The Poetry Of E. E. Cummings Essays (1472 words) -

The Poetry of E. E. Cummings E. E. Cummings, who was born in 1894 and died in 1962, wrote many poems with unconventional punctuation and capitalization, and unusual line, word, and even letter placements - namely, ideograms. Cummings' most difficult form of prose is probably the ideogram; it is extremely terse and it combines both visual and auditory elements. There may be sounds or characters on the page that cannot be verbalized or cannot convey the same message if pronounced and not read. Four of Cummings' poems - l(a, mortals), !blac, and swi( - illustrate the ideogram form quite well. Cummings utilizes unique syntax in these poems in order to convey messages visually as well as verbally. Although one may think of l(a as a poem of sadness and loneliness, Cummings probably did not intend that. This poem is about individuality - oneness (Kid 200-1). The theme of oneness can be derived from the numerous instances and forms of the number '1' throughout the poem. First, 'l(a' contains both the number 1 and the singular indefinite article, 'a'; the second line contains the French singular definite article, 'le'; 'll' on the fifth line represents two ones; 'one' on the 7th line spells the number out; the 8th line, 'l', isolates the number; and 'iness', the last line, can mean "the state of being I" - that is, individuality - or "oneness", deriving the "one" from the lowercase roman numeral 'i' (200). Cummings could have simplified this poem drastically ("a leaf falls:/loneliness"), and still conveyed the same verbal message, but he has altered the normal syntax in order that each line should show a 'one' and highlight the theme of oneness. In fact, the whole poem is shaped like a '1' (200). The shape of the poem can also be seen as the path of a falling leaf; the poem drifts down, flipping and altering pairs of letters like a falling leaf gliding, back and forth, down to the ground. The beginning 'l(a' changes to 'le', and 'af' flips to 'fa'. 'll' indicates a quick drop of the leaf, which has slowed by a longer line, 'one'. Finally, the leaf falls into the pile of fallen leaves on the ground, represented by 'iness'. Cummings has written this poem so perfectly that every part of it conveys the message of oneness and individuality (200). In mortals), Cummings vitalizes a trapeze act on paper. Oddly enough, this poem, too, stresses the idea of individualism, or 'eachness', as it is stated on line four. Lines 2 and 4, 'climbi' and 'begi', both end leaving the letter 'i' exposed. This is a sign that Cummings is trying to emphasize the concept of self-importance (Tri 36). This poem is an amusing one, as it shows the effects of a trapeze act within the arrangement of the words. On line 10, the space in the word 'open ing' indicates the act beginning, and the empty, static moment before it has fully begun. 'of speeds of' and '&meet&', lines 8 and 12 respectively, show a sort of back-and-forth motion, much like that of the motion of a trapeze swinging. Lines 12 through 15 show the final jump off the trapeze, and 'a/n/d' on lines 17 through 19, represent the deserted trapeze, after the acrobats have dismounted. Finally, '(im' on the last line should bring the reader's eyes back to the top of the poem, where he finds 'mortals)'. Placing '(im' at the end of the poem shows that the performers attain a special type of immortality for risking their lives to create a show of beauty, they attain a special type of immortality (36-7). The circularity of the poem causes a feeling of wholeness or completeness, and may represent the Circle of Life, eternal motion (Fri 26). Cummings first tightly written ideogram was !blac, a very interesting poem. It starts with '!', which seems to be saying that something deserving that exclamation point occurred anterior to the poem, and the poem is trying objectively to describe certain feelings resulting from '!'. "black against white" is an example of such a description in the poem; the clashing colors create a feeling in sync with '!'. Also, why "(whi)" suggests amusement and wonder, another feeling

What Can The Sample Of Problem Solving Essay Do For Students?

What Can The Sample Of Problem Solving Essay Do For Students?Many college students fail to understand the sample of problem solving essay as well as the entire essay writing process. It can be difficult for them to express their true thoughts and emotions. The sample of problem solving essay is often the only way for a student to get feedback on his or her work, as well as a way for the professor to evaluate the performance of the student.Students who write essays should take extra care in preparing the essay to ensure that it meets a standard of quality. The student should use the sample of problem solving essay in order to help him or her with different parts of the essay. They should also have a handle on where the essay needs to be edited and what needs to be changed to make it better. The essay may not always be perfect, but it should be clear and coherent.The student may need to create his or her own outline the entire essay. The outline may seem very complicated at first, but it is easy to follow and makes the essay flow well. The sample of problem solving essay, however, should not be followed too strictly. It is best to create an outline that will work for the student at the time.The sample of problem solving essay is designed to help the student with his or her essay. There are some things that students should know before writing the essay. This will allow them to build their essay around the directions and suggestions included in the sample.The outline helps the student's attention with the body of the essay. It is important that the outline is different from the entire article. The outline should contain ideas that are pertinent to the article, but the student should build a body around those ideas.The outline is important to the entire essay. The outline should be different from the entire article and help the student to gain a clear focus. The outline is a good tool for the student to develop the focus of the essay, while writing a structure for t he essay.The outline should not only be included in the body of the essay, but should also be used to help with the placement of key information within the entire essay. The key information should match the sample. It will not be right to take place after the sample of problem solving essay, but it will be helpful to learn about that as well.The sample of problem solving essay can be used as a base for the rest of the essay. The essay should include the outlines, as well as key information. A student should follow the directions and suggestions in the sample to help the overall essay to flow well. A student should also consider how the outline helps them create their own outline, which will help to develop the structure of the essay to follow the sample.

Essay Writing

Essay Writing Essay Writing Essay Writing Essay is one of the composition types in which you should present your ideas on certain topics. In other words, the essay must be well structured, well organized and presented in understandable way. It must have a clear readable interesting style. But, above all, it must consist of your ideas about the given topic, this is the center of any essay.  There are many type of essays: narrative essay, compare and contrast essay, five paragraph essay etc. The first task is to collect information. The material can be taken both form primary and secondary sources. Primary sources are literary texts, the texts you work on. Secondary sources are works of criticism. You can't possibly read too many texts and articles but the more literary texts you read and the more information you have. The key to your essay is the number and quality of your ideas about literary texts. The main aim is to present your point of view. Writing an Essay Your thesis is the main essay point, which consists of one sentence at the end of the introductory paragraph of English essay. This sentence lets the reader know where you are going and why. It's practically impossible to write a good essay without a clear thesis. Before writing an essay make an outline. It helps you to organize all of your ideas. Write at least one sentence to describe paragraph. Now it is time to write essay. A format of academic English essay requires introductory paragraph, body paragraphs and conclusion. Introduction should draw reader's attention, set your main ideas and presentation of your ideas, the main point of the essay.  Body paragraph should have at least three to five paragraphs. The first sentence of each paragraph should somehow be linked to, or contrast with, the last sentence of the previous paragraph. You should present a new idea in each paragraph and provide supporting argumentation. All of the major points in your argument need to be supporte d by specific evidence. Compile a list of brief quotations from other sources along with page references which will be presented as your evidence. Speak to your reader as if he or she are sitting in front of you. In other words, instead of writing an essay, try talking an essay. Conclusion is a brief summary of all points which were presented in the body paragraph. Your are not advised to present new ideas in the conclusion. Conclusion is a last paragraph where you can summarize all your ides. Custom Essay Service Ordering custom essay service at .Com, you receive 100% plagiarism free essay which meets your requirements and exceeds expectations.   All of our writers are experienced and educated, they know how to produce an outstanding paper and are capable of conducting a thorough research.   We guarantee originality of every paper we deliver and provide free plagiarism report.   Being our customer is safe and easy, we put your interests on the first place! Get custom written papers here!

How to Teach Topic Sentences Using Models

How to Teach Topic Sentences Using Models Topic sentences can be likened to miniature thesis statements for individual paragraphs. The topic sentence states the main idea or topic of the paragraph. The sentences that follow the topic sentence must relate and support the claim or position made in the topic sentence.   As with all writing, teachers should first model proper topic sentences to have students identify the topic and the claim in the sentence, regardless of the academic discipline. For example, these models of topic sentences inform the reader about a topic and the claim that will be supported in the paragraph: Topic Sentence: Pets are important to many people because they can improve the overall health of the pet owner.  Topic: PetsClaim: Improve the overall health of the pet owner.Topic Sentence: Coding requires a number of different skills.Topic: CodingClaim: Requires a number of different skills.Topic Sentence: There are many reasons why housing in Singapore is the best in the world.  Topic: â€Å"Housing in Singapore†Claim: Housing in Singapore is the best in the world.Topic Sentence: Drama class requires students to be collaborative and willing to take risks.Topic: Drama classClaim: Drama class requires students to be collaborative and willing to take risks.   Writing the Topic Sentence The topic sentence should not be too general or too specific. The topic sentence should still provide the reader with the basic answer to the question being posed. A good topic sentence should not include details. Placing the topic sentence at the beginning of a paragraph ensures that the reader knows precisely what information is going to be presented.   Topic sentences should also alert the reader as to how the paragraph or the essay has been organized so that the information can be better understood. These paragraph text structures can be identified as compare/contrast, cause/effect, sequence, or problem/solution. As with all writing, students should be given multiple opportunities to identify topics and claims in models. Students should practice writing topic sentences for many different topics in all disciplines using different test structures. Compare and Contrast Topic Sentences The topic sentence in a comparison paragraph would identify the  similarities or similarities and differences in the topic of the paragraph. A topic sentence in a contrast paragraph would identify only differences in topics. The topic sentences in compare/contrast essays may organize the information subject by subject (block method) or point by point. They may list comparisons in several paragraphs and then follow those with contrast points. The topic sentences of comparison paragraphs may use transition words or phrases such as Æ’ as well as, correspondingly, Æ’ compared to, just like, likewise, similarly, and the same as. Topic sentences of contrast paragraphs may use transition words or phrases such as:  although, conversely, even though, however, in contrast, on the other hand,  to the contrary, and unlike. Æ’ Some examples of compare and contrast topic sentences are: Animals in the same family share common characteristics. These characteristics include†¦A purchase of a small car has both advantages and disadvantages.   Cause and Effect Topic Sentences When a topic sentence introduces the effect of a topic, the body paragraphs will contain evidence of causes. Conversely, when a topic sentence introduces a cause, the body paragraph will contain evidence of effects. Transition words used in topic sentences for a cause and effect paragraph may include: AccordinglyBecauseAs a resultConsequentlyFor this reasonThereforeThus   Some examples of topic sentences for cause and effect paragraphs are: I am great at a grilling a steak, but I can never seem to make a good cake. This is because†¦The United States Civil War was started for a number of reasons. The causes of the Civil War include:The Great Depression was a period of great distress and economic problems for many Americans and individuals across the globe. The effects of the Great Depression include: Some essays require students to analyze the cause of an event or action. In analyzing this cause, students will need to discuss the effect or consequences of an event or action. A topic sentence using this text structure can focus the reader on the cause(s), the effect(s), or both. Students should remember not to confuse the verb affect with the noun effect. The use of effect means â€Å"to influence or change† while the use of effect means â€Å"the result.† Sequence Topic Sentences While all essays follow a specific order, a text structure of sequence explicitly alerts the reader to a 1st, 2nd or 3rd point. A sequence is one of the most common strategies in organizing an essay when the topic sentence identifies a need to order the supporting information.  Either the paragraphs must be read in order, much like a recipe, or the writer has prioritized the information using terms such as then, next or finally. In a sequence text structure, the body paragraph follows a progression of ideas that are supported by details or evidence. The transition words that could be used in topic sentences for sequence paragraphs may include: AfterwardBeforeEarlierInitiallyMeanwhileLaterPreviouslySubsequently Some examples of topic sentences for sequence paragraphs are: The first reason why a real Christmas tree is preferred by many to an artificial one is:Successful leaders of large companies often share similar traits. The most important trait  includes:Changing the oil in a car is easy only if you follow the  steps. Problem-Solution Topic Sentences The topic sentence in a paragraph that uses the problem/solution text structure identifies a problem for the reader. The remainder of the paragraph is dedicated to offering a solution. Students should be able to provide a reasonable solution or refute objections in each paragraph. Transition words that can be used in topic sentences using the problem-solution paragraph structure are: AnswerProposeSuggestIndicateSolveResolvePlan Some examples of topic sentences for problem-solution paragraphs are: Students can avoid getting sick when they go away to college by taking certain precautions. Proposed precautions include...Various health agencies suggest that many kinds of pollution can affect your health. The different kinds of pollution include†¦Texting while driving has increased the number of auto fatalities. One answer to this problem could be†¦ All of the example sentences above can be used with students to illustrate the different types of topic sentences. If the writing assignment requires a particular text structure, there are specific transition words that can help students organize their paragraphs.   Crafting Topic Sentences Crafting an effective topic sentence is a necessary skill, especially in meeting college and career readiness standards. The topic sentence requires that student plan what they are trying to prove in the paragraph before the draft. A strong topic sentence with its claim will focus the information or message for the reader. In contrast, a weak topic sentence will result in an unorganized paragraph, and the reader will be confused because the support or details will not be focused. Teachers should be ready to use models of proper topic sentences to help  students determine the best structure for delivering information to the reader. There must also be time for students to practice writing topic sentences. With practice, students will learn to appreciate the rule that a proper topic sentence almost lets the paragraph to write itself!

Transition services in special education Coursework

Transition services in special education - Coursework Example Transition services normally coordinated and designed within an outcome-oriented process that aims at promoting movement from school towards post-school life activities. These activities are usually based on the needs, preferences and interests of the students. They include the activities needed in the following areas: related services of disabilities, instructions, experiences in the community, daily living skills acquisition when appropriate, functional vocational evaluation and the development of employment and other living objectives of adult post-school life. The transition services are important in offering students with disabilities hope for their future. The community resources and agencies provide students with disability with adequate knowledge, and education can be tailored to the goals and strength of the students to providing the options and plans for the future life. It is not just enough to simply be aware that students with disabilities are in need of guidance to successfully transition themselves from high school life to the next stage of young adulthood life. Bold steps need to be taken to offer guidance and prepare the teenagers for college life and their future careers, as well as independent lives. Without such guidance in place, students with disabilities, more so learning disabilities, often fail during their high school life and beyond. All special education students regardless of the disability severity between the ages of sixteen (16) to twenty-one (21) years qualifies for transition services and must have transition components in their Individualized Education Plan (Pennsylvania Department of Education, Education Law Center, 2007). Planning in most cases begins from the age of sixteen (16) years, or when appropriate, as early as fourteen years of age. The Individuals with Disabilities Education Act (IDEA) requires the first Individualized Education Plan to be implemented once the student reaches sixteen (16) years of

Terrorism and criminology Essay Example | Topics and Well Written Essays - 500 words

Terrorism and criminology - Essay Example Criminological theories offer explanations for certain terrorist acts. Social disorganization theory explains the communal terrorist acts. In a society where the collective efficacy of social institutions have failed, a general unrest may emerge, which would eventually lead to terrorist acts. Such an atmosphere facilitates organized crimes that are a reflection of the lack of respect for the failing systems and also of the notion that the punishment for such crimes will be less severe where the legal justice has fallen apart with the failed institutions. Racial and ethnic heterogeneity in socially disorganized communities are apt to come to direct conflicts. In such communities the poverty rate will also be high, which will; also lead to crimes that would gain the proportions of terrorism. Gang wars and organized crimes are most often transformed to terrorism in general. While the disruptions may emerge as an internal affair in the beginning, it is possible that the frustration and w rath may later be directed against other communities or nations. The disenchanted populace of a socially disorganized community is often the targets of international terrorist recruiters. The theory of rational choice and deterrence is another criminological theory that effectively defines certain terrorist acts. It can explain individual and communal terrorism in a social structure. The theory explains criminal acts as personal or rational choice. The existence of a swift, severe and certain system of punishment in a state is apt top deter an individual or a society from committing a crime. If we analyze the amount of terrorism that emerges from states where the punishment system is weak, the theory can be proved beyond doubt. A state that fails to execute proper punishments will also fail to keep terrorist activities in check. The general assumption can be summarized that people will

Lord Of The Flies Development :: essays research papers

How Do the Main Characters in Lord of the Flies Develop in the First Six Chapters? In Lord of the Flies, William Golding experiments with what could happen to a group of young of boys left in new surroundings with no adults present. The main characters of this novel are quickly established and are the oldest or tallest of the boys. All the characters change and develop enormously over the period of time when they have to adjust to living on the island.   Ã‚  Ã‚  Ã‚  Ã‚  The reader is introduced to Ralph first, as the ‘boy with fair hair’. Ralph enjoys standing on his head and shows how impulsive he is when he dives straight into the water. This suggests that he has little common sense and so may be irresponsible. He also appears to be a daydreamer and is convinced that his father will rescue him so does not face the reality of what has actually happened. ‘how does he know were here?’†¦because, thought Ralph because because.’ Ralphs’ father being in the navy could mean that Ralph has had a privileged upbringing which might be why he feels superior to Piggy and doesn’t think much of him. This is shown when Ralph orders Piggy to ‘get my clothes’, and when he broke his promise by telling the boys his nickname was Piggy. Ralph had possession of the conch, used it to bring the boys together and had a good physique (tall, blonde, ‘built like a boxer’), so he easily earned the respect of the boys and was immediately accepted. ‘There was a stillness about Ralph that marked him out†¦his size and attractive appearance, most obscurely the conch’ The first thing Ralph says as leader is ‘I can’t decide what to do straight of†¦Ã¢â‚¬â„¢. He does not display authority or apply a task to anyone, so the boys have to find their own things to do, so he does not seem to have the qualities to make a good leader. However, the fact that his main priority is to get rescued and build shelters to survive, and that he tries to keep the island civilised shows that his ‘common sense’ is developing.   Ã‚  Ã‚  Ã‚  Ã‚  Similar to most other boys, Ralph enjoyed the absence of adults on the island and the island itself. Everyone wanted to have fun, but Ralph also wanted to be rescued so understood the importance of the fire. By the third chapter Ralph feels depressed because he cannot convince the boys of the necessity of the shelters.