My Last Duchess by Robert Browning Analysis help!!!!!!!!!!!!!!!?
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Check CliffsNotes.com or SparkNotes.com, sorry I couldn't be more help
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Summary of Book: \n\n\n                 Johnny Tremain takes place in Boston, Massachusetts, in 1773, during the revolutionary war. Johnny is changed by events that occurred in his life and that has related to the beginning of the Revolutionary War. By these events Johnny begins to mature and adapt better to the obstacles that life has provided for him. In this paper you will get a better understanding on how the American Revolution affects Johnny Tremain. \n\n\n\n\n\nMain Character Paragraph: \n\n\n               Johnny Tremain was the main character of this book. Johnny Tremain"'"s father had died months before he was born; his mother raised him, taught him how to read and wright until the age of nine when she passed away. Johnny Tremain"'"s right hand was burned severely in a smithing accident, therefore becoming useless. He is a very demanding boy and headstrong. Johnny, during whatever happened; he always stood by his friends and persevered. He showed courage when other"'"s failed. Johnny has inspired me to never give up and that when the going gets tough, your true friends will stand by you. \n\n\n\n\nHistorical aspect paragraph:  \n\n             I believe that this book is very believable. It is based on the American Revolution. Johnny Portrays a very important part in this book, he takes part in secret meetings, delivers messages between well known people, and is an apprentice to a silversmith. There are real events in this book such as the Boston Tea Party and the Battle of Lexington. \n\n\n\nEvaluation: \n\n             I really enjoyed this book. This book is just so motivating; it just makes you feel like you can do anything. Just Reading about how no matter what the odds were they always tried there best, even when it endangered their lives. I would recommend this book to any one who wants to read a thrilling yet emotional story.\nWhen the book started, Johnny was an annoying pain who\nalways fought and always made bad comments about people.\nEver since his mother had died, he had been a blacksmith's\napprentice, working under a man named Mr. Lampham. His\nmother had arranged it before she died. She left Johnny\nwith a silver cup and it was told to Johnny that if ever\nall of his hope were lost, and God has turned away from\nhim, then only should he go to the merchant Lyte and\npresent it to him. Johnny kept it in a chest in the attic\nall locked up. \n \nJohnny was the easiest to teach the art of being a\nblacksmith. He could read and write, and was a fast\nlearner. This made him the most valuable in the family. He\nalways treated the other learners very badly. This is why\none day, they played a trick on him. Johnny and Mr. Lampham\nhad a very important client and they were going to make him\na special bowl for his wife's birthday. Johnny was working\nall week on the handles he was to design. He came close to\nthe end of the week but he still hadn't gotten it perfectly\nright. On Saturday he was told that he couldn't work\nbecause he couldn't work on the Sabbath. When Johnny told\nMrs. Lampham about this, she said that he could secretly\nwork on Sunday. While Johnny was working, one of the other\nworkers handed him a broken piece which had a crack in the\nside. It broke and silver when everywhere. Johnny's hand\ntouched the stove and it was badly burned. It was not\ntreated correctly and his hand was crippled. He couldn't\nwork as a blacksmith so he became useless. Mr. Lampham told\nJohnny to go look for another job. \n \nJohnny went into town but could not find anything. Finally,\nhe found a job at a Printers wolrk place. He became friends\nwith a guy named Rab, who was two years older than he. \nJohnny learned to control his temper and became an avid\nreader. He was also taught by Rab to ride a horse. Johnny\nlearned to ride one of the toughest horses. The horse's\nname was Goblin. \n \nHe continued to see Cill, a girl whom he had met i
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In the novel, A Tale of Two Cities by Charles Dickens: he conveys and captures the growing anger, depression and desperation of the peasantry. Many repetitions, symbols and contrasts of  imagery,  bring surprise and wonder to the book and grab hold of the reader. These details are expressed in chapter five, throughout the wine casket scene.\nYou need to italicize the title of the book and come up with and ending. Also I have just cut out the extra verbage, but I think this reads better now. I am not sure about the semi colon after dickens name but if you end with a summary of the book in a sentence you will do great.
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My goodness.   This is a very interesting poem about how we are lied to throughout our lives and have to deal with those facts.  It would fit astonishingly well into any media studies course and am glad to have read it.  Tis true that Walter Raleigh was in Queen Elizabeth's command and was held in the tower.  The first respondant had excellent points, but after that... there were few comments that made sense.  Sorry folks.\n\nIt is most assuredly not about SEX!!  Except that we might lie to get it.  The point is that lies are imbedded into our very framework.  We cannot speak a truth.  Wit does get tiresome.  Beauty is used for naught.  There is nothing that is singularly GOOD- and Raleigh discovers it with a lovely cadence.  The repeptitive nature of "Tell them the lie" can be seen as a stab at church and country, but it goes deeper than than.  He mocks consumers and landowners.  Everyone is lying and he knows it.\n\nWhat I mean is simple that when people attempt to define something by using Good or Bad, they are intrinsically wrong.\n\nI hope you do well in your life and take the time to read lots of poetry.
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I would first decide what the overarching theme was - what was the point?  How did the characters grow, or learn, or change?  Were there any counterpoints or sub-plots that reenforced that theme?  \n\nSecond, I would go into detail how the author developed the character, or characters, and the plots and sub/counter plots all in the effort to develop the theme.  This should be the main focus of the essay.  Describe how the theme(s) all come together to reach the author's intended conclusion\n\nNext and finally, I would give my criticism of the book.  Was the buildup enough.  Were the various plots resolved, were the various themes concluded?  Did the author effectively use imagry, plot movement, all the literary devices available to effectively get his/her theme across.  How successful was he?\n\nFinally, be sure to construct all of these into a standard essay.
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Well, we had an assignment that is like this one about the Scarlet Letter, there are a couple of themes in the story, Individual vs. Society, Nature vs. Society, and I think the other is individual vs. Self. According to my notes the Scarlet letter's themes are sin, knowledge, and the human condition. But anyways in the individual vs. society section there are three examples one is Society against Hester. (they dont like hester for sinning) the other is Society agains Pearl (people think that since Pearl is a sin born daughter she will also be a sinner) and lastly is Dimmsdale(Society thinks that he is a saint). Oh yeah another one could be society against Chillingworth (people think that he is bad and resembles the devil). FOr the nature vs. Society section you can say that there is a BIG difference between both since Dimmsdale acts one way with Pearl and Hester in the forest but another in the village.
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Heres a short synopsis of the play:\nA bizarre and witty account of marital breakdown\nKenneth is a man with a weakness for fatty foods and skinny women. His mid-life crisis forces him to favour the latter, so he trades in Hilary - his stoic wife of twenty years - for the younger, prettier, slimmer (and more culinary-challenged) Laura. However, he quickly regrets his rash decision and finds himself torn between the delights of Laura's bedroom and Hilary's kitchen. The three eventually meet for a 'let's all be grown-ups' meal round at Hilary's, where Kenneth discovers he can no longer have his cake and eat it, as the women regain control... This play sounds bizarre and is, but it also says a lot about human weakness, loyalty, and the consequences of selfishness. It's also extremely funny, with such classic lines as "go and have deep throat sex and leave me here in my sparkling kitchen!"\n\nand a review:\nOn entering the theatre we were confronted with a setting which in it's Spartan simplicity suggested we were about to witness a Grecian Tragedy, which I suppose in a way we were. \n\nKenneth and Hilary were married for nineteen years. Nineteen years in which Hilary in her spick and span kitchen has prepared, cooked and served gargantuan meals for Kenneth who, to put it mildly, has a healthy appetite. \n\nThen Kenneth meets Laura who seems to represent all the things he thinks he has been missing. They embark on an affair, which quickly descends into a vortex of lies and deceit. Laura is young, sexy and finds Kenneth sexy. There are however a couple of problems – Laura is a bit of a slut and she is a hopeless cook. So Kenneth starts slipping back to Hilary for a little culinary consolation. \n\nWe first meet the three participants at Hilary's house to which she has invited Kenneth and Laura (now three years married) for an anniversary dinner. A dinner which Hilary with murderous and vengeful thoughts has prepared and is in the process of cooking very carefully indeed. \n\n  \nRay Newton & Loretta Freeman  \nSo a play about appetites or more correctly a play about hungry people. From the ageing Teddy Boy glutton Kenneth's constant cry of "I'm STARVING!!" through Hilary's loving, almost lascivious preparation of food and hunger for revenge to Laura who is on a diet anyway and so presumably always hungry not least for (as she elegantly phrases it) nookie. \n\nThere is pain and hurt here and sympathy is not confined to "The Wronged Wife". \n\nAs someone once said, "Every villain has his point of view" so Kenneth and Laura reveal during the progress of the play their own particular needs. \n\nThe play, delivered in a series of flashbacks stemming from the anniversary dinner at the beginning to the climactic last scene when Hilary serves the first course. "Mmmmm, fish for starters, fabulous! Fabulous!!!" Grunts Kenneth and proceeds to wolf not only his own portion but Laura's as well and inevitably starts to choke. \n\nThe play then veers into very black farce as the two budding Borgias from suburbia coolly watch as Kenneth writhes his last over the table and then calmly over a drink or two discuss the disposing of the body. Of course, HH \n\nHilary the cook has the answer! "Turn on the oven, 400 degrees F." she suggests, "We'll have to eat him, flush him down the loo".
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Ok, I will help - but I will not give you the answers, that's not help.  If the Shakespearean-era language is difficult to get through, I suggest checking out a noted version of the play (Penguin Publishing has some excellent, quite affordable paperback versions) to help you understand who's saying what.  You might also try to find a full production of the play or a video version. (Zeffirelli's is visually stunning, but leaves out a lot of the by-play.  The newer version with DiCaprio & what's-her-name is visually odd, but leaves in more of the dialogue.  Most libraries also will have the odd BBC or Canadian production in their media library, and these are usually complete dialogue without anything too extreme in the way of visuals.)\n\n1. Think about social conventions of the time - Juliet is a young, unmarried but highly marriageable woman.  Also, think about any parents' natural reaction if they were to find their daughter in the company of any young man - especially if that young man was a member of a family you hated.\n\n2 & 4 are very closely related.  Think about modern divorce rates in marriages that are made quickly - then think about a society where annulments were possible but difficult and divorce as such was not really an option.\n\n3. Reread the scene, and think about Juliet being a young woman besotted, while the nurse is somewhat of a doddering old lady who tends to ramble on and on and on (and some of her lines do amount to Elizabethan toilet humour, by the way).\n\n5.  Think about the purpose of a foil.  Mercutio & Nurse are both close to the main characters, and marginally involved/possibly condoning their behaviours.  Pick out a few key points in the act and you should have no trouble getting 8 to 10 sentences.  For example, do these characters encourage this lovelorn behaviour between the main characters? How? Why?\n\nPersonal sidenote/pet peeve about this play: Why does everyone perform the Queen Mab speech as though it's a huge dramatic foreshadowing?  It is, even the densest people grasp that after seeing the play once - but keep in mind Mercutio's playful, sarcastic character - why on earth would he of a sudden burst into this long prophetic rant?  I've gotten a few people to read it as a mocking, sarcastic sort of monologue, and have been far more pleased with it...
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First you need to think about how you are defining these types of love before you can look for examples of them in the text.\n\nRomantic love is probably the easiest to define; I would say this sort of love is evident in the story between Jane and Bingley; they are attracted to each other but there is no other element involved.\n\nPatriarchal love is quite different; Erich Frohmm points out that patriarchal love establishes principles and laws, and makes demands. It is thus dependent upon these laws being kept and demands being fulfilled. I would describe the relationship between Lady Catherine and Mr. Collins as being patriarchal in this sense because before Lady Catherine bestows her 'love' she expects everyone she comes into contact with to do what she wants.\n\nFinally, we come to heroic love, which for me is the highest on the scale. As Mortimer Adler points out, it always involves an element of self sacrifice; being willing to give up something or put ones own interests aside for the sake of the loved one. I would say that Darcy has this sort of love for Lizzie; he is prepared to do something he absolutely hates (find and bribe Wickham to marry Lydia) for Lizzie's sake alone.\n\nHope this helps!
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My Last Duchess\n\nThat's my last Duchess painted on the wall,\nLooking as if she were alive. I call\nThat piece a wonder, now: Frà Pandolf's hands\nWorked busily a day, and there she stands.\nWill 't please you sit and look at her? I said\n"Frà Pandolf" by design, for never read\nStrangers like you that pictured countenance,\nThe depth and passion of its earnest glance,\nBut to myself they turned (since none puts by\nThe curtain I have drawn for you, but I)\nAnd seemed as they would ask me, if they durst,\nHow such a glance came there; so, not the first\nAre you to turn and ask thus. Sir, 'twas not\nHer husband's presence only, called that spot\nOf joy into the Duchess' cheek: perhaps\nFrà Pandolf chanced to say, "Her mantle laps\nOver my Lady's wrist too much," or "Paint\nMust never hope to reproduce the faint\nHalf-flush that dies along her throat"; such stuff\nWas courtesy, she thought, and cause enough\nFor calling up that spot of joy. She had\nA heart . . . how shall I say? . . . too soon made glad,\nToo easily impressed; she liked whate'er\nShe looked on, and her looks went everywhere.\nSir, 'twas all one! My favour at her breast,\nThe dropping of the daylight in the West,\nThe bough of cherries some officious fool\nBroke in the orchard for her, the white mule\nShe rode with round the terrace--all and each\nWould draw from her alike the approving speech,\nOr blush, at least. She thanked men,--good; but thanked\nSomehow . . . I know not how . . . as if she ranked\nMy gift of a nine-hundred-years-old name\nWith anybody's gift. Who'd stoop to blame\nThis sort of trifling? Even had you skill\nIn speech--(which I have not)--to make your will\nQuite clear to such an one, and say, "Just this\nOr that in you disgusts me; here you miss,\nOr there exceed the mark"--and if she let\nHerself be lessoned so, nor plainly set\nHer wits to yours, forsooth, and made excuse,\n--E'en then would be some stooping; and I chuse\nNever to stoop. Oh, sir, she smiled, no doubt,\nWhene'er I passed her; but who passed without\nMuch the same smile? This grew; I gave commands;\nThen all smiles stopped together. There she stands\nAs if alive. Will 't please you rise? We'll meet\nThe company below, then. I repeat,\nThe Count your Master's known munificence\nIs ample warrant that no just pretence\nOf mine for dowry will be disallowed;\nThough his fair daughter's self, as I avowed\nAt starting, is my object. Nay, we'll go\nTogether down, Sir! Notice Neptune, though,\nTaming a sea-horse, thought a rarity,\nWhich Claus of Innsbruck cast in bronze for me.\n\n-- Robert Browning\n\n\nI didn't study this very long, but in lines 9-10 it seems like the duke is protective because he draws a curtain around her.
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I've looked at your links.  \n\nI'd recommend you work on your format and delivery.  It is just too much work to try to sort through it all and figure out just who did what to whom, and why.  Your pages are packed with your feelings about what happened, but there's not a lot of detail about what that was. \n\nWhy not find a writer to try to turn it into a novel?  If you did that, someone might actually be able to understand what you're talking about without deciding to devote a number of hours to deciphering paragraphs that seem to be written with the presumption that the reader knows who any of these people are in the first place. \n\nI mean that in the nicest way.  Obviously you want the world to understand, but the fact is that your links don't further that objective.
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You really should have read the play, man. It's actually really good, but then again I'm a writer--I love this kind of stuff.\n\nHere's a simple, easy solution. It won't help you on a test, because test questions are too detailed, but it should be fine for your project:\nhttp://www.sparknotes.com/lit/raisin/\n\nIn the meantime, GET THAT BOOK!!!
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Now, I am suprised that this was posted,...I thought everyone knew this story...let me give it a shot.\n\nBetter yet let me look this up for ya:There are a few things that are good here:  I hope this helps...\n\nThroughout the novel Celie is growing and learning about herself. She learns with the help of others not only about herself but about things that go on around her. The fact that Celie is writing to God shows us that she has a way of coping with her horrendous life. In a way God is the only thing she could turn to since her step-father scared her by saying "You better not never tell nobody but God. It'd kill your mammy." (p1) This is the first sign of growth we are presented with in the novel. Next Celie is confronted with Sofia who she wishes she were like in some ways. She learns alot from Sofia and Harpo's relationship; like the fact that a wife doesn't have to take abuse from her husband. She also learns about Sofia's outlook on life which is important to her growth. "You ought to bash Mr.------ head open, she say. Think bout heaven later." ( p. 44) \nIn this quote we see that Sofia is telling Celie that she should start caring about the life she is living and get rid of Mr.------. This is one of the first steps in which Celie starts to care about her life and makes gradual attempts to better it. \n\nShug Avery enters the novel next and is idealized by Celie. Celie does everything she can to be like Shug which in the long run helps her be more of her own person. Once Celie becomes Shug´s friend and stops trying to be like her, she instead begins to learn from her and becomes her own person. Through Shug she learned a lot more sexually about herself . All the sexual experiences she had had prior to the one with Shug were bad, and usually against her will. But after her experience with Shug she realizes that sexual contact can be enjoyed, she becomes confortable with her body, and learns that touching herself is not a bad thing. In a way they were both growing in their relationship at the same time because neither of them had had sexual experience with a woman before. " I don't know know nothing bout it, I say to Shug. I dont know much she say." ( p.118). \n\nAs Shug and Celie´s relationship progressed, I think she began to experience a real relationship with someone she cared about. For the first time in her life she truly loved someone besides her sister. Celie gained more self confidence from being with Shug, and with this she finally learned how to stand up to Mr.-------. We are shown this for one of the first times in the discussion at dinner. At that dinner we really get to see how much Celie has grown and how independent she is becoming. She tells Mr.------- , "You a lowdown dog is what you is what's wrong, I say. Its time to leave you and enter into the Creation. And your dead body is just the welcome mat I need." (p.207) This quote has a lot of significance because it's one of the first times Celie stands up for herself. It shows that she's not going to take his treatment anymore and is moving on, she is finally ready to enter into communion with the rest of the world and start her own life. The break up of Shug and Celie serves as a good wake up call to her that she has to learn to live without depending on Shug so much. As the novel continues it begins to talk less and less of Celie's outer ugliness and more of her innner beauty. This is very important because it symbolizes her growth as a human being and shows us how her self respect has increased. \n\nAs Celie begains to gain more and more control of her life she starts a buisness making pants, which is significant for two reasons. First, because they are pants which shows us that she is finally feeling equal or better than the "male" and no longer feels beneath him, and second, because she finally has control of something of her own, with people who work for her. \n\n
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Topic? Like a summary?\n\nHamlets father is killed by his uncle. His uncle becomes his stepdaddy. Hamlet wants revenge and to be the next king.\n\nHamlet is known for a lot of soliloquies. (My whole AP Lit Class could chose had to memorize their own) \n\nFor a research paper, choose one of the soliloquies and write about that, you should rewrite it in normal "speech" and research about the allusions used. There paper practically done.
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Despite about 25 minutes of searching I haven't been able to find this poem.  Could you call or e-mail someone you know who has to do the same assignment and possibly get the poem that way?  \n\nThese sites may be of some help to you.  My only other advice would be to get to a bookstore in your area if there is one and you might find it there.  Best of luck with it.
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Sort of an explanation....\n\nIt's rather fatalistic, don't you think? For me, the poem is a very serious treatment on the mortality of being human.\n\n"...still like muffled drums are beating funeral marches to the grave".\n\nI memorized that poem 30 years ago and think of it once in a while. Fun to recite as Longfellow has such a simple cadence to his work.
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First of all, this is well written.  You have a strong thesis, and you keep that thesis throughout the essay.  Well done. There are just a few grammatical errors here and there.  \n\nSecond paragraph after "American dream" should be a semi-colon.  Hyphens are not generally used as punctuation in a formal essay.  "and to still be able to have a family"  is very choppy, consider "and still have a family" or something of the like.  In an essay regarding literature, you don't need to say "was shown" when referencing the book.  You can simply say "Gatsby had no friends, no one attended his funeral."  Try to avoid contractions like "didn't" "couldn't" "shouldn't" etc...spell them out "did not" "could not" "should not".  \n\n"Gatsby was very ambitious, as you can see..."  Essay's avoid second person you.  You can either leave that out all together, or you could say "the reader is aware that gatsby was very ambitious."  "Gatsby was trying to relive the past, but obviously that wasn't happening."  This falls under the second person you.  Consider "Gatsby was trying to relive the past, but the past was not going to happen again for him." or something along those lines. \n\nTry to avoid passive verbs/passive voice sentences.  Instead of "It was Daisy that ran over Myrtle" consider "Daisy ran over Myrtle."  It tightens your sentence and makes your point much clearer.\n\nInstead of "as you can see, Daisy inadvertantly lead to Gatsby's death."  you could say simply "Daisy's actions inadvertantly lead to Gatsby's death."  Also, in this section, the tense shift is a bit odd.  Instead of "Gatsby would never aquire the American Dream" consider "Gastby never aquired (aquires, whichever you prefer) the American Dream." \n\n"In this way Gatsby is a tragic hero. He went about it all with the best of intentions, but that was what led to his death in the end. That is what a tragic hero is. He or she has good intentions, but in the end, those intentions lead to his or her death."  This section is repetitious.  Your point is very clear, and concludes your thesis, but try something like "By the end of the novel, Gatsby symbolizes the very definition of a tragic hero.  He acts with the best of intentions.  Those good intentions ultimately lead to his death."\n\nAs I said, over all a very well written essay.  Most of the things I have suggested you change are simply to tighten your essay.  As I said, try to avoid the second person 'you' and contractions (don't, couldn't) in your essay.  Hopefully this has helped.  If you have anymore questions, or want to tell me to shove it that you don't need my suggestions ;) feel free to e-mail me. \nimhalf_the_sourgirl_iused_tobe\n@yahoo.com