Free College Essays - Shakespeares Sonnet 130 :: Sonnet essays

Sonnet 130    Shakespeare was obviously a very deep, passionate and learned man; he was very open with how he felt and was able to express it in a way that was very exact and easy to comprehend.   In his sonnets, which, to me, are like a little diary, he talks a lot about his life involving his mistress as well as a male friend that he may or may not have been involved with.   In Sonnet 130 Shakespeare is talking of his mistress, her faults and his feelings about her an her faults.   the duration of the piece is spent pointing out the faults of this woman and how he thinks that any other man would be simply repulsed by this woman.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I feel that the format of this Sonnet in terms of content and Shakespeare's feelings served two purposes.   He first wanted to convey the image that even though his mistress was not as fair as one would hope for, they seemed to share some kind of kinship or bond that no other could share with him, not even his wife.   It did not matter to him that she was not as pretty but only that she is on the same wavelength that he is.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Secondly, I feel that he is explaining the fact that he does not necessarily want a "mistress" that is a knockout, and that all of the qualities that other men see in women are not his own and in fact repulses him.   He says in line 13 that he loves the woman and that is rare or extraordinary which I think simply means that he cannot believe that he actually does like another woman that is not beautiful to every extent but she offers something more than just good looks.

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Read in your textbook or in any other available resource on the topic of Verb BE. 3. Write a personal ad describing yourself, activities you do, hobbies, where you work, where do you live, etc. Focus on two or three questions available in Appendix A to write your ad. 4. Bring the ad to class. Prep-04-26-04 Carmen L. Lambda, De-D. 7 program O'Hara 5. Carry out some research on someone famous. Think of a person you would like to interview and do some research on the Internet on that person. It could be an athlete, and actress or actor, or the president. Make sure you have enough information on this person. Activities 1. Ice breaker activity will be carried out.In order to do this, have students read their ads. Ask students to listen to the ads and have them jot down any similarity or striking fact they would like to hear more about. After everyone reads their ad, have students get up and go about the room and ask each other about specific details they thought were interesting. Let them converse among themselves. . After that, have students talk about something they found out or thought interesting about the people they talked to. Facilitator can participate in this activity. 3. Facilitator provides an overview of the course. Particular emphasis should be placed on objectives, evaluation criteria, student participation, and group work.If any changes are made to the grading evaluation criteria, these should be given in writing to the student and the office program during the first workshop. 4. Discuss evaluation criteria. 5. Select Student Representative. 6. Tell students they are going to review the alphabet and most of all review alphabetical order. Tell them you are going to give each student a card. Each card has the name of a different animal, or thing. Ask students to look at their card, but tell no one what they have. By acting (walking, acting, or making sounds) like the animal or thing they should go around the room and try to place themselves in correct a lphabetical order.Facilitator should create his/ her own list of things and animals, but these are some examples: a. Kangaroo b. Ostrich c. Tiger d. Bear 8 e. Clock f. Snake g. Bird h. Train 7. Provide students with about 10 minutes to try to sort themselves alphabetically. Once students are sorted, have them read out their card. Did they get it right? Be sure to review any alphabetizing questions they may have. 8. Present students with a review of the VERB BE in present tense. Am am from Mexico City (l am) What's your name? (What is) My name is Maria Where are you from? 9. Have students pair up. Ask students to interview each other, making sure each student gets the name, phone number and address of the person he/ she is interviewing. 10.Have students introduce the person by providing the details requested (phone number, name, and address). Have them use the phrases: This is (name). His/Her address is His/Her phone number . 11. As students say the information help them and guide th em to say the addresses and phone numbers correctly concentrating on the numbers and on using the verb be correctly. 12. Have students again pair up. Facilitator should try pairing them up with someone different each time. Ask them to decide on a famous person they would like to interview. This famous person could be an athlete, actor, actress, or president. Use the research you carried out prior to the workshop. 13. Write up an interview for that famous person.Have One of the students portray the famous person and have the other person be the interviewer. Practice your interview and present the role play to the class. Be sure to use verb be correctly. 9 14. Have students complete the assignment presented in Appendix B. Students should hand in during the next workshop (Workshop 2). (HINT: Make copies of the assignment and hand in once you complete it. 15. Offer a preview of Workshop 2 and discuss upcoming homework. In order for students to complete the homework, ask them to work in groups. Make sure the composition of the group has been decided before they leave the classroom. Ask them to provide you with a list with the group members. Groups should not have more than four students.

Choruses †what is the importance of these speeches in...

Choruses – what is the importance of these speeches in Dr. Faustus? The essential function of the chorus speeches are as a commentary, an omnipotent voice which observes Faustus’s actions, clarifies his character and by foreseeing his change in fortunes, heightens the anticipation of the audience. Also, rather like dressing Mephastoples in a Friar costume, the chorus speeches are a practical device used by Marlowe to communicate aspects of the play which are simply impossible to perform on stage. Thus, they have particular significance from a 16th century perspective, as the theatre would not have had the elaborate lighting and stage sets to demonstrate a change in scenery as audiences are used to today. The chorus speeches†¦show more content†¦Indeed this imposing style of commentary is mirrored in the second chorus, which introduces Faustus’s actions in Rome. The opening chorus refers to Roman Mythology, ‘Where Mars did mate the Carthaginians’, perhaps alluding to Faustus’s ambitions to be as powerful as the gods. Similarly, the second chorus mentions ‘Mount Olympus’, the home of the gods in Greek Mythology, which may impress the audience as they hear of Faustus’s ‘travelog’, while at the same time, reminding them that he is being to ambitious and not matter how hard he tries, he will never be as powerful as God. Despite this dramatic language, its is important that Faustus is presented, in the opening chorus, as someone who is from ‘’base of stock’. In this way, Marlowe is making the point that anyone can ‘’over-reach’’ and suffer a similar fate to Faustus, thus it is almost intended as a warning to the audience. Indeed, the final Chorus speech alliterates Faustus’s ‘fiendful fortune’, which seems to summarise exactly where Fasustus twenty-four years of ‘’voluptuousness’’ gave him. This major theme of ‘’overreaching’’ is heavily emphasised in this opening speech, demonstrated by using language connected to greed and appetite. Faustus is ‘’glutted’ with learning, ‘’surfeitsShow MoreRelatedThe Function Of The Tragic Greek Chorus1295 Words   |  6 Pageswhere Aristotle makes a crucial claim as to what the Chorus should be: â€Å"the Chorus too should be regarded as one of the actors; it should be an integral part of the whole, and share in the action† (qtd. in Weiner, 205). Aristotle goes on to say that â€Å"[the Chorus] should be a part of the whole enterprise and share in the action† (205). The more the Chorus is integrated into the play, the more it becomes more of a character. Christopher Marlowe’s Doctor Faustus, Shakespeare’s Romeo and Juliet as well as