Places like Bosnia Essay Example for Free

Places like Bosnia Essay The language used in both the passages are mostly narrative and the writers have elaborate the whole passages by comparing the two cities with many different things like human features, countryside, places like Bosnia. But in between the first passage there are some direct speeches like, it wassumpin in (line17-18) said by the cashier at white plains. There is a ironical language used in the first passage (line27) which says how not to kill their kids actually meaning how to bare or tolerate with their kids while they are stuck in the house and have to spent their whole day with them. The writers have used a lot of stylistic devices in the passages, one of them is simile which is used in both of the passages, like in passage one (line 22) which says This isnt Bosnia but it sure looks like it meaning that though New York is not Bosnia, the very cold weather and the heavy snowfall in New York does makes it look like Bosnia. On the other hand, simile used in the second passage is It was mounded like white eyebrows above the windows of the houses(line 2-3) reflecting a very beautiful image of the environment by comparing the thick snow above the window with the white eyebrows of human. Regarding metaphor, it is used only once in the first passage, that is Sanitary commissioner John Doherty, whomthe wayto fight war(line 24-26) which is the comparison between the Sanitary commissioner who removes the snows and the military general who knows how to fight the war. In this passage snowfall is compared with the war because it stopped everything in the city like airports, people and other working institutions and the sanitary commissioner with the military general. Whereas, there are two metaphors in the second passage. The first one is, and it had blown against the brick walls and stuck, making beards hang from the sills.(line 3-5). This metaphor compares the snow hanging from the sills of the houses with the beard, which also hangs from the chin of men and the other one is it was as if, in the night, the city had been removed and in its place an empty countryside of simple hills had appeared. (line 13-15) meaning that the city looks like a countryside because the snow had stopped every single voice and the countrysides are usually very calm and quiet place compare to the cities. The first passage starts with one of the literacy device called personification of word sleep on a non-living things like cities, which is One minute The City That never sleeps(line 1) through this line, the writer wants to tell us that the city of New York is one of the cosmopolitan cities in the world. While continuing the line, I come across one more stylistic device used in (line 1-2) again which says That Never sleeps was struggling to wake up from its ongoing New years hangover, this line shows the paradox of words never sleep and trying to wake up in the passage, meaning that the people are very tired and are struggling to wake up the next day after doing a lot of things like party on the new year eve. Whereas there is no paradox and personification used in the second passage, but there is another stylistic device called anamatopia used in (line 29) and that is The snows stopped the yip-yap, in which yip yap showing the sounds of people, birds and all other things like automobiles. Mr. Theroux also make used of alliteration like feathery from the flakes(line 25) which reflects the meaning that the snowfall had made the window panes look very soft. The writer also make use of assonance in the second passage, one of which is fence was encased (line 6), meaning that the snow is so thick that the fence is all covered with the snow and it looks like as if there is no fence. The other one is city was simplified meaning that the city now looks very simple like the countryside. There is one more stylistic device use by the writer in the second passage that is consonant, (line 21) which says, snow had shut out every sound making the sound S which usually reflects the sound shh! And which is usually use by the people to say Be quiet. Imagery is also use by the writer as one of the devices, (line 11-15)The Chelsea floursimple hills had appeared. Leading us to imagine the mill is all covered with the snow and it looks like a mountain now, likewise, the city also looks like a countryside having hills all around. Whereas in the first passage, Mr. Jones make use of repetition, as the word snow-hack is used again and again in lines (16,21 and 29) While analysing and comparing these two passages which are about the snowfall, but are written in such different ways that, in the first passage, New York city is described very disturbed and busy. Whereas the writer of the second passage has described London as a city which is very calm and still. The first passage seems very boring because Mr. Jones is repeatedly talking about the medias reaction towards this blizzard of 96. Whereas the second passage is quite interesting compare to the first one. On the whole the two passages are quite different from each other even though both of them are something about snowfall.

Lorraine Hansberrys A Raisin In The Sun Essay -- essays research pap

A Raisin in the Sun Throughout the play, A Raisin in the Sun, the character Beneatha talks about finding her identity. The concept of assimilation becomes very important to the Younger family. Neither of the members of the Younger family wanted to assimilate into mainstream America, they just want to live comfortably. The Youngers are an African American family living on the south side of Chicago in the 1950s. They were living during an era where America was extremely racist towards blacks. The Younger family was made up of Mama, the backbone of the family, her daughter Beneatha, her son Walter, his wife Ruth, and his son Travis. They all lived in a small two-bedroom apartment where they had to share a bathroom in the hall with their neighbors and Travis slept on the couch. Mama and her family were about to receive a check for $10,000 from the deceased Mr. Younger’s insurance policy. This money seemed like the answer to the family’s’ prayers. Everyone seemed to have big dreams for the money. Mama wanted to buy a house, Walter wanted to invest the money into a liquor store, and Beneatha wanted to use the money for her medical school tuition. Ruth agreed with Mama’s ideal of buying a house and she thought that the house would provide more space and opportunity for her son. Mama wanted to use the insurance money to buy a house. She finally had the chance to fulfill the dream that her and Mr. Younger always had. Mama wanted to buy a house in a predominantly white neighborhood b... Lorraine Hansberry's A Raisin In The Sun Essay -- essays research pap A Raisin in the Sun Throughout the play, A Raisin in the Sun, the character Beneatha talks about finding her identity. The concept of assimilation becomes very important to the Younger family. Neither of the members of the Younger family wanted to assimilate into mainstream America, they just want to live comfortably. The Youngers are an African American family living on the south side of Chicago in the 1950s. They were living during an era where America was extremely racist towards blacks. The Younger family was made up of Mama, the backbone of the family, her daughter Beneatha, her son Walter, his wife Ruth, and his son Travis. They all lived in a small two-bedroom apartment where they had to share a bathroom in the hall with their neighbors and Travis slept on the couch. Mama and her family were about to receive a check for $10,000 from the deceased Mr. Younger’s insurance policy. This money seemed like the answer to the family’s’ prayers. Everyone seemed to have big dreams for the money. Mama wanted to buy a house, Walter wanted to invest the money into a liquor store, and Beneatha wanted to use the money for her medical school tuition. Ruth agreed with Mama’s ideal of buying a house and she thought that the house would provide more space and opportunity for her son. Mama wanted to use the insurance money to buy a house. She finally had the chance to fulfill the dream that her and Mr. Younger always had. Mama wanted to buy a house in a predominantly white neighborhood b...

Hamlet’s Oedipal Complex

Hamlet's Oedipal Complex In William Shakespeare's, Hamlet, the Oedipus complex plays a critical role in the affairs of the young prince. Sigmund Freud's theory states that it is normal for children to have sexual desires for their parent of the opposite sex. He says that it is also normal to have feelings of hatred for the other parent that is of the same sex as the child. Most children experience these feelings at a very young age, after which the feelings  are overcome or in some individuals become deeply suppressed. Those that carry on these feelings into adulthood are considered to have an Oedipus complex.These feelings, in some cases, are linked to a physical separation between father and son. This leads the child into a paradoxical state of masculinity, wherein the child spends much of his time solely with the mother, and yet a sense of guilt or femininity, because the mother is significantly older. This sense of guilt and femininity also prevents Hamlet from identifying with women their own age, a societal norm. Furthermore, Hamlet's Oedipal feelings have been buried within him since his childhood. These feelings were hidden during the life of Hamlet, Sr. because the two had a strong connection.However, the death of King Hamlet and hasty marriage to Gertrude by Claudius sparked jealousy within Hamlet. He felt no connection to Claudius, nor felt guilty by having feelings for his mother. It was due to this event that Hamlet's latent Oedipal Complex took over. Although Freud outlined this complex almost 300 years after the publication of Hamlet, Shakespeare's characterizations in regards to the Oedipus complex cannot be refuted. The three main aspects including hatred of the father, intimate desires of the mother, and disconnection from the loving Ophelia show Hamlet's embodiment of the Oedipus complex.Hamlet's actions and mental health are affected by the presence of these Oedipal qualities. Freud had said that the son takes the mother as the object of h is desires. Because of this desire to be with Gertrude, a rivalry forms between Hamlet and Claudius. In the play, Hamlet shows great hostility towards Claudius because of his mother's hasty remarriage. This infuriates Hamlet as he begins to see murdering Claudius as a way of asserting masculine dominance and avenging his father. Once King Hamlet's ghost  tells Hamlet  that it wasClaudius who murdered him, Hamlet feels conflicted. Throughout the play, Hamlet struggles  internally over killing Claudius. It is something he wants to do, but is unable to carry out the task. Because of his Oedipus complex, Hamlet has wanted to kill his own father for at least 20 years, as outlined by Freud. Hamlet desperately wants to desperately forget the presence of his father and mother together, as illustrated in this excerpt in Act 1, Scene 2 from Hamlet. â€Å"Must I remember? Why she would hang on him, as if increase of appetite had grown† (William Shakespeare, 29).In using the word à ¢â‚¬Å"would† to show the past tense, Hamlet is referring the dependency of Gertrude upon King Hamlet, rather than Claudius. Shakespeare also is redundant with the phrase â€Å"increase of appetite had grown†. But Shakespeare is emphasizing the fact that Gertrude became increasingly voracious for King Hamlet's love, which further disturbed Hamlet. In essence, Hamlet feels weak because Claudius did what Hamlet could not. These feelings of inferiority, along with the Oedipus qualities, create feelings of guilt and repulsion towards Claudius. Hamlet becomes aware that he is no better than Claudius is.In murdering Claudius, Hamlet kills himself as well. Claudius has achieved Hamlet's Freudian ideal, killed his father, taken his place, and fulfilled his incestuous desire in winning over Gertrude. Hamlet is able to identify, and even sympathize with Claudius for having done what Hamlet only wished he could do. Hamlet and his mother's relationship is also shown as more intimate than the traditional mother-son relationship due to Hamlet's language regarding his mother his mother, as well as the rivalry toward Claudius for his Gertrude's attention.This suggests that Shakespeare also saw the behavioral characteristics of the oedipal complex in humanity that Freud did, explaining them through the relationship between Hamlet and Gertrude. In the word choice Hamlet uses when addressing Gertrude, he shows a discreet desire for his mother bordering on the sexual. In Gertrude's bedroom in Act 3, Scene 4, he addresses her with the following: â€Å"Nay, but to live in the rank sweat of an enseamed bed, stewed in corruption, honeying, and making love over the nasty sty! † (William Shakespeare, 175).The privacy and intimacy of the bedroom add a new dimension when the relationship between Hamlet and Gertrude is examined. Bedrooms are private, usually the setting for sexual activity. Shakespeare placed Hamlet and Gertrude in these quarters to suggest the aspects of Hamlet's sexual desires for his mother and allow Hamlet to express himself wholeheartedly to his mother. This obsession shows that Hamlet is suffering from an  Oedipus complex. The idea of Claudius engaging intimately with his mother brings out the incestuous feelings stirring within Hamlet.But Hamlet is also confused that, at Gertrude's age, she can't control her sexual desires. Hamlet worships Gertrude, he has high expectations of her, treats her as if she were a goddess. But yet, the fact that she cannot control her sexual desires makes Hamlet all the more intrigued. However, Hamlet is also ridden with jealousy in regards to her sexual activities with Claudius. Hamlet confronts Gertrude, accusing her of spending too much time â€Å"in the rank sweat of an enseamed bed†. The phrase â€Å"rank sweat† means thick or heavy sweat.Hamlet, by saying Gertrude lives in Claudius' bed, is jealous of their constant lovemaking, driving Hamlet to act rashly in killing Poloni us. In the Scene, Hamlet wished the person behind the curtain had been Claudius. He would have won over his mother and avenged the death of his father. Because of his feeling of inferiority, Hamlet feels he needs to establish himself as the powerful masculine figure by killing Claudius and becoming king of Denmark. However, his rash behavior and lashing out largely affects his mental state as well.Ophelia is the character most affected by Hamlet's Oedipal desires for Gertrude. Hamlet disgraces Ophelia, using her simply for sex and pleasure. She means very little to him as a human being. In Act 3, Scene 1 Hamlet orders her to â€Å"Get thee to a nunnery† (William Shakespeare, 131). Completely focused on his desires for Gertrude and murder of Claudius, Hamlet has no need for distractions such as Ophelia. Hamlet's relationship with Ophelia is completely abnormal. He solely uses Ophelia as a substitute for Gertrude.Ophelia's femininity draws Hamlet in, satisfying his lust for his mother and insecurities surrounding Claudius. He toys with Ophelia's affections, just as Gertrude toys with his. He uses Ophelia for pleasure to an extent, but rather uses her to challenge Gertrude. He wants Gertrude to feel threatened, jealous, or angry with Ophelia. Hamlet feels the need to torture Gertrude because he has been so tormented by her himself. Hamlet goes as far as to attempt to spark jealousy within Gertrude by sitting at Ophelia's feet rather than Gertrude's when she asks.Gertrude, in turn, expresses jealousy of Ophelia by refusing to speak to her following the incident. Alas, Hamlet's desires are never to be. When Gertrude dies, it frees Hamlet of his Oedipus complex. After her death, Hamlet had the strength, mentally, to carry out the wishes of King Hamlet's Ghost and kill Claudius, but without the prize he desired. Freud's Oedipus complex effectively explains Hamlet's melancholic state of pensiveness and inaction in killing Claudius. Hamlet was focused on the end result, realizing his desire for Gertrude. It was only after her death that he was free from himself.Hamlet killed Claudius quickly after Gertrude's death as an act of revenge. His Oedipal love for his mother pushed him to near insanity before her death. Hamlet's paradoxical relationship to Claudius is one of the Oedipal aspects that plays into the character of Hamlet. Although Claudius denies him of Gertrude, Hamlet cannot help but stand in awe of the fact that Claudius murdered King Hamlet, something Hamlet could never quite bring himself to do. Secondly, his use of language suggested an intimate relationship between Gertrude and Hamlet.And finally, the abuse of Ophelia gives an example of how the Oedipus complex affected Hamlet's mentality. He became abusive, confrontational, and obsessed with Gertrude, the woman he could not have. Hamlet was deeply altered by the presence of his Oedipal feelings toward his mother, which transformed changed him from a dedicated scholar to an obs essed lover. These three main aspects including hatred of the father, intimate desires of the mother, and disconnection from the loving Ophelia showed Hamlet's embodiment of the Oedipus complex.

ESL Dialogue to Make an Appointment With the Dentist

In teaching English and a Second Language (ESL) or English as an Alternative Language (EAL)  students how to properly communicate in English, oftentimes specific examples will help them to understand the dynamics of English grammar and usage at play in real life circumstances, though it is important to also emphasize the technical rules associated with each grammatical situation. One such example of a situation an ESL or an EAL  student may encounter outside of school is scheduling an appointment at the dentist—or doctor, but its best to keep these types of exercises simple and one-dimensional to present the clearest message to students. In this scenario, the teacher should begin by playing the role of the dentist office assistant, mining answering a phone that the student, the patient, should voice.   ESL Dialogue for Practicing Scheduling Medical Appoints Dentist Office Assistant: Good morning, Beautiful Smile Dentistry, this is Jamie. How may I help you today? Patient: Good morning, Id like to schedule a check-up. D:  Id be happy to do that for you. Have you been to Beautiful Smile before? P: Yes, I have. My last check-up was six months ago. D: Great. Can I get your name, please? P:  Yes, of course, sorry. My name is [students name]. D: Thank you, [students name]. Which dentist did you see on your last check-up. P:  Im not sure, really. D: Thats OK. Let me check your chart... Oh, Dr. Lee. P: Yes, thats right. D: OK... Dr. Lee has time next Friday in the morning. P: Hmmm... thats not good. Ive got work. How about the week after that? D: Yes, Dr. Lee has sometimes open. Would you like to suggest a time? P: Does he have anything open in the afternoon? D: Yes, we could fit you in on Thursday, January 14th at 2.30 in the afternoon. P: Great. Thatll work. D: OK, thank you for calling Mr. Appleman, well see you next week. P:  Thank you, bye-bye. Key Phrases for Making Appointments to Emphasize The key takeaways from this exercise are the phrases that one might encounter at a doctor or dentists office that may be confusing to new English learners like which dentist did you see? or we can fit you in, which makes no sense in the literal interpretation of the phrase. The most important phrase for an ESL student to learn here, though, is Id like to schedule or make an appointment, but its also important to be able to understand the response, like if the office assistant had said I wish I could help as a rejection—an ESL student may not understand this means there is nothing that assistant can do to match that persons schedule. The phrase check-up and have you been to Dr. Xs before are both unique to ESL students because they present a colloquialism commonly used to describe situations specific to visiting a doctor or dentist.