Only two letters from George Washington to Martha Washington are known to exist, as Martha destroyed personal correspondence after his death. From these two surviving documents, historians have long tried to analyze the relationship between the two. In this assignment, students will perform their own analyses by reading the letters and writing an original English sonnet – a poetic form often used to convey themes of love, romance, and relationships – from George Washington to his wife, Martha.
Here is my presentation on paper no. 3. Literary criticism and theory. My presentation topic is Wordsworth's views on theme and subject Matter of Poetry.
ARTICLESAcknowledging Things of DarknessPostcolonial Cr.docxdavezstarr61655
ARTICLES
Acknowledging Things of Darkness:
Postcolonial Criticism of The Tempest
Duke Pesta
Published online: 31 July 2014
# Springer Science+Business Media New York 2014
Over the last forty years, postcolonial criticism has become a dominant
mode of critical discourse for the profession of literature and Renaissance
studies in particular, with The Tempest serving as terminus a quo for many
such discussions across historical periods and academic disciplines.1 During
this time—not counting courses in Shakespeare, Renaissance drama, or early
modern literature—The Tempest has been taught in English departments at
the undergraduate or graduate level in freshman seminars; surveys of Great
Books; capstone courses; writing and composition courses; seminars on
literary theory, Marxism, postcolonialism, and race, gender, queer theory;
early American literature and transatlantic literature courses; surveys of
American literature; and courses on Romanticism, modernism, modern drama,
Third World literatures, postmodernism, Chicano/a literatures, Afro-Caribbean
literatures, and diaspora literatures. Outside English departments, the play has
been taught in such varied disciplines as African American studies, American
studies, anthropology, comparative literature, cultural studies, education,
environmental studies, film studies, history, linguistics, modern languages,
Native American studies, oppression studies, peace studies, philosophy,
Acad. Quest. (2014) 27:273–285
DOI 10.1007/s12129-014-9433-4
1The tradition viewing The Tempest through colonialist lenses has a long history outside the West, dating to the
nineteenth century. Writers from the Caribbean, Africa, and Central and South America have associated the play with the
gamut of evils linked to colonialism. For a sampling of this criticism, see Emir Rodríguez Monegal, “The
Metamorphoses of Caliban,” Diacritics 7, no. 3 (Fall 1977): 78–83; Richard Rodriguez, Hunger of Memory: The
Education of Richard Rodriguez: An Autobiography (Boston: David R. Godine, 1982); Roberto Fernández Retamar,
Caliban and Other Essays, trans. Edward Baker (Minneapolis: University of Minnesota Press, 1989); Roberta Fernández,
“(Re)vision of an American Journey,” in In Other Words: Literature by Latinas of the United States, ed. Roberta
Fernández (Houston, TX: Arte Publico Press, 1994), 282–98; and Antonio C. Márquez, “Voices of Caliban: From Curse
to Discourse,” Confluencia: Revista Hispánica de Cultura y Literatura 13, no. 1 (1997): 158–69.
Duke Pesta is associate professor of English at the University of Wisconsin, Oshkosh, Oshkosh, WI
54901; [email protected] He is associate editor of Milton Quarterly.
political science, psychology, religious studies, sociology, theater, and
women’s studies.
Surely no other work of literature has been as assigned, deconstructed,
interdisciplinized, revisioned, trivialized, and ventriloquized as The Tempest.
Overwhelmingly, those who have included a reading of .
36 ANQNOTES 1. John Feltwell also describes the introd.docxgilbertkpeters11344
36 ANQ
NOTES
1. John Feltwell also describes the introduction of the white mulberry tree to the
United States (83). He adds, “Today the white mulberry has spread ‘like weeds’ in
American cities and the berries litter the sidewalks” (87).
2. Chapter 2 of Feltwell’s thorough study, The Story of Silk, also provides
interesting background information, especially on the colonial period. In addition,
“Silk Culture,” a section of Frank W. Blackmar’s personal history of Kansas life,
provides details about silk farming experiments in central Kansas, about a hundred
miles south of the likely setting of O Pioneers!
3. Cather’s Nebraska towns are all generally based on the small town she lived
in for a time, Red Cloud, which is located just above the Kansas border and about
175 miles west of the Missouri-Nebraska state line.
4. All dates here are based on the publication date of the novel, as if the narra-
tor were speaking from that time. The very first words of the first chapter, “One
January day, thirty years ago,” would make the timing of the events the narrator
describes fit well with the events I am describing. Certainly the precise dates for
events in the book are debatable, but the practical result for this study is sufficiently
accurate and consistent.
WORKS CITED
Blackmar, Frank W., ed. Kansas: A Cyclopedia of State History, Embracing Events,
Institutions, Industries, Counties, Cities, Towns, Prominent Persons, etc. Vol. 2.
Chicago: Standard, 1912. Web. 29 Dec. 2006. Transcribed by Caroline Ward.
Blue Skyways.
Cather, Willa. O Pioneers! 1913. Boston: Houghton, 1987. Print.
Feltwell, John. The Story of Silk. New York: St. Martin’s, 1991. Print.
Howard, Leland O. “U.S. Department of Agriculture and the Silk Culture.” Year-
book of the United States Department of Agriculture. Washington: GPO, 1904.
85. Print.
Hubbell, Sue. Shrinking the Cat: Genetic Engineering Before We Knew about
Genes. Boston: Houghton, 2001. Print.
Peterson, Arthur G. “Agriculture in the United States, 1839 and 1939.” Journal of
Farm Economics 22.1 (1940): 98–110. JSTOR. Web. 5 Oct. 2006.
United States Department of Agriculture. “Silk Culture.” Report of the Commissioner
of Agriculture for the Year 1868. Washington: GPO, 1968. 282–304. Print.
“Strained Relation”: Strict Stress-Meter and the
Sound of Sense in the Poetry of Robert Frost
Robert Frost has always been an enigma. From the appearance in England
of his first book, A Boy’s Will, to the Library of America’s 1995 edition of
his Collected Poems, Prose, and Plays, Frost’s reputation as man and poet
has repeatedly swung between the extremes on the spectrum of critical
opinion and has, at different times, occupied almost every point in between.
Summer 2009, Vol. 22, No. 3 37
With the recent publication of The Notebooks of Robert Frost and a care-
fully rendered edition of his Collected Prose, Frost has been granted the
improbable opportunity to contribute to the debate on his .
Here is my presentation on paper no. 3. Literary criticism and theory. My presentation topic is Wordsworth's views on theme and subject Matter of Poetry.
ARTICLESAcknowledging Things of DarknessPostcolonial Cr.docxdavezstarr61655
ARTICLES
Acknowledging Things of Darkness:
Postcolonial Criticism of The Tempest
Duke Pesta
Published online: 31 July 2014
# Springer Science+Business Media New York 2014
Over the last forty years, postcolonial criticism has become a dominant
mode of critical discourse for the profession of literature and Renaissance
studies in particular, with The Tempest serving as terminus a quo for many
such discussions across historical periods and academic disciplines.1 During
this time—not counting courses in Shakespeare, Renaissance drama, or early
modern literature—The Tempest has been taught in English departments at
the undergraduate or graduate level in freshman seminars; surveys of Great
Books; capstone courses; writing and composition courses; seminars on
literary theory, Marxism, postcolonialism, and race, gender, queer theory;
early American literature and transatlantic literature courses; surveys of
American literature; and courses on Romanticism, modernism, modern drama,
Third World literatures, postmodernism, Chicano/a literatures, Afro-Caribbean
literatures, and diaspora literatures. Outside English departments, the play has
been taught in such varied disciplines as African American studies, American
studies, anthropology, comparative literature, cultural studies, education,
environmental studies, film studies, history, linguistics, modern languages,
Native American studies, oppression studies, peace studies, philosophy,
Acad. Quest. (2014) 27:273–285
DOI 10.1007/s12129-014-9433-4
1The tradition viewing The Tempest through colonialist lenses has a long history outside the West, dating to the
nineteenth century. Writers from the Caribbean, Africa, and Central and South America have associated the play with the
gamut of evils linked to colonialism. For a sampling of this criticism, see Emir Rodríguez Monegal, “The
Metamorphoses of Caliban,” Diacritics 7, no. 3 (Fall 1977): 78–83; Richard Rodriguez, Hunger of Memory: The
Education of Richard Rodriguez: An Autobiography (Boston: David R. Godine, 1982); Roberto Fernández Retamar,
Caliban and Other Essays, trans. Edward Baker (Minneapolis: University of Minnesota Press, 1989); Roberta Fernández,
“(Re)vision of an American Journey,” in In Other Words: Literature by Latinas of the United States, ed. Roberta
Fernández (Houston, TX: Arte Publico Press, 1994), 282–98; and Antonio C. Márquez, “Voices of Caliban: From Curse
to Discourse,” Confluencia: Revista Hispánica de Cultura y Literatura 13, no. 1 (1997): 158–69.
Duke Pesta is associate professor of English at the University of Wisconsin, Oshkosh, Oshkosh, WI
54901; [email protected] He is associate editor of Milton Quarterly.
political science, psychology, religious studies, sociology, theater, and
women’s studies.
Surely no other work of literature has been as assigned, deconstructed,
interdisciplinized, revisioned, trivialized, and ventriloquized as The Tempest.
Overwhelmingly, those who have included a reading of .
36 ANQNOTES 1. John Feltwell also describes the introd.docxgilbertkpeters11344
36 ANQ
NOTES
1. John Feltwell also describes the introduction of the white mulberry tree to the
United States (83). He adds, “Today the white mulberry has spread ‘like weeds’ in
American cities and the berries litter the sidewalks” (87).
2. Chapter 2 of Feltwell’s thorough study, The Story of Silk, also provides
interesting background information, especially on the colonial period. In addition,
“Silk Culture,” a section of Frank W. Blackmar’s personal history of Kansas life,
provides details about silk farming experiments in central Kansas, about a hundred
miles south of the likely setting of O Pioneers!
3. Cather’s Nebraska towns are all generally based on the small town she lived
in for a time, Red Cloud, which is located just above the Kansas border and about
175 miles west of the Missouri-Nebraska state line.
4. All dates here are based on the publication date of the novel, as if the narra-
tor were speaking from that time. The very first words of the first chapter, “One
January day, thirty years ago,” would make the timing of the events the narrator
describes fit well with the events I am describing. Certainly the precise dates for
events in the book are debatable, but the practical result for this study is sufficiently
accurate and consistent.
WORKS CITED
Blackmar, Frank W., ed. Kansas: A Cyclopedia of State History, Embracing Events,
Institutions, Industries, Counties, Cities, Towns, Prominent Persons, etc. Vol. 2.
Chicago: Standard, 1912. Web. 29 Dec. 2006. Transcribed by Caroline Ward.
Blue Skyways.
Cather, Willa. O Pioneers! 1913. Boston: Houghton, 1987. Print.
Feltwell, John. The Story of Silk. New York: St. Martin’s, 1991. Print.
Howard, Leland O. “U.S. Department of Agriculture and the Silk Culture.” Year-
book of the United States Department of Agriculture. Washington: GPO, 1904.
85. Print.
Hubbell, Sue. Shrinking the Cat: Genetic Engineering Before We Knew about
Genes. Boston: Houghton, 2001. Print.
Peterson, Arthur G. “Agriculture in the United States, 1839 and 1939.” Journal of
Farm Economics 22.1 (1940): 98–110. JSTOR. Web. 5 Oct. 2006.
United States Department of Agriculture. “Silk Culture.” Report of the Commissioner
of Agriculture for the Year 1868. Washington: GPO, 1968. 282–304. Print.
“Strained Relation”: Strict Stress-Meter and the
Sound of Sense in the Poetry of Robert Frost
Robert Frost has always been an enigma. From the appearance in England
of his first book, A Boy’s Will, to the Library of America’s 1995 edition of
his Collected Poems, Prose, and Plays, Frost’s reputation as man and poet
has repeatedly swung between the extremes on the spectrum of critical
opinion and has, at different times, occupied almost every point in between.
Summer 2009, Vol. 22, No. 3 37
With the recent publication of The Notebooks of Robert Frost and a care-
fully rendered edition of his Collected Prose, Frost has been granted the
improbable opportunity to contribute to the debate on his .
The Metaphysical school of Poetry of the Seventeenth CenturyMohammed Albadri
There is common preservation that the term "metaphysical" is utilized to portray a gathering of seventeenth-century English artists, who wrote in a specific way affected by, or in response to, works by John Donne. The chose not many related as such are known as the metaphysical artists, and their works marked as "metaphysical poetry". Precisely what the term metaphysical refers to, or what does it define this aspect requires some explanation. As indicated by the Cambridge Dictionary, metaphysical poetry identifies with the piece of theory that is tied in with getting presence and information"; while theory then again, is "the affective reason in viewing things with the aspect of the present reality and presence. Subsequently, by suggestion, however, till this day there is no fully effective definition of metaphysical poetry, as it requires a variety of characteristics which will be presented in this paper along with the brief history behind the metaphysical poets and inspirations.
On histories and stories selected essays by A.S. Byatt (farijulbari@gmail.com)Farijul Bari
A. S. Byatt's collection of essays draws the reader into her journey through a mostly British and occasionally European literary history to examine, among other things, historical fiction and the art of storytelling.
Tennyson and Browning - a study of poetsArti Vadher
hello readers, here i am sharing my presentation of paper no 6 victorian literature. If you are interested than please read it and give your suggetions. and also give your feedback.
Students will use a systematic analytical method to compare past presidents and current or potential future presidents and determine their own research-based ranking system.
This lesson explores George Washington’s leadership and character as commander-in-chief of the Revolutionary War by bringing to life the relationships between him and his generals as they fought for our nation’s freedom.
Students will discuss the selection of George Washington as commander of the Continental Army, evaluate his qualifications, and decide if he was, indeed, the right choice.
Using the weekly news show “Meet the Press” as a model, students will portray George Washington, Abraham Lincoln, Franklin D. Roosevelt and Barack Obama in a television interview. Students will develop answers to the host’s questions by researching primary documents and current news articles.
Students will examine George Washington's role as a man who fought for and led our country in the belief that "all men are created equal" while also owning slaves.
The intent of this lesson is to familiarize students with the similarities and differences in the views of classical philosophers and George Washington.
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
Students examine George Washington’s 1799 Slave Census to discover Washington as a meticulous businessman and slave owner and to gain information about the institution of slavery in the 18th century.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
From George To Martha: Writing A Sonnet Using Primary Sources
1. From George to Martha:
Writing a Sonnet Using
Primary Sources
Intended Grade Level: High School
Lesson Purpose: Only two letters from George Washington to his wife are known to
exist. Martha Washington destroyed her personal letters from Washington after his
death. From these two surviving letters, historians have long tried to analyze the
relationship between the two. In this assignment, students will perform their own
analyses by reading the letters and writing an original English sonnet – a poetic form
often used to convey themes of love, romance, and relationships.
Lesson Objectives:
• Students will analyze George Washington’s letters to his wife and make
inferences about his feelings for her.
• Students will compose a research‐based poem to Martha Washington from her
husband utilizing the characteristics of an English, or Shakespearean, sonnet.
National Standards:
NL‐ENG.K‐12.2 Understanding the Human Experience
Students read a wide range of literature from many periods in many genres to build an understanding of
the many d (e.g., philosophical, ethical, aesthetic) of human experience.imensions
NL‐ENG.K‐12.3 Evaluation Strategies
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They
draw on their prior experience, their interactions with other readers and writers, their knowledge of word
meaning and of other texts, their word identification strategies, and their understanding of textual
features (e.g., sound‐letter correspondence, sentence structure, context, graphics).
NL‐ENG.K‐12.6 Applying Knowledge
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation),
media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
Materials:
• Transcriptions of the two surviving letters from George Washington to Martha
Washington, June 18 & 23, 1775, available online through the University of
2. Virginia’s Alderman Library:
http://gwpapers.virginia.edu/documents/revolution/martha.html
Timeframe: Approximately two class sessions
Procedures:
1. Distribute to students the two remaining letters from George Washington to Martha
Washington. Provide background by explaining that, in order to protect their privacy,
Martha Washington burned all the letters from her husband after his death – a practice
that would not have been particularly unusual at the time. However, two surviving
letters were later found in a desk that Martha Washington had given to a
granddaughter.
Historians have examined these letters for evidence about the Washington’s
relationship. Other surviving records indicate that they had a long and apparently
mutually beneficial marriage and that Washington was caring and responsible toward
the stepchildren and step‐grandchildren he and Martha raised together. (They had no
children of their own; Martha Washington was previously married and widowed and
had two surviving children.) However, not much documentation exists to shed light on
the personal interaction or feelings between this intriguing and notable couple.
Therefore, these letters are of special interest.
2. Have students read the letters aloud. Discuss and interpret them as a class;
challenging students to paraphrase excerpts in their own words.
3. In pairs or small groups, students will make lists of words and phrases found in the
letters describing Washington’s feelings for his wife. They will also paraphrase these
excerpts in their own words, recording their work.
4. Rejoining as a class, students will share and discuss the descriptive words and
phrases they located and the synonyms they generated.
5. Next, guide students in a review of the characteristics of English or Shakespearean
sonnets. These rhyming poems follow a pattern of fourteen iambic pentameter lines
divided into three quatrains of four lines each and a final couplet of two lines. Iambic
pentameter is a type of poetic meter that has five feet of two syllables each. The first
3. syllable in each foot is unaccented, and the second is accented: da DUM da DUM da
DUM da DUM da DUM. The rhyme scheme is typically as follows: abab cdcd efef gg.
A slightly different version of this poetic form first appeared in Italy in the early 13th
century. Within a couple of hundred years, the form had become very popular with
English writers as well, whose sonnets bore the characteristics described above.
Shakespeare wrote over 150 sonnets; hence, the English sonnet is often referred to as the
Shakespearean sonnet. Throughout its history, the sonnet’s theme has quite often been
love, romance, and relationships, making it an appropriate form through which to
analyze Washington’s surviving correspondence to his wife.
6. As a culminating activity, each student will author a sonnet as if it were written by
Washington to his wife. In addition to representing Washington’s point of view, it
should also incorporate the sentiments for his wife evidenced in the letters.
This has been adapted from a lesson by Martha Buse,
George Washington Teachers Institute 2006.