...Poetry Essay, Thesis, and Outline of William Blake “The Chimney Sweeper” COURSE # and TITLE___ENGL 102 Literature and Composition_____ SEMESTER OF ENROLLMENT___Summer 2011____________ NAME__Tammy Boylan______________ID #__L23926585_ WRITING STYLE USED_____APA_____________________ In William Blakes, “The Chimney Sweeper”, this poem is told by a chimney sweep who tells of a younger sweep that is sold into slavery by his father, after his mother dies. The main theme of the poem is that of the loss of innocence of these children, who are depicted in the poem under harsh and abusive treatment in the 1800’s. With their innocence stolen by their parents and their owners these children were forced into confined areas filled with comb webs, and dirty sooty conditions, where their lives were sacrificed to their life of cleaning these chimneys, of which they died of young ages. The narrator tells of the young Tom Dacre’s dream of the only way out of this life of misery. 1. Introduction- William Blake writes of his concern for these children’s well being 2. Body Section – The Poem Overview: 1. The boy’s mother dies at young age (Stanza 1) 2. Sold - Loss of Innocence (Stanza 2) 3. Dream (Stanza 3) 4. Angel (Stanza 4) 5. Hope of a Father (Stanza 5) 6. Their duty (Stanza 6) ...
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...POETRY ESSAY The Chimney Sweeper Thesis Sometimes people are forced to grow and live in the harshest of conditions, it can be hard to see God in those dark and bleak times but those who can, are truly blessed and know that their sufferings will only be temporary. Outline I. Introduction- Bringing to light an appalling state of affairs regarding children who have no loved ones The Chimney sweeper Overview: Sold into child slavery at an early age Forced to grow up quickly Examples of imagery in the poem Hard working conditions Dreams of a better time and place The author uses imagery to describe how the children work and live and their surroundings Why does Blake write this poem is it meant to be depressing or to teach us to be more thankful of the blessings we have Conclusion It’s important for us to remember when we are depressed and feeling blue that things could be much worse and we should be thankful for what we have been given The Chimney Sweeper William Blake Sometimes people are forced to grow and live in the harshest of conditions, it can be hard to see God in those dark and bleak times but those who can, are truly blessed and know that their sufferings will only be temporary. In the poem “The Chimney sweeper” the reader is informed about brutal circumstances children around the world were forced to work and...
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...Musarrat Maliha Esha Eng 111.3 Instructor: Hilary Clark Essay 1 The innocence trapped in black coffin in William Blake’s “The Chimney Sweeper” William Blake’s “The chimney sweeper” is narrated by a young boy who is a chimney- sweeper, who tells us about his childhood and his fellow workers. In this poem a contrast of dark and light is shown to give the readers a picture of reality and hope. This essay explores the different dimensions, which are significant in this poem. I will argue that the poet is making a contrast between the innocence and the corruption in today’s world by giving examples and by analyzing the poem thoroughly. In the first stanza the narrator shares his childhood story with the readers. He mentions that his mother died when he was very young and his father sold him even before he knew how to speak. “And my father sold me while yet my tongue, /could scarcely cry” (2-3), in this line the poetic device known as metonymy is used where the poet refers to the speakers voice but says tongue. By this line we understand that his father sold him even before he could cry or understand that he is being sold away. He says that since his father sold him he sweeps chimneys and sleeps in soot. It can be assumed that chimney- sweepers use the same cloth or blanket to sleep, which is used in the daytime to collet soot –“in soot I sleep.” Most of the chimney- sweepers who cleaned the chimney were young children as they were little and it is easy for them...
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...Poetry Summary Poetry Essay n APA William Blake’s “The Chimney Sweeper” is an effective short poem telling the social injustices that the British government was allowing to be placed upon children. Through the use of powerful imagery, Blake provokes readers to empathize with the young children being forced into child labor. I. Introduction A. “The Chimney Sweeper” B. William Blake C. Summary of Plot D. Thesis Statement II. Theme and Mood A. The theme is injustice B. Blake uses imagery to pull at reader’s heart strings C. ex: Little Tom crying when his head is shaved, coffins of black, angel visiting D. Analyze each line and tell which words allude to death and darkness (ex. Coffins of black, the angels visit) III. Figurative Language and Poetic Devices A. Tell how Blake uses rhyme and repetition to enhance the readability and enjoyment of the poem. B. ex: (weep! Weep! Weep!, so your chimneys I sweep) C. Tell how he uses alliteration D. Cite specific examples The use of the letter “s” E. Tell about his use of stressed and unstressed syllables IV. Summary: My interpretation of the poem V. Conclusion A. Restate thesis B. Explain how mood, theme, figurative language, and poetic devices contribute to the overall meaning and readability of the poem. Summary of “The Chimney Sweeper” William Blake’s two poems both entitled “The Chimney Sweeper” are found in “Songs of Innocence and Experience, Shewing the Two Contrary States of the Human...
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...THESIS STATEMENT & OUTLINE 1) THESIS - The injustices that juvenile chimney sweepers had to endure were selfish, inhumane and riddled with neglect. a) Introduction b) Slavery parallels i) Worked long hours ii) Malnourished iii) Health hazards a) Biblical allusion iv) Sacrificed for selfishness v) Cleansed vi) Reborn vii) Angelic savior b) Theme viii) Innocence ix) Naïve c) Conclusion William Blake’s statement “I must create a system or be enslaved by another mans” appears prophetic in his poem “The Chimney Sweeper”. This becomes apparent in the introduction when the narrator states after his mother’s died he was “sold” into slavery by his father, before he was old enough to verbalize the work he was made to do. The adults in the story failed to protect the innocence of the main characters that had very little choice in the way they lived during this time. Although, there were child labor laws set in place to look after the young workers, for selfish reasons, they were seldom enforced. Robert Blake’s poem “The Chimney Sweeper” is set in London, England during a time when it was common for children to work long hours, for minimal pay and in hazardous conditions. The poem is divided into two sections; it begins in the first stanza with the narrator being the main focus and then later shift to the character Tom Dacre. Who appears...
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...“The Chimney Sweeper” By William Blake Poetry Essay Debreshia Wright English 102 Professor Dr. Rockford Sansom Due 9/28/14 “The Chimney Sweeper” by William Blake, opens a door to show the reader how poor and lower class life was like in the 19th century. In the poem by Mr. William Blake “The Chimney Sweeper” the reader learns about the harsh child labor during the 19th century, the fate of a young child and this child belief in God. These young children had a hard life to lead but through this poem you see how these children were able to escape in there thought of heaven. During the 19th century child labor was a normal way of life. It was so much more important to bring home wages than to get educated. Most families were so poor they had to send the children out at very young ages to help gain wages. Mr. Blake expresses this when he says “...my father sold me...” the child narrator was sold in to what seems to be child slavery. In the poem as the child said “yet my tongue could scarcely cry weep, weep…” it refers to the child not being able to speak clearly to say sweep. This child fate appears to have been sealed when his mother died; it also appears the child would make his father appear cruel and unloving. Because the child says “my father sold me...” it does not state my father sent me to work. This poem has a sense of sadness in the beginning, until the child narrator being to talk to Tom. Tom was having his hair shaved off and I am...
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...Britain was 10 years old, but that this varied widely between regions. In industrial areas, children started work on average at eight and a half years old. Most of these young workers entered the factories as piecers, standing at the spinning machines repairing breaks in the thread. A few started as scavengers, crawling beneath the machinery to clear it of dirt, dust or anything else that might disturb the mechanism. In the mines, children usually started by minding the trap doors, picking out coals at the pit mouth, or by carrying picks for the miners. Charles Dickens, William Blake and Elizabeth Barrett Browning responses to child labour in their literary masterpieces. In his essay, I want to show the authors present the term in their works. William Blake's The Chimney Sweeper, written in 1789, tells the story of what happened to many young boys during this time period. Often, boys as young as four...
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...Why is it that teenagers smoke when they are reminded almost every day the consequences of this bad habit leads to? Tobacco was first considered to be dangerous to health in 1602, as an anonymous English author published an essay titled Worke of Chimney Sweepers, which stated that illnesses often seen in chimney sweepers were caused by soot and that tobacco may have similar effects. This was one of the earliest recognized instances of smoking being related to ill health. Cigarette making machines were developed in the second half of the 1800s. The first such machines produced about 200 cigarettes per minute, whereas today’s machines produce about 9,000 per minute (A Brief History of Smoking, 2014).Hence, teenagers are becoming addicted to smoking...
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...Approaching the Work Anthology How to compare the poems Meerkat Poetry Meerkat Poetry In section B of your AS exam, you will be asked to write one essay about the poems in the Work anthology. You will be given a choice of two questions. You can compare and contrast at least two poems of your choice, in response to a statement: OR You can compare one named poem and one other of your choice, in response to a statement: All the poems that you choose must come from the Work section of the anthology, which you have studied. How will my response be marked? Your response will be marked for three assessment objectives: AO1: 15 marks: AO2 – 5 marks: AO3 - 20 marks: TASK 1: Understanding how to compare Look carefully at the mark scheme for AO3. In addition to what is noted above, it always states: “In order to meet the AO3 requirement, effective comparison and contrast will need to be demonstrated.” Answer the following questions. 1. How are you asked to show similarities between the poems? 2. How are you asked to show differences? 3. What is meant by “literary” – what might you refer to in a literary response? Sample question with its indicative content from the mark scheme: For 5a: Compare all the way through, all your points should lead to exploring a similarity of a difference Compare all the way through, all your points should lead to exploring a similarity of a difference It’s OK to disagree with the statement in the question It’s OK to disagree with the statement in...
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...Emancipation and Apprenticeship Pre-18th Century Attitudes to Slavery Like other people of the time, Europeans believed that the enslavement of another person was justifiable as long as a reasonable explanation could have being given for the enslavement. In Africa itself, slavery was acceptable and people were taken as slaves in three ways: as prisoners in war, as a punishment for a crime and as a payment for debt. An English philosopher, John Locke stated that slavery is only justifiable when a person was then taken captive as a prisoner of war e.g.: in crusades. The Spanish questioned whether slavery was right but they still practiced it. They argued that slavery although wrong was necessary in order to develop their empire and to convert heathens to Christians. The Bible itself was ambiguous enough for Europeans to use it as the foundation for supporting slavery e.g.: the story about the curse on Ham and his posterity and their ‘blackness’ giving them inferiority and making them slaves forever. 18th Century Attitudes to Slavery In the 18th century, there was a changing attitude towards slavery, ideas about Christian brotherhood and that Christians could not be enslaved became popular for e.g.: the Quakers believed that blacks have immortal souls just like whites and can be saved as well. In France, the anti-slavery group was more of secular than a religious group. They were humanitiarrtians who believed that all men were created equal and that all men...
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...B.A. (HONOURS) ENGLISH (Three Year Full Time Programme) COURSE CONTENTS (Effective from the Academic Year 2011-2012 onwards) DEPARTMENT OF ENGLISH UNIVERSITY OF DELHI DELHI - 110007 0 Course: B.A. (Hons.) English Semester I Paper 1: English Literature 4(i) Paper 2: Twentieth Century Indian Writing(i) Paper 3: Concurrent – Qualifying Language Paper 4: English Literature 4(ii) Semester II Paper 5: Twentieth Century Indian Writing(ii) Paper 6: English Literature 1(i) Paper 7: Concurrent – Credit Language Paper 8: English Literature 1(ii) Semester III Paper 9: English Literature 2(i) Paper 10: Option A: Nineteenth Century European Realism(i) Option B: Classical Literature (i) Option C: Forms of Popular Fiction (i) Paper 11: Concurrent – Interdisciplinary Semester IV Semester V Paper 12: English Literature 2(ii) Paper 13: English Literature 3(i) Paper 14: Option A: Nineteenth Century European Realism(ii) Option B: Classical Literature (ii) Option C: Forms of Popular Fiction (ii) Paper 15: Concurrent – Discipline Centered I Paper 16: English Literature 3(ii) Paper 17: English Literature 5(i) Paper 18: Contemporary Literature(i) Paper 19: Option A: Anglo-American Writing from 1930(i) Option B: Literary Theory (i) Option C: Women’s Writing of the Nineteenth and Twentieth Centuries (i) Option D: Modern European Drama (i) Paper 20: English Literature 5(ii) Semester VI Paper 21: Contemporary Literature(ii) Paper 22: Option A: Anglo-American Writing from 1930(ii) Option B:...
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...NEW EDITION HIGH SCHOOL English Grammar & Composition BY WREN & MARTIN (With New Appendices) REVISED BY N.D.V. PRASADA RAO S. CHAND Page i New Edition HIGH SCHOOL ENGLISH GRAMMAR AND COMPOSITION By P.C. WREN, MA. (OXON) and H. MARTIN, M.A. (OXON), O.B.E. Revised By N.D.V. PRASADA RAO, M.A., D.T.E., Ph.D. Dear Students, Beware of fake/pirated editions. Many of our best selling titles have been unlawfully printed by unscrupulous persons. Your sincere effort in this direction may stop piracy and save intellectuals' rights. For the genuine book check the 3-D hologram which gives a rainbow effect. S. CHAND AN ISO 9001: 2000 COMPANY S. CHAND & COMPANY LTD. RAM NAGAR, NEW DELHI -110 055 Page iii PREFACE TO THE NEW EDITION Wren and Martin's monumental work High School English Grammar and Composition now appears in two editions. One is a de luxe edition, illustrated in full-colour, and the other is an ordinary edition without illustrations. The material in the book has been further updated where called for. It has been felt necessary in particular to revise some material in the chapters dealing with adjectives, active and passive voice, articles and prepositions. Appendix I, which deals with American English, has been expanded. Appendix II has been replaced with a newer set of tests covering the important areas of grammar. It was in the year 1972 that the shrewd visionary Mr. Shyam Lai Gupta obtained the permission of Manecji Cooper Education Trust for the revision of this book...
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...[pic] ББК 81.2.1. Англ. М41 Рецензенты: кафедра английского языка Новгородского государственного университета им. Ярослава Мудрого (зав. кафедрой, доцент, кандидат филологических наук Е. Ф. Жукова) доцент кафедры английской филологии № 2 Санкт-Петербургского государственного университета М. В. Сорокина Меркулова Е. М., Филимонова О. Е., Костыгина С. И., Иванова Ю. А., Папанова Л. В. М41 Английский язык для студентов университетов. Чтение, письменная и устная практика. Серия «Изучаем иностранные языки».— СПб.: Издательство Союз, 2000.— 384 с. ISBN 5-87852-114-8 Настоящая книга представляет собой вторую часть учебного комплекса "English For University Students". Учебник включает текстовый материал и комплексную систему упражнений для отработки навыков устной и письменной речи на продвинутом этапе обучения. Материал отредактирован профессором кафедры современных языков и литератур Оклевдского университета Н. Ф. Лонганом. Все права защищены. ( «Издательство Союз», 2000 ( Меркулова Е. М.. Филимонова О. Е., Костыгина С. И., Иванова Ю. А., Папанова Л.В., 2000 ( В.А. Гореликов, художественное оформление, 2000 ISBN 5-87852-114-8 CONTENTS Lesson 1 FAMILY LIFE 3 Lesson 2 HOME 16 Lesson 3 DAILY ROUTINE 29 Lesson 4 DOMESTIC CHORES 41 Lesson 5 SHOPPING FOR FOOD 54 Lesson 6 SHOPPING FOR CONSUMER GOODS 68 Lesson 7 MEALS AND COOKING 81 Lesson 8 COLLEGE LIFE 96 ...
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...Perdido Street Station (Bas-Lag 01) By China Miéville "...and Lublamai no longer thought of screaming but only of watching as those dark markings rolled and boiled in perfect symetry across the wings like clouds in a night sky above, in water below." Prologue Part One: Commissions Chapter One Chapter Two Chapter Three Chapter Four Chapter Five Part Two:Physiognomies of Flight Chapter Six Chapter Seven Chapter Eight Chapter Nine Chapter Ten Chapter Eleven Chapter Twelve Chapter Thirteen Chapter Fourteen Chapter Fifteen Chapter Sixteen Chapter Seventeen Part Three: Metamorphoses Chapter Eighteen Chapter Nineteen Chapter Twenty Chapter Twenty-One Chapter Twenty-Two Chapter Twenty-Three Chapter Twenty-Four Chapter Twenty-Five Chapter Twenty-Six Part Four: A Plague of Nightmares Chapter Twenty-Seven Chapter Twenty-Eight Chapter Twenty-Nine Chapter Thirty Chapter Thirty-One Chapter Thirty-Two Chapter Thirty-Three Part Five: Councils Chapter Thirty-Four Chapter Thirty-Five Chapter Thirty-Six Chapter Thirty-Seven Chapter Thirty-Eight Chapter Thirty-Nine Chapter Forty Chapter Forty-One Part Six: The Glasshouse Chapter Forty-Two Chapter Forty-Three Chapter Forty-Four Chapter Forty-Five Part Seven: Crisis Chapter Forty-Six Chapter Forty-Seven Chapter Forty-Eight Chapter Forty-Nine Chapter Fifty Chapter Fifty-One Part Eight: Judgement Chapter Fifty-Two "I even gave up, for a while, stopping by the window of the room to look out at the lights...
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...PROLOGUE Fortress of the Light Pedron Niall's aged gaze wandered about his private audience chamber, but dark eyes hazed with thought saw nothing. Tattered wall hangings, once battle banners of the enemies of his youth, faded into dark wood paneling laid over stone walls, thick even here in the heart of the Fortress of the Light. The single chair in the room heavy, high-backed, and almost a throne - was as invisible to him as the few scattered tables that completed the furnishings. Even the white-cloaked man kneeling with barely restrained eagerness on the great sunburst set in the wide planks of the floor had vanished from Niall's mind for the moment, though few would have dismissed him so lightly. Jaret Byar had been given time to wash before being brought to Niall, but both his helmet and his breastplate were dulled from travel and battered from use. Dark, deep-set eyes shone with a feverish, urgent light in a face that seemed to have had every spare scrap of flesh boiled away. He wore no sword - none was allowed in Niall's presence - but he seemed poised on the edge of violence, like a hound awaiting the loosing of the leash. Twin fires on long hearths at either end of the room held off the late winter cold. It was a plain, soldier's room, really, everything well made but nothing extravagant except for the sunburst. Furnishings came to the audience chamber of the Lord Captain Commander of the Children of the Light with the man who rose to the office; the...
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