Immortality Through Verse in Shakespeare’s Sonnet 18 and Spenser’s Sonn

Immortality Through Verse in Shakespeare’s Sonnet 18 and Spenser’s Sonnet 75  Ã‚     Ã‚  Ã‚   Desiring fame, celebrity, and importance, people for centuries have yearned for the ultimately unattainable goal of immortality. Poets, too, have expressed desires in verse that their lovers remain as they are for eternity, in efforts of praise. Though Shakespeare’s Sonnet 18 and Spenser’s Sonnet 75 from Amoretti both offer lovers this immortality through verse, only Spenser pairs this immortality with respect and partnership, while Shakespeare promises the subject of the sonnet immortality by unusual compliments and the assurance that she will live on as long as the sonnet continues to be read. Spenser debates with his lover, treating her as his equal, and leaves his opinion open for interpretation as an example of poetic indirection. Shakespeare’s Sonnet 18 begins with the "whim of an inventive mind," (Vendler, 120) a rhetorical question asking if he should compare the subject of the sonnet to a Summer’s day. After the readers see that Shakespeare does not ask to compare her to anything else, we realize that this one proposed comparison to a Summer’s day is, in his mind, perfection (Vendler, 120). However, in order to truly praise the woman, he must prove that she is "more lovely and more temperate" by deprecating the metaphor (Vendler, 121). Though the metaphor seems sweet at first, the implied answer is "no," and Shakespeare continues as to why she is not even worthy of the best possible metaphor (Colie, 36). His imagery of "rough winds" and the "too hot" sun together with the personification of Summer ("Summer’s lease hath all too short a date") support Shakespeare’s belief that Summer is too short and unpredictable to be compa... ...87. 36-37. Felperin, Howard. "Toward a Poststructuralist Practice: The Sonnets." Modern C Critical Interpretations: Shakespeare’s Sonnets. Ed. Harold Bloom. 1st ed. N New York: Chelsea House, 1987. 103-131. Oram, William Allan. Edmund Spenser. Ed. Arthur Kinney. New York: Twayne, 1 1997. Ray, Robert H. "Shakespeare’s Sonnet 18." The Explicator. Fall 1994: 10-11. Shakespeare, William. "Sonnet 18." The Norton Anthology of English Literature. E Ed. M. H. Abrams. 6th ed. New York: Norton, 1996. 471. "Sonnet 75: Criticism." EXPLORING Poetry. CD-ROM. Gale, 1997. "Sonnet 75: Overview." EXPLORING Poetry. CD-ROM. Gale, 1997. Spenser, Edmund. "Sonnet 75." The Norton Anthology of English Literature. Ed. M M. H. Abrams. 6th ed. New York: Norton, 1996. 415. Vendler, Helen. The Art of Shakespeare’s Sonnets. Cambridge: Harvard UP: 1998.      

Audience Adaptation Paper

Taylor Cook COMM 101- Fundamentals of Public Speaking Audience Adaptation Paper February 18, 2013 In the TED video that I watched, the subject was about â€Å"Body Language† and was twenty-one minutes and three seconds long, but the speaker stopped officially talking at twenty minutes and fifty-four seconds into the video. The speaker, Amy Cuddy, had very interesting points about how a person’s power pose, powerful/ prideful or curled into a ball and timid, can influence themselves on how they think and feel about themselves. She also made the point that our bodies change our minds and that power posing for a few minutes really change your life in a meaningful way. Throughout the video I was a little unimpressed with her delivery on the subject. She did not seem to â€Å"do as she preached. † Her personal appearance was fine. She was dressed in all black except for her undershirt was teal which made her fade into the background except for her pop of color. She also hunched quite a bit and did not stand as properly or formally as other public speakers I have seen. Her body language was okay. When she showed what a power pose was, which was supposed to look like Wonder Woman, she did it not very convincingly and looked better and more â€Å"at home† doing a shy and timid pose. She did do a lot of walking up and down the stage to keep an eye on her audience and to keep them paying attention to her. This did work because when they would put the camera out to the audience, they were all intently in tune with what she was saying. Throughout the speech I did not feel much of a volume change until the end when she had gotten emotional with a story she chose to tell about herself and later on a student much like herself. This volume change is of course not a good one because you should not ever pick something to talk about that creates reoccurring feelings. This could make you really hard to understand through the crying or you could not be able to finish through your weeping. Her rate of speech was never too fast, but at points was really slow due to trying to find the right words to say to her audience. She kept saying â€Å"um† quite often and stumbled over what she was trying to say next. After the first ten minutes, she had said the word â€Å"um† over fifteen times. After the ten minutes, I quite focusing my attention on that and tried to focus on her main points and ideas about our body language. As Amy Cuddy’s speech progressed, she did not pause as much as she did in the first half of her speech. The best segment when she was truly flowing was when she started to talk about lab research she had done to prove her point that higher powered people are twenty-seven percent more likely to gamble than low powered people. They also have a twenty percent increase of testosterone than low powered people. High powered people had a twenty-five percent decrease in Cortisol, while low powered people had a fifteen percent increase. She seemed really happy with her proven results and it showed the way she spoke. Her language was very proper and articulate, except for her â€Å"um’s† of course. She did very well at pronunciating each thing she said. She did not have any dialect, so she was really easy to understand. While speaking, the only gestures she seemed to make were with her hands. She would either point to the screen behind her to show her research or notes or fiddled with her hands in front of herself. She rarely used anything else than her hands to symbol anything or to point something out. From the very beginning her eye contact was spot on with the audience. She opened with a camera on the audience to see how everyone was sitting. When she started to point out what she saw, the entire audience began to realize they were being analyzed. Everyone sat up straight and fixed their overall appearances. Overall her presentation was not terrible, but it was not perfect either. Her aids throughout are what I believe made the presentation a somewhat success. Her notes, questions, and graphs on her slides for the audience not only showed proof of her research, but preparation. That is the key trait that I had seen in her, which was quite ironic since she said that it was her weakness. My favorite phrase that she used throughout the seminar and what I know I’ll definitely pass along is â€Å"Don’t fake it till you make it. Fake it until you become it. †

Thesis Statement Hispanic Latino Ethnicity - 843 Words

Thesis Statement: While Hispanic/Latino graduation rates continue on an upward trend, they are still the second highest dropout rates amongst all minorities influenced by a lack of bilingual education programs, low participation in early childhood education programs and a lack of respect for the Hispanic/Latino culture are leading contributing factors to their continued high dropout rate. I. Many people in the United States are in denial as to the impact of the growing Hispanic/Latino population. A. In the coming decades, Hispanic/Latinos will continue to have a significant effect on the work forces as they will account for 60 percent of the Nation’s population growth between 2005 and 2050. B. While Hispanic/Latino graduation rates continue an upward trend, they are still the second highest dropout rates amongst all minorities influenced by a lack of bilingual education programs, low participation in early childhood education programs and a lack of respect for the Hispanic/Latino culture are leading contributing factors to their continued high dropout rate. II. Expanding English as a Second Language (ESL) programs is not the solution to decreasing the dropout rate. A. Hispanic/Latinos take great pride in their heritage and culture and refuse to abandon their native language. 1. 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