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Narrative essays keep us engaged because we want answers to such questions. The tension begs for resolution. We keep on reading unless the writer stops stair-stepping upward toward the critical moment when change becomes necessary. If she flatlines on an emotional plateau, not raising the tension, then we are likely to lose interest and walk away. “Readers do not want to put their foot on the same step twice” is the way veteran essayist Bill Kittredge put it while swapping ideas at a writing conference. He had learned this principle from screenwriters in Hollywood and insisted, “Think what you want, those guys know how plots work.”
This applies not only to what we think, but also to what we see and how we see it. So, for instance, "The Bayeux Tapestry depicts William the Conqueror as having a fair and justified claim to the English throne . . ." or "The Magna Carta argues for the strong sense of feudalistic duty the English barons felt incumbent upon them . . ." In sum, present-tense verbs are appropriate in historical argumentation, so long as the writer is discussing the current nature of research and modern ways of approaching historical data. In other words, "Homer composed poetry long ago, but we today interpret it along certain lines."
2. Does this novel have any significant shift in FOCUS? What principles of focus seem to govern the novel?
3. What kind of breadth or narrowness of vision is generated for the reader by the point of view employed in the novel? How do the qualities of the focal character influence the reader's reception? Altogether, what does the point of view contribute to this novel?
4. What kind of ordering of time predominates in this novel? Explain. (If there is a distinct time frame in the narrator's "present" that differs from the time frame of the story being told, describe it and explain why this difference has been created by the author.)
5. At what points does the narrative significantly slow down or speed up? At what points do conspicuous time jumps occur? Is there a noticeable tempo in the novel?
6. What features of the treatment of time (questions 4 and 5) seem to bear most distinctly upon the novel's total effect? How?
7. Select several passages from this novel, each reasonably brief, and use them to illustrate a discussion of such stylistic matters as these:
a. special qualities of diction and sentence structure
b. the use of style to Individuate the speech, thought, and personality of given characters
c. the implied presence of the narrator or "author"; her/his level of artificiality; her/his personality
d. the basic vision of life which the style of the novel reflects and extends
8. Take any important character or event of this novel, and describe the kind of distance at which the reader is placed. What factors help to determine this placement, and how? What contribution to this novel as a whole is made by the author's choice of distance for this character or event?
1. To what extent does this novel stress idea through the use of generalizing devices. Illustrate the more obvious uses.
2. According to this novel, what kind of behavior makes for lasting human worth or for human waste? If a heroic ideal is implied by this novel, describe it.
3. What specific social problems does the author seem to regard as unsolved? What causes seem to be mainly responsible, and why? From where is one led to believe that a solution may come? Explain.
4. Evaluate the relative importance in influencing the outcome of the novel of the following: physical nature, biological make-up, intimate personal relationships, society. Generalize, to show what the novelist seems to regard as the chief area in which human destiny is formed.
5. As set forth in this novel, to what extent is any individual able to manage these formative conditions? (The soundness and the external success of the admirable characters might be brought into the discussion here.) Through what mode of awareness do the admirable characters behave most soundly and with greatest external success?
6. To what extent is the individual's final outcome helped or hindered by forces outside her/his control? In this novel are these influences benignant, malignant, or indifferent?
7. To what extent are all these ideas based upon the concept of a guiding tendency, force, spirit, or God in the universe? If the author of this novel has implied such a force or being, what are its attributes and what is its relationship to man? (If more than one view seems to be expressed, describe each view and explain the author's apparent preference.)
1. Summarize the facts of the author's birth, family and social position, main gifts or handicaps, education, and entry into writing.
The Oxford English Dictionary defines slang (in reference to language) in three different ways: 1) the special vocabulary used by any set of persons of a low or disreputable character; language of a low and vulgar type 2) the special vocabulary or phraseology of a particular calling or profession; the cant or jargon of a certain class or period 3) language of a highly colloquial type, considered as below the level of standard educated speech, and consisting either of new words or of current words employed in some special sense....
Mary was sent to France, because Duke Somerset ( When Edward was King) decided the best policy to get her to marry Edward was to attack Scotland and loose lots of money. He wanted to untie the crowns of England and Scotland, but did so in a very foolish way- he was a solider, what do you expect? The French were called in for help and it was decided to send her over, to be educated by the de Guise faction in France and then to marry the next in line for the French throne instead. After Darnley was deposed of, Lord Bothwell raped her which- due to her religious ways- resulted in her marrying him. I find her story really rather sad- it even could be Walsingham framed her in the Babington plot- they wrote in code, it could have been so easy to forge it- they wanted rid of her since 1568.
And also the Plot against Elizabeth in 1583 was THROCKMORTON, not Throgmorton. And not all Catholics wanted to kill her… the majority of the Catholics in England were loyal to the Queen, it was sects such as the Jesuits (who upset the less extreme Catholics who just wanted to survive in England) who were loyal totally to the Pope.
Also, Elizabeth dithered alot- it took her a long time to decide to execute Mary (who was trouble from 1568 in Lord Burghleys’ eyes) and she was furious when the death warrant was dispatched. She created a very grand image of herself, which has consequently led to much rejoicing in her reign.
The Babington Plot of 1586 was yet another plot which involved Mary, Queen of Scots. The plan was to assassinate Elizabeth, encourage a Catholic rising and put the Catholic Mary, Queen of Scots on the English throne.
This plot is named after Anthony Babington, a man who had worked in Mary, Queen of Scots’s employ as a page. Babington set up a secret society which aimed to help and protect Jesuit infiltrators coming to England to get rid of the heretic Elizabeth I. His society also had links with Mary’s emissaries in Europe who could be called on for aid. The plot had the Pope’s blessing and although it was led by Babington it was actually thought up by John Ballard, a Jesuit priest.
I am Stephanie, an upper elementary teacher, who is obsessed with creating rigorous, engaging, and long lasting lessons for my students. I share practical ideas that can be implemented in the classroom immediately.
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My own theory is that most personal essayists, because of a natural ability to extrapolate, do not struggle to find subjects to write about. Writer’s block is not their problem since their minds overflow with remembered experiences and related ideas. While a fiction writer may need to invent from scratch, adding and adding, the essayist usually needs to do the opposite, deleting and deleting. As a result, nonfiction creativity is best demonstrated by what has been left out. The essay is a figure locked in a too-large-lump of personal experience, and the good essayist chisels away all unnecessary material.
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Youth Peace InitiativeThis website provides information about the Youth Peace Initiative, a Dutch initiative set up by of future generations in peace negotiations throughout the world YPI launched an essay competition in which the participants had to find aThe Future of the Brain: Essays by the World s The Future of the Brain: Essays by the World s Leading Neuroscientists President Barack Obama s BRAIN initiative (Brain Research through AdvancingInternational Essay Contest for Young People | The Goi This annual essay contest is organized in an effort to harness the energy, creativity and initiative of the world s youth in promoting a culture of peace andEssay Contest | Common Reading Initiative - The 2016 Dorothy Clark Hobson Essay Contest encourages students of The W to All essays must be submitted electronically as Word documents to BridgetInitiative Essays | Wisdom CommonsInitiative means seeing something that needs to be done and starting it It means taking the first step rather than waiting for someone else or a 'better time '