...> Compare the way writers present the forces of destructive love in Othello, Tess of the d’Urbervilles and A View from the Bridge. > > Shakespeare, Hardy and Miller present the forces destructive love in a variety of different ways, key ways include; through the use of literary terminology, representation of characters and symbolic themes of culture/society at the time. It is often portrayed within a mixture of other categories of love; patriarchal, romantic and unrequited intertwined with the most prominent themes of fate, family and tragedy. > > In terms of form, structure and context; Shakespeare has chosen the form of a play for his story of Othello therefore being divided into Acts and Scenes which develops the undertone of drama allowing for 'cliffhanger' endings, which when portrayed in the theater is positively reviewed by the audience. For example the first known performance in November 1604 at Whitehall Palace, which then created widespread delight causing the play to move across England. Perhaps the play was so greatly beloved due to the time in which it was written, as it came into the Jacobean period (when King James I ruled England) as the period of delight during Elizabethan times (due to War Victory) was over and so the tone of the play will be keeping well with the tone of the time between the reigns. It will also be coinciding with the theme of War as the play is set in the backdrop of Wars between Venice and Turkey when in reality the Spanish Armada will...
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...Amira Elsaeed October 15 Section 1 “How women get affected by love in othello.” Othello is a tragedy written in 1603 by William Shakespeare; the play revolves around a love relationship between the noble Desdemona and the black moor Othello. Othello represents a male-dominant society where men are the leaders of society and the leaders of their own relationships. Beyond the unjust norms which society accepted, Shakespeare emphasizes the greater injustice women face as they are helplessly torn apart because of their experience with love. The main female roles, which are initially presented as women of strong character, are quickly destroyed as their male partners continue to treat them with the same sour injustice the women cannot escape. The first victim of love was Bianca in her relationship with Cassio. Bianca as a person seems to be strong and independent compared to other women in that era. For example, she had her own house “ I’ faith, sweet love I was coming to your house,”( 3.4.194) said by Cassio; these words by Cassio to Bianca shows that she was strong enough to live alone; therefore, she seemed different to people around her due to the society’s norms...
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...Final Paper Women and Girl Rights The issue of gender equality has always been and will always be a topic of controversy. The International Planned Parenthood Federation (IPPF) defines “gender equality as the measurable equal representation of women and men not seen as the same but having equal values and should be accorded equal treatment” the right to see women and girls as not the same as men and boys but should be given equal opportunity in every facet of life is a debate that will linger for a very longer time not because laws have not been put in place to uphold it because its implementation will require adequate follow up and time. The way the society sees women plays a crucial role in gender equality. Gender role affects the way women and men are expected to behave and act in a given society and this behavior differs among cultures and ethnic groups. The role of a girl or boy is first initiated by their parents. The mother of a girl child is usually more protective of her and she is taught different etiquettes which she must follow and if not obliged she is seen as wayward and a societal misfit. The fiction “Girl” by Jamaica Kincaid illustrates this when she writes “this is how you….this is how you behave in the presence of men who don’t know you very well, and this way they won’t recognize immediately the slut I have warned you against becoming” this depicts how a girl is expected to live by certain rules made by her mother to protect her from becoming a “no good”...
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...among his favorite. This young girl has been raised and educated on an island her entire life. She has little to no human interaction besides with her father. Miranda is educated in the ways of womanhood and the household. “The recipe for a good woman included ingredients of obedience, patience, chastity, modesty, and virtue” (Hoeniger, 1992). She knows little besides the recipe, needlepoint, singing, and dancing. Classic Shakespeare keeping the one woman in the play very young and very uneducated. Many of his female characters are often times young and only educated in what was allowed at the time. Ergo, Miranda of the play Tempest. On the other hand, Shakespeare is also a fan of portraying women as unfaithful whores, as he does in Othello. Exhibiting a hardy amount of female characters, Emilia, Bianca, and Desdemona, Shakespeare introduces the ‘possessions’ of the play. Two of these women were literally purchased from one man and sold to another. They are one of the things that those men own now, they are there to fulfill his wishes. Othello’s ‘loving’ words to Desdemona in Act II: ‘Come, my dear love, The purchase made, the fruits are to ensue’ . Marriage is described as an act of ‘purchase’: a woman is bought by her husband, effectively as a favor, and is expected to fulfil his sexual desires in return for the privilege. Emilia and Desdemona are possessions now, while Bianca is just the island whore. Another one of Shakespeare favorite pastimes was to portray his woman...
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...to comments on the power of religion in society. However, I have chosen to explore the ways in which they portray the theme of gender. Firstly I will examine the issues regarding gender in A Midsummer Night’s Dream in particular the oppression of the female characters. I will explore Shakespeare’s portrayal of Titania and Hermia and his ability to disguise the deeper feminist consciousness that is at work. I will then look at the way in which gender is presented in Miller’s The Crucible, ranging from the heroic depiction of John Proctor to the oppositional presentations of Abigail and Elizabeth. William Shakespeare is a famously suggestive author in terms of highlighting issues regarding gender ideology. Although in some works, such as Othello, he reflects and arguably supports the stereotyping of men and women, he is also seen to challenge such representations. A Midsummer Night’s Dream dramatizes tensions between genders, from a young woman quarrelling with her father for the right to choose her own husband, to Theseus marrying Hippolyta whom he conquered through violence and even a bitter battle between Oberon and Titania which affects the order of the natural world. A Midsummer Night’s Dream often resonates with audiences all over the world as a tale of triumphant love however the play often flouts such conventions of romance. I believe that the play is much more than a boy-meets-girl tale, instead it is...
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...ASA PHILIP RANDOLPH JONATHAN D. DUPREE WEBSTER UNIVERSITY HRMG 5930 DANNY KAIL, INSTRUCTOR ABSTRACT Asa Philip Randolph, civil rights leader and trade unionist, was born in Crescent City, Florida on April 15, 1889. He was the second of two sons of James, a traveling minister, and Elizabeth, a devoted member of the African Methodist Episcopal Church. Both parents were strong supporters of equal rights for African Americans and had an overwhelming influence on Randolph. He and his older brother William would often play childhood games that included role playing in which they worked for African American rights. Randolph and his brother were both superior students and attended the Cookman Institute in East Jacksonville, the only academic high school in Florida for African Americans. Randolph excelled in literature, drama and public speaking. It would be Randolph’s strong family influence and academic ambitions that would provide the foundation for his journey on the quest for fair economic and trade rights and racial equality for African Americans. After graduating high school and working numerous odd jobs Randolph devoted his time to singing, acting and reading. Influenced by W. E. B. Du Bois’ “The Souls of Black Folk”, Randolph was convinced that the fight for social equality was more important than almost anything else (http://en.wikipedia.org/wiki/A._Philip_Randolph, 2011). Segregation and racial discrimination against blacks was increasing exponentially each...
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...Chapter 21: The Roaring Life of the 1920s Section 1: Changing Ways of Life I. Rural and Urban Differences A. Between 1922 and 1929, migration to the cities accelerated, with nearly 2 million people leaving farms and towns each year (small town values change) 1. City dwellers judged one another by their accomplishments more often than their background a. City dwellers tolerated drinking, gambling, and casual dating (shocking and sinful in small towns) 2. Cities could be impersonal and frightening b. Life was fast paced and neighbors were not as neighborly B. Prohibition: the manufacture, sale, and transportation of alcoholic beverages were legally prohibited 3. 18th Amendment: ratified Jan, 1919 and repealed by the 21st Amendment in Dec, 1933 C. Positive Opinions/Results of Prohibition: 4. Progressives wanted it banned to stop family violence, crime, and poverty c. Support for prohibition was found in the rural native-Protestant dominated West and South d. The church-affiliated Anti-Saloon League led the drive to pass Prohibition e. Woman’s Christian Temperance Union considered drinking a sin 5. WW I reformers advocated prohibition as a war measure f. People were concerned that many German Americans owned many of the brewers g. Drinking reduced the efficiency of soldiers and workers 6. Learned we must...
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...Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Bloom's Classic Critical Views alfred, lord Tennyson Benjamin Franklin The Brontës Charles Dickens edgar allan poe Geoffrey Chaucer George eliot George Gordon, lord Byron henry David Thoreau herman melville Jane austen John Donne and the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references...
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...Fold along perforation before detatching cards abridge ˘ (´ BRI J) abstract ˘ (ab STRAKT) acclaim ¯ (´ KLAM) adulation ¯ (a j´ LA sh´n) ˘ adversary ˘ (AD vû(r) se r e ˘ ¯) adversity ¯) (a VÛ(R) s´ te ˘d advocate ˘ ¯ (AD v´ ka t) aesthetic ˘ ˘ (e THE tı k) ˘s affirmation ¯ (a f´ r MA shun) ˘ v. condense or shorten. v. applaud; announce with great approval. also n. adj. theoretical; not concrete; nonrepresentational. The NBC sportscasters acclaimed every American victory in the Olympics and decried every American defeat. To him, hunger was an abstract concept; he had never missed a meal. Because the publishers felt the public wanted a shorter version of War and Peace, they proceeded to abridge the novel. n. poverty; misfortune. n. opponent. n. flattery; admiration. We must learn to meet adversity gracefully. The young wrestler struggled to defeat his adversary. The rock star thrived on the adulation of his groupies and yes-men. n. positive assertion; confirmation; solemn pledge by one who refuses to take an oath. adj. artistic; dealing with or capable of appreciation of the beautiful. aesthete, n. v. urge; plead for. Despite Tom’s affirmations of innocence, Aunt Polly still suspected he had eaten the pie. The beauty of Tiffany’s stained glass appealed to Esther’s aesthetic sense. The abolitionists advocated freedom for the slaves. Fold along perforation...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF G EORG E B E R N A R D S HAW ’S PYGMALION By LAURA REIS MAYER BUNCOMBE COUNTY SCHOOLS, ASHEVILLE, NORTH CAROLINA S E R I E S E D I T O R S JEANNE M. MCGLINN, Ph.D., University of North Carolina at Asheville and W. GEIGER ELLIS, Ed.D., University of Georgia, Professor Emeritus 2 A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion TABLE OF CONTENTS An Introduction .......................................................................................3 Synopsis of the Play .................................................................................3 Prereading Activities .................................................................................6 During Reading Activities ......................................................................13 After Reading Activities .........................................................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write...
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...Министерство образования и науки Республики Казахстан Кокшетауский государственный университет им. Ш. Уалиханова An Outline of British Literature (from tradition to post modernism) Кокшетау 2011 УДК 802.0 – 5:20 ББК 81:432.1-923 № 39 Рекомендовано к печати кафедрой английского языка и МП КГУ им. Ш. Уалиханова, Ученым Советом филологического факультета КГУ им. Ш. Уалиханова, УМС КГУ им. Ш. Уалиханова. Рецензенты: Баяндина С.Ж. доктор филологических наук, профессор, декан филологического факультета КГУ им. Ш. Уалиханова Батаева Ф.А. кандидат филологических наук, доцент кафедры «Переводческое дело» Кокшетауского университета им. А. Мырзахметова Кожанова К.Т. преподаватель английского языка кафедры гуманитарного цикла ИПК и ПРО Акмолинской области An Outline of British Literature from tradition to post modernism (on specialties 050119 – “Foreign Language: Two Foreign Languages”, 050205 – “Foreign Philology” and 050207 – “Translation”): Учебное пособие / Сост. Немченко Н.Ф. – Кокшетау: Типография КГУ им. Ш. Уалиханова, 2010 – 170 с. ISBN 9965-19-350-9 Пособие представляет собой краткие очерки, характеризующие английскую литературу Великобритании, ее основные направления и тенденции. Все известные направления в литературе иллюстрированы примерами жизни и творчества авторов, вошедших в мировую литературу благодаря...
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...Reading Between the Lines: An analysis of Mary Shelley’s Frankenstein, or, the Modern Prometheus, using Horace Walpole’s The Castle of Otranto as an example of male discourse about women Louise Othello Knudsen English Almen, 10th semester Master’s Thesis 31-07-2012 Tabel of Contents Abstract ................................................................................................................................................ 3 Introduction .......................................................................................................................................... 5 Historical Context .............................................................................................................................. 10 The View on Women and Their Expected Roles in the late 18th and 19th Century ....................... 11 - Mary Shelley disowns herself .................................................................................................. 11 - Mary Shelley’s Background .................................................................................................... 12 Women’s Role in Frankenstein ..................................................................................................... 13 Men’s Role in Frankenstein ........................................................................................................... 13 - Women in Society and Women as Writers .........................................................
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...6 Build Your Vocabulary ■ ■ ■ ■ The SAT High-Frequency Word List The SAT Hot Prospects Word List The 3,500 Basic Word List Basic Word Parts be facing on the test. First, look over the words on our SAT High-Frequency Word List, which you’ll find on the following pages. Each of these words has appeared (as answer choices or as question words) from eight to forty times on SATs published in the past two decades. Next, look over the words on our Hot Prospects List, which appears immediately after the High-Frequency List. Though these words don’t appear as often as the high-frequency words do, when they do appear, the odds are that they’re key words in questions. As such, they deserve your special attention. Now you’re ready to master the words on the High-Frequency and Hot Prospects Word Lists. First, check off those words you think you know. Then, look up all the words and their definitions in our 3,500 Basic Word List. Pay particular attention to the words you thought you knew. See whether any of them are defined in an unexpected way. If they are, make a special note of them. As you know from the preceding chapters, SAT often stumps students with questions based on unfamiliar meanings of familiar-looking words. Use the flash cards in the back of this book and create others for the words you want to master. Work up memory tricks to help yourself remember them. Try using them on your parents and friends. Not only will going over these high-frequency words reassure you that you...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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