Wednesday, March 18, 2020

Write a Summary That Sums It All up

Write a Summary That Sums It All up Write a Summary That â€Å"Sums It All up† When it comes to summarizing a thought or essay for Toronto professors, you must be able to think critically, be concise, and have a certain amount of writing skill. Being a better writer makes you a better reader, because you understand how to find important points. This isn’t a talent developed overnight. Unfortunately, most people don’t know how to summarize effectively. Our tips will help you to recognize what is necessary to do more than explain, restate, or describe something you read. Understand What You Are Reading If you don’t have a thorough understanding of what you are reading, take your time with the text and try to grasp the basic â€Å"gist† of what the writer is conveying. As you read content, try to be more analytical. What argument is the author making? What does an idea presented mean to you? Take Notes If you like, taking notes can be done during a second read-through. Write down answers to any questions you had on the first reading. Write down the main points the author made. Leave out nothing, even if a point seems only vaguely important. Removing certain notes and thoughts is easier than later trying to remember something that wasn’t written. Edit Now is the time to thin out your notes. If anything seems less important to your summary, excise it. Create an Outline Review those notes and structure the paper based on them. Use key details and quotations where appropriate. Edit Again Look for more unnecessary ideas or statements. If an item doesn’t support your argument, remove it. If your text seems too wordy, find ways to say the same thing in fewer words. If your writing seems too short, add by using your thoughts from the reading work. Make sure to save this version under a different title just in case you want to reuse an earlier thought in your final draft. Start Writing Review the outline and beef up the main points. Do this one section at a time. Don’t worry about a first draft being â€Å"perfect;† there’s opportunity to fix things later. Check Your Work Review your writing. Did you make all your points? Are there spelling or grammatical errors? Smooth out the rough edges: Does some writing seem awkward? Read your text out loud and catch more errors. If you need assistance writing a summary for Toronto for school, college, or university, call toll-free: 1-800-573-0840. We can help with this or any other kind of writing assignment.

Monday, March 2, 2020

The Joys and Pains of Teaching Seniors

The Joys and Pains of Teaching Seniors There is a certain attitude in high schools that Senior teachers often get off easy. Typically, their students finish sooner than the rest of the school. Further, the worst behaved students have often times left school for good by that point. Despite these positives, teaching Seniors is not always a bed of roses. So how do we keep students who are suffering from Chronic Senioritis motivated? I cant say I have all the answers, but I can give you some insights that might help you make it through the last day of graduation practice without losing your mind or your patience. Teaching Seniors requires a person with a special personality. You cant take things as seriously with Seniors because, honestly, you are dealing with at least four special circumstances: Non-college bound students who are doing fine and will definitely graduate. They know that by second semester they only need to pass (not excel) in your class and therefore they do not take it seriously. Note: If you teach an non-required elective, this is even worse.College-bound students who by their second semester have already been accepted to their University and know that it is VERY rare that students will be turned away based on their last semester grades unless they fail.Students who are in danger of not graduating and are doing everything they can to stay afloat and make that grade that will give them the required GPA.Students who have no chance of graduating on time. These can be divided into two subcategories: those that will take the required summer courses to graduate and those that wont. Further, the ones who wont are often under the false impression that somehow a miracle will happen and they will be allowed to graduate. (Whats really sad is that many schools allow the se individuals to actually walk across the stage - just not get a diploma. Why cant we teach our students the harsh reality of their poor decisions? They will learn them soon enough - so arent we doing them a disservice by not helping them learn coping mechanisms now? But thats another article for another day.) So with that said, you can probably see that your best and average students are usually not interested in giving it their all. The only people still interested in working hard are those who either do or dont have a chance to graduate on time. And they are most interested in getting work in that will raise their grades. What to do? You can choose to give up for the last semester and just show movies - loosely based on your topic. You can continue teaching as always hoping they will settle down and get back to the way they were first semester. Or you can change what you are doing and include interest building activities that could actually result in some thinking and learning. Ideas for Interest Building Activities: Have the entire Senior class work on a project that culminates near the end of the year. In my school, we always had a Mock Legislature. Kids spent time writing bills and then for two days, the bills went through committees. If they made it through the House committees then they had to go to the Senate committees. If they made it out of their, they had to go to the entire House and Senate. If they made it out of that, the Governor would determine if it was a worthy bill and either sign or veto it. Of course, the competition for the top spots (committee chairs, Speaker, Governor, etc.) would be advertised and students would have to apply and turn in resumes. etc. This kept kids motivated and interested in coming to school. Hold classroom debates Go back to Grade School. The oddest thing happens with last semester Seniors. They are eager to leave but they are also (secretly) afraid of leaving the safety of High School. Therefore, they seem to really enjoy activities in class that requ ire artwork, cutting and pasting, experimenting, even coloring. Make them curricularly-sound - they will enjoy it. Teach them about what they can expect in College. Spend a little time talking to them about college and about how to succeed. Teach them note-taking skills. Let them in on some truths - like how important it is to figure out each professor at the beginning of a course to know how best to turn in work that they will appreciate. Help them create goals. There is no greater gift that you can give them giving students a road map to making their dreams become reality. Play educational games. Some simulation games provide students wiht a real depth of understanding. Interact has an awesome line up of simulations throughout the curriculum. Even though something might be listed as for Middle School, it can still be used in the upper grade. In the end, motivating Seniors is more about changing your teaching style to keep their interest. This is not say that you have to be an entertainer but if you want to make the last months of school enjoyable each year, try one or more of these strategies and see what happens. Good Luck!

Friday, February 14, 2020

ART Essay Example | Topics and Well Written Essays - 250 words - 6

ART - Essay Example Two heads of a raven were carved and positioned in a way that they appear to be like a horns or ears. These have the same colors as well that with the black color being dominantly used, giving a perfect match for its function. Brown twisted cords were used for the feathers which complement not only the colors but the mask as a whole. In totality, the artwork gives the picture of birds that could be scary not only in this mask but in reality as well. As the galokwudzuwis is considered a monster by the American Indians, cranes are known to be predators of small animals like rodents. Ravens on the other hand have a similar diet but in addition portray bad luck as they are believed to represent death because of their color. This piece of work attracted me because of the beauty the colors brought to it. However, it could also be pretty scary to be looking at it intently because it brings a chilling effect to the nerves especially as I ponder on what the birds represent. This could well be appreciated in the context of art appreciation but could really be challenging looking at it for a long time. George Walkus is a rare

Sunday, February 2, 2020

The Good Life Essay Example | Topics and Well Written Essays - 1500 words

The Good Life - Essay Example As asserted by Plato in The Republic, the good life is basically defined in terms of the moral life. Although there is more to good life that morality, Plato believed morality is a vital component of living the good life. In this regard, the conflict between the good life and moral life becomes logically impossible in view of their internal relationship. (Nagel) In searching for the good life, one must strive to have a moral life. This endeavor leads us to break away from the senseless and ungratifying pursuit of physical pleasures, honors and material benefits that commonly take precedence over one's search for the moral life (Kraut). It is in this manner that my view is similar to Plato's. As Plato proposed that living a good life involves contemplation by ceasing to engage in unsatisfying interests, I also believe that a good life entails the same kind of thinking to seek out the truth about our happiness, a critical factor of the good life, by giving up on trivial pursuits. At this day and age when we are bombarded with myriad messages the powerful media about the superficial notions on how to satisfy our desires, this requires substantial sacrifice. According to Aristotle, living a good life necessitates the fulfillment of one's nature. ... Similarly, I believe that using our ability to think is crucial to the good life. The greatest gift that we possess is our ability to think and bring about the fullest potential of our brains. I also consider that using this ability to improve the chances of future generations to live a good life is of great importance. Apart from this condition to good life, Aristotle also provided a profile of one who may live a good life. He defined good life as the activity of the soul in accordance with virtue, which comprised of theoretical wisdom, practical wisdom, and understanding (Edel). As such, only those who are able to exemplify these are deemed capable to lead good lives. For Aristotle, this profile excludes women, slaves and lower classes including trades people and farmers because they are not capable of making their own decisions so they are unable to practice these virtues. Moreover, those who had experienced great loss are not able to lead the good life as it would be difficult to build new friendships, a necessary requirement to have a good life. The chronically ill would also find it difficult to have a good life for it is difficult for them to learn the desires of a healthy person since health is a requirement for leading the good life. (Haslip) In this point, my view on good life contradicts Aristotle's idea. This is because for me, good life is attainable regardless of age, race, gender, social standing, mental and emotional conditions. I believe that anyone who has the ability to hold one's intrapersonal factors separate from external and other environmental factors may achieve happiness, thus, live a good life. For instance, a sick person, although he/she is not of sound health, can still be happy

Friday, January 24, 2020

Pure Luck :: English Literature Essays

Pure Luck During a warm and lucid evening in September my life would change forever. Something like this does not just happen to anyone; fate decides who deserves such a wake up call. That seemed to be the last night I expected a scene so horrifying to happen because the vibe of the whole evening was uplifting. Everything seemed perfect since everyone happened to be in that happy-go-lucky mentality. We did not expect the events that were to follow later that evening. I heard the restlessness in his voice. â€Å"You got a light?† Steve questioned with eagerness. He was not the only one with the anxious tone to his voice. I hooked him up with that so needed light to calm his nerves a little. We were on an excursion to one of the greatest places in the world: New York. Steve, Dennis, and I had planned this journey for several weeks now. Our anticipation grew immensely. The outing was to a club in New Rochelle which would be a new experience for all of us. Riding in the car seemed ominous. â€Å"Na man, you gotta take the exit for the George Washington Bridge,† I nearly screamed at Steve when he almost took the wrong exit, which would have put us in a position we absolutely did not want to be. â€Å"Alright, DICK† he sarcastically replied. After what seemed like an eternity we hit the right exit and it put us down the road from the club. We arrived, jumping furiously out of the car and hauling ass to the line at the front of the club. At the club there were many DJ’s and live acts that I looked forward to catching. Fortunately I got to see most of them. The experience was quite a relief after that car ride. The inside of the club appeared amazingly pleasing to the eye. The surroundings were the most comfortable of leather couches and a balcony over the main floor that was humongous. More than two hundred people occupied the balcony alone: drinking, talking, and staring awestruck at the sights, which included a thirteen foot tall glass case housing two six foot long iguanas and two sixteen-foot long Burmese pythons. After a few hours the party ended and patrons dispersed including my friends and I. Once outside, the masses gathered around handing out flyers that would most likely end up with a new home on the sidewalk.

Thursday, January 16, 2020

New Paradigms in the Study of the Civil War Essay

A civil war is a war between organized groups within the same nation state or republic, or, less commonly, between two countries created from a formerly united nation state. The aim of one side may be to take control of the country or a region, to achieve independence for a region, or to change government policies. Civil wars since the end of World War II have lasted on average just over four years, a dramatic rise from the one-and-a-half year average of the 1900-1944 period. While the rate of emergence of new civil wars has been relatively steady since the mid-19th century, the increasing length of those wars resulted in increasing numbers of wars ongoing at any one time. For example, there were no more than five civil wars underway simultaneously in the first half of the 20th century, while over 20 concurrent civil wars were occurring at the end of the Cold War, before a significant decrease as conflicts strongly associated with the superpower rivalry came to an end. Since 1945, civil wars have resulted in the deaths of over 25 million people, as well as the forced displacement of millions more. Civil wars have further resulted in economic collapse; Somalia, Burma, Uganda and Angola are examples of nations that were considered to have promising futures before being engulfed in civil wars. Formal classification James Fearon, a scholar of civil wars at Stanford University, defines a civil war as â€Å"a violent conflict within a country fought by organized groups that aim to take power at the center or in a region, or to change government policies†. The Correlates of War, a dataset widely used by scholars of conflict, classifies civil wars as having over 1000 war-related casualties per year of conflict. This rate is a small fraction of the millions killed in the Second Sudanese Civil War and Cambodian Civil War, for example, but excludes several highly publicized conflicts, such as The Troubles of Northern Ireland and the struggle of the African National Congress in Apartheid-era South Africa. That the Party in revolt against the de jure Government possesses an organized military force, an authority responsible for its acts, acting within a determinate territory and having the means of respecting and ensuring respect for the Convention. That the legal Government is obliged to have recourse to the regular military forces against insurgents organized as military and in possession of a part of the national territory. That the de jure Government has recognized the insurgents as belligerents; or That it has claimed for itself the rights of a belligerent; or That it has accorded the insurgents recognition as belligerents for the purposes only of the present Convention; or That the dispute has been admitted to the agenda of the Security Council or the General Assembly of the United Nations as being a threat to international peace, a breach of the peace, or an act of aggression. That the insurgents have an organization purporting to have the characteristics of a State. That the insurgent civil authority exercises de facto authority over the population within a determinate portion of the national territory. That the armed forces act under the direction of an organized authority and are prepared to observe the ordinary laws of war. That the insurgent civil authority agrees to be bound by the provisions of the Convention. Causes of civil war in the Collier-Hoeffler Model Scholars investigating the cause of civil war are attracted by two opposing theories, greed versus grievance. Roughly stated: are conflicts caused by who people are, whether that be defined in terms of ethnicity, religion or other social affiliation, or do conflicts begin because it is in the economic best interests of individuals and groups to start them? Scholarly analysis supports the conclusion that economic and structural factors are more important than those of identity in predicting occurrences of civil war. A comprehensive studies of civil war was carried out by a team from the World Bank in the early 21st century. The study framework, which came to be called the Collier-Hoeffler Model, examined 78 five-year increments when civil war occurred from 1960 to 1999, as well as 1,167 five-year increments of â€Å"no civil war† for comparison, and subjected the data set to regression analysis to see the effect of various factors. The factors that were shown to have a statistically significant effect on the chance that a civil war would occur in any given five-year period were: Availability of finance A high proportion of primary commodities in national exports significantly increases the risk of a conflict. A country at â€Å"peak danger†, with commodities comprising 32% of gross domestic product, has a 22% risk of falling into civil war in a given five-year period, while a country with no primary commodity exports has a 1% risk. When disaggregated, only petroleum and non-petroleum groupings showed different results: a country with relatively low levels of dependence on petroleum exports is at slightly less risk, while a high-level of dependence on oil as an export results in slightly more risk of a civil war than national dependence on another primary commodity. The authors of the study interpreted this as being the result of the ease by which primary commodities may be extorted or captured compared to other forms of wealth, for example, it is easy to capture and control the output of a gold mine or oil field compared to a sector of garment manufacturing or hospitality services. A second source of finance is national diasporas, which can fund rebellions and insurgencies from abroad. The study found that statistically switching the size of a country’s diaspora from the smallest found in the study to the largest resulted in a sixfold increase in the chance of a civil war. Low per capita income has been proposed as a cause for grievance, prompting armed rebellion. However, for this to be true, one would expect economic inequality to also be a significant factor in rebellions, which it is not. The study therefore concluded that the economic model of opportunity cost better explained the findings. Population size The various factors contributing to the risk of civil war rise increase with population size. The risk of a civil war rises approximately proportionately with the size of a country’s population. Gleditsch et al. did not find a relationship between ethnic groups with polygyny and increased frequency of civil wars but nations having legal polygamy may have more civil wars. They argued that misogyny is a better explanation than polygyny. They found that increased women’s rights were are associated with less civil wars and that legal polygamy had no effect after women’s rights were controlled for. Duration of civil wars Ann Hironaka, author of Neverending Wars, divides the modern history of civil wars into the pre-19th century, 19th century to early 20th century, and late 20th century. In 19th-century Europe, the length of civil wars fell significantly, largely due to the nature of the conflicts as battles for the power center of the state, the strength of centralized governments, and the normally quick and decisive intervention by other states to support the government. Following World War II the duration of civil wars grew past the norm of the pre-19th century, largely due to weakness of the many postcolonial states and the intervention by major powers on both sides of conflict. The most obvious commonality to civil wars are that they occur in fragile states. Civil wars in the 19th and early 20th centuries Civil wars through the 19th century to early 20th century tended to be short; the average length of a civil war between 1900 and 1944 was one and half years. The state itself was the obvious center of authority in the majority of cases, and the civil wars were thus fought for control of the state. This meant that whoever had control of the capital and the military could normally crush resistance. If a rebellion failed to quickly seize the capital and control of the military for itself, it was normally doomed to a quick destruction. For example, the fighting associated with the 1871 Paris Commune occurred almost entirely in Paris, and ended quickly once the military sided with the government. The power of non-state actors resulted in a lower value placed on sovereignty in the 18th and 19th centuries, which further reduced the number of civil wars. For example, the pirates of the Barbary Coast were recognized as de facto states because of their military power. The Barbary pirates thus had no need to rebel against the Ottoman Empire, who were their nominal state government, to gain recognition for their sovereignty. Conversely, states such as Virginia and Massachusetts in the United States of America did not have sovereign status, but had significant political and economic independence coupled with weak federal control, reducing the incentive to secede. The two major global ideologies, monarchism and democracy, led to several civil wars. However, a bi-polar world, divided between the two ideologies, did not develop, largely due the dominance of monarchists through most of the period. The monarchists would thus normally intervene in other countries to stop democratic movements taking control and forming democratic governments, which were seen by monarchists as being both dangerous and unpredictable. The Great Powers, defined in the 1815 Congress of Vienna as the United Kingdom, Habsburg Austria, Prussia, France, and Russia, would frequently coordinate interventions in other nations’ civil wars, nearly always on the side of the incumbent government. Given the military strength of the Great Powers, these interventions were nearly always decisive and quickly ended the civil wars. There were several exceptions from the general rule of quick civil wars during this period. The American Civil War was unusual for at least two reasons: it was fought around regional identities, rather than political ideologies, and it was ended through a war of attrition, rather than over a decisive battle over control of the capital, as was the norm. The Spanish Civil War was exceptional because both sides of the war received support from intervening great powers: Germany, Italy, and Portugal supported opposition leader Francisco Franco, while France and the Soviet Union supported the government . Civil wars since 1945 In the 1990s, about twenty civil wars were occurring concurrently during an average year, a rate about ten times the historical average since the 19th century. However, the rate of new civil wars had not increased appreciably; the drastic rise in the number of ongoing wars after World War II was a result of the tripling of the average duration of civil wars to over four years. This increase was a result of the increased number of states, the fragility of states formed after 1945, the decline in interstate war, and the Cold War rivalry. Following World War II, the major European powers divested themselves of their colonies at an increasing rate: the number of ex-colonial states jumped from about 30 to almost 120 after the war. The rate of state formation leveled off in the 1980s, at which point few colonies remained. More states also meant more states in which to have long civil wars. Hironaka statistically measures the impact of the increased number of ex-colonial states as increasing the post-WWII incidence of civil wars by +165% over the pre-1945 number. While the new ex-colonial states appeared to follow the blueprint of the idealized state – centralized government, territory enclosed by defined borders, and citizenry with defined rights -, as well as accessories such as a national flag, an anthem, a seat at the United Nations and an official economic policy, they were in actuality far weaker than the Western states they were modeled after. In Western states, the structure of governments closely matched states’ actual capabilities, which had been arduously developed over centuries. The development of strong administrative structures, in particular those related to extraction of taxes, is closely associated with the intense warfare between predatory European states in the 17th and 18th centuries, or in Charles Tilly’s famous formulation: â €Å"War made the state and the state made war†. For example, the formation of the modern states of Germany and Italy in the 19th century is closely associated with the wars of expansion and consolidation led by Prussia and Sardinia, respectively. Such states are considered â€Å"weak† or â€Å"fragile†. The â€Å"strong†-â€Å"weak† categorization is not the same as â€Å"Western†-â€Å"non-Western†, as some Latin American states like Argentina and Brazil and Middle Eastern states like Egypt and Israel are considered to have â€Å"strong† administrative structures and economic infrastructure. Historically, the international community would have targeted weak states for territorial absorption or colonial domination or, alternatively, such states would fragment into pieces small enough to be effectively administered and secured by a local power. However, international norms towards sovereignty changed in the wake of WWII in ways that support and maintain the existence of weak states. Weak states are given de jure sovereignty equal to that of other states, even when they do not have de facto sovereignty or control of their own territory, including the privileges of international diplomatic recognition and an equal vote in the United Nations. Further, the international community offers development aid to weak states, which helps maintain the facade of a functioning modern state by giving the appearance that the state is capable of fulfilling its implied responsibilities of control and order. The formation of a strong international law regime and norms against territorial aggression is strongly associated with the dramatic drop in the number of interstate wars, though it has also been attributed to the effect of the Cold War or to the changing nature of economic development. Consequently, military aggression that results in territorial annexation became increasingly likely to prompt international condemnation, diplomatic censure, a reduction in international aid or the introduction of economic sanction, or, as in the case of 1990 invasion of Kuwait by Iraq, international military intervention to reverse the territorial aggression. Similarly, the international community has largely refused to recognize secessionist regions, while keeping some secessionist self-declared states such as Taiwan in diplomatic recognition limbo. While there is not a large body of academic work examining the relationship, Hironaka’s statistical study found a correlation that suggests that every major international anti-secessionist declaration increased the number of ongoing civil wars by +10%, or a total +114% from 1945 to 1997. The diplomatic and legal protection given by the international community, as well as economic support to weak governments and discouragement of secession, thus had the unintended effect of encouraging civil wars. There has been an enormous amount of international intervention in civil wars since 1945 that served to extend wars. While intervention has been practiced since the international system has existed, its nature changed substantially. It became common for both the state and opposition group to receive foreign support, allowing wars to continue well past the point when domestic resources had been exhausted. Superpowers, such as the European great powers, had always felt no compunction in intervening in civil wars that affected their interests, while distant regional powers such as the United States could declare the interventionist Monroe Doctrine of 1821 for events in its Central American â€Å"backyard†. However, the large population of weak states after 1945 allowed intervention by former colonial powers, regional powers and neighboring states who themselves often had scarce resources. On average, a civil war with interstate intervention was 300% longer than those without. When disaggregated, a civil war with intervention on only one side is 156% longer, while intervention on both sides lengthens the average civil war by an addition 92%. If one of the intervening states was a superpower, a civil war is extended a further 72%; a conflict such as the Angolan Civil War, in which there is two-sided foreign intervention, including by a superpower, would be 538% longer on average than a civil war without any international intervention. Effect of the Cold War The Cold War provided a global network of material and ideological support that perpetuated civil wars, which were mainly fought in weak ex-colonial states, rather than the relatively strong states that were aligned with the Warsaw Pact and North Atlantic Treaty Organization. In some cases, superpowers would superimpose Cold War ideology onto local conflicts, while in others local actors using Cold War ideology would attract the attention of a superpower to obtain support. Using a separate statistical evaluation than used above for interventions, civil wars that included pro- or anti-communist forces lasted 141% longer than the average non-Cold War conflict, while a Cold War civil war that attracted superpower intervention resulted in wars typically lasting over three times as long as other civil wars. Conversely, the end of the Cold War marked by the fall of the Berlin Wall in 1989 resulted in a reduction in the duration of Cold War civil wars of 92% or, phrased another way, a roughly ten-fold increase in the rate of resolution of Cold War civil wars. Lengthy Cold War-associated civil conflicts that ground to a halt include the wars of Guatemala, El Salvador and Nicaragua . See also The Logic of Violence in Civil War War of Independence Wars of national liberation References

Wednesday, January 8, 2020

Maya Angelous Poems Essay - 1288 Words

Maya Angelou’s Poems Maya Angelou’s poetry occupies a very special position in her development as a writer (Chow 1). As a child, Angelou went through five years of complete silence after she was raped at the age of seven years old, by a man named, Mr. Freeman. As a result of telling about her traumatic experience, her uncle’s literally kicked the man that raped her to death. Beings she spoke of her traumatic experience and the result of the man dying, she then imagined that her voice had the potential to kill. Thanks to her teacher, Bertha Flowers, at school Angelou started writing poetry as a means of expression of her life events through her poetry (Chow 1). Poetry thus played an essential part in the recovery of her voice, which in†¦show more content†¦She also conveys in this poem that hard times and painful past experiences aren’t reasons to avoid living life, but yet is a part of what makes one’s â€Å"life†. She uses death as a metaphor for lifeâ€℠¢s battles in her recurring phrase â€Å"I keep on dying†, but adds the idea of starting over and having another chance to overcome battles that are recurring in her life (12). The title of this particular poem, The Lesson is very significant to the poem within itself. The lesson that is preached in this poem is about the constant courage and determination in one’s life to defeat and her refusal to be overwhelmed by the challenges of life. Her hope as a determined woman will get her through her personal and physical tribulations, and even though each challenge in life offers her up a small dose of â€Å"death,† every time, it cannot keep her or anybody technically speaking down permanently. When there is a will, there is a way and Angelou always made a way to get back on her feet and keep it moving. Mayo Angelou explains the reality between struggles and the beauty of overcoming them in her poem called â€Å"Woman Work†. This poem is about a mother, preferably, a single mother that has children that she takes care of. The poem starts off by saying, â€Å"I’ve got children to tend / The clothes to mend / The floor to mop / The food to shop / Then the chicken to fry / The baby to dry / I got company to feed / The garden to weed / I’ve got shirts to press /Show MoreRelatedTwo Pesentations of Love in Maya Angelous Poems: ‘A Kind of Love, Some Say’ and ‘Where We Belong, A Duet’1008 Words   |  5 PagesThese poems written by Maya Angelou both portray love in a very different way. The detrimental effects of love are shown in ‘A Kind of Love, Some Say’ and the empowering effects of love are shown in ‘Where We Belong, A Duet’. ‘A Kind of Love, Some Say’ shows that Love and relationships is what caus es the struggle for identity as in the other poem being in love and in a relationship allows the persona to find their true identity. The poem ‘A kind of love some say’ is one of Mayas more emotionalRead MoreEssay on The Interpretation of None the Other, Maya Angelou1508 Words   |  7 PagesA poem can capture the mind, soul, and the bare heart, but, how can one’s interpretation of a poem alter the true value of the poem itself? The answer to this question may vary, depending on one’s interpretation. Then again, that response can be used to answer every question this world holds. Dr. Maya Angelou is one of the most renowned and influential voices of our time. Hailed as a global renaissance woman, Dr. Angelou is a celebrated poet, memoirist, novelist, educator, producer, actress, historianRead MoreEssay Personal Perseverance in the Works of Maya Angelou1313 Words   |  6 PagesPersonal Perseverance in the Works of Maya Angelou      Ã‚  Ã‚   Internationally respected brilliant poet, historian, and author Maya Angelou says in all my work I try to tell the human truth-what it is like to be human...what makes us stumble and fumbleand fall and somehow miraculously rise and go on from the darkness and into the light (Ebony 96). This theme is consistently exemplified throughout Angelous greatly acclaimed autobiographical worksand poems such as I Know Why The Caged Bird SingsRead More Maya Angelou: A Source of Humanity Essay1329 Words   |  6 PagesMaya Angelou: A Source of Humanity I am human, Angelou said, and nothing human can be alien to me (Shafer). Maya Angelou just may be the most human person in the world. Indeed, with all of the struggles she went through in her early life, her humanness increasingly deepened. Her life was characterized by the instability of her childhood and her family, along with the challenge of being a black woman growing up in 19th century America. The deepness of her humanness is evident in allRead MoreMaya Angelou: Speak Up Essay example1127 Words   |  5 PagesMaya Angelou experienced a life-changing event at the vulnerable age of eight: her mother’s boyfriend raped her. As a result, she chose to be mute for five years due to the emotional trauma this caused. Soon, a family friend named Mrs. Flowers, a wealthy and intellectual woman from Stamps, Arkansas where her grandmother resided, read with Angelou and helped Maya to express herself through writing. Mrs. Flowers taught Maya â€Å"words mean more than what is set down on paper. It takes the human voiceRead MoreMaya Angelou1001 Words   |  5 PagesMaya Angelou You may shoot me with your words, you may cut me with your eyes, you may kill me with your hatefulness. But still, like air, Ill rise. Have you ever been so influenced by such a small amount of powerful words? This brilliant quote extracted from Maya Angelous own poem, Still I Rise, basically brings out the spirit and nature of each of her publications. Maya Angelous works of poetry are seen as inspiration for those who have been discriminated for their public appearances. AsRead MoreEssay on Maya Angelou1185 Words   |  5 PagesDistress in Maya Angelous Life Marguerite Ann Johnson, commonly known as Maya Angelou, was born on April 4, 1928 in St. Louis, Missouri. She is a famous African-American poet, novelist, and playwright and also worked during the civil rights: Angelou is a very remarkable Renaissance woman who hailed as one of the great voices of contemporary literature (www.mayaangelou.com). She is also an activist in civil-rights. Angelou went through many controversies during her childhood and adulthood; herRead MoreWhat Criteria Make Up A Poem?1225 Words   |  5 PagesWhat criteria make up a poem? According to Terry Eagleton’s book How to Read a Poem, it suggests that a â€Å"poem is a fictional, verbally inventive moral statement in which it is the author, rather than the printer or word processor, who decides where the lines should end† (25). Terry Eagleton uses his own opinion to characterize what aspects he believes make up a poem. Eagleton argues that form and content are two different terms in regards to po etry; however, the form of a poem helps relate to the contentRead MoreMaya Angelou: A Model Woman Through Influential Literature Essay1708 Words   |  7 Pagesinfluence on society itself. Maya Angelou is a great example of the model woman. She has beaten the odds and has become one of the most well known African American women of today. She is an author, poet, historian, songwriter, playwright, dancer, stage and screen producer, director, performer, singer, and civil rights activist. Her most influential work comes from her extraordinary books and poems. Her literature has influenced the young and old with their contents. Maya Angelous literary significanceRead MoreA Comparison of ‘Still I Rise’ by Maya Angelou and ‘No Problem’ by Benjamin Zephaniah860 Words   |  4 PagesMaya Angelou is a internationally respected, brilliant poet, and author. Maya Angelou says In all my work I try to tell the human truth, what it is like to be human, what makes us stumble and somehow miraculously rise and go on from the darkness and into the light†. This theme is consistently exemplified throughout Angelous greatly acclaimed poem ‘Still I rise’. The poem shows us the true life story of Maya Angelous tragedies, and their dreadful conditions she had encountered in her youth. But