The novel progresses Essay Example For Students

The novel progresses Essay There is no question that there is pain and intense suffering in this world. Some of it is explained by selfish, hateful actions on the part of others while other people are left to suffer whether it is physical, mental, or emotional pains. It is something that we do not deserve. The meaning to suffer is a sign of consequences but also can serve as a beneficial sign as in strengthen our inner faith and a reminder of our wrongdoings. One of these cases comes from the novel, Rush Home Road, by Lori Lansens where the main character, Addy Shadd faces some of these requirements and learns to overcome them the hard way. Throughout her past, Addys three stages of struggle gradually worsen as the novel progresses. One of the struggles that cause a permanent mark in Addys life was her difficult, unbalanced relationship with her mother. At the age of fifteen, she learns to be independent and enjoys showing off her physical appearance which her mother did not approve of. We will write a custom essay on The novel progresses specifically for you for only $16.38 $13.9/page Order now Her mother, Laisa, was concerned about her daughter becoming a grown woman and was fully aware of glances coming from older men. She quoted, you aint no beauty, Adelaide Shadd, and its just as well to know that now. You got stick-out ears and hood eyes, and a long face like your Daddy, (Lansens 34). Laisa comments on this to prevent Addy from thinking thoughts of using her body as a centre of attention for men, especially Chester Monk, the love of her life. Addy hated receiving insults and negative feedback from her mother and felt like a useless person carrying them around. Laisa expresses no signs of affection or support that every daughter needs from their mother. Without love and care from her mother, Addy has a hard time balancing her difficult, misunderstanding relationship with her mother and loses the part of who she truly is. Therefore, she struggles in this way and depends on herself without the care from her mother. Impregnated and raped as a young teenager, Addy encounters her second stage of struggle. Raped by her fathers closest friend, she ends up in a world of confusion and guilt and questions herself why this is happening. Her parent no longer stood by her side and blames no one but herself for this matter, it didnt matter what Laisa and Wallace had been told. It didnt matter what they believed. The only truth was that Addy was to blame (Lansens 91). With both parents turning down on her with the exception of her brother, Addy remains motionless with the feeling of guilt planted inside her. The role of isolation bears within her with no sign of help and security. As a result, the struggling force enters in Addy and enhances her suffering even more by the cause and effect of rape. When death comes without warning, shock and disbelief can be overwhelming. This can be especially intense when the death is instantaneous and violent. In her final stage of finding her struggle, Addy faces the death situation of her daughter, Chick and her husband Mose in a train accident. All her life, Addy always wanted to raise a family of her own and wanted to move on with her new life ahead of her. Her dreams were soon shattered after realizing the death of her two loved ones leaving her isolated once again. She remembers her daughters last words, I got my Daddy for company. You have her, all right, Mama? (Lansens 453). Chick gives her doll to her mother to make sure that Addy remembers her daughter. The doll is the only memory left for Addy to treasure as a replacement of Chick. After the accident, Addy forgotten the taste of good times spending with her family and finding some way of accepting the way how God had intended to do with them. .u43e8016bfaaf62f1084278f9883cf476 , .u43e8016bfaaf62f1084278f9883cf476 .postImageUrl , .u43e8016bfaaf62f1084278f9883cf476 .centered-text-area { min-height: 80px; position: relative; } .u43e8016bfaaf62f1084278f9883cf476 , .u43e8016bfaaf62f1084278f9883cf476:hover , .u43e8016bfaaf62f1084278f9883cf476:visited , .u43e8016bfaaf62f1084278f9883cf476:active { border:0!important; } .u43e8016bfaaf62f1084278f9883cf476 .clearfix:after { content: ""; display: table; clear: both; } .u43e8016bfaaf62f1084278f9883cf476 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u43e8016bfaaf62f1084278f9883cf476:active , .u43e8016bfaaf62f1084278f9883cf476:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u43e8016bfaaf62f1084278f9883cf476 .centered-text-area { width: 100%; position: relative ; } .u43e8016bfaaf62f1084278f9883cf476 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u43e8016bfaaf62f1084278f9883cf476 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u43e8016bfaaf62f1084278f9883cf476 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u43e8016bfaaf62f1084278f9883cf476:hover .ctaButton { background-color: #34495E!important; } .u43e8016bfaaf62f1084278f9883cf476 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u43e8016bfaaf62f1084278f9883cf476 .u43e8016bfaaf62f1084278f9883cf476-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u43e8016bfaaf62f1084278f9883cf476:after { content: ""; display: block; clear: both; } READ: Myth of sisyphus EssayAnd so, Addy had found struggle in which it puts her into desertion and away from the chance of happiness. In each stage representing struggle, all bare a great price in which impacted greatly on Addy, leaving her thoughts on human nature and life itself. Though some of these events are common in this world, it is still hard to question the pain and hardships struggles that every individual has to deal with. It is possible that we may relate our situation with Addys world and trying to overcome the struggles that she has done.

Global Warming Is False Essay Example

Global Warming Is False Essay Example Global Warming Is False Paper Global Warming Is False Paper The issue of global warming has become a hot topic in not only in American, but all over the world. For years, many politicians have evaded the issue of global warming. But now, all of a sudden, the Democratic Party vows to combat global warming. Now that the Democratic Party has majority in both houses on Congress, they have taken an emphasis over environmental issues, mostly involving global warming. On January 30th, 2007, Congress held its first hearing about global warming. What was concluded in that hearing was that global warming is a fact, and that it is caused by humans. AY Gore conveniently released a movie called Cute Inconvenient truth, a movie that showed AY Gore giving a speech about the Diffracts on global warming and its C]irrefutable repercussion. Just this past February, the Intergovernmental Panel on Climate Change released a summary that blamed global warming on CO released into the atmosphere by humans. With scientist backing claims that CO is causing global warming, the majority of Americans have made the decision that global warming is in fact true. But what Americans are not exposed is the scientist that claim climate change is part of Earths cycle, and that it right on schedule. The EPIC found that the amount of CO in the atmosphere is causing the rise in temperature on Earth. This, in effect, is causing polar ice caps to melt, flooding Oceans with fresh water. The EPIC says that the flood of freshwater in the Ocean is causing weather patterns to change. But claim that the amount of CO in the air is causing global warming is not correct. Last year, Carleton University Professor Tim Patterson appeared before the Commons : Committee on Environment and Sustainable Development. He testified that there is no correlation between the CO levels and the Earths temperature. He states his findings that 450 million years ago the amount of CO in the atmosphere was over ten times greater than they are now, and during that time, the earth was experiencing its coldest period ever. How does the Earth heating have anything to do with the increase in CO if the Earth has been known to be cooling with high amounts of CO in the air? The EPIC and AY Gore have both stated that the polar ice caps are melting uh to global warming, noting that some scientist have never seen anything like this. In his movie, AY Gore shows a dramatic display of the ice caps in Antarctica melting and breaking off. Dry. Boris Windcheater, former marine researcher at the Geological Survey of F-inland says that the breaking of glacier walls in Antarctica is normal in the advance of a glacier. Windcheater explains, In Antarctica the temperature is low enough to prohibit melting of the ice front, so if the ice is grounded, it has to break off in beautiful ice cascades. If the water is deep enough icebergs will form. Another professor from the Department of Physical Geography and Quaternary Geology at Stockholm University, Dry. WIBNI Carlen, says that the temperature in Antarctica is indeed rising, but only slightly. But he also claims that more snow in accumulating than melting off. In The Inconvenient Truth, AY Gore claims that over 200 cities and towns in Western American have experience all time records for temperature and that this is caused by global warming. According to a new study released by Dry. Roy Spencer, Principal Research Scientist at the University of Alabama, it is not uncommon for many towns, out of the thousands, to experience record setting weather. His data reveals that recent temperatures in America were not unusual. A scientific group focusing on Climate Variability and Mechanisms conclude that the Earths climate in the past 1 0,000 years is, is now known to have been highly unstable and prone to major, rapid changes, especially warnings, that occurred briefly within a few decades or less.. The scientific community has made major strides in documenting the history of leaning-decal scale climate change. In a paper that was published in Science Magazine, seven scientists concluded that the Earth is on a 1 500 year cycle. They found evidence by testing the carbon and beryllium isotopes in sediments that suggests the changes In surface winds and surface temperatures are caused solar output. They also found that the Earth has experience drastic temperature changes r oughly ever 1 500 years, dating back 1000 A. D. Two other scientists, Wolfgang Berger and Lurch von Radar, retrieved a 5,000 year old sediment from the Arabian Sea. It revealed an unnamed cold period before the Roman Empire, the 1 1 50-year Roman cycle, the 900-year Medieval cycle, and the beginning of the Modern Cycle. This means that the Earth has cooling cycles and warming cycles. They concluded that the Earth has been warming since 1 680, the lowest point of a cooling period called the Little Ice Age. With all the evidence the Government has been relaying that proves global warming to be true, why has a lot of information been left out?

The Complete Guide to ACT Grammar Rules

The Complete Guide to ACT Grammar Rules SAT / ACT Prep Online Guides and Tips Even though the English language is complex, ACT English tests a specific set of grammar rules. Furthermore, it tests these rules the same way, over and over again. In this complete guide, we've compiled the comprehensive list of ACT English grammar rules you need to know to ace the ACT English section. If you master all these rules and practice them with realistic ACT questions, you'll have a huge advantage on the English section.Unlike other guides, we give you lots of examples to help you understand how grammar rules will show up on the ACT. After all, you need to master the ACT format to do well on the ACT. Quick Overview The English rules tested on the ACT can be grouped into two categories: Usage and Rhetoric. Usage skills are what are typically called "grammar rules," such as punctuation, subject/verb agreement, and verb tenses. Rhetorical skills have to do with style, organization, and writing logic. You'll need to know how to organize sentences in a paragraph, connect two ideas together logically, and sequence paragraphs together. We'll start first with Usage skills, then move onto Rhetorical skills. Want to improve your ACT score by 4 points or more? We've put our best advice into a single guide. These are the 5 strategies you MUST be using to have a shot at improving your score. Download this free ACT guide now: USAGE SKILLS Usage questions cover primarily grammar and punctuation - what we generally think of as correct English. Punctuation The ACT only tests very specific uses of certain kinds of punctuation. Those rules, and only those rules, are detailed below. Commas Use commas to separate words and word groups in a simple series of three or more items. We had coffee, cheese, crackers, and grapes. Use a comma to separate two adjectives when the adjectives are interchangeable. It was a vibrant, massive painting. When starting a sentence with a dependent clause, use a comma after it. When Jim studied in the library for his chemistry quiz, it was very quiet. Use commas to set off nonessential parts of the sentence. The woman, knowing it was late, hurried home. Apostrophes Apostrophes are used two ways on the ACT: to show possession and to create contractions. Many of the apostrophes issues are tested using the "Word Choice" skill further below. To form possessives of nouns: Laura's hat The kids' toys The tree's leaves Note that the singular possessive Laura's has the apostrophe before the s, while the plural possessive kids' has the apostrophe after the s. To create contractions (show the omission of letters): There's a clown. You'd love it. Who's there? Colons Use a colon after an independent clause when it is followed by a list, a quotation, appositive, or other idea directly related to the independent clause. The vote was unanimous: the older candidate had won. Semicolons Use a semicolon to join 2 independent clauses when the second clause restates the first or when the two clauses are of equal emphasis. I'm not sure how to get there; let's get directions. Use a semicolon to join 2 independent clauses when the second clause begins with a conjunctive adverb (however, therefore, etc.) or a transition (in fact, for example, etc.). The basement is scary; thus, I do not go down there alone. Dashes Dashes are used to set off or emphasize the content enclosed within dashes or the content that follows a dash. Dashes place more emphasis on this content than parentheses. Upon discovering the errors- all 124 of them- the publisher immediately recalled the books. End Punctuation Use a period at the end of a sentence that makes a statement. He will try again. Use a question mark after direct questions. Where are we? Use (rarely) an exclamation point at the end of a sentence to express strong emotion. Stop it! Pronouns A pronoun is a noun that can stand in for another noun. For example, the pronoun "she" can stand in for "the woman" or "Queen Elizabeth." But, unlike nouns, pronouns change their form if they're used in different ways. These are the ways that pronouns are tested on the ACT. Subject vs. Object Pronouns Nouns, in relation to verbs, can be subjects or objects. Subjects "do" verbs and objects have verbs "done" to them: a dog (the subject noun) chases (the verb) its tail (the object noun). Regular nouns like dog or tail do not change depending on whether they are subjects or objects, but most pronouns do. For example, in the phrase "she likes him," the woman is the subject, so the pronoun is she; in the phrase "he likes her," the woman is the object, so the pronoun is her. Subject Pronouns Object Pronouns I you he she it we they me you him her it us them Examples Error: Me and my parents ate dinner. Corrected: My parents and I ate dinner. Error: The tourists asked my friends and I for directions. Corrected: The tourists asked my friends and me for directions. Error: The Girl Scouts sold cookies to my sister and I. Corrected: The Girl Scouts sold cookies to my sister and me. Note above that all of the examples pair the faulty pronoun with another noun. This is almost always how the harder ACT pronoun questions test this skill. That vs. Who This concept is simple: who is the pronoun for a person or people, and that is the pronoun for everything else. Examples Error: The coach is the person that is in charge of the team's schedule. Corrected: The coach is the person who is in charge of the team's schedule. Error: The elephant is the animal who asks for the most treats. Corrected: The elephant is the animal that asks for the most treats. Error: The corporation is who owns this land. Corrected: The corporation is what owns this land. Pronoun Agreement When we use pronouns more than once in a sentence, we have to use the same perspective throughout. Examples Error: If a person wants to succeed in corporate life, you have to know the rules of the game. Corrected: If a person wants to succeed in corporate life, she has to know the rules of the game. Error: Everyone should make their own decision. Corrected: Everyone should make his own decision. Error: Every student must study hard if they want good grades. Corrected: Every student must study hard if she wants good grades. Note: In the second example, that the error is the commonly-used "their" to mean a singular noun (everyone); while this is used in common, everyday speech, using "their" as a possessive pronoun for a single person is not formally accepted as grammatically correct on the ACT. These singular nouns that seem plural (such as nobody, anyone, and each person), as well as "their" instead of the singular "he" or "his," are often tested in the hardest pronoun questions. Ambiguous Reference Wherever there is a pronoun, it should be obvious what the pronoun is "standing in" for. Examples Error: Ethel told Lucy that her pie was wonderful. Corrected: Ethel told Lucy that Lucy's pie was wonderful. Error: The files arranged by the temporary workers were out of order, so we sent them back to the main office. Corrected: The files arranged by the temporary workers were out of order, so we sent the files back to the main office. Error: Once Nora and Elise go to live with their husbands, they have to convert to their ways of living. Corrected: Once Nora and Elise go to live with their husbands, the husbands have to convert to their wives' ways of living. Verb Forms: Tense and Agreement There are two main issues with verbs tested on the ACT: verb tense and subject-verb agreement. The subject is the noun that "does" the verb (below, the subject of the sentences is they.) Verb Tense There are six basic verb tenses, two for each time period: Simple Present: They sing. Present Perfect: They have sung. Simple Past: They sang. Past Perfect: They had sung. Future: They will sing. Future Perfect: They will have sung. All of these tenses are created out of three forms of "to sing": sing (present), sang (past), and sung (past participle). As you can see, some of the correct verb forms are created by adding forms of the words "have" and "do." The idea is to keep verbs in a single sentence within the same time period. Examples Error: The boy insisted that he has paid for the candy bars. Corrected: The boy insisted (past) that he had paid (past perfect) for the candy bars. Error: The doctor suggested bed rest for the patient, who suffers from a bad cold. Corrected: The doctor suggested (past) bed rest for the patient, who suffered (past) from a bad cold. Error: I told him that he can drop by any time and I will be happy to help him. Corrected: I told (past) him that he could (past) drop by any time and I would (past) be happy to help him. Subject/Verb Agreement Nouns and verbs are both parts of speech with number: they are written differently if they refer to just one thing or multiple things. Subject/verb agreement just means that the noun and the verb have the same number (singular or plural). For example, one dog runs fast, but two dogs run fast. Examples Matching subjects and verbs are underlined, while verbs that don't match subjects are bold. Error: The climate in those cities are uncomfortably humid. Corrected: The climate (singular) in those cities is (singular) uncomfortably humid Error: There was a rat and three buckets of whitewash in the corner of the basement. Corrected: There were (plural) a rat and three buckets of whitewash (plural) in the corner of the basement. Error: Ms. Russell is trying to read a book outside but a swarm of flies keep distracting her. Corrected: Ms. Russell is trying to read a book outside but a swarm (singular) of flies keeps (singular) distracting her. Comparisons These are pretty simple. Comparisons between two things are formed by the construction "x is more/less [adjective]/[adjective]-er than y." For example, Bill is more friendly than Louis. Comparisons between three or more things, however, are formed by the construction "x is the most [adjective]/[adjective]-est of the [things]." For example, Lucy was the most adept student in the class or The cheetah is the fastest land animal. The ACT tests this skill by mismatching the types of comparison: Examples Error: Between butterflies and spiders, humans admire butterflies the most. Corrected: Between butterflies and spiders, humans admire butterflies more. Error: Cheetahs are the faster of all land mammals. Corrected: Cheetahs are the fastest of all land mammals. Error: Nationalists think theirs is the better nation of all. Corrected: Nationalists think theirs is the best nation of all. Wondering how best to practice these grammar rules? Check out our #1 rated online ACT prep program. Unlike most prep programs, PrepScholar is special because we give you focused practice on individual skills, customized to your strengths and weaknesses. Are you weak in punctuation? We'll give you dozens of practice questions to master how to use commas. Confused about subject/verb agreement? PrepScholar will drill you on this grammar rule until you master it. We guarantee your money back if you don't improve your ACT score by 4 points or more. Check out our 5-day free trial: Word Choice These questions are about commonly confused words. Just memorize which is which. Its vs. It’s It's is short for it is or it has. It's too late. Its shows possession, like his and her. These are its footprints. Their vs. There vs. They’re There refers to a place. There is a terrarium in the first building; it is over there. They're is a contraction of they are. They're not in this building. Their is the possessive pronoun. Their house is on the next street. To vs. Too vs. Two Two is a number. There were two books on the table. Too means "more than enough" and "also." After we got our dinner for free, they gave us too much ice cream for dessert, too!" To indicates direction and action. We're going to the park to play basketball. Then vs. Than Then is mainly an adverb, often used to situate actions in time. That was then; this is now. Than is a conjunction used mainly in making comparisons. Shaq is taller than Kobe. "Might Have" vs. "Might Of" "Might have" is correct. "Might of" is not. She might have gotten lost. Idioms Idioms are expressions that mean something different than the actual words they use, such as "rain cats and dogs" or "kick the bucket." But in English we also have short phrases made of words that always go together, and these are also tested on the ACT. Examples Error: Maria stumbled in her old rocking horse in the garage. Corrected: Maria stumbled upon her old rocking horse in the garage. Error: Loud guard dogs keep burglars in bay. Corrected: Loud guard dogs keep burglars at bay. Error: Arturo and I happened for meet at the library. Corrected: Arturo and I happened to meet at the library. Verbal Phrases The ACT particularly loves one type of idiom: verbal phrases, which are verb + preposition pairs. They always want to know if you know which is the correct preposition, as in the incorrect sentences below. Examples Error: The show was followed on an encore. Corrected: The show was followed by an encore. Error: She is responsible of returning her library books. Corrected: She is responsible for returning her library books. Error: One should refrain for texting while driving. Corrected: One should refrain from texting while driving. Bonus: Looking for the very best guides to every ACT section? Check out our top guides for every single section of the ACT. Choose the score level you're aiming for: 36 Score Guides: ACT English | ACT Math | ACT Reading | ACT Science | ACT Essay Choose these guides if you're scoring a 26 or above on a section, and you want to get the highest ACT score possible. 24 Score Guides: ACT English | ACT Math | ACT Reading | ACT Science | ACT Science Choose these guides if you're scoring below a 24 on a section, and you want to boost your score to at least a 24 level. These are the very best guides available on boosting your ACT score, section by section. They're written by Harvard grads and perfect ACT scorers. Don't disappoint yourself - read these guides and improve your score today. Sentence Fragments Run-on Sentences Sentences are made up of groups of words that are called clauses. There are two types of clauses: independent (can be a complete sentence) and dependent (must be attached to an independent clause in order to be a complete sentence). An independent clause has a subject-verb pair and does not start with a word or phrase that makes the clause dependent, such as "when" or "because" (as in example 3 below). In the examples below, the subjects are underlined and the verbs are in bold. A Sentence Fragment is a sentence made of anything less than an independent clause. To fix it, we add an independent clause. Examples Fragment: Such as electrical, chemical, and industrial engineering. Corrected: There are many STEM careers, such as electrical, chemical, and industrial engineering. Fragment: Saving her team at a time when they needed her. Corrected: The goalie was saving her team at a time when they needed her. Fragment: Because the one I have now isn't working out too well. Corrected: I need a new roommate, because the one I have now isn't working out too well. A Run-on Sentence is made of multiple independent clauses joined by only a comma or no punctuation at all. It can be fixed with a comma and conjunction (example 1 below), a joining word like and or because (example 2 below), or a semicolon (example 3 below). Examples Run-on sentence: My favorite Mediterranean spread is hummus it is very garlicky. Corrected: My favorite Mediterranean spread is hummus, as it is very garlicky. Run-on sentence: I rushed out to the shop, I had no milk left. Corrected: I rushed out to the shop because I had no milk left. Run-on sentence: Mary likes dogs she has a beagle. Corrected: Mary likes dogs; she has a beagle. Parallel Construction Parallel construction is when we present a list of things all in the same way. For example, if two things in a list are adverbs, the third should also be an adverb. If two things in a list are "to [verb]," then the other should also be in the form "to [verb]." To fix it, we just phrase all of the items in the list the same way. Examples Error: The couple bought the concert tickets, arrived at the theater, and went about finding their seats. Corrected: The couple bought the concert tickets, arrived at the theater, and found their seats. Error: The deer moved carefully, quietly and in a way that was slow. Corrected: The deer moved carefully, quietly and slowly. Error: Peeling hazelnuts requires skill, patience, and the ability to persevere. Corrected: Peeling hazelnuts requires skill, patience, and perseverance. Faulty Modifiers A modifier is a word or phrase that describes (a.k.a. modifies) something. There are two kinds of modifier problems tested on the ACT: dangling modifiers and misplaced modifiers. Dangling Modifier A dangling modifier is a modifier that begins a sentence, has a comma after it, and has the noun it describes NOT placed after the comma. In the first example below, for example, the modifier is "coating the sidewalk," and it describes the snow. Since "we" is the first word after the comma, not "snow," "coating the sidewalk" is a dangling modifier. Modifiers are underlined, while nouns being modified are in bold. Examples Error: Coating the sidewalk, we trudged through the heavy snow. Corrected: We trudged through the heavy snow coating the sidewalk. Error: Long and tangled, it was difficult to comb the child's hair. Corrected: Long and tangled, the child's hair was difficult to comb. Error: Exhausted and weak, the soldiers' uniforms were covered in frost. Corrected: Exhausted and weak, the soldiers were covered in frost. Misplaced Modifier A misplaced modifier is a modifier that's not close enough to the thing it describes, so it looks like it's describing the wrong thing. In the first example below, for example, the modifier "on the sale rack" seems to be describing how the jacket fits the rack, which isn't right. To correct it, we move the modifier closer to the noun it describes. Examples Error: The jacket was too small on the sale rack. Corrected: The jacket on the sale rack was too small. Error: Ray wore his one collared shirt to the job interview, which was stained with mustard. Corrected: Ray wore his one collared shirt, which was stained with mustard, to the job interview. Error: She handed out brownies to children wrapped in foil. Corrected: She handed out brownies wrapped in foil to children. Bonus: Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. RHETORICAL SKILLS We're now going to cover the Rhetorical skills you need for ACT English. Where Usage skills tend to focus on smaller subparts of a sentence, Rhetorical skills broaden the scope to consider how sentences are constructed, and how sentences fit together with each other. Relevance This skill is deciding what the passage is about and whether a certain detail belongs in that category or not. Which sentences, if any, are irrelevant in the paragraph below? [1] My uncle explained to me that bonsai cultivation was part of our ancestors’ culture that could remain with me for my whole life. [2] He said that bonsai as old as Hoshi didn’t need much maintenance, but he would teach me what I needed to know. [3] He added that I could easily do everything necessary for Hoshi's care in my dorm room. [4] It’s funny to think that Hoshi is older than my great grandparents. Bonsai are grown from parts of normal-sized trees that are kept small by pruning and planting in small pots. [5] They thrive in only partial sunlight but need to be pruned several times per year and kept in temperatures that stay well above freezing year-round. [6] Bonsai also require careful watering, and Hoshi in particular needs to live outside in the summer to get the best light and inside in the winter because of the cold. If you said Sentence 4 is irrelevant, you're correct. The paragraph is all about bonsai cultivation, and Sentence 4 is about the age of bonsai trees. Author Intent For this skill, we need to be able to identify the writer's topic, point, or goal, and the ways she achieves it. What is the writer's point, t in the above paragraph? The correct answer is something along the lines of "the idea of Ra shows that people personify objects they depend on." Organization: Transitional Logic The ACT wants to test our ability to transition between ideas within a sentence, a paragraph, or a whole essay. Examples Error: All through high school, we were inseparable; however, even our parents eventually became friends. Corrected: All through high school, we were inseparable; in fact, even our parents eventually became friends. Error: The painting is a fascinating work because, by representing women in such a novel way, it questions both representational art and traditional notions of femininity. Nonetheless, most critics agree that it is a groundbreaking work in the development of both cubism and modern art as a whole. Corrected: The painting is a fascinating work because, by representing women in such a novel way, it questions both representational art and traditional notions of femininity. Indeed, most critics agree that it is a groundbreaking work in the development of both cubism and modern art as a whole. Organization: Macro Logic Macro-logic is the skill of putting the parts of an essay in the right order. Fortunately, on the ACT, there are tons of clues as to what order sentences and paragraphs should go in. Can you spot the out-of-place sentence(s) in the passage below? [1] He wore a sailor’s uniform and used papers given to him by a free black sailor, showed his ingenuity and courage. [2] After a number of previous failed attempts, Douglass finally escaped to freedom. [3] He took two boats and two trains to get from Havre de Grace, Maryland to a safehouse in New York City, completing his journey to freedom in less than twenty four hours. [4] He received the uniform from Anna Murray, a free black woman in Baltimore who later became his wife. If you said Sentence 4 is out of place, you were right. It should go after Sentence 1. Extra Advice: Want to get into the best college you can? Read our famous guide on how to get into Harvard, the Ivy League, and your top choice college. In this guide, you'll learn: What colleges are looking for in your application How to impress your top choice colleges Why you're probably wasting your time on activities that don't matter Even if you're not actually interested in Ivy League schools, you'll still learn something fundamental about how to apply to college. Read our top college admissions guide today. Conciseness and Redundancy There are times when saying something twice is needed: for emphasis, to review a difficult topic, or to explain something more clearly. None of these apply on the ACT. The two ways this skill is tested on the ACT is through wordy sentences and redundant sentences. They're related, but different. Wordy Sentences Examples Error: To travel around Berlin, we have the option of choosing many different transport systems; among them are the U-Bahn, or the underground rail system similar to New York’s Subway, and the tram, which is another form of transport that involves railways that have tracks on the streets. Corrected: To travel around Berlin, we might take the U-Bahn, or subway; we could also take the tram. Error: High-quality learning environments are a necessary precondition for facilitation and enhancement of the ongoing learning process. Corrected: Good schools enable people to learn more. Error: With reference to the fact that the company is deficient in manufacturing and production space, the contract may in all probability be awarded to some other enterprise. Corrected: The company may not be awarded the contract because it lacks production facilities. Redundant Sentences Examples Error: Many uneducated citizens who have never attended school continue to vote for better schools. Corrected: Many uneducated citizens continue to vote for better schools. Error: The eye of a storm is a region of mostly calm weather found at the center of a tropical cyclone. Corrected: The eye is a region of mostly calm weather found at the center of a tropical cyclone. Error: The teenage woman who wanted to audition was talented, but only sixteen years old. Corrected: The woman who wanted to audition was talented, but only sixteen years old. Formality and Tone Every piece of writing has a level of formality, from none (a note passed in class) to maximum (official government or legal documents). The skill here is understanding the formality of the text (which is always pretty close to a book you'd read in English class). What's the informal phrase in the passage below? Examples Many cultures in recorded history have venerated and even worshipped the Sun. To some civilizations, the Sun represents all life; to others, the reason for the cycles of day and night. To Plato, the Sun represented the offspring of all that was good. In other myths, though, the Sun might have another kind of significance. It's for sure that the Sun carries great significance for many cultures both ancient and modern. If you said "it's for sure," you got it! It's less formal than the rest of the passage, which sounds quite academic. That's It! That's every rule tested on the ACT, as well as the ways in which they are likely to appear. Knowing these rules will make it easier to move forward confidently in your ACT practice. But this is just the beginning. Keep reading to find our most recommended links to master ACT English. What's Next? Knowing the grammar rules is just the beginning. Now, you need to practice them over and over again until you perfect your knowledge of them. Want an 36 on ACT English? Read our detailed guide on how to get a perfect English score. Be sure to also check our ultimate guide to ACT English, with links to all of our articles on ACT English tips and strategies. Better yet, read our guide on how to score a perfect ACT 36 score. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

The relationship between artist and mental illness Essay - 1

The relationship between artist and mental illness - Essay Example This paper will analyze two artistic works done by two different artists which address the topic of mental illness. It includes the description of the topic and how the mentioned artist has presented it. The two artists whose works are to be analyzed in this paper are Edvard Munch from the 19th century and Jean Dubuffet from the 20th century. These two artists came up with works which were induced by their nature of mental illness. The 19th century artist, Edward Munch was a Norwegian, who lived between the year 1863 and 1944 (Prideaux & Munch 10). The 20th century artist Jean Dubuffet, originally from France lived between the year 1901 and 1985(Malchiodi 32). Both artists exhibited mental illness and disturbance in their works. In most of his works, Edvard Munch focused on the concept of death and dying. Munch was somehow obsessed with death and everything related to it. Munch’s unhappy childhood contributed a lot to his personality and mental illness. He grew up witnessing the deaths of his family members. He experienced traumas during his birth, which consequentially made him relate everything in his life to sorrow and death. He engraved the effects of birth trauma in his artistic works. Death and suffering was the focal point for which Munch conceptualized on (Prideaux & Munch 254). Most of Munch’s works had horrific looks; the works included the dead mother, the scream, the vampire, ashes, death and the lady, man and wife, melancholy, the Madonna and Golgotha. Something interesting to notice is the fact that all his works were embedded with negativity and suffering which were related to death. Munch’s presentation of death made it exist in every activity and encounter he experienced. It is evident that all the paintings relate to his life also they are related to death. Munch embraced death, and this was embedded and portrayed in all of his paintings. The painting named the dead mother depicts a child standing next to a bed on which her dead

The impact of social networking on our daily lives Research Paper

The impact of social networking on our daily lives - Research Paper Example The development of formal and informal contacts takes place in the social networks, Facebook, twitter, LinkedIn and Google plus. Statistics show that over 1.2 billion people use Facebook as a social network (Hunter 27). Despite the fact that it can be termed by many as the greatest development of the twenty-first century, it is still a high predator against social values, social structures and moral development. This paper aims at discussing the impacts of social networking (both positive and negatives) and arriving at a point of concluding whether social networking should acclaim praise or reprimands. Discussion Most people believe firmly that social networks breed better than evil in society. There are major positive impacts as a result of electronic information exchange. To start with is the promotion and facilitation of competition in trade. This can be achieved through harmonization of business practices, standardization of information, convenience in reaching out to sister comp anies and the market. Social networks have enabled consumers to maximize their freedom of choice. Organizations can, therefore, win consumers by producing only the best and also having an up to date integrated information system (Hunter 30). Such like competition enhance economic growth and development. To add further on the impact of social networking to the global economy, millions of people today get employed by social institutions. These employments can be appreciated for alleviating poverty, higher standards of living and the decrease of the dependency ratio. The management of huge organizations can enjoy reduced costs of managing this can mainly be through, ease in channeling of information between and/or among branches, eased supervision, and coordination of decision making in different branches (Peacock 42). The social network has also been a major tool used by investors who are willing to establish new companies. The major role played by the networking is the identification of new brand name. This can be achieved by the sharing of ideas in the networking. The companies can also use the network to advertise their products. This is easily achievable because many people use the social network therefore, the company can reach its market in a more convenient way. The network has also enabled organizations to spy on their competitors. This tool has led to the success of firms as they have defined level of competition and are able to perform within the standards of competitors (Hunter 32). Social networking has also developed a platform where businesses can do their research on. Organizations are able to view the comments of their customers towards the products they are producing. This is caused by the fact that people are able to express themselves and also share their own ideas (Gattike 14). The network gives the firms a platform where they can interact with its customers; they are able to ask their customers' questions. This gives them a chance to know th e quality of their products and respond accordingly. They are also able to understand the amount of utility a consumer derives from their products (Ryan 59). Social networking also enables people who may be seeking a job. Many sites in the social network contain many job opportunities which are advertised by different

The Amazing Catch Essay Example for Free

The Amazing Catch Essay I am writing this paper on the video clip of the amazing catch made by the ball girl. This paper is going to be my perception of the video as I go through the three stages of perception. I will also be explaining my thoughts throughout the three stages of perception while watching the video. In addition, I will in the end be deciding whether or not I believe the video to be true or fake. Selection. Selection is defined in the book as the following â€Å"The process of attending to a stimulus. † (Floyd, pg. 109) I have watched this video over and over before writing this paper, but the first time I watched it nothing really stood out to me besides the very end where the girl catches the ball because that stimulus was unusual so my brain selected that. However, when I repeatedly watched the video I started to notice other things because I was using repetition. Some things that started to stand out to me were that the catcher changes his glove from one hand to another throughout the short video. Also the logo on the catcher’s vest changes sides during the video. And the last thing that stuck out was that after the girl catches the ball, you cant really tell she has a ponytail and she keeps her face towards the ground and not up where you can see it. The third characteristic of selection is intensity, which sort of ties the first two characteristics together. The reason I noticed the catch first was because it was my first time seeing the video so I didn’t know what to expect, and because the intensity or unusualness of the catch caught me off guard and my brain became alert, but as I began to look closer after watching it a few times I noticed more minute differences that I would never had noticed the first time watching the video. Organization. The book says organization is â€Å"The process of categorizing information that has been selected for attention.† (Floyd, pg. 109) When we are in the second stage of perception, there are four types of schema that  we use when we classify what we perceive about other people. Those four schemas are physical constructs, role constructs, interaction constructs, and psychological constructs. I however didn’t really use all four of those constructs when watching the amazing catch. I used three of the four schema, the physical, role and interaction constructs were the ones I used while classifying the information I perceived. When it comes to the physical constructs, it emphasizes people’s physical attributes. I noticed the girl wasn’t very tall, she was probably mid twenties, and that she had a slim body shape, which are all factors that make the catch hard to believe. The role constructs emphasize people’s social or professional positio n. I noticed at the end of the video was that she was a ball girl, and most ball girl or boys don’t ever go for a ball if it is in play or could potentially stay in play which I thought was a tad bit odd. The last construct that I used is the interaction construct. The interaction construct emphasizes people’s behaviors and I noticed that the girl kept her head down until she was in the chair with the camera on her. I find that weird because if you had just made a catch as amazing as that in a major league baseball game the last thing you would be doing is calmly jogging back to your seat. You would be showing off and admiring all of the cheers you were getting from the crowd. Stage one also aided in completing stage two because without being able to select the different stimuli in the beginning I wouldn’t be able to organize them and I wouldn’t have noticed all of the constructs that I saw during stage two. Interpretation. Interpretation is â€Å"The process of assigning meaning to information that has been selected for attention and organized.† (Floyd, pg. 111) There are three factors when it comes to interpretation. The three factors are experience, knowledge, and closeness. These are not especially useful in this situation because I have no personal experience with this girl, I have no former knowledge of this girl, and I have no closeness or relationship with this ball girl. I do however have prior knowledge of major league baseball. In major league baseball I have a hard time believing that a ball girl/boy would just jump into the game and catch a ball that was still in play, that is not their job and it is very unlikely. I don’t have a relationship with the girl, and I don’t have any prior experience with her  so I have no idea if she would just jump right into the middle of a game, but also having no prior closeness to this girl it is a lot easier to doubt her and feel like she is lying. Stage one and stage two of the perception process helped aid in my completion of stage three because without having stimuli to select and then organize I would have nothing to create an interpretation of. In conclusion, I do not think this video is real. I think this video is fake because of the switching of the glove and logo on the catchers uniform. I also found it very weird that you never got to see a close up of the girls face after the catch until she was all the way back at her seat. The last thing that makes me think this video isn’t real is that it just isn’t a believable thing for anyone to be able to do. I don’t think any human unless they were extremely tall would be able to jump to such a great height. It would be very impressive if this video truly is real, I just don’t perceive it to be. Works Cited Floyd, Kory. The Process of Perception. Interpersonal Communication. New York: McGraw-Hill, 2011. 108-13. Print.

Slavery, A Building Block in the Foundation of Americas History Essay

Slavery was present preceding the European discovery of the Americas. It was limited to the conquered people of the indigenous nations and it was not widespread. This situation changed with the arrival of Europeans, as they possessed modern weapons with which they were able to overtake the most formidable segments of native tribes. Sickness introduced to the indigenous tribes by the Europeans reduced the enslaved population to the point that new workers were needed. A slave trade was brought into existence by this need. Slaves were still gathered from indigenous tribes, but they were supplemented with African slaves brought by ship. These events helped to forge the Americas into the prosperous cultures they eventually became. Slavery influenced culture during the revolutionary period with the beginnings of racism, this culture change initiated lawmaking concerning race, which started with the first emancipation around 1780. How these two topics were molded until the 1850's, and have remained present in the modern era of our lives will be proven in the following essay. The word racism is a term used to describe the believed differences between people of different colors, because of traits, morals, or intellectual prowess. These perceived differences cause a racist person to treat a person of color in ways that would be unaccepted by most people in their own race. [1] This practice, racism, was initiated in the 17th century to promote or justify the use of slaves in what was to become the United States. Racism is justified by many means including the bible, science, and hypothetical theories. A widespread religious following in the Americas became the basis for acceptance of racism using the bible for justification. It ran into c... ...hudacoff, Fredrik Logevall, Beth Bailey, and Debra Michals. A People & A Nation: A history of The United States and A More Perfect Union. Mason, Ohio: Cengage Learning, 2010. [3]. Goldenberg, Amy Production Editor. RACE Are We So Different?. Arlington, VA: American Anthropological Association , 2010. http://www.understandingrace.org/history/gov/expan_slavery.html. (accessed March 20, 2012). [4]. Valbrun, Marjorie. "Rewriting the Script Won’t Change the Facts in the Trayvon Martin Case." Slate.com. April 2, 2012. Accessed April 12, 2012. http://www.slate.com/blogs/xx_factor/2012/04/02/trayvon_martin_zimmerman_s_black_friend_and_hispanic_defenses_won_t_work_.html. [5]. Olafson, Steve. "Tulsa Shootings Evoke City's past Racial Violence." Reuters News Service. Accessed April 10, 2012. http://www.reuters.com/article/2012/04/11/us-usa-crime-tulsa-idUSBRE83A02J20120411.

Ethnicity And Police Essay

September 4, 2005 six days after hurricane Katrina devastated the city of New Orleans, six New Orleans police officers loaded into the back of a Budget rental truck and stormed the Danziger Bridge in the eastern area of the city. The officers were responding to a call of shots fired and an officer was down, in reality police officers escorting a civilian convoy on the I-10 high rise made a distress call over the police radio of shots fired on the Danziger Bridge and made the impression that an officer was down. A group of at least nine officers were in the truck all from the 7th districts make shift station. Claimed once they approached the bridge they received gun fire from civilians, which made them open fire. Civilians on the bridge claim they were ambushed by the officers in the truck. The officers shot eight unarmed citizens fatally wounding two 17 year old James Brissette and 40 year old Robert Madison who was mentally disabled. The officers were wrong in doing so, because they did not verify any citizens carrying weapons nor did they identify themselves as police officers. The officers opened fire on the civilians under the assumption they were carrying weapons. By doing so the officers did not follow standard procedures (Nola, 2005). The New Orleans Police Department investigated the shootings internally, but victims of the shootings felt that justice was not served. The Bartholomew and Madison families who were the victims along with an outcry from citizens of New Orleans led the Federal Bureau of investigations to investigate the city’s police department. During the federal probe of the shootings, evidence was found that officers were not justified in the death of the two individuals, and the internal probe by investigators attempted to cover the evidence. Two years after the incident officers were arrested and indicted on murder charges, but the charges were dropped due to mishandling by the dist rict attorney’s office. Two weeks later the Civil Rights Division of the United States Department of Justice and the Federal Bureau of Investigations  took over the case. Robert Faulcon along with five other police officers faced charges ranging from corruption, violation of civil rights, and weapons charges. Before the case went to trial the federal prosecution offered a series of plea bargains to the suspected officers because the case had been â€Å"cold† when they received it. On August 5, 2011 nearly six years after hurricane Katrina struck the city of New Orleans Robert Faulcon appeared in federal court, United States district judge Kurt Engelhart presided over the hearings (FBI, 2012). Robert Faulcon who fatally shot Robert Madison in the back with a shotgun testified that he never saw anyone on the bridge point a gun or fire at him, and that he never identified himself as a police officer or told Madison to stop. Two innocent people died and several others were wounded that day on the Danziger Bridge by the police officers whose jobs were to protect their lives of the innocent. After testimonies from prosecution and defense the former officers were found guilty on all charges. Robert Faulcon was sentenced to sixty five years in federal prison. Sergeant Kenneth Brown was sentenced to 40 years in prison, Sergeant Robert Gesivius also received 40 years in prison, and Officer Anthony Villavaso received a 38 year sentence. Sergeant Authur Kaufman who was the lead investigator on the case, received a six year sentence for covering up the crimes during the investigation, and one officer was exonerated of the charges (Chicago Citizen, 2010). An attorney for the Department of Justice described the case as â€Å"one of the most significant police misconduct incidents since the Rodney King beating.† The New Orleans police department has a long history of corruption and violence. With the prosecution of these officers citizens hope that this will end the final chapter. And that they can begin to trust the officers sworn to protect them. References (2010, December 15). Former New Orleans Police Officer Sentenced for Role in Danziger Bridge Shootings. Chicago Citizen – Chatham Southeast Edition. p. 3. (September 4, 2005). Police shoot eight on New Orleans bridge. Associated press. Retrieved from. http://www.nola.com/katrina/index.ssf/2005/09/police_shoot_8_on_new_orleans_b

Perspectives on Free-Speech Zones on College Campuses Essay

Naturally, many negative connotations come along with the term â€Å"free-speech zone. † The wording alone automatically insinuates that free speech should not be allowed everywhere, which is hardly the true intention of the idea. Sometimes the right of free speech is taken advantage of; such as in certain rallies and protests, where disruptive noise, violence, and destruction often occurs. Universities hold a responsibility to their students of providing a reasonably safe and undisruptive environment to learn and excel in. Universities are not creating â€Å"free-speech zones† to limit free speech, but rather to maintain a secure atmosphere that is conducive to concentration and higher learning. Universities should be able to maintain a certain level of safety on campus in whatever way they choose. â€Å"The University reserves the right to relocate or cancel the activity due to disruption from excessive noise levels, traffic entanglement, or if the safety of individuals is in question† (West Virginia University’s Student Handbook 91). They are not undermining the right of free speech that we as Americans legally hold, but are creating an appropriate means for demonstrators to voice their opinions without causing unnecessary disruption and chaos in inappropriate places on campus. An issue I do have with this idea of a â€Å"free-speech zone† is that there isn’t a clear definition of when or where these zones should be used. Who is to say whether or not the voicing of a certain opinion or idea requires the use of a â€Å"free-speech zone†? If what constitutes the use of a â€Å"free-speech zone† was better defined then the use of such â€Å"zones† could be more affective and appropriate. As stated by Robert J. Scott, protest zones have been used at many political conventions and other major events. â€Å"Protest zones can be reasonable restrictions that allow free-speech rights to be expressed while decreasing safety concerns and preventing undue disruption† (Scott 92). With the history of violence and destruction that is associated with protests, it is only natural that certain precautions be taken to prevent such problems. It is too vague to say the free expression of views or opinions may not â€Å"disrupt the normal function of the university,† as stated in the West Virginia University’s student handbook. Who decides what the â€Å"normal function† truly is, or when it is being â€Å"disrupted? † If a university decides to establish the use of â€Å"free-speech zones† then they should be able to provide a clear and concise description of when, and for what purpose, these â€Å"zones† should be used. One of a universities top priorities is to make their campus as safe and secure as possible, and if â€Å"free-speech zones† or â€Å"protest zones† are what they feel are necessary to maintain that security then they should be able to enforce them. The problem really comes down to whether or not these â€Å"zones† are used appropriately. If used extensively, and at levels that are unnecessary for the safety of students, then human rights issues could easily come into play. But if used in a smart way, such as for larger demonstrations of freedom of speech, like protests and rallies, then they could be helpful in preventing destruction and/or distraction on university campuses. â€Å"Requiring those expressing dissent to obey the law while doing so does not constitute repression† (Scott 92).

A Comparative Study of John Carpenters The Thing and Howard Hawks The Thing from Another World essays

A Comparative Study of John Carpenters The Thing and Howard Hawks The Thing from Another World essays The director John Carpenter entitled his 1982 remake of Howard Hawks 1951 The Thing from Another World simply The Thing. Carpenters new, shortened title significantly eliminates the alien origin of the protean monster that terrorizes the human characters of the film. This suggests that what is so frightening about Carpenters Thing is not that it is an alien, but that it is formless and nameless. Most horror films force the viewer to confront some concrete horror, from a thing that goes bump in the night to a blood-sucking vampire. Hawks concrete version of horror threatens truth and the American way of life by attempting to infiltrate human society. However, Carpenters more subtle rendering of the socially destabilizing force of The Thing compels the viewer to confront the ultimate horror of all-namely the formless and undefined nature of his or her own identity. Hawks Thing, in contrast, is merely a being that provides a focus of hatred for the human race to unite against and u ltimately triumph. Essentially, Carpenters creature dwells perpetually in Lacans mirror stage of infant development, whereby the infant, in a search for a stable self in an unfamiliar world, mimics other persons. The unstable identity of The Thing in Carpenters remake destabilizes the secure sense of self and reality of the actual humans who are being pursued by the creature. Trust is a tough thing to come by these days, says one of the still-human characters, the helicopter pilot MacReady, whose identity has not been subsumed by the Thing as the alien takes upon the image of every human person it kills. Carpenters film quickly devolves into a war between those possessing a conventional sense of identity, namely the remaining humans, and the Thing, which will win once it has killed and taken in the image of every person it has eve...

Admiration of Anne Bradstreets Essay

Admiration of Anne Broadsheets Essay Admiration of Anne Broadsheets values as compared to those of Ben Franklin and Jonathan Edwards The relationships that people have with others has a severe Impact on that persons life, albeit many are good, some, though, are bad. How we choose to form, maintain and use these relationships is up to us, Just as what they mean is up touts too. I will show the relationships of some writers and how they treat others, as an important value to me. Three writers of our era, Benjamin Franklin, Jonathan Edwards, and Anne Broadsheet are most notable with their relationships with people.My thoughts on Benjamin Franklins work were unfortunately on the negative side. To sum his writings up, they were long, boring and not concise. His writing varied heavily. He was known for writing on one topic and then changing to another then skipping to yet another. The following paragraph is an excerpt of his writings to show the long, varied writings that changed from subject to subject: l have been the more particular in this Description of my Journey, and shall be so of my first Entry into that City, that you may in your mind compare such an unlikely Beginning with the Figure I have since made there. s In my working Dress, my best Clothes being to come round by sea. I was dirty from my Journey; my pockets were stuffs out with shirts and stockings; I knew no Soul, nor where to look for lodging. I was fatiguing Traveling, Rowing and Want of Rest. I was very hungry, and my whole stock of consolidated of a Dutch Dollar and and about a Shilling in Copper.The latter I gave the People of the Boat for my Passage, who at first refused it on Account of my Rowing; but I Insisted on their taking it, a Man being sometimes more generous when he has but a little Money than when he has plenty, perhaps hero the Fear of Being thought to have but a little. Then I walked up the Street gazing about, till near the Market House I met a boy with bread] (p. 241) Because of the skipping around, to often unrelated topics, it is very difficult to pay attention, read and keep straight as to what is Franklins point.One could almost call the style of writing a form of rambling. From Franklins work one is able to deduce that he is a good man with good Intention and is a upbeat and optimistic person but he doesnt really care for people and treats them Like object and tools. He basically uses people to get ahead and uses people for favors. For example he loves his brother, supposedly, but he used his brother to pay for his boarding so he could be out of the way and not cause problems for all the other is nth household. He does does have his faults with people, and that is he trusts people too much.He has too much faith in people and whether that is because of his deist ways, and how he looks at things in the world,and through reason. His trust In people and things often leads him Into small troubles. His drunken friend Collins borrowed much money from Franklin promising to pay it back. Of course, it was never paid back. If one recalls how Franklin got to America it was because of using the abilities and powers of see of his friends. Another point of the real problems that Franklin had with people and relationships is the entire relationship that he had with Miss Read.The only thing that he wanted from the marriage was some money from the parents. Franklin was give it to him he first suggested to mortgage the house, and when he knew that that wouldnt be done he basically left them and Miss Read. Jonathan Edwards looks on life as a chance to serve God. He serves God by working hard and not doing things that would be considered bad by a Puritan (IEEE. UN, drinking, dancing, and parties. ) He believes Just like other Puritans that life should be dedicated strictly to God.The main idea to understand from Puritans is that when they believe that they are beginning to understand the Bible, they are beginning to understand the Word of God. Understanding the word of God means to Puritans that God is dwelling within them, which then, in turn, means that they are one of the chosen few who are saved. In order to ensure that he is one of the few to be saved Edwards must demean others so that they get the idea that they arent saved and only Edwards is saved. The only thing that Edwards values early in his life is salvation. He must have salvation. He believes he has been saved too and he goes on to point this out: From the about that time I began to have a new kind of apprehensions and Ideas of Christ, and the works of redemption, and the glorious way of salvation Him. I had an inward, sweet sense of these things, that at timescale into my heart; and my souls led away in pleasant views and contemplations of them. And my mind was greatly engages to spend my time in reading and meditating in Christ, and the beauty and Excellency of his peers, and the lovely way of salvation, by free grace in Him. (p. 78) The writings in the bible he can now understand. The way he looks at nature and how his whole way of thinking has been changed proves in his mind and would in any other Puritans mind that the Lord is with him. When a Puritan sees that any of these things have happened he may begin to believe that he is saved. When Edwards looked around after knowing about his salvation all he he was able to see Edwards midlife was a transitional period. There in the was a corrupt sinners. Transitional period he learned about life and the dwelling of God in nature, in all things.He took notice to nature which eventually led, though prayer and meditation, to the newer Edwards who attempted to help people. His attitude toward them still remained basically the same but as one of the chosen he tried to save more people and to spread the word of God. The attempts to save people are most notably seen through the sermons that he gives, his most famous being the one entitled Sinners in the Hands of an Angry God Edwards later in his life changed a bit and he thought that he understood God and his will.What really changed is that he seemed to care, maybe even if it was Just a little, about his fellow man. Although he still went out and preached to people, gave his sermons and basically told people that they were worth very little and didnt really care about them, he was out there in the public trying to save them and to tell them that even though God can and should let us burn in hell he doesnt let us all go to hell, he does pick out a few who have been exceptionally well. Those few whom He has chosen are saved.The Edwards whole point in the sermons is to scare other people people and get them to mend their ways in some possible feeble attempt to achieve salvation. Anne Broadsheet while to perfect in her own right is the probably the most alike me. She values most the relationships in her life, but she has trouble with her relationships because of the writes: Thou speakeasys fair, but hats me sore, Thy flattering shows Ill trust MO more, How oft thy slave, hast thou me made, When I believed what thou hast said, And never had more cause of woe, Than when I did what thou bats do,(p. 28 ) It refers to the difficulties between the flesh and the spirit of her body. It said that the flesh had spoken highly of the spirit but her actions spoke much louder, and it was quite the opposite. Broadsheet values her relationships more but is confused because of her devotion to God. Her God who had given her everything can at any time take it away, and Broadsheet realizes this but cant help but be saddened. She looses a house and she can handle it because as she so eloquently put it Yet by His gift is made thin own; Theres wealth enough I need no more, Farewell, my pelf, farewell my store. (p. 33) She knows that all the things that she really needs are in heaven and that cant be taken away from her. The world no longer let me love, My hope and treasure lies above. (p. 134) Somewhat of a problem with Broadsheet is ere attachment with some of her acquaintances. She is really attached to her granddaughter for example. Breadbaskets relationships mean very much to her, and in the poem about the death of her granddaughter, Broadsheet shows her weakness with people and relationships Blest babe, why should I once bewail thy fate, or sigh thy days so soon were terminate, Sits thou art settled in an everlasting state. (p. 132). Yet regardless of what society thinks of Broadsheet or the relationships she still cherishes them with all her heart. I feel that Anne Broadsheet is most like me because I am all for the relationships in life. The relationships that I make and have are what make me. I dont treat people like objects and use them to get ahead in life. Nor do I Just hate people and think that everyone else is a corrupt individual out to make themselves look good in from of God.I am confused with my spiritual self Just like she is. And Just like broadsheet with the loss of her grandchild she was terribly sad, so am I with the move to college and my slowing communication with my old best group of friends. The relationships that people have with others has a severe impact on that persons life, albeit many are good, some, though, are bad. How we choose to form, maintain and use these relationships is up to us, Just as what they mean is up to us too. I will show the relationships of some writers and how they treat others, as an important value to me. Three writers of our era, Benjamin Franklin, Jonathan Edwards, and Anne Broadsheet are most notable with their relationships with people. My thoughts on Benjamin Franklins work were unfortunately Beginning with the Figure I have since made there. I was in my working Dress, my it on Account of my Rowing; but I insisted on their taking it, a Man being sometimes gazing about, till near the Market House I met a boy with bread (p. 41) Because of good man with good intention and is a upbeat and optimistic person but he doesnt really care for people and treats them like object and tools. He basically uses people in the world,and through reason. His trust in people and things often leads him into willing to use Miss read for getting money from her parents. When they refuse to social pressure. For example in hint of difficulties in relationships can be seen as she time take it away, and Broadsheet realizes this but cant help but be saddened.

The English Patient Essay Example | Topics and Well Written Essays - 1750 words

The English Patient - Essay Example He takes fragments and paragraphs cut out of other books and includes them in his novel. There is intertextuality richness in the novel including statutes, myths, christian imagery, desert images and references to portraits. His novel is swollen with different images just like Almasys common place book swollen to twice the original thicknes. The emphasies on the importance of maps is evident in The English Patient. Books, people, faith and art work are all reduced to maps to their skeletal structure. The reduction is a form of econstruction similar to the one of bombs in the novel. For giving the germans the desert maps, Almasy is considered a traitor and his treason justifying the preoccupation of the novel with maps. In the analysis highlighting the importance of maps, the gravity of his crime is evident. As a form of knowledge, maps give power to those who have them. Almasy claims that his map drawing ability motivated the Bedouins to save him. He goes further to explain that â€Å"they kept me alive for a reason. I was useful you see... I am a man who can recognize an unnamed town by its skeletal shape on a map† (Ondaatje, p.18). The Bedouins try making use of Almasy’s vast reservoir of information. For some, he draws maps going beyond their own boundaries and for other tribes explains the mechanic of guns(Ondaatje, p.22). Almasy claims having information like a sea in him and that he knew maps of the sea floor. maps depicting weaknesses in the earths shield, charts painted on skin containing various routes of the crusades. These maps have great destruction power since they depict weaknesses in the earths shield. The weaknesses would be exploited to create a destructive earthquake or to errupt a volcano in the land of the enemy. Heble observes Ondaatje’s based character of Almasy on that of a real person. Almasy’s slippery identity is an analogue to the English patients in the novel. Totosy argues that Almasys fictional position,