |  4 Pages High school students are seen walking down their school’s hallways wearing baggy sweat pants, tight revealing clothing, or outrageous piercings and hair colors. Would you feel confident in your student’s principle wore fitted tank tops and joggers whenever he or she pleased? Approximately one in five schools enforce a dress code, becoming common in America in the mid-1990s (â€Å"School Uniforms.†). Regulating what is a cceptable for students to wear is a growing issue, because of the new society basedRead MoreAnalysis Of The Poem Yolo 1041 Words   |  5 Pagesmention share a few laughs). Today I am going to transform the ever popular saying â€Å"YOLO† (You only live once) into a more realistic, and more fitting phrase, YODO. YODO is not the famous Star Wars character Yoda’s brother, but rather the title of my speech and more importantly the phrase I live by every day of my life, you only die once. By this I mean enjoying as much as you can while you are alive on this earth. Steve Jobs, renowned creator of the iPhone asked himself everyday, â€Å"If today were theRead MoreThe Effects of Facebook to Study Habits1734 Words   |  7 PagesPasig Catholic College High School Department S.Y. 2011 - 2012 THE EFFECTS OF SOCIAL NETWORKING TO THE STUDY HABITS OF 4TH YEAR HIGH SCHOOL STUDENTS A Thesis Presented To: Mrs. Ma. Teresa C. Radovan In Partial Fulfillment Of The Requirements In English IV Submitted by: Juan Paulo Concepcion Renz Daniel Tenedero Jeffrey Sanchez John Lemuel Lastimado Jeoffrey Asuncion March 2011 CHAPTER I THE PROBLEM INTRODUCTION As many as you know, social networks have been famous since 2001 withRead MoreEssay on Separation of Church and State in the Educational System2455 Words   |  10 Pageswhether or not it is legal to hold it in a public school. It depends on the type of prayer we are talking about, and who is doing the praying, since people are usually talking about organized classroom prayer, often led by a teacher. The Supreme Court has set a law that states that organized prayer in a public school goes against the First Amendment, whether its in the classroom, over the loud speaker, or even at a graduation ceremony. It also applies for Bible readings and when

My relationship with God Free Essays

As a start for developing a closer relationship with God, I decided that I wanted to try daily devotionals and Bible reading. I considered finding a devotional guide, but instead decided to begin by simply reading the Bible for myself. I thought about finding a daily devotional guide, but chose instead to start my devotional readings by simply reading the New Testament and letting God speak to me as He determined not as some other person might have been inspired. We will write a custom essay sample on My relationship with God or any similar topic only for you Order Now My decision was partially based on a need for this to be a personal journey and a knowledge that many people who attempt to read the Bible begin at the beginning and get discouraged when they reach the histories of the Books of Law. And, as a Christian, I believe the importance of the New Testament speaks for itself. This was a particularly difficult task for me. Choosing a time to read regularly and coupling it with prayer for understanding and meditation to determine the meaning of the scriptures was very difficult. I discovered that the first thing in the morning was not a good time for me to try to read my Bible. Too often, I was overly tempted to hit the snooze button and often did not find my concentration level where it should be to really understand the scriptures, even though most of it was familiar territory. I then tried to do my devotional reading at the end of the day and found that too was a bad idea. Some days exhaustion seemed to bull me away from my studies in an untimely manner and I decided that too was a bad time. Instead I chose to set aside an hour every morning just before lunch. This seemed to be the best time for me to be able to devote my attention to the Bible and not be distracted. I set an alarm to let me know when I could be done and then tuned out all distractions. In the three weeks, I managed to read through all of the gospel of Matthew and get started in Mark without feeling like it was a chore. As the time wore on, I found myself looking forward to my daily devotional more than I had in the beginning and found it was easier to maintain once I found the appropriate time. Intercessory prayer as a devotional tool also appealed to me. Like many churches, the church I grew up in had a prayer chain devoted to praying for those in need. Remembering the peace and joy that came from praying for another person without any goal or personal motivation lead me to choose intercessory prayer Practicing this devotional method reminded me of the need to be more worried about others than I am about myself. I thought this was going to be my favorite devotional form, but I found that it wasn’t. Too often it felt like I was pushing my will onto God instead of allowing His will to work through me. The other two devotional forms I chose were praise singing and random good deeds. These are the two forms of devotion which I believe had the biggest impacts on my life. I chose to do my devotional singing while in the car. I turned off the radio and began singing hymns in the car and immediately noticed a change in my attitude. I was no longer as willing to spout off angrily at other drivers, no longer feeling the need to drive unreasonably fast and no longer impatient in traffic. Changing my heart through song made my daily commutes easier and relieved tension in my life. I found myself with an sincerely improved attitude and a greater desire to praise God for the miraculous things he was working in my life and int eh world around me. The author says that the practice of doing good deeds simply for the sake of doing them is a good thing because it reinforces the image that we want non-believers to have of Christians. I found that the biggest impact it had on me was that this is a manner I believe Christians should act in. By committing daily random acts of kindness I felt better about myself. I felt that I was behaving more the way that Christ would want me to behave. My random acts of kindness included letting others go first in the grocery line and putting coins in parking meters. Finally, last week, I also purchased a small quantity of stuffed animals and placed them randomly on the windshields of cars at the doctor’s office. I believe that the act may have helped just one other person to get through a rough day and that is what God has called each of us to do. These actions are things that I will continue. I believe that the daily Bible readings will be the most difficult to consistently maintain, but I also believe it may be the most important for my continued spiritual growth. The praise singing and random good deeds are easy to maintain because they have an immediate uplifting effect. The Bible reading requires the biggest commitment, but a better understanding of God’s purpose for me should be found in His word. I believe that the intercessory prayer is also going to continue to be a part of my life, though I am interested in determining how I can best pray without feeling like I am placing demand on my Lord. How to cite My relationship with God, Papers

Be or Not to Be free essay sample

However, three years later Mebrisk India discovered its system revamp was a completely futile exercise. Adip Arya was extremely dejected when he found the system he had partly engineered with Parthiv Vyas was today being considered as completely fruitless by the Company’s new director of Operations, Kevin Mathais. It all began in 1997 when operations and finance in Mebrisk India was taken over by Parthiv Vyas, a commercially driven person, who came from Delaware. Soon, after joining the company he came across many flaws in the working of the Sales and Production Teams respectively. He felt the Sales and Production Team can work together in cooperation only if commercial becomes proactive in the company. So the first thing he asked his team is to get him a zero or negative working capital and that can be done by the team by recovering the money from debtors before the company has paid for the raw materials. Parthiv also found that the production plan was not in sync with sales plan. He realized that the problem lies with the factories as they produced what they desired irrespective of what the market needed. This was happening due the miscommunication between the Sales and Production Teams of the Company. Hence, Parthiv came to the conclusion that need of the hour was to connect the factories with depots to regions to head office. As a result, he ordered every location to be provided with V-Sat connections at a huge cost, that is, 17 Crores. By doing so, he reduced the production planning cycle from one month to one day. Later, he also found that the company was producing and accumulating eight times more than required! In order to solve this problem, he asked his production team to manufacture the entire year’s need of products and dispatch it to the zonal stock points (ZSPs). Therefore, he set up various ZSPs and systems were put in place. This helped in reducing the production set up and re-set up runs. As a result for all these reforms, the company witnessed sync in the stocks and the tussle between the sales and production teams also stopped. In short, the new reforms were now a work of art. However the things changed in 2000, when Parthiv left the company and Kevin Mathais took over. He was not too happy with the â€Å"Plan Revamp†. He was of the opinion that the company was paying too much for technology and nothing was being achieved. He wanted the produced items to be moved directly to the stockists and hold them there rather at the ZSPs, the factory should be allowed to do the production planning and decide what and how much should be produced rather than the sales. In short, Kevin was trying to the company’s former condition. The solution was to connect factories, with depots to regions to head office by V- Sat connections and Computers, This will enable the flow of information from factories, stock points to Head office, This will enable the company for better forecasting and production plans. Analysis of the Solution * The data flowed in miraculously between, sales departments, production department and Head office, The system started capture all the data like sales, stocks, production, etc. * Sales forecasts become much easier based on actual data and forecasts reached production department on time and incorporated along with the production plan. The production planning cycle reduced from one month to one week and eventually to one day * The stocks were in sync with production plan, the tussle between sales and production stopped * Working capital, which was 33% of the turnover, came down to 35 as soon nil. * The managers who used to monitor truck routes and supply of materials to stock points moved to productive activities. Conclusion As in my opinion regarding this case study, Technology helps you to strategically grow your business helping you to streamline your internal communication efforts. It gives you a way to ensure that everyone in your company is on the same page. So therefore, almost all businesses are dependent on technology on all levels from research and development, production and all the way to delivery. Small to large scale enterprises depend on computers to help them with their business needs ranging from Point of Sales systems, information management systems capable of handling all kinds of information such as employee profile, client profile, accounting and tracking, automation systems for use in large scale production of commodities, package sorting, assembly lines, all the way to marketing and communications. It doesnt end there, all these commodities also need to be transported by sea, land, and air. Just to transport your commodities by land already requires the use of multiple systems to allow for fast, efficient and safe transportation of commodities. Without this technology the idea of globalization wouldnt have become a reality. Now all enterprises have the potential to go international through the use of the internet. If your business has a website, that marketing tool will allow your business to reach clients across thousands of miles with just a click of a button. This would not be possible without the internet. Technology allowed businesses to grow and expand in ways never thought possible. The role that technology plays for the business sector cannot be taken for granted. If we were to take away that technology trade and commerce around the world will come to a standstill and the global economy would collapse. It is nearly impossible for one to conduct business without the aid of technology in one form or another. Almost every aspect of business is heavily influenced by technology. After all, even Bill Gates seems to agree with the role that technology has to play in the field of business as he says â€Å"Information technology and business are becoming inextricably interwoven. I dont think anybody can talk meaningfully about one without the talking about the other. † References The case study material attached along with this.

Suicide Essays (2257 words) - Abnormal Psychology, Depression

Suicide Julien Rouleau Suicide: A Self-Destruction Suicide is the act or an instance of intentionally killing oneself. According to Emile Durkheim, suicide is applied to all cases of death resulting directly or indirectly from a positive or negative act of the victim himself, which he knows will produce this result (44). Suicide is a rarely ever a spur of the moment thing. Th Susceptibility to suicide is lowest among those who have strong community ties. Involvement in church, synagogue or temple may help the disquieted person feel that he is part of a religious fellowship bound together by ties of sympathy, love, and mutual concern. House of worship often substitute for a missing family. ?We this reach the conclusion that the superiority of Protestantism with respect to suicide results from its being a less strongly integrated church than a catholic church? (Durkheim 159). Grollamn noe ?Augustine (354-430) denounced suicide as a sin, there was no official church against it (23). Today people continue to commit suicide for a variety of reasons: Love, insanity and chronic depression. There is usually a series of events and warning sign before an attempt is made. Suicide is not spoken much and is a topic that needed to be explored. Statistics on suicide attempts changes so rapidly, that none can be stated with accuracy. Grollman write that ?Almost everybody at one time or another contemplates suicide. Self-destruction is one of many choices open to human beings?(5). If one is alert and observant, there is a chance that the suicide victim can be saved. Imagine the thought of being dead. Would the world be better off without that one life? Probably not, but some people may think so. That life will be greatly issued by someone. It may even cause a person to want to commit suicide in order to join the friend that died. Imagine how it would feel if the pressures of everyday life increased greatly. Perhaps a parent, brother or sister was lost. What if an adolescent person was arrested? How would his family and friends react to this little misfortune? Say there is a test in math or science class, and when the test came back the same person had failed it. It would seem to him to be just another failure in a series of botched attempts to further himself. It seems that the last month or two has been nothing but hardship. There is no place to go. So, he feels, there is only one thing that can help, suicide. ?Man prefers to abandon life when it is least difficult (Durkheim 107). The child may think: ?If I where to die now, my parents would feel sorry for their meanness? (Grollman 6). For days, even weeks, a plan is formulated. How does he leave the loved ones and his problems behind respectably? Finally he thinks of a plan, sleeping pills, in hopes that a final slumber will take all the nightmares of reality away for good. Klerman note that ?An act like this is prepared within the silence of the heart, as is a great work of art? (55). The pills are taken, after a while sleep sets in. At last, the final rest that has been so long awaited for. A blurred vision appears and slowly focuses. A white room appears, the vision gets clearer. He focuses in on details, such as an IV stand with several bags hanging on it. The hospital room was not the expected place to awake. This attempt was just one more failure in his life. The next time he will think of a more lethal way to seek eternal peace. After the attempt. He will go to a hospital where all his actions will be monitored. In the end, a counselor is usually called in. hopefully its will help him in the struggle to deal with life's problems, all this done in hopes that another attempt is made. ?12 % of those who attempt suicide will make a second try and succeed within two years (Grollman 73). To think all of this could have been prevented if he sought help in the beginning. To further understand suicide, we must take a look at the different reasons behind the

child abuse and elder abuse Essays

child abuse and elder abuse Essays child abuse and elder abuse Essay child abuse and elder abuse Essay Child Abuse and Elder Abuse Child Abuse Child abuse is any abnormal behavior, which is directed towards a child and it usually takes many forms. The different forms of child abuse are child sexual abuse, pedophilia, physical abuse, child neglect, emotional neglect and failure to thrive. Most of these forms of child abuse could be very direct while the others are not very direct. Therefore, the forms that are not direct usually require a person who is not biased of anything and qualified to prove that there is child abuse (Emedicinehealth, 2011). The article â€Å"Morning the Life of a Beaten Toddler† describes a case of a child abuse, which was very horrific. It was a form of physical abuse where the foster mother companion of the child, Mrs. Oliver, beat her child who later died in the hospital. Mrs. Oliver was the companion of Ms Cummings who was the foster mother of the child. Mrs. Oliver used a metal rod or baseball bat to beat the child, who was eighteen months old, known as Louis Dewayne Mosely. The child, Mosely, sustained several injuries, which led to his death. â€Å"According to the police, Mosely, had been left in the care of Mr. Oliver, by Ms Cummings, the foster mother, in her apartment in Cypress Hill, Brooklyn† (Robbins, 2011). The most shocking part of the incident was that the child was only eighteen months and that he did not know anything and additionally, the child was very helpless, that is, he could defend himself from the activity. The form of child abuse, which was involved in this case, was physical abuse. This kind of abuse was very direct and the parent, Kysheen Oliver, intended to beat her child. Although, the reasons for beating her child are not yet known, there is no reason, which the mother can give to justify the acts of committing the horrific act of beating her child to death. It was clear that the mother used an object like that of a metal rod or a baseball bat to perform the physical abuse to the small child who was very helpless. In conjunction to the physical abuse of the child as form of child abuse, the foster mother also committed murder in the first degree. The medical examiners gave very conclusive results on how the boy died (Robbins, 2011). The boy died from injuries of the physical abuse, which were inflicted by the foster mother. Additionally, it can be said that the mother was not acting in defense of her dear life because she was beating a helpless child who did not understand what was happening and neither did the child have the ability to protect himself from the beating. To make matters worse the mother used an object to beat the small innocent boy. Therefore, the mother will have to answer on charges of child abuse in the form of physical abuse and committing murder. This kind of child abuse has affected several people who have been the victims of the death of the child. First, if the boy survived the physical abuse, he would have been affected very much. The boy would have grown up in fear and this could have even led to post-traumatic stress disorder due to the kind of physical abuse or violence that he has experienced in his life at that young age. Additionally, the social life of that boy could have been ruined because he would have lacked confidence in himself leading to him becoming a loner. However, since the young boy died, the victims of this physical abuse were the different people who attended the funeral and the foster father of the child, Mr. Oliver. First, Mr. Oliver has been hit by a lot of shock in disbelief due to the kind of abuse committed by his wife. He does not believe that his own wife whom he loved and trusted with their child could ever commit such a horrific crime towards their child. He has been affected emotionally and this will never live his mind. Additionally, the people who attended the funeral were hit by disbelief and they were emotionally disturbed that somebody could beat up a helpless child to death. However, it should not be forgotten that the mother of the child needs serious medical attention. Elder Abuse Elder abuse can be defined as any type harm, which is directed towards the older people. There are very many forms of elder abuse, which can be charged in a court of law. These forms of elder abuse are physical elder abuse, mental elder abuse, elder abuse neglect, and exploitation/financial elder abuse (Elder abuse foundation, 2011). They could be also direct or indirect where they need a person who is not biased and is very professional in determining whether there has been a form of elder abuse. It is worth noting that elder abuse occurs to those people who are elderly like the grandfathers and grandmothers. An example of a good case is in the article â€Å"Facing Up to Elder Abuse,† which was in the New York Times. The case is about an elderly person who was being abused by her own son. The elder woman, Anne DeBraw, describes the abuse, which has being going on for a couple of years (LeDuff, 1997). She remembers one incident when she was walking home and heard the footsteps of the prowler her roof. It was very dark and therefore, she could not clearly see who it was. Suddenly the prowler jumped from the roof towards her and attacked her. When the elderly woman is giving her story, she burst into tears because of the way she has been so terrified of the prowler and yet she could do nothing because the prowler was her own son (LeDuff, 1997). The prowler used to beat her and inflict injuries on her body. This had being going on for quite some time and she used to stay in fear without any help in her own home. The form of elder abuse involved in the case is physical elder abuse. The prowler has been attacking the elderly woman, his mother, by beating her up and causing physical bodily harm. The woman is about seventy-nine years old, making it a form of elder abuse. It makes it an elderly abuse because the prowler did this intentionally and the old woman did not provoke her in doing this. The most horrific thing is that the prowler beat up his biological mother causing injuries without even caring for her or having any feelings. On the same case, another form of elder abuse is the elder abuse neglect. The son shows this where he has neglected his own mother to the point of beating her up (LeDuff, 1997). This means that the son does not care about her mother in the fact that she is not able to do some of the things that she used to do to him when she was taking care of him as a child. Instead of helping her, he continuously beat her without any reason. This kind of neglect is the one that is making the elderly woman not to be able in protecting herself or even going forward and reporting this to the police. This is because the person who was supposed to be protecting her as neglected her and instead he is beating her up. Therefore, in a court of law, her son should be charged with elder abuse neglect because of the kind of treatment he accords to her own mother. To some point of view, it might be direct therefore, a professional person should be appointed to evaluate this form of elder abuse. Additionally, her son should be charged with physical elder abuse. This form of abuse is very direct because the evidence, which has been brought forward, is very direct. Lastly, the son can be charged committing assault on his mother. This is where he beats her mother intentionally. This elder abuse usually contains some effects, which affects the victims. In this case, the elderly woman is the victim of the case, she is very much affected by the situation to appoint where, and when she is telling the story, she burst into tears. This elderly woman has undergone serious emotional stress where she leaves in fear in her on home. Additionally, the woman is in shock because she cannot believe that her own son who she has brought up into a grown young man can beat her up without even having any feelings for her (LeDuff, 1997). Lastly, the old woman is very much affected because the people who are supposed to be protecting her and taking care of her have neglected her. Therefore, the old woman will continue to stay in constant fear not unless she gets medical help. References Elder abuse foundation, (April 20, 2011). Forms of Elder Abuse. Elder Abuse Foundation. Retrieved from: elder-abuse-foundation.com/html/forms.html Emedicinehealth, (April 20, 2011). Child Abuse. WebMD Inc. Retrieved from: emedicinehealth.com/child_abuse/article_em.htm LeDuff, C., (August 24, 1997). Facing Up to Elder Abuse. The New York Times. Retrieved from: nytimes.com/1997/08/24/nyregion/facing-up-to-elder-abuse.html?src=pm Robbins, L. (April 6, 2011). Morning the short life of a beaten toddler. The New York Times. Retrieved from: nytimes.com/2011/04/07/nyregion/07funeral.html?_r=1ref=childabuseandneglect

A Discussion on the Significance of the Emancipation Proclamation

A Discussion on the Significance of the Emancipation Proclamation Life before and after the Emancipation Proclamation was quite different in the lives of African American slaves during the time it was put into effect. Before the Emancipation Proclamation was initiated by President Abraham, African Americans were seen as less than humans, considered as property, mistreated, and endured various hardships. The newly freed slaves would continue to experience such things even after the proclamation. Slaves did not have the all the privileges and freedoms that Whites had and that we have today. Contrasting with this, was what life was like for them after the Emancipation Proclamation and in the later years following the Civil War. For once the war was over and the Emancipation Proclamation was established, African Americans could now live independently and lead almost what was normal and productive lives. But even after the Civil War, blacks would continue the long and hard fight for their freedoms and rights. In this essay, I will give a brief overview of the Civil War, what life was like for the slaves before the war, the events that led up to this historical incident, the Emancipation Proclamation and its significance, the life of a slave after the Emancipation Proclamation, and what slavery means to our society today. The American Civil War, lasting from 1861 to 1865, was fought between what was known as the Union, the North, and the Confederacy, the South. America had fought for its independence from Britain several years before. Now, it was time for African Americans to also fight for their independence and break the yoke of bondage that their captors held them in for so long. The Union, was against slavery and wanted to abolish it, while the South fought to continue it. The Civil War originated on the concept of slavery. The Southern states viewed the abolishment of slavery as a violation of their rights and was unconstitutional. But the Civil War was not solely about slavery. Other differences and disagreements that two sides had, such as politics and the debate on secession, slowly built up the tension that had already existed between them. Because the South feared for their rights and thought those rights were being violated through the government’s decision to end slavery, they felt the need to react to protect themselves. Afterall, if the central government acted against the South’s wishes and defied the Constitution, they would soon continue to do so in the future. President Lincoln was elected around that time and before he was even inaugurated several states had left the Union. Beginning in January, 1861, seven slave states left the Union. The states included: South Carolina, which was the first to secede from the Union and form the Confederacy, Mississippi, Alabama, Georgia, Texas, Louisiana, and Florida. Just months later, Arkansas, Virginia, Tennessee, North Carolina, would also secede from the Union making the total number of states that had left, eleven. War eventually broke out when the two sides could not find a compromise nor solution to their problems. The South continued in its rebellion against the Union, which held the central governing body of the nation. Several states had seceded from the Union and set up their own system and governmen t, dividing the country into two. The war officially started on the morning of April 12, 1861, when the South attacked Fort Sumter, a U.S. fort in South Carolina. After rebelling against the Union for so long, the South had now pulled the last straw, and the war had finally begun. The Civil War was just another one of the wars that set the stages in the changes the nation would undergo and ultimately lead up to where we are today. The life of a slave before the Civil War was a lot different after the war though things did not start to improve immediately. Slaves were forced to work long and hard hours in the heat, were malnourished, beaten, and underwent many more difficulties. Some worked on vast plantations, toiling in the fields, picking cotton and more, while others worked on plantations that were not as big. Some slaves had harsh and brutal masters, while others had masters who treated them as one of the family. But regardless of whichever master the slave had, the slave was still considered a slave, though those with masters that were not so harsh received better treatment than those who did not. Slaves had no rights or say so in American politics nor any other area in the decision making of America or their masters. Slaves were not even considered as people, but as property. The founding fathers and writers of the Constitution considered slaves as threefifths of a person, thus African Americans were per ceived and treated as inferior to the Whites. One reason for why Africans were selected out of every other ethnic group was supposedly for religious reasons. Perceived as pagans and barbarians in their homeland, the Whites believed that enslavement would â€Å"save† them. It would also be easy to kidnap and force them into slavery knowing that they had no support system nor anyone who would fight for them. Isolated and left to fend for themselves, several thousand Africans were forced on to slave ships where it would take them to their new home in which they would work as slaves. The idea of slavery seemed like the greatest choice for the growing American economy at that time and was more convenient than having indentured servants. Indentured servants often worked between four to seven years and were paid in the forms of a place to live and other basic necessities. Indentured servants were also able to gain their freedom after their time of servitude expired. Because slaves could not demand any form of payment like indentured servants could, slavery was chosen as the best option, with Africans being their main target. The events that led up to the Civil War each occurred slowly but continuously. In What Caused the Civil War? Reflections on the South and Southern History, Edward L. Ayers discusses how Americans today depict the Civil War and its causes. He goes on to address questions of how modern Americans view the Civil War. As for the cause of the Civil War, he allows that the short answer is, indeed, slavery. However, he cautions that it required the interaction of many other factors to turn the tension over slavery into a great Civil War. Rather, slavery was â€Å"the key catalytic agent in a volatile new mix of democratic politics and accelerated communication, a process chemical in its complexity and subtlety† (142). Those two words, â€Å"complexity† and â€Å"subtlety,† are key terms in Ayers’ understanding both of the Civil War and of all of Southern history, and he repeatedly cautions the reader against settling for â€Å"simple explanations for complex prob lems† (143).1 Though slavery might have been the central cause of the war, it was not the only cause. While there are various debates about what specifically caused this great event in history, slavery was just one of the many factors that caused the war. Failure of the slave states to find a common ground or compromise with the free states caused the two groups to clash. This divided what was supposedly the United States and before long, the tensions that had built up for so long between the North and the South had finally escalated into a grand blowout between American and itself. This blowout would last four years. The Emancipation Proclamation was instituted on January 1st, 1863 by President Lincoln. President Lincoln determined by the fall of 1862 to move against slavery. By that time, the political risks of inactivity equaled or exceeded those of appearing rash and desperate and freed the President to act on his antislavery principles. On September 22, 1862, he warned the Confederates that unless they ended their rebellion he would move against slavery on January 1, 1863, and with the onset of the new year he made good his promise, declaring that â€Å"all persons held as slaves† in rebel areas â€Å"are, and henceforward shall be, free†; he added that â€Å"such persons of suitable condition will be received into the armed service of the United States.2 This statement implies that President Lincoln used the concept of ending slavery as way to get the attention of the South and to end their rebellion. Therefore, it also implies that the Civil War was not just about slavery, bu t subduing the Confederacy who had rebelled against the U.S. and started their own agenda. During that time, in each law that addressed slaves and slavery. Congress moved toward freeing slaves and limiting slavery. Congress also indicated a willingness to emancipate various groups of slaves as war policy.^ Indeed, those laws gave the President the power and duty to seize and liberate the property, including slaves, of those who were engaged in war against the United States or were disloyal to the United States. President Lincoln issued the Emancipation Proclamation against that legislative backdrop. Given such legislation. President Lincoln may have had the constitutional authority to issue much of the Emancipation Proclamation under his take care authority.3During the time of the Emancipation Proclamation, the nation had now been in its third year of engaging the South in the Civil War. The Emancipation in itself was a source and symbol of freedom to the African slaves, though they had a long road to take until they could live a normal life in the land of which they were now free. Though the Emancipation Proclamation freed the slaves in the South, freeing the slaves was not President Lincoln’s original plan and intention in instituting the proclamation. Knowing that he had to retain the loyalty of the slaveholding border states, President Lincoln declared that his paramount intention was to save the Union, not to free the slaves. In this case, Lincoln’s initial concern was preserving the Union which was now torn in two by the issue of slavery. It was only by settling this issue that the country would be put back together again. â€Å"the Proclamation had a powerful symbolic effect. It broadened the base of the war and turned it into a fight for freedom as well as union. It gave the Northern cause the weight of a moral crusade.5 Thus the Emancipation Proclamation allowed the newly freed slaves to enjoy freedoms they were forbidden from having prior to being set free while it did not provide for them the privilege or rights the white citizens had. The Reconstruction Era began in 1865, following the Civil War, and lasted until 1877. The Reconstruction Era marked a turning point in history in the lives of the newly freed slaves. It also was only the beginning in the African American’s long road to freedom and independence, for after the Civil War, they were still not yet treated fairly and as equals to the Whites. Clearly a racist image of Reconstruction as a failure, ignoring the eras accomplishments, combined with the Jim Crow laws, the violence that accompanied them, lynching, and convict leasing, all contributed to the humiliation and terror of African Americans†¦6 This statement implies that even after the Civil War, African Americans were still mistreated and persecuted. For though they had been freed, they would pay a high price for their freedom to the angry and enraged South who resisted any form of Reconstruction. The postemancipation period had brought freedom and a new way of life in the lives of former slaves, but it also brought with it hardships, persecution, and oppression. But, the pu rpose of Radical Reconstruction was to give African Americans equality. That goal was not immediately achieved in the years following the Civil War. Radical Republicans sincerely wanted to help the former slaves, but they made two serious mistakes. They assumed that giving southern blacks the vote would enable them to protect themselves politically. Second, Radical Republicans, although willing to give millions of acre of land to railroad companies, were unwilling to give land to the freed slaves so that they could become economically independent.7 This statement in itself speaks of how blacks were not able to become completely independent though they were free and able to do and go wherever they wished. They would continue the long and hard fight before their hopes and dreams would become a reality. For though they were finally free, African Americans would yet suffer from what the war had left behind. The defeat of the Confederacy brought freedom, but also uncertainty. Without edu cation and jobs, freed people faced continued poverty.8 Many lost their lives, underwent many difficulties, and mistreated in the process of that fight. Yet, they all stood their ground and fought bravely.. It was individuals such as these that made their greatest mark on history and are heros to this day. The Reconstruction Era, the aftermath of America’s war from within, was the second period of time in which America underwent restructure, with the first being the Revolution. America would continue this process of restructure even after the Reconstruction era had ended. Though the war was over, it had left a messy mark, one which was going to take some time to clean up. Many lives were lost on both sides during the bloody and gruesome war. Cities and towns laid desolate and in ruins, with bodies strewn everywhere. The North had won the war, but paid a high price. Yet the South was now defeated, thus, they finally gave up and surrendered. Lincoln later pardoned the South and the nation was unified once more. The end of the Civil War may have brought closure to the death and devastation of the battlefield, but it opened a Pandora’s box of social and economic problems. The magnitude of disorder and suffering was tremendous: abandoned lands, lack of food and clothing, the many thousands of displaced persons, successive crop failures, and the transition from slave to free labor on the part of millions of black people.9 With the Civil War now over, new social and economical problems had arose for America. One of the greatest periods of time in America’s growth and rebuilding, the Reconstruction era helped shape American and its future. But while the Reconstruction era opened a new area of problems in the develo ping nation, it also brought about new opportunities and a means for African Americans to support themselves and start a new life. It was during this time that the Freedmen’s Bureau was established, helping to assist both blacks and whites who were struggling to survive. The bureau fed the hungry, provided medical care, shelter, and more to those who needed it to both poor Blacks and Whites. During the Reconstruction era, the concept of education was also open to African Americans, of which it had been forbidden for slaves before then. In the past, slaves would get into severe trouble if they were caught reading or performing any other educational activity. This could also mean trouble for their masters as well if they were caught educating the slaves. After the Civil War, those laws no longer applied. The fuller freedom Quarles speaks of represents a psychological break from the chains of slavery. As the legal chains of slavery were released via the emancipation proclamation , education became the principal source of release from the psychological chains of slavery.10 The emancipation had set slaves free physically, but now through education, African Americans were set free mentally. Something that was strictly forbidden and off limits to the former slaves, was freely available to them now. This also enabled them to become more independent because they knew how to support themselves and their families. This, along with the beginning of African American’s fight for civil rights were just some of the changes that the post Civil War and Reconstruction era brought about. Though a slow and difficult process, it eventually paved the way for life as we know it now here in America. Though African Americans are no longer enslaved today, its effects are still present in our society today. The false perception of blacks being inferior and mediocre and the issue with racism is still common, though it may not be as apparent and strong as it was back then. But just as this prejudicy divided and almost destroyed an entire nation, it is still destructive and divisive in our society today. Sharon E. Davis speaks about racism and its effects in her article, The Oneness of Humankind: Healing the Racism Today: The compound problem of race and other issues such as poverty only can be resolved with the acceptance and understanding of our human oneness. Our shared humanity is the glue that holds us and our future in its grasp. We are familiar with how families grow into clans, then tribes, and tribes into kingdoms and then states/nations. The pressing need is to be unified in all essential aspects of human life, yet infinite in our diversity. . . . The deep roots of racism ar e anchored in the false belief that one race or culture is superior. Further, the principle of the Oneness of Humankind means that not only White people can be racists. Given the same history and circumstances, any group of human beings may behave in similar ways. 11 No one race or ethnic group is superior to another. However, it is when we begin to believe and live this concept, that we grow farther apart and in opposition to one another. When we refuse to accept people for who they are and only perceive them as different then we miss really miss out on what matters. In fact, refusal can be not only harmful for the other person, but us as well. As racism was divisive back then and almost ruined a nation, it is still divisive and destructive today. One of the main causes of the Civil War was disunity, greed, and just plain selfishness. Perhaps, if the two sides had found a way to work through their problems, the war could have been avoided. It is critical that we perceive others the same way we perceive ourselves. For if things were reversed, how would we feel?

Venus Compared Term Paper Example | Topics and Well Written Essays - 750 words

Venus Compared - Term Paper Example The ancient Greeks used it as a means of worship, honoring their gods and goddesses with as perfect representations as they could create. Inheriting that tradition from the Greeks, the Romans developed an artistic approach that would both honor their gods and commemorate cultural and individual achievements. It was here that the figure of Venus first came to life only to be subsumed by the Middle Ages and reborn in the light of the Renaissance which has itself been reflected in later periods. Even as the figure of the goddess herself remains relatively similar in terms of subject matter and context, depictions of Venus from the ancient period through the Renaissance and into the more modern age demonstrate vastly different approaches to the concept of female perfection. Such differences are easy to see when comparing the ancient Capitoline Venus (second century BC) with the famous Renaissance painting of her in Botticelli's painting "Birth of Venus" (1485) and the Botero's contempora ry statue of her in the form of the "Broadgate Venus" (1989). The Capitoline Venus is a marble statue created during the Roman era, probably during the 2nd century BC. The statue presents a very lifelike woman as she shyly prepares to step into a bath. She folds into herself a little bit, which is different from many of the other statues of the time which stood boldly nude and upright. Most of her weight is carried on one foot with her hips and shoulders twisted a bit in a counterpose position. Her shoulders curve in toward her chest and her upper body seems to hover over her lower body, as if she is attempting to protect it from prying eyes. This impression is heightened by her arms which fold inward with an obvious attempt at covering her breasts and pubic area even though she doesn't actually touch her body. Her pose suggests modesty and chastity, both characteristics she protects (Guerber, 1990). However, she is not the vision of perfection one might imagine. â€Å"Her modesty in covering her breasts with her hand only serves to emphasize them, while her head turns shyly to one side. However, the beauty of her body is impaired by the too large head weighed down by the hair and the common facial features† (Morton, 1990, p. 366). The beauty of her body suggests her divine nature as something worthy of worship while her pose, particularly as compared to other statues of the time, suggests her function; however, the not-so-perfect head may also be a reflection of the Roman's understanding that their gods and goddesses were not perfect. They had their own flaws, petty jealousies, and other weaknesses. The way this statue is made thus reflects the cultural beliefs in which it was made. Goddesses might be divine and have a degree of perfection well beyond the ability of normal women, but they still had their modesty, they still moved like mortal women, and they still had their own small flaws that got in the way. The period between the fall of Rome and the rise of the Renaissance saw very little art celebrating goddesses of any kind, so it isn't until the Renaissance that Venus was able to reemerge into the art world. When she did, she did so in a big way. Understood broadly as the goddess of love, Venus was reborn in statues and paintings throughout Italy with perhaps one of the most famous portrayals performed by Botticelli. While she had appeared in other works before him, Boticelli made a splash with his â€Å"Birth of Venus† (1485). In this image, Venus is again portrayed in the nude as she had been in ancient art, which was breaking the rules of the time as only divinities (Jesus, Mary, and the saints) were accepted when depicted nude. He did draw a line, though, in determining

Gendered-Language Essay Example | Topics and Well Written Essays - 1750 words

Gendered-Language - Essay Example This paper seeks to discuss aspects of gendered language. Through this, the paper will focus on sociolinguistic variations and the varying aspects employed during conversations. Sociolinguistics is the study of society and language. Sociolinguistics attempts to analyze the social factors which leading to the diversity of human languages, whereas many linguists concentrate on exploring unity under the diversity of human languages. In a nut shell, sociolinguists focus on the differences in languages and variation within a particular society language. As stated earlier, this paper will focus on the aspects of sociolinguistic variations in terms of gender based conversations. For instance, in the past few days when I was walking around, I heard two women chatting and discussing their issues. Naturally, I have never been interested in listening to them sharing their views but on this occasion, their subject attracted my attention. I listened keenly how they were praising their mode of presentation. The first woman was commenting on how her colleague had plaited her hair. â€Å"Jane! You look smart. Who plaited your hair? I like it! † The second woman laughed, showing a sense of appreciation. â€Å"My husband took me out over the weekend where I was plaited. Imagine am proud of him.† The first woman was so curious, â€Å"Do you mind giving me directions so that I may go too? I should be as cute as you look!† â€Å"Oh please, I am not sure of the place, but it was so far that you can’t make it alone. It cost me good money to achieve this. I doubt if can afford. Probably you can look for another salon within this town.† The other woman seemed to break the heart of her colleague so that she could not trace the salon. â€Å"No, I don’t care! I need the same even it means selling part of my other belongings.† The woman replied with a lot of determination. Their conversation continued but I didn’t bother to listen more (Li, 2002). On another occasion when I had gone for a ride to my nearest shopping centre, I engaged in a discussion with my friends who were shaving. At some point, they began discussing on the recent men hair styles. I was keen on the on their dialogue. â€Å"Martin, have you seen my friend’s hair style who arrived recently from abroad? The guy is smart!† One gentleman came up. â€Å"Yeah! But that style isn’t all that new. I’ve seen many people shave like him.† Jack replied with very cool voice. â€Å"In fact I don’t see any need of one straining to cope that style. It may cost you a lot for nothing, after all our nearest barb er shop can do it. You can save that money and do other things other than just shaving.† Most men in the discussion agreed on Jack’s opinion and all seem not to be interested on the topic again. They switched to discussing other issues (Chambers, 2003). From the set of the conversations, it is evident that women and men have different language of approach. Although they could have the same subject of discussion, women could approach differently as men could. In the instance above, women are seen to be admiring each other in the way they have dressed. One could realize how her colleague has plaited her hair and show admiration up to an extent of digging out where and how it can be done. Women are seen to invest much of their time on what the outsiders can see. Although the other woman wants to look beautiful as her fellow, it is clear that the first woman is possessive and wants to own the beauty alone. She tries all the impossibilities to ensure that the efforts

The Amish and their ways Essay Example for Free

The Amish and their ways Essay There are many cultures around and have different view as we do. People are all different and no one is alike. We all perform different beliefs and ideas. One of these cultures are the Amish. They live a different way of life than what we do or as myself. The Amish way of life has many interesting concepts that may make them different from different cultures. Some may see the Amish as bad people but they are not and their way of living distant and makes them look stronger in todays society. The primary mode of subsistence of the Amish is Horticulturalist. They are farmers. They plant different crops every year depending on the time of year. The women help them with the farming and with the farming they feed themselves and most don’t depend on anything else other than what they grow on their lands. tillers of the soil and people of the land. When a young Amish couple gets married they are given a parcel of land by one of the fathers. This land is given so that the couple can get a head start on taking care of themselves and earning a living. The Amish people today do not use many modern day agriculture implements depending on the old ways to farm and harvest crops. The Amish have a patrilineal descent pattern, although they do incorporate the mothers maiden name as a childs middle name. This only confirms the fact that the Amish believe Christ is the head of man and man is the head of women. Women’s descent lines are in no way ignored, they are just less emphasized. The (male) father is the individual who possesses the most authority within the Amish family. Inheritances are often passed down through the male side of the family. Sons are more likely to gain property than daughters, and it is typically the younger siblings who receive the inheritance. The Amish naming patterns are the most similar to the Iroquois and Inuit kinship systems naming patterns. They include the same names for nuclear family, although in the Amish culture the mothers sister is called Aunt and not mother as well.The Amish go through three stages of childhood. These can be classified as the little people, the scholars and the young people. The little people include children below school age, the scholars include people who are in school and the young people include those who are 15 years or older who are exploring themselves at social events like youth groups before marriage. With age comes social power and according to the Amish wisdom is based on age and experience rather than the level of education obtained or scientific knowledge. Most Amish people get married between the ages of 22 and 25 on a Tuesday or Thursday and divorce is rare. By the age of 45, the Amish woman has 7.1 children and this is largely based on the fact that the Amish do not view birth control as a permissible medication to use. Marriages and church services take place in the homes of the older Amish communities and the more liberal Amish people have church services in church buildings. Sometimes extended family will all live on the same farm and couples will retire so that their children can take over the farm. Men are seen as the head of the house hold and are often treated with more respect than the women. The main functions of the Amish families are procreation, nurture and socialization. Certain loyalties towards family members exist not only in childhood but throughout life. It is the mans duty to find another Amish woman to be his mate. His selection of possible wives is limited but can extend to other Amish communities other than his own. The Amish have limited contact with other communities because of the fact that they do not rely on technology such as the internet and telephone. Therefore most marriages occur within the same communities. Many mates meet at singings, where the boys sit on one side of the table and the girls on the other. Girlfriends and boyfriends do not often refer to each other by their first names and instead refer to them as he or she. Families are patriarchic and monogamous with the father being the head of the house hold. The wife is supposed to be obedient to her husband but first and for most she is supposed to be faithful to god and there are no grounds for a divorce. The wife has a purse that is controlled by her husband who gives her money for house hold items and clothing as needed. Arguments among couples often go unnoticed or with silence. Children are seen as sinless as they are believed not to know the difference between right and wrong and it is the parent’s responsibility to teach the children these things. In terms of laws and rights the Amish are essentially egalitarian. The lines between each social status are very blurred, and although women’s voices are less heard their votes still count equally to the votes of men. The Amish do not have an established government. Social power comes from the ministers and church officials. The Amish culture does not identify with a political structure. The church leaders have more of an influence over the people than any political power does. Laws used throughout the rest of the United States are also enforced in the Amish counties of the Northeastern United States. Punishment in the Amish culture is excommunication from the church and or banning from the community and from communicating with friends and family still in the community. Gender roles play a large part in Amish communities. From a young age, the Amish are taught the roles of males and females. The Amish take their beliefs from the bible. This is how the concept of gender roles came about in their society. Amish women are expected to cover their hair to show submission. They are expected to honor and support their husbands. In Amish communities, the males are the leaders and the ones who make the decisions for the entire community. The women are expected to take care of the family and maintain the house. Women generally do not have jobs outside of the home. However, young women are usually schoolteachers. Once there are small children in the home however, it is difficult for women to have outside jobs. The role of women and men differ in mainstream society. Today, their roles have moved to become more equal. Men will help with the housework and women often have full-time jobs helping to support their families. Because of their religious beliefs, the Amish still separate male and female roles. Although I may disagree about some of their ideas, I can understand why the Amish’s view of gender works in their communities. They have lived this way for a number of years and they seem to accept their roles well. Even though it appears that women are inferior to men, women are also free of some social pressures common in mainstream society. Amish women do not accentuate their physical appearances. They do not wear make-up or modify their appearances in any way. This is hardly the case in mainstream society. Despite these seemingly strict gender roles, the boundaries can be crossed. For example, if there is a lot of work to do, the women may help with the field work, and sometimes the men will help with the household chores. The Amish seem to be content with how their communities are run. The Amish people of modern day America are no different as this unique subculture strives to cure the sick and diseased within the realm of community accepted means. By taking a detailed look at the methods utilized by the Amish to cure sickness and disease, one will come to appreciate the role culture plays in establishing medical treatment as well as the importance of health matters in Amish society. One of the most common and historically based methods for curing the sick and diseased in Amish society is through the use of folk remedies. Folk or house remedies as it is often termed, have their roots in the Germanic ancestry of the Amish. Oral tradition has maintained a basic knowledge of various teas, powders, liniments, and foods used in Amish folk remedies for hundreds of years. Another application used to cure the sick and diseased also has its roots in the German ancestry of the Amish. Powwowing, also called sympathy curing, is often applied to cure the sick of the community in conjunction with various home remedies. The Amish seek help from the medical establishment in nearby villages, towns, and cities when it is needed. Although there is an absence of any type of restriction in the Amish lifestyle pertaining to the use of the medical establishment, many are reluctant to seek professional medical care unless it is absolutely necessary. This stems from several reasons, one of which is the avoidance of the world, a strong Amish belief previously mentioned. Another reason is the high cost of medical treatment as the Amish do not believe in carrying health insurance. Having health insurance would be seen as associating with the world and therefore detrimental to the Amish faith. The Amish history shows us that living the way they have, is not easy. They have been able to almost completely separate themselves from the rest of society. Although they may have had to give in to some of the progressive ways of America, they remain a small jewel inside of a large country. There are very few people who live such a slow-paced, simple life as do the Amish. Maybe our society should take a closer look at the Amish and learn a few life lessons from them. Reflecting on the Amish could help us understand many problems that our own society faces every day. References 2009 The Amish. Electronic document, http://www.bbc.co.uk/religion/religions/Christianity/subdivisions/Amish_1.shtml Stevick, Richard A. 2007. Growing Up Amish. The Johns Hopkins University Press: Baltimore American Anthropologist, New Series, Vol. 72, No. 5 (Oct., 1970), The Journal of Economic History, Vol. 53, No. 2 (Jun., 1993), Hostetler, John A. Amish Society. Johns Hopkins University Press: Baltimore and London, 1993. Kraybill, Donald B. The Riddle of Amish Culture. Rev. ed.: Baltimore, Md.; London: Johns Hopkins University Press, 2001.

Twelfth Night by William Shakespeare :: Papers

Twelfth Night by William Shakespeare When Shakespeare wrote the 12th night the social mores were very strict. For example servants were not allowed to woo their masters but in the 12th night these rules of society were corrupted for example. Olivia loving cesario but Olivia doesn't realise that cesario is really a man and that links with cesario because she was a very wealthy woman but in an instant she becomes a servant also she is in mourning for her brother but now she is very joyful and in love. ====================================================================== Also in this play there is a hierarchical pyramid in place which is been transformed where there is a master and a servant but it seems almost reversed so the servant becomes the master and the master becomes the servant. Even there is servants loving masters there is masters falling in love with servants referring to Olivia loving a servant called cesario. The thing that seemed to attract Olivia to Cesario was her manner of speaking and intelligence. Also the 12th night has a certain comedy to it for example Sir Toby trick on Malvolio. Which is a pivotal point in the play. The letter says that Olivia has feelings for Malvolio. Malvolio showing his pomposity lets his guard down and obeys the instructions on the letter he also remembers the woman from Strace who married her wardrobe master. The instructions that were on the letter are as follows (1) Be opposite with a kinsman, surly with servants; (2) Remember who commended thy yellow stockings, and wished to see thee ever cross- gartered: (3) Therefore in my presence still smile, dear my sweet, I prithee. This is a classic case of Dramatic Irony and inappropriateness when Olivia is in Mourning. This act of arrogance in Olivia's case is inappropriate and should be severely punished therefore Malvolio was sent to the Dungeon. Which is also symbolic to his actual position in the house at this point the audience feels empathy for Malvolio. but there is the point of if malvolio is the only person that is not

Agree or Disagree: Was the Us Civil War the 2nd American Revolution Essay

The United States Civil War was the second American Revolution. Both wars’ focal point was to acquire freedom from their oppressive governments. The Civil War and the American Revolution possess similarities. Such as they had not many men, not that much money, and not that much firepower; but they still fought for independence. The American Revolution or the American Revolutionary War, some may call it, was started from a decade-long growing tension between Great Britain’s 13 North American colonies and the British government. The British government was trying to raise revenue by taxing the colonists using bills including: the Stamp Act, Townshend Tariffs, Tea Act, etc. Using the Stamp Act, the government tried to reduce some of their enormous debt. Stamp Act was passed and it required that every legal document be written on stamped paper showing proof of payment. In response the colonists organized the Stamp Act Congress to voice their disagreement to the bill. Another bill they passed was the Quartering Act, which in a nutshell required colonist to house British soldiers. The British government used this bill because of the increased defense cost in America and they felt that the colonist should help with the financial burden of housing and feeding the soldier since they helped them during the war. Plus they wanted to show who the boss was. In response to this, the colonists in New York argued that the bill was unfair and that they should be asked and not told what to do, so Parliament passed the New York Restraining Act, which stopped the passing of any laws until the assembly went over the law. The soldiers were forced to pitch tents in the middle of Boston Common, making the colonist not that excited either. The British government was now known for passing insane laws, but when the government passed the Coercive Acts the colonists had enough. The Coercive Acts were also known as the Intolerable Acts. They closed the port of Boston to trade except for food and firewood until the colonists paid for the tea they destroyed at the Boston Tea Party with the Boston Port Act. It created British military rule in Massachusetts and made town meetings forbidden without approval with the Massachusetts Government Act. It gave protection to British officials being prosecuted in Massachusetts and allowed them to be prosecuted in England or any other colony that wasn’t Massachusetts with the Administration of Justice Act. The bill renewed the Quartering Act and gave the French in Quebec control of the Ohio Valley and made the Roman Catholic Church the official church of the area with the Quebec Act. In Lexington and Concord British troops and the colonies’ militiamen were getting into scuffles and that was how to armed conflict started. In response to this the colonists created an event known as the First Continental Congress in 1774. At this event all colonies, excluding Georgia, sent representatives to the First Continental Congress making it the first national meeting of the colonies. They came together in opposition with the bills the British government was passing so they issued two new documents. The Declaration of Rights, which opposed Parliament’s right to tax the colonies, but affirmed allegiance to the British, and the Articles of Association, which asked the colonies to make British imports illegal if the Coercive Acts were not eliminated. It took three major battles to lead up to the signing of the Declaration of Independence, the Battle of Lexington, Concord, and Bunker Hill. The Declaration declared the colonies independent from Great Britain. The American Revolution ended with the Treaty of Paris, but now before another three more major battles. The American Civil War was sparked by difficulties in the spreading of power and who was more powerful, the state or federal authority. The North, at the time, was industrialized and running smoothly, while the South was more agricultural. The North had factories, while the South had farms. The South was dependent on slave labor; it was their root to running their economy. The North didn’t want slavery to spread across the rest of the lands and the South was in fear that their economy would essentially fail without slave labor. So in 1854 the United States Congress passed the Kansas-Nebraska Act, which opened all the new territories to slavery, but allowed them to choose whether they wanted slavery or not, this was called popular sovereignty. Both sides, anti-slavery and pro-slavery were in disagreement with this new law, which led up to the formation of the Republican Party. The Republican Party was a new political group based on the opposition of the expansion of slavery to western lands. The Dred Scott case confirmed the North’s worse fears, and confirmed the South’s dreams. The Dred Scott v. Sanford case took place in Missouri. Scott argued that because he lived in the free state he would therefore have emancipation from his owner. Unfortunately his case brought to a rabid supporter of slavery, Chief Justice Roger B. Taney who disagreed. The court claimed that no African Americans, free or enslaved, could become a legal U.S. citizen, hence not being able to file a petition for freedom. This case made rising tension between the North and South climb to new heights. So when an abolitionist named John Brown and a few of his supporters raided Harper’s Ferry in 1859 the South was convinced that the North was fixed on the destruction of slavery. John Brown had hopes that the local slaves would join in and raid with him and his supporters, but they didn’t. Brown’s plan was foiled when he and his supporters were captured by Colonel Robert E. Lee’s US Marines. He was sent to court, charged with treason, and was given the death sentences. Brown was hanged for his ‘crimes’ on December 2nd, 1859. The South was looking for reason to leave their polar opposites. So when Abraham Lincoln was elected to presidency it was the last straw for the seven southern states and the seceded from the United States. Lincoln’s election led to danger for Fort Sumter in Charleston, South Carolina. April 12th, 1861 Lincoln sent a fleet to deliver supplies to Sumter, during their visit the Confederate Army fired the first shots of the event that came to be known as the Civil War. After just two days of gunfire, Sumter commander Major Robert Anderson surrendered, leaving Sumter in the control of Confederate forces; who were led by Pierre G.T. Beauregard. After Sumter, four more Southern states, including: Virginia, Arkansas, North Carolina, and Tennessee, joined the Confederate Army. The North had advantages, like an enormous population and factories to build weapon supplies in, and railroads. The South had military traditions and some of the best soldiers, but even they couldn’t surpass the North in numbers and supplies. The next major battle took place in Manassas, Virginia. This battle was known as the First Battle of Bull Run. General McDowell led 28,000 men from the Union Army in a fight against General Beauregard’s 33,000 Confederate soldiers. The Union Army marched toward Richmond, but was met by the Confederate forces emerging north from Manassas. The battle lasted five hours. During that five hours the Union soldiers had most of the Confederate soldiers retreating, except the team led by General Jackson. Jackson had a great ability holding his ground, which is why people had come to call him â€Å"Stonewall.† His technique helped the Confederate soldiers hold up until reinforcements arrived, then they were able to drive the Union Army back to Washington. Both sides faced heavy casualties, but in the end the South claimed victory. The next battle was led by General B. McClellan. McClellan was slow to advance and that angered Lincoln. Finally McClellan led the Potomac Army to the peninsula between the York and James Rivers and captured Yorktown on May 4. Robert E. Lee and General Jackson joined forces and drove out the Potomac Army in the Seven Days’ Battle, which lasted from June 25th, 1862 to July 1st, 1862. During the battle McClellan called for reinforcements twice, the second time Lincoln refused and instead withdrew the Army to Washington. Soon after the battle McClellan was replaced by Henry W. Halleck. There were a lot of battles after this one, but the war ended with Lincoln passing the Emancipation Proclamation, freeing all slaves, and his assassination on April 14th. Some similarities within the two wars were the leaders involved with the wars. The leaders tended to be former soldiers who were dedicated to their jobs, they were focused, and most of them possessed a useful skill that helped them win. Another similarity between the two wars would have to be the cause of war. Both of the wars were the response to an oppressive government and the problem of setting boundaries between people and government. Both wars were always on American land and Americans fought other Americans. Although the wars were fairly short they ended with unity. Some differences within between the two wars would be the parties included in the wars. The American Revolution was the colonists versus the British government, while the Civil War was the North versus the South. The Civil War had far more advanced weaponry, while the American Revolution had close range fighting equipment, more medieval. Overall the statement that the Civil War was the second American Revolution is completely true. They had common factors that contributed to the spark of the wars and they both ended in a common unity between all the participants. Works Cited â€Å"American Civil War à ¢Ã¢â€š ¬Ã¢â‚¬  History.com Articles, Video, Pictures and Facts.† History.com à ¢Ã¢â€š ¬Ã¢â‚¬  History Made Every Day à ¢Ã¢â€š ¬Ã¢â‚¬  American & World History. N.p., n.d. Web. 28 Oct. 2012. . â€Å"Battle of Bull Run or Manassas.† ThinkQuest : Library. N.p., n.d. Web. 28 Oct. 2012. . â€Å"Exactly what was taxed by the Stamp Act of 1765? Aren’t we more heavily taxed now?.† Ask questions, Find answers – Askville. N.p., n.d. Web. 28 Oct. 2012. . III, John J. Fox. â€Å"Civil War Battles.† History Net: Where History Comes Alive – World & US History Online. N.p., n.d. Web. 28 Oct. 2012. . â€Å"John Brown’s Harpers Ferry Raid.† Civil War Trust: Saving America’s Civil War Battlefields. N.p., n.d. Web. 28 Oct. 2012. . Reeves, Diane. â€Å"Lesson Plan on Similarities and Differences Between the American Revolutionary Warand the American Civil War.† ADPRIMA Education – Informa tion for new and future teachers. N.p., 21 July 1999. Web. 28 Oct. 2012. . â€Å"The Stamp Act.† Ventura Unified School District . N.p., n.d. Web. 28 Oct. 2012. . â€Å"The contrast and compare of the American Revolution and the Civil War? – Yahoo! Answers.† Yahoo! Answers – Home. N.p., n.d. Web. 28 Oct. 2012. .

English William Shakespeare

?ENGLISH NOTES 2012-2013 Advising and Preregistration ONLY declared English majors (who have formally declared their major by Monday, April 30th) may preregister for English classes via the web on Monday, May 7th during their registration appointment times according to the following schedule: The last day to add a class for Fall Quarter is Friday, September 7th. The last day to drop a class for Fall Quarter is yet to be determined. PLEASE NOTE: The Registrar has indicated that students may preregister for a maximum of two courses in any one department.Students can sign up for additional courses in that department during regular advanced registration. Information Sources When you declare, the undergraduate program assistant automatically signs you up for the departmental listserv. Consult your email regularly for announcements about upcoming deadlines and special events. Additional information is posted in University Hall, published in the WCAS column in the Daily Northwestern, and po sted on the English Department web page at URL: www. english. northwestern. edu. Also, up-to-date information on courses can be found on the Registrar's home page at: http://www. registrar. northwestern. du/ Contact the English Department: Northwestern University Department of English 1897 Sheridan Rd. University Hall 215 Evanston, IL 60208 (847) 491-7294 http://www. english. northwestern. edu/ [email  protected] edu 1 ?ENGLISH NOTES 2012-2013 Applications for the following are available early spring quarter through either the English Office in University Hall 215 or the departmental website at www. english. northwestern. edu Annual Writing Competition The English Department will be conducting its annual writing competition Spring Quarter, with prizes to be awarded in the categories of essay, fiction, and poetry.Announcements about specific prizes, eligibility and submission will be available in the English office by April 1st. The following rules apply: 1) Students may not enter competitions for which they are not eligible. 2) Students may submit only one work per genre. 3) The maximum length for essay and fiction manuscript is 20 pages; the maximum length for a poetry manuscript is 10 pages or 3 poems. Students should submit only one copy of each work. The deadline for submission of manuscripts for the 2012 contest is Thursday, May 3rd by 3:00pm. Awards will be announced at a ceremony on May 25th, 2012 at a time that is yet to be determined.A reception will follow. Literature Major 399 Proposals Individual projects with faculty guidance. Open to majors with junior or senior standing and to senior minors. Students interested in applying for independent study in literature during spring quarter should see the potential adviser as soon as possible. Guidelines for 399 are available in UH 215 and on the English webpage. Writing Major Honors Proposals Writing majors should apply for Honors in the spring of their junior year. The department will have application forms available early spring quarter. The application deadline for the 2012-2013 academic year is yet to be determined.Literature Major 398 Honors Applications Literature majors who wish to earn honors may apply during the spring of their junior year for admission to the two- quarter sequence, 398-1,2, which meets the following fall and winter quarter. The departmental honors coordinator for 2012- 2013 is Professor Paul Breslin. The application deadline to apply for the 2012-2013 academic year is Tuesday, May 8th, 2012by 4:30pm. Declaring the Major or Minor In the past, in order to declare the English Major or Minor, students needed to complete prerequisites. Prerequisites are no longer required to declare the Major or Minor.To declare the Major or Minor, pick up the appropriate declaration form in UH 215 and consult the Director of Undergraduate Studies (Professor Grossman) in stipulated office hours. At this point, the new major will choose a Departmental Advisor and become eligi ble for English preregistration in succeeding quarters. WCAS policy requires instructors to return student work in person or by mail. Student work is not to be kept in the departmental office, nor is it to be distributed in any public place. **Reminder to Seniors: Seniors who have not yet filed their Petitions to Graduate must do so immediately. A Calendar of Course Offerings Taught by English Department Faculty *Class times and course descriptions are subject to change without notice. 105 Expository Writing 205 Intermediate Composition 206 Reading & Writing Poetry MW 9:30-10:50 Webster MWF 11-11:50 Curdy MWF 1-1:50 Kinzie MWF 2-2:50 Curdy TTh 9:30-10:50 Goldbloom MWF 10-10:50 Bresland MW 9:30-10:50 Webster MW 3:30-4:50 Curdy TTh 12:30-1:50 Altman TTh 2-3:20 Breslin MW 11-12:20 Seliy MW 12:30-1:50 Donohue TTh 9:30-10:50 Goldbloom TTh 12:30-1:50 Goldbloom MW 9:30-10:50 Bouldrey TTh 9:30-10:50 Bresland TTh 2-3:20 Bresland MWF 1-1:50 Lane (210-2)MWF 1-1:50 Gibbons MW 3:30-4:50 Curdy M WF 11-11:50 Webster MW 11-12:20 Seliy TTh 12:30-1:50 Goldbloom MW 9:30-10:50 Biss MWF 2-2:50 Webster TTh 9:30-10:50 Kinzie TTh 11-12:20 Bouldrey MWF 11-11:50 Soni (210-1) 207 Reading & Writing Fiction 208 Reading & Writing Creative Non Fiction 210-2,1 English Literary Traditions (Additional Discussion Section Required) FALL WINTER SPRING Several Sections Offered Each Quarter Several Sections Offered Each Quarter ? 3 211 212 213 220 Gender Studies 231 234 270-1,2 273 275 298 302 306 307 Introduction to Poetry (Additional Discussion Section Required) Introduction to DramaIntroduction to Fiction (Additional Discussion Section Required) The Bible as Literature (Additional Discussion Section Required) Gender Studies Introduction toShakespeare (Additional Discussion Section Required) American Literary Traditions (Additional Discussion Section Required) Intro. to 20th-Century American Literature (Additional Discussion Section Required) Introduction to Asian American Studies Introductory Se minar in Reading and Interpretation History of the English Language Advanced Poetry Writing Advanced Creative Writing MWF 11-11:50 Gottlieb FALL WINTER SPRING TTh 9:30-10:50 Phillips MWF 12-12:50 Erkkila (270-1)MW 12:30-1:50 Kim MWF 11-11:50 Grossman TTh 9:30-10:50 Thompson TTh 3:30-:50 Roberts TTh 11-12:20 Breen TTh 12:30-1:50 Goldbloom MWF 12-12:50 N. Davis MWF 2-2:50 Feinsod TTh 11-12:20 Cutler TTh 3:30-4:50 Lahey MW 2-3:20 Gibbons TTh 2-3:20 Kinzie TTh 11-12:20 Froula MWF 11-11:50 Thompson MWF 12-12:50 Stern (270-2) TTh 9:30-10:50 Erkkila TTh 11-12:20 Phillips TTh 2-3:20 Harris TTh 12:30-1:50 Dybek TTh 3:30-4:50 Cross MWF 1-1:50 Manning MWF 10-10:50 Newman ?4 311 Studies in Poetry 312 Studies in Drama 313 Studies in Fiction 323-1 Chaucer 324 Studies in Medieval Literature 331 Renaissance Poetry 332 Renaissance Drama 333 Spenser 35 Milton 338 Studies in Renaissance Literature 339 Special Topics in Shakespeare 340 Restoration & 18th Century Literature 353 Studies in Romantic Liter ature 359 Studies in Victorian Literature 365 Studies in Post-Colonial Literature 366 Studies in African American Literature MWF 11-11:50 Passin TTh 3:30-4:50 Hedman TTh 4-5:20 Schwartz TTh 12:30-1:50 Harris TTh 12:30-1:50 Roberts TTh 2-3:20 Thompson TTh 2-3:20 Law TTh 11-12:20 Feinsod MW 9:30-10:50 T. Davis MWF 10-10:50 Breen MWF 11-11:50 Newman TTh 9:30-10:50 Masten TTh 11-12:20 Evans TTh 2-3:20 Grossman/Soni TTh 9:30-10:50 Soni MW 3:30-4:50 Lane MW 11-12:20 WeheliyeMW 3:30-4:50 Hedman MW 9:30-10:50 Johnson MWF 1-1:50 Newman TTh 3:30-4:50 Harris MW 11-12:20 West MW 3:30-4:50 Evans TTh 12:30-1:50 Harris TTh 2-3:20 Sucich TTh 11-12:20 Roberts TTh 11-12:20 Lane TTh 12:30-1:50 Lahey TTh 9:30-10:50 Dangarembga FALL WINTER SPRING ?5 368 Studies in 20th-Century Literature 369 Studies in African Literature 371 American Novel 372 American Poetry 377 Topics in Latina/o Literature 378 Studies in American Literature 383 Studies in Theory and Criticism 385 Topics in Combined Studies 386 Studie s in Literature and Film 393- Theory & Practice of Poetry FW/TS 394- Theory & Practice of Fiction FW/TS 95- Theory & Practice of FW/TS Creative Nonfiction 398-1,2 Senior Seminar Sequence (Lit) TTh 12:30-1:50 Hedman TTh 4-5:20 Mwangi TTh 2-3:20 Mwangi MWF 11-11:50 Lahey MWF 2-2:50 Grossman MWF 10-10:50 Bouldrey TTh 3:30-4:50 Weheliye MWF 1-1:50 Leong MW 3:30-4:50 Leahy MW 12:30-1:50 Webster MW 12:30-1:50 Bouldrey MW 12:30-1:50 Bresland W 3-5 Breslin MWF 11-11:50 Hedman MW 12:30-1:50 Passin TTh 12:30-1:50 Cross MW 3:30-4:50 Stern TTh 2-3:20 Erkkila MWF 1-1:50 Cutler MW 2-3:20 Roberts TTh 12:30-1:50 Lahey MW 2-3:20 Froula TTh 2-3:20 N. Davis TTh 3:30-4:50 Leong MW 12:30-1:50 Webster/Curdy MW 12:30-1:50 Bouldrey/SeliyMW 12:30-1:50 Bresland/Bouldrey W 3-5 Breslin MW 9:30-10:50 diBattista MW 12:30-1:50 Passin TTh 11-12:20 Froula T 6-8:20 diBattista TTh 3:30-4:50 Cutler MWF 10-10:50 Smith TTh 12:30-1:50 Savage MWF 2-2:50 Soni MWF 1-1:50 Breslin MWF 11-11:50 Feinsod MW 12:30-1:50 Curdy MW 1 2:30-1:50 Seliy MW 12:30-1:50 Biss FALL WINTER SPRING ?6 399 Independent Study SeveralSections Offered Each Quarter FALL WINTER SPRING ?7 ENG 206 [Prerequisite to English Major in Writing] Reading & Writing Poetry Course Description: An introduction to the major forms of poetry in English from the dual perspective of the poet-critic.Creative work will be assigned in the form of poems and revisions; analytic writing will be assigned in the form of critiques of other members’ poems. A scansion exercise will be given early on. All of these exercises, creative and expository, as well as the required readings from the Anthology, are designed to help students increase their understanding of poetry rapidly and profoundly; the more wholehearted students’ participation, the more they will learn from the course. Prerequisites: No prerequisites. No P/N registration. Attendance of first class is mandatory.Course especially recommended for prospective Writing Majors. Literature Maj ors also welcome. Freshmen are NOT permitted to enroll until their spring quarter. Seniors require department permission to enroll in English 206. Teaching Method: Discussion; one-half to two-thirds of the classes will be devoted to discussion of readings and principles, the other classes to discussion of student poems. Evaluation Method: Evidence given in written work and in class participation of students’ understanding of poetry; improvement will count for a great deal with the instructor in estimating achievement.Texts include: An Anthology, a critical guide, 206 Reader prepared by the instructor, and the work of the other students. [Prerequisite to English Major in Writing] Reading & Writing Fiction Course Description: A reading and writing course in short fiction. Students will read widely in traditional as well as experimental short stories, seeing how writers of different culture and temperament use conventions such as plot, character, and techniques of voice and dist ance to shape their art.Students will also receive intensive practice in the craft of the short story, writing at least one story, along with revisions, short exercises, and a critical study of at least one work of fiction, concentrating on technique. Prerequisites: English 206. No P/N registration. Attendance of first class is mandatory. Course especially recommended for prospective Writing Majors. Literature Majors also welcome. Teaching Method: Discussion of readings and principles; workshop of student drafts.Evaluation Method: Evidence given in written work and in class participation of students’ growing understanding of fiction; improvement will count for a great deal with the instructor in estimating achievement. Texts include: Selected short stories, essays on craft, and the work of the other students. Fall Quarter: Rachel Webster Averill Curdy Mary Kinzie Averill Curdy Winter Quarter: Rachel Webster Averill Curdy Toby Altman Paul Breslin Spring Quarter: Reg Gibbons A verill Curdy Rachel Webster ENG 207 MW 9:30-10:50 MWF 11-11:50 MWF 1-1:50 MWF 2-2:50 MW 9:30-10:50 MW 3:30-4:50 TTh 12:30-1:50 TTh 2-3:20MWF 1-1:50 MW 3:30-4:50 MWF 11-11:50 Sec. 20 Sec. 21 Sec. 22 Sec. 23 Sec. 20 Sec. 22 Sec. 23 Sec. 24 Sec. 20 Sec. 21 Sec. 22 Fall Quarter: Goldie Goldbloom Winter Quarter: Shauna Seliy Sheila Donohue Goldie Goldbloom Goldie Goldbloom Spring Quarter: Shauna Seliy Goldie Goldbloom TTh 9:30-10:50 MW 11-12:20 MW 12:30-1:50 TTh 9:30-10:50 TTh 12:30-1:50 MW 11-12:20 TTh 12:30-1:50 Sec. 20 Sec. 21 Sec. 22 Sec. 23 Sec. 20 Sec. 22 ENG 208 [Prerequisite to English Major in Writing] Reading & Writing Creative Non Fiction Course Description: An introduction to some of the many possible voices, styles, and structures of the creative essay.Students will read from the full aesthetic breadth of the essay, including memoir, meditation, lyric essay, and literary journalism. Discussions will address how the essay creates an artistic space distinct from the worlds of poetry and 8 fiction, and how truth and fact function within creative nonfiction. Students will be asked to analyze the readings closely, and to write six short essays based on imitations of the style, structure, syntax, and narrative devices found in the readings. Students can also expect to do some brief writing exercises and at least one revision. Prerequisites: English 206. No P/N registration.Attendance of first class is mandatory. Course especially recommended for prospective Writing Majors. Literature Majors also welcome. Teaching Method: Discussion; one-half to two-thirds of the classes will be devoted to discussion of readings and principles, the other classes to discussion of student work. Note: Prerequisite to the English Major in Writing. Fall Quarter: moment, does it become possible to ignore or overlook the political projects embedded in these texts? In readings of Chaucer, More, Sidney, Shakespeare, Milton, Behn and Swift, among others, we will consider how importan t it is to understand these texts from a political erspective, and wonder why this perspective is so often ignored in favor of psychologizing and subjectivizing readings. Teaching Method: Two lectures per week, plus a required discussion section. Evaluation Method: Regular reading quizzes (15%); class participation (25%); midterm exam (20%); final exam (20%); final paper (20%). Texts include: Beowulf; Mystery Plays; Chaucer, Canterbury Tales; More, Utopia; Sidney, Defense of Poesy; Shakespeare, Tempest and selected sonnets; Milton, Paradise Lost; Behn, Oroonoko; Swift, Gulliver’s Travels. ENG 210-2 English Literary Traditions Christopher LaneMWF 1-1:50 Winter Quarter Course Description: English 210-2 is an English Literature major requirement; it is also designed for non-majors and counts as an Area VI WCAS distribution requirement. This course is a chronological survey of important, representative, and highly enjoyable British works from Romanticism to the modern period (rou ghly the French Revolution to the First World War). Focusing on poetry, drama, essays, and several short novels, we'll examine compelling themes, styles, movements, and cultural arguments, paying particular attention to the way literary texts are located in history.For perspective, the course also tackles several comparative issues in nineteenth-century art and intellectual history, drawing on such large-scale themes as tensions between individuals and communities, the narrative fate of women and men, and the vexed, uncertain role of authors as commentators on their social contexts. An overview of English literary history and its traditions during a fascinating century, English 210-2 provides excellent training in the analysis of fiction. Teaching Method: Two lectures per week and one required discussion section each Friday (section assignments will be made during the first week of class). John Bresland Winter Quarter: Brian Bouldrey John Bresland John Bresland Spring Quarter: Eula Biss Rachel Webster Mary Kinzie Brian Bouldrey MWF 10-10:50 MW 9:30-10:50 TTh 9:30-10:50 TTh 2-3:20 MW 9:30-10:50 MWF 2-2:50 TTh 9:30-10:50 TTh 11-12:20 Sec. 20 Sec. 21 Sec. 22 Sec. 20 Sec. 21 Sec. 22 Sec. 23 ENG 210-1 English Literary Traditions Vivisvan Soni MWF 11-11:50 Spring Quarter Course Description: English 210-1 is an English Literature major requirement; it is also designed for non-majors and counts as an Area VI WCAS distribution requirement.This course is an introduction to the early English literary canon, extending from the late medieval period through the eighteenth century. In addition to gaining a general familiarity with some of the most influential texts of English literature, we will be especially interested in discovering how literary texts construct, engage in and transform political discourse. What kinds of political intervention are literary texts capable of making? What are the political implications of particular rhetorical strategies and generic choices? How do literary texts encode or allegorize particular political questions?How, at a particular historical ? 9 Evaluation Method: Two short analytical papers; one final essay; performance in discussion section; final exam. Texts include: The Norton Anthology of English Literature: The Major Authors (8th edition; volume B); Jane Austen, Sense and Sensibility (Penguin); Charles Dickens, Hard Times (Norton); Virginia Woolf, Mrs. Dalloway (Harvest/HBJ). Please buy new or used copies of the editions specified. Texts available at: The Norris Center Bookstore. ENG 211 Introduction to Poetry: The Experience and Logic of Poetry Susannah Gottlieb MWF 11-11:50 Fall QuarterCourse Description: The experience of poetry can be understood in it at least two radically different ways: as a raw encounter with something unfamiliar or as a methodically constructed mode of access to the unknown. The experience of poetry includes both of these models, and theories of poetry from antiquity to the present da y have grappled with these two dimensions of the poetic experience. In order to understand a poem, a reader must, in some sense, enter into its unique and complex logic, while nevertheless remaining open to the sometimes unsettling ways it can surprise us.In this class, we will read some of the greatest lyric poems written in English, as we systematically develop an understanding of the formal techniques of poetic composition, including diction, syntax, image, trope, and rhythm. Students should come prepared to encounter poems as new and unfamiliar terrain (even if you've read a particular poem before), as we methodically work through the formal elements of the poetic process. Teaching Method: Lectures and weekly discussion groups. Evaluation Method: Three papers (5-7 pages), weekly exercises, active participation in section discussions, and a final exam.Texts Include: The Norton Anthology of Poetry. ENG 212 Introduction to Drama: Modernism in Performance Susan Manning MWF 1-1:50 Sp ring Quarter Course Description: This survey course follows the emergence of modernism in diverse genres of theatrical performance—drama, dance, cabaret, and music theatre. In London, Paris, Berlin, and New York, new theatrical practices emerged in the late 19th century and through the first half of the 20th century, practices that have continued to inspire theatre artists into the present.Readings are complemented by film and video viewings and by excursions to Chicago-area theatres. Teaching Method: lecture with weekly discussion sections Evaluation Method: three short papers and a take- home final exam. Texts include: Noel Witts, ed. , The Twentieth- Century Performance Reader (3rd edition); Gunter Berghaus, Theater, Performance and the Historical Avant-Garde. ENG 213 Introduction to Fiction: Worlds in a Grain of Sand Christine Froula TTh 11-12:20 Winter Quarter Course Description: What is fiction? How is it different from history, biography, nonfiction?How and why do peop le invent and tell stories, listen to them, pass them on, often in new versions, forms, or media? In this course we’ll study a selection of fictional narratives from around the globe and from different historical moments, in a variety of prose and verse forms—short story, novella, novel, myth, story cycle, serial—and in visual and aural as well as literary media: ballad, theatre, zine, painting, photograph, graphic novel, film. If, as Ezra Pound put it, literature is news that stays news, we’ll consider how these fictional works bring news from near and far.We’ll think about the traditions, and occasions of storytelling, the narrators who convey them, the conventions and devices they inherit or make new, and some ways in which stories may influence or talk to one another, as well as to audiences and communities within and across cultures. We’ll consider whether and how each work’s historical origin and context may illuminate ? 10 the situation and conflict it depicts; and how its point of view, narrative voice, techniques of character- drawing, plot, imagery, dialogue, style, beginning and end help shape our questions and interpretations.As we taste some of â€Å"the rarest and ripest fruit of art which human thought has to offer,† in Nabokov’s words, we’ll seek to develop skills and awareness that will deepen our pleasure in the inexhaustible riches of imaginative literature. Teaching Method: Lecture and Discussion Evaluation Method: Attendance, participation, weekly exercises, two short papers, midterm, final. Texts include: Texts and course packet TBA. Texts Include: Bible, New Revised Standard Version (NRSV) with apocrypha (Oxford U. Press). GNDR ST 231/co-listed w/ Comp Lit 205 Gender Studies:Feminism as Cultural Critique Helen Thompson MWF 11-11:50 Winter Quarter Course Description: In this class, we will consider the origins and ongoing powers of feminism as a critique of culture. At its origins in the 1790s through the middle of the twentieth century, modern Western feminism fought on two fronts, condemning women’s legal and political disenfranchisement as well as more subtle practices and norms, like the wearing of corsets, that shored up women’s subordinate status at the level of everyday life.In this class, we will explore feminism in America after the legal and political battle has, to some extent, been won: we’ll examine the so-called second wave of feminism, from roughly 1960 to 1980. This exciting, volatile, and radical phase of the feminist movement dedicated its critical energies to problems that persisted beyond women’s nominal political and legal enfranchisement.By disrupting everyday institutions like the Miss America pageant, second- wave feminism revealed that mainstream norms, habits, and assumptions might operate just as powerfully as repressive laws. Because so much second-wave feminism consists of physical activism, cultural interventions, and artistic production, in this class we will encounter a variety of media: academic writing, but also manifestos, journalism, film, visual art, novels, performances, and documentaries.An ongoing goal of the class will be to explore the critical methodologies enabled by the second wave. What tools does second-wave feminism use to read culture? What tools does second-wave feminism use to re-tell history? The class will begin by looking at part of Simone de Beauvoir’s The Second Sex (French, 1949; English, 1953) to examine how its foundational claim that â€Å"one is not born, but rather becomes, a woman† invites us to analyze culture rather than nature. The remainder of the class is broken into units.Unit One, â€Å"Beauty,† includes the documentary â€Å"Miss . . . or Myth? † (1987) on the Miss American pageant and its feminist re-staging, Gloria Steinem on her experience as a Playboy Bunny (1969), and founding discussions of wom en’s looks by Kate Millet, Germaine Greer, Betty Friedan and others. Unit Two, â€Å"Housework/ Domesticity,† covers pivotal texts on women’s lives at home (â€Å"The Politics of Housework,† â€Å"The ENGLISH 220 The Bible as Literature Barbara Newman MWF 10-10:50 Combined w/ CLS 210 Spring QuarterCourse Description: This course is intended to familiarize literary students with the most influential text in Western culture. No previous acquaintance with the Bible is presupposed. We will consider such questions as the variety of literary genres and strategies in the Bible; the historical situation of its writers; the representation of God as a literary character; recurrent images and themes; the Bible as a national epic; the New Testament as a radical reinterpretation of the â€Å"Old Testament† (or Hebrew Bible); and the overall narrative as a plot with beginning, middle, and end.Since time will not permit a complete reading of the Bible, we will c oncentrate on those books that display the greatest literary interest or influence, including Genesis, Exodus, Psalms, Ecclesiastes, the Song of Songs, Ruth, Job, Daniel, and Isaiah; the Gospels according to Luke and John, and the Book of Revelation. We will look more briefly at issues of translation; traditional strategies of interpretation (such as midrash, typology, and harmonization); and the historical processes involved in constructing the Biblical canon.Teaching Method: Three lectures, one discussion section per week. Evaluation Method: Two midterms and final exam, each worth 25% of grade; participation in sections; occasional response papers; some interactive discussion during lectures. ?11 Personal is Political,† â€Å"Why I Want a Wife,† and others); we will examine one mainstream reaction to the feminist critique of domestic labor, Ira Levin’s horror novel and adapted film The Stepford Wives.Unit Three, â€Å"Sex,† will look at second-wave femin ist challenges to both the social and anatomical determinants of eroticism and pleasure (The Myth of the Vaginal Orgasm, Sex and the Single Girl, Lesbian Nation, Pornography); we will read one early 70s feminist novel (Erica Jong, Fear of Flying) and one early 70s mainstream romance (Janet Woodiwiss, The Flame and the Flower) to examine their contesting representations of women’s sexual desire and agency.In the course of this comparison, we’ll take up the issue of rape, or â€Å"rape culture† (Susan Brownmiller, Against our Will, and others); the material conditions and ideologies at stake in romance reading; and the charge that second-wave feminism reflected the concerns of only white middle-class women (bell hooks, Ain’t I A Woman? ). Unit Four of the class will look at feminist cultural production. We’ll look at avant-garde art (short films include Carolee Schneeman’s â€Å"Meat Joy,† Martha Rosler’s â€Å"Semiotics of the Kitchen,† and other videos, images, and performances) and artistic provocations (like Valerie Solanas, â€Å"The S.C. U. M. Manifesto†) to consider how these texts challenge high art and cultural values down to the present day. Macbeth, Henry V, Anthony and Cleopatra, Measure for Measure, and The Tempest. Teaching Method: Lectures with Q; required weekly discussion section. Evaluation Method: Attendance and section participation, two papers, midterm, final exam. Texts include: The required textbook is The Norton Shakespeare, ed. Stephen Greenblatt et al. Textbook available at: Norris Center Bookstore. ENG 234Introduction to Shakespeare Susie Phillips TTh 9:30-10:50 Fall Quarter Course Description: What spooks America? From the Puritan â€Å"city upon a Hill,† to Tom Paine’s Common Sense, to Emerson’s American Adam, America was imagined as a New World paradise, a place to begin the world anew. And yet, from the story of Pocahontas and John Smith, to the origins of the American Gothic in the Age of Reason, to Melville’s Moby Dick, American literature has been haunted by fantasies of terror, sin, violence, and apocalypse.Why? This course will seek to answer this question. Focusing on a selection of imaginative writings, including origin stories, poems, novels, and a slave narrative, we shall seek to identify and understand the significance of the terrors—of the savage, the dark other, the body, nature, sex, mixture, blood violence, authoritarian power, and apocalypse—that haunt and spook the origins and development of American literature.Students will be encouraged to draw connections between past American fantasies and fears and contemporary popular culture and politics, from classic American films like Hitchcock’s Psycho to The Hunger Games, from American blues and jazz to Michael Jackson’s Thriller, from the Red Scare and the Cold War to the war on terror. Teaching method: Lecture and discuss ion; weekly discussion sections. Evaluation Method: 2 papers; quizzes; final examination.Texts Include: The Norton Anthology of American Literature: Beginnings to 1820 (Volume A; 8th edition); Charles Brockden Brown, Edgar Huntly; or Course Description: This course will introduce students to a range of Shakespeare’s comedies, tragedies, histories and romances. During the quarter, we will be considering these plays in their Early Modern context—cultural, political, literary and theatrical. We will focus centrally on matters of performance and of text.How is our interpretation of a play shaped by Shakespeare’s various â€Å"texts†Ã¢â‚¬â€ his stories and their histories, the works of his contemporaries, the latest literary fashions, and the various versions of his plays that circulated among his audience? Similarly, how do the details of a given performance, or the presence of a particular audience, alter the experience of the play? To answer these question s, we will consider not only the theaters of Early Modern England, but also recent cinematic versions of the plays, and we will read not only our modern edition of Shakespeare but also examine some pages from the plays as they originally circulated.Our readings may include Much Ado About Nothing, Romeo and Juliet, Hamlet, Othello, ENG 270-1 American Literary Traditions: What Spooks America? Betsy Erkkila MWF 12-12:50 Fall Quarter ?12 Memoirs of a Sleep-Walker; Ralph Waldo Emerson, Selected Writings; Edgar Allan Poe, Great Short Works; Frederick Douglass, The Narrative of Frederick Douglass; Nathaniel Hawthorne, The Scarlet Letter; Herman Melville, Moby Dick. ENG 273 Post 1798 Introduction to 20th-Century American Lit.Nick Davis MWF 12-12:50 Spring Quarter Course Description: This course aims to draw English majors and non-majors alike into a substantive, wide-ranging, and vivacious conversation about American literature and life, spanning from modernist watersheds of the 1920s to th e present moment. In all of the literature we read, the impressions we form, and the insights we exchange, we will track complex evolutions of â€Å"America,† both as a nation and as a notion, deepened and ransformed over time by new ideas about language, history, movement and migration, individuality and collectivity, social positioning, regional identities, political attitudes, and other forces that shape, surround, and speak through the texts. However, we shall remind ourselves at all points that literature is not just a mirror but an engine of culture; it produces its own effects and invites us into new, complicated perspectives about language, form, structure, voice, style, theme, and the marvelous, subtle filaments that connect any text to its readers.Teaching Method: Lecture and discussion Evaluation Method: Two formal essays, quizzes, and a final exam, plus participation in discussion sections and occasionally in lecture Texts include: William Faulkner’s As I L ay Dying; Marita Bonner’s The Purple Flower; Nathanael West’s Miss Lonelyhearts; Don DeLillo’s White Noise; Suzan-Lori Parks’s The America Play; and others. ENG 270-2 American Literary Traditions Julia Stern MWF 12-12:50 Winter Quarter Course Description: This course is a survey of American literature from the decade preceding the Civil War to 1900.In lectures and discussion sections, we shall explore the divergent textual voices – white and black, male and female, poor and rich, slave and free – that constitute the literary tradition of the United States in the nineteenth century. Central to our study will be the following questions: What does it mean to be an American in 1850, 1860, 1865, and beyond? Who speaks for the nation? How do the tragedy and the triumph of the Civil War inflect American poetry and narrative?And how do post- bellum writers represent the complexities of democracy, particularly the gains and losses of Reconstruction, the advent of and resistance to the â€Å"New Woman,† and the class struggle in the newly reunited nation? Evaluation Method: Evaluation will be based on two short (3-page) essays, in which students will perform a close reading of a literary passage from one of the texts on the syllabus; a final examination, involving short answers and essays; and active participation in section and lecture. Texts include: Herman Melville, â€Å"Bartleby,Scrivener†; Harriet Wilson, Our Nig; Rebecca Harding Davis, â€Å"Life in the Iron Mills†; Harriet Jacobs, Incidents in the Life of a Slave Girl; Emily Dickinson, selected poems; Walt Whitman, â€Å"Song of Myself† and other selected poems; Mark Twain, The Adventures of Huckleberry Finn; Charles Chestnut, selected tales; Kate Chopin, The Awakening. Textbooks will be available at: Norris Bookstore. Note: Attendance at all sections is required; anyone who misses more than one section meeting will fail the course unless both his or her T. A. and the professor give permission to continue.ENG 275/co-listed w/ Asian_Am 275 Introduction to Asian American Studies Jinah Kim MW 12:30-1:50 Fall Quarter Course Description: This course examines literature, film, and critical theory created by Asian Americans in order to examine the development of Asian America as a literary field. We will explore how Asian American literature and theory engages themes and questions in literary studies, particularly related to questions of race, nation and empire, such as sentimentalism, the autobiography, bildungsroman and genre studies.For example, how does Carlos Bulosan draw on tropes and images of 1930’s American depression to Post 1798 ?13 draw equivalence between Filipino colonial subjects and domestic migrant workers? How does Siu Sin Far use sentimentalism as a strategy to evoke empathy for her mixed race protagonists? How does Hirahara manipulate conventions of literary noir to contest dominant recollections of W WII? Thus we are also learning to ‘deconstruct’ the text and understand how Asian American literature and culture offers a parallax view into American history, culture and political economy.Starting from the premise that Asian America operates as a contested category of ethnic and national identity we will consider how Asian American literatures and cultures â€Å"defamiliarize† American exceptionalist claims to pluralism, modernity, and progress. The novels, short stories, plays and films we will study in this class chart an ongoing movement in Asian American studies from negotiating the demands for domesticated narratives of immigrant assimilation to crafting new modes of ritique highlighting Asian America’s transnational and postcolonial history and poesis. Teaching Method: Lecture, Discussion, Readings, Class participation, Guest speakers, Writing assignments, Films / video. Evaluation Method: Presentations, attendance, class participation, mid-term pa per, final paper. Texts Include: Carlos Bulosan, America is in the Heart, University of Washington Press, 1974; Don Lee, Country of Origin, W. W.Norton and Company, 2004; Karen Tei Yamashita, Through the Arc of the Rainforest, Coffee House Press, 1990; Jhumpa Lahiri, Interpreter of Maladies, Mariner Books, 1999; Susan Choi, Foreign Student, Harper Collins, 1992; John Okada, No-No Boy University of Washington Press, 1978; A required reader is available from Quartet Copies and films for the course will stream on blackboard. ENG 298 Introductory Seminar in Reading and Interpretation Course Description: English 298 emphasizes practice in the close reading and analysis of literature in relation to important critical issues and perspectives in literary study.Along with English 210-1,2 or 270- 1,2 it is a prerequisite for the English Literature Major. The enrollment will be limited to 15 students in each section. Nine sections will be offered each year (three each quarter), and their speci fic contents will vary from one section to another. No matter what the specific content, 298 will be a small seminar class that features active learning and attention to writing as part of an introduction both to the development of the skills of close reading and interpretation and to gaining familiarity and expertise in the possibility of the critical thinking.Prerequisites: One quarter of 210 or 270. Note: First class mandatory. No P/N registration. This course does NOT fulfill the WCAS Area VI distribution requirement. Fall Quarter: Jay Grossman Helen Thompson Wendy Roberts Winter Quarter: Betsy Erkkila Susie Phillips Carissa Harris Spring Quarter: Harris Feinsod John Alba Cutler Sarah Lahey FQ Section 20: MWF 11-11:50 TTh 9:30-10:50 TTh 3:30-4:50 TTh 9:30-10:50 TTh 11-12:20 TTh 2-3:20 MWF 2-2:50 TTh 11-12:20 TTh 3:30-4:50 Section 20 Section 21 Section 22 Section 22 Section 21 Section 20Section 20 Section 21 Section 22 Literary Study: â€Å"Coming to Terms† Jay Grossman M WF 11-11:50 Course Description: This seminar will introduce you to some of terms–and through these terms, to some of the materials, methods, theories, and arguments– that have become central to literary study today. By coming to know these terms, we will begin to come to terms with literary study in other, broader ways–to think about what the study of texts might have to do with reading, writing, and thinking in twenty-first century American culture.The seminar is organized around the following terms: writing, author, culture, canon, gender, performance. Some of these terms are of course familiar. Initially, some will seem impossibly broad, but our approach will be particular, through particular literary texts and critical essays. Throughout the course we will also return to two important terms that aren't a part of this list: literature (what is it? who or what controls its meaning? why study it? ) and readers (who are we? what is our relation to the text and i ts meaning[s]? what does â€Å"reading† entail? hat is the purpose of reading? what gets read and who decides? ). ?14 Teaching method: Mostly discussion. Evaluation method: Mandatory attendance and active participation. Shorter papers, some of them revised, and one longer final paper. No exams. Texts Include: Mostly fiction and poetry, including some of the following: Walt Whitman, Leaves of Grass; Emily Dickinson’s poetry; Elizabeth Bishop, Geography III; Michael Chabon, The Mysteries of Pittsburgh; Henry Blake Fuller, Bertram Cope’s Year; Critical Terms for Literary Study (eds.Lentricchia and McLaughlin; second edition). FQ Section 21: Romanticism and Criticism Helen Thompson TTh 9:30-10:50 Course Description: This seminar pairs a series of key texts in the history of critical thought with canonical fiction and poetry of the Romantic era. You’ll learn about critical movements— psychoanalysis, Marxism, feminism, and post- structuralism or deconstr uction—by testing their substantive and methodological claims against poems, novels, plots, images, and fictions.As the class proceeds, you’ll be able to mix and match critical and literary texts to experiment with the kinds of interpretations and arguments their conjunctions make possible. How do entities like history, class struggle, the unconscious, manifest versus latent content, patriarchy, the body, sex, gender, signification, and textuality continue to engender literary meaning and galvanize the claims we make for the poems and novels we read?We’ll pair Karl Marx’s Communist Manifesto and William Blake’s Songs of Innocence and Songs of Experience; Sigmund Freud’s The Interpretation of Dreams and Mary Shelley’s Frankenstein; William Wordsworth’s Lyrical Ballads and key essays in Jacques Derrida’s theory of deconstruction; and Jane Austen’s Pride and Prejudice and Simone de Beauvoir’s The Second Sex. T here will be short supplemental critical or historical materials to flesh out some of these methodologies and provide context for the literary texts.Again, you’ll be encouraged to recombine authors and approaches as we proceed. A central aim of this class will be to facilitate your appreciation of not only the substantive claims made by Marx, Freud, Derrida, and Beauvoir, but also the methodological possibilities that their challenging worldviews open for the interpretation of literature. At the same time, we’ll appreciate that Blake, Shelley, Wordsworth, and Austen are also critical thinkers: indeed, perhaps their poetic and fictional texts anticipate the methodological and historical provocations offered by Marx and the rest.As we gain facility with some of the dominant methodological strands of literary analysis, we’ll think about their historical roots in the Romantic era and ponder the still urgent critical possibilities they open for us today. Teaching Met hod: Seminar. Evaluation Method: TBA FQ Section 22: Contact Wendy Roberts TTh 3:30-4:50 Course Description: European contact with the â€Å"new world† initiated various textual interpretations of people groups and cultures, including our own. The very project of defining what it means to be American can be said to egin in the first encounter with the other. It is often noted that the physical senses were central to this narrative in which textuality became linked to modernity and orality to the primitive. In many ways, the rich metaphor of â€Å"contact† is helpful for thinking about literary methodologies, which often attempt to make strange, at the same time that they attempt to understand, a given text. This course will introduce English majors to some of the key terms and issues in textual interpretation through reading American literature pertaining to contact, broadly conceived.Whether coming face to face with the savage Indian in the wilderness, or conversely, a white ghost, experiencing a supernatural event, or stepping onto American soil after surviving the Middle Passage, the texts we read will offer compelling narratives of rupture, displacement, and recreation helping us to reflect on the various methodologies literary studies offers for interpreting texts and the claims it makes on the real world. We will think about the definition of literature, our status as readers, and the way our encounter, contact, or discovery of a given text becomes literarily, culturally, and personally meaningful.Teaching Method: Discussion. 15 Evaluation Method: Participation, attendance, shorter writing assignments, group blog project, and one revised paper. Texts include: Mostly fiction and poetry, including some of the following: contact narratives by Christopher Columbus and Alvar Nunez Cabeza de Vaca, selection of Native American tales and songs, including contemporary poet Leslie Marmon Silko, Mary Rowlandson’s captivity narrative, John Marra nt’s conversion narrative, Phillis Wheatley’s poetry, Charles Brockden Brown’s novel Wieland, and Walt Whitman’s Leaves of Grass.WQ Section 20: Reading and Interpreting Edgar Allan Poe Betsy Erkkila TTh 9:30-10:50 Course Description: Edgar Allan Poe invented the short story, the detective story, the science fiction story, and modern poetic theory. His stories and essays anticipate the Freudian unconscious and various forms of psychoanalytic, poststructuralist, and modern critical theory. Poe wrote a spooky novel called The Narrative of Arthur Gordon Pym and several volumes f poetry and short stories. As editor or contributor to many popular nineteenth- century American magazines, he wrote sketches, reviews, essays, angelic dialogues, polemics, and hoaxes. This course will focus on Poe's writings as a means of learning how to read and analyze a variety of literary genres, including lyric and narrative poems, the novel, the short story, detective fiction, s cience fiction, the essay, the literary review, and critical theory.We shall study poetic language, image, meter, and form as well as various story- telling techniques such as narrative point of view, plot, structure, language, character, repetition and recurrence, and implied audience. We shall also study a variety of critical approaches to reading and interpreting Poe’s writings, including formalist, psychoanalytic, historicist, Marxist, feminist, queer, critical race, poststructuralist, and postcolonial theory and criticism.We shall conclude by looking at the ways Poe's works have been translated and adapted in a selection of contemporary films and other pop cultural forms. Teaching Method: Some lecture; mostly close- reading and discussion. Evaluation Method: 2 short essays (3-4 pages); and one longer essay (8-10 pages); in-class participation. Texts Include: Edgar Allan Poe: Poetry, Tales, and Selected Essays (Library of America); M. H. Abrams and Geoffrey Galt Harpham: A Glossary of Literary Terms (Thomson, 8thEdition); Julie Rivkin and Michael Ryan, eds. Literary Theory: An Anthology (Blackwell, rev. ed. ). WQ Section 21: Songs and Sonnets Susie Phillips TTh 11-12:20 Course Description: Beginning with the sonnet craze in the late sixteenth century, this course will explore the relationship between poetry and popular culture, investigating the ways in which poets draw on the latest trends in popular and literary culture and, in turn, the ways in which that culture incorporates and transforms poetry—on the stage, in music, and on the screen.We will consider how poets borrow from and respond to one another, experimenting with traditional forms and familiar themes to make the old new. In order to recognize and interpret this experimentation, we will first study those traditional forms, learning to read and interpret poetry. While we will be reading a range of poems in modern editions, we will be situating them in their social, historical, lite rary and material contexts, analyzing the ways in which these contexts shape our interpretation.How for example might our reading of a poem change if we encountered it scribbled in the margins of a legal notebook or posted as an advertisement on the El rather than as part of an authoritative anthology? Teaching Method: Discussion. Evaluation Method: Two papers, short assignments, and class participation. Texts Include: Poetry by Shakespeare, Donne, Marlowe, Sidney, Spenser, Keats, Shelley, Williams, Stevens, and Eliot. WQ Section 22: Representing the Prostitute in Early Modern EnglandCarissa Harris TTh 2-3:20 Course Description: The London stage was continually populated by actors playing prostitutes, from the morality dramas of the 16th century to early 17th-century plays in which the prostitute takes 16 center stage, such as The Dutch Courtesan and The Honest Whore Part 1 and 2. Why was the figure of the prostitute particularly important to early modern English writers, and what did staging the prostitute mean for both authors and audiences?In this course we will explore how early modern English writers used the character of the prostitute to embody a variety of popular anxieties concerning female sexuality, social disorder, the continual influx of foreigners to London, the rapid spread of syphilis, urban growth, and widespread poverty. We will study the literary and cultural meanings of the prostitute, seeking to identify what precisely representing the prostitute on stage accomplished for both authors and audiences in early modern London.We will also investigate the roles the prostitute performs in particular genres, including satirical love poetry, erotica, gender debates, and drama. Readings for the course will include William Shakespeare’s comedy Measure for Measure, Thomas Dekker’s plays The Honest Whore Part 1 and 2, Thomas Nash’s poem A Choyse of Valentines, several short poems by court poet John Skelton, and John Marstonâ€℠¢s plays The Insatiate Countess (unfinished) and The Dutch Courtesan (selections). Teaching Method: Seminar. Evaluation Method: 2 short close-reading papers (3- 4 pp. , an in-class presentation with an accompanying paper (2 pp. ), and a final paper (5-7 pp. ). Texts include: Shakespeare, Measure for Measure (Arden Shakespeare edition); and a course reader Textbooks will be available at: Quartet Copies. SQ Section 20: Modern Poetry & Poetics: Experiments in Reading Harris Feinsod MWF 2-2:50 Course Description: This course offers an introduction to key texts and major paradigms for the reading and interpretation of modern poetry in English. The first half of the course contends with questions at the heart of the discipline of poetics: what is poetry?Is it of any use? How do poems employ figures, rhythms, sounds, and images to address problems of experience and society? How do poems acknowledge or reject tradition? How does poetry enhance or alter our relationships to language and to t hinking? We will read â€Å"experimentally,† pairing works by poets such as Dickinson, Yeats, Frost, Hughes, Stevens, Moore, Crane, Pound and Eliot with theoretical statements of poetics by Paz, Jakobson, Agamben, Stewart, Frye and others. This will allow us to gain fluency with poetic forms and genres, and to practice the fundamentals of close reading.In the second half of the course our attention will shift from individual poems to a series of scandalously inventive collections and sequences (including Williams, Brooks, Oppen, Ginsberg, O'Hara, or others). We will learn to shuttle with agility between the observations of minute formal elements and larger historical, performative, and transnational logics. We will continue to experiment widely and self-consciously with practices of close reading, but we will also flirt with alternatives such as â€Å"close listening† and â€Å"wild reading. We will move between an understanding of a â€Å"text† and its social â€Å"context,† between iterative â€Å"forms† and unrepeatable â€Å"performances,† between discrete â€Å"works† and the wider â€Å"networks† of poems to which they belong. At the conclusion of the course, we will begin to speculate about the future of poetry and poetics in the new media environment of the 21st century. Teaching Method: Lecture and discussion. Evaluation Method: frequent short writing assignments, one ~10 page paper, one in-class presentation. Careful preparation and participation is crucial.Texts include: Individual poems and collections by Dickinson, Yeats, Frost, Hughes, Stevens, Moore, Crane, Pound, Eliot, Williams, Bishop, Ginsberg, and others; criticism by Agamben, Adorno, Culler, de Man, Frye, Greene, Jakobson, Ramazani et. al. ; Brogan, The New Princeton Handbook of Poetic Terms. This list is subject to change, contact me for the syllabus during enrollment. Texts available at: Beck’s Bookstore SQ Section 21: Adapt ation John Alba Cutler TTh 11-12:20 Course Description: This seminar will examine literary adaptation as a way to approach questions of reading, interpretation, genre, and literary culture.Literary works have much to teach us about the act of reading itself, especially when those works adapt some other source material and in the process 17 interpret it. The process of adaptation into poetry or fiction foregrounds how literary texts make meaning. Adaptation will thus provide us a framework for studying basic concepts from poetics, including meter, rhyme, and form, as well as from narratology, including point of view, characterization, plot, and narrative temporality. We will consider literary adaptation from a variety of perspectives: what choices do writers make when creating a work of fiction from historical records?Or a play from a poem? How have poets from the Early Modern period to the present used sources as various as the Bible and visual art as inspiration? What do all of th ese adaptations teach us about how literature compares to other forms of cultural production? The seminar will end by considering what happens when a canonical work of American literature, F. Scott Fitzgerald’s The Great Gatsby, becomes the subject of adaptation and re-adaptation. Teaching Method: Discussion Evaluation Method: Quizzes, short essays. Texts include: Poems by John Milton, W. H.Auden, Langston Hughes, and Frank O’Hara; â€Å"Benito Cereno,† by Herman Melville; A Raisin in the Sun, by Lorraine Hansberry; and The Great Gatsby, by F. Scott Fitzgerald SQ Section 22: Many Faces of Gothic Fiction Sarah Lahey TTh 3:30-4:50 Course Description: The Turn of the Screw has famously been interpreted as both a ghost story and a psychological drama. Some claim it is a novella about supernatural events, and others argue it revolves around a crazy governess suffering hallucinations. As a genre, gothic literature inspires an unusually diverse range of critical reacti ons.Yet, how many ways can we accurately read the same story? What prompts one form of criticism over another? What are the stakes of choosing to read a story in a particular way? These questions will drive our discussion as we examine classic works of gothic fiction in the British tradition from the 18th and 19th centuries. We also will pair each primary text with an excerpt of literary theory or criticism. Our aim is to understand the practice of literary criticism, while at the same time enjoying the thrills – and horrors – of gothicism’s most famous creations.Teaching Method: Discussion Evaluation Method: In-class presentation, two short papers (4-5 pages), and one longer paper (6-8 pages). Texts include: The Castle of Otranto (1764); Confessions of a Justified Sinner (1824); Strange Case of Dr. Jekyll and Mr. Hyde (1886); Dracula (1897); and The Turn of the Screw (1898). ENG 302 History of the English Language Katherine Breen TTh 11-12:20 Fall Quarter Cours e Description: Have you ever noticed that, unlike many other languages, English often has two different names for the same animal?These double names can be traced back to 1066, when the French- speaking Normans, led by William the Bastard, conquered England and installed their countrymen in almost every position of power. In the aftermath of this victory, William the Bastard became William the Conqueror and cows and pigs and sheep became beef and pork and mutton – at least when they were served up to the Normans at their banquets. Like many other high-falutin’ words in English, these names for different kinds of meat all derive from French.As long as the animals remained in the barnyard, however, being cared for by English-speaking peasants, they kept their ancient English names of cow and pig and sheep. In this course we will investigate this and many other milestones in the history of the English language, focusing on the period from the Middle Ages through the eight eenth century. We will pay particular attention to the relationship between language and power, and to the ways people in these periods conceived of their own language(s) in relation to others.This class will also help you to develop a more sensitive understanding of the English language that you can bring to other classes and to life in general. Have you ever thought about analyzing a poem – or a political speech – in terms of which words come from Latin, which from French, and which from Old English? Teaching Method: Mostly discussion, with some lecture. Evaluation Method: Quizzes, a midterm exam, and a final exam, plus a couple of short papers and an oral report. Texts Include: David Crystal, The Stories of English; a course reader. 18Texts available at: Beck’s Bookstore and Quartet Copies NOTE: This course fulfills the English Literature major Theory requirement. ENG 306 Combined w/ CLS 311 Advanced Poetry Writing: Theory and Practice of Poetry Translation Reg Gibbons MW 2-3:20 Spring Quarter Course Description: A combination of seminar and workshop. Together we will translate several short poems and study theoretical approaches to literary translation and practical accounts by literary translators. We will approach language, poems, poetics, culture and theoretical issues and problems in relation to each other.Your written work will be due in different forms during the course. In your final portfolio, you will present revised versions of your translations and a research paper on translation.. Prerequisite: A reading knowledge of a second language, and experience reading literature in that language. If you are uncertain about your qualifications, please e-mail the instructor at to describe them. Experience writing creatively is welcome, especially in poetry writing courses in the English Department. Teaching Method: Discussion; group critique of draft translations; oral presentations by students.Evaluation Method: Written work (â€Å" blackboard† responses to reading, draft translations, revised translations, and final papers) as well as class participation should demonstrate students’ growing understanding of translation as a practice and as a way of reading poetry and engaging with larger theoretical ideas about literature. Texts include: Essays on translation by a number of critics, scholars and translators, in two published volumes and on the Course Management web site (â€Å"blackboard†). ENG 307 CROSS-GENRE Advanced Creative Writing: Finding a Place Goldie Goldbloom TTh 12:30-1:50 Fall QuarterCourse Description: Setting is an often overlooked aspect informing fiction, and yet, when we think back on our favourite books, what remains with us, besides character, is often connected with setting. What would Harry Potter be without Hogwarts? What would The Lord of the Rings be like without Middle Earth, Charlotte's Web without the farmyard, To Kill a Mockingbird without Maycomb, Alabama? We wi ll be examining setting in our own work and in the work of published writers, to determine what it adds to the dreamscape of a story, and how it can be manipulated to express hidden emotion.This is a workshop class, and you will be expected to bring in your own writing for analysis and critique. Prerequisites: Prerequisite English 206. No P/N registration. Attendance at first class is mandatory. This course may be used toward the inter-disciplinary minor in creative writing. Texts include: The Street of Crocodiles, Bruno Schulz, 978-0-14018625-5; Nadirs, Herta Muller, 978-0-80328254-4; Too Loud a Solitude, Bohumil Hrabal, 978-0-15690458-2; Being Dead, Jim Crace, 978-0-31227542-6; The Woman in the Dunes, Kobo Abe, 978-0-67973378-2; Bastard Out of Carolina, Dorothy Alison; Lord of the Rings, J.R. R. Tolkein ENG 307 Advanced Creative Writing: Fabulous Fiction Stuart Dybek TTh 12:30-1:50 FICTION Winter Quarter Course Description: Fabulous Fictions is a writing class that focuses on writ ing that departs from realism. Often the subject matter of such writing explores states of mind that are referred to as non- ordinary reality. A wide variety of genres and subgenres fall under this heading: fabulism, myth, fairy tales, fantasy, science fiction, speculative fiction, horror, the grotesque, the supernatural, surrealism, etc.Obviously, in a mere quarter we could not hope to study each of these categories in the kind of detail that might be found in a literature class. The aim in 307 is to discern and employ writing techniques that overarch these various genres, to study the subject through doing—by writing your own fabulist stories. We will be read examples of ? 19 fabulism as writers read: to understand how these fictions are made—studying them from the inside out, so to speak. Many of these genres overlap. For instance they are all rooted in the tale, a kind of story that goes back to primitive sources.They all speculate: they ask the question What If? T hey all are stories that demand invention, which, along with the word transformation, will be the key terms in the course. The invention might be a monster, a method of time travel, an alien world, etc. but with rare exception the story will demand an invention and that invention will often also be the central image of the story. So, in discussing how these stories work we will also be learning some of the most basic, primitive moves in storytelling.To get you going I will be bringing in exercises that employ fabulist techniques and hopefully will promote stories. These time tested techniques will be your entrances—your rabbit holes and magic doorways–into the figurative. You will be asked to keep a dream journal, which will serve as basis for one of the exercises. Besides the exercises, two full-length stories will be required, as well as written critiques of one another’s work. Because we all serve to make up an audience for the writer, attendance is mandatory . Prerequisites: Prerequisite English 206.No P/N registration. Attendance at first class is mandatory. addition to our readings and discussions of published fiction, we will spend time workshopping your own stories. Dependent on time, each student will have their creative prose workshopped twice. ENG 307 CROSS-GENRE Advanced Creative Writing: Cross-Genre Experiments Mary Kinzie TTh 2-3:20 Spring Quarter Course Description: A creative writing course for any undergraduate who has taken at least two of the Reading & Writing prerequisites (poetry and one prose course).We will explore the blending of prose with poetry in genres such as the â€Å"lyric essay† as well as the insertions of prose into works by poets; the blending of narrative with visual art (as in Donald Evans’s series of stamps