Language of Hysteria Essay

During the 1690s, there was a widespread panic because of convictions of the presence of witches. With this reality came the Salem Witch Trials which happened in Salem Village, Massachusetts. A little youngster started to display anomalous conduct thus she was taken in to be inspected, they don't discovered anything that could make her carry on in such a way. The whole town started to panick and began imploring God to dispose of malice. Tricks started to take ascend in the town that caused the townspeople to accept that there were witches in their town. Three ladies were blamed for having relations with the Satan. Allegations became bigger and soon there were individuals who were attempted and were executed. These occasions prompted the Salem Witch Trials. The mania developed and started to stress individuals of high standings and soon the suppositions of black magic finished. Because of confusions and suppositions the Salem Witch Trials started. During the 1930s there was a widespread panic of outsider attacks. This got known as the War of the Worlds radio station conveyed by Orson Welles. Welles includes impacts that could make the individuals go into a condition of frenzy. He got the thought from H. G. Wells’ tale The War of the Worlds. Terrible planning turned into the reason for this widespread panic. Because of the way that during those occasions numerous individuals had radios and most families were tuning in to famous shows and when they got to Welles’ they couldn't tune in to his presentation. They heard music being hindered and astounding updates on blasts and different sounds that embody an outsider attack. The individuals that checked out the radio station late misconstrued and built up a dread and this one of the numerous reasons for the widespread panic during the 1930s. During the 1690s and the 1930s there widespread panics like the Salem Witch Trials and the War of the Worlds radio station that made individuals go into alarm. These fits of anxiety were because of confusions and false impressions. The association between these two widespread panics is that the individuals misjudged in the two circumstances and made them begin to freeze. These two occasions have the basic factor of how the occasions happened.

US HISTORY Essay Example | Topics and Well Written Essays - 250 words - 3

US HISTORY - Essay Example Schools including universities for blacks and medical clinics were worked during the reproduction period. Thusly, financial advancement achieved caused an improvement in the expectations for everyday comforts of residents. Other than monetary results, social changes likewise shaped piece of the reproduction time. Social liberties charge that upheld equivalent benefits among America residents passed by the extreme republicans, for instance, finished dark codes that supported constrained subjugation (Bodenhamer and Ely, 2008). The social equality bill started opportunity among residents prompting the making of social offices in dark networks, for example, schools, places of worship. It further energized self-administration. Political changes during the reproduction time changed the administration arrangement of the nation. Recreation corrections, for example, the thirteenth, fourteenth and fifteenth alterations prohibited subjugation, made structure of carrying southerners to the government and reinforced blacks social equality. In July 9, 1865 for example, the approval of the fourteenth amendment guaranteed that the social equality act made by radical republicans to battle for the value of residents stays substantial (Nelson, 2009). Seemingly, remaking period was an achievement in American history in light of the different social, financial and political progressions accomplished. It made establishment for advancement and solidarity inside government States after common war other than making mental soundness to dark rights. It likewise empowered the production of human rights developments, for example, ladies

Opinion Essay Topics

Opinion Essay TopicsOpinion essay topics can be really hard to come up with. There are some that you think are very obvious, and then there are others that you have no idea what to write about. No matter how hard you try to figure out what you should write about, you will probably run into a problem. You need to learn how to make a topic work for you in order to get your essay finished.The first thing you should do is to look around and see what kinds of opinions people have about the topic you want to write about. You can find out this information by talking to people that have different opinions on the topic and asking them about their opinion. You may also want to make notes on things that you find interesting to read and learn about.Once you find the opinions on opinion essay topics, you should be able to break it down into categories. Some topics include things like a lifestyle or culture. You can see how some people will look at a certain culture as being 'old fashioned' and ot hers will look at it as a very traditional form of living. You can also see some cultures that are old and still adapt to the times and some that have fallen behind. If you can find out a little bit about what others think about the topic, it can help you figure out a good topic for your essay.Some other opinions on opinion essay topics are politics and religion. There are many religions, so you can easily have many opinions about a religion. Most people don't have much of an opinion about religion and politics. This can cause a lot of problems for you if you write a topic on these subjects and don't know what you are talking about. If you don't know what to write about and you cannot write it, you may run into problems.Most people tend to have different opinions about topics such as culture, as well. This means that you won't be able to write a topic about the same thing all the time. Instead, you can look through a topic guide to find topics that are similar to yours. This is some thing that you should do anyway when you are writing other things. This way, you can choose a topic and find some of the similar topics to help you out with your opinion topic.Once you find the various opinions you want to have, you should take them and group them together based on what they are and where they are from. You should do this by taking some of the best opinions from the different topics you find and grouping them together. This will help you narrow down the topics that you choose and narrow down the topics that you need to research to finish your essay.After you group them all together, you will want to make sure that you don't write more than one of them. Some topics have too many opinions on them and it will be hard to write just one. You can make it so that you only focus on a certain type of topic. This way, you will know which ones are difficult and which ones are easy to write about.After you look through your opinion essay topics, you will now know what to write about and how to structure your essay. You should now be able to figure out what to write about and when to write about it.

Tulane University Acceptance Rate, SAT/ACT Scores, GPA

Tulane University is a private research university with an acceptance rate of 17%. Located in New Orleans, Louisiana, Tulane offers over 75 majors and minors within five undergraduate schools. Tulane is a member of the Association of American Universities, a select group of the countrys strongest research institutes, and has a chapter of  Phi Beta Kappa,  in recognition of its strengths in the liberal arts and sciences. Top applicants to Tulane can apply for one of several full and partial tuition scholarships. Students can apply using either the Tulane Application or the Common Application. The university offers both an Early Action and an Early Decision program that can improve admission chances for students who are sure the university is their top choice school. In athletics, the Tulane Green Wave competes in the NCAA Division I  American Athletic Conference. Considering applying to this highly selective school? Here are the Tulane University admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, Tulane University had an acceptance rate of 17%. This means that for every 100 students who applied, 17 were admitted, making Tulanes admissions process highly competitive. Admissions Statistics (2017-18) Number of Applicants 38,816 Percent Admitted 17% Percent Admitted Who Enrolled (Yield) 28% SAT Scores and Requirements Tulane requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 23% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 670 730 Math 680 760 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Tulanes admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Tulane scored between 670 and 730, while 25% scored below 670 and 25% scored above 730. On the math section, 50% of admitted students scored between 680 and 760, while 25% scored below 680 and 25% scored above 760. Applicants with a composite SAT score of 1490 or higher will have particularly competitive chances at Tulane. Requirements Tulane does not require the SAT writing section. Note that Tulane participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. At Tulane, SAT Subject tests are optional; if an applicant chooses to submit Subject test scores, they will be considered by the admissions committee. ACT Scores and Requirements Tulane requires applicants to submit either SAT or ACT scores. During the 2017-18 admissions cycle, 77% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 32 35 Math 27 32 Composite 30 33 This admissions data tells us that most of Tulanes admitted students fall within the top 7% nationally on the ACT. The middle 50% of students admitted to Tulane received a composite ACT score between 30 and 33, while 25% scored above 33 and 25% scored below 30. Requirements Note that Tulane does not superscore ACT results; your highest composite ACT score will be considered. Tulane does not require the ACT writing section. GPA In 2018, the average high school GPA for incoming Tulane freshman was 3.56. These results suggest that most successful applicants to Tulane University have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph Tulane University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex.   The admissions data in the graph is self-reported by applicants to Tulane University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances Tulane University has a highly competitive admissions pool with a low acceptance rate and high average SAT/ACT scores. However, Tulane has a holistic admissions process involving other factors beyond your grades and test scores. A strong application essay and glowing letters of recommendation can strengthen your application, as can participation in meaningful extracurricular activities and a rigorous course schedule. Applicants are expected to have a minimum of four years of English, three years of math, science, and social studies, and two years of a single foreign language. Students with particularly compelling stories or achievements can still receive serious consideration even if their test scores are outside Tulanes average range. In the graph above, the blue and green dots represent accepted students. You can see that the majority of successful applicants had high school GPAs of 3.5 or higher, combined SAT scores of about 1300 or better, and ACT composite scores of 28 or higher. The higher those grades and test scores, the better your chances are of receiving an acceptance letter. All admissions data has been sourced from the National Center for Education Statistics and Tulane University Undergraduate Admissions Office.

Learning Fundamentals Of Dealing With People - 1023 Words

Learning The Fundamentals of Dealing With People Throughout life everyone must deal with people, whether in the office, or behind the counter of popular chain coffee shop. Encountering new people has become a day to day routine of the average american. Now whether that encounter is a positive one, or a negative one all depends on one thing, you. Wouldn’t it be nice to have a cheat sheet on making every instance a pleasant one. In â€Å"How To Win Friends Influence People† the reader learns the fundamentals of dealing with people like, never to criticize, show honest appreciation and how to make someone want to do something. Now I don’t know about you, but myself I’ve never known anyone to criticize them-self. For example, in May, of the†¦show more content†¦People are creatures of emotion not of logic, we act on how we feel, not thinking what may happen from actions. Instead of criticizing, humanity should try to show more sympathy and honest ap preciation. â€Å"William James said â€Å" The deepest principle in human nature is the craving to be appreciated.† (Carnegie 18). This desire makes young girls wear make-up and buy the latest styles. It makes the wealthy people donate large sums of money to parks and other buildings to have their name put on it, so that one day their name will be remembered. This desire, and need for appreciation has driven many people to insanity. For some reason they have come to the conclusion that the only way they can receive attention. When a depressed young adult reaches for a razor blade to cut horizontally across their wrists. Hoping to release some of the pain they are feeling, deep down they are hoping to get caught to get attention and sympathy. If they wanted to take their own life they would have cut their wrist vertically, because at the hospital they can not sew the veins back together when they are cut vertically. This desire to feel important and appreciated was even realized by some of America’s most famous producers. â€Å"Florenz Ziegfeld, the most spectacular producer who ever dazzled Broadway, gained his reputation by his subtle to â€Å"glorify the American girl.†Ã¢â‚¬  (Carnegie 25). He made

Differences between Courts and Tribunals Coursework

Essays on Differences between Courts and Tribunals Coursework The paper "Differences between Courts and Tribunals" is a good example of coursework on law. Courts are a legal mechanism established to solve disputes and assist in interpreting the law. On the other hand, tribunals refer to an individual or an institutional granted the authority to adjudicate or settle disputes (Cownie, Bradney Burton 65). Differences between courts and tribunals A tribunal can settle issues at any appointed place and in a more relaxed manner while the court has followed rigid rules, and the issues are settled in the court (Cownie, Bradney Burton 65). Since issues can take a shorter time to settle in a tribunal than in court, it is less costly to settle issues in tribunal than in court (Cownie, Bradney Burton 65). In courts, lawyers speak on behalf of their clients while in tribunal parties are encouraged to speak on their own behalf except under specific situations where the lawyers may be required to intervene (Cownie, Bradney Burton 65).Summary conviction offenses Summary conviction offenses refer to minor offenses in the criminal code such as making abusive telephone calls and causing a nuisance to the public or an individual (Batchelor 233). In most cases, the summary conviction offenses have minor charges such as fines of up to $5,000 or even a six months jail or both. Such offenses do not req uire fingerprinting (Batchelor 233). It is the summary because the prosecution is done quickly, and the accused person is required to appear before the court on a designated date and time instead of being held in police custody. The judges make a trial of summary conviction in the provincial court (Batchelor 233). The Crown prosecutors have the responsibility to determine which cases are convicted of summary conviction offenses (Batchelor 233). A person can be convicted of a summary offense only once hence it cannot apply to someone with the criminal record (Batchelor 233).

Holden Caulfield free essay sample

It was around nine o’clock when I woke up, and I was out of cigarettes. Instead of lying around watching some phony soap opera, I grabbed my coat and scarf, and was out the door in about five minutes. Outside, it was dark and gloomy, and the goddam wind kept coming through my jacket. I had to wrap my scarf all around my face, and shove my hands deep into my pockets just to keep warm. I bet I looked like a goddam idiot, but I didn’t care. I didn’t see nobody ‘till I got to the corner store, and it was just old Stanley behind the counter. He’s always there, every day, waiting ‘till someone comes to buy something. I threw a pack of cigarettes onto the counter, and as he was ringing them up and all, he started some phony conversation. Asked me how my day was going and all, but I could tell he didn’t really care. We will write a custom essay sample on Holden Caulfield or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page All of a sudden I told him I was on my way to my sister’s wedding reception, and made up this whole goddam lie. I don’t know why I did it. Maybe I just wanted him to think I had somewhere to go. After I left, I wandered the streets for a while. I didn’t know where the hell I was going, I just didn’t want to go back to the hotel I was staying at. My room was so depressing, with its empty bed, empty drawers, and empty closet and all. So I walked around outside for a while, smoking a cigarette. As I walked through the park, I thought about how my mother used to tell me to go out and get some fresh air, about how it was good for the soul. I never really understood how the air could be good for you, people are always saying how it’s filled with all those goddam toxins and stuff, but I always listened to her anyways. I spent the rest of the day just sitting on a bench in the park, and by the time it started to get dark, I had gone through almost the whole pack of cigarettes I had just bought. I know I should stop smoking, but I can never seem to do it. Maybe it’s because I’m secretly hoping that someday I’ll get lucky, and I’ll get lung cancer or something. Maybe then I’ll be put out of my misery.

Federalists and Anti Federalists Essay Example

Federalists and Anti Federalists Paper Soon after the end of the Revolutionary War if not before it became clear that the Articles of Confederation were not a workable arrangement.Wartime contingency measures might have papered over the most immediate problems, but with the coming of peace something more regular was needed.The defects of the Articles produced a host of disputes among states, which could not be resolved under its terms, and which times were serious enough to lead to militia skirmishing. More broadly, a fundamental issue had been left unresolved:Was the United States a nation in its own right, or a mere confederation of semi- autonomous statesThis was not just an abstract question a great many group and individual interests were wrapped up in it.By and large, commercial interests were interested in a strong national government, creating an internal free-trade zone and consistent legal rules concerning trade.Other wealthy interests, however, had mainly local influence large landowners, for example, who i n this era might still expect a quasi- feudal deference from tenants and neighbors.Their local standing would be diminished in a more unified national political structure.However, even these interests conceded that the original Articles were unworkable, while on the other hand many proponents of a stronger central government still had anxieties that it might become authoritarian, in 18th century language The Constitutional Convention was initially convened merely to patch up the Articles of Confederation, but it was dominated by proponents of stronger central government.Instead of modifying the Articles it threw them out entirely.Both Federalists and Anti-Federalists thereupon engaged in a propaganda battle.The Federalists won this in a mismatch: the Federalist has gone down as a political classic, while the Anti-Federalist writings have all but vanished f Federalists and Anti Federalists Essay Example Federalists and Anti Federalists Paper Soon after the end of the Revolutionary War if not before it became clear that the Articles of Confederation were not a workable arrangement.Wartime contingency measures might have papered over the most immediate problems, but with the coming of peace something more regular was needed.The defects of the Articles produced a host of disputes among states, which could not be resolved under its terms, and which times were serious enough to lead to militia skirmishing. More broadly, a fundamental issue had been left unresolved:Was the United States a nation in its own right, or a mere confederation of semi- autonomous statesThis was not just an abstract question a great many group and individual interests were wrapped up in it.By and large, commercial interests were interested in a strong national government, creating an internal free-trade zone and consistent legal rules concerning trade.Other wealthy interests, however, had mainly local influence large landowners, for example, who i n this era might still expect a quasi- feudal deference from tenants and neighbors.Their local standing would be diminished in a more unified national political structure.However, even these interests conceded that the original Articles were unworkable, while on the other hand many proponents of a stronger central government still had anxieties that it might become authoritarian, in 18th century language The Constitutional Convention was initially convened merely to patch up the Articles of Confederation, but it was dominated by proponents of stronger central government.Instead of modifying the Articles it threw them out entirely.Both Federalists and Anti-Federalists thereupon engaged in a propaganda battle.The Federalists won this in a mismatch: the Federalist has gone down as a political classic, while the Anti-Federalist writings have all but vanished f

Language in Literature †English Essay

Language in Literature – English Essay Free Online Research Papers Language in Literature English Essay Refer to Toolan (2001) and conduct a trait analysis of a least three of the characters in Fowles’ The French Lieutenant’s Woman. Specify a list of what you take to be the most crucial features/attributes that distinguish particular characters. What are the most important ways they differ? What are the narratively significant differences? Would you say that Fowles prefers indirectness in presenting a character, or an authoritative ‘telling’ of how a character is? Are there differences between the characters in the mode of presentation? How do you explain this? The French Lieutenant’s Woman : main characters and secondary characters. The theory of the trait analysis as the departure point of a complete literary investigation. A literary text appears to the reader as a mysterious world, as a walk in the fog and sometimes it seems very difficult to escape from that darkness. A superficial approach to a book or a text in general, may obviously create some effects of unfamiliarity with the topic of the book. The main aim of the reader is to find out the light in that darkness and rebuild the logic road the writer is trying to give us . What I am going to focus on, in this essay, is: the analysis of The French Lieutenant’s Woman that represents a good example of complex novel with a very articulated story, the concept of main characters and secondary characters , the ways they differ and their relevant peculiarities, referring to Stockwell’s two levels of the text to find some analogies between the concepts of main and secondary characters and the division between ground and figures, and in conclusion Toolan’s trait analysis and if there could be any restriction to applying it to diffe rent characters. The French Lieutenant’s Woman is one of the greatest Fowles’ works. It is set in Victorian England and deals with the love affair between a former governess, Sarah Woodruff and Charles Smithson, a nobleman. Charles is already engaged with Ernestina Freeman, who is the daughter of a rich shop owner. They were planning their life together and their marriage, but Sarah seduces Charles. He does not realise completely her true personality and that she is still virgin and what kind of secret she is keeping. The story of the French soldier, in fact, was only a lie to emancipate her from the Victorian age. Sarah is a very persuasive figure and convinced, in the second part of the book, Charles to forsake the position and the honour the Victorian society planned for him. Fowles’ novel is a faithful imitation of the typical Victorian novels, such as T. Hardy’s ones . It also represents a good example of complex literary text. A complex text, such as Fowles’s one, with an articulated story is defined a novel. A novel is composed by some elements; one of them is the setting. In The French Lieutenant’s Woman the setting is constituted by the social Victorian background. This social situation is characterised by some conventions everyone has got to follow, but also by all those characters that are not fore grounded through remarkable features and for this reason are the part of the background, as passive elements. The men are expected to be real gentlemen with a very high knowledge and good skills, interested in a lot of subjects and clever. From the relational point of view, a real Victorian gentleman must be cold enough but brilliant at the same time, for brilliant I mean a mixture of skills and nuances in order to appear always learned, polite, and a man who always knows what to say and to do in each life situation. If we take into consideration Charles’ uncle, we can draw a very easy analysis of his crucial points, features, and attributes: he is the typical Victorian man, proud of his successes, cold, learned and that kind of man who shows everyone his own knowledge and life culture. The author presents him boring as well ‘His uncle bored the visiting gentry interminably with the story of how the deed had been done’ . Another crucial feature in a literary text is the concept, the peculiarities and the role of the characters. They are the central element in a story because thank to them everything changes, moves and every situation develops. As a consequence, since they are the principal first movers of the story-telling mechanism, the complete comprehension will be linked to their comprehension. Thus the importance of the role of the characters is that they occupy a central position because they have got the power of creating changes, and movements and all the narration develops around them. To understand a character means to analyse it very particularly from all the points of view. The characters may also be influenced in their decisions and actions by the setting, and realise their actions taking into consideration the setting background . For example, Sarah, in the second part of the book, appears strong, persuasive and courageous. The point is that the situations require that and she has to fo llow the stream of the story. The relation with the setting may lead to a categorisation of two types of characters: main characters and secondary characters. The main characters are those who are highlighted in the story through the attribution of remarkable features or are strictly linked to those ones who have such features8. The secondary characters are linked to the setting and occupy quite static roles. Sometimes they could be included in the setting. It would be wrong to consider Sarah as a secondary character because the categorisation of the two types of characters must be justified on the base of the effective kind of link between the character and setting, and not on the base of what the stream of the story implies. Stockwell’s theory of the two levels8 is very useful to justify this difference between the main characters and the secondary characters. Two levels in the narration can be distinguished: The level of the ground, occupied by static elements such as the setting and the secondary characters, and the level of the figures, occupied by all those features that are fore grounded in a text, and these figures are the main characters. In the story, for example, who has got the control of the situation is Sarah that reveals her to be the protagonist with her strength and the great quantity of skills she can use, such as persuasive skills, argumentative skills, courage and humility. Further, she is the mover of the story who changes the situations from the static and boring development towards a dramatic end. The fore grounding of Sarah is perfectly created by Fowles by the attributions to her of some specific features and by creating at the beginning of the book (in which the straightfor ward side of Sarah does not appear yet) a mysterious halo around her figure . A good analysis of a literary text implies the distinction between: The ground level and the figures level. What Stockwell has mentioned is this real separation of the two levels, but what he has not specified in an explicit way, is that these two levels intersect each other as it is explained in Toolan’s trait analysis theory , creating, this way, a complication of the text. Actually Sarah presents some attributes but if not put those in the setting, the basic level of characterisation would be sterile and the fore grounding absolutely absent. But also if the reader confuses the two levels or he has not got a clear vision of what features distinguish one level from the other one, he would fall down in a misunderstanding of the text The French Lieutenant’s Woman offers itself a good example of the characteristics of the ground and the figures. At the beginning of the book we can note that almost all the characters have the same features. Only Sarah is out of this scheme, which appears deeply shy, in need, and absolutely anonymous. But these points, in relation with the ground, make her relevant and fore grounded from the common features background. Charles, his uncle, Mrs. Poulteney, Ernestina appear as the incarnation of the Victorian principles: lazy, bored, and extremely cared about their social position. This flattening of the characters with the setting background permits to categorise them as secondary. In Chapter six, Mrs Poulteney is deeply superficial, she is interested in Sarah’s education, her behaviours and her social level, rather than in helping her. Charles’ uncle appears cold and superficial as well, for example, when he has to recover his kindness of heart . Ernestina is the typical young lady of the Victorian age, who would like to escape from her reality composed only by coldness and conventions, but she has no strength to realise it. It is very clear this attitude of her at the beginning of the book where Fowles says: ‘Ernestina had exactly the right face of her age’; the main characters differ from the secondary one for the grade of fore grounding in the story. When we read a literary text we face a reality that sometimes might seem us very difficult to understand, confusing and in some cases deviant. What is the reason of these estrange feelings? Taking into consideration The French Lieutenant’s Woman, at the beginning of the book we find a presentation of all the characters, their crucial features, and the most relevant attributes. Going on with the reading we consolidate those ideas that we have created about some or all the characters and we start having some considerations about them, their behaviours, their ways to approach the life. In the second part of the book, we find a shifting in the narration of the events and we can find ourselves in a state of confusion: the characters do not look like as at the beginning and maybe someone might think to have lost some parts of the narration. This phenomenon is very common reading a literary text, above all if approached to complex texts with articulated stories. This happens general ly with a superficial reading, which does not permit us to assimilate all those relevant points that constitute the logical key of interpretation. Interpretation in fact means to assimilate, to understand deeply. The interpretative key in a literary text is constituted by understanding different elements such as the ground and the figures. These elements are the product of a very cared process of creation that involves very strict rules. A novel, actually, represents a creative process of a sort of reality that is strictly linked to the one of the reader. That is the possible world of the fiction, a world that has got a lot of analogies with the real one . The reader, generally, tends to categorise all the fictional features in some real categories. This process is originated from the simplifier spirit of the human mind. The problem is if that categorisation is useful for the complete comprehension of a text or it is only a deviant and apparently simplifier process. There are two contrasting positions among the analysts: the psychological one that claims to extend a psychological analysis to the characters of one book as real people, and the structuralist one that considers the characters and the features of a book as literary products. It should be useful and easier to adopt, by contrast, the theory described by Toolan, which assumes that the literary reality is modelled on the basis of the author’s perception of the real world . Surely it is linked to the real world but not dependant on it. A good comprehension of a book is l inked to these differentiations between real and fictional world. In The French Lieutenant’s Woman, the reader should distinguish the link with the real Victorian reality. The setting, the characters, the background are created only on the basis of the author’s vision, an idealised vision. Only after categorising the author’s vision of that reality in the reader’s own knowledge background, there can be a valid and acceptable comprehension. We can understand, at this stage, that a literary text is characterised by several double levels. Double level of importance for the characters and double level for the possible world. Toolan’s theory can merge the two double levels and solve the discrepancies that can rise comparing each level. The trait analysis theory involves a supervisor, which, in the case of The French Lieutenant’s Woman, is the narrator. He has got the power of giving the characters more or less predominance, through the features and the attributes. When the reader approaches the characters, has to identify the attributes referring to them (basic level of the analysis). After a general consideration of the features, he has to link those attributes to a common background. The background could be the readers’ own knowledge about the topic of the book or the setting background of the story. Linking those features to his own background, the reader obtains a resolution of the discrepancies between the reality and the fictional world. Connecting, on the other hand, the characteristics to a setting background, the reader can achieve the solution of the problematic comprehensi on about who is the main or the secondary character. If extended to The French Lieutenant’s Woman, the trait analysis reveals very interesting points. Taking into consideration characters such as Ernestina and Mrs Poulteney, first the reader should list all the crucial features and attributes. Ernestina appears as a conformist, deeply weak, and without any psychological strength, she is overwhelmed by all the events and accepts everything the destiny planned for her without any hesitation. Mrs Poulteney appears conformist and really cared about her social position and what people may think about her as well. By contrast, she is deeply different, compared to Ernestina. She has got a social position and the support of the society. Her only worry is to keep such a good reputation. Yet, Charles’ uncle is conformist as well, lazy and without any strength to contrast the Victorian conventions. Once listed the crucial attributes, if categorised in the reader’s knowledge background about the topic, the link and the interpretative key could be found easily in order to understand the different levels and not to confuse them. The reader, through the trait analysis, is able to do a separation between the characters’ features and the real world reality, taking into consideration that the characters’ features are only the product of an idealised vision of the author . By the contrary, if the reader connects those characteristics to a setting background he will find that the main characters are highlighted in the plot and the secondary one are on the same level of the setting. The only one deviant element in the comprehension process could be the way the author describes the characters. Fowles, in fact, uses an authoritative ‘telling’ about the characters’ peculiarities. For example, in chapter three for the description of Charles’ uncle, in chapter six for the description of Mrs Poulteney, and in chapter twelve for the characteristics of Ernestina. His authoritative telling can make the reader think that his thoughts are not an idealisation of the Victorian society but an absolutely-right truth. Fortunately, the trait analysis is capable to solve this problem as well. In conclusion, the trait analysis is the most complex technique, but also the most interesting and useful, to conduct an analysis of a literary text, starting from the analysis of the characters. It could seem very difficult at the first sight because it implies a lot of care towards all the most important narrative elements. Before starting conducting the most important part of that analysis, the analyst should analyse very carefully the attributes and the peculiarities of the setting, the characters, the style, the way the author presents the plot in general. In fact, it analyses the text in two moments: the basic moment, in which all the clear attributes are listed and highlighted and the more specific one that involves the categorisation of them. The categorisation involves, in its turn, two levels, the one referring to the importance of the characters and the one referring to the distinction between the reality and the fictional world. From the analysis of The French Lieutenantà ¢â‚¬â„¢s Woman it results obvious how this investigation can be extended to all the narrative features, both main and secondary characters, all the kind of settings and even to the narrative strategies the narrator adopts. The trait analysis does not imply any restriction in this sense. The main and the secondary characters differ, each other, on the basis of the role they play in the plot. The secondary characters are part of the static background, but that does not mean that they have less importance, from the point of view of the organisation of the narrative material. The composition of the figures of the secondary characters requires a lot of care. The analysis just conducted, can evidence that even the secondary characters are important, maybe more important than the main ones because only taking into consideration their features the reader can draw the crucial trait of the main characters and highlight them. The trait analysis, to conclude, involves different narrative featur es of a literary text and it is able to link them and to find connections among them to investigate in a detailed way the organisation of the literary material. Words: 2.960 Bibliography: Fowles, J. (2004) The French Lieutenant’s Woman London: Vintage. Semino, E (1997) Language and World Creation In Poems and Other Texts. Longman Stockwell, P. (2002) Cognitive Poetics: An introduction. London: Routledge The literary encyclopaedia, available at [www.literaryencyclopaedia.com] Toolan, M. (2001) Narrative, a critical linguistic introduction. London: Routledge Research Papers on Language in Literature - English EssayHonest Iagos Truth through DeceptionThe Fifth HorsemanMind TravelAnalysis Of A Cosmetics AdvertisementHarry Potter and the Deathly Hallows EssayQuebec and CanadaThe Masque of the Red Death Room meaningsEffects of Television Violence on ChildrenRelationship between Media Coverage and Social andAssess the importance of Nationalism 1815-1850 Europe

Contribution of Mahatma Gandhi and Martin Luther King Essay

Contribution of Mahatma Gandhi and Martin Luther King - Essay Example What Gandhi had achieved for India, the same has achieved by King for the African-Americans. They are often referred as the leaders who were mutually influenced and both suffered exceptionally to cherish their dreams. When king had taken his first steps to political activism, he protested against the anti-black violence. The Civil Rights Movement of King was mainly influenced by the non-violence resistance of Gandhi (The Martin Luther King Education and Research Institute, 2014). King entered to the African American Civil Rights Movement in 1955. It was he who led the movement and took the decisive role in spreading it. The Civil Rights Movement actually began when a black Montgomery resident was arrested for not surrendering her seat on bus to a white man. The black activists, under the leadership of King protested against the Segregation law and boycott the Montgomery transit system. They also formed the Montgomery Improvement Association. This movement forced the Montgomery city g overnment to abolish the segregation on buses. King’s fighting, without violence caused for a political change and he was thus established as a powerful leader. Another significant contribution of King to American politics and social life was his endeavor to assure the voting rights for the African -Americans. The Voting Rights Act of 1965 assured the enfranchisement of African-Americans and it outlawed the discrimination in voting system.

Learning and Instruction Part 2 Assignment Example | Topics and Well Written Essays - 1250 words

Learning and Instruction Part 2 - Assignment Example asks; (c) knowledge about strategies and tactics for acquiring, integrating, applying, and thinking about new learning; (d) prior content knowledge; and (e) knowledge of both present and future contexts in which the knowledge could be useful. Hence, my style of teaching would be constructivist with these learners as opposed to direct with novice learners. As McKeachie would have liked to put it, Strategic teaching and Strategic learning are like â€Å"flip sides† of a coin. Hence, the idea of strategic teaching must be closely aligned with that of strategic learning and the process is a two-way street where the instructor must orient his or her teaching strategies based on the level of education and prior knowledge of the student. Most interventions designed to increase either the effectiveness or efficiency of training focus on instructional materials, methods, and teaching strategies. A critical component that is often ignored in most of these approaches is the degree to which the individual is ready and able to interact with the instruction in ways that will result in meaningful and enduring learning. Q2) TEACHING LARGE CLASSES: Although people teaching large classes often try to avoid multiple-choice/ true-false tests, it has been found that such efforts seem to be appreciated by almost no one. Although researchers may criticize the limitations of anything other than essay tests, they usually are willing to accept an alternative if more than fifty students are involved. When teaching large classes, it has been found to be useful to make sure that the lectures contain enough material not covered in the supporting text to make it worthwhile for students to attend lectures. QUESTIONING: In his research McKeachie found that effective methods of questioning were usually those that succeeded specific instructions from the teacher. For instance, the line, â€Å"please state your explanation as to how you arrived at your particular answer† provided students and

Acrobatics Workshop Essay Example for Free

Acrobatics Workshop Essay No matter which figures or pyramids are being tried, the facilitator must make sure that there are catchers present to prevent injuries. Participants should be instructed how to catch one another and to take responsibility for others in the group.  1. Description of the activity  Part 1 Warming Up Trust Exercises  A. The participants are put into pairs. One partner becomes a guide, the other becomes blind. The guide takes their blind partner for a walk (around the grounds, over obstacles, etc. ) while holding hands. After some minutes the partners change roles. Variations: Follow the same steps as above, but have the seeing partner lead with only one finger. Alternatively, have the seeing partner lead using only their voice no physical contact between partners.  B. In pairs, participants stand face to face with their feet together and holding hands. Each person leans back carefully with full body strength by stretching their arms. The challenge is to maintain balance.  C. All participants stand together in a circle and hold hands. Count off into 1s and 2s. On the signal, using all their strength, the 1s lean inside while the 2s lean outside. After a few seconds, carefully pull back into a normal circle and then change (2s inside, 1s outside). D. In small groups (3-7 persons), one person stands in the middle of a circle. Standing stiff and without moving their feet, the one in the middle falls from one person to another and is slowly passed around inside the circle. After some moments, change roles. Give everyone a chance to be in the middle.  Variation: you can also do this with just three persons. The one in the middle is slowly passed forward and backwards between two persons. Part 2 Stretching  Before trying actual figures, it is important to warm up the joints and the muscles. Gently stretch legs, arms, neck, and shoulders. Dont forget to pay attention to the wrists and ankles, too.  Part 3 First Acrobatic Steps  3A. Napoleon (3 persons):   The first person goes down and takes the bench position; the second person goes up and forms a bench on top of the first person (see diagram 4)   The first person goes down and takes bench position; second person goes up and stands on the shoulders and hip of the bench. Keeping their balance, the bench slowly starts to walk forwards on their hands and knees (see diagram 10). (Remember you must NEVER stand in the middle of the benchs back, only on their shoulders and hips!) The third person is always the catcher for the person who is up.  3B. Knee stands (4 persons)   The first person goes down and takes the bench position; second person sits down on the benchs hips (facing benchs feet); taking the second persons hands, third person goes up and stands on second persons knees (keep holding hands). If second and third person can balance on their own, the bench can walk away, leaving the two in balance position. The fourth person is the catcher. 3C. Galion figure (4 persons)  Ã‚  The same as 3B (above), but second and third person open op their arms on one side and look in the same direction. (You still need the fourth person as catcher.)  Part 4 Pyramids and standing on shoulders  Once participants have grasped the basic steps, they can proceed onto building pyramids and making new shapes (see diagrams in section D Some Pyramids).  2. General remarks  Who can do acrobatics? Acrobatics can be used with groups of all ages: teenagers, adults, even children from 4 or 5 years of age. It is important to include the warming up and trust-building exercises, especially if the people in the group do not know each other very well. Stretching and warming-up the muscles is important to avoid accidents. Everyone in the group should be taught the catchers tasks. The group has to take responsibility for itself it is up to everyone to look out for one another. Why use acrobatics?  Acrobatics is a perfect method for team-building at any age. Its good to learn to give and to take help from one another. Even if you have only a short amount of time, participants can learn amazing things like building pyramids or standing on shoulders. Acrobatics can help people learn about taking responsibility for others but also about respecting limits (their own and other persons). The atmosphere in the workshop should allow participants to say if they dont want to try a certain figure or activity. An extra touch  If you have more time (e.g. the group stays together several days), the participants can put together a presentation. This is a great way for the group to show off what they have learned (especially good for children and young adults).  Accessibility  Some groups may have specific needs (e.g. older participants or individuals with physical or mental disabilities), but these are not reasons for people to be excluded. For example, past experiments with acrobatics has shown that its possible to include people who might be missing a limb or even those in wheelchairs. There may be some limits, but in most cases it just takes some fantasy to create new forms and figures which include all members of the group. 3. Literature  There are many resources to be found describing acrobatics and other circus activities. Two of these include:  1. Rudi Ballreich, Udo v. Grabowiecki (Hg.), Zirkus spielen. Ein Handbuch, 1999 Stuttgart/Leipzig. Not only about acrobatics but all circus skills you can use with young people, tips for presentation as well. (German language)  2. J.M. Fodero/E.E. Furblur, Creating Gymnastics, Pyramids and Balances. Leisure Press, Champaign, Illinois, 1989. This book focuses only on acrobatics and has a great amount of drawings for figures for 2 persons up to pyramids with 15 or more persons. For beginners to advanced. You can find some figures presented in the book on the Internet: http://www.mypage.bluewin.ch/mmc/akro/bkd7.html. (A German-language edition of this book is available under the title Menschenpyramiden.)

Is Abortion Murder? Essay examples -- essays research papers

Many people believe that morals or ethics should not have any persuasion at all in our laws. Do you believe that slavery is immoral? Is the issue of slavery a moral position? Is the legislation on that moral position appropriate? Then what you have most likely said is that it is appropriate to legislate moral issues that you are in favor of. Should slavery be enforced purely as a moral issue? This is an important point because many people say that we should not force a particular morality on the issue of abortion. Slavery was brought up because it involves human rights, as abortion does also. The question is whether an unborn child is a human being that has the same inalienable rights that a black human being has. This stems the question, â€Å"Is abortion murder?† If so then there has been a legal genocide going on in the United States since 1973 with over 40 million victims. â€Å"Life, biologically speaking, begins at fertilization. We all begin with the same raw materials: an egg and a sperm. We are fully human when these gametes unite at fertilization, as nothing else is added to us- only nourishment and time to grow.† (Earll, 2003) According to Carrie that means that we are human at the moment of conception. At this controversial point is where Carrie with the pro-lifers and the pro-abortionists butt heads. Pro-abortionists like Henry Morgentaler say that, â€Å"I believe that an early embryo may be called a potential human being. But remember that every woman has the potential to create twenty-five human beings in her lifetime. The idea that any woman who becomes pregnant as a result of non-procreative sexual intercourse must continue with her pregnancy does not take into consideration the fact that there is a tremendous discrepancy between the enormous potential of human fertility and the real-life ability of women and couples to provide al l that is necessary to bring up children properly.† (Morgentaler, 1996) This summarizes most pro-abortionists views that abortion is not about the child but about the mother and what she wants. Others do not see an unborn child as being a human being. Stephen Currie agrees with this when he wrote â€Å"It is a mistake, however, to see this as evidence that the smallest fertilized egg is somehow already a person. Perhaps "life" does begin at conception in some way, but fully human life does not.† (Currie, 2000) This shows t... ...torials that promoted abortion were unimpressive and seemed written out of anger and never mentioned what most girls who have had an abortion felt like after the fact. I found the pro-life editorials very hopeful and full with a sense of love for the innocent children. Unlike the pro-abortion editorials they took slanderous stab at those who oppose them which helped me to respect what they were saying more. People like Hank Hanegraaff are showing others who are not educated about unborn children that, â€Å"They deserve protection, not capital punishment.† We now have a president that also believes in the sanctity of life and has shown it by proclaiming Sunday, January 18, 2004, as National Sanctity of Human Life Day. References Earll, C. (2003) The Sanctity of Human Life. Retrieved February 10, 2005 from http://www.family.org/cforum/pdfs/fosi/bioethics/sanctity_of_human_life.pdf Morgentaler, H. The Moral Case for Abortion. Free Inquiry, Free Inquiry, Summer 1996 Currie, S. Abortion. Opposing Viewpoints Digests ® Series. Greenhaven Press, 2000 Hanegraaff, H. Practical Apologetics, Annihilating, Abortion Arguments. Retrieved February 11, 2005 from http://www.equip.org/free/DA375.pdf

Employee Performance Evaluation Essay

Do you have any questions about what is expected of you on the job? Are there any areas that are unclear for you? Being in the practice for more than 13 years, I believe I am performing well as a Clinical Coordinator at _________________. I know well my primary duties not only to the doctors but to the patients as well. Patient flow is one of my main tasks. Therefore, doing it for more than a decade has really helped me learn by heart the task that I am supposed and not supposed to do. Extended duties, in addition, provide me with more skills development. Nonetheless, I still believe that committing to my work as a clinician, to the doctors, and to the patients is my key to being able to perform what is expected of me for this particular job. And I know I have worked hard for that. For me, the most unclear, and also lacking, is the salary increase. I have been in this job for more than 13 years and my salary has been pretty much the same. I love my job, that is why I always work hard for it, but taking into consideration practicality, the standard of living has been constantly increasing and I know I have to keep up with that.   It is quite disappointing that my co-employees and I are not getting fairly regular higher compensation grants. What do you consider to be your most important accomplishment in this review period? Being on the job itself and being able to practice what I love doing is one of the accomplishments that I have gained working here. Being able to be trained by professionals and get me going to my long-term goal of getting into Dental Hygiene program at this community college is a privileged appreciated for me. In addition, higher salary, maybe inasmuch as what I have received last year 2005, provides recognition for me as an employee for the decade or more that I have worked as a Clinical Coordinator. What areas would you like to improve on your performance and how do you plan to do it? What can the doctors or other team members do to help you improve? I have realized the joy and hardship of working as a clinician. At the same time, I get firsthand impressions of the satisfaction of the patients when they know that they are cured or will get better soon. This is one of the pleasures I get working here. That is why I want to be even more productive. However, of course, I, as well as my co-employees, want to be recognized and get rightfully compensative for the dedication we tender as clinical workers. It has always been known that additional compensation always boosts employee morale and encourages them to work better and become more productive and useful. Please tell us about any special accomplishments or projects that you have involved into to improve any aspect of the practice. As mentioned, I have been in the practice for over 13 years. More so I believe I have performed well enough indicated by being able to serve the same industry for more than a decade. As far as I know, I have accomplished what is expected of my performance. Otherwise, I would not have lasted long. In addition, to be able to improve my skills, I practice well at work and really put my heart into what I am doing.   The doctors are continuously training me. And eventually, if given more recognition to pay costs for my schooling, I am planning to delve into a Dental Hygiene program sponsored by this community college to be able to enhance more my skills and become a more productive clinician. Other comments? When an employee violates the rules in the practice repetitively in every category, what action do you take to make sure that the doctors get the respect they want out of the employees? I believe one of my strengths is that I know well what I am doing and that I am confident of what I do as a clinical coordinator. As I have said, being on this job for a lot of years has put me in a position where I am assured of my capabilities, and my potentials. With regards to respect, I believe in the clichà © â€Å"give respect to earn it†. Doctors and employees alike, no matter who is the boss of whom, deserves to be respected and properly treated. This involves complying with the proper and professional orders of the doctors, for the sake of their professional work. And the doctors in turn, give to the employees also high regard for the dedication they put on their works and give them rightful recognition. What are the areas that need improvement? I think, training the new employees, especially the new ones must be given proper attention. It has always been good to start working with much needed meaningful experience. This will definitely improve the clinical employees’ skills and practice them even more making them knowledgeable and more experience when it comes to first hand practice and on the job training. Where do you see yourself in the next year and what steps would you like to take to get there? Probably a year from now, I would be taking one or two classes a quarter, hopefully halfway done with pre-requisites. I will still be working fulltime and hopefully be a super treatment coordinator and become more trained and knowledgeable in diagnosing treatments. Two to three years from now, I hope to finish my pre-requisites and be able to prepare for dental hygiene examinations. But of course, I would not want to leave my work so I will still be working fulltime, probably 38 to 40 hours per week. And about five years from now, I may have completed by dental hygiene program having passed the examination. All these plans will help me not just boost my knowledge and skills, but also gain a higher degree of expertise about my chosen profession or career.

The Road Not Taken By Robert Frost - 973 Words

In the poem â€Å"The Road Not Taken† by Robert Frost, the narrator approaches â€Å"two roads diverged in a yellow wood,† both looking fairly equal to one another (Frost 1). One path expresses slightly more wear in the grass than the other. Frost tells how the narrator traveled the road less taken, making all the difference in the end. Life is about decisions; some may be challenging, others simple, and sometimes life changing. My challenging decision took me down a rocky path my senior year deciding a career. There are numerous careers and colleges to choose from; however, a student can only choose one. Unlike the majority of my classmates, my career ideas switched, what seemed like, every month. The beginning of my senior year I had a full ride scholarship to Cowley County Community College, but I was already dead set on attending Wichita State to be a nurse, following in my mother’s footsteps. After hearing about her horror stories of being a nurse, from being pooped on to patients dying, I decided I could not handle the emotional roller coaster that accompanied being a nurse; however, I knew I wanted to go into the medical field. With the struggle of choosing what I wanted to do for the rest of my life coming to a time limit, my mom brought my attention to physical therapy. After researching more on physical therapy, I learned their job involves guiding the patient back to health from an injury. Wichita State was still the college I was eager to attend; however, I found theShow MoreRelatedThe Road Not Taken By Robert Frost983 Words   |  4 PagesThe poem â€Å"The Road Not Taken was written by Robert Frost, a four-time Pulitzer Prize winner in poetry, and also a special guest at President John F. Kennedy’s inauguration (Robert Frost Biography). Frost was born on March 26, 1874 in San Francisco, California and he died of complications from prostate surgery on January 29, 1963. Much of Robert’s popularity was gained throughout Europe (An Analysis of Robert Frost’s Poem: The Road Not Taken). Frost became a poetic force, and the unofficial poetRead MoreThe Road Not Taken by Robert Frost764 Words   |  3 PagesWritten by Robert Frost, â€Å"The Road Not Taken† deals with about making choices in life and how those choices affect your whole life. The meter of this poem is iambic tetrameter, for the most part. In most lines, the meter follows the rule with four iambs, which means that there is one unstressed syllable followed by a stressed syllable. But the meter is not normal since, in some lines, an anapest, which means there are two unstressed syllables followed by one stressed syllable, is substituted forRead More The Road Not Taken By Robert Frost1173 Words   |  5 PagesRobert Frost, one of America’s well-known poets is highly regarded for his realistic illustrations of rural life and poetry which is still relevant in today’s society. After being honoured on numerous occasions, he became one of America’s most popular public figures. Frosts’ poems reflect his greatness and his life in a variety of ways after he was confronted with such despair and grief after the passing of his father due to tuberculosis at just eleven years of age and his mother who passed awayRead MoreThe Road Not Taken By Robert Frost995 Words   |  4 Pagesthey can only move forward hoping for the best. â€Å"The Road Not Taken†, Robert Frost, 1916. In â€Å"The Road Not Taken† a traveler is strolling through the woods and comes across two different roads he could take, and unable to travel both the poet eventually chooses which path to take. The theme conveyed is about mak ing choices. Frost does this through the use of diction, the use of figure of speech, and the use of imagery. To start with, Frost displays the main idea of decision making by the wordsRead MoreThe Road Not Taken By Robert Frost1055 Words   |  5 Pagesago. Either way, if you admit it now or in the wee hours of the night, like most people, you will come across this question at least once in your life. Robert Frost was able to grasp this raw, vulnerable life changing moment in the palm of his hand. Then he beautifully laid it out in the form of words in the narrative poem â€Å"The Road Not Taken†. Frost is able to take you back to a time when you have been faced with a life-changing decision. Then, causing you to ask yourself â€Å"Did I make the right choiceRead MoreThe Road Not Taken By Robert Frost940 Words   |  4 Pagesâ€Å"The Road Not Taken† was written by Robert Frost in 1916, and it was the first poem in the collection Mountain Interval (Shmoop). Even though it was written many years ago, people of all ages still study this enticing poem. Frost wrote about coming to a fork in the woods and examining which path he should take and whether he might ever come back; the speaker believes each path is fine to take, but he takes the less used path (line 6). He wrote about this decision in clear, standard English. â€Å"TheRead MoreThe Road Not Taken By Robert Frost863 Words   |  4 PagesThe Poem, â€Å"The Road Not Taken†, by Robert Frost is a detailed poem about a conflict in a person’s life, dealing with having to take the right path throughout life. The Narrator of this poem is faced with a predicament when he comes across two paths. The choices that he makes in his life, can alter the future for better or worse. This poem describes his attitude and emotion towards his choices as well as, shows examples of themes, mood, and different literary devices. The title of this poem canRead MoreThe Road Not Taken, By Robert Frost968 Words   |  4 PagesPersonal Response 3 Title: The Road Not Taken Text Type: Poem Author: Robert Frost The poem, ‘The Road Not Taken’ by Robert Frost is about the â€Å"roads† and different paths we take in our lives. Frost wrote about a traveler who had to chose between two roads. He had to decide if he wanted to go down the well used or less used path. In the end, he went down the less used path. The theme of decision making and choices is shown in this poem. I think that this is a way of describing the choices we makeRead MoreRoad Not Taken, Robert Frost942 Words   |  4 PagesEnglish 101 Burstrem October 7, 2009 The Road Not Taken Life is full of choices and decisions that could ultimately change the outcome of our lives. In the poem, â€Å"The Road Not Taken† by Robert Frost, a traveler is destined to make that decision. This traveler man has to decide which road to take, one that is frequently traveled, and the one that is not. After contemplating which road to follow, he comes to the decision to take the road less traveled because he doesn’t want to follow inRead MoreThe Road Not Taken By Robert Frost1100 Words   |  5 PagesRobert Frost reflects that poetry â€Å"begins in delight and ends in wisdom†¦.It runs a course of lucky events , and ends in a clarification of life—not necessarily a great clarification, such as sects and cults are found on, but in a momentary stay against confusion† (931). His poem â€Å"The Road Not Taken† is a clarification of life. This paper will analyze and evaluate the formal elements of â€Å"The Road Not Taken† and consid er how these elements work together to fit the author’s purpose and clarification