Epitaph On A Tyrant

This is shown by the way the soldiers were “coughing like hags”. He would have seen many people die in distress and, having experienced one of the most destructive wars in history, he has a very unfavourable view of war. He was involved in the First World War, so he knows the realities of warfare. I can see that his poem is aimed at poets who wrote about glory, honour and patriotism (such as Tennyson) by the use of the word “you” in the poem. He wants to clearly show the realities of conflict behind the heroism and splendour, and this is shown by the vivid language and imagery used.

Herman Melville’s “A Utilitarian View of the Monitor’s Fight” was a part of a collection of poems from the book titled Battle-Pieces and Aspects of the War, published in 1866. It was the first book of poetry written by Melville. According to authors Geoffrey Sanborn and Samuel Otter, “It is a great anti-war poem, one that in its focus upon warfare as the expression of industrial power could be said to lay the groundwork for an anti-war tradition of poetry in English that would reach a kind of pinnacle in Wilfred Owen’s Dulce Et Decorum Est (Sanborn and Otter, 2011).”

causes the poem to flow, and thus lightens up the dark and serious issue of war. The lines "But ranged as infantry, And staring face to face, I shot at him as he at me, And killed him in his place." are easy to read; however, their meaning is extremely

In conjunction with allusion, the diction of Wheatley’s poem supports the value of the American Revolution. Wheatley uses many sophisticated words in her writings due to her extensive education. Literary critic Anne Applegate surmised that because of this background, in Wheatley’s poems, “Her diction is highly stylized and elevated.” (124). While this word choice often works to emphasize a specific attribute about a person or an idea, in the case of Wheatley’s poem to George Washington her diction simultaneously creates the impression that the American Revolution is an honorable cause. This effect is evidenced by Wheatley’s diction in passages such as, “Celestial choir! enthron’d in realms of light, Columbia’s scenes of glorious toils I write,” (1-2) and, “Thee, first in peace and honours, -we demand The grace and glory of thy martial band” (25-26). The wording of these passages is not only elegant, but works to reveal that the efforts of Americans in their war against Britain are glorious and beautiful. Wheatley’s diction in her poem to George Washington makes it a source of personal encouragement for the general, while publicly proclaiming the dignity of the American Revolution to the entire world. Overall, the diction of “To His Excellency General Washington,” by Phillis Wheatley, promotes the worth of the American Revolution.

Owen’s poem has the clear intention of showing the true nature of war to the reader, which is mainly achieved by contrasting reality against the ways in which war is so

“In his poetry, Wilfred Owen depicts the horror and futility of war and the impact war has on individuals.”

According to Socrates the tyrant plays by his own rules and is unable to control his dishonorable desires. Every relationship is recognized as “a slave and their master,” with the tyrant himself the same one feeding off their cravings and strong passion. When one craves supremacy it is called the anarchy of democracy. In Plato’s Republic, from the very start the tyrant holds the power of the anarchy, but as soon as he gets greedy and wants more power. It is seen in Socrates’s eyes as melancholy because he is unable to keep his wants under

Among his “praises,” for example: “When there was peace, he was for peace: when there was war, he went” (24). In this, it becomes clear to the reader that you do not want to be an average citizen; you do not want this to be your elegy. Some critics argue this, however, as Auden stating that there is nothing disgraceful in being unknown. The poem is, above all, a satire of the way conformity hinders the individual and leaves ridiculous and solely external distinctions between human beings.

Enlightened despots believed that political change could best come from above; from the ruler. However, they were encouraged by the philosophers to make good laws to promote human happiness. How did these monarchs differ from earlier unenlightened monarchs of the past? The difference lay in tempo. These new despots acted abruptly and desired quicker results. They were impatient with all that stood in the way of their reforms. In addition, they justified their authority on the grounds of usefulness, not divine right. These new monarchs were rational and reformist and they regarded political change as possible and desirable. Frederick the Great, Catherine the Great, and Joseph II are good examples of Enlightened

“Homage” was very interesting because it was one of the very few times that a reader feels bad for the villain. He feels that he doesn’t belong anywhere and he migrates from border to border to find a home, but he never does. Killing the political figure means nothing to him because no government has ever helped him out. In fact, they have probably made his life harder which gives the assassin justification. Also, the story opened my eyes to the fact that there are layers behind a political murder. I have never thought too deeply about the death of a political figure. We are taught that this person murdered him and that is the end of the story. What “Homage” shed light on is that maybe it is not just black and white. What if the assassin was

Para-rhymes, in Owen’s poetry, generate a sense of incompleteness while creating a pessimistic, gloomy effect to give an impression of sombreness. Strong rhyming schemes are often interrupted unexpectedly with a para-rhyme to incorporate doubt to every aspect of this Great War. Who are the real villains and why are hundreds of thousands of lives being wasted in a war with no meaning? In ‘Anthem for Doomed Youth’, the consistent sonnet rhyming scheme is disturbed by a half rhyme, “guns … orisons”, to show how the soldiers all died alone with only the weapons that killed them by their side, and a visual rhyme, “all … pall” to indicate that the reality of war is entirely the opposite to what it seems - no glory, no joy and no heroism, but only death and destruction. Owen occasionally works with this technique in a reverse approach to create similar thought. For instance, the assonance, consonance and half rhyme based poem, ‘The Last Laugh’, contains an unforeseen full rhyme, “moaned … groaned”, to emphasise that nothing is ever fixed in war except the ghastly fact that the weapons are the true winners. Different forms of Para rhymes often work together with common schemes to ably bring out the main ideas of Owen’s poetry.

Winston smith, the main protagonist in George Orwell’s novel, NINETEEN EIGHTY-FOUR, wrestles with oppression in Oceania, a place where the Party scrutinizes human actions with ever-watchful Big Brother. Defying a ban on individuality, Winston dares to express his thoughts in a diary and pursues a relationship with Julia. These criminal deeds bring Winston into the eye of the opposition, who then must reform the nonconformist. Orwell achieves by warning us of totalitarian regimes, through his definition of dystopia shaped by the events he had witnessed. He used the book he wrote as a medium to show the readers what would happen under totalitarian rule. Orwell would be disturbed to how 2017 is, this is due to having CCTV cameras on about every corner in major cities, a technology not around in the time that the book was published. However he would also be proud to see that countries like America and Australia are a socialist country and not under the totalitarian rule. Within this text the themes of totalitarianism, reality check, sex, love and loyalty and the individual vs collective identity.

Still, while it is important to understand how cultural patterns can affect one’s learning, it is also crucial to realize that no pattern applies to all individuals within a culture. In order to be culturally sensitive, one must also be sensitive to individual students as well. Seeing each student as their own person requires an avoidance of expectations and stereotyping of a student based solely off of their cultural background. After all, a student’s learning is shaped not only by their culture, but also by his or her home life, personal talents, developments, and a variety of other factors as well. Tamara Lucas, author of the article “Preparing teachers for linguistically diverse classrooms: a resource for teacher educators” uses the example

Auden in this poem compares human beings to stars. This comparison can be criticised as being very unfair as stars are both literally and metaphorically above humans. This is evident upon reading “…That for all they care, I can go to hell.” The fact that he used objects of such importance allows readers to appreciate

One of Auden’s best known poems and written, interestingly when Adolf Hitler was at the peak of his power in Europe, is a short, six line piece entitled- “Epitaph on a Tyrant”