John Milton s Paradise Lost - 985 Words

John Milton’s Paradise Lost is a paradox of morality and character definitions. After reading multiple articles, the largest concerning topic was the hero status of an inherently evil character. The issue lies within defining what a hero is and is not in terms of epic poetry. John Milton’s refusal to clarify a hero shows this paradox he has created is a something that he meant to achieve. According to Mary Nyquist in The Father s Word/Satan s Wrath, â€Å"The text seems here not just to invite, but to provoke interpretation, the dictatorial arbitrariness of the utterance being noticeably amplified by the blank silence of Paradise Lost on its meaning†¦Ã¢â‚¬  (191). Satan s fatal flaws, ever present inner struggles, his determination to wage war against an adversary, and the general defining characteristics at the time are supporting evidence for claiming Satan to be the hero. The issue of defining a hero stems from the different educated branches studying the work. A Christian Theologian’s definition will be the opposite of Satan’s character. That being said the working definition of an epic hero for this paper will be the seven most common traits found among claimed epic heroes. The first is noble birth, followed by capable of deeds of great strength and courage, great warrior, travels over a vast setting, national heroism, a perceived fall from grace, and faces supernatural and internal struggles. Not all of these requirements must be met, but most would agree that a majority canShow MoreRelatedJohn Milton s Paradise Lost1636 Words   |  7 Pagessense to the readers, but would also influence how the readers understood those topics. John Milton’s, Paradise Lost, is a series of twelve Books that tell the story of creation and the world’s first sin, and he relates that to the political distress that was occurring in the sevent eenth century and his political agenda in trying to advocate a Parliamentary system versus a monarchy. Throughout his novel, Milton focuses a great deal of time creating a backstory for Satan, who is the protagonist. AdamRead MoreJohn Milton s Paradise Lost1738 Words   |  7 PagesJohn Milton sought to a very ambitious thing with his greatest work, Paradise Lost. He boldly asserted himself to the epic tradition, the most difficult genre. Further, the goal of his writing was perhaps the hardest topic a human being can engage with, the problem of evil. At the risk of being cliche, the old adage, â€Å"If you lose your faith over anything less than the problem of evil, you are simply not thinking.† seems fitting. Milton seems at least, whatever his faults, to understand the weightRead MoreAnalysis Of John Milton s Paradise Lost1442 Words   |  6 Pages(Name) (Instructor) (Course) (Date) Heroism in John Milton’s Paradise Lost There are many definitions of a hero, and establishing the hero in John Milton’s Paradise Lost has been object to scholarly debate. One definition of a hero is that by Aristotle, who defined a hero as a person who is divine and superhuman. However, other definitions encompass the aspect of virtue in heroism. Despite all the definitions for a hero, it remains factual that a hero would be someone that the readers would delightRead MoreAnalysis Of John Milton s Paradise Lost 1071 Words   |  5 Pages Writing AP Exam Essays Advanced Placement English Literature Composition Name Juan Linares Major Work Data Page Paradise Lost Writer/Nationality John Milton/ UK 1608-1674 Theme/Meanings of the work as a whole Disobedience plays a key role in the unfolding of Milton’s poem. Satan disobeys God because God gave him free will, and causes Eve to disobey Adam, to disobey God. Justification of God. Death must happen to the world but because of the Son, DeathRead MoreAnalysis Of John Milton s Paradise Lost 1852 Words   |  8 Pagesnot merely summarize the plot. (2010 AP Literature and Composition) Disobedience and Exile an Analysis of Satan from Milton’s Paradise Lost John Milton’s epic poem, Paradise Lost, has been the subject of criticism and interpretation through many years; these interpretations concur in that Adam and Eve are the sufferers of the poem, and it is their blight to lose Paradise because of their disobedience; however, their exile is merely a plight brought by Satan, and it is he who suffers exile beforeRead MoreJohn Milton s Paradise Lost 1328 Words   |  6 PagesRobert Mezian Professor Mylander English 589 14 November 2016 Paradise Lost Essay In his epic poem titled Paradise Lost, John Milton describes his work as a process to justify â€Å"the ways of God to men†. In terms of the personal and individual, Milton’s main concern was between a man’s relationship and God. With this, comes the very idea of free will itself. One can define free will as the ability and freedom to choose between different possible courses of action. Not only is free will portrayed inRead MoreJohn Milton s Paradise Lost1528 Words   |  7 Pagesfree world. God judges no one and forgives all for his or her sins. God is an honest being. The last statement might not be the case in John Milton’s Paradise Lost. The fall of Adam and Eve is truly a tragic tale. Some suggest that their fall could have been prevented. However, after close examination, one can believe that it might not be that simple in Paradise Lost. God displays some questionable actions in the process that eventually leads to the fall. While not the popular opinion to some, God isRead MoreJohn Milton s Paradise Lost921 Words   |  4 PagesJohn Milton’s Paradise Lost continues the epic tradition developed by the ancient Greek and Roman poets. Composed in exact imitation of its predecessors, the work depicts all characteristics of a traditional epic poem—including the epic hero, a powerful embodiment of societal values. Milton presents his hero in a most unpredictable form: Satan. Despite the unorthodox oddity, the former archangel exhibits the conventions of an epic hero. Milton’s forced perception of Satan as the hero of the poemRead MoreJohn Milton s Paradise Lost1686 Words   |  7 Pagesand bled into the writing it produced. John Milton’s Paradise Lost is no exception to this, as it explores human sexuality and gender roles. It has been argued that when Adam and Eve are described as â€Å"Two of far nobler shape erect and tall,/ Godlike erect† (4.288-289) there is no distinction between the two , and that they are being portrayed, even by Satan, as equal. This is the reader’s first introduction to Eve who, based on these two lines from Paradise Lost, is Adam’s equivalent in power and inRead MoreJohn Milton s Paradise Lost1212 Words   |  5 PagesIn the epic, Paradise Lost, John Milton’s, characters dramatically establish theme. Milton tells the story of Adam and Eve, as well as the story of Satan’s rebellion against God. Milton emphasizes the major theme of â€Å"Man’s disobedience† through his representation of Adam and Eve and also partly through the interactions between Satan and God. Man’s disobedience in â€Å"Paradise Lost,† is defined by Sin. The word Sin is defined as the act of going against the law of God. In the epic, Adam, Eve, Satan

Students Should Wear Uniforms Debate Essay - 910 Words

For years, there have been hundreds of debates about whether students should wear uniforms or not. Many schools agreed with the idea and have already required school uniforms, while others are still considering it. Some say that school uniforms represent discipline and instill school pride, but others think that it is not creativity and comfortable. Despite that there are still arguments about it; school uniforms have increasingly demonstrated their importance and influence in many ways. Students should have to wear uniforms because it will help students to perform better at school, give students a sense of discipline, lower the cost for parents, and decrease the rate of crime. Students who do not want to wear uniforms will give many†¦show more content†¦While wearing uniforms, students have to obey and follow the rules, so they will learn how to respect others. An article reports â€Å"Teachers and principals often report that discipline problems are reduces in schools tha t implements a standardized dress program.† (School Uniforms). In addition, wearing school uniforms is a step of preparation for professional life. When you have a job, you will have to wear uniforms. Whether you are a doctor or a nurse, you are in the same position. School uniforms also help students to realize that they are a part of a group, so they feel liked they belong and learn to take responsibility for whatever they do. Next, school uniforms will encourage the learning environment. If school does not require uniforms, it will take more time for students to decide what to wear for the next day. They will have to think so much about clothing, shoes, or hair. Therefore, they cannot use that valuable time to concentrate more on their studies and others activities. Uniforms remind them that they are still students and the biggest goal is to learn. This will motivate them to try their best to achieve the goal. When I was in Vietnam, all students were required to wear unifor ms, and students were fine with it. They did not find any inconvenience or think that it prevented them from expressing themselves, because they understood that it would benefit them in different ways. In theShow MoreRelatedSchool Uniforms Have the Potential to Resolve Student Stress760 Words   |  3 Pageshigh school students are faced with the daily challenge of figuring out what they will wear to school the following day. As simple as this may sound, it does produce a lot of anxiety and stress among teenagers. Some students stress over the fact that they have a limited wardrobe, while others worry about being judged by their peers for their fashion choices. The problem of students having too much stress has the potential of becoming a serious health problem among high school students. It is understoodRead MoreSchool Uniforms Should Be Banned902 Words   |  4 PagesSchool uniforms Whether you re for them or against them, this hot debate refuses to go away. It s a great idea fo r school to have uniform because with uniform student can get the benefit of school. This can also bring out the positive impact of school dress code. Uniform is required because it bring out promotion for school safety. But there are others that don t think school you uniforms is required in public schools. Because of anti- individual s of freedom. Adding to that wearing school uniformRead MoreThe Implementation Of School Uniforms1243 Words   |  5 Pagesimplementation of school uniforms. In the United States, school uniforms have become more and more widespread. Although, some schools disagree with the requirement of a school uniform and decide to require a school dress code instead. The pros and cons of a school uniform are very controversial. Deciding whether a school uniform should be implemented is not a black and white issue. Arguments to support school uniforms state that school uniforms create an altogether better environment for students. This betterRead MoreShould School Uniforms be Mandatory? Essay1090 Words   |  5 PagesMany debates form over the opinion of whether schools should require students to wear uniforms. Some schools go through the same argument annually of whether to enforce school uniforms the following school year. A number of people argue that uniforms take away from the students’ individuality, while other people concur that uniforms generate unity within the school. Even though many people disagree with school uniforms, countless reasons are evident that uniforms should be mandatory. School uniformsRead MoreShould Schools Uniforms be Manadatory? Essay1090 Words   |  5 Pagessocial benefit school uniforms are responsible for is providing Many debates form over the opinion of whether schools should require students to wear uniforms. Some schools go through the same argument annually of whether to enforce school uniforms the following school year. A number of people argue that uniforms take away from the students’ individuality, while other people concur that uniforms generate unity within the school. Even though many people disagree with school uniforms, countless reasonsRead MoreUniforms Or No Uniforms?1496 Words   |  6 PagesUniforms or No Uniforms? Aurene Carey Lisa Clark English 122 One of the students’ issues they face in this society, is school uniforms and what they should and should not wear. Do you think that they should be allowed to wear street clothes or wear the school uniforms that the school provides? There some various point of views that are presented, plus there is a definition of what a school uniform is just in case some people don’t know. A school uniform is basically a shirt (school choice) whichRead MorePros And Cons Of School Uniforms1206 Words   |  5 Pages School uniforms have been around for a long time in k-12th grades along with even some colleges, while most private schools have uniforms, now some public schools are trending toward uniforms as well. There are two sides to this argument, with pros and cons to both. I have interviewed Dale Patnode, Kelly Patnode and Patricia Patnode, they bring a first hand experience with what uniform show and what they do for students. Dale Patnode went to catholic schools throughout his whole life, experiencingRead MorePersuasive Essay On School Uniforms1671 Words   |  7 Pages Hari Mainali South University School Uniform â€Æ' Abstract Freedom of dress is violated by restricting on school uniform. A school and university have their own dress code which does not require a particular dress. Some researcher and scholar suggest misbehavior in the student are the result of banning uniform. But misbehavior is what they acquired in their life. Banning uniform, student can exercise their right to express themselves freely. Student will be able to focus on education and saveRead MoreShould School Uniforms Be Banned?983 Words   |  4 PagesShould Students Wear Uniforms One of the biggest debates is about the effectiveness or the use of uniforms in public schools. Should students in public schools have to wear school uniforms? For the past few years now; parents, students and schools have had a clash over the issue surrounding the school attire. Researchers are divided over the impact that wearing school uniforms have on the students, if any, and how it does affect their learning. Some view school uniforms as unfair while others viewRead MoreShould School Uniforms Be Mandatory?1561 Words   |  7 Pages Casondra Garrison Whetstine Eng. 207 Persuasive Essay 11/02/2015 Students in Secondary Schools should be Required to Wear Uniforms No matter what you dress students in, they will always find a way to pass judgement upon their peers, but it how to get children to realize it’s whats on the inside that matters not the outside. Yes, I believe it starts with the parents, but also it’s schools that need to teach the children as well. It s not based upon the style of clothes worn there are many other

Marijuana10 Essay Example For Students

Marijuana10 Essay In Amusing Ourselves to Death, Neil Postman alerts us to the dangers brought about by the way television conditions us to tolerate the brevity of visual entertainment. His message is that with each new technological medium introduced, there is a significant trade-off. His primary example was the medium of television. TV is structured to provide information to the viewer on a platform which is both quick and entertaining. This discourages any viewer subjectivity, allowing television to shape and dictate politics, education, religion, and journalism the essence of our discourse. Except for a few pages of enlightenment, the entire book was a conglomerated resource of evidence to support his hypothesis. Important facts underlined generalizations to present logical and agreeable viewpoints.(e.g. Television is our cultures principle mode of knowing about itself. Therefore how television stages the world becomes the model for how the world is properly to be staged( Postman 92) In other word s, how life is depicted on television is how we expect life to be.) And in most cases some truth could be found in Postmans statements (e.g. For no medium is excessively dangerous if its users understand what its dangers are.) (Postman161) Postmans final critical point was not merely enlightenment, but was a message to his reader and a solution aimed at educators: the point I am trying to make is that only through a deep and unfailing awareness of the structure and effects of information, through a Bibbs 2 demystification of media, is there any hope of our gaining some measure of control over television , or the computer, or any other medium. (Postman 161) I agree. Until we begin to question the content, origin, and purpose of what is expressed through television, only then can we truly understand and control the medium known as TV. More specifically my report will stress the merit of chapters six through eleven. The Age of Show Business is essential to the development of Postmans p rimary example of how the structure of television influences American culture. The problem is not that Tv presents us with entertaining subject matter but that all subject matter is presented as entertaining (Postman 87) Plainly stated, American television is devoted entirely to supplying its audience with entertainment. Television has made a profound impact on the American society. Postman claims that due to the influence of television as a medium, Americans no longer talk to each other, they entertain each other. In chapter six of Amusing Ourselves to Death , Neil Postman goes on to point out that because of television we do not exchange ideas; we exchange images. I found this to be a valid hypothesis when considering if and how television had been an influence on my styles of learning. While performing an in-class questionnaire, I discovered that the exercise both identified and defined several characteristics of what seemed to be a trend set in my learning pattern. Of the five c ategories mentioned in Kathleen McWhorters Study Critical Thinking Skills in College, collectively they revealed that I was a social, visual, and pragmatic but not opposed to creative learner. Bibbs 3 McWhorter defined a social learner as one who prefers to work closely with others and enjoys personal interaction; which explains my active classroom participation. Visual learners process information more effectively by seeing it in print, film, or through other visual mediums. Finally, pragmatic learners are practical, logical, and systematic and are comfortable following rules. (McWhorter 113) In all cases I can see where I fit the diagnosis. With this information it was evident that television had played a role in the development of my learning style. To make the connection, I will attempt to use a childrens television show. Sesame Street was my favorite show to watch on television; as a child my choices were limited! At that early age, Sesame Street was in a way programming me to become both a social and visual learner, or so I thought. Through the association of puppets with real people they provided a pseudo-learning environment that encouraged kids to sing-along the alphabet and attempt to solve arithmetic problems by counting sheep or how many cookies the cookie monster ate. This not only promoted a group atmosphere, but also displayed the learning that was taking place on screen, or did it? Although the show did try to instill into children a set of everyday values, (such as do onto others as you would have them do onto you) I don ‘t believe that the show alone (or those like it ) could ever replace the classroom setting. Under closer discretion I realized that the classroom provides a place of social interaction which is essential to the healthy development of children. The viewing of television is more or less a private, secluded act. In class, children can ponder the essence of questions asked by their teachers either amongst themselves or wit h their teacher. This is very important in the development of linguistics, the Bibbs 4 basis of higher elementary education, whereas television merely demands attention to images. Looking more deeply into the subject, I started to wonder if my learning styles would account for my exceptional aptitude and intellectual level being poorly portrayed through my high school transcripts. High school is largely conducted on an independent and auditory scale resulting with instructors hoping to find in their students some aspect of creativity. In my eyes, that concept is totally paradoxical. If educators encourage the institution of such educational programs which supplement long listening activities with quick editing, up-beat tunes, and fun images, when do they expect the student to adapt to lectures and critical analyzing ? Although I found a side of truth in my questioning, it was still no excuse; it didnt apply to me! Frankly I find myself surprised to say that I probably would have fai red about the same without the influence of television in my life. The printing press would have served as well as television in the aspect of becoming a visual learner. From just reading alone, I would assume to be a more logical thinker, causing my pragmatics to increase. And as far as being a social learner- well Ive always been a social person. In conclusion, I dont agree with Mr. Postman in the belief that our public discourse through the medium of television, is making us less social in the sense of conversation and epistemology. I feel that it is the way of 20th century man to communicate through his most for lack of a better term effective medium of communication as was that of our predecessors to communicate through theirs (i.e. print or debate). We are only following suit or maybe the natural course of man to be entertained by our discourse McWhorter, Kathleen. Study Skills and Crtical Thinking for College Students Postman, Neil. Amusing Ourselves to Death Bibliography: .u9341524843b86d0f4772556fc676eabe , .u9341524843b86d0f4772556fc676eabe .postImageUrl , .u9341524843b86d0f4772556fc676eabe .centered-text-area { min-height: 80px; position: relative; } .u9341524843b86d0f4772556fc676eabe , .u9341524843b86d0f4772556fc676eabe:hover , .u9341524843b86d0f4772556fc676eabe:visited , .u9341524843b86d0f4772556fc676eabe:active { border:0!important; } .u9341524843b86d0f4772556fc676eabe .clearfix:after { content: ""; display: table; clear: both; } .u9341524843b86d0f4772556fc676eabe { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9341524843b86d0f4772556fc676eabe:active , .u9341524843b86d0f4772556fc676eabe:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9341524843b86d0f4772556fc676eabe .centered-text-area { width: 100%; position: relative ; } .u9341524843b86d0f4772556fc676eabe .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9341524843b86d0f4772556fc676eabe .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9341524843b86d0f4772556fc676eabe .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9341524843b86d0f4772556fc676eabe:hover .ctaButton { background-color: #34495E!important; } .u9341524843b86d0f4772556fc676eabe .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9341524843b86d0f4772556fc676eabe .u9341524843b86d0f4772556fc676eabe-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9341524843b86d0f4772556fc676eabe:after { content: ""; display: block; clear: both; } READ: COMPASSION Essay

Mozarts Concerto for Violin Orchestra No. 3 free essay sample

Analysis of Movement I Allegro of Mozarts Concerto for Violin Orchestra No. 3 in G Major, K. 216. This paper analyzes Mozarts Concerto for Violin Orchestra No. 3 in G Major, K. 216, Movement I Allegro. By using time codes to help the reader identify major changes in tempo, soloists and recapitulation, one can listen along to the movement and have a better understanding of Mozarts genius when writing his concertos. `Mozarts Concerto No. 3 is in three movements. It was written in 1775 and the main theme played by the orchestra at the beginning of the first movement (Allegro) was borrowed from his Il re pastore (The Shepherd King) (Lieberman, par. 2). The movement is set in the conventional sonata form with orchestral ritornellos alternating with the exposition, development, and recapitulation of the primary themes by the violin. The soloist gives a second exposition and the coda does not come until after an extended solo cadenza. We will write a custom essay sample on Mozarts Concerto for Violin Orchestra No. 3 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page `