Determining Context
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The document discusses the importance of context when analyzing literature. It provides an excerpt from the poem "The Man He Killed" by Thomas Hardy and asks how to determine what war is being described. Understanding the context includes knowing when the poem was written and where the author lived. Thomas Hardy wrote this poem in 1902 as an Englishman, so it is referring to the Boer War between Britain and Dutch settlers in South Africa. Understanding the historical, social, and political conditions during which a work was created can help illuminate ambiguous parts of the text.
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To understand that idea, the first thing you need to look at is the basic structure of the poem. The opening movement, about Schyld Sheffing, is the establishment of the standard of a “good king” – and all other rulers are compared to him. One way the reader knows it significance is the shift in the narrative voice when the commentary “that was a good king” is presented. This is an example of Gnomic Lore. This isn’t about that Travelocity gnome; it’s about gnosis (wisdom). Periodically through the text, moments of gnosis occur, when that same shift in voice occur. These moments help an audience understand the significance of the events that have just occurred in the narrative. If you pay attention to them, you will get a sense of the cultural values promulgated by the poet.
One of those values is the idea of the posse commitatus. This recurs in epic literature. It is the small group of committed followers of the leader – literally, the committed posse (sometimes, Latin is really that straight-forward). Here, the audience witnesses the benefits to the followers when the leader is the right kind of leader. Schyld rewards his followers generously (there was no particular value in hoarding your wealth – the idea was to show it off and be generous with it to gain friends and allies). Later, when Beowulf is rewarded by Hrothgar, he keeps very little for himself; instead of being greedy, he gives his posse some of the gifts and the remainder go to his own dryhten (lord). The benefit the leader has is that the posse wants him to succeed and supports him in his endeavors. It’s when the leader fails in his generosity that the posse fails in its loyalty.
This, of course, is what happened with Hrothgar. He was a successful dryhten when he was younger, but he, instead of distributing his wealth, spent it in building an edifice to himself, Heorot. He also go old (remember, the cultural ...
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Context in Literature
To fully understand a text, it is important to consider its context. Knowing the circumstances in which something was created helps the audience understand how it came about and what it may be referring to. Context includes historical background, social/cultural influences, and information about the author's environment and experiences. Determining context involves using background knowledge, clues from the text itself, and research. Considering a work's context when analyzing it can illuminate aspects that may otherwise be difficult, vague or ambiguous.
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Beowulf is often considered the singular, originary, uniquely English epic. The manuscript itself dates from approximately 1000 C. E., but the story has all the earmarks of an older, oral composition that was recorded after a later performance. The historic figures recognizable are from the 7th century C. E. in the area of what is now Denmark. The Old English dialect is fairly regional to the area now known as Essex.
If you look at an image of the manuscript, you will discover that there is no title; the poem was called Beowulf after its central character, even though he doesn’t appear until the story is well under way. Until J.R.R. Tolkien’s 1938 essay, “The Monster and the Critics,” most of the critique of the poem was based on the heroics of Beowulf and the poetics of the poem. Tolkien, a philologist and professor of Anglo-Saxon studies at Oxford, made an argument that no had considered before. He posited that the key to understanding the poem was to understand the monsters in it and how they shape the thematic issues of the narrative.
To understand that idea, the first thing you need to look at is the basic structure of the poem. The opening movement, about Schyld Sheffing, is the establishment of the standard of a “good king” – and all other rulers are compared to him. One way the reader knows it significance is the shift in the narrative voice when the commentary “that was a good king” is presented. This is an example of Gnomic Lore. This isn’t about that Travelocity gnome; it’s about gnosis (wisdom). Periodically through the text, moments of gnosis occur, when that same shift in voice occur. These moments help an audience understand the significance of the events that have just occurred in the narrative. If you pay attention to them, you will get a sense of the cultural values promulgated by the poet.
One of those values is the idea of the posse commitatus. This recurs in epic literature. It is the small group of committed followers of the leader – literally, the committed posse (sometimes, Latin is really that straight-forward). Here, the audience witnesses the benefits to the followers when the leader is the right kind of leader. Schyld rewards his followers generously (there was no particular value in hoarding your wealth – the idea was to show it off and be generous with it to gain friends and allies). Later, when Beowulf is rewarded by Hrothgar, he keeps very little for himself; instead of being greedy, he gives his posse some of the gifts and the remainder go to his own dryhten (lord). The benefit the leader has is that the posse wants him to succeed and supports him in his endeavors. It’s when the leader fails in his generosity that the posse fails in its loyalty.
This, of course, is what happened with Hrothgar. He was a successful dryhten when he was younger, but he, instead of distributing his wealth, spent it in building an edifice to himself, Heorot. He also go old (remember, the cultural ...
Word Count ca. 1500 words. Times New Roman, double-spaced, si.docx
Word Count:
ca. 1500 words. Times New Roman, double-spaced, size 12.
Citations
: Chicago Manual Style
Description
: In this assignment, you are asked to analyze a selection of primary sources (historical documents) pertaining to the events of the First World War. In these sources, different authors with different backgrounds (nationality, class, gender, profession, and age) speak to you about their experiences and perceptions during World War I (1914-1918).
Objective
: Compare and contrast these primary sources, bringing them into a larger meaningful context. When comparing and contrasting, you could focus on these questions:
How do the experiences that soldiers and civilians made during WWI differ from one another; how are they similar?
How do you explain discernable
differences or similarities
?
Your job is to
analytically
compare and contrast the sources
, not to summarize them.
Make sure you structure your essay coherently. Clearly outline in your introduction the
argument you intend to pursue in your paper. In your main body, use single paragraphs for single points (i.e. don’t discuss multiple ideas in one paragraph). In your conclusion, finally, sum up your main argument.
You do not have to use any sources other than the ones provided. You are welcome to refer to others, such as from the textbook or any other source that you find appropriate. This is not a research paper, however, and you will not get a higher mark simply for using additional sources.
For direct quotations, use quotation marks. For direct quotations
and
paraphrases, you must use a citation (footnote). For this assignment, we can use simplified footnotes, i.e. simply state the name of the author and title of the document. For page numbers just use the page number of THIS document (I realize this is somewhat arbitrary…).
Example:
Nicholas II, Imperial Manifesto, p. 2.
Put the simplified bibliography at the end of your essay. Use the same format as in your footnotes (name of author, source). For questions, send me an email or visit the WLC.
Primary Source 1: A monarch’s perspective
Russian IMPERIAL MANIFESTO, Tsar Nicholas II of Russia
August 2, 1914.
We NICHOLAS II, by the Grace of God, Emperor and Autocrat of all the Russias, Czar of Poland, Grand Duke of Finland, etc., etc., etc.
Proclaim to all OUR loyal subjects:
Following her historical traditions, Russia, united in faith and blood with the Slav nations, has never regarded their fate with indifference. The unanimous fraternal sentiments of the Russian people for the Slavs have been aroused to special intensity in the past few days, when Austria-Hungary presented to Serbia demands which she foresaw would be unacceptable to a Sovereign State.
Having disregarded the conciliatory and peaceable reply of the Serbian Government, and having declined Russia's well-intentioned mediation, Austria hastened to launch an armed attack in a bombardment of unprotected Belgrad.
Compelled, b.
Income StatementConsolidated Statements of Operations - USD ($) $ .docx
Income StatementConsolidated Statements of Operations - USD ($) $ in ThousandsOct. 28, 2016%Nov. 03, 2017%Nov. 02, 2018%Average PercentageNov. 02, 2020Net sales$ 140,063$ 167,223$ 174,257Cost of products sold84,850105,637117,751Gross margin55,21361,58656,506Selling, general and administrative expenses44,37748,81649,929Gain on sale of property, plant and equipment(58)(6,236)Income before taxes10,83612,82812,813Provision for (benefit on) income taxes3,0663,9996,296Net income$ 7,770$ 8,829$ 6,517Enter ratios in columns B, D, and FProfit Margin RatioGross Profit (margin) RatioReturn on AssetsXReturn on EquityXInventory TurnoverXDays’ Sales in InventoryXReceivables TurnoverXDays’ Sales in receivablesX
&"Times New Roman,Regular"&12&A
&"Times New Roman,Regular"&12Page &P
Balance SheetConsolidated Balance Sheets - USD ($) $ in ThousandsOct. 28, 2016Nov. 03, 2017Nov. 02, 2018Current assets:Cash and cash equivalents$ 6,985$ 12,109$ 8,179Accounts receivable, less allowance for doubtful accounts of $146, $17, $30, and $33 respectively and promotional allowances of $3,061, $2,271, $2,537, and $2,122 respectively.16,58219,14820,293Inventories, net24,08123,01623,413Prepaid expenses9371,5501,331Total current assets48,58555,82353,216Property, plant and equipment, net of accumulated depreciation and amortization of $60,454, $62,330, $63,722, and $66,337, respectively10,36218,57132,638Other non-current assets13,77513,11111,630Deferred income taxes14,53210,0404,010Total assets87,25497,545101,494Current liabilities:Accounts payable4,0855,3657,655Accrued payroll, advertising and other expenses4,0894,5554,577Income taxes payable130216155Current portion of non-current liabilities3,9186,1085,980Total current liabilities12,22216,24418,367Non-current liabilities36,12325,26317,447Total liabilities48,34541,50735,814Shareholders’ equity:Preferred stock, without par value Authorized, - 1,000 shares; issued and outstanding – noneCommon stock, $1.00 par value Authorized, - 20,000 shares; issued and outstanding – 9,076 and 9,0809,1349,1349,134Capital in excess of par value8,2988,2988,298Retained earnings48,07356,90265,948Accumulated other comprehensive loss(26,596)(18,296)(17,700)Total shareholders’ equity38,90956,03865,680Total liabilities and shareholders’ equity$ 87,254$ 97,545$ 101,494Enter ratios in columns C, E, and GCurrent RatioQuick RatioCash RatioDebt to Equity RatioDebt Ratio
&"Times New Roman,Regular"&12&A
&"Times New Roman,Regular"&12Page &P
Essay 1 Assignment: "Analysis of a Theme"
Please write a comparison and contrast essay about any 2 or 3 of the short stories and/or poems. Your final draft must be 5-7 pages and 1,250-1,500 words in length. Please focus on pieces that share a common theme ("central idea, topic, or point of a story, essay, or narrative.")
Your final draft must have a title, a thesis statement, and a works citedpage. You may respond to 1 of the 5 essay prompts listed below, or use your own prompt:
Option 1: War. According to General Wi.
SHAKESPEAREESSAYONVIOLENCE
Shakespeare explores the nature of violence through the characters of Richard III and Coriolanus. Both characters have an innate tendency towards violence due to their identities as soldiers. Richard uses violence and manipulation to gain power, but his violent nature leads to his demise. Coriolanus is primarily a soldier and struggles to separate his violent martial identity from his role in civil society, ultimately leading to his death. Shakespeare represents violence as personal and human, stemming from each character's individual psychology and experiences rather than being senseless acts.
Similar to Determining Context (17)
Learning Object: Analysing and Understanding the Poetry of WWI
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Income StatementConsolidated Statements of Operations - USD ($) $ .docx
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Using photographs and infographics to explore the main elements and principles of art. Adapted partly from the work of:
Mrs. Moncure @moncurephoto.weebly.com
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Stock photography
Stock photography involves photographers submitting photos to agencies that license the photos for businesses and other clients to use. Agencies make money by charging clients licensing fees to use the photos and photographers typically earn $1-200 per photo licensed. Popular stock photo agencies include Getty Images, Corbis, and ShutterStock. To get started, photographers can upload photos to free sharing sites like MorgueFile to build their portfolio and get feedback before submitting to paid agencies. Photographers need to understand copyright and licensing issues to succeed in stock photography.
Photographing themes
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Portraiture
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The love sonnet
Romeo and Juliet exchange flirtatious banter using religious metaphors. Romeo asks to kiss Juliet's hand, calling her lips "blushing pilgrims." Juliet plays along, but says lips are for prayer, not kissing. Romeo insists lips can pray like hands, and kisses Juliet after she agrees saints may grant prayers.
Shakespeare’s language
Shakespeare introduced nearly 3,000 new words to the English language and had a vocabulary of over 29,000 words. Understanding Shakespeare can be difficult because meanings of words have changed and pronunciations were different. Shakespeare mostly wrote in poetic forms like blank verse, rhyming couplets, and sonnets, reserving prose for scenes requiring wit or lower-status characters. Puns, wordplay, and inventive uses of language were common in Shakespeare's works.
Friar lawrence
Friar Laurence is a member of a Catholic order who has taken vows of poverty, chastery, and obedience. He works with herbs and plants and knows Romeo from previous interactions. In Act II, Scene iii, Friar Laurence counsels Romeo about his quickly shifting affection from Rosaline to Juliet, questioning whether Romeo's love is genuine. The Friar plays an advisory role to both Romeo and Juliet throughout the story that has pivotal consequences.
I dreamt a dream tonight
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The document discusses tone in writing and provides examples from literature. It defines tone as an author's attitude and how tone influences the story's mood and atmosphere. It then analyzes tone in passages from various works, identifying tones like serious, sarcastic, humorous and their effect on the reader.
Wordiness
The document discusses wordiness and provides examples of wordy versus concise writing. It encourages getting to the point, staying on topic, using plain language instead of fancy words, examining sentence structure, avoiding passive voice, and making writing concise overall. Some tips include removing extra words, shortening sentences, and focusing on the key ideas. The document provides examples for "making it wordy" and "making it concise" as practice exercises.
Italics & Underlines
Italics, underlines, and quotation marks are used to emphasize certain words and parts of texts. Underlines were originally used in handwritten drafts to indicate where italics should be used in printing. Now, underlines are used for handwritten text and italics or underlines can be used in typed text. Italics and underlines are used for titles of complete works, ships, trains, and planes, while quotation marks are used for short texts in a larger collection. Foreign phrases in common usage are not italicized, while unfamiliar foreign words and phrases are. Words referring to themselves are also italicized.
Dash & Hyphen
The document discusses the differences between dashes and hyphens in punctuation. It provides:
1) Dashes are used to dramatically set off interrupting words or phrases in a sentence, or to emphasize a key word. Hyphens are used to combine compound words or divide words at line breaks.
2) Hyphens are half as long as dashes and are used to combine prefixes and suffixes or divide words between syllables.
3) The document provides examples of proper uses of dashes and hyphens in sentences.
Semicolons
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The document discusses parallelism in writing and provides examples of proper and faulty parallel construction. It defines parallelism as having closely related parts of a sentence fit harmoniously together. It then provides examples of parallelism in form, logic, and relationship and formulas for creating parallel structures.
Introduction To Macbeth
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Intro To Historical Fiction
The beginning of an inquiry research project, introducing students to the idea of historical fiction's uses.
Essay Tips
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Determining Context
- 1. Context: A Way into Literature
- 2. Definition: Context The circumstances in which an event occurs; a setting
- 3. Why pay attention to context? The Man He Killed Had he and I but met By some old ancient inn, We should have set us down to wet Right many a nipperkin! But ranged as infantry, And staring face to face, I shot at him as he at me, And killed him in his place. I shot him dead because-- Because he was my foe, Just so: my foe of course he was; That's clear enough; although He thought he'd 'list, perhaps, Off-hand like--just as I-- Was out of work--had sold his traps-- No other reason why. Yes; quaint and curious war is! You shoot a fellow down You'd treat, if met where any bar is, Or help to half a crown. Thomas Hardy How do you know what war this is? Vocabulary might give you clues. But the best hint is knowing when the poem was written and where the author lived. Understanding the conditions under which the piece was written can illuminate difficult, vague, or ambiguous parts
- 4. Why pay attention to context? The Man He Killed Had he and I but met By some old ancient inn, We should have set us down to wet Right many a nipperkin! But ranged as infantry, And staring face to face, I shot at him as he at me, And killed him in his place. I shot him dead because-- Because he was my foe, Just so: my foe of course he was; That's clear enough; although He thought he'd 'list, perhaps, Off-hand like--just as I-- Was out of work--had sold his traps-- No other reason why. Yes; quaint and curious war is! You shoot a fellow down You'd treat, if met where any bar is, Or help to half a crown. Thomas Hardy Understanding the conditions under which the piece was written can illuminate difficult, vague, or ambiguous parts Thomas Hardy wrote this in 1902. He was an Englishman. The poem is in response to the Boer War.
- 5. What should you look for? For both the setting and the author’s environment, look for: Historical background Social / Cultural biases, traditions, trends, etc. Political situation at the time (and in the past, if appropriate) Any other relevant information (e.g. biographical information about the author may reveal certain beliefs, alliances, etc.)
- 6. How do you determine context? Background knowledge Clues in the literary piece iteself Research