The eNotes Blog How to Teach Shakespeare for the FirstTime

How to Teach Shakespeare for the FirstTime For many English teachers, the prospect of teaching one of William Shakespeare’s plays for the first time is daunting. Shakespeare’s language and allusions are often difficult to understand, and the settings and cultures depicted in his plays are often unfamiliar. However, following these strategies in approaching the text with students will help you teach any Shakespearean play with confidence.   1) Read some literary criticism. Survey some literary analysis of the play. Knowing what critics have said about the play will enhance your understanding of it. Literary analysis will often direct your attention to key elements in the play- such as characterization, conflicts, and themes- to include in instruction. Literary analysis also often situates the play in literary or historical context or in the context of Shakespeare’s other plays, which is helpful background knowledge to provide for students.   Our study guides for Shakespeare’s works include high-quality critical essays and other types of literary analysis. Visit the â€Å"Critical Essays† section of each study guide to access this material.   2) View a film version of the play in class.   Plays are written to be acted on a stage and  seen by an audience. Since Shakespeare’s stage directions are brief, the action can be difficult to visualize just by reading the text. Watching a film of the play helps students understand the setting of each scene and how the play can be staged according to Shakespeare’s directions and the director’s interpretation. Students can draw inferences about the plot and characters from the actors’ body language and tone when delivering dialogue. Also, in pacing instruction, you can use film clips in directing students’ attention to particular acts or scenes, giving them (and yourself) a break from lectures and discussions. 3) Listen to a recording of the play in class.   As students listen to actors dramatize the dialogue, have them follow along in the text. Hearing the dialogue in dramatic context enhances students’ understanding of Shakespeare’s words and phrasing, and after a while, his language will seem less foreign to them. Similar to watching a film version, listening to a recording scene by scene will help to pace and break up the lesson. As you listen and follow the text with your students, note passages you will want to discuss with them later.   4) Provide students with a modern translation.   Use a parallel text that has Shakespeare’s language on one side of the page and a modern translation on the other. A parallel text translates Shakespeare’s colloquialisms, allusions, vocabulary, and sentence constructions, increasing students’ comprehension of challenging passages.   Check out  How to Understand Shakespeares Language  for our ten reading strategies that will help you better understand the Bards language. 5) Study the annotations.   Many texts feature annotations that will not only provide students with definitions of obscure words in the text but will also explain allusions. Shakespeare’s plays are filled with allusions to history, mythology, biblical texts, geography, superstitions, and cultural beliefs and practices in his English society. Additionally, annotations may offer critical insights, pointing out characters’ motivations or literary devices used in text passages.  Ã‚   Annotated texts are available here at  Ã‚  for several plays:  A Midsummer Night’s Dream,  Hamlet,  Julius Caesar,  Macbeth,  Othello,  Romeo and Juliet,  The Merchant of Venice, and  The Tempest. 6) Introduce the rhythm of iambic pentameter.   Explain to students that in Shakespeare’s plays, the lines do not generally rhyme, but they do have meter, or a pattern of rhythm. Each line in Shakespeare’s plays has five unstressed syllables or beats and five stressed, a rhythm that mimics the sound of a heartbeat. This is called â€Å"iambic pentameter†: â€Å"iambic,† referring to the pattern of unstressed followed by stressed syllables , and â€Å"pentameter,† referring to the five beats per line- though some Shakespeare lines only follow this meter generally, not perfectly. Read some passages aloud for students, encouraging them to focus on the rhythm of the lines. Follow up by having students read passages aloud to feel the rhythm of the iambic pentameter. 7) Focus on the relevance of Shakespeare’s themes.   Students may ask why they should read Shakespeare, doubting that what he wrote centuries ago could relate to their lives in any way. Explain that Shakespeare’s themes deal with aspects of being human that everyone can relate to: love and death, jealousy and betrayal, cruelty and kindness, greed and generosity, joy and sorrow. While studying a Shakespearean play with your students, connect these universal themes to their lives and to current events. As you teach a Shakespearean play for the first time, including these seven strategies in your lessons will make the experience more satisfying for you and for your students. They will help you teach more effectively and with more confidence as you guide students through the text into Shakespeare’s world. For more step-by-step guides on teachings, reading, and writing, visit ’  How To Series.

Spanish Idioms Using Haber

Spanish Idioms Using Haber Like many other common verbs, haber is used to form a variety of idioms. As phrases whose meanings dont depend on the literal meanings of the individual words, idioms can be somewhat challenging to learn. But they are a necessary part of language, and some of them using haber express everyday concepts and are used often. Following are the most common idioms using haber. For other usages of haber, see lessons on its use as an auxiliary verb and as a translation for there is or there are. Also note that the conjugation of haber is highly irregular. haber (in the third-person singular) que infinitive - to be necessary to, to be essential to - Hay que comer. It is necessary to eat. Habr que salir a las tres. It will be necessary to leave at 3. haber de infinitive - to be to, to be supposed to - Hemos de salir a las tres. We are to leave at 3. He de viajar a Nueva York. I am supposed to go to New York. haber de infinitive - must (in the sense of showing high probability) - Ha de ser inteligente. He must be intelligent. Habà ­a de ser las nueve de la noche. It must have been 9 p.m. habà ­a una vez (or, less frequently, hubo una vez) - Once upon a time ... - Habà ­a una vez un granjero que tenà ­a una granja muy grande. Once upon a time there was a farmer with a very large farm. no haber tal - to be no such thing - No hay tal cosa como un almuerzo gratis. Theres no such thing as a free lunch.  ¡Quà © hubo!,  ¡Quihà ºbole! (regional variation) - Hi! Whats happening? No hay de quà ©. - Dont mention it. Its n ot important. No big deal. habà ©rselas con - to have it out with, to quarrel with - Me las habà ­a con mi madre. I had it out with my mother.  ¿Cunto hay de ... ? - How far is it from ... ? -  ¿Cunto hay de aquà ­ al parque nacional? How far is it from here to the national park?  ¿Quà © hay?  ¿Quà © hay de nuevo? - Whats happening? Whats new? he aquà ­ - here is, here are. - He aquà ­ una lista de nombres. Here is a list of names. Heme aquà ­. - Here I am. He lo aquà ­. He lo allà ­. He los aquà ­. He los allà ­. - Here it is. There it is. Here they are. There they are.  ¡He dicho! - And thats that! Keep in mind also that many expressions use hay. Although the meaning of many of them can be deduced from the words, they arent necessarily translated literally. For example, hay sol (literally, there is sun) is often used for it is sunny, and  ¡eres de lo que no hay! (literally, you are of that which there are none) can be used for youre unbelievable! or something like that.

Literature Support Research Paper Example | Topics and Well Written Essays - 750 words - 1

Literature Support - Research Paper Example The primary methods of data collection entailed questionnaires and interviews. Through interviews, patients who are prescribed to medical regimens were asked questions by the investigator with a view of determining the behaviors that determine whether they adhere to their medical regimens or not. Furthermore, questionnaires were used to give patients sufficient time and privacy of answering various questions that are designed to investigate the behaviors that define their behaviors towards adherence to medical regimens. Inclusion criteria for the primary research involved selection of a sample from individuals prescribed with medical regimen. Therefore, patients with heart conditions, diabetes and chronic diseases were included in the investigations. Moreover, the inclusion criteria focused at ensuring that there is diversity among respondents. Consequently, individuals from various social economic backgrounds, nationality, culture and race were included in the research. This is esse ntial since it helps the investigator achieve results that cover all factors that determine the behavior that affect adherence to medical regimen. Accordingly, the research accounted for factors such as economic abilities, cultural values, family relations and social background. The exclusion criteria involved exclusion of specific age groups from participating in the study depending on the medical condition that the regimen targets. For example, an investigation of management of heart conditions targeted adults, and exclude children because heart conditions are common among adults. Secondary research methodology entailed the review of relevant information databases. Credible sources of information among these databases will be included. The study was cautious while selecting the data to be used in the study to ensure that only relevant databases were included in the investigation. Particularly, databases with medical journals such as EBSCO and Pub Med and ProQuest were targeted in the collection of secondary information relevant to the topic. In order to ensure credibility, research based, and peer reviewed articles were included in the search. Moreover, the secondary search for information was promoted by the use of keywords related to the research topic. Accordingly, the search emphasized on the keywords like adherence, non-adherence, behavior, medical regimen and factors. Irrelevant materials were excluded while publications related to factors influencing adherence and non-adherence of the medical procedures and management of the diseases were selected. The study examined conditions that require medical regimens for effective management and care. These included evaluation of heart conditions, diabetes, cancer and HIV/AIDs. Consequently, the investigator included patients prescribed for medical regimen for management of the subsequent four conditions as case studies. Summary of Research Studies Griffith, R. (2008). Improving patients' adherence to medical r egimens. Practice Nurse, 31(4), 21-26. Retrieved from: http://www.ebscohost.com.library.gcu.edu.2048/ This article is a comprehensive research based information source with wide scope that includes the causes of patient non-adherence to medical regimens and ways in which adherence can be improved among these patients. Accordingly, the article is credible and relevant to the

Historical Personalities Of World War II Essay Example | Topics and Well Written Essays - 250 words

Historical Personalities Of World War II - Essay Example The Populist Fronts tended to be so dear to Stalin that while he intended to rouse the Russian masses by gathering them around the idea of opposition to Hitler, at the same time Stalin was trying to strike a deal with the Nazi dictator because he considered Hitler to be an imminent threat to the Russian bureaucracy. In that context, Stalin played into the hands of Hitler by allowing the Nazi’s to have a striking success on the Western front before Hitler turned his attention to the East that is the USSR. As per Trotsky, had Stalin not been so particular about consolidating his hold on the USSR, it would have definitely allowed him to pressurize Hitler on the Eastern front, thereby perhaps inhibiting him from advancing so confidently in the West. Somewhere, Stalin’s strategy of allowing Hitler to initiate World War II proved to be short-sighted in the sense that he believed that he will manage to escape getting involved in the war. Had Stalin somehow conveyed to Hitler that Russia was going to offer a stiff resistance in case of an expansionist endeavor by Germany, perhaps World War II could have been avoided?

The second language Essay Example for Free

The second language Essay The second language has one of its toughest influences in most of the third world countries where even the national language is the one that was imposed by the colonizer. It is a common trend that in most British colonies the language of the population is English. In most of these cases the foreign national language does not find a friendly ground with the native language. No wonder the third world inhabitants have a formed opinion that learning and acquiring this foreign language is being educated. (Heath and Mangiola cv, 1991) Â  The so called ‘first day in school’ (Knapp and Shields, 1990) is most stressing in the third world than it will anywhere else. Apart from the harassment from the old children in school, the toddler finds to its amazement that the language it will have to be acquainted to a completely new one from the common native language it is used to. The fact that in these parts of the world the whole curriculum is based on that one man who colonized this place complicates the whole process of learning. It must be admitted here that the famous failing of exams in the developing worlds is not always because of the poor teaching tactics of this teacher in class but most probably because of the failure of this boy and girl to have a grasp of the language of the curriculum which is a foreign one mostly(Heath, 1991). Â  It is most obvious that most of the discussion will be based in the third world scope because its here that the native languages are still not developed in documentaries and that any form of communication at the national level has to in a foreign language recognized as the language of the masses .Going across Africa there is varied or a wide range of languages. Because of colonization, the different communities in these parts of the world and the other parts of third world including the Latin America, the Caribbean and Asia the issue of the second language has pressed so hard on the population. Because many of these countries have many tribes, the only common language they can use for official purposes is the language of the colonizer. Probably this is the main reason why Uganda, Kenya,Tanzania,Nigeria,Trinidad and Tobago and United States of America to name but a few have English as a national and official language . Britain was the colonial master of all of these nations. (Garcia and It will be very clear to give the influence of this second language by looking at an example in East Africa. In this region it is not taxing to tell a Ugandan from a Kenyan and the later will be told quite easily from their Tanzanian counterparts. Going deep further to individual countries, it is possible to tell a member of one tribe from another member of the second tribe. That this people make errors during communication is not a problem of their own making but because of their language of birth. For example for a native Lake Victoria ,the Luo tribe of Kenya, the word ‘fish’ is pronounced as , word ‘good’ goes as ‘ngood’ and drive as ndrive. To the Ugandan, the word ‘government’ is pronounced as ‘gafriment’.

Determination of Man?s Role in Latin America Essay -- essays research

Determination of Man’s Role in Latin America   Ã‚  Ã‚  Ã‚  Ã‚  How society describes what is meant by a man’s role is an important definition in every culture. What is right or wrong for men to do in terms of behavior depends on each community, and on people’s own perceptions. Latin American culture has a strict set of values on sexual issues, reflecting a man’s role in society. For all of the communities in Latin America there exists a relation between a man’s role and machismo. The exaggerated sense of manliness that machismo stands for is evident by parents when raising their male children, and by communities and their expectations. Machismo represents a culture of traditions indeed, but how does machismo define the role of a man in his society? XY is the chromosome formula for a male. Providing these two chromosomes will give the sexual differentiation that causes a man to be a man instead of a woman. However, psychological, social, and cultural factors that have nothing to do with genetics are important to determine man’s role, and to cultivate the sense of masculinity. Masculinity is a process of learning. No child is born a man, so children learn to become men. One example of this are the â€Å"wild children† of the nineteenth century whose sexual preference was ambiguous. Victor de l’Aveyron and Gaspar Hauser grew up without any human contact. For them there was no difference between men and women. A simple definition for masculinity could be the opposite of femininity. What is meant by this simple definition expresses what is demanded for being a man. It must be proof of that sense of masculinity, it â€Å"must be acquired, and at a high price† (Badinter 2). Characteristics such as success, power, control and strength are demanded for masculinity. Masculinity in Latin America goes further than just demanding it. The symbol of masculinity and male sexuality comes from the definition of machismo. Labels and categories are used in order to understand masculinity. Christian Krohn-Hasen in his essay Masculinity and the Political among Dominicans describes masculinity as â€Å"that of the hombre valiente, the spirited, courageous, and brave man† (112). The symbol of a brave man for many is also considered the symbol of masculinity. Another idea involves man showing his masculinity in public. Physical movements represent his capacity for being a man. The m... ... lower class populations. There might be exceptions in which machismo also affects the upper class population, but the percentage is minimal. In fact, when referring to machismo, it’s more likely to influence low income inhabitants. Machismo is the heritage of Latin communities, and it’s inherited through the culture in every Hispanic man. How machismo influences a man’s role; however, depends on each individual. Bibliography Baca Zinn, Maxine. â€Å"Chicano Men and Masculinity.† Men’s Lives. Ed. Michael Kimmel. Boston: Allyn and Bacon, 2001. Badinter, Elisabeth. XY on Masculine Identity. New York: Columbia University Press, 1995. Berryman-Fink, Cynthia. â€Å"Communication and Sex-Role Socialization.† New York: Garland Publishing, 1993. Krohn-Hansen, Christian. â€Å"Masculinity and the Political among Dominicans: ‘The Dominican Tiger’.† Machos, Mistresses, Madonnas. Ed. Marit Melhuus. New York: Verso, 1996. â€Å"Physical abuse against women by an intimate partner.† United Nations Statistics Division. 2003. United Nations. Nov 27 2004. http://unstats.un.org/unsd/demographic/products/indwm/table6c2x.htm Random House Webster’s Electronic Dictionary and Thesaurus, College Edition. 1994.

A Most Ambitious Experiment

Reading Log Title: A Most Ambitious Experiment Author: Mike Krath Length: 5 pages Plot – What is the short story about? Message? Hidden messages? It’s about a man named Robert who travels 20 years ahead in time to find out if he had invested his money well. He tells his wife he’ll be back in five minutes, but instead she waits for 20 years for his return. When he comes back he finds out his wife had spent all the money. He travels back in time to make sure she cannot do that again, and eventually kills her in order to check on his investment in the future and then return back five minutes before the murder. However, the future Robert kills the old Robert as soon as he arrives. Describe the setting (where does the story take place? ). Some short stories are written to highlight a special place (e. g. a city) or a special period of time (e. g. the time after the Second World War). The setting can also involve a limited group of people (social class, students etc. ). The story is set in the house of Robert and his wife. Robert goes down the basement every time he makes a time travel while his wife is waiting for him in their home, startling her when he shows up in their home 20 years later. Who is telling the story? (Who is the narrator? ) Perhaps the author has chosen a particular person to tell the story. Why? The main characters are Robert and his wife. The story is told from a third-person perspective and focus mostly on Robert’s wife as she’s is waiting for him, thinking he abandoned her. She even contacts the authorities to search for him, but after a few months the shut down the case and she legally declares him dead in order to get hold of the money he put away in a fund. What is the author’s message to the reader? Why was the story written? What is the overall meaning of the story? ) Has the story affected you? In what way(s)? I don’t know if there’s a real message behind this story. It describes much of the wife’s feelings towards Robert, as she first is worried that something had happened to him, then thinking he had abandoned her. Over the years she grows bitter and spiteful against him. Robert doesn’t seem to realize he has made her wait for 20 years and becomes angry when he finds out she spent the money. He’s also shown to take very big risks just to find out how the funds are working out: He isn’t sure of the outcome of the experiment and displays no hesitation when he kills his wife, thinking he will travel back in time before he could do that. However his plan backfires and he’s killed by his future self. Rating – give the short story a grade from 1-5 and motivate the grade, why was it good or bad? I’d give this story a rating of three. It isn’t badly written, but the story isn’t very engaging. The author could have described in more detail the feelings of the wife, or went more in-depth with Robert and the description of his character and motivations. I like the time-travelling theme and the ending, which is somewhat humorous although tragic. Vocabulary – pick five words from one or several short stories and explain them in English. 1. scowl – frown, bitter expression 2. muddled – â€Å"her mind was muddled†, i. e. â€Å"she was confused† 3. ambitious – desire for success and achievment 4. grubby – dirty or filthy 5. inquire – investigate, inspect

Critical Commentary Maori to Pakeha Essay

The language techniques of tone, rhetorical question, repetition, analogy and Maori language are all used to clearly illustrate the authors feeling of anger and support the dominant themes throughout the poem. Stanza one explores the idea of separation between Maori and Pakeha through a tone that that is accusatory and suggests anger. The first few lines using a repetition of referring to Pakeha as â€Å"You† instantly creates an idea of separatism which is then understood as negative through the use of describing Pakeha as â€Å"Beak-nosed hairy-limbed narrow-footed†. All three of these adjectives have negative connotations instantly setting the tone for the poem. As the stanza progresses this negative attitude towards the Pakeha is reinforced, supporting the negative tone. Meanwhile trampling Persia/Or is it India, underfoot/With such care less feet† is an example of this, touching upon colonization, the sentence before this which reads â€Å"You singing/Some old English folksong† gives further meaning to the colonization and therefore, oppression. It is not just the land they are colonizing but their culture too, as singing is something which is heard and gets into the mind of the people, overriding all thoughts. Stanza’s two and three introduce the device of rhetorical questio n which are used for effect to add to the accusatory tone of the poem. An example of this is â€Å"Where do you think you are going? † used as the opening sentence of stanza two, which is the first rhetorical question used in the poem, and â€Å"Who do you think you are? † used as the last line of stanza three. Supporting the critical tone of the poems, the rhetorical questions are used to illustrate to the reader the author’s feeling of contempt towards the Pakeha. The use of ‘think’ in both of these rhetorical questions is important as it is this word which gives the words surrounding it, and therefore the sentence, its accusatory tone. It turns a relatively evenly toned â€Å"Where are you going? and â€Å"Who are you† into a harsh sounding accusation, therefore adding to the negative tone. Stanza two further demonstrates the idea of separatism through the use of the rhetoric technique, repetition. More specifically the repetition is regarding the colour of skin. For example â€Å"This is brown country, man/Brown on the inside/As well as the outside/Brown through and through/Even the music is brown† The effect that this has is that it emphasizes the author’s feelings towards the separatism, it shows that the author is for the separatism where she believes the Pakeha should leave them alone and have no right to be there. The repetition of ‘colour’ and ‘brown’ also illustrate that being Maori is more than just a skin colour, they are â€Å"Brown through and through† meaning that their culture is all encompassing and the Pakeha aren’t just trying to collonise their land, â€Å"Can’t you see you’ve strayed/Into another colour zone? † but also in a manner of speaking collonise their culture as well, which links into the idea of oppression. Analogy is also used throughout the poem to support/illustrate the poem’s dominant theme of separatism. It is first shown in stanza one, â€Å"Milton directing your head/Donne pumping your heart† This is an analogy for the idea of oppression by Pakeha to Maori as both Milton and Donne were important poet’s and political figures in 17th century England. The idea that this portrays is that the Pakeha are all ruled by a unified thought that someone else has decided for them, following their ideas and instructions in a cult-like manner. As the poem progresses, the author starts to incorporate Maori language terms into the poem in order to illustrate resistance to the oppression. For example, in the last stanza of the poem Maori words are used as follows â€Å"Give your mihi tonight/Korero mai/Till dawn breaks with a waiata. † The following four lines give meaning to the use of Maori words â€Å"Meanwhile holding me gently/Firmly captive/Here, in the tight curve/of your alien arm† showing that even though the Pakeha are metaphorically holding the Maori â€Å"firmly captive†¦in the tight curve of your alien arm† which is representing oppression, the speaker is still doing all she can to resist, shown through the use of Maori language even though the poem is directed at English speakers. This idea of resistance is the idea which the author ends the poem on, leaving the reader with the sense of the author fighting oppression and fighting for her Maori heritage. Tone, rhetorical question, repetition, analogy and Maori language are several language techniques that are effectively used throughout the poem â€Å"Maori to Pakeha† by J. C Sturm in order to support and illustrate the dominant themes of separatism and oppression.

Definition and Examples of Epimone in Rhetoric

Definition and Examples of Epimone in Rhetoric Epimone (pronounced eh-PIM-o-nee) is a  rhetorical term for the frequent repetition of a phrase or question; dwelling on a point. Also known as  perseverantia, leitmotif, and refrain.In Shakespeares Use of the Arts of Language (1947), Sister Miriam Joseph observes that  epimone is an effective figure in swaying the opinions of a crowd because of its insistent repetition of an idea in the same words. In his Arte of English Poesie (1589), George Puttenham called epimone the long repeat and the love burden. See Examples and Observations below. Also see: CommoratioEpizeuxisSemantic SatiationSymploce EtymologyFrom the Greek, tarrying, delay Examples All his brains are in the nape of his neck, Simon Dedalus says. Welts of flesh behind on him. Fat folds of neck, fat, neck, fat, neck.(James Joyce, Ulysses, 1922)Mr. Dick shook his head, as utterly renouncing the suggestion; and having replied a great many times, and with great confidence, No beggar, no beggar, no beggar, sir!(Charles Dickens, David Copperfield, 1850)We forget all too soon  the  things we thought we could never forget.  We forget  the  loves  and the  betrayals alike,  forget  what  we whispered  and what  we screamed,  forget  who  we were.(Joan Didion, Keeping a Notebook, 1968)Epimone in Shakespeares OthelloPut money in thy purse; follow thou the wars; defeat thy favor withan usurped beard; I say, put money in thy purse. Itcannot be that Desdemona should long continue herlove to the Moorput money in thy pursenor hehis to her: it was a violent commencement, and thoushalt see an answerable sequestration: put butmoney in thy purse.(Iago i n William Shakespeares Othello, Act 1, scene 3) Epimone in Shakespeares Julius CaesarWho is here so base that would be a bondman? If any, speak; for him I have offended. Who is here so rude that would not be a Roman? If any speak; for him have I offended.(Brutus in William Shakespeares Julius Caesar, Act 3, scene 2)Here, under leave of Brutus and the restFor Brutus is an honourable man;So are they all, all honourable menCome I to speak in Caesars funeral.He was my friend, faithful and just to me;But Brutus says he was ambitious;And Brutus is an honourable man.He hath brought many captives home to RomeWhose ransoms did the general coffers fill;Did this in Caesar seem ambitious?When that the poor have cried, Caesar hath wept:Ambition should be made of sterner stuff:Yet Brutus says he was ambitious;And Brutus is an honourable man.You all did see that on the LupercalI thrice presented him a kingly crown,Which he did thrice refuse. Was this ambition?Yet Brutus says he was ambitious;And, sure, he is an honourable man. . . .(Mark Antony in William Shakespeares Julius Caesar, Act 3, scene 2) Epimone as a FallacyThere is a figure of speech termed epimone . . . , the purpose of which is to render some word or thought ridiculous by its frequent repetition, and showing its grotesque character as an element of argument. But sometimes from the frequent repetition of a thought, is deduced one of the most subtle fallacies known to language. This fallacy is often resorted to by unscrupulous men during the excitement of political contests, when some idea or point is assumed without proof to the detriment and prejudice of a man or party; and though it may have no just foundation for support, yet is dwelt upon and commented on so frequently, that the ignorant assume that the charge must be true, else it would not receive so much consideration; they apply to the matter under consideration the old adage: That where there is so much smoke there must be some fire.(Daniel F. Miller, Rhetoric as an Art of Persuasion: From the Standpoint of a Lawyer. Mills, 1880)Calvinos EpimoneYou are abo ut to begin reading Italo Calvinos new novel, If on a winters night a traveler. Relax. Concentrate. Dispel every other thought. Let the world around you fade. Best to close the door; the TV is always on in the next room. Tell the others right away, No, I dont want to watch TV! Raise your voicethey wont hear you otherwiseIm reading! I dont want to be disturbed! Maybe they havent heard you, with all that racket; speak louder, yell; Im beginning to read Italo Calvinos new novel! . . .Find the most comfortable position: seated, stretched out, curled up, or lying flat. Flat on your back, on your side, on your stomach. In an easy chair, on the sofa, in the rocker, the deck chair, on the hassock. In the hammock, if you have a hammock. On top of your bed, of course, or in the bed. You can even stand on your hands, head down, in the yoga position. With the book upside down, naturally.Of course, the ideal position for reading is something you can never find. In the old days they used to read standing up, at a lectern. People were accustomed to standing on their feet, without moving. They rested like that when they were tired of horseback riding. Nobody ever thought of reading on horseback; and yet now, the idea of sitting in the saddle, the book propped against the horses mane, or maybe tied to the horses ear with a special harness, seems attractive to you.(Italo Calvino, If on a winters night a traveler, 1979/1981)

30+ Writing Podcasts You Should Be Listening To

30+ Writing Podcasts You Should Be Listening To 30+ Writing Podcasts You Should Be Listening To Well†¦ don’t try to listen to all these writing podcasts - or you’ll never get any writing done!With the massive popularity of audiobooks and podcasts, you could easily say that we’re in an era of ‘peak audio content’ - and for book fans and budding writers, there’s never been a better time to get intimate advice from a range of voices. To celebrate the second season of Reedsy's Bestseller podcast, we’re giving you the skinny on some of the best writing podcasts around.Publishing and Self-PublishingPublishing a book is no easy feat. And if you choose to do it yourself by going down the independent publishing route, there’s a lot you’ll need to learn about marketing, design, and distribution. Thankfully, you won’t be short on great advice from those who have done it before.Bestseller by Reedsyâ€Å"The definitive insider's guide to our current golden age of television.†Ben Blacker of The Thrilling Adven ture Hour lets his listeners eavesdrop into conversation with some of the biggest names in television writing. If you dream of writing TV drama, or are just a Netflix addict, you’ll want to tune in for his talks with the likes of Vince Gilligan (Breaking Bad), Amy Sherman-Palladino (Gilmore Girls and The Marvelous Mrs. Maisel) and Damon Lindelof (Lost).Have we missed out your favorite podcast? Drop a message in the comments below and let us know!

Comparison of Three Sculptures Essay Example | Topics and Well Written Essays - 250 words

Comparison of Three Sculptures - Essay Example Michelangelo’s interpretation however shows David before his battle with Goliath. He carries his slingshot over his shoulder and is almost unnoticed. The expression on his face shows he is ready for battle. On the other hand, Donatello depicts David after his triumphant battle with Goliath. He is shown stepping over the head of Goliath. The masculinity of David is emphasized more in Bernini’s and Michelangelo’s sculpture as opposed to Donatello’s. Bernini’s sculpture clearly shows the force and energy exerted by David as he launches the stone. The muscles in his legs give the impression of how his feet hold tightly on the ground to support the strain in his body’s stance. David’s skillful maneuver of his sling was perfectly interpreted by Bernini. One also observes the anger shown through David’s facial expression. Michelangelo’s sculpture of David shows a more relaxed David in contrast to Bernini’s. The contours of David’s physique seem flawless. Michelangelo sculpted David’s body with preciseness, molding with perfection his bones, muscles and veins. As opposed to Bernini’s and Michelangelo’s interpretation of David, Donatello portrayed David in a very fragile physique, almost like a woman. It lacks masculinity, as if David was only in his teens. It does not seem to be a body of a well-developed man. Even the stance of David which presents him with his left arm on his waist is so unbecoming of a fighter, which is very unlike Bernini’s and Michelangelo’s image of David. The saving grace of the masculinity of Donatello’s David is the lower part of the sculpture which shows David stepping over the head of Goliath. All three sculptures show how the interpretation of a subject can vary depending on the artist. The views, beliefs and backgrounds of the artists have an effect on their masterpieces. A single subject such as David can be interpreted in a number of ways depending on who is creating