Analyse alliteration in a poem
i lik the bred
2017.03.23 18:51 Hasnep i lik the bred
Poems based on this one about a cow licking bread by Poem_for_your_sprog: my name is Cow, and wen its nite, or wen the moon is shiyning brite, and all the men haf gon to bed - i stay up late. i lik the bred.
2008.03.15 19:41 Poetry - spoken word, literature code, less is more
A place for sharing published poetry. For sharing orignal content, please visit OCPoetry
2014.03.26 04:52 freedreamer Poetry Critics: for constructive criticism of your poetry
This is a subreddit for constructive criticism and feedback on all types of poetry. Our primary goal with this sub is to ensure that every poem that is submitted gets a good amount of quality feedback. Please sort by 'new' to see posts that have little or no feedback.
2024.05.22 20:59 EzzieTheMagpie Always the middle ground
This is a somewhat introspective (?) ramble-ish jumble of words that I am hurling into the void purely for my own peace of mind, so just warning you that it might not be the most coherent.
I was in English and we were looking at a poem (I believe it was 'Les Grands Seigneurs' by Dorothy Molloy, if you wanted to know). After spending the better part of two lessons analysing it in every way possible, my English teacher decides to do a vote and ask who feels sorry for the narrator in the poem. As he apparently expected, most of the girls in the class raised their hand. Not a single one of the boys, except for myself (transmasc, if that wasn't obvious) raised their hand. He, rather irritatingly, says that it's not surprising that only girls put their hands up (not out of transphobia or anything, I think he just genuinely didn't see my hand lmao). He then asks if anyone feels sorry for the men in the poem, to which most of the boys, including myself, raise their hand. Again, he doesn't seem surprised, and even half-jokes that he thinks he'd feel that she (the narrator) gets what she deserves. He then asked for reasoning, and most of it is as you'd expect. A few of the boys say that she treated the men horribly (true, in my opinion) and that she's just reaping what she sowed. A few of the girls say that women have historically been treated as worthless, that she doesn't deserve what she gets in the end (also true, if you ask me) and that she is just using the power they give to her with their objectification. I said that I felt sorry for both parties, because I do, because neither should've treated the other like that but it also doesn't justify them later being treated that way. My teacher seems genuinely surprised that anyone could possibly, gods forbid, empathise with BOTH parties in a shitty situation. Does it really take having experienced both sides of this gender argument to see that? Will I always be some strange middle-ground of being too much of a boy to ever feel at home and agree with the girls but too of a girl to ever feel at home and agree with the boys? It was one of the strangest moments, being that in-between of somehow both and yet still not quite enough for either side. Some of the girls looked at me as if I'd somehow betrayed them by 'siding', however minutely, with the men in the poem, and some of the boys looked at me as if they simply couldn't comprehend someone like me genuinely 'siding', however minutely, with the woman in the poem. I could be looking too far into this. Maybe a bunch of GCSE students and one thirty-year-old man aren't the defining pinnacle of gendered opinions. Sure. But it still made me think about how, no matter how much I pour into transitioning, how much I bind my chest and hopefully soon inject testosterone into myself, I will always sit in that weird middle ground. I will never quite be 'man enough' to be accepted by the cis men, and yet I'm not a woman. Granted, my gender identity is still ehhh (I'm just going with demiboy for simplicity at this point), but anyway. If you actually read this then kudos to you, and have a great day :]
submitted by EzzieTheMagpie to trans [link] [comments]
I was in English and we were looking at a poem (I believe it was 'Les Grands Seigneurs' by Dorothy Molloy, if you wanted to know). After spending the better part of two lessons analysing it in every way possible, my English teacher decides to do a vote and ask who feels sorry for the narrator in the poem. As he apparently expected, most of the girls in the class raised their hand. Not a single one of the boys, except for myself (transmasc, if that wasn't obvious) raised their hand. He, rather irritatingly, says that it's not surprising that only girls put their hands up (not out of transphobia or anything, I think he just genuinely didn't see my hand lmao). He then asks if anyone feels sorry for the men in the poem, to which most of the boys, including myself, raise their hand. Again, he doesn't seem surprised, and even half-jokes that he thinks he'd feel that she (the narrator) gets what she deserves. He then asked for reasoning, and most of it is as you'd expect. A few of the boys say that she treated the men horribly (true, in my opinion) and that she's just reaping what she sowed. A few of the girls say that women have historically been treated as worthless, that she doesn't deserve what she gets in the end (also true, if you ask me) and that she is just using the power they give to her with their objectification. I said that I felt sorry for both parties, because I do, because neither should've treated the other like that but it also doesn't justify them later being treated that way. My teacher seems genuinely surprised that anyone could possibly, gods forbid, empathise with BOTH parties in a shitty situation. Does it really take having experienced both sides of this gender argument to see that? Will I always be some strange middle-ground of being too much of a boy to ever feel at home and agree with the girls but too of a girl to ever feel at home and agree with the boys? It was one of the strangest moments, being that in-between of somehow both and yet still not quite enough for either side. Some of the girls looked at me as if I'd somehow betrayed them by 'siding', however minutely, with the men in the poem, and some of the boys looked at me as if they simply couldn't comprehend someone like me genuinely 'siding', however minutely, with the woman in the poem. I could be looking too far into this. Maybe a bunch of GCSE students and one thirty-year-old man aren't the defining pinnacle of gendered opinions. Sure. But it still made me think about how, no matter how much I pour into transitioning, how much I bind my chest and hopefully soon inject testosterone into myself, I will always sit in that weird middle ground. I will never quite be 'man enough' to be accepted by the cis men, and yet I'm not a woman. Granted, my gender identity is still ehhh (I'm just going with demiboy for simplicity at this point), but anyway. If you actually read this then kudos to you, and have a great day :]
2024.05.21 18:14 animinaj đ¨Questions about ELHđ¨
Hello! i just got my acceptance letter from NTU English and I'm really excited about it! I had my interview yesterday with one of the professors! Rather than a strict interview, I genuinely just felt it was a chit chat session of enlightening and informative nature <3
I took combined literature in secondary school but didn't take Lit in JC. I did do pretty well in GP out of all my subjects and I love reading books so I thought English would be a good major for me. But of course, after not annotating books and poems for 2 whole years, I do have some concerns and questions(that i didn't manage to ask my interviewer)đŤ¨
submitted by animinaj to NTU [link] [comments]
I took combined literature in secondary school but didn't take Lit in JC. I did do pretty well in GP out of all my subjects and I love reading books so I thought English would be a good major for me. But of course, after not annotating books and poems for 2 whole years, I do have some concerns and questions(that i didn't manage to ask my interviewer)đŤ¨
- For those that didn't take H1/H2 Literature or has no literature background, did the introductory courses help to bridge the skills and knowledge of analysing lit?
- Do you usually purchase your literature texts or is a pdf given to you? If you do purchase your literature books, around how much is it?
- For the prescribed electives, on average, how many books are there per elective? or does it vary based on AUs (3 vs 4)? i'm quite interested in South Asian Lit and Modernism!
- By having a Bachelor of Arts in English degree, what are the various industries have you guys interned / worked in?
- Hows the exam structure like? Must you guys submit an essay by the end of the course or is it a group project?
- How many courses/elective do you guys take per semester?
2024.05.20 21:43 Lena_Rybakina [Grade 4 Poetry] Iâve been stuck trying to find the alliteration for more than an hour without any luck!
![[Grade 4 Poetry] Iâve been stuck trying to find the alliteration for more than an hour without any luck!](https://b.thumbs.redditmedia.com/mjbkVaOVxZ2YyXKwIJbBS8f_FaJZZ6dB46fg550BbEE.jpg "[Grade 4 Poetry] Iâve been stuck trying to find the alliteration for more than an hour without any luck!") | submitted by Lena_Rybakina to HomeworkHelp [link] [comments] |
2024.05.20 11:08 adulting4kids Dead Sea Scrolls Study Guide -Unedited
The War Scroll, also known as the "War of the Sons of Light Against the Sons of Darkness," is a unique text within the Dead Sea Scrolls that portrays an apocalyptic battle between the forces of good (Sons of Light) and evil (Sons of Darkness). This scroll provides insight into both historical and symbolic elements.
Historical Accuracy:
The War Scroll, while containing detailed military tactics and an epic narrative of the ultimate confrontation, doesn't explicitly reference any specific historical event or timeframe. Some scholars believe it could be a product of the community's anticipation of a future messianic conflict or a reflection of their own community's struggles against opposing forces during their time. Interpreting the historical accuracy of the scroll often involves exploring the context of the Qumran community and the turbulent times in which they lived.
Symbolism and Esoteric Wisdom:
The War Scroll goes beyond a mere description of a physical battle. It portrays a cosmic conflict between the forces of light and darkness, reflecting not just a literal warfare but also a symbolic and spiritual struggle. The text emphasizes righteousness, divine intervention, and the victory of good over evil.
Within the study guide, activities and exercises could involve dissecting the symbolic elements present in the War Scroll, exploring the deeper meanings behind the battle tactics and the metaphysical implications of the conflict. Understanding the symbolism could involve group discussions, comparative analysis with other ancient texts with similar themes, and exploring the impact of this symbolic representation on the community's beliefs and practices.
Here are a few activities and exercises to explore the symbolism and historical context of the War Scroll from the Dead Sea Scrolls:
Exploring these interpretative variations allows participants to appreciate the complexity of symbolism within ancient texts and provides insights into how different cultures and belief systems interpreted common motifs like the river Euphrates. It showcases the intricate interplay between religious, philosophical, and cultural elements shaping the symbolism and theological implications embedded in these narratives.
The river Euphrates, a prominent geographic feature in ancient texts, embodies universal themes that transcend specific cultural contexts. Identifying these universal themes helps reveal shared human concepts of transition, boundaries, and transformative events across diverse ancient traditions:
By identifying and discussing these universal themes, participants gain a deeper appreciation for the profound symbolism embedded in ancient texts and recognize the timeless relevance of concepts such as transition, boundaries, and transformative events in shaping human narratives and aspirations.
submitted by adulting4kids to writingthruit [link] [comments]
Historical Accuracy:
The War Scroll, while containing detailed military tactics and an epic narrative of the ultimate confrontation, doesn't explicitly reference any specific historical event or timeframe. Some scholars believe it could be a product of the community's anticipation of a future messianic conflict or a reflection of their own community's struggles against opposing forces during their time. Interpreting the historical accuracy of the scroll often involves exploring the context of the Qumran community and the turbulent times in which they lived.
Symbolism and Esoteric Wisdom:
The War Scroll goes beyond a mere description of a physical battle. It portrays a cosmic conflict between the forces of light and darkness, reflecting not just a literal warfare but also a symbolic and spiritual struggle. The text emphasizes righteousness, divine intervention, and the victory of good over evil.
Within the study guide, activities and exercises could involve dissecting the symbolic elements present in the War Scroll, exploring the deeper meanings behind the battle tactics and the metaphysical implications of the conflict. Understanding the symbolism could involve group discussions, comparative analysis with other ancient texts with similar themes, and exploring the impact of this symbolic representation on the community's beliefs and practices.
Here are a few activities and exercises to explore the symbolism and historical context of the War Scroll from the Dead Sea Scrolls:
- Symbolism Analysis:
- Comparative Analysis:
- Historical Context Exploration:
- Creative Interpretation:
- Role-playing or Debates:
Organize a role-playing activity where participants take on the roles of "Sons of Light" and "Sons of Darkness," debating their ideologies, motivations, and strategies for the ultimate battle. This exercise helps in understanding differing perspectives and interpreting the conflicts presented in the scroll.
- Mesopotamian Context:
- In Mesopotamian mythology and literature, the Euphrates River often held symbolic significance as a boundary between the known civilized world and the wild, unknown realms. The crossing of the Euphrates could symbolize journeys into unexplored territories or transitions between order and chaos. This perspective reflects a worldview rooted in the physical and geographical division of lands.
- Biblical Context:
- In biblical texts, such as those in the Book of Revelation or Old Testament prophecies, the crossing of the Euphrates carries eschatological significance. It may represent a divine intervention or a decisive moment in God's plan, marking the commencement of apocalyptic events. This interpretation aligns with the biblical narrative of divine judgment and the unfolding of God's ultimate purpose in history.
- Gnostic or Apocryphal Context:
- Gnostic or apocryphal texts often interpret the river's crossing as a symbolic liberation or awakening. It might signify the release of spiritual forces or the ascent to higher consciousness, reflecting a philosophical perspective emphasizing spiritual enlightenment and liberation from material constraints.
- Greco-Roman Interpretation:
- In Greco-Roman literature, crossings of rivers were often associated with mythological journeys or transitions between realms. The crossing of the Euphrates might symbolize a transition from mundane existence to a realm of mystery or spiritual significance, reflecting a cultural perspective rooted in mythology and cosmology.
Exploring these interpretative variations allows participants to appreciate the complexity of symbolism within ancient texts and provides insights into how different cultures and belief systems interpreted common motifs like the river Euphrates. It showcases the intricate interplay between religious, philosophical, and cultural elements shaping the symbolism and theological implications embedded in these narratives.
The river Euphrates, a prominent geographic feature in ancient texts, embodies universal themes that transcend specific cultural contexts. Identifying these universal themes helps reveal shared human concepts of transition, boundaries, and transformative events across diverse ancient traditions:
- Threshold and Transition:
- The Euphrates often symbolizes a boundary between known and unknown territories. Its crossing represents a transition from one state to another, signifying a pivotal moment of change or passage. This theme of crossing a threshold echoes the human experience of transitions in life, moving from familiar to unfamiliar realms.
- Boundary and Separation:
- As a geographical boundary, the Euphrates signifies separation between distinct territories or civilizations. This concept of demarcation resonates with universal human experiences of setting boundaries, delineating spaces, or marking divisions between different aspects of life.
- Transformative Events:
- Crossing the Euphrates is often associated with cosmic or transformative events in ancient texts. This universal theme reflects the human fascination with the concept of epochal change, cosmic upheavals, or moments of divine intervention that reshape the course of history.
- Symbol of Power and Control:
- The river might represent a symbol of power, control, or geopolitical significance. Crossing it could signify shifts in dominance, challenges to established authority, or the assertion of influence. This theme resonates with human narratives of power struggles and shifts in societal dynamics.
- Metaphor for Spiritual Journeys:
- Across cultures, rivers are often used metaphorically to represent spiritual journeys or quests. The crossing of the Euphrates might symbolize the pursuit of enlightenment, the passage to higher realms of understanding, or the quest for spiritual transformation.
By identifying and discussing these universal themes, participants gain a deeper appreciation for the profound symbolism embedded in ancient texts and recognize the timeless relevance of concepts such as transition, boundaries, and transformative events in shaping human narratives and aspirations.
- Historical Context:
- What historical events or societal conditions might have influenced the composition of the War Scroll?
- How does the historical context of the Dead Sea Scrolls' discovery contribute to our understanding of this text's significance?
- Symbolism and Esoteric Wisdom:
- How does the War Scroll use symbolism to convey spiritual or cosmic themes?
- What esoteric wisdom or deeper spiritual insights can be derived from the portrayal of cosmic conflict and divine intervention within the text?
- Comparative Analysis:
- Compare the themes and symbolism of the War Scroll with other apocalyptic texts from different cultures (e.g., Book of Revelation, The Book of Daniel). What common motifs or differences in interpretation do you observe?
- Parallelism in Biblical Texts:
- Explore connections between the War Scroll and other biblical texts. How does the language, imagery, or themes in the War Scroll intersect with passages from the Hebrew Bible or New Testament?
- Community Beliefs and Practices:
- How might the apocalyptic expectations depicted in the War Scroll have influenced the beliefs and practices of the community that produced it?
- Discuss the impact of such intense anticipation of cosmic conflict on communal life and religious rituals within the community.
- Cultural Significance of Cosmic Battles:
- Across various ancient cultures, why do you think depictions of cosmic battles and eschatological events were significant? What might these narratives represent in a broader cultural context?
- Interpretive Variations and Unique Perspectives:
- Explore the diverse interpretations of specific passages or symbols within the War Scroll. How do different scholars or traditions interpret these elements, and what underlying factors might influence their interpretations?
- Personal Reflection and Modern Relevance:
- Reflect on how the themes of cosmic conflict, righteousness, and spiritual warfare in the War Scroll might resonate in contemporary society or personal belief systems.
- Theological and Philosophical Implications:
- Discuss the theological and philosophical implications of a cosmic battle between forces of light and darkness. How does this theme intersect with broader philosophical inquiries or theological doctrines?
- Literary and Symbolic Analysis:
- Analyze the narrative structure and symbolic elements present in specific passages of the War Scroll. How do these elements contribute to the text's overarching themes and meanings?These study questions aim to provoke critical thinking, promote in-depth exploration of themes, encourage comparative analysis, and stimulate discussions on the multifaceted nature of the War Scroll's content and its significance within ancient and contemporary contexts.
- Archaeological and Linguistic Analysis:
- How does the physical condition of the Dead Sea Scrolls, including the War Scroll, impact our understanding of their preservation and historical context? - Discuss the linguistic peculiarities or unique textual features found within the War Scroll and their implications for translation and interpretation.
- Apocalyptic Expectations and Messianic Concepts:
- Explore the portrayal of messianic figures or anticipated saviors within the War Scroll. How do these concepts align with or diverge from contemporary expectations of a messianic figure in other ancient texts or religious traditions?
- Impact of Apocalyptic Literature:
- Analyze the enduring influence of apocalyptic literature, such as the War Scroll, on subsequent religious, literary, or cultural traditions. How have these texts shaped later beliefs or inspired artistic and literary works?
- Ethical and Moral Frameworks:
- Discuss the ethical or moral implications of the cosmic conflict depicted in the War Scroll. How do the themes of righteousness and wickedness contribute to the text's underlying moral framework?
- Role of Prophecy and Revelation:
- Explore the role of prophecy and revelation within the War Scroll. How do the prophetic elements contribute to the text's portrayal of future events and cosmic justice?
- Experiential and Ritualistic Elements:
- Investigate potential ritualistic or experiential dimensions associated with the teachings or beliefs conveyed in the War Scroll. How might the community have engaged with these teachings in their religious practices or communal activities?
- Literary Genre and Interpretation:
- Discuss the classification of the War Scroll within the broader genre of apocalyptic literature. How does its classification influence our understanding and interpretation of its themes and symbolic elements?
- Relevance in Modern Scholarship:
- Reflect on the ongoing scholarly debates or discoveries related to the War Scroll. How have modern interpretations evolved, and what implications do these new perspectives have on our understanding of the text?
- Intersection of Faith and Scholarship:
- Consider the interplay between faith-based interpretations and scholarly analyses of the War Scroll. How might religious convictions or theological frameworks influence academic research and vice versa?
- Future Research and Interpretative Avenues:
- Propose potential avenues for future research or areas of exploration concerning the War Scroll. What unanswered questions or unexplored aspects merit further investigation?The composition of the War Scroll, along with other Dead Sea Scrolls, was likely influenced by several historical events and societal conditions prevalent during the time of its writing, which is estimated to be between the 2nd century BCE and the 1st century CE:
- Hellenistic Rule and Cultural Influence:
- The region where the Dead Sea Scrolls were found was under Hellenistic influence due to the conquests of Alexander the Great and the subsequent control by the Seleucid Empire. This era saw a clash between Hellenistic culture and Jewish traditions, leading to cultural tensions and a desire to preserve religious and cultural heritage.
- Political Turmoil and Resistance Movements:
- The Jewish people experienced political unrest, particularly during the Maccabean Revolt against Seleucid rule. This period was characterized by resistance movements, attempts to preserve Jewish identity, and fervent anticipation of a messianic figure to deliver them from foreign oppression.
- Religious Sects and Spiritual Expectations:
- Various religious sects existed within Judaism, each with its own interpretations and expectations of messianic redemption, purity laws, and theological doctrines. The community associated with the Dead Sea Scrolls, often believed to be the Essenes, likely had distinctive theological beliefs and a strong apocalyptic worldview.
- Anticipation of Cosmic Redemption:
- There was a widespread belief in the imminent arrival of a messianic figure or a divine intervention that would bring about cosmic redemption, ushering in an era of righteousness and divine rule. This anticipation of apocalyptic events and a cosmic battle between forces of light and darkness is reflected in the War Scroll's themes.
- Preservation of Ancient Texts:
- The discovery of the Dead Sea Scrolls, including the War Scroll, provided an invaluable collection of ancient manuscripts that significantly expanded our understanding of ancient Jewish texts, religious beliefs, and the diversity of Jewish thought during the Second Temple period.
- Insights into Jewish Sectarianism:
- The scrolls shed light on the diversity of beliefs and practices among Jewish sects during that time. Understanding the beliefs and expectations of the community associated with the Dead Sea Scrolls helps contextualize the theological and apocalyptic themes present in the War Scroll.
- Confirmation of Scriptural Accuracy:
- The Dead Sea Scrolls' discovery contributed to confirming the accuracy and preservation of certain biblical texts, highlighting the continuity of textual transmission across centuries and supporting the authenticity of biblical manuscripts.
- Impact on Biblical Studies and Scholarship:
- The discovery of the Dead Sea Scrolls revolutionized biblical studies, providing scholars with invaluable primary sources for studying ancient Judaism, the development of biblical texts, and the context in which these texts were composed.
2024.05.19 08:07 stell_bell72 How I improved my S2 score - from 62 to 80
Hi all,
I wanted to share a little bit about succeeding in S2 from the perspective of someone that is not a 'natural' essay writer nor from a humanities background. Someone that started at a very average S2 score despite lots (and lots and lots) of effort.
I have now sat GAMSAT 5 times in total and I think this underscores a severe lack of exceptional âtalentâ in any specific area of GAMSAT, and speaks to the fact that you CAN make huge improvements in your scores over time with the *right* type of effort.
(Long post for context but feel free to scroll to TLDR)
Context: I am from a science background and have been out of uni for ~6 years now. I have never been a writer and apart from finding the humanities quite interesting, have never explored its theory in a structured way. I am also not a huge âreaderâ as many people that seem to do well in this section might be. I am just a person that has opinions on things (as does every one of you!).
My first sitting I signed on with a prep company that had a very structured and formulaic approach to essay writing. They gave students ways to explore topics and ideas to ground them when prompts felt âdifficultâ + strategies to always be able to âwrite somethingâ. And although I am sure this helped me learn more about the humanities and the fundamentals of classic essay writing - my scores were not great. The first sitting, after ~5 months of intense essay practice critiqued by professionals I came away with a score of 62 and utter confusion about where I had gone wrong. In the few sittings following this I did basically the same thing again and again thinking I just needed more practice (I wrote many âclassicâ essays, critiqued them and worked on my timing). My scores in subsequent sitings improved slightly however maxed out at around 66 in S2.
I felt myself really confined by the classic essay style most resources espouse. I would find myself spending loads of mental energy thinking about things that I thought were really important for a 'good' essay - like exactly how my topic sentence would link to the next line, or how my analysis would âtick the boxesâ, if my example was the best one to use or if my concluding statement was linked to my opening one (you get the picture). This would drain my creativity and also created so much friction in my writing.
I knew I could do better, but when it came down to putting my thoughts on paper, it fell apart.
Last year I decided to try to attack S2 differently. I started to dispense with the classical framework and starting writing pieces that were interesting for me to write. That I genuinely enjoyed creating. I often** (refer below) wrote reflectively and explored the prompt in a way that related to my life or my view point. I wrote essays starting with âWhen I was a childâŚâ or âIn my life I have âŚâ (whatever felt to me like a nice opening to the topic in my little brain). This way of writing both allowed me to write more clearly (I didnât hyperfixate as much and therefore it came out less clunky) but also with much more relevance to things I actually knew about! This sort of writing naturally lends itself to be a little more creative or reflective but by no means does it have to be wildly different to a usual essay - it just had a little more flare and less strict* structure. I still wrote something that resembled an introduction (sometimes simply through vignette), I still had 2-3 analysing paragraphs, I still had something that felt conclusive at the end. But by stretching the bounds of each area, I came up with writing that was much less prohibitive and more exploratory.
[** One of my key skills here was being flexible and adaptive - writing a reflective piece is not always possible for certain topics - as one commenter mentioned, writing reflectively about Taxation for example, would be a tough gig. After getting comfortable with not being comfortable (sorry for the cliche) my main guiding light was that I never HAD TO write in a certain way. If a topic stumped me & I didn't know where to go with it from a reflective or personal POV, I might have written something that sounded more like an opinion piece you might see online (toeing the line between essay/article and argumentative style) for example. The key was to know I was never stuck - when I allowed myself to believe that, the writing would flow much easier. Remember, no matter what style of writing you choose in each task - you can not score well if you aren't being insightful - which happens through analysis. This doesn't go away because you decide to make less rigid stylistic choices. I hope this clears that up a little ]
In my first attempt with this less restrictive style, I scored in the 70's, and I think this was truly down to not committing enough to the cause. I didn't know where my strengths and weaknesses were yet, and so I often toed the line between classic essay with a little bit of my own flare, and was not as comfortable with what I needed to do when something felt difficult to make reflective. This took practice and flexibility. This most recent sitting I gave myself permission to write how I wanted and completely forget any of the structural 'rules' of a classic essay. I leant into it completely.
This paid off - I scored an 80, simply through writing in a way that felt true to me in that moment with that prompt set.
By far my greatest and most valuable piece of advice would be to write in a way that feels most natural and enjoyable to YOU. I am sure this has been said before, but I canât quite underscore how much of a difference this makes to overall execution on the day, as well as ability to grind through essay after essay & continue to make improvements.
I should add here that throughout my S2 journey I worked with a tutor on and off (who became a great friend) throughout my attempts. First few attempts we worked very much by the books writing classic essays, but when I shared with them my desire to try something different they were really supportive and open to working with me to get the best out of it. We used every session from then on to critique my essays. This was really valuable as its important not to cross the line between a personal piece of writing and something that is totally un-relatable to others (after all, we are writing on prompts that are human at their core) - a good piece of writing makes someone think and reflect themselves. My tutor was amazing and their insights gave me feedback on stylistic things that worked or did not. They also checked in at times if It was becoming more of a monologue/train of thoughts rather than a reflective and insightful piece - which I would be cautious of whenever you are writing this way. In saying this, I absolutely DO NOT think having a tutor is necessary to get a good score in S2. I shared my essays with friends and would get feedback on if certain sentences felt clunky or if I was painting a picture that did not come across how I had hoped. I knew I had unlocked something good when I shared an essay with my partner - he was initially reading it slumped on the couch, and suddenly sat up and his eyes widened as he read on. If you can make people feel something, you're a good way there! (And if you're asking yourself if you can - you CAN. You're a human with thoughts and feelings and personal experiences that are unique to you. Use this to your advantage.)
TLDR: 1) Try very hard to quieten the noise around what makes a âgoodâ GAMSAT essay and be selective about which recommendations work well for you (and which do not). There are literally a million ways to create a solid piece of writing and if the âclassicâ analytical or discursive structured essay does not roll off the tongue for you - take this as a sign that it is OK to explore other styles of writing. This is not to say that every person should try to write poems (I never wrote a poem), or to write creatively. All this means is that *if* you feel the classical structure of an essay is *distracting* you from what the goal of S2 is (to respond thoughtfully to a prompt from your own perspective) then consider stretching the bounds of your writing. 2) No matter the style you choose, *analysis / insight* are still key 3) Get critique on your work (again and again) from various sources - if you can afford tutoring, great use it for critique, if not, friends and family are amazing for this!
**Disclaimer** - this advice won't be for everyone. For some people, writing in a formulaic defined way is the best way to get their thoughts across - and this is fine! I am just sharing my experience of finding a much better way for my brain. I have many friends that I studied for GAMSAT with who wrote great (classic style) essays and scored super well with them! These people probably would have hated/not been comfortable with my style of writing. Choose your own adventure, but make changes if something is not working.
Good luck with your essays everyone!
As requested I have posted links to a few of my essays here. They vary in their general style and the way I attacked the prompts. Importantly, you can see they are all pretty different. The 'Food' essay was the very first essays that I tried to write in this new style. You can see how they generally improved and changed in the way I analysed things. Although this is assumed, please don't copy or replicate these essays or use them as your own - these are my own essays simply to exemplify the general approach I explained. I hope these helps you see it more clearly in action :)
https://docs.google.com/document/d/1Ge3lQhhFpNUADJF2Km0LPjQ9i48rHQPaK6fD-uCBnTw/edit?usp=sharing
https://docs.google.com/document/d/1HkeUgEv8gaad6l7ttiNUO5WcjWB7Wv7s1_dzRHNPFnw/edit?usp=sharing
https://docs.google.com/document/d/1dCKTFDqiCGtvTQNve0GSEagmqIxUlXBMeM5JQH_HvB0/edit?usp=sharing
submitted by stell_bell72 to GAMSAT [link] [comments]
I wanted to share a little bit about succeeding in S2 from the perspective of someone that is not a 'natural' essay writer nor from a humanities background. Someone that started at a very average S2 score despite lots (and lots and lots) of effort.
I have now sat GAMSAT 5 times in total and I think this underscores a severe lack of exceptional âtalentâ in any specific area of GAMSAT, and speaks to the fact that you CAN make huge improvements in your scores over time with the *right* type of effort.
(Long post for context but feel free to scroll to TLDR)
Context: I am from a science background and have been out of uni for ~6 years now. I have never been a writer and apart from finding the humanities quite interesting, have never explored its theory in a structured way. I am also not a huge âreaderâ as many people that seem to do well in this section might be. I am just a person that has opinions on things (as does every one of you!).
My first sitting I signed on with a prep company that had a very structured and formulaic approach to essay writing. They gave students ways to explore topics and ideas to ground them when prompts felt âdifficultâ + strategies to always be able to âwrite somethingâ. And although I am sure this helped me learn more about the humanities and the fundamentals of classic essay writing - my scores were not great. The first sitting, after ~5 months of intense essay practice critiqued by professionals I came away with a score of 62 and utter confusion about where I had gone wrong. In the few sittings following this I did basically the same thing again and again thinking I just needed more practice (I wrote many âclassicâ essays, critiqued them and worked on my timing). My scores in subsequent sitings improved slightly however maxed out at around 66 in S2.
I felt myself really confined by the classic essay style most resources espouse. I would find myself spending loads of mental energy thinking about things that I thought were really important for a 'good' essay - like exactly how my topic sentence would link to the next line, or how my analysis would âtick the boxesâ, if my example was the best one to use or if my concluding statement was linked to my opening one (you get the picture). This would drain my creativity and also created so much friction in my writing.
I knew I could do better, but when it came down to putting my thoughts on paper, it fell apart.
Last year I decided to try to attack S2 differently. I started to dispense with the classical framework and starting writing pieces that were interesting for me to write. That I genuinely enjoyed creating. I often** (refer below) wrote reflectively and explored the prompt in a way that related to my life or my view point. I wrote essays starting with âWhen I was a childâŚâ or âIn my life I have âŚâ (whatever felt to me like a nice opening to the topic in my little brain). This way of writing both allowed me to write more clearly (I didnât hyperfixate as much and therefore it came out less clunky) but also with much more relevance to things I actually knew about! This sort of writing naturally lends itself to be a little more creative or reflective but by no means does it have to be wildly different to a usual essay - it just had a little more flare and less strict* structure. I still wrote something that resembled an introduction (sometimes simply through vignette), I still had 2-3 analysing paragraphs, I still had something that felt conclusive at the end. But by stretching the bounds of each area, I came up with writing that was much less prohibitive and more exploratory.
[** One of my key skills here was being flexible and adaptive - writing a reflective piece is not always possible for certain topics - as one commenter mentioned, writing reflectively about Taxation for example, would be a tough gig. After getting comfortable with not being comfortable (sorry for the cliche) my main guiding light was that I never HAD TO write in a certain way. If a topic stumped me & I didn't know where to go with it from a reflective or personal POV, I might have written something that sounded more like an opinion piece you might see online (toeing the line between essay/article and argumentative style) for example. The key was to know I was never stuck - when I allowed myself to believe that, the writing would flow much easier. Remember, no matter what style of writing you choose in each task - you can not score well if you aren't being insightful - which happens through analysis. This doesn't go away because you decide to make less rigid stylistic choices. I hope this clears that up a little ]
In my first attempt with this less restrictive style, I scored in the 70's, and I think this was truly down to not committing enough to the cause. I didn't know where my strengths and weaknesses were yet, and so I often toed the line between classic essay with a little bit of my own flare, and was not as comfortable with what I needed to do when something felt difficult to make reflective. This took practice and flexibility. This most recent sitting I gave myself permission to write how I wanted and completely forget any of the structural 'rules' of a classic essay. I leant into it completely.
This paid off - I scored an 80, simply through writing in a way that felt true to me in that moment with that prompt set.
By far my greatest and most valuable piece of advice would be to write in a way that feels most natural and enjoyable to YOU. I am sure this has been said before, but I canât quite underscore how much of a difference this makes to overall execution on the day, as well as ability to grind through essay after essay & continue to make improvements.
I should add here that throughout my S2 journey I worked with a tutor on and off (who became a great friend) throughout my attempts. First few attempts we worked very much by the books writing classic essays, but when I shared with them my desire to try something different they were really supportive and open to working with me to get the best out of it. We used every session from then on to critique my essays. This was really valuable as its important not to cross the line between a personal piece of writing and something that is totally un-relatable to others (after all, we are writing on prompts that are human at their core) - a good piece of writing makes someone think and reflect themselves. My tutor was amazing and their insights gave me feedback on stylistic things that worked or did not. They also checked in at times if It was becoming more of a monologue/train of thoughts rather than a reflective and insightful piece - which I would be cautious of whenever you are writing this way. In saying this, I absolutely DO NOT think having a tutor is necessary to get a good score in S2. I shared my essays with friends and would get feedback on if certain sentences felt clunky or if I was painting a picture that did not come across how I had hoped. I knew I had unlocked something good when I shared an essay with my partner - he was initially reading it slumped on the couch, and suddenly sat up and his eyes widened as he read on. If you can make people feel something, you're a good way there! (And if you're asking yourself if you can - you CAN. You're a human with thoughts and feelings and personal experiences that are unique to you. Use this to your advantage.)
TLDR: 1) Try very hard to quieten the noise around what makes a âgoodâ GAMSAT essay and be selective about which recommendations work well for you (and which do not). There are literally a million ways to create a solid piece of writing and if the âclassicâ analytical or discursive structured essay does not roll off the tongue for you - take this as a sign that it is OK to explore other styles of writing. This is not to say that every person should try to write poems (I never wrote a poem), or to write creatively. All this means is that *if* you feel the classical structure of an essay is *distracting* you from what the goal of S2 is (to respond thoughtfully to a prompt from your own perspective) then consider stretching the bounds of your writing. 2) No matter the style you choose, *analysis / insight* are still key 3) Get critique on your work (again and again) from various sources - if you can afford tutoring, great use it for critique, if not, friends and family are amazing for this!
**Disclaimer** - this advice won't be for everyone. For some people, writing in a formulaic defined way is the best way to get their thoughts across - and this is fine! I am just sharing my experience of finding a much better way for my brain. I have many friends that I studied for GAMSAT with who wrote great (classic style) essays and scored super well with them! These people probably would have hated/not been comfortable with my style of writing. Choose your own adventure, but make changes if something is not working.
Good luck with your essays everyone!
As requested I have posted links to a few of my essays here. They vary in their general style and the way I attacked the prompts. Importantly, you can see they are all pretty different. The 'Food' essay was the very first essays that I tried to write in this new style. You can see how they generally improved and changed in the way I analysed things. Although this is assumed, please don't copy or replicate these essays or use them as your own - these are my own essays simply to exemplify the general approach I explained. I hope these helps you see it more clearly in action :)
https://docs.google.com/document/d/1Ge3lQhhFpNUADJF2Km0LPjQ9i48rHQPaK6fD-uCBnTw/edit?usp=sharing
https://docs.google.com/document/d/1HkeUgEv8gaad6l7ttiNUO5WcjWB7Wv7s1_dzRHNPFnw/edit?usp=sharing
https://docs.google.com/document/d/1dCKTFDqiCGtvTQNve0GSEagmqIxUlXBMeM5JQH_HvB0/edit?usp=sharing
2024.05.19 07:13 Important-Plum-7112 I need serious help - Year 9 EOY
Ok so basically my year 9 EOY tests have just finished and I fucked up big time. For biology i got 64% physics 73% and chemistry 48%. I really tried studying the stuff we learnt but a lot of it was stuff we have rarely ever seen.
For my language Spanish it was a multiple choice reading test. This test was very difficult as my fellow peers said but some of the really dumb ones got extremely lucky and got 30 out of 45 and more meanwhile, I got a 16/45.
I am in the middle set for english and i fucked up the poem analysation test and got a 7/15 because I read the question wrong.
The only thing I didnt royally screw up was math were i got 85% and 92% on the two tests.
I have been really de-motivated and I really hope these don't go on my record. Just so you know I started studying the week before these tests.
Is there anything I can do better next time or any study habitats I should learn? And do these tests affect anything about my college application or anything?
Thanks for reading :)
submitted by Important-Plum-7112 to GCSE [link] [comments]
For my language Spanish it was a multiple choice reading test. This test was very difficult as my fellow peers said but some of the really dumb ones got extremely lucky and got 30 out of 45 and more meanwhile, I got a 16/45.
I am in the middle set for english and i fucked up the poem analysation test and got a 7/15 because I read the question wrong.
The only thing I didnt royally screw up was math were i got 85% and 92% on the two tests.
I have been really de-motivated and I really hope these don't go on my record. Just so you know I started studying the week before these tests.
Is there anything I can do better next time or any study habitats I should learn? And do these tests affect anything about my college application or anything?
Thanks for reading :)
2024.05.18 21:52 Jaded-Mycologist-831 Anyways hereâs poems + History Boys
Tissue
Polysemous title- Tissue ⢠Tissue- paper + skin (human life is fragile [criticises arrogance, encourages us to protect]) ⢠Also paper (not alive) + skin (alive)- criticises monotony of life, not really living ⢠Tissue paper- found in bibles and holy texts, but fragile (overinflated importance of identity causing wars and discrimination, really itâs very fragile and identity isnât real, weâre all just people (tissue as in skin)) ⢠Tissue- used to wipe away tears, togetherness can reduce suffering ⢠Tissue- medical term for deep skin- poem shows deeper nature of humans and our potential for goodness, can be wounded and damaged by outside influences but can always heal
"Paper that lets the light shine through, this is what could alter things" - reference to religious texts paper, light as Jesus and Allah (power of religion) - or coexistence with nature (Dharker is a Muslim Calvinist)
Enjambment- freedom, lack of control of humans, rejecting constraints
Free verse- same thing
"Let the daylight break through capitals and monoliths" - power of nature, criticism of authority, weakness of humans- âbreakâ violent personification, destroying authority, daylight + break = sunrise + hope
"The sun shines through their borderlines" - nature overcomes human segregation identity, criticism of war, power of nature) sibilance shows power, âtheirâ still shows separation, criticise that
"fly our lives like paper kites" - childish metaphor, mocking control of money over life (criticism of authority)
"the back of the Koran" - âtheâ repetition shows importance, âbackâ shows it is hidden/shunned by society, still holding onto identity
"Transparent" - repetition, criticism of dishonesty of authority
Exposure
"Merciless iced east winds that knive us" - personification of wind shanking people (first line not about war but nature- more significant) (power of nature)- subtle sibilance (just as dangerous as bullets but most people donât realise)- Germans were in the east, but the only thing from there is wind
ABBAC rhyme, structure is built only to be taken down (tension of soldiers expecting fight but let down)
Pararhyme- unsatisfying for reader, reflects how the soldiers are always nervous but never get to chill
âWhat are we doing here?â Rhetorical question to criticise authority, or actual question to show PTSD confusion, can be asking what they are DOING or why they are HERE
"For love of God seems dying" ok 1. The soldier's love of God is dying 2. God's love for the soldiers is dying 3. To show love of God, you should die
"forgotten dreams" - juxtaposition, loss of hope, forgotten dreams on purpose to be less sad? war made them forget? âforgottenâ disassociated from PTSD, âdreamsâ as happiness from the past that seems unreal
âa dull rumour of some other war" reference to the Bible and Armageddon, metaphorical end of the world for the soldiers be suffering "sudden successive flights of bullets streak the silence" - sibilance represents sound of bullets, jolting reader out of relative lack of noises, feel like soldiers
Epistrophe "but nothing happens" cyclical structure, stuck in suffering
âweâ âusâ âourâ collective pronouns, shared experience, comradeship, loss of identity, relatable to all soldiers
Kamikaze
Title- single word, only military rank- only seen as a kamikaze pilot by others
Structure- 6 lines per stanza but free verse and lots of enjambment- conflict between control and freedom (military/social expectations/duty vs love for family/nature/memories/life)
Constant shifts between first person and third person- disconnect from family due to shame
âHer father embarked at sunriseâ -sunrise as power of nature + Japanâs military flag- conflict
âa shaven head full of powerful incantationsâ -incantations are deliberately vague- orders from military? prayers? inner conscience against it? Itâs âpowerfulâ tho and influences him, and itâs âfullâ showing his distress, shaved head like most kamikaze pilots
âgreen-blue translucent seaâ beautiful imagery, âtranslucentâ shows how things are unclear but getting clearer- nature helps him decide what to do
Describes fishes âlike a huge flagâ- patriotic semantic field shows brainwashing, but reduces as the poem goes on, simile shows how he is starting to disconnect and change his mind,
also as âa figure of eightâ- shows thoughts of pride and prosperity-
âThe dark shoals of fishes/flashing silver as their bellies/swivelled towards the sunâ - ⢠sibilance shows ocean noises and beauty, âdarkâ -> âflashing silverâ things get brighter and easier to see- knows what to do thanks to nature ⢠âSilverâ- medals he would have gotten for being a kamikaze pilot, but true reward is in nature ⢠âSunâ- represents beauty of nature and also Japanese flag- conflict but now thereâs also nature in the mix ⢠Belly up- death on his mind
âbringing their fatherâs home safe/-yes, grandfatherâs boat- safeâ repetition of âsafeâ shows reason to come back- wants to return to family, memories
âa tuna, the dark prince, muscular, dangerous.â ⢠first mention of danger = power in the whole poem, danger to the mission as it causes the pilot to have doubts, true power is in nature and memory ⢠First full stop in the poem and lots of commas- makes us stop and think like the pilot about what heâs abt to do
âlaughedâ âlovedâ at the end of the poem- all in past tense- nothing left for the soldier
âwe too learned to be silentâ- âlearnedâ should be positive but contrasts with what they learnt- criticises how they were taught shame by the older generations- but itâs said in first person, the daughter is criticising this and teaching her children not to think that way
Poppies
Title- honours and grieves dead soldiers, short single word title shows full intent of the poem and how the motherâs life is consumed by grief
Dramatic monologue- emphasis on the domestic impact and how the soldier isnât present in the poem
Free verse, enjambment- chaotic, lack of control over the son, distressed
Domestic + military semantic fields- life has been ruined by war
âSpasms of paper red, disrupting a blockade of yellow biasâ- mix between war + domestic ⢠âspasmsâ and âredâ is injury and pain- mother is worried or is hurt by letting go (spasms is involuntary muscle action- involuntary letting go), ⢠âpaperâ is the fragility of the son ⢠âblockadeâ is military language showing her worry abt the conflict, how she wants to âblockâ her son from going into the military ⢠âdisruptingâ the fabric - the son becoming a soldier disrupts the peace or she is trying to disrupt him from going to war
âThe dove pulled freely against the sky, / an ornamental stitchâ- dove represents peace and grief- she and her son is at peace with death, âpulled freelyâ is an oxymoron- inner conflict with grief or letting her son go, the comma shows a pause to reflect on the grief, the âornamental stitchâ metaphor for the mother (pretends to hold it together)
âI was braveâ- takes down ideas of just the soldierâs bravery but also the motherâs, but past tense shows current weakness from grief
âSellotape bandaged around my handâ ⢠Bandage shows wounds ⢠Sticks them together one last time- cat hairs are removed, no more reason to stay ⢠Claustrophobic feeling- stuck in the domestic role, canât go and protect the son
âBlackthorns of your hairâ- religious connotations of Jesus on the cross, sacrificed for the country- metaphor for the son
History Boys
"Enemy of education" war metaphor and alliteration, opposition between true understanding of literature and grades only used shallowly âCheatâs Visaâ
"a fact of life" indisputable and unchangable, in opposition with Irwin's views on history (truth does not matter to him until now?)
Drummer Hodge: Intertextuality, Tom Hardy (the poet) represents Hector, sympathising with the ordeal of the youth, Drummer Hodge represents the Boys, thrown into the chaos of life without proper guidance
"She's my western front" war metaphor objectifies Fiona, personal pronoun further expresses how women were seen as objects to be owned
â... all the other shrunken violets you people line up" [you people] segregates gay people, [shrunken violets] derogatory language
"Some of the literature says it will pass" looking to literature for solace and comfort during a sexuality crisis
"All literature is consolation" Dakin changes his mind on literature symbolising him changing to Irwin's side. No need to look for solace in literature when he can pursue Irwin
Parallels with "all knowledge is precious" from Hector - A.E. Housman, one of the first intertextualities and used in the intro to establish his character
âcunt-struckâ âa cuntâ- Mrs Lintott repeats the colloquialism âcuntâ twice, to describe Dakin as âcunt-struckâ and Headmaster as âa cuntâ. This is the hardest swear in the play and is used show that it wasnât a slip of the tongue, and to break down stereotypes of women being gentle and passive
âhistory is women following behind with the bucketâ - her big scene about women in history at the end of the play (which is typical for Alan Benettâs plays such as âKafkaâs Dickâ) so it would be recent and stay in the audienceâs mind when the show ended
Irwin intro as politician in the future "etc., etc." while talking abt freedom- that man gives no fucks about freedom really, just waffling on (first impression for the audience too!!)
Parallel with Holocaust debate- Lockwood uses the SAME EXACT PHRASE while talking abt how the holocaust was bad, (dismissiveness of mass genocide? in this education system? itâs more likely than you think) then goes on to argue that they should be unique with their arguments- Irwin passed on thr mindset even on such an important subject
Hector is set up to be looking cool and all (motorcycle scene dramaticness, greek name connotations, fav teacher) but is absolutely uncool when we get to know him- purposeful? "studied eccentricity" and all. clinging onto youth?
Posner is actually rather helpful as the "dictionary person" bc i doubt the audiences know what "otiose" means
SCRIPPS IS THE MOST RELIGIOUS ONE AND CLOSEST TO POSNER it can dismantle the idea that religion is against queerness
Irwin didnt know how nietzche was pronounced bc from what we know of him he would call Dakin out on that
submitted by Jaded-Mycologist-831 to GCSE [link] [comments]
Polysemous title- Tissue ⢠Tissue- paper + skin (human life is fragile [criticises arrogance, encourages us to protect]) ⢠Also paper (not alive) + skin (alive)- criticises monotony of life, not really living ⢠Tissue paper- found in bibles and holy texts, but fragile (overinflated importance of identity causing wars and discrimination, really itâs very fragile and identity isnât real, weâre all just people (tissue as in skin)) ⢠Tissue- used to wipe away tears, togetherness can reduce suffering ⢠Tissue- medical term for deep skin- poem shows deeper nature of humans and our potential for goodness, can be wounded and damaged by outside influences but can always heal
"Paper that lets the light shine through, this is what could alter things" - reference to religious texts paper, light as Jesus and Allah (power of religion) - or coexistence with nature (Dharker is a Muslim Calvinist)
Enjambment- freedom, lack of control of humans, rejecting constraints
Free verse- same thing
"Let the daylight break through capitals and monoliths" - power of nature, criticism of authority, weakness of humans- âbreakâ violent personification, destroying authority, daylight + break = sunrise + hope
"The sun shines through their borderlines" - nature overcomes human segregation identity, criticism of war, power of nature) sibilance shows power, âtheirâ still shows separation, criticise that
"fly our lives like paper kites" - childish metaphor, mocking control of money over life (criticism of authority)
"the back of the Koran" - âtheâ repetition shows importance, âbackâ shows it is hidden/shunned by society, still holding onto identity
"Transparent" - repetition, criticism of dishonesty of authority
Exposure
"Merciless iced east winds that knive us" - personification of wind shanking people (first line not about war but nature- more significant) (power of nature)- subtle sibilance (just as dangerous as bullets but most people donât realise)- Germans were in the east, but the only thing from there is wind
ABBAC rhyme, structure is built only to be taken down (tension of soldiers expecting fight but let down)
Pararhyme- unsatisfying for reader, reflects how the soldiers are always nervous but never get to chill
âWhat are we doing here?â Rhetorical question to criticise authority, or actual question to show PTSD confusion, can be asking what they are DOING or why they are HERE
"For love of God seems dying" ok 1. The soldier's love of God is dying 2. God's love for the soldiers is dying 3. To show love of God, you should die
"forgotten dreams" - juxtaposition, loss of hope, forgotten dreams on purpose to be less sad? war made them forget? âforgottenâ disassociated from PTSD, âdreamsâ as happiness from the past that seems unreal
âa dull rumour of some other war" reference to the Bible and Armageddon, metaphorical end of the world for the soldiers be suffering "sudden successive flights of bullets streak the silence" - sibilance represents sound of bullets, jolting reader out of relative lack of noises, feel like soldiers
Epistrophe "but nothing happens" cyclical structure, stuck in suffering
âweâ âusâ âourâ collective pronouns, shared experience, comradeship, loss of identity, relatable to all soldiers
Kamikaze
Title- single word, only military rank- only seen as a kamikaze pilot by others
Structure- 6 lines per stanza but free verse and lots of enjambment- conflict between control and freedom (military/social expectations/duty vs love for family/nature/memories/life)
Constant shifts between first person and third person- disconnect from family due to shame
âHer father embarked at sunriseâ -sunrise as power of nature + Japanâs military flag- conflict
âa shaven head full of powerful incantationsâ -incantations are deliberately vague- orders from military? prayers? inner conscience against it? Itâs âpowerfulâ tho and influences him, and itâs âfullâ showing his distress, shaved head like most kamikaze pilots
âgreen-blue translucent seaâ beautiful imagery, âtranslucentâ shows how things are unclear but getting clearer- nature helps him decide what to do
Describes fishes âlike a huge flagâ- patriotic semantic field shows brainwashing, but reduces as the poem goes on, simile shows how he is starting to disconnect and change his mind,
also as âa figure of eightâ- shows thoughts of pride and prosperity-
âThe dark shoals of fishes/flashing silver as their bellies/swivelled towards the sunâ - ⢠sibilance shows ocean noises and beauty, âdarkâ -> âflashing silverâ things get brighter and easier to see- knows what to do thanks to nature ⢠âSilverâ- medals he would have gotten for being a kamikaze pilot, but true reward is in nature ⢠âSunâ- represents beauty of nature and also Japanese flag- conflict but now thereâs also nature in the mix ⢠Belly up- death on his mind
âbringing their fatherâs home safe/-yes, grandfatherâs boat- safeâ repetition of âsafeâ shows reason to come back- wants to return to family, memories
âa tuna, the dark prince, muscular, dangerous.â ⢠first mention of danger = power in the whole poem, danger to the mission as it causes the pilot to have doubts, true power is in nature and memory ⢠First full stop in the poem and lots of commas- makes us stop and think like the pilot about what heâs abt to do
âlaughedâ âlovedâ at the end of the poem- all in past tense- nothing left for the soldier
âwe too learned to be silentâ- âlearnedâ should be positive but contrasts with what they learnt- criticises how they were taught shame by the older generations- but itâs said in first person, the daughter is criticising this and teaching her children not to think that way
Poppies
Title- honours and grieves dead soldiers, short single word title shows full intent of the poem and how the motherâs life is consumed by grief
Dramatic monologue- emphasis on the domestic impact and how the soldier isnât present in the poem
Free verse, enjambment- chaotic, lack of control over the son, distressed
Domestic + military semantic fields- life has been ruined by war
âSpasms of paper red, disrupting a blockade of yellow biasâ- mix between war + domestic ⢠âspasmsâ and âredâ is injury and pain- mother is worried or is hurt by letting go (spasms is involuntary muscle action- involuntary letting go), ⢠âpaperâ is the fragility of the son ⢠âblockadeâ is military language showing her worry abt the conflict, how she wants to âblockâ her son from going into the military ⢠âdisruptingâ the fabric - the son becoming a soldier disrupts the peace or she is trying to disrupt him from going to war
âThe dove pulled freely against the sky, / an ornamental stitchâ- dove represents peace and grief- she and her son is at peace with death, âpulled freelyâ is an oxymoron- inner conflict with grief or letting her son go, the comma shows a pause to reflect on the grief, the âornamental stitchâ metaphor for the mother (pretends to hold it together)
âI was braveâ- takes down ideas of just the soldierâs bravery but also the motherâs, but past tense shows current weakness from grief
âSellotape bandaged around my handâ ⢠Bandage shows wounds ⢠Sticks them together one last time- cat hairs are removed, no more reason to stay ⢠Claustrophobic feeling- stuck in the domestic role, canât go and protect the son
âBlackthorns of your hairâ- religious connotations of Jesus on the cross, sacrificed for the country- metaphor for the son
History Boys
"Enemy of education" war metaphor and alliteration, opposition between true understanding of literature and grades only used shallowly âCheatâs Visaâ
"a fact of life" indisputable and unchangable, in opposition with Irwin's views on history (truth does not matter to him until now?)
Drummer Hodge: Intertextuality, Tom Hardy (the poet) represents Hector, sympathising with the ordeal of the youth, Drummer Hodge represents the Boys, thrown into the chaos of life without proper guidance
"She's my western front" war metaphor objectifies Fiona, personal pronoun further expresses how women were seen as objects to be owned
â... all the other shrunken violets you people line up" [you people] segregates gay people, [shrunken violets] derogatory language
"Some of the literature says it will pass" looking to literature for solace and comfort during a sexuality crisis
"All literature is consolation" Dakin changes his mind on literature symbolising him changing to Irwin's side. No need to look for solace in literature when he can pursue Irwin
Parallels with "all knowledge is precious" from Hector - A.E. Housman, one of the first intertextualities and used in the intro to establish his character
âcunt-struckâ âa cuntâ- Mrs Lintott repeats the colloquialism âcuntâ twice, to describe Dakin as âcunt-struckâ and Headmaster as âa cuntâ. This is the hardest swear in the play and is used show that it wasnât a slip of the tongue, and to break down stereotypes of women being gentle and passive
âhistory is women following behind with the bucketâ - her big scene about women in history at the end of the play (which is typical for Alan Benettâs plays such as âKafkaâs Dickâ) so it would be recent and stay in the audienceâs mind when the show ended
Irwin intro as politician in the future "etc., etc." while talking abt freedom- that man gives no fucks about freedom really, just waffling on (first impression for the audience too!!)
Parallel with Holocaust debate- Lockwood uses the SAME EXACT PHRASE while talking abt how the holocaust was bad, (dismissiveness of mass genocide? in this education system? itâs more likely than you think) then goes on to argue that they should be unique with their arguments- Irwin passed on thr mindset even on such an important subject
Hector is set up to be looking cool and all (motorcycle scene dramaticness, greek name connotations, fav teacher) but is absolutely uncool when we get to know him- purposeful? "studied eccentricity" and all. clinging onto youth?
Posner is actually rather helpful as the "dictionary person" bc i doubt the audiences know what "otiose" means
SCRIPPS IS THE MOST RELIGIOUS ONE AND CLOSEST TO POSNER it can dismantle the idea that religion is against queerness
Irwin didnt know how nietzche was pronounced bc from what we know of him he would call Dakin out on that
2024.05.18 20:33 Unlawfulfoetus109764 How's this poetry essay, too late for my teacher to mark it so though i'd ask for your thoughts
How do the poets present the effects of conflict in Poppies and one other poem?
In this essay, I am going to explore how Jane Weir presents conflict as affecting someone not directly involved in war by analysing how Weir presents the mother of a young soldier feeling during a war. I will contrast this by discussing how Simon Armitage presents someone directly involved in the Iraq War (Guardsman Tromans) as being mentally scarred by his involvement. I will mainly focus on how war effects people emotionally / mentally, whilst also exploring how Armitage presents the physical effects of conflict in Remains. Additonally, i will consider how the idea of propaganda during wartime affects how people feel about the conflict.
In Poppies, Weir decided to make the poem be through the lens of a mother. The name of the mother or son is never given, rather she utilises vague pronouns such as âYouâ to describe the son, perhaps this was deliberate as to make the poem reflect a universal experience, which may highlight how many people conflict can effect, therefore presenting conflict as having a major effect, not just on the people fighting it, but everyone. Also, âArmistice Sundayâ is a combination of Armistice Day and Rememberance Sunday, perhaps Weir has left the war being remembered ambiguous, as to increase the number of people who share this experience, yet again foregrounding the sheer number of people who have felt this way. It creates the impression that Weir has made this poem to act as a microcosm for the shared experience of every mother with a young son going to war, therefore reflecting the sadness and fear those not fighting in the war feel, raising the awareness of this issue to those who hadnât considered it as a result. In contrast Armitage created Remains to highlight the experience and effect of conflict on only one person â Guardsman Tromans. Remains juxtaposes Poppies, since Remains cannot really be seen as an attempt by Armitage to reflect a common experience from war. This is because the poem can literally be viewed as a first hand account from Tromans himself. This may be indicated by the fact that Armitage has made the poem have an unreliable narrator, which can be interpreted as Tromans himself trying to distance himself from the âlooterâ that he killed, as if it will alleviate him from the guilt and psychological effects of the killing. This is seen at the start of the poem where the looter is described as being âProbably armed, possibly not.â. Here, two adverbs âProbably...possiblyâ are utilised in short succession to foreground how Tromans is trying to make himself believe that the looter was a danger to him, which would give him a reason to kill the looter, however, the comma acting as a hesitation and âPossibly notâ suggests Tromans believes the looter couldnât hurt them. When coupled with the fact that Tromans is so clearly emotionally disturbed by this moment, one can interpret that the man was not armed, perhaps being the reason for Tromans guilt.
Also, in the first half of Remains Armitage presents the physical effects of conflict by describing the brutal murder of the looter. He creates a semantic field of agony and suffering which contrasts the playful imagery created before âTackle some looters...â. As a result the death of the looter is foregrounded via the juxtaposition, as it would have made the reader shocked. Also, the verb âTackleâ suggests that Tromans before the murder may have not viewed war that seriously, perhaps indicating he has been so greatly disturbed by the murder as it made him realise the war was real. It also gives connotations to the WWI propaganda poet Jessie Pope, who convinced many young men that war was âa gameâ. The idea of propaganda affecting people during conflict is explored in Poppies too. In the first two stanzas it is unclear whether the mother is sending a child of to school, or a young man to war. This may suggest how the mother was affected by propaganda, since she is not immediately frightened by her son going to war. Additionally, the son is described as being âIntoxicatedâ when the world is presented to him. This verb may suggest the young man as being almost drunk on excitement, like he himself believes that the war will be a fun game, rather than a horror. Whilst it may seem the mother also believes the war may be a âgameâ, Weir utilises biblical imagery through the hair of the boy being described as âgelled blackthornsâ. âBlackthornsâ may allude to the crown of thorns Jesus wore during his crucifixion. As a result, it could be inferred that the Mother thinks her son is being sent to war as a sacrificial lamb, undergoing great pain to ultimately assist in salvation (ending the war).
As discussed earlier, Armitage creates a semantic field of agony through the way he describes the looterâs death in Remains. An example of how this is achieved is through the declarative metaphor âI swear, I see broard daylight on the other sideâ. âI swearâ suggests that Tromans wholeheartedly knows the severity of the murder. This further suggests just how significant the mental effects of the war have been on Tromans, as he has replayed this scene so many times he is fully sure this happened. âBroard daylightâ is visceral imagery created by Armitage, suggesting the man was shot so many times there is a hole big enough to see daylight on the other side. This is coupled with the euphemism âSort of inside outâ, this almost suggests that the looter was in such a bad state that Tromans cannot even bring himself to describe the image, or that his vocabulary is this limited, which foregrounds how this experience is uniquely his, as the narrative voice reflects Tromans own. By using these techniques, Armitage presents the physical effects of war as being strong enough not just to kill someone, but to completely destroy the body itself.
Finally, both of the poets highlight how the effects of war are long-lasting on those affected. In Remains, Tromansâ PTSD is shown in the second half of the poem. This is after the volta âAnd then Iâm on leaveâ, Armitage suddenly includes a volta after the description of the murder to show Tromansâ poor psyche due to his PTSD. Whilst in the first half, Tromans clearly recounts his experience with high detail, the second half shifts in topic and location suddenly, suggesting that Tromans is entering and exiting the world, perhaps the âdrink and drugsâ he is self medicating with are causing him to lose large track of time. But i think Armitage does this to show how Tromansâ PTSD occurs so often and suddenly. It also explains how Tromans is able to recount his experience in Iraq so clearly. As he has replayed the moment so many times, showing how conflict affects people long after the fact. Similarly, in Poppies the mother hopes to hear her sonâs âPlayground voiceâ. This suggests the mother wanting to remember her son as a child, we can interpret he is dead as she is at the âwar memorialâ. By doing this, Weir creates the impression that the Mother has, and never will have closure regarding her sonâs death, as she wants to hear him one more time. We can infer his death was a result of war, therefore showing how war effects people after it has ended, since people are still grieving for those who died in the process.
In conclusion, both Weir and Armitage present war as having long-lasting powerful effects, both emotionally and physically in Armitageâs case. They present how war has wide-reaching effects, as well as arguably stronger effects on individuals directly involved in conflict. The theme of propaganda stemming from conflict affecting people is also suggested in both poems.
submitted by Unlawfulfoetus109764 to GCSE [link] [comments]
In this essay, I am going to explore how Jane Weir presents conflict as affecting someone not directly involved in war by analysing how Weir presents the mother of a young soldier feeling during a war. I will contrast this by discussing how Simon Armitage presents someone directly involved in the Iraq War (Guardsman Tromans) as being mentally scarred by his involvement. I will mainly focus on how war effects people emotionally / mentally, whilst also exploring how Armitage presents the physical effects of conflict in Remains. Additonally, i will consider how the idea of propaganda during wartime affects how people feel about the conflict.
In Poppies, Weir decided to make the poem be through the lens of a mother. The name of the mother or son is never given, rather she utilises vague pronouns such as âYouâ to describe the son, perhaps this was deliberate as to make the poem reflect a universal experience, which may highlight how many people conflict can effect, therefore presenting conflict as having a major effect, not just on the people fighting it, but everyone. Also, âArmistice Sundayâ is a combination of Armistice Day and Rememberance Sunday, perhaps Weir has left the war being remembered ambiguous, as to increase the number of people who share this experience, yet again foregrounding the sheer number of people who have felt this way. It creates the impression that Weir has made this poem to act as a microcosm for the shared experience of every mother with a young son going to war, therefore reflecting the sadness and fear those not fighting in the war feel, raising the awareness of this issue to those who hadnât considered it as a result. In contrast Armitage created Remains to highlight the experience and effect of conflict on only one person â Guardsman Tromans. Remains juxtaposes Poppies, since Remains cannot really be seen as an attempt by Armitage to reflect a common experience from war. This is because the poem can literally be viewed as a first hand account from Tromans himself. This may be indicated by the fact that Armitage has made the poem have an unreliable narrator, which can be interpreted as Tromans himself trying to distance himself from the âlooterâ that he killed, as if it will alleviate him from the guilt and psychological effects of the killing. This is seen at the start of the poem where the looter is described as being âProbably armed, possibly not.â. Here, two adverbs âProbably...possiblyâ are utilised in short succession to foreground how Tromans is trying to make himself believe that the looter was a danger to him, which would give him a reason to kill the looter, however, the comma acting as a hesitation and âPossibly notâ suggests Tromans believes the looter couldnât hurt them. When coupled with the fact that Tromans is so clearly emotionally disturbed by this moment, one can interpret that the man was not armed, perhaps being the reason for Tromans guilt.
Also, in the first half of Remains Armitage presents the physical effects of conflict by describing the brutal murder of the looter. He creates a semantic field of agony and suffering which contrasts the playful imagery created before âTackle some looters...â. As a result the death of the looter is foregrounded via the juxtaposition, as it would have made the reader shocked. Also, the verb âTackleâ suggests that Tromans before the murder may have not viewed war that seriously, perhaps indicating he has been so greatly disturbed by the murder as it made him realise the war was real. It also gives connotations to the WWI propaganda poet Jessie Pope, who convinced many young men that war was âa gameâ. The idea of propaganda affecting people during conflict is explored in Poppies too. In the first two stanzas it is unclear whether the mother is sending a child of to school, or a young man to war. This may suggest how the mother was affected by propaganda, since she is not immediately frightened by her son going to war. Additionally, the son is described as being âIntoxicatedâ when the world is presented to him. This verb may suggest the young man as being almost drunk on excitement, like he himself believes that the war will be a fun game, rather than a horror. Whilst it may seem the mother also believes the war may be a âgameâ, Weir utilises biblical imagery through the hair of the boy being described as âgelled blackthornsâ. âBlackthornsâ may allude to the crown of thorns Jesus wore during his crucifixion. As a result, it could be inferred that the Mother thinks her son is being sent to war as a sacrificial lamb, undergoing great pain to ultimately assist in salvation (ending the war).
As discussed earlier, Armitage creates a semantic field of agony through the way he describes the looterâs death in Remains. An example of how this is achieved is through the declarative metaphor âI swear, I see broard daylight on the other sideâ. âI swearâ suggests that Tromans wholeheartedly knows the severity of the murder. This further suggests just how significant the mental effects of the war have been on Tromans, as he has replayed this scene so many times he is fully sure this happened. âBroard daylightâ is visceral imagery created by Armitage, suggesting the man was shot so many times there is a hole big enough to see daylight on the other side. This is coupled with the euphemism âSort of inside outâ, this almost suggests that the looter was in such a bad state that Tromans cannot even bring himself to describe the image, or that his vocabulary is this limited, which foregrounds how this experience is uniquely his, as the narrative voice reflects Tromans own. By using these techniques, Armitage presents the physical effects of war as being strong enough not just to kill someone, but to completely destroy the body itself.
Finally, both of the poets highlight how the effects of war are long-lasting on those affected. In Remains, Tromansâ PTSD is shown in the second half of the poem. This is after the volta âAnd then Iâm on leaveâ, Armitage suddenly includes a volta after the description of the murder to show Tromansâ poor psyche due to his PTSD. Whilst in the first half, Tromans clearly recounts his experience with high detail, the second half shifts in topic and location suddenly, suggesting that Tromans is entering and exiting the world, perhaps the âdrink and drugsâ he is self medicating with are causing him to lose large track of time. But i think Armitage does this to show how Tromansâ PTSD occurs so often and suddenly. It also explains how Tromans is able to recount his experience in Iraq so clearly. As he has replayed the moment so many times, showing how conflict affects people long after the fact. Similarly, in Poppies the mother hopes to hear her sonâs âPlayground voiceâ. This suggests the mother wanting to remember her son as a child, we can interpret he is dead as she is at the âwar memorialâ. By doing this, Weir creates the impression that the Mother has, and never will have closure regarding her sonâs death, as she wants to hear him one more time. We can infer his death was a result of war, therefore showing how war effects people after it has ended, since people are still grieving for those who died in the process.
In conclusion, both Weir and Armitage present war as having long-lasting powerful effects, both emotionally and physically in Armitageâs case. They present how war has wide-reaching effects, as well as arguably stronger effects on individuals directly involved in conflict. The theme of propaganda stemming from conflict affecting people is also suggested in both poems.
2024.05.18 14:11 adulting4kids Prompt Poetry
- Imagery: Prompt: Choose a setting (real or imaginary) and describe it using detailed sensory imagery. Imagine the sights, sounds, smells, and textures to create a vivid scene, just like a painter with words.
- Metaphor: Prompt: Compare a personal experience to an everyday object or phenomenon in an unexpected way. For example, "My heart is a compass that always points to the north of your laughter."
- Simile: Prompt: Write a series of similes to express intense emotions. For instance, "As brave as a lion facing the storm, as fragile as a petal in the wind."
- Rhyme: Prompt: Craft a short poem or lyrics with a consistent rhyme scheme. Experiment with different rhyme patterns (ABAB, AABB, etc.) to enhance the musicality of your writing.
- Meter: Prompt: Compose a poem with a specific meter, such as iambic pentameter. Pay attention to the syllabic beats in each line to create a rhythmic flow.
- Alliteration: Prompt: Create a tongue-twisting line using alliteration. Focus on the repetition of initial consonant sounds to add a playful or musical quality to your writing.
- Assonance: Prompt: Write a passage where the vowel sounds within words echo each other. Experiment with different vowel combinations to create a melodic effect.
- Personification: Prompt: Choose an inanimate object and personify it. Describe its actions, thoughts, and emotions as if it were a living being.
- Symbolism: Prompt: Select an object or element and explore its symbolic meaning. Connect it to broader themes or emotions in your writing.
- Enjambment: Prompt: Write a poem where the thoughts flow continuously from one line to the next without a pause. Explore how this technique can create a sense of movement or urgency.
- Repetition: Prompt: Repeat a word or phrase throughout a poem for emphasis. Consider how repetition can enhance the overall impact and meaning of your writing.
- Free Verse: Prompt: Embrace the freedom of expression by writing a poem without adhering to rhyme or meter. Allow your thoughts to flow organically, exploring the beauty of formless verse.
- Stanza: Prompt: Divide your writing into stanzas to create distinct sections with varying themes or tones. Explore how the organization of lines contributes to the overall structure of your work.
- Theme: Prompt: Choose a universal theme (love, loss, freedom, etc.) and explore it through your lyrics. Delve into the nuances and perspectives associated with the chosen theme.
- Tone: Prompt: Write a poem that conveys contrasting tones. Explore how shifts in tone can evoke different emotions and responses from the reader.
- Connotation: Prompt: Select a word with strong connotations and use it in a poem. Explore the emotional baggage and cultural associations tied to the word within the context of your writing.
- Irony: Prompt: Craft a poem with elements of irony. Create situations or lines that convey a meaning opposite to the literal interpretation, adding layers of complexity to your writing.
- Allusion: Prompt: Reference a well-known song, book, or historical event in your lyrics. Explore how the use of allusion can enrich the depth and meaning of your writing.
- Syntax: Prompt: Experiment with sentence structure to create different effects. Play with word order, sentence length, and punctuation to convey specific emotions or rhythms in your writing.
- Diction: Prompt: Choose a specific mood or atmosphere you want to convey and carefully select words that evoke that feeling. Pay attention to the impact of your word choices on the overall tone of your writing.
2024.05.18 12:16 __cali Share your last minute predictions for AQA Literature Paper 2
These are just predictions, done by me, an idiot, don't take my word for it. Share your own predictions for what questions might come up too. Here are mine:
An Inspector Calls : How far is the Inspector presented throughout the play? (as a socialist who influences the characters in the play)
Power and Conflict - Theme could be memory, identity or the power of nature. I'm not sure which poem could exactly come up, but I know it probably won't be Bayonet Charge, London or Remains since they came up fairly recently.
Unseen poetry is always super random so I don't have any predictions for this. The best way to revise for unseen poetry is to read short (or long) poems and see if you can analyse them by breaking them down into themes. The poem you analyse won't be the same as the one that comes up in the paper, but at least you're practising your analysing skills.
Again, these are predictions done by me, an idiot, so don't take my word for it.
My advice would just be to analyse the themes for Inspector Calls and try to memorise a few good quotes, not too many or you might get overwhelmed. For Power and Conflict, you could analyse a few poems that you find easy, and make sure that they differ in themes.
Good luck to everyone taking their Lit papers, hope everyone does well :)
submitted by __cali to GCSE [link] [comments]
An Inspector Calls : How far is the Inspector presented throughout the play? (as a socialist who influences the characters in the play)
Power and Conflict - Theme could be memory, identity or the power of nature. I'm not sure which poem could exactly come up, but I know it probably won't be Bayonet Charge, London or Remains since they came up fairly recently.
Unseen poetry is always super random so I don't have any predictions for this. The best way to revise for unseen poetry is to read short (or long) poems and see if you can analyse them by breaking them down into themes. The poem you analyse won't be the same as the one that comes up in the paper, but at least you're practising your analysing skills.
Again, these are predictions done by me, an idiot, so don't take my word for it.
My advice would just be to analyse the themes for Inspector Calls and try to memorise a few good quotes, not too many or you might get overwhelmed. For Power and Conflict, you could analyse a few poems that you find easy, and make sure that they differ in themes.
Good luck to everyone taking their Lit papers, hope everyone does well :)
2024.05.17 20:47 Karamazov1880 why does poetry exist
im really good at eng lit and i love analysing quotes but i hate how the poetry anthology is so disconnected and you have to memorise like 20 quotes (four for each poem covering a wide range of themes.) if you want to sustain your analysis. If we didnt get at least one poem in the exam I think i might have actually adolfed myself. I usually do eng lit with no revision and get 9s but poetry is humbling me so much i just wan na kms
submitted by Karamazov1880 to GCSE [link] [comments]
2024.05.17 14:10 adulting4kids Prompt Poetry
- Imagery: Creating vivid mental images through descriptive language.
- Metaphor: Using figurative language to imply a comparison between unrelated things.
- Simile: Drawing comparisons using "like" or "as" to highlight similarities.
- Rhyme: Employing words with similar sounds at the end of lines.
- Meter: Organizing lines with a rhythmic pattern, often in syllabic beats.
- Alliteration: Repetition of initial consonant sounds in neighboring words.
- Assonance: Repeating vowel sounds within nearby words for musicality.
- Personification: Assigning human characteristics to non-human entities.
- Symbolism: Using objects or concepts to represent deeper meanings.
- Enjambment: Continuation of a sentence without a pause beyond the end of a line.
- Repetition: Emphasizing ideas or emotions by repeating words or phrases.
- Free Verse: Unrestricted by traditional poetic structures like rhyme or meter.
- Stanza: Grouping lines together to form a distinct unit within a poem.
- Theme: Central idea or underlying message explored in the poem.
- Tone: The poet's attitude or emotional stance toward the subject.
- Connotation: The emotional or cultural associations attached to words.
- Irony: Presenting ideas in a way that signifies the opposite of the literal meaning.
- Allusion: Referencing another work, person, or event to enrich meaning.
- Syntax: Arrangement of words to create specific effects or convey emotions.
- Diction: Careful choice of words to convey a particular meaning or atmosphere.
2024.05.16 23:37 Big_Warning8282 iwtl how to analyse
For context I am a grade 10 high school student in the IB programme. What I am asking for help here is how to analyse something in for example, a guided literary analysis or a history essay or a lab report. I am asking this because I noticed recently that whenever there is an assignment that has a part about analysis, I always seem to struggle on it and get less grades. Be it because I retold plot instead of analyzed a poem or I did not delve deep enough in a history essay or I did not draw sufficient connections between my data and interpretation in a lab report. Simply put, I want to learn how to fix this problem as it had been severely demotivating for me as my peers around me seem to easily understand how to do analysis and can do excellent in that regard.
Sorry if this seems like I am rambling. This might not even be the right subreddit to ask this on, but any help would be appreciated. Thanks!
submitted by Big_Warning8282 to IWantToLearn [link] [comments]
Sorry if this seems like I am rambling. This might not even be the right subreddit to ask this on, but any help would be appreciated. Thanks!
2024.05.16 15:42 mouthofxenu Primarch Names and Etymologies; Part 1 (I-II)
I am blown away by how much this sub and interest in a female-centric version of Warhammer 40k has become in the last week or so. Youâre all amazing!
A few months ago, I had some ideas for a noblebright version of 40k where the primarchs and Emperor were female. The inspiration was cnmbwjxâs incredible art, which I am pleased to see has inspired many of you as well. I considered creating feminine versions of the primarchsâ names and came up with a list. I figure this might be a good time to share it along with my thought process behind them.
Before we begin, this is in no way an attempt to derail anyoneâs canon. I have seen several names on this sub that I think are better than what I came up with. I also think there is something to be said for using the original primarchsâ names if that is your preference. Girls donât have to have âgirl namesâ after all~
Feel free to use these or not. I just wanted to share because I think my thoughts on the origins of the original names and ways to play with them could help others to come up with their own takes on these characters.
This is going to be a very large info dump, so Iâm going to divide this thread into multiple threads released daily (hopefully). Some of the names require lengthy discussions (brace yourselves for Konrad Curze) while others require relatively little. I will go through the list according to the numbered order of the primarchs. I think about two primarchs per day will work.
Part 3 (V-VI): https://www.reddit.com/PrimarchGFs/comments/1culiut/primarch_names_and_etymologies_part_3_vvi/
Part 4 (VII-VIII): https://www.reddit.com/PrimarchGFs/comments/1cvdtpq/primarch_names_and_etymologies_part_4_viiviii/
Part 5 (IX-XII): https://www.reddit.com/PrimarchGFs/comments/1cwuget/primarch_names_and_etymologies_part_5_ixxii/
Part 6 (XIII-XIV): https://www.reddit.com/PrimarchGFs/comments/1cxnxpv/primarch_names_and_etymologies_part_6_xiiixiv/
My goal was to come up with satisfying names that stay true to the original names and their meanings / inspirations as possible. Where that was not possible or seemed to produce an unsatisfactory result, I afforded myself more creative liberties to try and capture the themes of the character and the sound of the original name.
I preserved alliteration with the all but one of the original names. I left surnames unchanged.
The majority of my posts will be an analysis of the original primarch names and an explanation of my reasoning for my feminine twist on them. It is my hope these explanations will assist others in their creative processes.
I have also included my suggested pronunciations for the names I think have unclear pronunciations. I did not use IPA phonetic notation because I do not think it is accessible for a casual reader since it requires using a reference list for the symbols. I instead use approximations of English syllables. Please let me know if any are unclear.
Several of these explanations may be straightforward to English-speakers and those familiar with 40k lore, but I think a detailed explanation is more inclusive. I have a feeling this sub will introduce many people to 40k that wouldnât otherwise get into the official setting, so I want to help make your lore journeys easier.
Finally, I relied on Wiktionary and Wikipedia in researching the etymologies here. I am aware these are not ideals sources, but theyâre the best I can do because of my work life. I would appreciate any corrections and supporting evidence. I certainly discovered some issues in my initial research going back through this list.
I: Leona EsâJonson (Lion ElâJonson):
Edit: Originally I had "Lioness El'Jonson" here. My explanation for the change is detailed below.
A lioness is a female lion, so I felt compelled to stick to that. However, Lion ElâJonson is one of the cleverer primarch names.
Itâs a reference to Lionel Johnson, a nineteenth-century English poet who was both a devout Catholic and a gay man. Lionel was at war with his own identity, which led him to write the poem âThe Dark Angel.â The poem is an expression of forbidden desire and the torment of keeping secrets while trying to stay loyal to a higher power that you believe will condemn you if it found out who you really are. Sounds just like the Dark Angels space marine chapter with their secret shame over something that wasnât their fault.
While Lioness loses this literary reference, I do feel that valor and fierceness are much more a part of Lionâs character than the secretiveness of his chapter. Therefore, I stuck with referencing the animal, which is synonymous with themes of ferocity and bravery.
Edit: A few days after posting this, I remembered that "El'Jonson" is not a surname, but a title. It was given to Lion upon his discovery by the people of Caliban after he had been living in the woods alone. In the language of Caliban, it means "Son of the Forest." My girlfriend likes the name "Leona Es'Jonson," which forms a double pun by making the Spanish word for "lioness" sound more like the English word "lioness."
Perhaps "Es'Jonson" means "Daughter of the Forest" on Caliban~
II: REDACTED: SIGILLITE-LEVEL AUTHORIZATION REQUIRED.
A mind without purpose will wander in dark places
Feel free to leave a comment on these submissions and this project generally. I look forward to sharing more with you next time~
submitted by mouthofxenu to PrimarchGFs [link] [comments]
A few months ago, I had some ideas for a noblebright version of 40k where the primarchs and Emperor were female. The inspiration was cnmbwjxâs incredible art, which I am pleased to see has inspired many of you as well. I considered creating feminine versions of the primarchsâ names and came up with a list. I figure this might be a good time to share it along with my thought process behind them.
Before we begin, this is in no way an attempt to derail anyoneâs canon. I have seen several names on this sub that I think are better than what I came up with. I also think there is something to be said for using the original primarchsâ names if that is your preference. Girls donât have to have âgirl namesâ after all~
Feel free to use these or not. I just wanted to share because I think my thoughts on the origins of the original names and ways to play with them could help others to come up with their own takes on these characters.
This is going to be a very large info dump, so Iâm going to divide this thread into multiple threads released daily (hopefully). Some of the names require lengthy discussions (brace yourselves for Konrad Curze) while others require relatively little. I will go through the list according to the numbered order of the primarchs. I think about two primarchs per day will work.
- Edit: Links to the next posts in this series will be provided here.
Part 3 (V-VI): https://www.reddit.com/PrimarchGFs/comments/1culiut/primarch_names_and_etymologies_part_3_vvi/
Part 4 (VII-VIII): https://www.reddit.com/PrimarchGFs/comments/1cvdtpq/primarch_names_and_etymologies_part_4_viiviii/
Part 5 (IX-XII): https://www.reddit.com/PrimarchGFs/comments/1cwuget/primarch_names_and_etymologies_part_5_ixxii/
Part 6 (XIII-XIV): https://www.reddit.com/PrimarchGFs/comments/1cxnxpv/primarch_names_and_etymologies_part_6_xiiixiv/
My goal was to come up with satisfying names that stay true to the original names and their meanings / inspirations as possible. Where that was not possible or seemed to produce an unsatisfactory result, I afforded myself more creative liberties to try and capture the themes of the character and the sound of the original name.
I preserved alliteration with the all but one of the original names. I left surnames unchanged.
The majority of my posts will be an analysis of the original primarch names and an explanation of my reasoning for my feminine twist on them. It is my hope these explanations will assist others in their creative processes.
I have also included my suggested pronunciations for the names I think have unclear pronunciations. I did not use IPA phonetic notation because I do not think it is accessible for a casual reader since it requires using a reference list for the symbols. I instead use approximations of English syllables. Please let me know if any are unclear.
Several of these explanations may be straightforward to English-speakers and those familiar with 40k lore, but I think a detailed explanation is more inclusive. I have a feeling this sub will introduce many people to 40k that wouldnât otherwise get into the official setting, so I want to help make your lore journeys easier.
Finally, I relied on Wiktionary and Wikipedia in researching the etymologies here. I am aware these are not ideals sources, but theyâre the best I can do because of my work life. I would appreciate any corrections and supporting evidence. I certainly discovered some issues in my initial research going back through this list.
I: Leona EsâJonson (Lion ElâJonson):
Edit: Originally I had "Lioness El'Jonson" here. My explanation for the change is detailed below.
A lioness is a female lion, so I felt compelled to stick to that. However, Lion ElâJonson is one of the cleverer primarch names.
Itâs a reference to Lionel Johnson, a nineteenth-century English poet who was both a devout Catholic and a gay man. Lionel was at war with his own identity, which led him to write the poem âThe Dark Angel.â The poem is an expression of forbidden desire and the torment of keeping secrets while trying to stay loyal to a higher power that you believe will condemn you if it found out who you really are. Sounds just like the Dark Angels space marine chapter with their secret shame over something that wasnât their fault.
While Lioness loses this literary reference, I do feel that valor and fierceness are much more a part of Lionâs character than the secretiveness of his chapter. Therefore, I stuck with referencing the animal, which is synonymous with themes of ferocity and bravery.
Edit: A few days after posting this, I remembered that "El'Jonson" is not a surname, but a title. It was given to Lion upon his discovery by the people of Caliban after he had been living in the woods alone. In the language of Caliban, it means "Son of the Forest." My girlfriend likes the name "Leona Es'Jonson," which forms a double pun by making the Spanish word for "lioness" sound more like the English word "lioness."
Perhaps "Es'Jonson" means "Daughter of the Forest" on Caliban~
A mind without purpose will wander in dark places
Feel free to leave a comment on these submissions and this project generally. I look forward to sharing more with you next time~
2024.05.15 19:24 PuzzleheadedTrack88 How to become better at analysing poems for school?
Hi there,
my brother has recently been diagnosed with autism. Heâs finishing high school in two years and has to interpret a lot of short stories, poems, etc. for his language classes. Even though heâs very into literature and his writing is amazing, his grades are just kinda mid at the moment. He mostly gets the feedback from his teachers that he misinterprets the short stories, poems, etc. and his analyses are missing the point.
So Iâm wondering if thereâs any way I can help him with that? I know thereâs no âone wayâ to interpret a poem but maybe some of you can give me some advice?
submitted by PuzzleheadedTrack88 to autism [link] [comments]
my brother has recently been diagnosed with autism. Heâs finishing high school in two years and has to interpret a lot of short stories, poems, etc. for his language classes. Even though heâs very into literature and his writing is amazing, his grades are just kinda mid at the moment. He mostly gets the feedback from his teachers that he misinterprets the short stories, poems, etc. and his analyses are missing the point.
So Iâm wondering if thereâs any way I can help him with that? I know thereâs no âone wayâ to interpret a poem but maybe some of you can give me some advice?
2024.05.13 23:47 fledging_buccaneer Domnall
Has anyone seen what he's been up to on instagram? I just finished the final and I like seeing what former contestants are getting up to and he's writing petty poems comparing the experience/people in it to the seven deadly sins đ He was invited to the final but chose not to go, according to Ben's instagram comments (I couldn't find anyone else commenting on the situation). It's all just a bit odd.
Domnall is very talented but he doesn't handle criticism or rejection well it seems, idk I can't analyse someone's personality when I've never met them but there's just something so sad and petty about writing a angry poem about something like this. Everyone's aware that competition shows are never fully what they seem but I feel the best thing you can do is use the publicity for your own advantage, as it's a privilege in itself to be given a big medium to show your stuff.
Thoughts? I don't personally care about his or anyones elimination because it seemed pretty clear to me that the production has an underdog story they wanted to tell with Roisin, and the prize this season (the contract) wasn't half as appealing as past one's in my opinion (isn't furniture design a separate specialism? I know they are linked but just because your good at making spaces look nice doesn't mean you'll know what makes a good piece of furniture.)
submitted by fledging_buccaneer to InteriorDesignMasters [link] [comments]
Domnall is very talented but he doesn't handle criticism or rejection well it seems, idk I can't analyse someone's personality when I've never met them but there's just something so sad and petty about writing a angry poem about something like this. Everyone's aware that competition shows are never fully what they seem but I feel the best thing you can do is use the publicity for your own advantage, as it's a privilege in itself to be given a big medium to show your stuff.
Thoughts? I don't personally care about his or anyones elimination because it seemed pretty clear to me that the production has an underdog story they wanted to tell with Roisin, and the prize this season (the contract) wasn't half as appealing as past one's in my opinion (isn't furniture design a separate specialism? I know they are linked but just because your good at making spaces look nice doesn't mean you'll know what makes a good piece of furniture.)
2024.05.13 22:35 professorchaosishere Prompting and reduce O/P time
Hello everyone,
We have a small in-house app based on LLMs. 30-50 users at a time click on analyse which will call the LLM api and create various sentiment analysis of the user data which they have written. It can be anything from a novel to a poem or an essay.
Each user has a max limit of 5000 token. I have few problems to solve: 1. To reduce the analyse time and creating output - what approach to take? 2. Which LLM to use? Currently using chatgpt APIs but they have token limit which isn't helping. Recently shifted to Perplexity 3. Each output upon clicking analyse has 10 questions the LLM is expected to answer, I understand Perplexity doesn't do a good job of taking context from first question and applying in second. And have to keep the questions very simple and direct. How to reduce time to output when all click together? 4. How to reduce repeatedness in output? Or any inputs on this. Thank you.
Any place where I can read more about this?
Thank you
submitted by professorchaosishere to ChatGPTPro [link] [comments]
We have a small in-house app based on LLMs. 30-50 users at a time click on analyse which will call the LLM api and create various sentiment analysis of the user data which they have written. It can be anything from a novel to a poem or an essay.
Each user has a max limit of 5000 token. I have few problems to solve: 1. To reduce the analyse time and creating output - what approach to take? 2. Which LLM to use? Currently using chatgpt APIs but they have token limit which isn't helping. Recently shifted to Perplexity 3. Each output upon clicking analyse has 10 questions the LLM is expected to answer, I understand Perplexity doesn't do a good job of taking context from first question and applying in second. And have to keep the questions very simple and direct. How to reduce time to output when all click together? 4. How to reduce repeatedness in output? Or any inputs on this. Thank you.
Any place where I can read more about this?
Thank you
2024.05.13 22:33 professorchaosishere Prompting and reduce response time
Hello everyone,
We have a small in-house app based on LLMs. 30-50 users at a time click on analyse which will call the LLM api and create various sentiment analysis of the user data which they have written. It can be anything from a novel to a poem or an essay.
Each user has a max limit of 5000 token. I have few problems to solve: 1. To reduce the analyse time and creating output - what approach to take? 2. Which LLM to use? Currently using chatgpt APIs but they have token limit which isn't helping. Recently shifted to Perplexity 3. Each output upon clicking analyse has 10 questions the LLM is expected to answer, I understand Perplexity doesn't do a good job of taking context from first question and applying in second. And have to keep the questions very simple and direct. 4. How to reduce repeatedness in output? Or any inputs on this. Thank you.
Any place where I can read more about this?
Thank you
submitted by professorchaosishere to perplexity_ai [link] [comments]
We have a small in-house app based on LLMs. 30-50 users at a time click on analyse which will call the LLM api and create various sentiment analysis of the user data which they have written. It can be anything from a novel to a poem or an essay.
Each user has a max limit of 5000 token. I have few problems to solve: 1. To reduce the analyse time and creating output - what approach to take? 2. Which LLM to use? Currently using chatgpt APIs but they have token limit which isn't helping. Recently shifted to Perplexity 3. Each output upon clicking analyse has 10 questions the LLM is expected to answer, I understand Perplexity doesn't do a good job of taking context from first question and applying in second. And have to keep the questions very simple and direct. 4. How to reduce repeatedness in output? Or any inputs on this. Thank you.
Any place where I can read more about this?
Thank you
2024.05.13 11:08 adulting4kids Dead Sea Scrolls Study Guide -Unedited
The War Scroll, also known as the "War of the Sons of Light Against the Sons of Darkness," is a unique text within the Dead Sea Scrolls that portrays an apocalyptic battle between the forces of good (Sons of Light) and evil (Sons of Darkness). This scroll provides insight into both historical and symbolic elements.
Historical Accuracy:
The War Scroll, while containing detailed military tactics and an epic narrative of the ultimate confrontation, doesn't explicitly reference any specific historical event or timeframe. Some scholars believe it could be a product of the community's anticipation of a future messianic conflict or a reflection of their own community's struggles against opposing forces during their time. Interpreting the historical accuracy of the scroll often involves exploring the context of the Qumran community and the turbulent times in which they lived.
Symbolism and Esoteric Wisdom:
The War Scroll goes beyond a mere description of a physical battle. It portrays a cosmic conflict between the forces of light and darkness, reflecting not just a literal warfare but also a symbolic and spiritual struggle. The text emphasizes righteousness, divine intervention, and the victory of good over evil.
Within the study guide, activities and exercises could involve dissecting the symbolic elements present in the War Scroll, exploring the deeper meanings behind the battle tactics and the metaphysical implications of the conflict. Understanding the symbolism could involve group discussions, comparative analysis with other ancient texts with similar themes, and exploring the impact of this symbolic representation on the community's beliefs and practices.
Here are a few activities and exercises to explore the symbolism and historical context of the War Scroll from the Dead Sea Scrolls:
Exploring these interpretative variations allows participants to appreciate the complexity of symbolism within ancient texts and provides insights into how different cultures and belief systems interpreted common motifs like the river Euphrates. It showcases the intricate interplay between religious, philosophical, and cultural elements shaping the symbolism and theological implications embedded in these narratives.
The river Euphrates, a prominent geographic feature in ancient texts, embodies universal themes that transcend specific cultural contexts. Identifying these universal themes helps reveal shared human concepts of transition, boundaries, and transformative events across diverse ancient traditions:
By identifying and discussing these universal themes, participants gain a deeper appreciation for the profound symbolism embedded in ancient texts and recognize the timeless relevance of concepts such as transition, boundaries, and transformative events in shaping human narratives and aspirations.
submitted by adulting4kids to writingthruit [link] [comments]
Historical Accuracy:
The War Scroll, while containing detailed military tactics and an epic narrative of the ultimate confrontation, doesn't explicitly reference any specific historical event or timeframe. Some scholars believe it could be a product of the community's anticipation of a future messianic conflict or a reflection of their own community's struggles against opposing forces during their time. Interpreting the historical accuracy of the scroll often involves exploring the context of the Qumran community and the turbulent times in which they lived.
Symbolism and Esoteric Wisdom:
The War Scroll goes beyond a mere description of a physical battle. It portrays a cosmic conflict between the forces of light and darkness, reflecting not just a literal warfare but also a symbolic and spiritual struggle. The text emphasizes righteousness, divine intervention, and the victory of good over evil.
Within the study guide, activities and exercises could involve dissecting the symbolic elements present in the War Scroll, exploring the deeper meanings behind the battle tactics and the metaphysical implications of the conflict. Understanding the symbolism could involve group discussions, comparative analysis with other ancient texts with similar themes, and exploring the impact of this symbolic representation on the community's beliefs and practices.
Here are a few activities and exercises to explore the symbolism and historical context of the War Scroll from the Dead Sea Scrolls:
- Symbolism Analysis:
- Comparative Analysis:
- Historical Context Exploration:
- Creative Interpretation:
- Role-playing or Debates:
Organize a role-playing activity where participants take on the roles of "Sons of Light" and "Sons of Darkness," debating their ideologies, motivations, and strategies for the ultimate battle. This exercise helps in understanding differing perspectives and interpreting the conflicts presented in the scroll.
- Mesopotamian Context:
- In Mesopotamian mythology and literature, the Euphrates River often held symbolic significance as a boundary between the known civilized world and the wild, unknown realms. The crossing of the Euphrates could symbolize journeys into unexplored territories or transitions between order and chaos. This perspective reflects a worldview rooted in the physical and geographical division of lands.
- Biblical Context:
- In biblical texts, such as those in the Book of Revelation or Old Testament prophecies, the crossing of the Euphrates carries eschatological significance. It may represent a divine intervention or a decisive moment in God's plan, marking the commencement of apocalyptic events. This interpretation aligns with the biblical narrative of divine judgment and the unfolding of God's ultimate purpose in history.
- Gnostic or Apocryphal Context:
- Gnostic or apocryphal texts often interpret the river's crossing as a symbolic liberation or awakening. It might signify the release of spiritual forces or the ascent to higher consciousness, reflecting a philosophical perspective emphasizing spiritual enlightenment and liberation from material constraints.
- Greco-Roman Interpretation:
- In Greco-Roman literature, crossings of rivers were often associated with mythological journeys or transitions between realms. The crossing of the Euphrates might symbolize a transition from mundane existence to a realm of mystery or spiritual significance, reflecting a cultural perspective rooted in mythology and cosmology.
Exploring these interpretative variations allows participants to appreciate the complexity of symbolism within ancient texts and provides insights into how different cultures and belief systems interpreted common motifs like the river Euphrates. It showcases the intricate interplay between religious, philosophical, and cultural elements shaping the symbolism and theological implications embedded in these narratives.
The river Euphrates, a prominent geographic feature in ancient texts, embodies universal themes that transcend specific cultural contexts. Identifying these universal themes helps reveal shared human concepts of transition, boundaries, and transformative events across diverse ancient traditions:
- Threshold and Transition:
- The Euphrates often symbolizes a boundary between known and unknown territories. Its crossing represents a transition from one state to another, signifying a pivotal moment of change or passage. This theme of crossing a threshold echoes the human experience of transitions in life, moving from familiar to unfamiliar realms.
- Boundary and Separation:
- As a geographical boundary, the Euphrates signifies separation between distinct territories or civilizations. This concept of demarcation resonates with universal human experiences of setting boundaries, delineating spaces, or marking divisions between different aspects of life.
- Transformative Events:
- Crossing the Euphrates is often associated with cosmic or transformative events in ancient texts. This universal theme reflects the human fascination with the concept of epochal change, cosmic upheavals, or moments of divine intervention that reshape the course of history.
- Symbol of Power and Control:
- The river might represent a symbol of power, control, or geopolitical significance. Crossing it could signify shifts in dominance, challenges to established authority, or the assertion of influence. This theme resonates with human narratives of power struggles and shifts in societal dynamics.
- Metaphor for Spiritual Journeys:
- Across cultures, rivers are often used metaphorically to represent spiritual journeys or quests. The crossing of the Euphrates might symbolize the pursuit of enlightenment, the passage to higher realms of understanding, or the quest for spiritual transformation.
By identifying and discussing these universal themes, participants gain a deeper appreciation for the profound symbolism embedded in ancient texts and recognize the timeless relevance of concepts such as transition, boundaries, and transformative events in shaping human narratives and aspirations.
- Historical Context:
- What historical events or societal conditions might have influenced the composition of the War Scroll?
- How does the historical context of the Dead Sea Scrolls' discovery contribute to our understanding of this text's significance?
- Symbolism and Esoteric Wisdom:
- How does the War Scroll use symbolism to convey spiritual or cosmic themes?
- What esoteric wisdom or deeper spiritual insights can be derived from the portrayal of cosmic conflict and divine intervention within the text?
- Comparative Analysis:
- Compare the themes and symbolism of the War Scroll with other apocalyptic texts from different cultures (e.g., Book of Revelation, The Book of Daniel). What common motifs or differences in interpretation do you observe?
- Parallelism in Biblical Texts:
- Explore connections between the War Scroll and other biblical texts. How does the language, imagery, or themes in the War Scroll intersect with passages from the Hebrew Bible or New Testament?
- Community Beliefs and Practices:
- How might the apocalyptic expectations depicted in the War Scroll have influenced the beliefs and practices of the community that produced it?
- Discuss the impact of such intense anticipation of cosmic conflict on communal life and religious rituals within the community.
- Cultural Significance of Cosmic Battles:
- Across various ancient cultures, why do you think depictions of cosmic battles and eschatological events were significant? What might these narratives represent in a broader cultural context?
- Interpretive Variations and Unique Perspectives:
- Explore the diverse interpretations of specific passages or symbols within the War Scroll. How do different scholars or traditions interpret these elements, and what underlying factors might influence their interpretations?
- Personal Reflection and Modern Relevance:
- Reflect on how the themes of cosmic conflict, righteousness, and spiritual warfare in the War Scroll might resonate in contemporary society or personal belief systems.
- Theological and Philosophical Implications:
- Discuss the theological and philosophical implications of a cosmic battle between forces of light and darkness. How does this theme intersect with broader philosophical inquiries or theological doctrines?
- Literary and Symbolic Analysis:
- Analyze the narrative structure and symbolic elements present in specific passages of the War Scroll. How do these elements contribute to the text's overarching themes and meanings?These study questions aim to provoke critical thinking, promote in-depth exploration of themes, encourage comparative analysis, and stimulate discussions on the multifaceted nature of the War Scroll's content and its significance within ancient and contemporary contexts.
- Archaeological and Linguistic Analysis:
- How does the physical condition of the Dead Sea Scrolls, including the War Scroll, impact our understanding of their preservation and historical context? - Discuss the linguistic peculiarities or unique textual features found within the War Scroll and their implications for translation and interpretation.
- Apocalyptic Expectations and Messianic Concepts:
- Explore the portrayal of messianic figures or anticipated saviors within the War Scroll. How do these concepts align with or diverge from contemporary expectations of a messianic figure in other ancient texts or religious traditions?
- Impact of Apocalyptic Literature:
- Analyze the enduring influence of apocalyptic literature, such as the War Scroll, on subsequent religious, literary, or cultural traditions. How have these texts shaped later beliefs or inspired artistic and literary works?
- Ethical and Moral Frameworks:
- Discuss the ethical or moral implications of the cosmic conflict depicted in the War Scroll. How do the themes of righteousness and wickedness contribute to the text's underlying moral framework?
- Role of Prophecy and Revelation:
- Explore the role of prophecy and revelation within the War Scroll. How do the prophetic elements contribute to the text's portrayal of future events and cosmic justice?
- Experiential and Ritualistic Elements:
- Investigate potential ritualistic or experiential dimensions associated with the teachings or beliefs conveyed in the War Scroll. How might the community have engaged with these teachings in their religious practices or communal activities?
- Literary Genre and Interpretation:
- Discuss the classification of the War Scroll within the broader genre of apocalyptic literature. How does its classification influence our understanding and interpretation of its themes and symbolic elements?
- Relevance in Modern Scholarship:
- Reflect on the ongoing scholarly debates or discoveries related to the War Scroll. How have modern interpretations evolved, and what implications do these new perspectives have on our understanding of the text?
- Intersection of Faith and Scholarship:
- Consider the interplay between faith-based interpretations and scholarly analyses of the War Scroll. How might religious convictions or theological frameworks influence academic research and vice versa?
- Future Research and Interpretative Avenues:
- Propose potential avenues for future research or areas of exploration concerning the War Scroll. What unanswered questions or unexplored aspects merit further investigation?The composition of the War Scroll, along with other Dead Sea Scrolls, was likely influenced by several historical events and societal conditions prevalent during the time of its writing, which is estimated to be between the 2nd century BCE and the 1st century CE:
- Hellenistic Rule and Cultural Influence:
- The region where the Dead Sea Scrolls were found was under Hellenistic influence due to the conquests of Alexander the Great and the subsequent control by the Seleucid Empire. This era saw a clash between Hellenistic culture and Jewish traditions, leading to cultural tensions and a desire to preserve religious and cultural heritage.
- Political Turmoil and Resistance Movements:
- The Jewish people experienced political unrest, particularly during the Maccabean Revolt against Seleucid rule. This period was characterized by resistance movements, attempts to preserve Jewish identity, and fervent anticipation of a messianic figure to deliver them from foreign oppression.
- Religious Sects and Spiritual Expectations:
- Various religious sects existed within Judaism, each with its own interpretations and expectations of messianic redemption, purity laws, and theological doctrines. The community associated with the Dead Sea Scrolls, often believed to be the Essenes, likely had distinctive theological beliefs and a strong apocalyptic worldview.
- Anticipation of Cosmic Redemption:
- There was a widespread belief in the imminent arrival of a messianic figure or a divine intervention that would bring about cosmic redemption, ushering in an era of righteousness and divine rule. This anticipation of apocalyptic events and a cosmic battle between forces of light and darkness is reflected in the War Scroll's themes.
- Preservation of Ancient Texts:
- The discovery of the Dead Sea Scrolls, including the War Scroll, provided an invaluable collection of ancient manuscripts that significantly expanded our understanding of ancient Jewish texts, religious beliefs, and the diversity of Jewish thought during the Second Temple period.
- Insights into Jewish Sectarianism:
- The scrolls shed light on the diversity of beliefs and practices among Jewish sects during that time. Understanding the beliefs and expectations of the community associated with the Dead Sea Scrolls helps contextualize the theological and apocalyptic themes present in the War Scroll.
- Confirmation of Scriptural Accuracy:
- The Dead Sea Scrolls' discovery contributed to confirming the accuracy and preservation of certain biblical texts, highlighting the continuity of textual transmission across centuries and supporting the authenticity of biblical manuscripts.
- Impact on Biblical Studies and Scholarship:
- The discovery of the Dead Sea Scrolls revolutionized biblical studies, providing scholars with invaluable primary sources for studying ancient Judaism, the development of biblical texts, and the context in which these texts were composed.
2024.05.12 01:41 ExcitingBelt How to Draw Dark Fantasy
Getting Lost in a Dark Fantasy
Dark fantasy art opens doors to worlds where the imagination is king and shadows dance. We go on an adventure through the eerie creatures and haunting landscapes of the dark fantasy genre with this comprehensive guide. Come along as we explore the mysteries surrounding this fascinating art form, from its enigmatic beginnings to the contemporary advancements that are redefining its limits.Understanding Dark Fantasy Art: the Basics and Progression
The Garden of Earthly DelightsThe shadows of myth and folklore, as well as the depths of human imagination, serve as inspiration for dark fantasy art. The fascination of the unknown has always drawn artists, who have used it to inspire works of art that straddle the border between nightmares and dreams.
Boschâs âThe Garden of Earthly Delightsâ is among the first and most famous works of dark fantasy art. This masterwork, a triptych painted in the late fifteenth century, shows a fantastical landscape full of strange creatures. Boschâs vision, which takes viewers to places like the Garden of Eden and the flames of hell, dissolves the lines between reality and fantasy.
Through their surrealistic visions, artists such as Salvador Dali pushed the boundaries of dark fantasy art further in the 20th century. The eerie investigation of time and decay found in Daliâs âThe Persistence of Memoryâ is characterised by melting clocks and desolate scenes that inspire a sense of existential dread.
Essential Techniques for Drawing Dark Fantasy
Dark fantasy writing demands a combination of technical proficiency and limitless creativity to master. The following are some crucial methods to assist you in realising your sinister fantasies:Understanding Light and Shadow: Dark fantasy is all about contrast, so understanding how light and shadow interact is essential. Try experimenting with various lighting configurations to produce striking effects and a feeling of depth and ambience.
Making Dynamic Compositions: The way your artwork is put together will determine how well it draws the viewer in and directs their attention. Try varying your viewpoints, angles, and focal points to produce compositions that are captivating and dynamic and entice the viewer into your gloomy world.
Examining Symbolism and Imagery: Mythology, folklore, and the occult provide a wealth of symbolism and imagery for dark fantasy art. Use symbolic elements in your artwork to entice viewers to explore the hidden depths of your imagination by adding layers of meaning and intrigue.
Embracing Texture and Detail: Texture gives your artwork depth and a tactile quality that entices the observer to enter its immersive world. Try experimenting with various drawing methods and mediums to produce textured, rich surfaces that beckon exploration â from the plush fur of mythological creatures to the rugged stone of ancient ruins.
Fun Drawing Exercise: Summoning Your Inner Creativity
With this entertaining drawing exercise, letâs set out on a voyage of artistic exploration. Take out your sketchbook and pencils, then do the following:Setting the Scene: Shut your eyes and picture a twisted tree and crumbling ruins in a misted-over, bleak landscape. Imagine the unsettling sights and sounds of this dark fantasy world, and let your imagination run wild.
Selecting Your Topic: Who lives in this shadowy world? Is it an evil creature hiding in the shadows, a lone traveller daring the night, or something else entirely? Select your subject, then allow their tale to come to life on the page.
Drawing the Outline: Outline your subjectâs form on the page using light, expressive strokes while keeping them in mind. Concentrate on drawing their silhouettes and basic forms, then let your creativity lead the way in bringing them to life.
Adding Textures and Details: After youâre satisfied with the composition, begin incorporating textures and details into your artwork. Try varying the shading methods you use to produce depth and ambiance, such as the harsh glare of a torchlight or the soft glow of a moonlit night.
Accepting the Dark Side: Accept the darkness with open arms! Play with shadows and highlights to add drama and tension to your artwork; dark fantasy art thrives on contrasts.
Finishing Touches: Complete your artwork by enhancing details and adding any last touches that will make it stand out from the rest. As you take a step back and admire what youâve created, remember that youâve called something genuinely magical out of your imagination.
Famous Dark Fantasy Art Pieces
Conan the BarbarianThere are many well-known pieces of dark fantasy art that have had a lasting influence on the genre. Here are a few noteworthy instances:
The eerie illustrations by Gustave DorĂŠ for Danteâs Inferno perfectly convey the terrifying scenery and tormented spirits found in Dante Alighieriâs epic poem. Danteâs trip through hell is vividly brought to life by DorĂŠâs vision, which takes him from the flaming depths of hell to the icy wastes of Cocytus.
Conan the Barbarian paintings by Frank Frazetta: The fantasy genreâs visual aesthetic was shaped in part by Frank Frazettaâs famous Conan the Barbarian paintings. He established the bar for future generations of fantasy artists with his powerful heroes, vicious monsters, and grandiose landscapes.
Dark fantasy Art by Brom: Brom is well known for his atmospheric, gloomy fantasy artwork that combines elements of mythology, the paranormal, and horror. His vivid paintings teleport viewers to realms of forbidden magic and gloomy enchantment, where peril lurks around every corner.
The Rise of AI Art in Dark Fantasy
Artificial intelligence has become a potent tool in the art world in recent years. Large image databases can be analysed by AI algorithms, which can then produce incredibly lifelike dark fantasy artwork. While some art critics might object to the notion of AI producing art, others find the fusion of technology and creativity to be fascinating.AI art explores new creative possibilities by utilising the computational power of machines, providing a distinct viewpoint on the genre. Artificial intelligence (AI) algorithms can recognise patterns, themes, and visual motifs in thousands of dark fantasy artworks that may have escaped human artists. This process can result in the production of captivating works of art that stretch the bounds of our imagination and alter our ideas of what is conceivable in the field of dark fantasy.
But itâs crucial to understand that AI art is a supplement to conventional artistic techniques rather than their replacement. Even though AI is capable of producing beautiful images, it lacks the emotional nuance and human touch that come from the artistic vision and the artistâs life experiences. As artists, we imbue our work with meaning and resonance that artificial intelligence is unable to match by bringing our distinct viewpoints, feelings, and life experiences to it.
AI art, in my opinion, is not a threat but rather a useful instrument that can support artists with their research and inspiration. Artists can explore uncharted creative territory, try out novel styles and techniques, and expand their creative horizons by working with AI. In the end, dark fantasy art will continue to be relevant in the digital age thanks to the fusion of human creativity and technological innovation.
âIn conclusion, let your creativity run wild.â
Creating dark fantasy art is an adventure into the unknown, where creativity is king and imagination is unbridled. Embrace the dark and let your imagination run wild, regardless of your level of experience as an artist or your level of curiosity. A little inspiration, the correct methods, and a hint of magic will allow you to craft works of dark fantasy art that will enthral and motivate viewers for years to come.So, why do you hesitate? Explore the depths of dark fantasy and let your creative side out now!
My Dark Fantasy World
Hi there, fellow fans of dark fantasy! Thanks to your unflinching support, our blog â which is packed with tales and inspirations of dark fantasy â is making waves on TikTok, Pinterest, and YouTube. Even more thrilling is the fact that weâre creating a captivating Trading Card Game to further engross you in Twilight Citadelâs eerie mysteries. Explore the depths of the shadows with our website, where you can get eerie yet lovely phone wallpapers and posters. Furthermore, weâve got you covered with free resources like desktop wallpapers and profile pictures to make sure your gadgets are brimming with eerie fantasy atmosphere. Come along with us on this surreal adventure, where fears come true and shadows dance. Are you prepared to welcome the gloom?2024.05.11 22:27 softtechhubus Mastering Prompt Engineering: The Key to Unlocking the Power of Generative AI
 | https://preview.redd.it/r329cc25xuzc1.png?width=1920&format=png&auto=webp&s=bbd5d2b000df817dcde570829711e4bc79d9aaac submitted by softtechhubus to u/softtechhubus [link] [comments] I. IntroductionA. Definition of generative AI and its applicationsGenerative artificial intelligence refers to a class of AI techniques that are capable of generating new content such as images, text, audio, and video based on examples or prompts provided. Some common generative AI models include text generators like GPT-3, image generators like DALL-E 2, music generators, and more. These models have shown great promise in applications such as creativity support tools, content creation, datsynthesis, improving accessibility and more. However, their full potential is still largely dependent on how effectively they are guided via prompts.B. Importance of prompt engineering for effective AI interactionsWhile generative AI models have advanced rapidly, their capabilities are still narrow and limited compared to human-level intelligence. As such, their behaviors and outputs are heavily influenced by the initial prompts or instructions provided. Prompt engineering refers to the art and science of carefully designing prompts to optimize generative AI model behaviors for different tasks. It plays a key role in determining whether AI interactions will be safe, beneficial and aligned with human values and priorities. With expertise in prompt engineering, the capabilities of generative AI can be maximized while mitigating potential risks. It is thus critical for unlocking the full power of these technologies.II. Understanding Prompt EngineeringA. What is prompt engineering?Prompt engineering involves the iterative process of thoughtfully constructing, testing, refining and curating prompts to achieve intended goals when interacting with generative AI systems. Effective prompts aim to clearly convey task instructions, provide helpful context, avoid ambiguity and ensure models stay aligned. Prompt engineering leverages techniques from fields like natural language processing and human-AI interaction design. Its purpose is to develop structured, nuanced prompts that can reliably steer generative AI towards safe, helpful and truthful behavior across diverse scenarios.B. Significance of prompts in guiding AI modelsGenerative AI models are complex deep learning systems trained on vast amounts of data, but they lack human-level reasoning abilities. As such, their behaviors are heavily driven by the exact text, images or other data provided as prompts during inference. Small variations in prompts can significantly impact model outputs and potentially steer the AI towards harmful, misleading or unintended directions if not carefully engineered. Well-designed prompts allow specifying context, constraints and desired styles to guide models towards completing tasks safely and helpfully. Ill-defined prompts may hinder model performance or cause undesirable outcomes.C. Key principles of effective prompt designSome principles that underlie expert prompt engineering involve making prompts clear, unambiguous yet flexible. Prompts should precisely define the task or scenario while providing enough context and examples. They aim to be logically structured yet concise. Conditional statements and progressive disclosure of information are often used. Templates, reusable components and iterative testing help refine prompts. Diversity and creativity are encouraged while avoiding potential biases. Collaboration further improves prompt quality. Overall, the goal is developing prompts robust enough to reliably steer models to complete even complex tasks safely and beneficially.III. Expert Prompt Engineering TechniquesA. Clear and Concise Instructions1. Defining the taskEffective prompts start with a very clear definition of the task or scenario. Vague instructions don't provide models with enough guidance. Examples of well-defined tasks include "Generate a short story about xyz", "Describe step-by-step how to perform task ABC" or "Respond to the following customer question". Overly broad or ambiguous tasks make it difficult for models to know what is expected.2. Providing context and constraintsGiving proper context helps models understand tasks. For instance, if generating a medical report, details about the patient, time period and symptoms would be relevant contextual details. Constraints on length, content, style etc. make tasks well-scoped. For example, "generate a 100-250 word summary of the key points" sets clear expectations and boundaries.3. Using examples or referencesShowing models concrete examples of expected performance helps align objectives. For writing prompts, exemplar paragraphs, personas or samples set the tone. Templates can provide references on formatting or logical structures. For image generation, visually demonstrating expected styles guides models well. Examples supplement rather than substitute for clear instructions.B. Strategic Prompt Structuring1. Utilizing prompt components (instructions, input, output)Splitting prompts modularly into logical components like instructions, input context and expected output format allows adding, removing or editing sections independently. It also makes room for multi-step prompting where subsequent sections are revealed iteratively. Well-defined components yield prompts that are adaptable yet cohesive.2. Incorporating conditional statements or logicUsing if-then conditional logic and variables allows prompts to handle diverse inputs and edge cases systematically. For example, a relationship advice prompt could include - "If the issue is [category], then discuss [solution approach]. Else suggest seeking counseling." This imparts flexible decision trees to prompts.3. Employing multi-step prompts for complex tasksDividing complex, multi-faceted tasks into progressive sub-steps through modular prompting enables systematic guidance. For example, a story writing prompt may first define characters/setting, then elicit a plot outline through a series of questions before prompting for a full story draft. This staged revealing of information and context aids complex interactions.C. Leveraging Prompt Libraries and Templates1. Curated prompt collectionsOrganized prompt libraries containing reusable components allow pulling together fit-for-purpose prompts efficiently by combining pre-engineered sections. They aid prompt customization and enable "Legos-style" prompt building for diverse scenarios. Domain expertise goes into continuously improving and expanding such libraries over time.2. Domain-specific prompt templatesTemplates standardize prompt structures for common tasks, domains or genres. For instance, there may be templates for medical reports, news articles, recipes, poems etc. They embed conventional rules, format guidelines and best practices of respective domains to accelerate prompt design for novices and ensure quality. Templates then undergo refinement iterations.3. Customizing and adapting promptsEven the best plug-and-play prompts need to be tailored to specific application needs. Adaptations involve optimizing instructions, contexts, examples and conditional logic unique to situations. Expert engineers analyze prompts holistically and modify them as per learnings from previous iterations, similar prompts or changed requirements. This custom calibration further hones prompts.D. Iterative Refinement and Testing1. Evaluating prompt effectivenessPrompt iterations are informed by systematic evaluations of model outputs against objectives. Automatic metrics and human ratings can assess factors like alignment, coherence, creativity, factuality, helpfulness and success rates. Edge/failure cases highlight opportunities for improvement. Iterative testing and refinement brings out best performace over time.2. Analyzing model outputs and feedbackDissecting generated outputs provides rich insights into how models interpret prompts - revealing unclear definitions, biases, unnecessary constraints or missing context. User feedback on application use cases is another valuable source. Together, such analyses pinpoint prompt strengths as well as aspects needing enhancement.3. Refining prompts based on learningsRefinement addresses weaknesses discovered during evaluations. It may involve rephrasing instructions, adjusting examples/templates, adding conditionals, removing ambiguities, expanding relevant context et al. Testing then verifies refinements enhance alignment and performance as intended, perpetuating a cycle of incremental prompt optimization.IV. Best Practices and TipsA. Considering Model Capabilities and LimitationsPrompts must account for a model's abilities and limitations. For example, while creative writing may align some models, technical topics requiring reasoning may not. Prompts therefore need tailoring based on what a model was designed and trained for versus what it may struggle with. Overly complex, nuanced or sensitive tasks may require special considerations.B. Addressing Potential Biases and Ethical ConcernsModels trained on large corpora can inadvertently learn social biases which prompts must avoid activating. Sensitive tasks require careful safeguards against harms. Techniques involve using balanced, inclusive examples; preemptively addressing biases; engaging subject matter experts to ensure safety and ethics are prioritized. Evaluations also audit for potential harms which engineers then mitigate.C. Encouraging Diversity and Creativity in PromptsWhile structure aids learnability, too much rigidity limits flexibility. Encouraging some element of reasoned creativity, appropriateness and adaptability in outputs is important for many use cases. Techniques involve using conditionals, variations in examples, embracing non-obvious angles on prompts, requesting novel ideas where applicable and evaluating beyond just alignment.D. Collaborating and Sharing Prompt Engineering KnowledgeNo single individual can master all skills or anticipate blindspots. Collaboration leverages diverse perspectives to holistically improve prompts. Strategies involve forming multidisciplinary teams; openly discussing learnings to expand collective expertise; building communities around prompt design best practices; responsibly sharing template libraries and case studies. This increases overall prompt engineering efficiency and standards across the field.V. Real-World Examples and Case StudiesA. Successful prompt engineering applicationsSome successful applications demonstrate expert prompt engineering at work. For instance, in translating COVID-19 healthcare FAQs into multiple languages through well-structured multi-step prompts with extensive testing iterations. Or generating helpful drug interaction information for pharmacists by first piloting the idea with subject matter experts to gauge nuances. Another example is how masterfully engineered conversational prompts drive chatbots handling sensitive customer support queries smoothly.B. Lessons learned from real-world scenariosReal use cases also provide valuable learning opportunities. For example, early AI assistant prototypes struggled with improperly designed identity and relationship counseling prompts requiring extensive redesign post reviews. Another lesson emerged when a healthcare bot produced unintended advice due to missing context in prompts - highlighting the need for supervised testing. Prompt failures driving harmful fake news generation likewise exposed blindspots until addressed. Such scenarios train engineers on prompt design pitfalls to avoid.VI. Future of Prompt EngineeringA. Advancements in prompt engineering techniquesAs models and applications advance, so must prompting methodologies. Emerging areas include semi-supervised prompting leveraging human-AI co-creation; self-supervised prompting enabling models to rationalize and critique their own prompting; multi-modal prompting combining text, images, audio et al.; causal prompting elucidating how outputs would change under interventions; continued standardization through shared resources like ontologies and benchmarks.B. Potential impact on AI development and adoptionWith further research, prompt engineering can transform AI safety, development workflows and adoption landscapes. Expert prompting may help align powerful models and establish safeguards against misuse. Techniques like benchmarking and best practice sharing may industrialize quality for wide impact. Self-guided learning through self-supervision could automate parts of the process. And as generative AI infuses more domains, successful prompting will be key to unlocking AI's potential responsibly at scale.Recommended AI Tool: Wordform AI â If Youâre Not Using This AI automation, Youâre Missing Out On Leads, Traffic, and Sales From The Biggest Traffic Source On The Internet! VII. ConclusionThis article provided an in-depth overview of prompt engineering for optimizing generative AI systems. It delineated important concepts like the need for effective prompting given narrow AI capabilities today. Techniques discussed involved clear task definition, context provisioning, strategic structuring, leveraging libraries and templates as well as iterative refinement. Best practices addressed abilities, biases while stressing diversity and collaboration. Real examples and future potentials were also reviewed. Overall, expert prompting emerges as the definitive approach to guiding generative AI towards maximally beneficial applications safely.While generative AI has taken gigantic leaps, its full promise remains dependent on human expertise in areas like prompt engineering. Just as thoughtful design is key to most technologies, intentional prompting acts as the interface optimizing human-AI partnerships. With continued multidisciplinary effort, prompt methodologies will mature to tap AI's strengths reliably while avoid downsides. In the process, generative systems may evolve to handle ever more complex tasks autonomously. But for now, harnessing narrow AI requires our best thinking applied to prompt engineering as the crucial lever for beneficial, innovative and scalable human-AI collaboration. Our efforts here will define generative experiences of the future. Recommended AI Tool: Wordform AI â If Youâre Not Using This AI automation, Youâre Missing Out On Leads, Traffic, and Sales From The Biggest Traffic Source On The Internet! Affiliate Disclaimer: Some of the links in this article may be affiliate links, which means that if you make a purchase through these links, I may earn a commission at no extra cost to you. I only recommend products or services that I have personally used and believe will add value to my readers. Your support through these links helps me keep providing valuable content. Thank you for your support! |
2024.05.11 14:57 Donatello_Versace Trouble reading for a summer course. What should I do?
Iâm taking a summer course which starts the 20th but the professor recommended I get a start on the reading and take notes. However this has posed some problems:
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- The book is long and boring. Itâs âRobert Frost: A Lifeâ by Jay Parini and is just so boring. Thereâs so many unnecessary details and he stops to go on long analyses of Frostâs poems. Itâs just a slog. And itâs 422 pages!
- The quizzes are on the book. The quizzes are timed and are only seven minutes long and have to do with three chapters of the book, so about 60 pages per quiz. But as I said thereâs so many details itâs hard to know whatâs actually going to be on the quizzes and the quizzes are so quick I donât even know if Iâll have time to look at my notes.
- Taking notes on the book is incredibly difficult. As I said before itâs super detailed and boring and hard to read, and when I have to take notes I read pretty slow, not that Iâm a very fast reader as is.