Neoclassical poetry vs romantic poetry Essay Example

Neoclassical poetry vs romantic poetry Paper Age of Reason/the enlightenment 1660-1770 Reason good Passion bad Neoclassical Neoclassical Nature is defined as human nature Neoclassical Tradition is good and honored Neoclassical Society is more important than the individual Neoclassical Urban is the setting for most literature Neoclassical Intellect, reason seen as key to good Neoclassical Public is the focus Neoclassical Logical, stable, solid Neoclassical Aristocratic Neoclassical Cultivated, formal, social Neoclassical Conformist Neoclassical Constraint Neoclassical Formal diction Romanticism 1792-1840 Romantic Passion good reason bad Romantic Nature is woods, trees, oceans Romantic Experiment good tradition bad Romantic Individual is more important than society Romantic Rural is setting for most literature Romantic Imagination and emotion Romantic Private, subjective becomes the focus Romantic Mysterious, supernatural, bizarre Romantic The common people Romantic Primitive is focus Romantic Independent, rebellious spirit Romantic Spontaneity becomes the norm Romantic Natural diction, slang, dialects Epigram Neoclassical Formal essay Neoclassical History book Neoclassical Rhyming couplet Neoclassical Discipline and law Neoclassical Oligarchy Neoclassical Conservatives and tradition Neoclassical Conservatives Neoclassical Even tempered and reserved Neoclassical Formal portraits Neoclassical Stately houses Neoclassical Versailles gardens Neoclassical Zoos Neoclassical Neoclassical Reality is absolute Authority Neoclassical Distance and external structure Neoclassical Planned and deliberate form Neoclassical Lyrical poem Romantic Mythological story Romantic Ode Romantic Supernatural tale Romantic Democracy, freedom, liberty Romantic Revolution Romantic Liberals Romantic Melancholic Romantic Outspoken Romantic Jungles Romantic Landscapes Romantic Rock gardens Romantic Wild outdoors Romantic Romantic The self determines reality Romantic Individual man Romantic Closeness and inner structure Spontaneous content Romantic Neoclassical Learn through studying the ancients Neoclassical Emphasis on light, the past, knowledge, proper form of beauty Neoclassical Stylized language Neoclassical Status quo Romantic Emotions lead to insight and understanding Romantic Learn through experience and contemplation Romantic Worship of night, emphasis of medieval, the unknown, beauty undefined Romantic Language of real men Romantic Political and rebellious reform Romantic Reference for self

How to Choose a Title for an Essay

How to Choose a Title for an Essay There is no doubt that the title is a very important part of a scientific work or a work of art, whether it is a novel, a song, or a dissertation. The first component people notice is the title. It may be short, only consisting of one or two words, but it definitely says something important to potential readers, viewers, or listeners. When people have to write an essay, a typical situation looks like this: the student comes up with an idea, narrows the topic, then writes a title, and then begins writing the paper. This may work pretty well if you do everything in that order. However, you might try choosing a title after you finish writing the essay. That way you will definitely know what your essay is all about, what the key points in your work are, and what you should emphasize in your title to draw the readers attention to your work. Did you know that Steve Jobs and Steve Wozniak didnt have a name for their company when they founded what is now called â€Å"Apple?† They actually came up with the name later. The same can be applied to your essay. Plan what to write and how to write it first, not what to call it. By the way, you can choose a working title for your essay and then change it later as you think of new ideas or a different aspect of the problem. Choosing a title that suits your essay best is the finishing touch to your work. The major challenge in developing a title for your essay is that you have to express the theme of the essay in a limited number of words. There are several strategies you can employ to develop a great title. The first one is traditional. We can call it descriptive since it simply describes the main theme of your essay. An example is â€Å"Deforestation in Brazil.† The reader instantly knows that the essay is about deforestation in Brazil. However, this is really not descriptive enough. What about deforestation in Brazil? Are you going to discuss how it is done, or why it is done? Are you going to argue that it should be done or that it should not be done? You have given a topic in your title, but you have not indicated the opinion to be expressed on that topic. Instead, you might title your paper, â€Å"Deforestation in Brazil: A Travesty.† Now, the reader is set to discover what your thoughts are on the deforestation in Brazil. You can also use an intriguing title to make readers guess about the topic of an essay, forcing them to read on to find out. You can omit some words, use synonyms, or replace the exact term with a more general one. For example, you can change â€Å"The Inventions of Thomas Edison† to â€Å"The Man Who Changed the World.† It sounds more intriguing, doesnt it? Another way to create interest and intrigue is to use a question as your title. Well-educated people tend to be very analytical, trying to find all the answers to questions they encounter. If your title is â€Å"Can Bacteria Survive in Space?† chances are that your audience will read your essay to find the answer to that question. Choose your title wisely; dont worry if developing one takes more time than you expected. Jot down all your ideas for a title, eliminate the ones that definitely will not work, and choose the one you think is the best match for your essay. Do you need more essay writing help online? Why not to hire our professional essay writers who will write a custom paper for you!?

Organisational Behaviour Essay Example | Topics and Well Written Essays - 2000 words

Organisational Behaviour - Essay Example Therefore, it was easy to divide up our Team based report and get the task done. During group meetings, I feel that I played a vital role in getting the task started and allocating what each member should be researching. The next state is performing. In this particular situation, I felt that this was the hardest stage as I do not mind doing research and writing assignments but I definitely do not like oral presentations. My other group members were already aware of this and therefore we decided to practice together until I felt comfortable. I think that this shows my group was very in tune with each others strength and weaknesses and I was grateful that they helped me. In the end, I felt that my group all made a sufficient contribution, executed our presentation well and I was quite happy with our grade. The last stage, adjourning, is not relevant to my group as we have continuing relationships. There were many class activities that my group worked on together. After the formation of our group, we completed an activity within the group that required us to separately answer questions in relation to how we should communicate, how often we should meet, how we should deal with conflict and what grade we were aiming for. When discussing our answers as a group, I hold back a little bit from the beginning and ultimately I felt comfortable to answer truthfully throughout the rest of the class. I feel this is because I was confident afterwards that my group member’s answers would not differ significantly from mine. We generally agreed on our answer, this did not surprise me as we have worked on past assignments together in the past and know each other very well. When considering my past behavior, I know that if I had been in a group with people I did not... The author of the essay "Organisational Behaviour" mentions that there are many theories which describe the elements which effective groups require. One particular theory by Dorothy Marcic was relevant to my group and also my own personal behavior. This theory includes the group elements of participation, influence, styles of influence, decision making procedure, motivation, task functions, maintenance functions, group atmosphere and membership. According to Bloisi (2007), â€Å"Motivation is defined as the conscious decision to put more effort into one activity than another for whatever reason†. Motivation puts each team member into action to accomplish goals, has increased level of efficiency within the team work and built friendly relationship. Through each of these elements as stated above, I feel that I played an important role to my group. In relation to participation, I think that my participation within the group was high as I talk openly with all members and attended almost all of our group meetings. However, at times I have quiet moment when I do not really contribute much. This has no relation to my group, it is purely related to my mood and I was concerned how my group members perceived me during these moments. In the end the author concludes: "By completing this team based case study, I was able to learn more about my behavior in group situations. Although, I have done many team based assignments before, this particular task pushed me to look more in depth into my own behavior.".

QHEI Assignment Example | Topics and Well Written Essays - 500 words

QHEI - Assignment Example The cover type present was overhanging vegetation and undercut banks and root wads exist as a major component of cover type. The cover type was extensive due to tree roots that were extensive in the water leading to an extensive undercut bank. The score for the undercut cover was calculated using the parameters that were measured from the study as follows 1+1+ 1+ 11= 14 out of a total score of 20. This is a significant score that implies a thriving vegetation a long the river that is competing with other organisms present in the river for oxygen and other nutrients (Atuke 25). The amount of in stream cover type present, in the river, poses a threat to the survival of most of the organisms present in the river. The third metric was the Channel morphology that measures the quality of the stream channel that is responsible for the stability and creation of the in stream habitat. The river had a high sinuosity with a good development of riffle and pool complexes. The stream showed no human modifications and thus, channelization was recorded as none. The stability was recorded as high due to the extensive presence of cover type that prevents erosion. The only modification present was canopy removal. The score of the metric was calculated as 4+5+ 6+ 3= 18. This is a high score, and it implies that the river has not experienced much anthropogenic disturbance (Atuke 27). The fourth metric was the riparian zone and bank erosion. This metric records the scores the quality of the plain vegetation and the riparian buffer area. The river had a moderate riparian width on both sides with a plain vegetation of a forest and a swamp on both sides. The bank erosion on both sides was recorded as little or none due to the presence of the forest and swamp vegetation. The total score of the parameters was nine out of a possible ten. The fifth metric was the pool and riffle quality. The metric has six categories that

Further Exploration Assignment Essay Example | Topics and Well Written Essays - 500 words - 1

Further Exploration Assignment - Essay Example At the same time, women simply accept the fact in most cases, though both genders have some attempts of defining the reasons of their sadness. However, men appear to be more likely to compare themselves with other people and analyze own short-comings, faults, and mistakes in an attempt to get more control over the situation. The same trend is expressed in people’s tendency to think about why they can’t handle things better – men have shown to be more concerned with this issue. At the same time, women are the ones who think more about how sad they feel. This means their feelings of sadness, apathy and worthlessness are stronger than those of men. It also appears that the representatives of both genders are not trying much to make themselves feel better. Most of the men and women don’t try to change the situation by means of doing something fun with a friend or going to a favorite place to distract oneself. However, we all at least try to do something that made us feel better before. To sum up, it appears that the major difference between men’s and women’s ways of experiencing and dealing with depression is in their perception of oneself in contrast with the others. Men are keener on blaming others in their sadness, while women start looking for the problem within themselves. At the same time, both genders show to be rather equally closed and withdrawn from the outer world while in

Peer Editing for Essay Writing

Peer Editing for Essay Writing The aim of this study was to find out whether the use through Wikispaces helps to correct errors made in essay writing by Form Four students of a Smart School in Kinta district, Perak. This final chapter provides a summary of this research study. It is divided into four parts: conclusions, implications, limitations and recommendations for both practice and further research based on the findings discussed in Chapter 4. Conclusions The following conclusions are based on the three research questions of the study. Each question and its associated conclusions will be discussed. Research Question 1- What are the errors that L2 students frequently edit in essay writing? This study has found that grammar is the most frequently edited language aspect in essay writing by the L2 students. Even though, weekly coding sheets and frequency analysis showed different outcomes for DE1 and DE2, Table 4.1 proved that grammar is still considered as the frequently edited language aspect with a total of 307 (37.4%) errors. This is in line with similar findings of several previous studies as mentioned in the literature review (Maros et.al, 2007; Muhari, 2008; Nor Hashimah et. al., 2008; Darus and Subramaniam, 2009; Darus and Khor, 2009; Wee, 2009). The interview transcripts revealed that the students concentrated more on grammar compared to other language aspects since grammar is indisputably an essential element of second language writing (Frodesen Christine, 2003). Furthermore, field notes illustrated that the students in this study seem to learn new knowledge of the five language aspects, and they did not repeat the same mistakes in following essay writing. In fact, the students realization of being critical for other language aspects besides grammar came into an act after gradual practice of peer editing through Wikispaces. Conversely, sentence structure is reported as the hardly used language aspect by the students in the DE1 and DE2. Research Question 2-How does the use of peer editing through Wikispaces help in correcting L2 students writing? The findings of this study suggested that in general peer editing through Wikispaces could help to reduce errors in L2 students writing. The primary findings from the students essays reported that the students were able to correct most of the errors quite well through online collaborative activity. The language errors identified could be used as a guideline for L2 students to equip themselves with the adequate knowledge and skills in writing essays. They would be benefited the most if they were able to comprehend the conventions and features of this specific context. However, as for the unidentified errors by students, the teacher plays the critical role in emphasizing them in the classroom. The teacher should clearly explain the rules and give a lot of examples as well as provide ample of opportunity to the students to use, produce and practice on their own. This can be done by getting them involved in various immersion activities in class and outside the classroom. It will eventually help the learners to be more aware of the particular language aspects in their essays. Besides that, there were also tendencies for students to correct errors wrongly when editing others work. This situation could be overcome through consistent practice of peer editing. Both questionnaire and feedback forms revealed more positive impressions of the students towards the usefulness of peer editing through Wikispaces in correcting L2 students writing. Additionally, several characteristics and strengths of Wikispaces also supported the peer editing activity. In short, peer editing through Wikispaces is seen as a valuable learning process which can foster independent learning. Research Question 3-How do L2 students respond to the feedback provided by their peers through Wikispaces? Based on the analysis of interview transcripts, it can be concluded that majority of the students showed mixed responses when receiving and giving comments on Wikispaces. But overall, the students were satisfied with the kind of comments given by their group members due to several good reasons: comments given were useful, helped them to increase knowledge, correct mistakes in essays. Apart from that, a number of usefulness of the comments and benefits from peer editing and giving comments to others were also pointed out with reference to the selected descriptions taken from the interview transcripts. In a nutshell, the findings have led the researcher to conclude that the use of peer editing through Wikispaces is an effective alternative way in correcting errors in students essay writing. Implications The implications of this study can be best explained by three aspects, namely (i) pedagogy, (ii) social, and (iii) technology. These are elaborated in the paragraphs below. Pedagogical Implications Students The use of peer editing through Wikispaces has the potential to uphold various pedagogical approaches such as case based learning, collaborative pedagogy strategy-knowledge co-construction activities.Students This technique which serves as an accessible alternative way of error correction also supports the designed learning activities that are to perform in any group dynamics. Hence, this allows the students to share, negotiate and co-construct information on error correction in their writing. The peers can even provide suggestions and advices through discussion tab. In other words, the platform itself is considered as an appropriate space for students whereby they can take ownership of their own pages in groups. Nevertheless, peer editing through Wikispaces helps to promote learning in the Zone of Proximal Development (ZPD). At this point, students enjoy working in groups. They learn more by working in groups rather than they work by themselves. Through the correspondence and collaboration among the group members, the students do stand a chance to discover and learn about the grammatical rules from their peers. Both correct and incorrect versions act as a guide to the students on what is right and what is wrong. In the initial stage, they may make miscategorise the errors, but it will be better after consistent practice. Teachers The students English proficiency is different in a class, which can be perceived through various errors students have made in their essays. In an ESL teaching context where the classroom population is becoming larger and larger, its a good channel for a teacher to know his or her students learning through the errors or mistakes they make. So teachers should make record of these errors and analyze them to find the possible causes of them, and then decide on the proper way to enable students to learn from the errors. In this study, one can see that its common for students to make the so-called mistakes, and that through peer editing activity such mistakes can be corrected generally, which can not only improve the students language proficiency, but also promote their sense of perfecting the language in writing. The teacher plays the role of moderator and facilitator. Wikispaces features enable the teacher to track and monitor students development process (history logs). It helps to keep systematic records of daily reflections, announcements, due dates and attendance. Text-editor: Teacher posting of instructions and other resources (multiple modes) by teachers a platform for students to rationalize and explain their actions (decisions) in the course of their activities Comment feature-allows the teacher to provide feedback when necessary: errors wrongly corrected and errors which are not identified. In addition, it also promotes collaborative learning. Social Implications Peer editing through Wikispaces supports a variety of interactions and their dynamics: peer-peer, student-teacher. Students can publish their thoughts and obtain feedback from the others at any time. They do not have to depend much on the teacher. Students can turn to others for help when they encounter problems through asynchronous communication: group discussions and personal messages. It is a safe and comfortable learning environment for students to work within. Students are able to draft and modify postings before and after publishing. This will likely give them time to think, amend and improve on the postings suitable to their audiences or for other specific purposes. Additionally, Wikispaces utilities support group work as well as foster group dynamics cohesiveness. Technological Implications The peer editing activity through Wikispaces is a web-based application. Thus, it can be conveniently accessible all time (as long as there is Internet connection). Students could easily learn and use as it does not require any high technical skills to set up the account. Particularly, the text editor toolbar is similar to that of Microsoft Word. This may then serve as an advantage for those students who are computer literate. Limitations of the Study A number of limitations were present in the research. These limitations need to be noted and considered in relation to the research procedures and research findings. Basically, there are three limitations: time constraints, small sample size and limited capacity of doing peer editing on Wikispaces. Firstly, this research was actually scheduled for eight weeks of data collection. But somehow, the data collection procedures which have been planned earlier could not be carried out due to the school holidays. As a result, the researcher has to shorten the duration to five weeks after negotiating with the administrators of the school. In fact, the researcher decided to spend more time then what has been scheduled in order to give the students more guidance and pace to do their peer editing in the computer lab. Although the latter data collection went on well, but still it would have been better if more time with were provided for the research procedures. Secondly, the findings are achieved based on the small sample size, covering only one Smart School located in Kinta district, Perak. There are still many Smart Schools located all over Perak and other states. Besides that, there are also many National schools with similar facilities and criterion participants. Therefore, the researcher suggests carrying out further studies on this topic involving other Smart Schools and National Schools in Malaysia. Thirdly, students were found having some difficulties while doing the peer editing on the same page at one time. It seemed that clashes and overlapping disrupted the students attention while editing. In this situation, it is vital for the teacher to plan the design of the Wikispaces properly at the initial stage as Wikispaces comes with a blank space. The teacher may group up the students but necessarily assign each student with their own page. This solution will definitely reduce the probability of future clashing during the peer editing sessions. Recommendations From the conclusions, the present study proves that the use of peer editing through Wikispaces gives positive implications for the teacher (the researcher) and the students. Therefore, this action which serves as an alternative way in correcting students errors in writing should be implied in secondary schools. However, several recommendations for practice and thereafter for future research are discussed below. Recommendations for Practice As for recommendations, the use of peer editing through Wikispaces should be exposed to teachers in schools. Certainly, there are teachers who are not aware of the benefits of peer editing and giving comments to others in terms of the students essay writing. Furthermore, some are busy with their daily work. They do not have enough time to spend on trying out this kind of technique with their students. Perhaps, as for the start, it is recommended that may be the head panels should be given the training, and later an in-house training can be given to rest of the teachers. Other than that, the use of peer editing through Wikispaces is a suitable learning technique that helps and leads the learners to be independent learners. Nowadays, most the students are no longer the quiet and passive ones in the classroom. Students prefer something new, challenging and suit their interest as well. Teachers impart knowledge to the students. Then, students will themselves discover the knowledge on their own and apply them into other matters. Recommendations for Future Research In the light of the limitations with regard to the findings available to the researcher, it is recommended that further research related to error correction is needed. It would be interesting to find out the A profound study involving each type of would provide further information on the pattern of in a specific context. The information derived from the findings on language errors was insufficient for making any generalization. In terms of the itself, much work needs to be done to uncover some knowledge on the .With all these studies, hopefully all the underlying can be overturned and bring benefits to all. Summary This chapter has presented the conclusions, implications, limitations and recommendations for both practice and further research based on the findings discussed in the previous chapter. The conclusions have shown that the use of peer editing through Wikispaces has a great impact in correcting errors in the L2 students essay writing. This alternative way has proven to be an effective technique and the students involvement in the peer editing was thus enhanced. Students could correct most of the errors quite well through online collaborative activity. Furthermore, most of the findings obtained were fared positively. These outcomes show that the use peer editing through Wikispaces should be employed in teaching and learning of writing. This study has further implied in three aspects: pedagogy, social and technology. Last but not least, limitations of the research were highlighted and recommendations for both practice and future research were suggested.

The Samurai: Warrior and Ruler of Ancient Japan Essay -- essays resear

The Samurai: Warrior and Ruler of Ancient Japan Few countries have a warrior tradition as long and exciting as Japan. It is a tradition found in the Samurai, the loyal and self-sacrificing knight of ancient Japan. The Samurai is a valiant warrior who can both appreciate the beauty of nature in that of a rose blossom but will also kill or die for his master in an instant. This well-rounded warrior was the ruling class of Japan for almost seven hundred years. He fought for control of his country and to keep Japan free from outside influences. (Turnbull 1) This aristocratic warrior class arose during the 12th century wars between the Taira and Minamoto clans and was consolidated in the Tokugawa period. Samurai were privileged to wear two swords, and at one time had the right to cut down any commoner who offended them. They cultivated the martial virtues, indifference to pain or death, and unfailing loyalty to their overlords. Samurai were the dominant group in Japan. Under the Tokugawa shogunate, the samurai were removed from direct control of the villages, moved into the domain castle towns, and given government stipends. They were encouraged to take up bureaucratic posts. The Hagakure, has been dubbed the book of the samurai. It was written after a century of peace around 1716. It came to be the guide of samurai ethics until the end of the feudal period. Its short passages reflect and outline the qualities that make a samurai. Yamamoto Tsunetomo expresses in the hagakure the framework and mindset of being a samurai. â€Å"Although it stands to reason that a samurai should be mindful of the Way of the samurai, it would seem that we are all negligent. Consequently, if someone were to ask, ‘what is the true meaning of the Way of the Samurai?’ the person who should be able to answer promptly is rare. This is because it has not been established in one’s mind beforehand. From this, one’s unmindfulness of the Way can be known. Negligence is an extreme thing.† (Wilson, 17) â€Å"The Way of the Samurai is found in death. When it comes to either/or, there is only the quick choice of death. It is not particularly difficult. Be determined and advance. To say that dying without reaching one’s aim is to die a dog’s death is the frivolous way of sophisticates. When pressed with the choice of life or death, it is not necessary to gain one’s aim. We all want to live. And in large p... ...scious choice and so fostered individual initiative while yet reasserting the obligations of loyalty and filial piety. Obedience to authority was stressed, but duty came first even if it entailed violation of statue law. In such an instance, the true samurai would prove his sincerity and expiate his crime against the government by subsequently taking his own life. By mid-19th century, Bushido standards had become the general ideal, and the legal abolition of the samurai class in 1871 made Bushido even more the property of the entire nation. In the public education system, with the emperor replacing the feudal lord as the object of loyalty and sacrifice, Bushido became the foundation of ethical training. As such, it contributed both to the arise of Japanese nationalism and to the strengthening of wartime civilian morale up to 1945. The term â€Å"Samurai† means those who serve. These mystical knights served many functions in Japanese society. During time of war, they were the masters of the battlefield. In peace they were the administrators and the aristocrats. As statesmen, soldiers, and businessmen, former samurai took the lead in building modern Japan.   Ã‚  Ã‚  Ã‚  Ã‚