...Is Shakespeare really worth learning about in classrooms? I say no. Here are three reasons I think that Shakespeare should not be in the curriculum of today's classroom, and should be left to the individual reader to find and study his work outside of school. First of all. I believe Shakespeare's work to be irrelevant for the modern world. In Shakespeare's time, 400 years ago, relationships were very traditional, with the family being a husband and wife. Given the amount of information available in today's world, one can see that those traditional family and couples roles no longer apply. To the many couples that fit out of Shakespeare's norm, they do not connect with the author and the tales he writes. From the Victorian age to the Nuclear...
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...Many say Shakespeare had his own language. People nowadays do not even notice that the words they use daily might have been originated because of Shakespeare. “Shakespeare's Non-Standard English, begins with the general prefatory aim to provide the student of Shakespeare with a series of authoritative guides to the principal subject-areas covered by the plays and poems. While demonstrating authority and command.” Says article writer, Curren-Aquino, Deborah T. Curren-Aquino explains that Shakespeare had his own way with words when it came to talking about women, music, food, etc. Curren-Aquino gives us an example of a word people use in today’s time that was created by Shakespeare himself, swagger. Swagger was used in Hamlet as a verb to describe...
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...September 2015 Hidden Intellectualism Analysis In his eight page essay, Gerald Graff argues that street smarts can very well be more intellectual than street smarts. Street smarts should be encouraged to learn in a way that interests them so they have the same equal opportunity to be just as or more intelligent to book smarts who benefit from school in a different way. Back in the 1950’s, you had to choose whether you were a “hood” or a “clean cut” boy. The culture the students grew up in forced them to pick whether they wanted to be book smart and be made fun of, or impress the hoods by being physically and verbally tough. Graff did not agree with this. Graff Believes that schools should want all students to learn efficiently on something that interests them. He argues that street smarts could be equally smart if schools would allow them to learn off of something in their interest. Graff benefited more from playing on the streets and magazines because he was interested in what he was doing. Book smarts enjoy reading schools books, so it is beneficial to them. Gerald Graff’s essay “Hidden Intellectualism” is a critique on how schools are missing out on the opportunity to encourage street smarts to learn in a more effective way. To inform schools and universities, Graff was driven into the writing of his essay from the frustration of street smarts not being able to receive a beneficial education at school like the other students in the 1950’s after World War II. His personal...
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...16th December 2014 Final Essay: Revising & Relating to the World Literature Shakespearean Lingua As the world flourishes, the use of words changes. The English language originated from Anglo- Frisian dialect that was brought to Britain by Germanic marauders. Dialects are an opportunistic approach of understanding about the backdrop of the English language. Shakespeare gained the comprehensive knowledge and passion for the literature. Shakespeare was known to develop the Early Modern English language. He is the insightful genius of coined everyday phrases that is used in this generation. Shakespeare’s literary works used the world around him to disseminate the concepts of social class and human behavior. These concepts are demonstrated in The Tempest and Une Tempête. Une Tempête is a play by Aimé Césaire who shadowed Shakespeare’s, The Tempest. The problem is not Aimé Césaire’s version of Shakespeare’s play but it is the comprehension of Early Modern English. When students study the Early Modern English language, there is a debate of whether the use of SparkNotes embodies the understanding of what Shakespeare is exploiting. The use of SparkNotes only translates the plays in simplistic form; it does not give definitive historical facts about the words that Shakespeare uses. Shakespeare distinctively incorporated rhythmic patterns, play on words that exposed a character’s purpose in the play and his ideologies about society. Each play Shakespeare produced emphasized a specific...
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...Classic Edition of William Shakespeare’s Macbeth 2 INTRODUCTION William Shakespeare developed many stories into excellent dramatizations for the Elizabethan stage. Shakespeare knew how to entertain and involve an audience with fast-paced plots, creative imagery, and multi-faceted characters. Macbeth is an action-packed, psychological thriller that has not lost its impact in nearly four hundred years. The politically ambitious character of Macbeth is as timely today as he was to Shakespeare's audience. Mary McCarthy says in her essay about Macbeth, "It is a troubling thought that Macbeth, of all Shakespeare's characters, should seem the most 'modern,' the only one you could transpose into contemporary battle dress or a sport shirt and slacks." (Signet Classic Macbeth) Audiences today quickly become interested in the plot of a blindly ambitious general with a strong-willed wife who must try to cope with the guilt engendered by their murder of an innocent king in order to further their power. The elements of superstition, ghosts, and witchcraft, though more readily a part of everyday life for the Renaissance audience, remain intriguing to modern teenagers. The action-packed plot, elements of the occult, modern characterizations, and themes of import to today's world make Macbeth an excellent choice for teaching to high school students. This study guide offers ideas for presenting Macbeth to a high school class. The activities have been divided into sections: 1. 2. 3. 4. a brief...
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...Dual Enrollment English 112 is a pre-college composition course provided to the students at Brooke Point High School. Students must have completed Dual Enrollment English 111 to move on to this course. Similar to English 111, English 112 continues to develop college writing while putting emphasis on critical essays, argumentive styles, and research. The second semester of Dual Enrollment will have taught me how to accurately embed research into my papers by locating, evaluating, and documenting APA format, while effectively editing for style and usage. In this last semester of English 112, our class has written four different types of papers to improve our writing skills and show the importance of research. The first paper written in Dual Enrollment...
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...can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically tragic themes: the role of fate and fortune, the inevitable nature of tragedy, and the isolation of the tragic hero. This teacher’s guide will be divided into several parts: (1) a brief literary overview, including a synopsis and commentary on the play; (2) suggestions for teaching the play, including activities, discussion questions, and essay topics to be used before, during, and...
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...History of English Literature Overview Anglo-Saxon Literature (500-1100) The Angles and Saxon conquered what is now called England in the 5th and 6th centuries. Christian missionaries taught the English to write. Northumbria soon produced Caedmon and Bede. Heroic poetry of a Christian kind is the chief legacy of Old English literature, notably Beowulf and the Elegies. A considerable prose literature grew up after King Alfred. Middle English Literature (1100-1500) Literature in England in this period was not just in English and Latin but in French as well and developed in directions set largely in France. Epic and Elegy gave way to romance and Lyric. English writing revived fully in English after 1360 and flowered in the reign of Richard II (1372-99). It gained a literary standard in London English after 1425 and developed modern forms of verse, prose and of Drama. The conquest of England in 1066 by William of Normandy displaced English as medium of literature. The language of new rulers was French. Saxons dealing with the King had to learn French and French was the language of court and the law for three centuries. Four genres of Middle English are: i. 1. Fabliau 2. Lyric 3. Dream Allegory 4. Ballad Geoffrey Chaucer Chaucer is the best story teller and the narrative poet. Chaucer tells his stories in a most effective way. He has the knack of transforming an old tale into a new one in such a manner that its appeal increases manifold and its human...
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...study in 2012/13, such as the English Department’s Reading English Literature course, before applying to the degree. You are advised to read the information in this pack carefully before completing your application. Please address any questions about the application process or the degree to Gareth Griffith on gareth.griffith@bristol.ac.uk Aims of the course: The undergraduate degree in English Literature and Community Engagement is offered part-time over six years and is taught one evening per week plus occasional Saturdays. It aims to develop a student’s interest in, and knowledge and understanding of, a full range of literature in English. The programme reflects the English Department’s wider commitment to maintaining a balance between established traditions of literary study and the latest developments in the subject. A variety of approaches to literature will be introduced and students will have opportunities to develop skills in reading and in critical writing. The aim is that students should acquire relevant conceptual awareness, and a sense of the history, chronological development and contexts of literature and its various phases and modes, without passively...
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...Megan Major Essay 1 ENC 1101 October 14, 2014 Valencia 1275 words How to Not Procrastinate Perfectionism and procrastination go together like peanut butter and jelly. By people expecting too much of themselves, they tend to become scared of writing and the essay not meeting their expectations and therefore procrastinating until the last minute. Although many more elements come into play, priorities and organizational skills are a big role in the way you may procrastinate. Many people may just need help in the organization department in order to not procrastinate and others may need help dealing with many more issues they have with the issue of procrastination. I believe in order to help prevent or totally eradicate procrastination from your work method; you must first look at yourself. Are you struggling with confidence or is it simply that you are too much of a perfectionist and nothing you seem to write is up to par? Well, the first step would be to stop over thinking everything you decide to put down on paper; it probably isn’t as bad as you think it is. When you stop over thinking, writing will come a lot easier and less forced than before and you may feel that you don't have to wait until the last minute to write your assignments. Also, with putting less pressure on yourself and constantly forcing yourself to rewrite the assignment over and over again; you’ll feel the weight of an elephant being lifted off your chest. Good organizational skills have been...
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...------------------------------------------------- Oral Language: Introduction Oral language is about speaking. This section describes what happens when people talk. For most of the time, we take oral language for granted. Young children appear to learn to speak without the intervention of parents or teachers. It just seems to happen naturally. When something goes wrong with speech - through deafness, strokes, accidents - we begin to realise what a complex achievement it is. Someone learning or teaching English as a second language will also be conscious of the complexities of oral language. In writing this section, we were very aware of the unsuitability of the written medium for discussing spoken language. It is much easier to describe syntax and morphology because these appear in the written form of the language, which is what books are designed for. Writing involves no sound; the symbols are taken in by the eye. When we speak, however, we are using organised sounds that are taken in by the ear. It is very much harder, therefore, to convey spoken language because understanding depends on being able to hear different sounds, rhythms, and patterns of intonation. The examples need to be heard rather than seen. This part of the book can deal with only some of the concepts and information about speech and suggest other elements to look for. A videotape, entitled Oral Language, accompanies this book. We were also aware that for most teachers, the study of oral language is completely...
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...attention in 1930 when his short verse play called ''Paid on Both Sides'' was published in T. S. Eliot's periodical The Criterion. In the same year appeared Auden's Poems, his first commercially published book, in which he carefully avoided Yeatsian romantic self-expression – the poems were short, untitled, slightly cryptic, but free of philosophical abstraction. The collection had a powerful influence on Auden's peers, including Stephen Spender, Cecil Day-Lewis, and Louis MacNeice. Auden soon gained fame as a leftist intellectual. He showed interest in Marx and Freud and he wrote passionately on social problems, among others in Look, Stranger! (1936). However, by 1962 he argued that art and politics were best kept apart, stating in his essay 'The Poet and the City' that "All political theories which, like Plato, are based on analogies drawn from artistic fabrication are bound, if put into practice, to turn into tyrannies." Compressed figures of speech, direct Statement and musical effect characterized On...
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...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 and index. ISBN 978-1-60413-723-1 (hardcover) ISBN 978-1-4381-3425-3 (e-book) 1. Shakespeare, William, 1564–1616—Criticism and interpretation. I. Bloom, Harold. II. Heims, Neil. PR2976.W5352 2010 822.3'3—dc22 2010010067 Bloom’s Literary Criticism books are available at special discounts when purchased in bulk quantities...
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...Danielle Keys Professor Leach COM1102 24 January 2013 Anthony Burgess: Deeming Honor of Recognition We are gifted with a great opportunity as well as having the privilege, capability and means in exposing ourselves in a plethora of artful literature. Our freedom to choose what we read, our individual experiences to relate throughout in addition to our inter-feelings, we may develop our own interpretations of a story. With any given literacy we’ll comprehend and draw our own conclusions by the way of critical thinking. As a result, everyone does not view a single story the same way or draws the same conclusions to a stories ending. It’s up to the reader to “see” how it should play out. However, amid such freedom and range evolves readers of criticism and/or bias opinions towards various styles of literature. An author whose work has been of much negative criticism could be due to a reader of some ignorance towards the understanding of the context. Deficient to connect with a piece of literature, judgments of society, lack of critical thinking and understanding makes for a category of controversial authors. Among controversial authors’ such as, J.D. Salinger’s The Cather in the Rye, Dan Brown’s The DaVinci Code, J.K. Rowling’s The Harry Potter Series, Mark Twain’s Adventures of Huckleberry Finn (Hasan, 2008), George Orwell’s Nineteen Eighty-Four, so is Anthony Burgess’s most controversial novel A Clockwork Orange. Over the past fifty years, readers have deemed Burgess’s...
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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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