...Shakespeare has used pathos in vast ways to support character development and to build the readers or audiences’ relationship with the characters. Shakespeare makes his readers feel sympathy for certain characters by the way the antagonist treats them. In Othello, Iago used Roderigo, tricked Othello, and mistreated the female characters in the play. Iago helps develop the theme of jealousy throughout the play by exploiting some of the major characters. The truths about some characters are shown clearly to the audience which helps them establish their opinions and feelings about them. Shakespeare uses pathos to get his reader’s point of view of a character. In the beginning of the play, the audience was able to discover that Iago was misusing Roderigo for his own benefit. He was taking his money and lying about loyalty. Iago could care less about Roderigo; all he could think was to get back at Othello and release his jealousy towards him and Cassio. At this point, the audience feels sympathy for Roderigo and somehow relate to his pain. Having to live without someone you love dearly can lead to dramatic conclusions, like the one Roderigo was thinking of. “It is silliness to live, when to live is torment.” (I, iii, 305) Even though Iago acts like a loyal friend to Roderigo and promises him he will get Desdemona for him, the audience knows he is only taking advantage of him. Because of Iago, Roderigo is feeding off of his jealousy towards Othello, and doing everything Iago tells...
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...Chaos is Come Again Is it easy to turn a sane, loving man into a murderer? The famous play Othello, The Moor of Venice by William Shakespeare introduces the story of a brave black general in a predominantly white society, who has fallen in love with Desdemona, and struggles to see the true character of those around him. Iago his close friend was driven by jealousy to manipulate everyone he came in contact with. Othello is accepted by the Venetian leaders because his dedication to their military. When the story starts Othello’s strengths can be described as self-sacrificing and loving Desdemona wholeheartedly. Desdemona is quickly enveloped by this and expresses her love for Othello; “My heart’s subdued/Even to the very quality of my lord. / I saw Othello’s visage in his mind, /And to his honors and his valiant parts” (1.3.253-256). Desdemona is in love with Othello’s commitment to war and even points out that she was truly in love when she knew his thoughts. Othello is too trusting, insecure about himself, and he makes snap judgments. All of these weaknesses are used against him by Iago. “Chaos is come again” transforms Othello from a strong black warrior, loving husband, and trusting man into a cynical shell of his former self. Iago uses ethos to make Othello believe that he is trustworthy which helps him continue to make Othello doubt his wife. Othello's inclination to trust Iago is easily perceived, “The Moor already changes with my poison" (3.3.325), saying this shows that...
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...can be used against an individual in which it does not favour the victims best interest, but allows the manipulator to get a personal gain at the expense of another. Words used in this way are seen as a weapon in which it can inflict suffering and hurt to the victim. On the other hand it can have the opposite intention. It can be used in a positive way and to the benefits of both individuals. It can be uplifting, motivating, and inspirational and will often persuade individual’s interests in a helpful direction. This is how language can be used to manipulate meaning and intent and is shown clearly through William Shakespeare’s characters in the play, ‘Othello’. Language can be used against an individual to cause suffering and pain. This is through the manipulation of meaning and intent. In Shakespeare’s play ‘Othello’, Iago who is the main villain in the film uses his manipulative language to deceive other characters in such a way that it makes him both a powerful and persuasive figure. His understanding of the individuals around him and their desires lets him engage in this deceitfulness even more and persuade individuals with his lies and scheming stories. In Act 1 scene 1, the audience is straight away immersed into the action of the play. In this scene Iago already starts to manipulate Roderigo through his naivety to Iago’s doublecrossing and overall manipulation. Roderigo’s first statement states “Iago, who hast had my purse as if the strings were...
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...From the very start of Othello, one of Shakespeare’s most tragic plays, the audience is hyper aware of the fact that things are just not going to end well. For me, these formidable sentiments stem from the play’s central antagonist, Iago, who I consider to be the most disturbing villain of all of Shakespeare’s plays. While some villains are blatantly cruel, murderous, or vengeful, real fear is evoked by villains like Iago, whose honest and gentle façade masks the sick mind of a misogynistic sociopath. These thoughts lead me to question what makes Iago powerful enough to have so many people at his emotional disposal. The answer quickly became obvious – his power lies in his speech. Iago implements Aristotle’s very basic methods of persuasive rhetoric, ethos, pathos, and logos, to masterfully manipulate the thoughts, emotions, and actions of characters like Roderigo, Cassio, and Othello. Beginning with Roderigo, whose sheer idiocy we must briefly ignore, Iago uses an intricately simple web of words to ensnare his victim. Roderigo questions Iago’s true feelings towards Othello, to which Iago uses the very essence of ethos, the method of persuasion in which the speaker establishes himself as someone to trust and to be perceived as a figure of authority, to persuade Roderigo of just how intensely he abhors Othello. Iago eloquently and passionately explains how he was overlooked for the position of lieutenant, despite his battle prowess, and goes on to make statements like, “I follow...
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...desires Buys herself bread and clothes. It is a creature That dotes on Cassio—as ’tis the strumpet’s plague To beguile many and be beguiled by one. He, when he hears of her, cannot restrain 100 From the excess of laughter. Here he comes. Enter Cassio. As he shall smile, Othello shall go mad, And his unbookish jealousy must construe Poor Cassio’s smiles, gestures, and light behaviors Quite in the wrong.—How do you, lieutenant? 105 2) Iago explains how he will fool Othello into thinking that Cassio is sleeping with Desdemona in Act IV Scene I lines 95-105 using a. Repetition b. Antithesis c. Polysydeton d. Parallelism e. Simile OTHELLO Hang her, I do but say what she is! So 189 delicate with her needle, an admirable musician— O, she will sing the savageness out of a bear! Of so high and plenteous wit and invention! 192 3) In act IV Scene I lines 189-192, Othello uses a metaphor to compare Desdemona to a a. Bear because she is so savage b. Musician because she is able to orchestrate many acts c. Needle because she is very sharp d. Fox because she is sly and cunning e. Cat because she is stealthy and secretive Act V Questions OTHELLO It is the cause, it is the cause, my soul. 1 Let me...
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...Early European Theater • The writings of this period were primarily hymns, sermons and similar theologically oriented works. • Latin became a literary medium. • Major preserves of learning are the monasteries. • 8th century Europe returned to greater stability under the Carolingian kings. ➢ Charles Martel – defeated the Moslems at Tours in 732 AD, through his innovative use of armored horsemen as the principal military force, initiating the development of knighthood. ➢ Charlemagne – extended his realm into the Slavic territories and converting non- Christians on the way. Charlemagne was crowned by the Pope and pronounced him as the successor to Constantine. The scenario was the first attempt to establish the Holy Roman Empire. • Charlemagne’s death caused Europe to break into small units isolated from each other and from the world. • Moslem controlled the Mediterranean and the Vikings, still pagans, conquered the northern seas. Early Middle Ages • Life was relatively simple. • Feudalistic patterns were fully established. ➢ Manor (large estate)- headed by a noble man, assumed absolute authority over the peasants who worked his land collectively. ➢ Vassals – supplies the lords a specified number of knights upon demand and the lords in return were bound to protect their vassals. The Theater (500- 900 AD) • The theater revived during the early Middle Ages. • After the Western Roman...
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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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...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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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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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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...IMPORTANT This electronic version of The Century Vocabulary Builder (1922) has been prepared by Serenson Pty Ltd for www.write-better-english.com. This PDF follows the pagination of the original (hard copy) book and includes hypertext links that we have inserted, which look like this. Please do not remove links. Reformatting the original text into this PDF has been no easy task; it is possible that the process has introduced errors or caused omissions. As a result, we make no guarantee about the accuracy or completeness of this version of the Vocabulary Builder. If you find an error or omission in this PDF, please check the original book and contact us so that we can fix the error or omission. Please check your local copyright laws before accessing this PDF. If you are serious about building your vocabulary, we highly recommend you try the popular vocabularybuilding program called Ultimate Vocabulary Want the ultimate vocabulary builder? Click www.write-better-english com/ultimate-vocabulary.aspx THE CENTURY VOCABULARY BUILDER BY GARLAND GREEVER AND JOSEPH M. BACHELOR NEW YORK THE CENTURY CO. Want the ultimate vocabulary builder? Click www.write-better-english com/ultimate-vocabulary.aspx PREFACE You should know at the outset what this book does not attempt to do. It does not, save to the extent that its own special purpose requires, concern itself with the many and intricate problems of grammar, rhetoric, spelling, punctuation, and the like; or clarify...
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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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...The Art of Computer Game Design by Chris Crawford Preface to the Electronic Version: This text was originally composed by computer game designer Chris Crawford in 1982. When searching for literature on the nature of gaming and its relationship to narrative in 1997, Prof. Sue Peabody learned of The Art of Computer Game Design, which was then long out of print. Prof. Peabody requested Mr. Crawford's permission to publish an electronic version of the text on the World Wide Web so that it would be available to her students and to others interested in game design. Washington State University Vancouver generously made resources available to hire graphic artist Donna Loper to produce this electronic version. WSUV currently houses and maintains the site. Correspondence regarding this site should be addressed to Prof. Sue Peabody, Department of History, Washington State University Vancouver, peabody@vancouver.wsu.edu. If you are interested in more recent writings by Chris Crawford, see the Reflections interview at the end of The Art of Computer Game Design; the Virtools Swap-meet interview with Chris Crawford; and Chris Crawford's webpage, Erasmatazz. A PDF version of this text is available HERE. To download Adobe Reader, follow THIS link. Table of Contents • • • • • • • • • • • • Acknowledgement Preface Chapter 1 - What is a Game? Chapter 2 - Why Do People Play Games? Chapter 3 - A Taxonomy of Computer Games Chapter 4 - The Computer as a Game Technology Chapter 5 - The Game Design...
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...THE ORIGINS AND DEVELOPMENT OF THE ENGLISH LANGUAGE This page intentionally left blank THE ORIGINS AND DEVELOPMENT OF THE ENGLISH LANGUAGE SIXTH EDITION ± ± John Algeo ± ± ± ± ± Based on the original work of ± ± ± ± ± Thomas Pyles Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States The Origins and Development of the English Language: Sixth Edition John Algeo Publisher: Michael Rosenberg Development Editor: Joan Flaherty Assistant Editor: Megan Garvey Editorial Assistant: Rebekah Matthews Senior Media Editor: Cara Douglass-Graff Marketing Manager: Christina Shea Marketing Communications Manager: Beth Rodio Content Project Manager: Corinna Dibble Senior Art Director: Cate Rickard Barr Production Technology Analyst: Jamie MacLachlan Senior Print Buyer: Betsy Donaghey Rights Acquisitions Manager Text: Tim Sisler Production Service: Pre-Press PMG Rights Acquisitions Manager Image: Mandy Groszko Cover Designer: Susan Shapiro Cover Image: Kobal Collection Art Archive collection Dagli Orti Prayer with illuminated border, from c. 1480 Flemish manuscript Book of Hours of Philippe de Conrault, The Art Archive/ Bodleian Library Oxford © 2010, 2005 Wadsworth, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including...
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