Discussing Hamlets speach with Polonius Essay Example for Free

Discussing Hamlets speach with Polonius Essay Farewell, Ophelia, and remember well What I have said to you. Line 88,Act 1 Sc 111. Tis in my memory locked, And you yourself shall the keep the key of it. Line 90 Act 1 Sc 11. These were the last words Laertes and Ophelia exchanged before he left to France. It is when Polonius hears these words that he asks Ophelia what Laertes meant when he said, Remember well What I have said to you. Ophelia then tells her father that it was about her relationship with Hamlet. Polonius then questions Ophelia about this so-called relationship. Which then brings me to speech Polonius and Ophelia have Act 1 Scene 3 Lines 122-143 which I have based my essay own. I will go in depth and explain different characteristics of this speech. This whole speech between Polonius and Ophelia, though Polonius does most of the talking. I think it would be fairly accurate to say that he is actually lecturing Ophelia. Polonius is telling Ophelia that Hamlet is no good and also telling Ophelia that she shouldnt give in to Hamlet so easily. Polonius in this speech also reveals to the reader what his true feelings of Hamlet are. From this speech we can imply that Polonius is very concerned about Ophelias relationship with Hamlet. Shakespeare uses Metaphors, Similes, Alteration, and Personifications in Poloniusspeech s to stress Hamlets faults and Ophelias personality as well. The speech becomes more alive because of these devices. I will show exactly how these devices construct Poloniuss speech. It is obvious that Polonius is concerned about his daughters relationship with Hamlet this is shown throughout the speech in various ways. The speech also shows Polonius strongly disapproves of Hamlet he does this by criticizing every aspect of Hamlet. We can see this by looking at Poloniuss speech for example when Polonius says When the blood burns, how prodigal the soulAct1, Sc3, Lines125, Polonius is saying that when Hamlet has a sudden churning for a womens company that is when he goes to Ophelia. There is an alliteration here blood burns this put emphasis on these two words. When the blood burns is also a metaphor because we all now blood doesnt burn, these two devices make Hamlet seem like a monster. It seems as if Hamlet is only using Ophelia for his own selfish reasons. Then Polonius continues to say how prodigal the soul Lends the tongue vows Act1, Sc3, Lines123-124 Polonius here is saying that when Hamlet has a sudden churning his soul lends his tongue vows or promises. We can see the personification here because Shakespeares writes as if soul is a person and can actually lend the tongue vows. This personification shows the reader exactly how fake Hamlet is. Then Polonius says These blazes, daughter, Giving more light than heat, extinct in both Act1, Sc3, Lines124-125, Polonius is saying that the blazes contain light and heat but they die out soon after. Polonius is saying just like light and heat die out and so will Hamlets promises. This shows the reader that Hamlet is not going to keep his promises that soon they will be broken. Polonius again uses personification to show us exactly what he think of Hamlets promises in this quote Do not believe his vows for they are brokers,Act1, Sc3, Lines134-135, Polonius is talking about Hamlets vows as if they were alive and they could actually break promises. This shows Hamlets promises arent worth anything. Polonius goes on to say that Hamlet is a fake in this next quote Not of that dye which their investments shows Act1, Sc3, Lines135, Polonius is saying that Hamlet is not the way his clothing or covering make him look. In this line Hamlet may be seen as an imposter or a hypocrite. In this next quote Polonius show us exactly what kind of person Hamlet is Breathing like sanctified and pious bawds, Act1, Sc3, Lines 137 this metaphor means Hamlet is acting like a humble person so he can hide his obscene, vulgar personality. In other words Hamlet acts like someone else so he can hide his true self. At this point the reader can speculate from Poloniuss speech that Hamlet is a rather nasty character or that Polonius has some hidden issues against Hamlet and that is why he is intent on giving Hamlet a bad name. Throughout the speech Polonius doesnt give any reason as to why he feels this way towards Hamlet. In the previous paragraph I showed you how Polonius used comparisons and other literary devices to show his disapproval towards Hamlet. In this paragraph I will show you how Polonius makes Ophelia seem feeble and vulnerable. In the first line Ay springes to catch woodcocks! I do knowAct1, Sc3, Lines122 Polonius compares Ophelia to woodcocks, which are known to be witless and easily trapped. Polonius is saying that Ophelia is easily trapped by Hamlet words, gifts etc. The reader might think of Ophelia as a little vulnerable girl who can be easily fooled. Polonius then accuses Ophelia of not being able stand up for herself and saying no to Hamlet, in this next quote Set your entreatments at a higher rate. Than a command to parley. Act1, Sc2, Lines129 Polonius is saying dont automatically give in to Hamlets every request, have some self-respect and dignity. The reader may think that Ophelia cant really say no when it comes to Hamlet. Then Polonius wraps up his speech by saying I would not in plain terms from this time forth Have you slander any moment leisure As to give words or talk with Lord Hamlet. Look tot, I charge you. Act 1,Sc3, Lines138-142Polonius is ending his speech by telling Ophelia that she better not from this time on spend time or even talk with Hamlet anymore. Ophelia answers by saying I shall obey, my Lord. Act1, Sc3, Lines143 Ophelia doesnt complain to her father this shows a certain amount of feebleness on Ophelias side. The reader can obviously assume that Ophelia is a vulnerable, feeble and a nai ve girl in here nature. The overall effect of Poloniuss speech is concern for his daughter and disapproval towards Hamlet. Polonius is trying to protect Ophelia from getting hurt by Hamlet, which whom he doesnt particularly like. This makes Polonius seem like an overprotective father. The essence of Poloniuss speech is the concern mixed with extreme dislike toward Hamlet. He uses Metaphors, Similes, Alliteration and Personification this makes Poloniuss speech become more appealing. Polonius compares Hamlet to many things and says a lot about what Hamlet is and is not. Polonius does it so much that the audience is feels that the Polonius could have is own secret issues with Hamlet. The audience is hearing a lot of criticism directed at Hamlet and the audience might start to think that Poloniuss has other reasons for disapproving of Hamlet. This could mean that all the things said about Hamlet may not be true. How does the speech affect the rest of the play? This speech affects the rest of the play in the sense that Poloniuss disapproval of Hamlet causes for Ophelia to tell Hamlet that their relationship is over and Hamlet is not very pleased by this. After this episode when Hamlet starts acting weird, even a little mad. Polonius automatically suggests it is because Ophelia has dumped Hamlet, and therefore convinces Claudius and Gertrude that is what is causing Hamlets madness. Even though there is not direct evidence that implies Ophelia is the cause of Hamlets madness, in fact the reader know this is not even the reason for Hamlets madness further more Hamlet is not even mad. Polonius is simply playing devils advocate. I think Poloniuss extreme dislike of Hamlet that is revealed throughout the speech has affected the play in a number of ways.

Community Supported Agriculture Essay -- Argumentative Persuasive Pape

Community Supported Agriculture In the past few decades, Christians have gradually and increasingly acknowledged that human relationship to the natural world should be included in theology. However, this theology has still enjoyed only limited development and acceptance (Cobb 82). Humanity needs to further its understanding of itself as an integral constituent of creation, rather than seeing itself as above, below or outside creation. According to the prophetic tradition of the Hebrew Bible, humanity is an inextricable part of nature. In the Genesis creation story, God forms humans (adam) from humus (adamah), making them true earth-creatures (Guengerich 15). Because God created all things, all things in the world are in relationship, both human and non-human. When Christians realize their oneness with creation, they need to develop and practice an ethical response to ecology as well as a theological one. Such an ethic of ecojustice grows directly out of a theology that takes the natural world into full consideratio n. James Martin-Schramm's 1996 essay "Toward an Ethic of EcoJustice" provides a helpful framework for understanding a Christian ethical response to creation. Martin-Schramm says ecojustice is closely tied to the concepts of equity and distributive justice (209). He identifies four moral norms of ecojustice that have been discussed by the World Council of Churches in its assemblies since 1975: sustainability, sufficiency, participation and solidarity (Martin-Schramm 209). All four principles have roots in Christian theology. Sustainability is concerned with the long-term and holistic survival of the planet and its populations, including humans. It means that immediate economic growth is less important than deve... ...e Press, 1987. Logsdon, Gene. At Nature's Pace: Farming and the American Dream. New York: Pantheon Books, 1994. Martin-Schramm, James. "Toward an Ethic of EcoJustice." Paul T. Jersild, et al ed. Moral Issues and Christian Response. 6th ed. Fort Worth: Harcourt Brace College Publishers, 1998. Northwest Coalition for Alternatives to Pesticides. Eugene, Ore. Online. Internet. http://www.efn.org/~ncap. Platt, LaVonne Godwin. "Responding to our Rural Crisis." LaVonne Godwin Platt, ed. Hope for the Family Farm: trust God and care for the land. Newton, Kansas: Faith and Life Press, 1987. Van En, Robyn, Liz Manes and Cathy Roth. Community Supported Agriculture of North America at the University of Massachusetts Extension. "What is Community Supported Agriculture and How Does It Work?" 29 July, 1997. Online. Internet. http://www.umass.edu/umext/csa/about.html.

The Free Soil Party

Buchanan30. In 1848, the Free Soil party platform advocated all of the following except [A] free government homesteads for settlers. [B] internal improvements. [C] an end to slavery in the District of Columbia. [D] support of the Wilmot Proviso. [E] opposition to slavery in the territories. 31. According to the principle of â€Å"popular sovereignty,† the question of slavery in the territories would be determined by [A] the most popular national leaders. [B] a Supreme Court decision. [C] congressional legislation. [D] the vote of the people in any given territory. [E] a national referendum. 2. The key issue for the major parties in the 1848 presidential election was [A] expansion. [B] personalities. [C] Indian removal. [D] slavery.[E] the economy. 33. The Free Soilers condemned slavery because [A] of moral principles. [B] it damaged the national economy. [C] of the harm it did to blacks. [D] it destroyed the chances of free white workers to rise to self-employment. [E] it was the only way they had of combating the appeal of the Democratic party. 34. Harriet Tubman gained fame [A] as an African-American antislavery novelist. [B] in the gold fields of California. C] by urging white women to oppose slavery. [D] as an advocate of the Fugitive Slave Law. [E] by helping slaves to escape to Canada. 35. Daniel Webster’s famed Seventh of March speech in 1850 resulted in [A] a shift toward compromise in the North. [B] Senate rejection of a fugitive-slave law. [C] a movement to draft him for the presidency. [D] condemnation by northern commercial interests. [E] charges of accepting bribes. 36. In the debates of 1850, Senator William H. Seward, as a representative of the northern Young Guard, argued that [A] John C.Calhoun’s compromise plan must be adopted to preserve the Union. [B] Christian legislators must obey God’s moral law. [C] the Constitution must be obeyed. [D] compromise must be achieved to preserve the Union. [E] African-Americans sh ould be granted their own territory. 37. In the Compromise of 1850, Congress determined that slavery in the New Mexico and Utah territories was [A] to be decided by popular sovereignty. [B] to be banned. [C] protected by federal law.[D] to be ignored until either territory applied for admission to statehood. E] to be decided by the Mormon Church. 38. The Fugitive Slave Law included all of the following provisions except [A] denial of fleeing slaves’ right to testify on their own behalf. [B] denial of a jury trial to runaway slaves. [C] a higher payment if officials determined blacks to be runaways. [D] the requirement that fugitive slaves be returned from Canada. [E] the penalty of imprisonment for northerners who helped slaves to escape. 39. The election of 1852 was significant because it [A] saw the rise of purely national parties. [B] saw the victory of a pro-South northerner. C] marked the return of issues-oriented campaigning. [D] saw the emergence of an antislavery thir d party. [E] marked the end of the Whig party. 40. The prime objective of Manifest Destiny in the 1850s was [A] Nicaragua. [B] Panama. [C] Hawaii. [D] Cuba. [E] the Dominican Republic. 41. The prime objective of Manifest Destiny in the 1850s was [A] Nicaragua. [B] Panama. [C] Hawaii.[D] Cuba. [E] the Dominican Republic. 42. Stephen A. Douglas’s plans for deciding the slavery question in the Kansas-Nebraska scheme required repeal of the [A] Northwest Ordinance. [B] Missouri Compromise. C] Compromise of 1850. [D] Fugitive Slave Act. [E] Wilmot Proviso. 43. One of Stephen Douglas’s mistakes in proposing the Kansas-Nebraska Act was [A] allowing slavery to spread into new territory. [B] underestimating the depth of northern opposition to the spread of slavery. [C] believing that slavery could not survive in Kansas. [D] overestimating the protest to the bill. [E] not securing the transcontinental railroad for the North. 44. The clash between Preston S. Brooks and Charles Sum ner revealed [A] the division between the House and the Senate over slavery. B] the fact that, despite divisions over slavery, the House of Representatives would unite to expel a member for bad conduct. [C] the seriousness of political divisions in the North. [D] the fact that passions over slavery were becoming dangerously inflamed in both North and South. [E] the importance of honor to northerners. 45. Match each candidate in the 1856 election below with the correct party. ___ A. John C. Fremont ___ B. Millard Fillmore ___ C. Martin Van Buren ___ D. James Buchanan 1. Democratic 2. Republican 3. Know-Nothing [A] A-2, B-3, D-1 [B] A-3, C-1, D-2 C] A-1, B-3, C-2 [D] B-1, C-2, D-3 [E] A-2, B-3, C-1 46. In ruling on the Dred Scott case, the United States Supreme Court [A] held that slaveowners could not take slaves into free territories.[B] expected to lay to rest the issue of slavery in the territories. [C] hoped to stimulate further debate on the slavery issue. [D] supported the conc ept of popular sovereignty. [E] reunited the Democratic party. 47. The political career of Abraham Lincoln could best be described as [A] marred by early political opportunism. [B] hurt by the Kansas-Nebraska Act. [C] hurt by his marriage. D] characterized by a rapid rise to power. [E] slow to get off the ground. 48. As a result of the Lincoln-Douglas debates, [A] Lincoln’s national stature was diminished. [B] Lincoln was elected to the Senate. [C] Douglas defeated Lincoln for the Senate. [D] Illinois rejected the concept of popular sovereignty.[E] Douglas increased his chances of winning the presidency. 49. Match each presidential candidate in the 1860 election below with his party’s position on the slavery question. ___ A. Abraham Lincoln ___ B. Stephen Douglas ___ C. John Breckenridge ___ D. John Bell 1. xtend slavery into the territories 2. ban slavery from the territories 3. preserve the Union by compromise 4. enforce popular sovereignty [A] A-3, B-2, C-1, D-4 [B] A-3, B-4, C-1, D-2 [C] A-2, B-1, C-4, D-3 [D] A-4, B-3, C-2, D-1 [E] A-2, B-4, C-1, D-3 50. When Abraham Lincoln won the 1860 presidential election, people in South Carolina [A] waited to see how other southern states would act. [B] vowed to give their loyalty to Stephen Douglas. [C] were very upset because they would have to secede from the Union. [D] rejoiced because it gave them an excuse to secede. [E] none of these.

Oedipus Rex, Sophocles - 1252 Words

Oedipus the ideal Tragic Hero Kelli Richards Liberty University Abstract In the play Oedipus Rex, Sophocles portrays Oedipus who is also the main character, as a good- natured, beautiful, noble yet narcissistic person who has a lapse of judgment and fall from power. Throughout the play Oedipus makes a few profound decisions for which he is condemned to plentiful suffering; thus making Oedipus fit the mold of a tragic hero if we agree with Aristotle that Oedipus misfortune happens strictly because of his tragic flaw. Oedipus’ judgment alongside classic narcissistic behavior caused such events as the killing of†¦show more content†¦Aristotle, Using Oedipus as an ideal model, says that a tragic hero must be an important or influential man who has a lapse in judgment. Who then must suffer the consequences of his actions. The audience must learn a lesson from the tragic hero; a lesson of what happens when great men fall from their social or political positions. The tragic hero needs his errors in judgment for a phenomenal effect of audie nce realization to occur. Oedipus tries to prevent his terrible fate from occurring after it is prophesized to Laius, his father, early on; he leaves the city of his foster parents as a preventative measure. Oedipus is being punished for his parents’ actions. His birth parents once set out to seek the advice of the Delphi Oracle but the advice was gloom. They were told never to have children, but in spite of the warning Oedipus was born. Therefore from the beginning Oedipus is a tragic hero, his birth presents his destiny to result in tragedy. As with most tragedies Oedipus birth was noble which made his fall more intriguing to the audience. â€Å"What use are my eyes to me, who could never - See anything pleasant again?† (Sophocles 1293) This statement is the realization of wrongdoing; it is not until now that Oedipus sees his own actions as wrong. 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