Pre â€1914 Poetry Comparison on Love Essay - 1409 Words

In this compare and contrast essay I will compare four poems in detail and mention two in the passing to find similarities and differences. The poems and sonnets I have chosen to compare are ‘Porphyria’s Lover’ and ‘My Last Duchess’ by Robert Browning and Sonnet 18 and Sonnet 130 by William Shakespeare The two Robert Browning poems, ‘Porphyria’s Lover’ and ‘My Last Duchess’ were written in the infamous Victorian Era whereas the two Shakespearean Sonnets were written in the Elizabethan Era. The styles of the poems differ in accordance to the difference of the time in which they were written. Pre-Romantic Era poems moved away from the idealistic concept of love towards a more realistic consideration of it, taking into account the social†¦show more content†¦Likewise, the Victorian Era poet, Christina Rossetti credited with poems like ‘I wish I could remember,’ a feminist poem that was written from a woman’s point of view, a poem which used the Italian Sonnet form. Christina Rossetti has used both the English Sonnet and the Italian Sonnet, and this may be reflective of her background; she was born in England, but her father was Italian, so Italy, its language and customs had a strong influence on her life and her creative ness. Sonnet 18 doesn’t really show any signs of the blazon, whereas Sonnet 130 shows strong signs of the reversal of the blazon conventions. It turns the positives into hard-hitting real negatives, such as how his mistress is not a goddess, but in fact a real woman. This brings a new light to the reader about the poem, and the poem takes on a fresh perspective. The convention used is the similarly the opposite of the blazon convention in Chapter Four of the Song of Solomon, a love poem from the Bible, possibly the first recorded example of the blazon convention; its around 3,000 years old, The two Browning poems, ‘Porphyria’s Lover’ and ‘My Last Duchess’ were written to convey to the reader how women were treated in that era; as possession, as assets. Both of these poems can be read from different points of view and they also both are what is known as dramatic monologue. Both of the Robert Browning poems are written in the first person, similarly to theShow MoreRelated Comparison and Contrasting Between 3 poems: - The Flea (John Donne),931 Words   |  4 PagesComparison and Contrasting Between 3 poems: - The Flea (John Donne), Shall I Compare Thee To A Summers Day (William Shakespeare), and Jenny Kissed Me (James Leigh Hunt) These three love poems or sonnets were all written pre 1914 but by very different writers. The authors of these poems use different styles of writing love poetry. For instance, John Donny is very clever. His poem, The Flea brings out an angle of smart sayings to get people to have sex. William Shakespeare focuses moreRead More Pre-1914 Century Poetry Coursework Essay1672 Words   |  7 PagesPre-1914 Century Poetry Coursework In this piece of coursework I will be comparing love songs from six different poems by different authors. I will do ‘First Love’ by John Clare, ‘How Do I Love Thee?’ by Elizabeth Barret Browning, ‘A Birthday’ and ‘Remember’ both by Christina Rossetti, ‘When We Two Parted’ by Lord Byron and ‘Villegiature’ by Edith Nesbit. All these poems that I am going to be comparing are all written before the 20th century, in the early 1700’s and 1800’s era. Love isRead More Comparison of Four Poems about Loss Essay2011 Words   |  9 PagesComparison of Four Poems about Loss I am comparing â€Å"On my first Sonne† by Ben Jonson (a pre-1914 piece of poetry, written in 1616), â€Å"My Last Duchess† by Robert Browning (a pre-1914 piece of poetry, written in 1845), â€Å"Mid-Term Break† by Seamus Heaney (a piece of poetry from the Heaney bank) and â€Å"Cold Knap Lake† by Gillian Clarke (a piece of poetry from the Clarke bank). The poem, â€Å"On my first Sonne† is about the loss of a close family member, Ben Jonson’s first son, who died at the ageRead MoreDaffodils by William Wordsworth and Miracle on St. Davids Day by Gillian Clarke2054 Words   |  9 Pagesto England, moving in with his sister Dorothy in Dorset. It was during this time he discovered his calling as a poet with a principal theme of the common man close to nature. In 1798 he was central figure in the advent of Romantic Poetry, together with Coleridge writing the Lyrical Ballads, which began with Coleridges Ancient Mariner and ended with Wordsworths Tintern Abbey. He spent a year in Germany, then settled down in Dove Cottage, Grasmere with his wife MaryRead More Comparison of Remember and Sonnet Essay3207 Words   |  13 PagesComparison of Remember and Sonnet Many parallels can be drawn between Remember by Christina Rossetti and Sonnet by Elizabeth Barrett Browning, however at the same time there are distinct contrasts apparent. The title Sonnet -or often commonly known as How do I love thee- obviously introduces the piece in sonnet form. A sonnet is a fourteen-line poem in iambic pentameter with a carefully patterned rhyme scheme. The Italian or Petrarchan sonnet, named after Francesco Petrarch, anRead MoreThe Disenchanted Research Paper3448 Words   |  14 Pagesâ€Å"too stupefied to tell day from night, gin from vodka, and love from hate.† [Ch. Old Business III]â€Å"Manley was drunk and he was a spectacle. But they seemed glad this had happened to him. That is what galled.† (Ch. 18). The 1920’s and 1930’s have a lot under their hood, the following is a socio-cultural portrait/comparison of what the 20’s and 30’s were all about. â€Å"T.S Eliot has been one of the most daring innovators of twentieth-century poetry. Never compromising either with the public or indeed withRead MoreComparison Between Remember And Sonnet1959 Words   |  8 PagesComparison between â€Å"Remember† and â€Å"Sonnet† There are many similarities between Remember by Christina Rossetti and Sonnet by Elizabeth Barrett Browning, and yet, at the same time there are very differing contrasts. The title of the poem Sonnet or commonly referred to as How do I love thee obviously the piece is written in sonnet form and â€Å"Remember† by Christina Rossetti is also written in sonnet form. A sonnet is a fourteen line poem written in iambic pentameter. Within both of these poemsRead More The Life and Times of Claude McKay Essay2788 Words   |  12 Pagesthe black residents of the city.† The contrast of these two cities inspired McKay to write Songs of Jamaica and Constab Ballads (Masiello 244). These two pieces of writing were published by Walter Jekyll, a publisher who encouraged McKay to write poetry rooted in Jamaican folk culture and with Jamaican Dialect. These pieces of writing differed from the traditional form of writing he learned in his schooling, but gave McKay his first piece of recognition. These two pieces of writing were so successfulRead MoreEssay on Pre 1914 Love Poetry from the Victorian and Elizabethan Era3579 Words   |  15 PagesPre 1914 Love Poetry from the Victorian and Elizabethan Era Conventional females were considered to be second class citizens who were expected to refrain in conveying their natural feelings and emotions. Women were also socially neglected, as they were expected to remain at home whilst their respective husbands ensured the upkeep of the family by managing the family finances. The male population at this point in time ignorantly viewed women as coy, innocent characters, seemingly unawareRead MoreHAMLET AND ORESTES10421 Words   |  42 Pages07 1 THE BRITISH ACADEMY THE ANNUAL SHAKESPEARE LECTURE 1914 Hamlet and Orestes A Study in Traditional Types By Gilbert Murray, LL.D., D.Litt. Regius Professor of Greek in the University of Oxford Fellow of the Academy New York Oxford University Press American Branch 35 West 32nd Street London : Humphrey Milford THE BRITISH ACADEMY THE ANNUAL SHAKESPEARE LECTURE 1914 Hamlet and Orestes A Study in Traditional Types By Gilbert Murray

Literary Analysis Of Wuthering Heights - 1354 Words

In her novel Wuthering Heights, Emily Brontà « uses a formal style of writing to portray the language of those used during the early 1800s. Throughout the majority of the novel, Nelly Dean is telling the story of how Wuthering Heights came to be the place that it currently is. Throughout Dean’s narration, characters are voiced differently due to their role in society. An example of this is shown when Brontà « would use fragments of words to represent the speech of Hareton, one of the servants of Wuthering Heights. In contrast, Catherine, being well educated, would use sophisticated grammar and an extensive vocabulary whenever she spoke. Heathcliff was revealed as a two-sided character in this reading. On one hand, the author would use negative†¦show more content†¦Ã¢â‚¬Å"I wish I had light hair and a fair skin, and was dressed, and behaved as well, and had a chance of being as rich as he will be!† (Brontà «, 56) Heathcliff’s accusation above is mind blowing. From the youngest of ages, Heathcliff longed to have what Edgar Linton had. This translates to the future when Heathcliff wishes to acquire Catherine, who he loves deeply, and Thrushcross Grange from Mr. Linton â€Å"My love for Heathcliff resembles the eternal rocks beneath: a source of little visible delight, but necessary. Nelly, I am Heathcliff!† (Brontà «, 82) In her statement, Catherine, is describing how strong her love is for Heathcliff. She states that her love will never end. Catherine states that she is one with Heathcliff, for they share the same thoughts and the same mind. This quote shows that the bond of love cannot be broken and will stand the test of time. â€Å"Linton is all I have to love in the world, and though you have done what you could to make him hateful to me, and me to him, you cannot make us hate each other. And I defy you to hurt him when I am by, and I defy you to frighten me!† (Brontà «, 284) Cathy Linton, speaking above, displays the ability to love someone even when they do not deserve it. She draws her greatest strengths from love and kindles a fire of hatred towards Heathcliff because she has fallen for Linton. † It is hard to forgive, and to look at those eyes, and feel those wastedShow MoreRelatedLiterary Analysis : Emily, Wuthering Heights, And Jane Eyre924 Words   |  4 PagesLiterary Analysis The novels Emma, Wuthering Heights, and Jane Eyre were written by women in the 1800’s. The three writers chose to write and publish their novels under a different name from their own. Emma was written by Jane Austen, and published anonymously in 1815 (Behrens and Rosen 361). Emily Brontà « wrote Wuthering Heights, and was published in 1847 under the name Ellis Bell (Behrens and Rosen 368). The author of Jane Eyre, who was also the sister of Emily Brontà «, was Charlotte Brontà «. ThisRead MoreWuthering Heights By Emily Bronte1555 Words   |  7 Pages2015 Wuthering Heights (1847) by Emily Brontà « Introduction The novel Wuthering Heights was written in 1847 by Emily Brontà «. The plot unravels with Lockwood visiting his landlord at Wuthering Heights; as Lockwood stays the night, he starts to discover items within the home and later a fatal vision appears, which causes him great curiosity. Lockwood returns back to his residence at Thrushcross Granges and listens to the history of his landlord, Heathcliff; told by an old servant at Wuthering HeightsRead MoreEmily Brontes Wuthering Heights: Mental Illness and Feminism1663 Words   |  7 Pages Novels are often taken by the reader at face value, and are never looked into on a deeper level. It is important to search for more than what is seen in a literary work. Wuthering Heights is a great example of a book with its own hidden secrets that can surface with a little research. Emily Bronte’s Wuthering Heights depicts the oppression of women from mentally unstable individuals. Overview of Author Emily Bronte was born in Yorkshire, England on July 30, 1818 (â€Å"Emily Jane Bronte 1), to a familyRead MoreEmily Brontà «Ã¢â‚¬â„¢s Personal Influence on Wuthering Heights1820 Words   |  8 PagesThis is the case in Wuthering Heights by Emily Brontà «. Although the novel is in itself fictional, Brontà « invites readers into her private life by the way in which she writes her novel. Literary elements are often taken into consideration when determining the value of a literary work. However, they offer more than just layers of complexity to a work. Brontà « uses countless metaphors to portray relevance to her own life. The ongoing comparison between the characters in Wuthering Heights and Brontà «Ã¢â‚¬â„¢s ownRead MoreAnalysis Of `` Wuthering Heights `` By Emily Bronte2258 Words   |  10 Pagesonce stated that Wuthering Heights by Emily Brontà « â€Å"is ideological because it represents a ‘world view’- it represents conflicts without being fragmented by conf lict itself† (Wuthering Heights: AS A2 York Notes). This quote perfectly embodies Wuthering Heights from a deconstructive perspective, which involves a very thorough reading of texts in an effort to demonstrate that every text has contradictory meanings, rather than having one pleasant and rational meaning as in most literary cases. As a resultRead MoreWhen Art Imitates Art757 Words   |  3 Pagestheir means of expression. â€Å"It is practically certain that music and literature, usually combined with dance, arose as a single activity long before the concept of an art existed. In later stages of history, the connections between the musical and literary arts have varied from nation to nation and period to period. (†¦) As soon as the arts of music and literature began to draw apart, the possibility of one’s influencing the other arose.† If we believe that art is an imitation of life, then musicRead MoreCharacter Analysis of Emily Brontes Wuthering Heigh ts1954 Words   |  8 PagesCharacter Analysis of Emily Brontes Wuthering Heights In Emily Brontes Wuthering Heights, each character is a unique and plays an important role in tying the story together. All characters are related to one another in their own special way. They overlap and interconnect their faith and destinies to make an outstanding plot and theme and turn Emily Brontes novel to be a true masterpiece of World Literature. The most important character, which possesses the readersRead MoreFeminism, Narrative And Psychoanalysis1991 Words   |  8 PagesPsychoanalysis’, was originally a lecture delivered by the British second-wave feminist at a conference in Australia. One of the first proponents of Psychoanalytical Feminism, Mitchell fiercely defended the merits of psychoanalytical paradigms in feminist analysis at a time when they were largely considered two widely disparate and incompatible disciplines; especially since Mitchell’s contemporaries believed the former undermined the latter. Mitchell’s work was largely a reaction to Kate Milletts’ 1969 influentialRead MoreEssay on Emily Bronte Illusion and Reality3043 Words   |  13 PagesA consideration of how Emily Bronte, Tennessee Williams and Shakespeare consider the notion of illusion and reality in the context of a love story. Wuthering Heights follows the Romantic Movement, a movement within literature during the late 18th century with captured intense emotion and passion within writing as opposed to rationalisation. Emily Bronte’s main focal point within the novel is the extreme emotion of love and whether it leads to the characters contentment or ultimate calamity. ThisRead MoreWuthering Heights by Silvia Plath. Deconstruction of the Poem.1577 Words   |  7 Pages «Wuthering Heights » is a poem written by an American poet Sylvia Plath and is based on a novel of the same name by Emily Bronte. In order to convey her internal feelings of despair and disappointment, Sylvia uses a certain tone, structure, and a number of stylistic devises. Below is a descriptive analysis of how she manages to do so, and an interpretation of a poem’s meaning stanza by stanza. From the beginning of the first line, Sylvia Plath sets a depressive and negative tone to her poem. â€Å"The

Interventions in Learning Disabilities †Free Samples to Students

Question: Discuss about the Interventions in Learning Disabilities. Answer: Introduction: Educational Program development is the process of coming up with individualized specific procedures to help specific group of students such as those with learning disabilities or any other special need such as behavioral problems. This is done in an effort to bring about an improvement in the outcomes of such students and ensure they are not left behind in activities such as mathematical and reading skills (Fuchs 2014, Hoover 2011 and Danielson 2014). It is also done in an effort to prevent such students from dropping out of school before graduating as well as lacking employment after school. Program development management is done in several steps. First, the National Assessment for Education Progress (NAEP) does a general research so as to come up with a statistic concerning the number of students with problems in basic skills such as reading, mathematical and discipline problems. (Schiff, 2012). The students are then put through a multitier system that seeks to help them both academically and discipline wise. The initiatives include the Response To Intervention (RTI) and Positive Behavior Intervention and Supports, PBIS, both of which focus on helping struggling students improve, whether disabled or not. RTI also gives teachers sure ways of identifying disabled students. It divides services into multi tiers so as to enable the teachers be more specific with the students needs. Tier 1 is for all students and it is done in the mainstream classes and it gives general instructions and routines. Tier 2 is specific instructions for smaller groups and the group sessions are usually led by a specially trained adult. The tier 2 program help determine whether the students in question should go to tier 1 or whether they need a more intense and individualized training method and intervention (In Briesch, 2016). It was noted that the primary grade students respond better to RTI compared to older students. There is however a group of students with unique learning disabilities and intense behavioral problems and they cannot be helped by such initiatives. For them, intensive academic intervention is required. This is done by National Centre on Intensive Intervention taking up the responsibility of hiring qualified educators to give them individualized technical care and support. (Fuchs 2014, Hoover 2011 and Danielson 2014) Intensive intervention is done in two ways: Intensified tier two instruction and Data Based Individualization (DBI) Concept. In the former, teachers are added more time with the students whereby they do more practice and give more instructions to the students. The groups are made smaller depending on their age and the nature of what they are learning management to ensure for a one on one interaction and supervision from the teacher (Schiff, 2012). If and when intensified tier two instruction fails, DBI is applied. This is an overtime program whereby data is assessed systematically so as to understand when and how the reading, mathematical and behavior problems should be handled. DBI has six steps. They are: Secondary Intervention Program - Delivered with Greater Intensity, Progress Monitoring, Diagnostic Assessment, Adaptation of the Intervention, Continued Progress Monitoring and Analysis and Adaptation. (Fuchs 2014, Hoover 2011 and Danielson 2014) DBI is domain specific in that it handles one domain at a time, for example reading comprehension, but multi domains can be handled all at the same time depending on the needs of the student in question. This enables the educator to pin point the specific area a student has a problem in hence help the student solve the problem from its roots (Fuchs, Fuchs, Vaughn, 2014). That way, the educator is able to know the size of the problem and the amount of time and intensity to allocate it, while noting the students responsiveness towards the particular subject. If the student responds positively, the educator then proceeds to secondary intervention but if the response is negative the educator runs a Diagnostic Assessment so as to be more specific on the needs of the student. DBI also incorporates within its system a set of goals, rewards and consequences, all depending on the students performance and progress. (Schiff, 2012) For students who manage to proceed to the secondary level of DBI, here the teachers use standardized, evidence-based academic and behavioral intervention programs with fidelity, whereby they cover lessons and follow up sessions with the incorporation of group work. (Fuchs 2014, Hoover 2011 and Danielson 2014) References Fuchs D. (2014). Smart RTI: A Next Generation Approach to Multilevel Prevention. Exceptional Children In Briesch, A. M. (2016). Direct behavior rating: Linking assessment, communication, and intervention Hoover J.L (2011). Students demonstrating persistent low response to reading intervention. Learning Disabilities Research and Practice Schiff, R. (2012). Interventions in Learning Disabilities: A Handbook on Systematic Training Programs for Individuals with Learning Disabilities. Vaughn S. (2013). Response to instructions as a means of identifying students with reading/ learning disabilities. Exceptional Children

Name Essays (1197 words) - Psychology, Human Communication

Name Instructor's name Course number Course title Date Group development There are five stages of group development; forming, storming, norming, performing, adjourning (Raes et al., 2015). The first stage, forming, covers orientation. At this stage, the group members get to know each other and their facilitator. They might share information about their backgrounds, interests as well as experiences. They learn about the goals and objectives of the group and. At this initial stage, the members need to feel safe. Most of them will do limited sharing until they feel comfortable. As a leader, the goal is to help the members move through this stage successfully. This is attained through providing information and clear guidelines, keeping the communication open and listening with compassion. The second stage is storming. It is characterized by a lot of power struggle (Colombini, & McBride, 2012). As the member's settle in and get comfortable, they are bound to challenge each other or the leader, form cliques or exclude others. Some may want their experiences heard over and over again, not giving others chance to be heard. This could be frustrating for everyone in the group. As a leader, the goal is to be active but compassionate and ensure that boundaries are maintained. The members should be encouraged to stay respectful. Every member should express themselves and be heard. It is also important to acknowledge the differences and come up with a problem-solving model which will aid in developing a more cohesive group. Norming is the third stage. It is the cooperation and integration part where the group tends to be more fun. The members have become familiar with each other and the power struggle is over. There is bonding, interactions are much easier, members more cooperative and productive, and mutual respect has been established. Cohesiveness is developed as members identify with each other and trust one another (Colombini, & McBride, 2012). There is open communication, and in case of any conflict, the issue is easily resolved. As a leader, the main role at this point is to keep the group on track, encourage creativity as well as their participation. Positivity should be reinforced and group members encouraged to work towards the set objectives and goals. The fourth stage is performing. Not all groups manage to reach here. The stage is marked by interdependence both in personal relations and solving problems (Raes et al., 2015). The friendships deepen, there is group unity and members tend to look out for each other. At this point, the leader is not required to actively oversee the day-to-day activities of the members. The only task is to monitor the progress of the group members. As a leader, the goal is to increase productivity through problem-solving and work. Adjourning is the final stage. It normally involves termination from the group and its tasks, as well as disengagement from the relationships. It is the last interaction between the leader and the members, and among the members too. During the termination session, there is an assessment of the goals, exchange of feedback, discussion of challenges as well as gains from the session. An evaluation is normally done after, to establish the effectiveness of the meetings. Discussions are carried out to determine whether the set goals and objectives were met. The rationale for developing the group Divorce is becoming an increasingly common issue among the American families. According to Fagan, & Churchill (2012), children of divorce are highly likely to develop behavioral, psychological, social as well as academic problems. The rationale of the group development is to assess and evaluate the importance and effectiveness of a counseling group in helping children deal or cope with divorce. Given the high prevalence of divorce and the potential negative effects on children, it is important to utilize effective prevention programs. Goal setting Most divorces are devastating, with children being negatively affected, and parents not knowing how to help them cope with the situation. As such, it is important to help them get through the challenges. The first goal of the group is to provide a supportive environment that will help reduce the stress that comes along with divorce. Another goal is to increase protective coping skill, especially for the children. The purpose and focus Divorce comes along with grief, denial, anger, and sometimes, depression. The purpose of the group is to help the children understand divorce and help them cope with the stress, emotions, and realities that come along with it. It is also meant to help the parents learn ways of relating to their children in a way that does not cause further psychological or emotional damage. The group will focus