Downfall of Macbeth Essay Example for Free

Downfall of Macbeth Essay The tragedy of â€Å"Macbeth, by William Shakespeare, follows the fall of Macbeth from a man in a position of power with a contented life, to a man with nothing but â€Å"mouth honor† and a corrupted soul. In this essay, I wish to show to what extent Macbeth’s tragedy was his own fault. The downfall of Macbeth begins early on in the play when he and Banquo (a fellow Scottish noble) meet the witches. The witches waylay Macbeth and Banquo whilst they were on their way to meet Duncan, King of Scotland. They decide to listen to the witches, out of sheer curiosity. The three witches greet Macbeth as â€Å"Thane of Glamis†, the title he already holds, and begin to tell the two nobles of things to come, and prophesies that Macbeth will become Thane of Cawdor, and the King of Scotland. Macbeth asks how they know of his current title, and laughs at the following two prophesies. The witches ignore his questions, and tell Banquo of how he will not be king, but his sons will be kings. Instead of just ignoring the witches, the statement of his current title intrigues Macbeth and he follows the witches to try and get them to tell him more. Stay you imperfect speakers, tell me more† says Macbeth, showing that he is indeed interested in what the witches have to say. The witches disappear, and Macbeth dismisses them, and he and Banquo ride off. The witches appearance, and Macbeth becoming intrigued may amount to his downfall, but I believe that they were merely the ‘helping hand’ for Macbeth who’s own weak will and other events where the catalyst for his eventual death. At this point, Macbeth is still a highly respected man, and is about to get more respect from Duncan, for defending Scotland from the invading forces of Norway. The messengers who tell Duncan of Macbeth’s deeds portray him as a man of great courage, who showed no fear in the battles. Duncan sends a messenger to tell Macbeth of his reward for his great deeds. Two messengers to greet Macbeth with the news of Duncan’s reward: he is to be made Thane of Cawdor. â€Å"Why do you dress me in borrowed robes? † asks the startled Macbeth, as the messengers begin to explain how the last Thane of Cawdor was helping the Norwegians invade. Aside, he says, â€Å"Two truths are told, as happy prologues to the swelling act†¦Ã¢â‚¬  obviously relating to the first two prophecies the witches made. He now asks Banquo, aside, whether or not he believes the witches now that Macbeth’s second prophecy has come true. Banquo says he is wary and that he really doesn’t want anything to do with these witches, but he will merely sit back and let the prophecies run their course. Macbeth seemingly decides to follow Banquo’s idea, and makes an agreement with himself â€Å"If chance will have me king, why, chances may crown me, without my stir†. Macbeth decides to write to his wife and tell her of his new title, a fatal mistake in my opinion, since his wife reacts to the letter in a totally unexpected way. All of a sudden, Lady Macbeth decides to make a push to get her husband to make the effort to fulfil the third prophecy. Meanwhile, Duncan names his son as the next king, and Macbeth becomes bitter, and looks towards the prophecies for his next move; â€Å"That is a step on which I must fall down, or else o’erleap†¦Ã¢â‚¬  Clearly Macbeth has decided that he will now ‘stir’, and make some move to become king. Back with Lady Macbeth at Macbeth’s castle, she is reading Macbeth’s letter. She reads about his new title, and the mentions of the witches’ prophecies. Lady Macbeth first starts off by thinking about how she can get her husband to become a king, and concludes that she’ll have to make some effort to get her husband to do whatever it takes to get him to be king. A messenger, who brings news that Duncan wishes to stay at Macbeth’s castle, interrupts her thoughts. Lady Macbeth decides, almost instantly, that she will persuade her husband to kill Duncan so he can become king. Whilst in the middle of her thoughts, Macbeth returns home. They talk, and Lady Macbeth brings up the subject of getting rid of Duncan so he can be king. Macbeth appears shocked although was secretly thinking the same thing, and tries to dismiss the idea. Underneath, however, he wants to go along with the idea so he can become king. His underlying motives become clear when he decides that he will do the evil thing, and is going to kill Duncan. â€Å"We will speak further,† he says, making his intentions apparent to the audience. Although unsure, he will not totally dismiss the idea, and is even considering it. Lady Macbeth now knows that she has him within her grasp, nd she will now make sure that she wins him completely over. In my opinion, not making his mind up creates a chance for Lady Macbeth. She sees this uncertainty and later exploits his unwillingness to make decisions. A short while later, Duncan arrives, accompanied by all of his Thanes. They all feast, and drink to the success of the battle against Norway. As the night wears on, Macbeth has to time to contemplate the consequences of killing Duncan. Macbeth makes the moral decision not to proceed saying; â€Å"We will proceed no further in this business. He (Duncan) hath honoured me of late, and I have bought golden opinions from all sorts of people, which would be worn now in the newest gloss, not cast aside so soon†. Macbeth attempts to give excuse for not proceeding, but fails to give any proper reasons for it. The only advantage he sees for not killing Duncan is that he respects him, and by killing him it would be disrespecting him. I believe that this is not a valid reason for committing murder, and shows Macbeth’s underlying ambition to become king. By putting forward pithy excuses Macbeth makes his ambition very clear to the reader. Lady Macbeth is not swayed by his pathetic excuses, and she knows that secretly, Macbeth wants the same things she does. In an attempt to convince Macbeth to continue with the plan, she first insults his manhood â€Å"When you durst do it, you were a man; And to be more than what you were, you would be so much more the man†¦Ã¢â‚¬ and accuses him of being cowardly for not sticking to the plan. She then attacks his ego further by saying â€Å"From this time such I account thy love† and accuses him of not loving her. For Macbeth, this is the final straw, and he gives in. Lady Macbeth plans the murder. When Macbeth goes to murder Duncan, he still doubts himself, and even starts seeing things as he approaches Duncan’s room. Upon committing the murder, Macbeth finds himself in a state. Lady Macbeth attempts to clean him up, and make him appear well, but now Macbeth has lost all control. This murder of Duncan leads to the destruction of Macbeth. Aware of any possible opposition, Macbeth begins spying and murdering people. There are also psychological problems that Macbeth has which lead to his destruction. This is shown by his brief madness after Banquo’s murder when he sees Banquo’s ghost. The tragedy ends when Macbeth is slain by Macduff who, with many others, find out about what horrific things Macbeth has done. Macbeth begins to get paranoid about Banquo, and feels that he should be killed so as to stop him from being exposed. â€Å"So is he mine; and in such bloody distance that every moment of his being thrusts against my nearest life;† Macbeth says, aware that the only way to truly silence Banquo is to have him killed. At the banquet scene, Macbeth sees Banquo’s ghost, showing that he has indeed gone mad. Even in insanity, he feels guilty. â€Å"Avaunt, and quit my sight! Let the earth hide thee! † he says, his conscience acting on him and showing his remorse. Macbeth has finally gone mad, and it was all due to his ambition and want to be king. He goes on to become entirely evil, as he visits the witches again and again, seeking solace for his crimes, and answers to his impending doom. He begins to stop feeling remorse and guilt for his actions, and eventually becomes a cruel, twisted man. His wife falls ill, and he shows no compassion towards her, instead saying everything would be better once she is dead. This is near the end of the play and where Macbeth slowly returns from his evil side, feeling remorse for his actions finally. When the English army and Macduff advance on his castle he becomes the courageous Macbeth once again, and when he finally comes to fight Macduff, he is back to the brave and bold Macbeth at the start of the play. With his wife dead, he feels more able to do what he wants. The main people to blame for Macbeth’s tragedy were his wife, and Macbeth himself, and this is shown all the way through the play (Lady Macbeth willing him to murder, Macbeth being easily convinced etc) there some unfortunate circumstances that contributed to Macbeth’s downfall, such as Duncan making his son king instead of Macbeth, and Duncan putting his trust in Macbeth by coming to his castle, but none were as major a cause as Macbeth’s personality fault and his manipulative wife. To conclude, the blame for Macbeth’s tragedy should be placed on his head and his wife’s, due to his personality defect (ambition and a weak will) and her persuasiveness (pushing him to fulfil his ambition). The combination of these two defects and Duncan staying at Macbeth’s castle caused the entire play and tragedy to unfold.

The Role of Women in Buddhism :: essays research papers

In examining the Buddhism religion, particurally the role of women in Buddhism, it was quite clear that the religion of Buddhism is practiced very different from country to country. Buddhism is a philosophy of life expounded by Gautama Buddha ("Buddha" means "enlightened one"), who lived and taught in northern Inda in the 6th Century B.C. The Buddha was not a god and the philosophy of Buddhism does not entail any theistic world-view. The teachings of the Buddha are aimed solely to liberate sentient beings from suffering. Women have been a part of Buddhism since the Buddha first made his enlightenment known in Northeast India in the 6th century BC. Looking back to the earliest roots, several nuns and laywomen were among the Buddha’s ablest and wisest Diceples. The everyday role of women in many countries is quite different from that defined in Buddhist scriptures. Pure Buddhist ideology The Buddah originally banned women from monastic practice (nuns) but later reversed his decision, allowing them to practice in seperate quarters. The Buddist scriptures say very little about women, treating them as equals. In one scripture, the Visuddhi Magga, a monk asked, â€Å"Reverend Sir, have you seen a woman pass this way?† And the elder said: Was it a woman or a man that passed this way? I cannot tell. But this I know, a set of bones is travelling upon this road. Although this verse attempts to show the equality of women on the spiratual path, there was, and still is... sexual stereotypes present in the culture of Buddhist communities. By contrast to such bigoted practices that hinder spiritual development, Buddhism can be claimed to be the least discriminatory in attitudes towards women. There is no doubt at all that the Buddha was the first religious teacher who gave women equal and unfettered opportunities in the field of spiritual development. Although He had on several occasions pointed out the natural tendencies and weaknesses of women in general, He also gave due credit to their abilities and capabilities. He truly paved the way for women to lead a full religious life. This implied that they were equally able to develop and purify their minds and realize the bliss of Nibbana as well as men. This fact is amply proven by the testimonies of the Theris (Nuns) during the Buddha's time. The teachings of the Buddha did a great deal to wipe off numerous superstitious beliefs and meaningless rites and rituals - which also included sacrifices - from the minds of many people.

Interpersonal Communications Assignment

Assignment 1 Task 1: Developing ICT skills – Discussion forum post and evaluation I submitted the following two posts to the BESC1011 discussion forum for Activity 2: (N. B. I have edited the post for typographical errors). Post 1. Activity 2 finding ACAP's online resources Monday, 24 September 2012, 03:56 PM Well, I've just had a pleasant afternoon finding my way around the maze that's called Myacap. Wow. I've found I've ended up with a myriad of browser pages open, and got lost thinking I was finding things. I did find it, I'm sure I found it†¦Now where was it Anyway, I'll get there, I’m sure, and so will you. The Grail? Not yet, but I'm sure it's in there somewhere. Incidentally, folks, if you're having trouble finding the link to the Counselling and Therapy in Video resource, and you only get a 404 error, there's a broken link on the site. Your browser will be trying to point to  http://elibrary. acap. edu. au/http%3A%2F%2Fctiv. alexanderstreet. com and the l ink is broken. Instead, just try removing everything after edu. au -so you have  http://elibrary. acap. edu. u and you'll get to the elibrary homepage where the link to the videos works. Good Luck! Post 2. Activity 3. 4 Managing Stress Wednesday, 10 October 2012, 05:00 PM I've played sport in the past as a stress management tool – I was planning and then running a major community festival, and they were long days – it was a full-on, and if I wasn't working on it I was thinking about it. Baseball season started right in the middle of the planning and I nearly didn't play, but I did and found the focus on the game a real relief – Nothing else mattered for those three hours except me and the ball.My sleep patterns returned and though tired from the games, I was thoroughly relaxed. But I like this one. You may have heard of Gangnam style – dancing like you're riding a horse – well sort of†¦ It's come out of South Korea and it's big around the wo rld right now. Anyway here's a bunch of Uni students who set up a flashmob in between classes. I reckon it did their stress levels no end of good! http://www. youtube. com/watch? NR=1;v=OAXiUmh-KBg;feature=fvwp Hey Lynda, maybe we could do this for one of our video teletutorials!Task 2: Study plan covering three weeks including strategies The study guide for Activity Three of BESC1011 referred me to RMIT. (2007). Learning styles:  Visual, Auditory and Kinaesthetic Learning Preferences. Retrieved from https://www. dlsweb. rmit. edu. au/lsu/content/1_StudySkills/study_tuts/learning%20styles/vak. html I undertook the VAK test. The results showed I am a visual learner with a kinaesthetic inclination. This concurs with my own understanding of my learning style. I have developed a study plan incorporating this style, and provide a three week example below.Three of the learning strategies I have incorporated in this plan and my study efforts are:   †¢ to create a wall planner high lighting critical assignment dates and also non-academic activities that might either clash or be a much needed relief. †¢ to use mind maps. †¢ to take frequent breaks. I have found it necessary for me to tackle each session in bites. I have allocated specific time to open up the week’s session, do the reading, then at a later time go through the session material. In thinking or planning out, I just love Mind Maps – they categorise wonderfully. I can get heavily focussed, so taking breaks stops me working till I drop.The five stress management strategies I have determined to remember to practice are: †¢ to create a comfortable pattern of studying that fits into my life. †¢ to set a regular schedule for study. †¢ to break tasks apart so they don’t daunt by being ‘too big’. †¢ resolve to do it now, when now is now. To not procrastinate. †¢ to make sure I have down-time when other activities come before studying. If I can ‘regularise’ my study I think I will be better able to both keep up a consistent level of work, and also not allow it to overcome me. I think these strategies will do that for me. Study Timetable 15-21 Oct [pic] |Monday |Tuesday |Wednesday |Thursday |Friday |Saturday |Sunday | |8-9am |On site |On site |On site |On site |On site |Weekly Market |Relaxation time | | | | | | | |Shopping | | | | | | | | |[pic] | | | | | | | | |[pic] | | | | | | | | |[pic] | | |9-10am |On site |On site |On site |On site |On site | | | |10-11am |On site |On site |On site |On site |On site | | | |11am-12pm |On site |On site |On site |On site |On site | | | |12-1pm |Lunch |Lunch |Lunch |Lunch |Lunch [pic] | | |1-2pm |BESC Reading |SOSC reading |COUN reading |[pic] |[pic] |[pic] | | | | | | |Catchup | | | | | | | | |[pic] | | | | |7-8pm |BESC online activity |SOSC online activity |COUN online activity |[pic] |Prepare dinner |[pic] |COUN Reading | | |; Assignment |; Assignment |; Assignment | | | | | |8-9am |On site |On site |On site |On site |On site |Weekly Market |[pic] | | | | | | | |Shopping |Relaxation time | | | | | | | |[pic] |[pic] | | | | | | | |[pic] |[pic] | | | | | | | |[pic] |[pic] | | | | | | | | |[pic] | |9-10am |On site |On site |On site |On site |On site | | | |10-11am |On site |On site |On site |On site |On site | | | |11am-12pm |On site |On site |On site |On site |On site | | | |12-1pm |Lunch |Lunch |Lunch |Lunch |Lunch |[pic] | |1-2pm |BESC reading |SOSC reading |COUN reading |[pic] | |[pic] | | | | | | |Catchup | | | | |7-8pm |BESC Assignment |SOSC Essay Assignment|COUN Assignment |Catch-up |Prepare dinner |[pic] |SOSC Reading | |8-9am |On site |On site |On site |On site |On site |Weekly Market |Relaxation time | | | | | | | |Shopping | | | | | | | | |[pic] | | | | | | | | |[pic] | | | | | | | | |[pic] | | |9-10am |On site |On site |On site |On site |On site | | | |10-11am |On site |On site |On site |On site |On site | | | |11am-12pm |On site |On s ite |On site |On site |On site | | | |12-1pm |Lunch |Lunch |Lunch |Lunch |Lunch |[pic] | | |1-2pm |BESC reading |SOSC reading |COUN reading |[pic] |[pic] |[pic] | | | | | | |[pic] | | | | | | | | |Catchup | | | | -8pm |COUN online activity ; Assignment |BESC online activity ; Assignment |SOSC Teletutorial |Relaxation time |Prepare dinner |[pic] |COUN Essay | |8-9pm | |BESC Chat | | | |[pic] | | | Task 3: Academic resources – Literature search and evaluation of quality I chose to attempt the task focussing on the question: The importance of academic referencing I undertook a brainstorming session with the following results: Academic referencing: †¢ Gives academic credibility of presented/published work. †¢ Is a key part of the overall process of building a knowledge base in the field of study. †¢ Better enables justification of assertions/ hypotheses. †¢ Is recognition of others work. †¢ Shows the way through the knowledge-base to others. †¢ Demon strates competence in the field of study. †¢ Engenders confidence in your work’s credibility Means one’s chain of reasoning to the resultant postulations are verifiable or challengeable. The three key words or phrases I selected to use to undertake literature search are: †¢ Verification (confirmation of theoretical base) †¢ Recognition (acknowledgement) †¢ Knowledge-building (evolution of theoretical thinking) Keyword search 1. For my first search I used ACAP’s e-journal search engine focussing on The Psychinfo database and after several unsatisfactory attempts, tried the Boolean phrase ‘( academic verification) AND referencing’. Results offered ten articles, one of particular but contrarian relevance. In the journal article, Westwood, T. 2005) writes: â€Å"I’ve not yet heard a real and convincing argument about why referencing is necessary; and it can’t be right that we do it like a reflex, a compulsion, Academic ’s dynamics 171 because we’ve had it drummed into us from way back when we were taught to march our way through essays and exams can it? Left, right, left, right, left, right left. . . † And, â€Å"References shouldn’t be used to justify a position we’re taking – in the sense of using them as a precedent (the characters can’t justify the author) – only to loosely accompany our position in that we (as authors) are leading the way and not hiding behind anything or anyone that we’ve written into our text. †Summary: Westwood appears to be quite a disestablishmentarian, which of itself provides a relevant perspective on the subject matter. However, because of the position the author takes and asserts by his actions – or inactions – the journal article is consciously not referenced. It would be useful to an essay on the topic in providing an academically valid and contrarian position, but most probably woul d not be regarded as fully reliable under close academic scrutiny. Reference: Westwood, T. (2005). Academics’ dynamics: re-writing referencing, Psychodynamic Practice 11(2), 165-176. Keyword search 2. I then utilised Google scholar for the key word, Recognition. I again used a Boolean phrase, ‘recognition AND (academic referencing)’.This search received over 40,000 possible webpage hits, but the first page of the search results provided a link to a peer reviewed article by Gray, Thompson, Clerehan and Sheard (2008), addressing the topic of referencing the internet for academic integrity. It proffers a contemporary analysis of the challenges surrounding formal academic referencing in regard to internet based information and opinion sources such as blogs, facebook , wikis and audio and video podcasting. Summary: I feel this webpage would be a highly useful and relevant reference source for an academic essay on the chosen topic. Reference: Gray, K. , Thompson, C. , Clerehan, R. , Sheard, J. (2008) Web 2. 0 authorship: Issues of referencing and citation for academic integrity. The Internet and Higher Education,11(2), 112-118. doi. org/10. 1016/j. iheduc. 2008. 03. 01 Keyword search 3. For the third key word search I used www. google. com. au with the search-phrase ‘(academic knowledge building) AND references’ This provided two potentially useful sites. http://en. wikipedia. org/wiki/Knowledge_building Summary: This website site fulfilled good purpose in that it contained numerous references of relevant academic works on the topic. However, despite its authorship obviously being of academic origin, it was offered anonymously and without chronology. While the site could be referenced and the quotes used, the source is not transparent, making it dubious for direct academic purposes. And http://www. csu. edu. u/division/studserv/my-studies/learning/guides/referencing Again the material on this web page provided useful information and even a highly relevant and appropriately referenced quotation (see below), but its usefulness for the purposes of academic quotation was curtailed by its anonymity and absence of chronology. The author writes: â€Å"The academic world is all about knowledge building and the primary reason for citation, therefore, is that it encourages and supports the collective construction of academic knowledge (Walker ; Taylor, 2006, pp. 29-30). The paragraph continued, â€Å"Referencing also forms an essential part in avoiding any tendency towards plagiarism. While the quotation in this paragraph from Walker and Taylor (2006) is highly pertinent to the literature search, it itself would have to be searched to establish its credibility, and as the second sentence could not be attributed, it is therefore of limited use in an academic essay, however true. Summary: This webpage provided relevant information for further literature search but itself is not a useful referencing tool for academic purp oses as it is undated and anonymous, and perhaps without objectivity. Task 4: Referencing using the APA style Reference List Campbell, T. , Campbell, D. , (1997) Faculty/student mentor program: effects on academic performance and retention. Research in Higher Education 38(6), 727-742. Hounsell, D. , Entwistle, N. , (2005) Enhancing teaching-learning environments in undergraduate courses. Final report to the Economic and Social Research Council on TLRP Project LI39251009. Retrieved from

Improve own & team practice in schools Essay

Team work in schools is important as it’s a development not only for you but also for others. It helps to build a positive relationship with those that are within your team, as well as showing that there is support for one another within the structure. Whatever the size the school you work in, you will be part of a group of people who each have a different role to fulfil while working to support individuals or groups of pupils. Whilst each member of the team know and understand their own role, they should also know and understand the roles of other team members, and how they all fit together in a school environment. Where there is team work, responsibilities and tasks are shared between the team, therefor, the tasks will be completed more effectively and also in a good time scale. Each team member has their own skills and expertise, communicating with them not only increases your own knowledge and skills, but also allows you to understand your own role within the team. Communication is a very important tool in team work; you can ask for advice or even give advice about certain subjects or topics, as well as sharing ideas on them too. When it comes to the pupils, communicating between each other is very important as you will share information on the child such as the child’s welfare, medical information or even their progress within the classroom. When adults are working effectively together, working as part of a team, the children will see them as role models and will follow, copy and mimic what they see. They will not only use this in and around the school, but also when they are at home. To a parent this shows that the school is setting a good example to its pupils, which in turn will give the school respectively high standards and a great reputation. 3. 2 As well as working and having shared roles, the team must have clear purpose and objectives. The main purpose of team work are: To provide a safe environment for the pupils. To motivate the pupils to use their full intellectual potential. To support the pupils development. To support and respect one and other. In the setting to which I am part of a team, there are a number of purposes and objectives of my team in which they work, for example working in a team makes things easier for everyone. This could be with activities, paperwork, observations, snack times etc, this makes our school run more easily and effectively. Our schools main objectives is to create a safe educational environment for the pupils to learn in and also help them to develop in all areas. Our setting offers a variety of activities for the children to take part in, such as health and beauty, life skills, fun fit leisure and employability. These will help the pupils to develop in areas that focus on individual development rather than development of the group on the whole. These will help the individual pupil reach the goals set for them and prepare them for when they leave school into a working environment. 3. 3 My own role and responsibilities as teaching assistant is to work under the instruction and guidance of the teaching staff and senior staff. I work in a Post 16+ Special Needs School. We have about 12 student that attend our school, all having individual needs. I work with the class teacher, supporting learning for the pupils and providing general support to the teacher in the management of the pupils and the classroom as well as the outdoor activities. My role as a teaching assistant is to take on tasks such as to supervise the pupils, to ensure they have the correct tools to which is needed for the lesson to which is being taught and to ensure the pupils clear up afterwards, this allows the teacher to concentrate on teaching. To support pupils with particular individual needs, sometimes my role is to work one to one, while others work in small groups or work with one of these groups. The teacher is not able to give every pupil individual attention, assistants provide essential support to the pupils and the lead teacher. My responsibilities also include: †¢ Supervising creative activities (e. g. when the pupils use scissors, glue or even using the computer). †¢ giving support to pupils (individually or groups) who need support in a particular task. †¢ helping pupils to learn through role play or other play activities. †¢ offering support and understanding to those who are upset. It is essential to have effective open communication with others within the team through regular meetings to ensure you have a clear plan of yours and others roles and to be able to establish any action plans and deadlines that are in place. This will give you an understanding of how what you are doing fits into the whole team and school. 3. 4 The reason why it is important in respecting the skills and expertise of others is to develop a good working relationship with other members of your team. Each member of the team is equally as important as the other members of the team; as they will all bring something uniquely different to the team. When shared, via communicating, with each other, you can learn new skills and techniques, which then helps to develop your ongoing learning. It is always respectful to listen to the opinions of others as well as listening to their knowledgeable ideas. This is not only showing that you respect them as a person, but also their contributions to your development, and it also helps to develop a good working relationship with them. For a new member to join the team, they may feel intimidated in offering input at first. They may have new ideas on how to progress or help with something, but may not offer it in order to avoid any conflict with those who have been there for some time before they started. On the other hand, if a new member were to join the team and they said that something should be done differently, without listening to the opinions and advice of others, this may cause unease and problems within the team.

Paragraph and Essay Development - Definition and Examples

Paragraph and Essay Development s In composition, development is the process of adding informative and illustrative details to support the main idea in a paragraph or essay. Also known as  elaboration. Paragraphs and essays can be developed in many different ways. In conventional composition courses (see current-traditional rhetoric), the following patterns of exposition (or models of composition) are often presented as the standard methods of development in expository writing: AnalogyCause and EffectClassification and DivisionComparison and ContrastExampleExtended DefinitionProcess Analysis Examples and Observations [The] methods of development arent empty jugs to pour full of any old, dull words. Neither are they straitjackets woven by fiendish English teachers to pin your writing arm to your side and keep you from expressing yourself naturally. The methods are tools for achieving your purpose in writing, whatever that purpose may be. They can help you discover what you know, what you need to know, how to think critically about your subject, and how to shape your writing.(X.J. Kennedy and Dorothy M. Kennedy, The Bedford Reader, 7th ed. Bedford/St. Martins, 2000) The Importance of Providing Supporting Details Possibly the most seriousand most commonweakness of all essays by novice writers is the lack of effectively developed body paragraphs. The information in each paragraph must adequately explain, exemplify, define, or in some other way support your topic sentence. Therefore, you must include enough supporting information or evidence in each paragraph to make your readers understand your topic sentence. Moreover, you must make the information in the paragraph clear and specific enough for the readers to accept your ideas.  (Jean Wyrick, Steps to Writing Well, 11th ed. Wadsworth, 2011) Body-Building What the opening of an essay promises, the body of the essay must deliver. This is known as developing your ideas, but I like to use a body-building metaphor because it implies adding not just bulk to a framework, but musculature. In other words, good essay development strengthens, not merely fills out. . . .What is the best way to reinforce the main idea of your essay? You can do some by making good use of any combination of the following six methods of development: StatisticsComparisonClassification and DivisionExample, case-in-pointQuotationCharacterization,  dialogue By using these bodybuilding elements, you are telling your readers, I dont expect you to take my word for these claims; I want you to see for yourself!  (Fred D. White, LifeWriting: Drawing from Personal Experience to Create Features You Can Publish. Quill Driver Books, 2004) Multiple Patterns of Development Although most short papers may employ one primary pattern with other patterns woven throughout, longer papers may have two or more primary patterns of development. For example, if you are writing a paper on the causes and effects of child abuse in the foster care system, you might, after the causal analysis, shift the primary focus of the essay to prevention, thus continuing the essay with a process analysis of what the state might do to prevent child abuse. Then you might end the essay by addressing the objections from those defending the system, shifting the focus of the essay to argumentation. Your decision to include other primary patterns depends on your purpose and audience. Your thesis makes your purpose clear to your reader. Then as you develop your essay, you may integrate other patterns into your paragraphs.  (Luis Nazario, Deborah Borchers, and William Lewis, Bridges to Better Writing. Wadsworth, 2010)

Discussion Board 4 Essay Example | Topics and Well Written Essays - 250 words

Discussion Board 4 - Essay Example various options such as empathic and objective listening, nonjudgmental and critical listening, surface depth listening, polite and impolite listening, and finally, active and inactive listening. All of these options are used during a given moment in time. Each type of listening activity is dependent upon the existing conditions that may distract the attention of the listener and thus require an adjustment in his listening attention abilities. The culture and gender of the listeners have a direct effect on their ability to effectively listen to their peers. Admittedly, people never listen to each other the same way, each person listens to an responds to others in unique methods that are dictated by his ability to listen. The culture of a person has preconditioned him to listen to his peers in a certain way and it is this method that he will use regardless of the differing culture of the next person he listens to. This is almost the same reason as to why men and women have different ways of listening to others and each other. Women tend to listen in order to share feelings and establish closer relationships with their peers. Men on the other hand use listening as a method by which they can flaunt their natural or artificial abilities with his peers. Therefore, the focus of man is mostly on sharing information with one another. Women on the other hand seek to come to an agreement amongst themselves while discussing and list ening to one another. Therefore, the two sexes have distinct listening styles that are geared towards their gender specific roles and expectations within a given

Discussions question Essay Example | Topics and Well Written Essays - 250 words

Discussions question - Essay Example zational structures leads to duties being performed effectively within the organization because there are proper guidelines to do so; proper communication channels and the leaders exercise both authority and power. When an organization has properly working organizational structure, it means that their needs and requirements are properly addressed, they have enough motivation, their work is appreciated and they are heard and their opinions and suggestions sought after (by having a proper working communication channel). This will reduce significantly employee turnover (Madura, 2007). A proper and working organizational structure will increase customer loyalty and even increase the clientele base hence ensuring that employees always have work and their future and job security is ascertained. Organizational structures have clearly defined roles and responsibilities and hence ensure that there is avoidance of role disambiguation and confusion which renders most employees redundant if that happens and hence providing a likelihood of being