Essay On English 312

It is often difficult to understand the thought process that other people’s might have had many years ago. A college professor and writer, Richard Godbeer attempts to explain the thought process of the people who were involved in witch trials in the year 1692 in his text “How Could They Believe That?”. He often tells students in college and high school that we can relate to how society was in 1692 and how their views on life, and specifically the supernatural forces, are completely justifiable. In this article he explains the social atmosphere, the environment in which the settlers lived in, as well as how thorough the process of persecution was.

1.1 Explain the importance of a holistic approach to assessment and planning of care or support.

This is a book broken into chapters with 376 pages. This novel discusses the people and events that occurred during the Salem Witch Trials in Massachusetts. The author, Emerson Baker, does this by taking a large number of primary documents, scholarly interpretation, and speculations from the centuries that surround the trials. Baker examines the trials inside the 1600 time period, he then places the trials into the bigger picture of American history

The changing historiography of the Salem Witch Persecutions of 1692. How current/contemporary and historical interpretations of this event reflect the changing nature of historiography.

The English language is particularly complex in almost all aspects. Many of the words in the English language have different meanings for the same word. This is not unlike the definition of the different levels of usage. McCrimmon defines the three levels, formal, moderate, and colloquial, by their sentence structure, diction, and tone (McCrimmon 193). ¹ Using McCrimmon’s definitions, authors can determine what type of writing is applicable to each of the three levels. For the formal writings, an adequate example of where readers can find it is in a professional journal, and an appropriate place to find an example of the moderate level is in a weekly news magazine. Also, the best place to look for an example of the colloquial level is in certain sections of the newspaper. All of the levels of usage apply to these different types of writings and assist in defining what each level involves.

The purpose of my paper is to compare and contrast Arthur Miller’s The Crucible with the actual witch trials that took place in Salem in the 17th Century. Although many of the characters and events in the play were non-fictional, many details were changed by the playwright to add intrigue to the story. While there isn’t one specific cause or event that led to the Salem witch trials, it was a combination of events and factors that contributed to the birth and growth of the trials. Some of these events included: a small pox outbreak that was happening at the time, the revocation of the Massachusetts Bay Colony charter by Charles II, and the constant fear of Native attacks. These helped in creating anxiety among the early Puritans that

The hysteria, craze, trials, and deaths, still rest an unsolved case. The theories of politics, rivalries, religion and the “circle girls” seem the most believable, in my eyes. However, as the happenings in Salem village still continue to mislead and amaze not only historians, but many others, the witch trials lie a great turning point for Salem, and the lives of many; let alone

Escaping Salem: The Other Witch Hunt of 1692 by Richard Godbeer is an examination of

In the essay, titled "Building Baby from the Genes Up?" Ronald M. Green proclaims his approval of genetic selection and extraction of human genes. He gives reasons that support his outlook on the matter, that this will be useful to civilization. Ronald M. Green is in violation of several ethical codes, with his view on genetic modification. I am against genetically modified humans, and I will explain to you, why this is my stance on the subject. First, I will summarize exactly what Ronald M. Green says in his article about his view on genetic modification and why practicing it is vital. Second, I will describe research

The Witch of Edmonton, written in 1621 by John Ford, Thomas Dekker and William Rowley, depicts an old and lonely woman, Elizabeth Sawyer, whose false reputation as a ‘witch’ drives her to utilize the devil’s power and take her revenge on those who made her do so. The story is based on the real historical figure of Elizabeth Sawyer, a woman who was put to death for witchcraft in 1621. The case of Sawyer, as portrayed in both the play and her true interrogation, proves, in multiple ways, how the underlying cause of ‘witchcraft’ is the selfish desire for power. Not only does Elizabeth Sawyer herself emit this desire for power through her prideful need for revenge, but the villagers of Edmonton also emit this desire for power through their use

The 1486 Malleus Maleficarum set up the precedent for the witchcraft craze, which came to its prime in the mid 16th century, during the Renaissance period. Though the Malleus was not the only factor in this craze, as Margaret Sullivan notes, ‘it made no discernable impact… for nearly half a century’ , it, with a number of other social factors, provided a wealth of information to witch hunts and hunters. This treatise further established several of the basic ideas essential to the identification of witches such as the identification of witches as largely women; through the treatise’s continual argument that women were of gullible and carnal nature the text further advocated ideas of fear and hatred in regards to women.

Taking English 1302 with Texas Tech University has been a highly rewarding experience. This class focuses on literature reviews and researched arguments, but when I signed up for this class I did not know the difference between the two. Now I know that literature reviews use sources to inform the reader about current studies on a topic, while researched arguments use sources to support the author’s claim and persuade the reader. During this class I have learned how to write a literature review/ researched argument as well as many mechanics related to general writing.

As I look back into my high school years, I thought I wrote papers well. But then coming into a college environment, my papers were mediocre. By overlooking at my past papers, I found that they were unorganized, sloppy and had bad use of diction. From now on, I will use the tools I learned in English 1100-40 as a foundation for the future papers I intend on writing in college. Following the criteria of organizing ideas so that they flow, impacting the reader with diction and also by being creative, will help become an ideal writer. Following the criteria of staying motivated in short and long term goals, taking responsibility for actions and finally the ability to study well will help me develop into a supreme student.

     As writers, many students write to the expectations of their professors and not to their fullest potential. Throughout English 101 I had been writing only to please my professor or to fill the basic requirement to pass English. I always felt that my writing ability was never enough for my professors throughout the previous years. They always wanted clear and concise essays, which for some reason was unreachable by me. However, starting college and taking English 101 helped me with my weaknesses and changed my technique of writing essays. My experience in English 101 taught me to write to my fullest potential and to write what I felt; rather then writing what was required.

Proficient writing is an essential skill in all aspects of academic and professional achievement. English 101, Introduction to Composition and Rhetoric, provided the framework to good writing, teaching me composition and rhetoric fundamentals, polishing up my grammar and style, and expressing a clear message. English 102, Composition, Rhetoric, and Research, continued to build on the skills I learned in English 101, focusing on the subject matter research process and employing various rhetorical and literary devices to better express a clear message to the reader. The course also improved my critical thinking capacity, allowing me to culturally evaluate my target audience, present logically flowing arguments using appropriate language and structure, and critically reviewing my writing projects for content and expression. Every writer inherently knows there’s always room to improve and I hold fast to this mindset in all academic, professional, and personal writing projects. English 102 has both challenged and inspired me to grow into a much better writer than before I began the class, providing the necessary skills to be not just a good writer, but a great writer.