Essay on Romantics and Merchants in The Merchant of Venice :: Merchant Venice Essays

Romantics and Merchants in The Merchant of Venice  Ã‚   Shakespeare's comedies usually follow a clearly defined pattern. He presents a conflict, and the characters eventually resolve the conflict in a relatively happy ending, which involves marrying off the hero and his entourage to the heroine and her companions, leaving the villain outside the "magic circle" of protagonists. In The Merchant of Venice, Antonio is presented as the hero, and Shylock the villain, but neither is within the circle of marriages at the end of Act V. In fact, Antonio's depression exposed at the beginning of the play seems unresolved at the end, and he goes on his melancholy way, as he supposes he must. Can The Merchant of Venice, then, be considered a true comedy? The strongest argument discounting Merchant as a true comedy is that though Antonio appears to be the major protagonist in the story, he is also as far outside the magic circle as his villain, Shylock. While Bassanio, Portia, and their associated parties marry off at the end of Act V, Antonio is left to his ships and his money, still going about his depressed way. At the beginning of the play, Antonio expresses his dissatisfaction with his situation to his friends. "I hold the world but as the world, Gratiano, a stage where every man must play a part, and mine a sad one" (I.i.81-83). Throughout the play, and Shylock's relentless pursuit of his macabre repayment, Antonio remains in this dreary, defeated state. He seems almost too eager to end his suffering at the hands of his debtors and his apparently lost business. "Grieve not that I am fall'n to this for you," he tells Bassanio in court, "for herein Fortune shows herself more kind than is her custom: it is still her use to let the wretched man outlive his wealth, to view...an age of poverty, from which ling'ring penance of such misery doth she cut me off" (IV.i.278-284). He begs the court to make no more attempts to save his life, comparing such futile endeavors to abate the flood waters or question the wolf's killing of sheep (IV.i.71-84). Completely resigned to his grisly fate, he announces, "I am a tainted wether of the flock, meetest for death. The weakest kind of fruit drops earliest to the ground, and so let me" (IV.i.116-118). Even in Act V, after the dispute with Shylock is decided in Antonio's favor, the melancholy merchant plays no role in the resolution of the play.

Answer Key for Effective Writing Essay

School purchasers may make copies for use by their staff and students. Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer. 1 198 Madison Avenue New York, NY 10016 USA Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only. Oxford University Press disclaims any responsibility for the content. oxford and o xford english are registered trademarks of Oxford University Press Executive Publisher: Janet Aitchison Senior Acquisitions Editor: Pietro Alongi Associate Editor: Scott Allan Wallick Art Director: Maj-Britt Hagsted Production Manager: Shanta Persaud Production Controller: Eve Wong  © Oxford University Press 2007 isbn: 978- 0-19-430884-7 Database right Oxford University Press (maker) Effective Academic Writing 3: Answer Key an engineer . Both my mother and father were born in different countries, so my relatives are scattered all over the world . I really like traveling and have been to Europe and Asia . Although we try to get together for important occasions, this was the first time everyone could attend . Most importantly, my good friends had never met my relatives . Developing good friendships takes a lot of work . Watching them all dancing, laughing, and having a wonderful time will stay in my memory forever . The band we hired played music that the guests loved and we danced for hours .

Critically Compare the Concepts of Equal Opportunities and Sports Equity in British Sport

Critically compare the concepts of equal opportunities and sports equity in British sport This paper aims to compare the ideas of equal opportunities and sports equity with regard to sport in Britain. Within this structure, there will be particular emphasis on the theoretical approaches that are used to look at equality in British sport. A key part of this comparison is the study of (social) equality; this includes formal, radical and liberal interpretations of equality. The arguments and suggestions will be reinforced and supported by literature and other texts outside of just the sporting context.Many sports historians such as Holt (1989) say that sport, pre 20th Century, was almost private and restricted to the upper class minority. Recreational sports had a complex set of laws (i. e. tennis) this was to restrict participation from the lower classes. Another vestige of the times was the limitation of sport to women; this was not necessarily written law but was accepted none the le ss. Racism in sport was not tackled or even considered until well into the 20th century when the government introduced laws and legislation that banned prejudice based on race.As a consequence of these legalities, many recognised sporting institution in Great Britain have introduced policy and recommendations to deal with the problems of ‘inequality’ within their respective organisations. Nevertheless, as indicated by Guttman’s analysis (1978), continuous development in recent years has slowly begun to break down certain barriers to equality. Should someone wish to investigate further into actual modern equality work they can access a variety of net resources. A quick look at equality policies of the Football Association for example demonstrates that work is being done for the purpose of equality.Guttman (1978) even goes so far to say that in many sports worldwide, participants of any circumstance and environment are encouraged to participate. He also states howe ver that equality in sport and its aims is seen by some as a distant achievement, it remains unrealistic. Guttman’s (1978) study illustrates that as sport entered the 2nd half of the 20th century, systems that control other components of a balanced society would also affect modern sporting institutions in the same way In order to better understand the aim of this paper, a number of key terms need some more clarity. The first term that needs defining is ‘equality’ and more pecifically ‘basic equality’. According to Baker (2004) basic equality is the concept that people have the same worth and are consequently worthy of equal interest and value. Many would argue that certain individuals and groups have earned more respect than other people and therefore inequalities should exist. Maybe what we should be considering is a minimum level of equality, a fundamental idea of equality whereby people all exist at the same point of respect. This would mean putti ng a threshold on what it is to be human. As indicated by Craig and Beedie (2010) the study of equality is an area of fascination to many sporting sociologists.Coakley (2003, p326) states, that this curiosity is established because many believe that sport goes beyond monetary and economic inequalities. A common belief is that sport is available to all; irrelevant of which equality strand someone may fit into (age, race, ethnicity etc). According to Craig and Beedie (2010) some consider the sporting domain a discrimination free arena; where a result is contested on fair grounds and the result goes to those with the most aptitude or skill. Another key term is stratification. This is a way of breaking down the different levels of society based on their sociological group.This helps to highlight the in/equality that is present in sport. A number of actual examples have been highlighted by Craig and Beedie (2010). Examples of these stratification layers include; the system of class forma tion affects the poor, the working class, and the lower/ middle and upper classes, these structures all seem to be highly rigid. The concept of social class is best recognised by using Marxist ideas of capitalism, where the idea of equality is seen in financial terms. Feminism however opposes the theory that ‘class stratification’ is the most important foundation of social inequality.Justifications about the gender distinctions in a sporting context vary from those concentrated on a biological argument to the arguments that place more impetus on the social understanding of gender. There is a repeated and constant emphasis in sport and society on the power of patriarchal arrangements; this too is present in sport. Liberal equality can be a little difficult to decipher in that it accepts basic equality but denies some other aspects of equality. The main principle according to Baker (2005) is that inequality of income and power cannot be alleviated.Equality as a concept pl ays the part of controlling inequalities so that income and power are more fairly distributed. In a way it can be said that liberal equality requires supporting the bare minimum that people are allowed and have access to, whilst controlling the advantage experienced by those that have more. Baker (2005) further states that the main underlying belief of liberal egalitarianism is the upholding and support of the most basic rights that all should have access to. Equal opportunity of course plays a key part in this study. Liberal equality is often used in conjunction with equality of opportunity.This is where groups or individuals have equal access to the opportunity to gain higher representation within their respective circles. It is rooted in the idea that inequalities in power will be ever present. Baker (2004) summarises this sentiment, he claims that the point of equality of opportunity is for everyone to get a fair chance in the sociological struggle, within a society that is uneq ual. Baker (2004) describes equal opportunity as the belief that everyone in society deserves a fair chance to contest over the positions in society that carry the most power.This concept was first used officially in the French Declaration of human rights in 1789. It states that everyone can hold a position â€Å"within their abilities† (French Declaration of the rights of man 1789). These days institutions everywhere boast equality policies and equality laws that make the discrimination based on gender and race in social institutions against the law In support of this, equal opportunity claims that nobody ought to benefit or suffer from their social circumstances; any prosperity and expectation ought to come about due to personal skills and endeavours. Rawls (1971) labels this concept ‘fair equal opportunity’.He believes that education should be used as a vehicle by the lower classes to develop the skills that would put them into a more advantaged situation. Equ al opportunity is unachievable whilst those in positions of power use their influence to achieve hierarchy over others. Liberal equality approaches do not take into account the characteristics of structured inequality. Powerful social stigmas are not dealt with. We can therefore conclude that people’s opinions and beliefs (inequality) cannot change whilst such stigma still exist. Some would argue that this is good in theory but education doesn’t actually function in this way.A different aspect of equal opportunity includes establishing policies and legislation to assist people from minority groups in getting work and schooling/qualifications. Were people from minorities perhaps not supported properly in schools or education institutions then this could be down to them not having ‘equal opportunities’ to progress as the majority do. Baker (2004) appears to believe that the biggest sign of equal opportunity within an organisation is seen in the participation rates. A more comprehensive liberal equality view is that of Rawls (1971).This states that inequalities ought to favour those that need them the most. For those that believe in liberal equality this is not always the final solution however; improvements can be made to a number of factors contributing to equality, including: education, sport, the economy etc. A fine-tuning to these frameworks rather than completely overturning them is often the preferred way to achieve to equality. In order to understand liberal equality properly however, something to compare it to is required. Radical approaches to equality oppose the liberal view of equal opportunity.It maintains that in order to eradicate inequality much larger steps should be taken. Inequalities should not just simply be dealt with after recognition. â€Å"The key to this much more ambitious agenda is to recognise that inequality is rooted in changing and changeable social structures, and particularly in structures of dominatio n and oppression. These structures create, and continually reproduce, the inequalities which liberal egalitarianism sees as inevitable. † (Baker 2004, 18) This handsomely describes the way in which radical equality aims to eliminate equality compared to the liberal view.As oppose to the liberal view of concentrating on the power distribution allocated to individuals, the radical view allows for advantage to more than just individuals, but groups. On the contrary to liberal ideas of how power is allocated, the radical approach attempts find answers in the social connection between related parties. Another trend of the liberal approach is to reward individuals with their own triumphs and indeed failures. The radical approach on the other hand tends to attribute these triumphs and failures to larger social occurrences.As indicated by Baker (2004) many argue that the liberal approach to equality differs from that of equality of outcome. However, the radical approach, as does the l iberal approach encourages choice as the final outcome. There is no reason that both approaches to equality cannot allow for choice. In order to summarise the above comments â€Å"basic egalitarianism tends to concentrate on subsistence needs, liberal egalitarianism on the idea of a decent standard of living and radical egalitarianism on what people need for a full human life† (Baker 2004, 19) In order to fully understand this task, we must also look at the origins of sport in the UK.During the late 1800s (Victorian period) Great britain went through a major reform, this is commonly known as the ‘Industrial revolution’. It was driven by invention, engineering breakthroughs and class restructuring. A movement from farming and agriculture towards Industrial urban based work meant that labourers moved from the countryside to the city. This mass movement of workers into factories allowed the newly middle class employers considerate control over the workforce and the opportunity to influence the way workers should spend their leisure time.Throughout this era of reform, sport was still however considered an activity of the higher classes. The control exerted over the masses encouraged employees and workers into a different way to spend their leisure time. Structure in recreation became encouraged. According to Townson (1997) this became the norm as the middle classes had fears that the increasingly large urban population may become unruly. The idea of ‘rational recreation’ became the name of this notion. Over the years the bourgeoisie anticipated discomfort among the working class.Towards the end of the 19th century in Great Britain the concept of ‘Muscular Christianity’ (Holt 1989) was established in order to distract the masses from want to reform (Holt 1989) â€Å"The very idea of a play discipline would have seemed absurd, yet this is what a growing band of bourgeois idealists advocated during the second half of the century† (Townson 1997). Sport and recreation had been introduced by the bourgeoisie. This helped maintain a healthy labour force and diverted masses away from ‘urban radicalism’.It was during this time that the upper classes and more advantaged started to consider the importance of fairness through reform and education. While sport for the masses still took on a rational recreation edge, sport was undergoing a period of change. A combination of factors leading to this change included an emphasis on health through exercise (due in part to inferior performances from the British forces in South Africa) and an increasing emphasis on professionalism. Sports clubs and facilities were made available by middle class.Key factors that occurred during the Victorian period according to Davis (2000): †¢An ethical code produced by the bourgeoisie became associated with sport †¢Realisation of fair-play (introduction of rules and equal conditions) †¢Freedom at we ekends gave people more time for recreation. †¢Sport in education was limited to gym and discipline The second notable phase in british sport history swaying further towards equality was the establisment of the Wolfenden report of 1960. This was written for the Central Council of Physical Recreation by an autonomous group of individuals to determine the state of sport in the UK.According to Rous (1960) it was published to demonstrate the inequalities and problems that existed in UK sport in comparison with its peer countries. After the publication of the wolfenden report the government took yet a further step towards a more interventionist approach by establishing the GB sports council in 1972. Collins (2003) claims that this was an important step for the government, as it allowed authorities to make social and welfare provision for public sport After new labour came to power in 1997, sport was given a new social status.The organisation of UK sport structure at the time was con sidered an obstacle to governments recently set out aims: †¢Increased youth participation †¢Increased succes in elite sport This quote taken from Department of Culture, Media and Sport (DCMS) demonstrates the awareness that some had of the state of sport within the UK â€Å"There is a need for a radical rethink of the way we fund and organize sport, we offer a modernizing partnership with the governing bodies of sport† (DCMS 2000 p19).In the same review they also threaten Governing Bodies within sport with withdrawal of funding should they not meet required governmental targets. The 3rd and perhaps most important stage of movements towards equality came in the shape of sporting equity. Sport England (2000) very broadly defines sports equity as fairness in sport. According to Sport England (2000) sports equity is in place to make sport more accessible to everyone period. It is a concept larger than sports equality and all strands of equality are made irrelevant. Equi ty: In its simplest sense, ‘fairness’; the process of allocating (or reallocating) resources and entitlements, including power, fairly and without discrimination. It may also use positive action initiatives and measures to address existing inequities. † (Sport England 2000 p39) As already stated inequalities date back to the beginnings of sport, in some ways they were institutionalised (Sport England 2000). After all the development in sport however, cases of inequality do still exist. Even in todays modern society there are still only a handful of for example; ethnic minority ‘power’ in sport.Coaches seem to remain white, middle class. However, these inequalities are now recognised and agencies are putting in structures to improve the situation for these inequalities â€Å"Sport England is committed to supporting governing bodies in their quest to overcome inequality in sport† (Sport England 2000, p3). Equity in sport came around relatively la te. A number of thngs happened which really pushed the equity movement forward. Equity issues came under the spotlight during the Macpherson Report and the stephen Lawrence inquiry.Both of these highlighted the extent of discrimination still present in society. Sporting campaigns and government iniatives have pushed for further equity in sport and according to Sport England (2000) but have committed to further action in the future. â€Å"It cannot be assumed that any sport is open and accessible to all members of the community† (Sport England 2000, p4). Even the sport england equity page recognises that more needs to be done to secure access to sport for all. Further policy will be encouraged and implemented. Society is changing and the existence of organisations, societies or clubs that exclude large sectors of the population from their activities, whether directly or indirectly, is viewed as anachronistic and increasingly unacceptable†. (Sport England 2000, p3). This quote demonstrates that the government is aware of the mass change in stance towards inequality. Despite the emergence of sports equity policies and propositions; inequalities still exist in sport. This can be seen in the recent Luis Suarez racism case and the John Terry racism case. These examples demonstrate that equality exists at the highest level.Equality work needs further development, much in the same way sports equity has developed. References †¢Baker, J. ; Lynch, K. ; Cantillon, S. ; and Walsh, J. (2004) Equality: from Theory to Action London: Palgrave. †¢Coakley, J (2003) Sports in Society: Issues and controversies. New York: Mcgraw-Hill †¢Collins, M. F. with Kay, T. (2003). Sport and social exclusion. London: Routledge. †¢Craig P and Paul Beadie (2010) Sport Sociology. 2nd Edition. Active Learning in Sport †¢Davis, B. et al. (2000) Physical Education and the Study of Sport. UK: Harcourt Publishers Ltd †¢Department for Culture, Media and Sport . (2001a).Elite Sport Funding Review (chair, J. Cunningham). London: DCMS. †¢Guttman, A (1978) From ritual to record. New York. Columbia press †¢Holt R. (1989) Sport and the British: A Modern History. Oxford: Clarendon †¢Rawls, J. A. (1971) A Theory of Justice. Cambridge, MA: Harvard University Press †¢Sport and the community : the report of the Wolfenden Committee on Sport 1960 †¢Sport England, June (2000). Governing Body Resource Pack. Planning for sport. Factfiles: Sports equity †¢Stanley Rous. Chairman, Executive committee, C. C. P. R. 1960 †¢Nigel Townson 1997 The British at Play – a social history of British sport from 1600 to the present

Example Sentences of the English Verb To Keep

Example Sentences of the English Verb 'To Keep' This page provides example sentences of the English verb Keep in all tenses including active and passive forms, as well as conditional and modal forms. Base Form keep / Past Simple kept / Past Participle kept / Gerund keeping Present Simple She keeps all her birthday cards every year. Present Simple Passive The key is kept by the doorman. Present Continuous He is currently keeping up the house while his parents are away. Present Continuous Passive The house is being kept up by Jason while his parents are away. Present Perfect Im afraid I havent kept up with the news recently. Present Perfect Passive The information has been kept up to date by Alice. Present Perfect Continuous We have been keeping bees for the last few years. Past Simple She kept a diary while she was on holiday. Past Simple Passive A journal was kept by the teacher on each student. Past Continuous They were keeping watch over the house when it was broken into by thieves. Past Continuous Passive The house was being kept watch over by the Wilsons when it was broken into by thieves. Past Perfect The had kept an expense journal before they moved to New York. Past Perfect Passive An expense journal had been kept before they moved to New York. Past Perfect Continuous We had been keeping up with the Jones before they moved to Los Angeles. Future (Will) She will keep the children while we are away. Future (Will) Passive The children will be kept by Cheryl while we are away. Future (Going to) Cheryl is going to keep the children during the holidays. Future (Going to) Passive The children are going to be kept by Cheryl during the holidays. Future Continuous They will be keeping a record of the meeting tomorrow afternoon. Future Perfect Janice will have been kept up to date so you can ask her. Future Possibility She might keep that present. Real Conditional If she keeps up exercising, she will be in great shape. Unreal Conditional If she kept up exercising, she would be in great shape. Past Unreal Conditional If she had kept up exercising, she would have been in great shape. Present Modal She should keep up with the class. Past Modal Harry might have kept up with the developments. Quiz: Conjugate With Keep Use the verb to keep to conjugate the following sentences. Quiz answers are below. In some cases, more than one answer may be correct. She _____ the children while we are away.She _____ a diary while she was on holiday.The_____ an expense journal before they moved to New York.Janice _____ up to date so you can ask her.If she _____ up exercising, she would have been in great shape.The key _____ by the doorman.We _____ bees for the last few years.A journal _____ by the teacher on each student.Im afraid I _____ up with the news recently.Cheryl _____ the children during the holidays. Thats the plan. Quiz Answers will keepkepthad keptwill have been kepthad keptis kepthave been keepingwas kepthavent keptis going to keep

Figurative Language Versus Literal Language Essay Example

Figurative Language Versus Literal Language Essay Example Figurative Language Versus Literal Language Essay Figurative Language Versus Literal Language Essay Figurative Language versus Literal Language Critical Thinking – PHI 210 Figurative Language versus Literal Language Figurative language is a language that uses embellished words or expressions to convey a message different from the literal interpretation. They are not to be taken literally but instead are meant to be imaginative (creative, inventive, offbeat), vivid (intense, flamboyant, dramatic) and evocative (suggestive). Poets (and writers) frequently use figurative language as a way to make their words jump off the page. Case in point, â€Å"its raining hard† is literal; however, â€Å"its raining cats and dogs† is figurative – unless animals are literally falling from the sky. So in short, figurative language is used to add spice to text/words that would be uninteresting (dull, unexciting) otherwise. Executed (delivered) well, it can shrewdly (ingeniously) get a point across. However, an improper delivery can potentially lead to confusion. An idiom is a catchphrase (expression) that deviates from the usual meaning of the words used. Idioms would be nonsensical if taken in a literal context. For example, â€Å"don’t bring sand to the beach† is a clever way of telling someone not to take something that will already be supplied – such as taking alcohol to a bar. Using this idiom on someone not proficient in English would cause a delay in communication since the person would not understand the contextualization. They would be stumped and wonder why anyone would actually take sand to the beach in the first place. An analogy is a logical argument used to illustrate how two disconnected (disassociated, separate) things (concepts) share similar (certain) characteristics. : This form of figurative language is used with the intent of helping individuals grasp the concept of complex (ideas). For example, a teacher might instruct a confused student to think of pizza slices when trying to solve fractions; pizza slices are something the student can easily compare and relate to. There are two subcategories of analogies: metaphors and similes. A metaphor is a figure of speech that is phrased more like a direct statement than a comparison. For example, â€Å"life is a rollercoaster† is a phrase used to describe the ups and downs of life. If interpreted in the wrong context or used in the wrong situation, it might cause some confusion in communication. A simile is an expression that compares two things and explicitly contains either â€Å"like† or â€Å"as† to highlight the likeness. For example, â€Å"clean as a whistle† is used to describe someone that is flawless and free from guilt. However, interpreted literally, someone might question how exactly a whistle can be deemed clean seeing as how it is a mouth instrument. A cliche is a stale and overused statement that has consequently lost all sentiment. For example, â€Å"what goes around comes around†, â€Å"you get what you pay for† and â€Å"break a leg† are all examples of cliches. Cliches should be avoided as they demonstrate a lack of original thought and effort. And as with any figurative speech, a cliche can baffle anyone unfamiliar with the expression or oblivious to the context. An amphiboly is a sentence that, due to its structure, leaves room for more than one interpretation. For example, â€Å"the roads are dangerous†¦teenagers shouldn’t drive†. This sentence either implies that teenagers are the cause for the dangerous roads or the roads are too dangerous for them to be driving on. Sometimes amphibolies are done intentionally in an attempt at humor. Depending on the intended usage, amphibolies should be reworded to clear any confusion or ease an offended audience. A â€Å"flame word† is a term used to describe a word used to incite anger or argument. Confusion can occur because some â€Å"flame words† can also be used in sarcasm. For instance, depending circumstance, the word â€Å"loser† can be used as either an insult or a term of endearment. From a bully, the word is meant to be harsh. From a friend, the word is meant to be playful. A hyperbole uses exaggeration for emphasis or effect. For example, â€Å"I’m so hungry, I could eat a horse† or â€Å"this book weighs a ton†. Both examples are an exaggerated form of figure of speech used to prove a point. A euphemism is a less harsh, politically correct way of phrasing something. For instance, one might say they â€Å"lost their lunch† as opposed to â€Å"vomited† or â€Å"threw up†. Depending on the situation, someone might think they literally lost their lunch and offer to help them find it. A colloquialism is a grammatical expression that is only acceptable in casual conversation. It refers to language patterns or phrases that are indicative to a particular region or people. For instance, people in one region may associate â€Å"grub† with food while another region might associate that word with â€Å"dirty†. With all of the aforementioned types of figurative language, knowing your audience is essential in avoiding miscommunication. References Croce, R. , Horvat, M. , Zagrodnik, J. (2010, October 1). Utilization of Sensory Information in Intellectual Disabilities. Journal of Developmental Physical Disabilities. 22, 463-473, DOI 10. 1007/s10882-009-9182-4 Facione, P. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California Academic Press.

Learn How to Make a Suggestion in English

Learn How to Make a Suggestion in English When you make a suggestion, youre putting forward a plan or an idea for another person to consider. People make suggestions when theyre deciding what to do, offering advice, or helping a visitor. Learning how to make a suggestion is a good way to improve your English conversational skills. If you already know how to tell time, ask for directions, and hold a basic conversation, youre ready to learn how to make a suggestion! Try out this role-play exercise with a friend or classmate to practice. What Shall We Do? In this exercise, two friends are trying to decide what to do for the weekend. By making suggestions, Jean and Chris make a decision that theyre both happy with. See if you can identify where the suggestion is. Jean: Hi Chris, would you like to do something with me this weekend? Chris: Sure. What shall we do? Jean:Â  I dont know. Do you have any ideas? Chris:Â  Why dont we see a film? Jean:Â  Thats sounds good to me. Which film shall we see? Chris:Â  Lets see Action Man 4. Jean:Â  Id rather not. I dont like violent films. How about going to Mad Doctor Brown? I hear its quite a funny film. Chris:Â  OK. Lets go see that. When is it on? Jean:Â  Its on at 8 p.m. at the Rex. Shall we have a bite to eat before the film? Chris:Â  Sure, that sounds great. What about going to that new Italian restaurant Michettis? Jean:Â  Great idea! Lets meet there at 6. Chris:Â  OK. Ill see you at Michettis at 6. Bye. Jean:Â  Bye. Chris: See you later! When Jean says, Id rather not. I dont like violent films. How about going to Mad Doctor Brown? I hear its quite a funny film, he is making a suggestion. More Practice Once youve mastered the dialogue above, challenge yourself with some additional role-playing exercises. What suggestions would you make if a friend said to you: Why dont you/we go to the movies tonight?You/we could visit New York while youre/were there.Lets go to the travel agents this afternoon to book our ticket.What about asking your brother for help?How about going to Hawaii for your vacation?I suggest you/we take all the factors into consideration before we decide. Before answering, think about your response. What will you suggest? What related information should you tell your friend? Think about the necessary details, such as time or location. Key Vocabulary If youre being asked to make a decision, that suggestion usually comes in the form of a question. For example: Would you like to...?(What) shall we go...? If someone else has made a decision and they want your opinion, it may be made as a statement instead. For example:Â   Lets go...Why dont we go...How about going...What about going...

Beloved by Toni Morrison Essay Example | Topics and Well Written Essays - 1250 words

Beloved by Toni Morrison - Essay Example Years later, Beloved, literally believed to be Sethe’s daughter returns to haunt her home in Cincinnati. One major theme of the novel is the mother-daughter relationships. Sethe and her children share strong maternal bonds that prevent her development by inhibiting her individuation. This strong bond is the one that pushes her to kill her own daughter rather than let her go into slavery (Bloom 58). Sethe and Beloved are both emotionally impaired due to Sethe’s enslavement that separates them and makes Sethe not to provide maternal care for her, thus loses her sense as a mother, while Beloved lacks familial identity. The other theme is the impact of slavery, which is mainly psychological. The experiences of slaves cause them to repress the bad memories in trying to forget the past, a repression that causes a fragmentation of their personalities thus loss of their real identities. This is the case with Denver, Paul D, and Sethe, who experience the loss of identities but B eloved makes them accept their past memories and helps them reintegrate their original selves. The relationship between the slaves and white people in the Beloved is not one that augurs too well. This is because the whites use the black people as slaves, and make them feel inferior to them. For instance, Sethe’s memories of her oppression by the whites are what make her prefer to see her children dead rather than go to suffer at the brutal hands of the masters. The white looks down on the slaves, and treat them inhumanely without minding their lives. This reveals when Seethe’s breast milk is stolen from her, denying her child her right. However, some whites treat their slaves better such as Mr. and Mrs. Garner, and do not oppress them at all. This results in some slaves hating and rebelling against the whites while those treated well love their masters. From the moment Beloved re-appears in Sethe’s life, her life begins to change. She first looks at her daughter as just that; her long dead daughter who has come back, but she later comes to realize that she is more than that. One, her coming back arouses painful memories such as her milk being taken away from her, plus when Nan nursed her daughter together with white babies. Second, she comes to realize that Beloved represents her African mother, and is a reminder of what a mother should be. This is because she realizes that her mother was hanged because she could not run away without her (Grade Saver). Denver easily recognizes her sister because they had an intimate oneness, and Denver had even drank her blood, making them one flesh. The Beloved has a structure that is largely loose in that it does not proceed continuously in one line but employs the use of much storytelling and flashbacks. Paul D is the one who introduces most of the flashbacks such as his life in Kentucky, Delaware, and the Ohio River. When it is not flashbacks, the author uses different characters to narrate stories and keep the plot going. There are narrations by Paul D, Denver, Sethe, Beloved, and other characters. Morrison assumingly employs the variation in structure to accommodate various characters to capture more experiences so the learner is exposed to more of what slaves endure. Memory has two functions in the Beloved novel. One, the author uses re-memory, which is