Looking At Romantic Period Poetry

Looking At Romantic Period Poetry In the Romantic Period in England there was a shift taking place in literature. Poets of the time period believed that a personal relationship with God or the Universe was more important than a larger collective religious or political one. The introduction of the Romantic Period in the Norton Anthology of British Literature states, And the pervasiveness of nature poetry in the period can be attributed to a determination to idealize the natural scene as a site where the individual could find freedom from social laws (Greenblatt, 1377). The poets of that day also believed that one could receive that personal relationship through the natural world. Literature focused on the individual great or small and was much more personal than it had been in the past. In accordance with the importance of the individual, Romantic poets expressed an importance and love of nature in their poetry. The poets William Wordsworth and Percy Bysshe Shelley use their interpretations of nature, although differe nt, to express the romantic idea of individualism. These poets used nature to express their feelings toward the individual and the importance they placed on a personal relationship with ones inner self as well as God. William Wordsworth loved nature and lived in remote natural regions of England for much of his life. He had a relationship with the natural world that he lived in and around and this is evident in his writing. His poetry describes how he learns more about himself, and his relationship with God through learning and becoming more acquainted with nature. This principle is portrayed in this passage of Wordsworths Tintern Abbey. He says, For I have learned/ To look on nature, not as in the hour/ Of thoughtless youth; but hearing oftentimes/ The still, sad music of humanity,/ Nor harsh nor grating, though of ample power/ To chasten and subdue. And I have felt/ A presence that disturbs me with joy/ Of elevated thoughts a sense sublime/ Of something far more deeply interfused/ Whose dwelling is the light of setting suns/ And the round ocean and the living air,/ And the blue sky, and in the mind of man:/ A motion and a spirit, that impels/ All thinking things, all objects of all thought, / And rolls through all things (Wordsworth, 88-102). This passage describes how Wordsworth has learned to feel the power of God or the Universe through nature. He has an individual spiritual experience when he looks at the natural world that he could not experience with masses of people in a church or in everyday society. He then goes on to say that nature is a very important to him and is in a way a part of who he is. Wordsworth, when speaking about himself in this passage, says that he is well pleased to recognize/ In nature and the language of the sense/ The anchor of my purest thoughts, the nurse,/ The guide, the guardian of my heart, and soul/ Of all my moral being(Wordsworth, 107- 111). To Wordsworth, nature was so important to him because he felt as if it was a part of him. He felt it was his compass and guide in his life. His view of nature is that he has grown and expanded because of what he experienced from it. This individual relationship he had with nature affected him so much it guided his actions in politics, religion, and other facets of life. He uses nature to symbolize himself and his soul. Individualism is shown in Wordsworths depiction of the natural world because in essence he becomes nature in his writing. In similitude with Wordworths poetry, Percy Bysshe Shelley uses the natural world in his writing to express individualism but in a slightly different way. In Mont Blanc, Shelley uses the daunting description of the mountain and the land around it to suggest that imagination has a lot to do with what ones individual experience is from nature. He almost suggests that the mind is natures creator. In this passage from Mont Blanc, Shelley says, The everlasting universe of things/ Flows through the mind and rolls its rapid waves,/ Now dark-now glittering-now reflecting gloom/ Now lending splendour, where from secret springs/ The source of human thought its tribute brings/ Of waters,with a sound but half its own./ Such as a feeble brook will oft assume/ In the wild woods, among the mountains lone,/ Where waterfalls around it leap forever,/ Where woods and winds contend, and a vast river/ Over its rocks ceaselessly burst and raves (Shelley ,1-11). This excerpt shows Shelleys view of nature and the mind. He talks about how the universe flows through the mind and then he gives menacing descriptive imagery of woods, waterfalls, and the mountains. The imagery suggests that the mind or imagination was the creator of these daunting natural scenes. This shows Shelleys opinion of nature in regards to the human imagination and the individual. A further example is evident in another excerpt from Mont Blanc, The secret strength of things/ Which governs thought, and to the infinite dome/ Of heaven is as a law, inhabits thee!/ And what were thou, and earth, and stars, and sea,/ If to the human minds imaginings/ Silence and solitude were vacancy (Shelley, 139-145). This passage reinforces the contrast of Shelleys view of the human mind in regards to nature rather than the Wordsworthian view. Shelley firmly shows in his texts and particularly in Mont Blanc his belief in the natural world being born from the imagination of the individual ther efore giving power to the person who created it. Along with typifying the imagination as a creator of nature, individualism is discussed throughout his writing. Mont Blanc also displays the romantic notion of individualism through the discussion of the mind and human thought. The poem suggests that nature comes from the mind which creates a very personal and individual nature for everyone. In the mere suggestion of imagination and the human mind being the creator of nature, there lies individualism. The way Shelley portrays the individual in nature holds true to the Romantic notions of the time. Individualism is a very romantic principle that was becoming increasingly important in this time period. This power given to the individual mind to think, believe, and understand ones self was embodied through the natural world in the works of William Wordsworth and Percy Bysshe Shelley. Wordsworth suggested that the individual mind gains power and understanding from and because of the influence of nature. Shelley believed that the individuals mind and imagination gives nature the power that it has over the individual. Although the method they used to establish individualism through nature was different, both of their works embodied that principle and epitomized the Romantic view of Individualism.

The Role of Input and Interaction in Sla

The role of input and interaction in SLA Terminology input –any language directed at the learner intake –the portion of input that learners notice and therefore take into temporary memory. Intake may subsequently be accommodated in the learner’s interlanguage system (become part of long-term memory). However, not all intake is so accommodated. output –what the learner produces (spoken & written language) and how much he understands from the input input > intake > output views on the role of input: ? behaviourist There is a direct relationship between input and output. Acquisition is believed to be controlled by external factors, and the learner is viewed as a passive medium. They ignore the internal processing that takes place in learner’s mind. Input consists of: ? stimuli – with stimuli, the person speaking to the learner  models specific linguistic forms  which the learner internalizes by  imitating  them   ? feedback – it takes the form of positive reinforcement or correction. The possibility of shaping L2 acquisition by manipulating input to provide appropriate stimuli and adequate feedback mentalist They emphasize the importance of the learner’s ‘black box’. Input is still seen as essential for L2 acquisition, but it is only a ‘trigger’ that starts internal language processing. Learners have innate knowledge of the possible forms that any single language can take and use the information supplied by the input to arrive at the forms that apply in the case of the L2 they are trying to learn. Input is insufficient to enable learners to arrive at the rules of the target language. ? interactionist ognitive interactionist Acquisition is a product of the interaction of the linguistic environment and the learners’ internal mechanisms, with neither viewed as primary. Input has a determining function in language acquisition, but only within constraints imposed by the learner’s internal mechanisms. social interactionist Verbal interaction is crucial for language learning as it helps to make the ‘facts’ of the L2 salient to the learner. comprehensible input (Krashen 1981) – Input is a major causative factor in L2 acquisition Learners progress along the natural order by understanding input that contains structures a little bit beyond their current level of competence (i+1) – Comprehensible input is necessary to acquisition to take place, but it is not sufficient – learners need encouragement to ‘let in’ the in put they comprehend – Input becomes comprehensible as a result of simplification and with the help of contextual and extralinguistic clues – Fine-tuning (= provision of the linguistic features which the learners is ready to acquire next and using them, opposite: rough-tuning) is not necessary – Speaking is the result of acquisition, not its cause, learner production does not contribute directly to acquisition input and intake. Input refers to what is available to the learner, whereas intake refers to what is actually internalized (or, in Corder’s terms, â€Å"taken in†) by the learner. Anyone who has been in a situation of learning a second/foreign language is familiar with the situation in which the language one hears is totally incomprehensible, to the extent that it may not even be possible to separate the stream of speech into words. Whereas this is input, because it is available to the learner, it is not intake, because it â€Å"goes in one ear and out the other†; it is not integrated into the current learner-language system. This sort of input appears to serve no greater purpose for the learner than does that language that is never heard. Conceptually, one can think of the input as that language (in both spoken and written forms) to which the learner is exposed If there is a natural order of acquisition, how is it that learners move from one point to another? The Input Hypothesis provides the answer. Second languages are acquired â€Å"by understanding messages, or by receiving ‘comprehensible input’ † (Krashen, 1985, p. 2). Krashen defined â€Å"comprehensible input† in a particular way. Essentially, comprehensible input is that bit of language that is heard/read and that is slightly ahead of a learner’s current state of grammatical knowledge. Language containing structures a learner already knows essentially serves no purpose in acquisition. Similarly, language containing structures way ahead of a learner’s current knowledge is not useful. A learner does not have the ability to â€Å"do† anything with those structures. Krashen defined a learner’s current state of knowledge as i and the next stage as i + 1. Thus the input a learner is exposed to must be at the i + 1 level in order for it to be of use in terms of acquisition. â€Å"We move from i, our current level to i + 1, the next level along the natural order, by understanding input containing i + 1† In Krashen’s view, the Input Hypothesis is central to all of acquisition and also has implications for the classroom. a Speaking is a result of acquisition and not its cause. Speech cannot be taught directly but â€Å"emerges† on its own as a result of building competence via comprehensible input. b If input is understood, and there is enough of it, the necessary grammar is automatically provided. The language teacher need not attempt deliberately to teach the next structure along the natural order—it will be provided in just the right quantities and automatically reviewed if the student receives a sufficient amount of comprehensible input. there are numerous difficulties with the concept. First, the hypothesis itself is not specific as to how to define levels of knowledge. Thus, if we are to validate this hypothesis, we must know how to define a particular level (say, level 1904) so that we can know whether the input contains linguistic level 1905 and, if so, whether the learner, as a result, moves to level 1905. Krashen only stated that â€Å"We acquire by understanding language that contains structure a bit beyond our current level of competence (i + 1). This is done with the help of context or extralinguistic information† (1982, p. 21). Second is the issue of quantity. Krashen states that there has to be sufficient quantity of the appropriate input. But what is sufficient quantity? How do we know whether the quantity is sufficient or not? One token, two tokens, 777 tokens? And, perhaps the quantity necessary for change depends on developmental level, or how ready the learner is to acquire a new form. Third, how does extralinguistic information aid in actual acquisition, or internalization of a linguistic rule, if by â€Å"understanding† Krashen meant understanding at the level of meaning (see below and chapter 14 for a different interpretation of understanding)? We may be able to understand something that is beyond our grammatical knowledge, but how does that translate into grammatical acquisition?

Detailed Notes on Commentary Essay Topics in Step by Step Order

Detailed Notes on Commentary Essay Topics in Step by Step Order Copy and pasted work may not be downloaded and so can't be graded! It is crucial to be critical but at the exact time, you need to be unbiased with the work of the author. For instance, if a particular parcel of content was written as a member of a bigger collection and published at a certain time, you can mention it in your introduction section. In the event you still have problems in doing this, don't hesitate to ask our highly versed authors and editors for support. Who Else Wants to Learn About Commentary Essay Topics? You always intuitively understand once an intriguing essay idea is in fact the very best idea for you. Matthew bible standard sketch. It isn't that easy to select appropriate commentary essay topics. The above-mentioned topic selection may give you a very clear understanding of what things to write about. The topic has to be interesting, the topic has to be essential and finally the topic has to be informative. Discover which of the topics, you presently have a fairly good background on which will make it possible for you to have a relative edge. There are a couple of main things you will need to learn about before you even begin picking social issues essay topics. Things You Won't Like About Commentary Essay Topics and Things You Will You should incorporate an introduction, a body that comprises either side of your argument, and a conclusion. When you are requested to select a great topic for your argument, start with something you're familiarized with. Even if you think in a specific argument very strongly, if you lack the evidence to demonstrate your point, then your argument might just be as great as lost. Finding the most suitable arguments can help you prove your p oint and win. The Dirty Truth About Commentary Essay Topics The important point to remember here is you do not comment your memories you retell them. That means you should guarantee that there isn't any writing mistake. Long story short, it's about commenting something. Bear in mind you need to also seek the advice of your teacher before selecting a specific question or problem to cover. Such essays are just like others but it's still true that you have to follow along with the instructions that you're assigned. It's possible to also restate the ideas you've discussed in the body paragraphs in order to make your point valid. So make certain you select a subject, which has values in it. There are many steps that you have to follow to compose an effective and successful literary commentary. The Basic Facts of Commentary Essay Topics Critique papers may center around only a single content or fill in as a means to start looking into numerous writings. Commentary essays ma y concentrate on just a single text or function as a way to compare and contrast a number of texts. They are one of several types of essays used in writing. Writing an excellent persuasive essay is not an easy job, however, it's achievable. You ought to make sure to create your argument just like you would in any other essay too. To come across argumentative essay topics easy on various platforms, you will need to comprehend about the argumentative essay. Different essay types need various questions. To start with, your essay is supposed to deal with a particular social, psychological or anthropological matter. The New Angle On Commentary Essay Topics Just Released Usually, it should get an introduction which identifies the critical points. As you work together, you probably elaborate the very best research question at the fastest pace. There might be some points which you'll be able to remove or revise. If you have sufficient understanding about your field, it ought not be hard for you to compose a commentary. What Everybody Dislikes About Commentary Essay Topics and Why Other individuals consider abstract critique. Argumentative essay is about arguing and debating on a subject, which is debatable. Your th esis ought to be relevant so the guide can use a structure that's flexible in order to fit in the shoes of the readers. Opinion articles are usually based on constructive criticism and needs to be backed by evidence. Authors should also bear in mind that a number of journals publish these articles by invitation only, and it's better to send a pre-submission inquiry to journals that state that they don't accept unsolicited submissions. The grade of the text is extremely important. Moreover, in-text citations will present your awareness of the various papers formats. Second, check out whether there is sufficient information available on the internet or in your college library. Whether there are words just like you or we, you can say there are a couple of characters communicating with one another in the text.

The Life Cycle of Fleas

In order to control fleas effectively, you must understand the flea life cycle. Though there are several species of fleas that can infest your home, by far the most common species found on cats or dogs is the cat flea (Ctenocephalides felis), so well focus on cat fleas in this article. The Flea Life Cycle Fleas undergo complete metamorphosis with four stages: egg, larva, pupa, and adult. Environmental variables influence the length of each developmental stage. Fleas prefer a warm, humid environment, with temperatures ranging between 70 and 90 F and a relative humidity of 75 percent or more. Under ideal conditions, the cat flea life cycle takes just 18 days, from egg to adult. Adult fleas (both male and female) require a blood meal prior to mating. They prefer blood from your pet, but in the absence of a canine or feline host, fleas will bite people. Once mated, the female flea may deposit up to 50 eggs per day on your dog or cat. An adult flea typically lives for several months, so just a single flea can cause a significant infestation in a short amount of time. As your pet walks around your home, many of the flea eggs fall off. Cat flea eggs are tiny, measuring a mere 1/32 inch, so they can go unnoticed in your pets bedding, in carpets, or on upholstered furniture. Within 2 to 5 days, wormlike larvae emerge from the eggs. Lacking eyes and legs, you might think that flea larvae would have a tough time surviving in your carpet. But flea larvae do just fine hunkered down between the carpet fibers, where they feed on anything organic, from hair to adult flea excrement. The larvae feed and molt for 1 to 2 weeks, and then pupate within silken cocoons. The flea cocoon is often camouflaged with debris, including hair, skin particles, and carpet fibers. In a warm environment and with your cat or dog available for a blood meal, the adult may emerge in about a week. The new adult flea will jump on your pet when he passes by, and immediately begin feeding on his blood. Can Fleas Survive If My Pet Is Away? You might think you can beat a flea infestation by simply removing your pet from the home for a while. After all, no host, no parasite, right? But fleas are clever pests. A fully formed adult flea can sit tight inside its cocoon for a year, just waiting for a host animal to reappear. The fleas stay safely in their pupal cases until they sense vibrations that suggest an animal is moving nearby. Like many insects that feed on blood, they can also sense an increased presence of carbon dioxide, which signals that a host is in the area. So as soon as your dog or cat returns, the adult fleas will emerge and feast. And remember, theyll gladly feed on your blood if your pet is unavailable, so unless you are prepared to abandon your home for a year, you really must treat for fleas.