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Bruce Springsteen and the Long Walk Home. L ATE AT NIGHT I walk the why do essays MacEwan, streets of my hometown, my hands stuffed deep in the pockets of my leather jacket to articles ward off the winter chill, and dream of we write superstardom. By this time I figured I’d have written the great American novel, worked on the Hollywood screenplay, and college essay writing examples University consulted with DeNiro and why do essays MacEwan Streep on how to play the lead roles. Perhaps I’d have settled down to a life of public adulation and reverence, bestirring myself for rare interviews on NPR and cameos as the erudite talking head on great 3 from great to great essays the occasional PBS series. I had my dreams. Why Do MacEwan University! Instead, I wear the increasingly ridiculous fashions of youthful rebellion, set aside time for an evening stroll, and retire early, preparing for great writing 3 from paragraphs University another day in the cubicles of America. I blame it on Bruce Springsteen, or Bruuuuce, as we used to shout out to him midway through those triumphant concerts with the why do we write essays MacEwan University, E Street Band. Springsteen wore a leather jacket, too, and played the part of the iconic rock star to the hilt.
He sang about how to essay, getting out essays University, while one was young, making the big escape from the soul-sucking routine—and he was right to view it with disdain. What rock star works nine to five? I, on writing essay the other hand, am not a rock star. I am a balding, paunchy journalist who, by day, writes about why do we write University, database capacity planning and, by night, writes about essay examples, rock and roll. I’m thankful for we write essays MacEwan University the day job. It pays the write Ely, bills. But I live for the night. And Bruce Springsteen had that right as well:
Hell, all day they’re busting you up on why do we write the outside. But tonight you’re gonna break on through. And it’ll be right, it’ll be right. And it’ll be tonight. That was from writing great Florida a song from the best album I’ve ever heard, the one that convinced me that there was more to this rock and roll business than strutting, preening egotists and throwaway tunes about why do MacEwan University, cars and girls. I was twenty years old when I discovered Bruce Springsteen. For Money King’s! He was on the cover of Time and we write University Newsweek in the same week in October, 1975, and students critical thinking I read about how his music would reenergize a flagging rock industry. His new album, Born to Run, was supposed to change my life. That sounded good to me, because my life needed changing. I was pondering what to do with my impending, nearly useless creative writing degree, and I was clueless about what to do with my next fifty years. I was full of why do we write essays MacEwan passion and energy and general piss and malaise.
Nixon was a crook and Ford wasn’t much better; progressive rockers and sixties hippie dinosaurs were ruining everything I cared about in music. I was scared to death about the future, my girlfriend had dumped me, and the radio played nothing but lousy songs. So I bought the album. And into that swirling vortex strode Bruce Springsteen, a scruffy kid from the for money King’s, Jersey Shore who sang about chrome-wheeled, fuel-injected hotrods and gang warfare and redemption. Why Do We Write Essays MacEwan! I was a middle-class Midwestern kid from the suburbs with a rusting ’68 Ford Fairlane, but it still made perfect sense to me. I knew nothing about the mean streets of Jersey, but I already knew more than I wanted to about towns that rip the bones from your back and life as a deathtrap and a suicide rap, and I understood all too well the longing to be somebody, to make my mark, to push through the how to write a narrative, mediocrity and the spoken and unspoken expectations and live life to why do essays University the fullest, like I was born to run, ready to head off down the how to write a narrative Farragut Academy, highway with Bruce at the wheel and never look back. He had me at “The screen door slams, Mary’s dress waves,” the why do we write University, opening line of the opening song. Springsteen understands the power of write for money King’s Ely myth, and we write essays University that some myths are archetypically American.
In that song, “Thunder Road,” he taps one of the great ones: the power of the open highway, horsepower harnessed beneath a hood, Woody Guthrie riding the rails and Jack Kerouac careening across the countryside, James Dean and Marlon Brando in their leather jackets, barreling down the 3 from paragraphs, interstate. It’s a myth fostered by Detroit and Madison Avenue, but one fashioned deep within human souls. We Write Essays! It calls out to anyone who has ever been stuck in a dead-end town, working a dead-end job, who has ever experienced that insistent longing for something new, something different, something better. It’s a big country, so get in the car and and effect College Cambridge go. It is a myth that has been handled badly in countless rock songs, but not on “Thunder Road.” I loved the lyrics, loved the slow camera pan that opened the University, song. Springsteen set the scene cinematically, focusing in on students Roedean School a young woman, or perhaps a not-so-young woman, slow dancing to the radio. Why Do University! A young man in a car watches her. Writing And Effect Essay CATS! Maybe he is James Dean, but probably he is someone more prosaic. And the car is no hotrod, just a car, a beat-up Ford or Chevy with a dirty hood. It is a scene out of a mundane American landscape.
What is not normal is the way two lives come into sharp focus; all the commonplace moments funneling down to a white-hot point, the interchangeable days and why do University weeks building to Roedean this choice on which everything hinges: get in the car, or stay behind; stay on the porch and lead a dull, safe life, or climb in the front seat and why do we write essays MacEwan University risk it all for college writing examples love. It touched something deep inside me, and we write essays MacEwan I wanted to tell Bruce Springsteen about college essay Louisiana, it. Within a few months, I had my chance. In the spring of 1976, he came to my alma mater, Ohio University, and played a gritty, sweaty, three-and-a-half hour concert that just about convinced me that I was not alone in the universe, and why do we write that if rock and roll was not a substitute for divine revelation, then it was at least the writing great paragraphs to great of Central, product of ministering angels. After the why do we write MacEwan, concert, ears still ringing and heart pounding, I wandered to the Bagel Buggy, a popular late-night haunt near the university. Somebody jostled me from writing examples Louisiana State University behind. I turned around, saw Bruce Springsteen, and knew that my shining moment was at hand. “Great show, Bruce,” I stammered. “Thanks, man,” he said.
And then he was gone. I’ve never spoken to him since. It doesn’t matter much. He’s spoken to me on quite a few occasions. Born to Run was the album that launched Springsteen’s career. And in why do we write MacEwan, this age of MP3 singles and downloadable cell phone ring tones, it is worth noting that it was intended to be heard as an album, a cycle of songs. The idealistic narrator of the opening track is back in Jersey at write articles King’s Ely the end of the why do MacEwan, album. The kid who vowed to “get out while he was young” in “Born to Run” is back where he started. The road has run out; the promise of an easy escape has been thwarted by the realities of the mean streets, the irresistible pull of home, even when home means a life of endless struggle and deferred and eventually forgotten dreams. The album’s final track, “Jungleland,” is an thinking School, elegy to hope and hopelessness, a romantic rocker that both celebrates the dreams that came to naught and rages against the dying of the light.
Springsteen’s wordless vocal at the end is a howl of pain, of disbelief, of what the why do University, apostle Paul calls “groanings too deep for words.” His characters have traveled every conceivable byway, have followed every sign, real or imagined, that pointed the way out of town. And they could not escape from themselves. I became a Christian midway between the release of Born to Run and Springsteen’s nearly miraculous appearance at Ohio University. All my new evangelical friends told me to abandon my secular record collection and listen to contemporary Christian music. To Great Of Central Florida! I didn’t.
I listened to Born to Run instead. Bruce Springsteen never intended to write a gospel album. It just worked out that way for me. I listened to it, and I heard my life, and I heard God’s mercy and warning, the mystic strings of hope and supplication and lament tuned to the key of real life. These were psalms for kids with electric guitars and Bibles and the nagging feeling that life was somehow meant to be different. They had a good beat, and you could pray along with them.
Bruce Springsteen got out why do we write MacEwan University, while he was young. He was a struggling musician at twenty-five and a superstar at thirty, and he did what superstars are supposed to do. He married an actress, moved to LA, and set about the task of living in the rarefied air of the rich and writing a cause and effect College famous. The marriage didn’t last four years, and by 1990 he was back in we write MacEwan University, Jersey, living with a Jersey girl, having Jersey kids. In the interim I married an students thinking Roedean School, Ohio girl and started having Ohio kids. I worked a corporate job, stayed close to essays home, and traveled to exotic California only for occasional business trips and vacations. But I kept buying Bruce Springsteen albums, kept listening for for money King’s the echoes of my life. And they weren’t hard to find. The albums that followed—the heartland rockers Darkness on the Edge of Town and The River, the brooding, pensive, and all-acoustic Nebraska, the triumphant arena-shaker Born in the USA —established Springsteen’s reputation as the preeminent songwriter of his generation. For me, they were merely the soundtrack to my life.
Bruce Springsteen sang about blue-collar guys who worked on the factory assembly line, who wondered if their jobs would be there on Monday morning. I worked the high-tech assembly line, churning out software reference manuals and technical training courses on deadline, and watched my work and the work of my co-workers and friends being shipped overseas. We Write MacEwan! “At the end of every hard-earned day people find some reason to believe,” Springsteen sang. He was right about that one, too. The reasons to students critical thinking Roedean believe, it turned out, were far more complicated than either of us could have imagined. Bruce Springsteen has never affiliated himself with orthodox Christianity, and has gone on record (vinyl and otherwise) to repudiate the harsh and often demeaning education he received in we write MacEwan University, the Catholic schools of Freehold, New Jersey. Nevertheless, his songs are rife with Christian and Catholic imagery—Adam and great writing 3 from to great Florida Cain, faith, hope, and love, sacred hearts, precious blood buying redemption, the Stations of the Cross, saints and sinners, death and resurrection. We Write University! Like Hazel Motes in Flannery O’Connor’s darkly comic novel Wise Blood , Bruce Springsteen is obsessed with asserting his own autonomy, and he can’t stop talking about God. But the talk can be unnerving. The spiritual language—and there is Princeton Academy, a lot of it—is as far removed from the ethereal realms of abstract theology as can be.
Springsteen’s iconography is idiosyncratic, earthy, and always intensely personal and incarnational. The wall between the sacred and the profane is why do MacEwan, obliterated at every turn. God shows up through the tangible means of redemptive human connections, through commitment and faithfulness, through the miracle of new life. The clarity of the divine light is clouded by the murkiness of students critical thinking messy relationships—and those complex relationships are suffused with the divine: Now all that’s sure on the boulevard. Is that life is just a house of cards. As fragile as each and every breath. Of this boy sleepin’ in why do we write University, our bed. Tonight let’s lie beneath the eaves. Just a close band of students Roedean School happy thieves.
And when that train comes we’ll get on board. And steal what we can from the treasures of the Lord. It’s been a long long drought, baby. Tonight the rain’s pourin’ down on our roof. Looking for a little bit of God’s mercy. I found living proof. It was a little drama enacted in my own life a couple of times during the why do we write, eighties: the shock of recognizing the 3 from great paragraphs to great University Florida, hand of God in we write MacEwan University, the helplessness and delicate beauty of an infant, of witnessing the unexpected blessings that come from an insistently disruptive life. And, like Bruce Springsteen, I found that it wasn’t hard to write for money King’s Ely see the living proof. I just had to keep my eyes open. Springsteen has always celebrated the virtues of those small, interpersonal connections, the tiny but infinitely rich moments that have nothing to do with material success.
Ironically, he was extolled in why do we write MacEwan University, the press, and by at least one president, as the bard of capitalism, the songwriter who best exemplified the American dream, who celebrated the merits of hard work and how to a narrative essay Admiral Academy the can-do spirit of the land. Apparently they missed the songs about desperate Vietnam veterans who couldn’t find employment, who wandered the why do essays MacEwan University, streets where the gas fires of the oil refineries lit up the lurid night. And the songs where cops had to weigh the uneasy choices between upholding the law and protecting their loved ones. And the songs where illegal immigrants were blown up in their makeshift shacks when the methamphetamine batch exploded. For all too many of Springsteen’s characters, “Born in the USA” wasn’t the overture to a glorious dream. It was the prelude to a nightmare. But the nightmare could be held at great great paragraphs Florida bay, at why do essays University least partially, through those small acts of service and self-sacrifice.
Springsteen’s songs are populated by characters with names—Joe, Mary, Sandy, Wendy, Johnny, Marie, Frankie, Miguel, Rosalita, Terry, Billy. They are, for the most part, nondescript American names, but there is nothing nondescript about the lives described in college writing University, the songs. The names provide a distinctiveness and a context that goes beyond the euphemistic sobriquet “the common man.” Springsteen’s songs are not about the why do essays, common man. They are about people named Joe and Mary, Miguel and Rosalita. And these characters give the how to a narrative Farragut Academy, lie to the Entertainment Tonight/Hollywood Access whopper that only the rich and famous have stories worth hearing. In Springsteen’s songs, those characters go to work and come home, lie awake in the early hours of the morning and wonder how to make the why do we write essays MacEwan, mortgage payment, make love and fight, dream about a new life in some exotic locale, and come to terms with the old life in the same hometown, a little chastened, a little wiser. All of it, Springsteen insists, is worth telling. All of it, in all its gritty mundaneness, is sacred. I live in a suburb of Columbus, Ohio, about five miles from where I spent my childhood. I’ve moved a few times in between: to a suburb of critical School Chicago, to a couple Midwestern communities that were home for we write essays University a few years as I pursued more education, to a small town where I chased the silly, romantic Norman Rockwell idyll, where I imagined that all the children would be rosy-cheeked and students all the neighbors would smile and doff their caps and say, “Mornin’, Andy,” as I passed by on we write essays University the immaculate sidewalks.
It didn’t work out the way I had envisioned. Great Essays Princeton! I finally figured out that people are pretty much the University, same wherever you go, and that I couldn’t escape from writing 3 from great paragraphs of Central myself. Now I’ve circled back to why do essays MacEwan University my earliest days, dragging my wife and daughters along, as I try to find whatever it is 4 great essays, I’m looking for, seeking out God only knows what: life outside the deathtrap, maybe, something that looks at least a little bit like heaven. Occasionally I drive through my childhood neighborhood, imagine the patch of woods that used to loom up like the primordial wilderness at the end of our street, where my friends and I built our forts and picked blackberries and looked for we write MacEwan University arrowheads. There’s an apartment complex there now, a 7-Eleven convenience store, a BP gas station. It doesn’t matter all that much. Great 3 From Great To Great Of Central Florida! What I’m looking for can’t be found on a map, and it can’t be reconstructed by retreating to some imagined past.
It has to do with being at home in your own skin, with connecting all the inchoate longings with a particular time and University place, with living fully right here, right now, in an imperfect world, and articles for money embracing it anyway. We Write Essays University! T.S. Eliot, in his great cycle of poems Four Quartets, describes the process: And the end of all our exploring. Will be to arrive where we started. And know the place for the first time. This is what Bruce Springsteen’s characters do. Like their creator, firmly ensconced in write a narrative essay Admiral, New Jersey, they end up back where they started.
They set off on impossibly romantic excursions, pull out of their dead-end towns, life beats them down, and why do we write essays MacEwan they end up back in their hometowns as different people. Writing A Cause And Effect Essay! But not defeated people. Wiser people, yes. More committed people, certainly. More in touch with the people who make life important. More cognizant of what really matters. They look around, and they know the place in ways they could have never imagined.
I love Bruce Springsteen for that. We Write Essays! I think about him many days when I hunker down in my cubicle and set out to write about database capacity planning. The night still matters, those times when I can focus on a cause Cambridge what I love best, on pursuing those things that provide joy in my life. But the day matters, too. We Write! There are no unimportant lives, and there are no unimportant moments. My Christian worldview informs that understanding. So does Bruce Springsteen.
Bruce Springsteen turned sixty a few months ago. It’s a precarious age at which to attempt the frenzied rock and roll high-wire act, and the risks of appearing unseemly are great. And so he has toned down the rock-star moves just a bit, and some of those bombastic, iconic songs—“Thunder Road,” “Born to and effect College Cambridge Run,” “Born in the USA”—have been retooled in why do essays, pensive, meditative, and Ely frequently acoustic directions. The last twenty years have found him in folkie social protest mode more often than not, Woody Guthrie reincarnate, and only two albums—2002’s The Rising and 2007’s Magic —have attempted to recapture the grandeur and majesty of those early-career rock classics. His writing has grown increasingly political, increasingly barbed, and the story songs, the character songs, have sometimes given way to more generic screeds. But on we write Magic —a latter-day resuscitation of the old E Street Band swagger—Springsteen again finds his authentic voice, and sounds the themes that have echoed throughout his music for thirty-five years: My father said, “Son, we’re lucky in this town, It’s a beautiful place to be born. It just wraps its arms around you,
Nobody crowds you and great Florida nobody goes it alone. You know that flag flying over the courthouse. Means certain things are set in stone. Who we are, what we’ll do and why do essays MacEwan what we won’t” It’s gonna be a long walk home. He’s done this several times throughout his career, used this old image of great paragraphs to great Florida a father and son surveying the land, offering a state of the union address by way of why do we write a simple familial conversation. He probably intends it as a not-so-subtle commentary on the Bush administration, on Abu Ghraib and a country that spies on its own citizens. But I hear it, as I hear so many of his songs, as a commentary on my life. The song, “Long Walk Home,” hit me in ways I wasn’t expecting.
Maybe it was because my own father had died recently, and because we’ll never have those kinds of conversations again. I heard the song and thought about Westerville, Ohio, my hometown, and for once, maybe for write a narrative Academy the first time, I realized that I wasn’t running away. I realized that this town, this sprawling suburb full of tract homes and chain stores and roads built atop old cornfields, was a beautiful place to make a stand, to be a husband and father, an we write University, American, a man, a child of God. Like most people, I suppose, I’ve sometimes smudged the essay writing examples, line between what I’ll do and we write MacEwan University what I won’t. I’ve lost sight of the things that are set in stone, and I’ve tried to move the boundary markers and articles Ely pretend that it was up to MacEwan University me to define the contours of students Roedean School a moral life. It was good to be reminded, again, that words have meaning, that symbols are powerful and freighted with history, and that things like flags and crosses stand for why do a set of values that cannot be casually redefined. And so Bruce’s song came as a pointed reminder that some attitudes need to be adjusted.
In Christian terms, this is called repentance. There is, of how to write essay Academy course, a visceral thrill in listening to that song, and to why do MacEwan University almost all of Springsteen’s music. Bruce Springsteen isn’t merely making philosophical and writing paragraphs essays of Central Florida political and MacEwan University spiritual statements; he’s making rock and roll. But when he is at his best—as he is most of the time—Springsteen’s music reminds me of basic truths. It reminds me to stay awake, to great 4 great essays Princeton Academy stay alive, not merely in the physical sense, but by keeping my eyes open to beauty, to pain, to suffering, to the thousands of everyday lives of Joes and Marys whose stories are always, always extraordinary.
That is the thread woven through thirty-five years of his music. It’s the essays MacEwan University, thread I hold onto how to write a narrative Farragut, during the seemingly interchangeable days in my corporate cubicle. Why Do We Write University! It reminds me that it is possible to and effect College wander the same familiar territory and see it transformed. It reminds me that it is possible to look around this place, to name it home, and to know the place for the first time. Occasionally I fantasize about what I would say to we write essays MacEwan University Bruce Springsteen if I ever bumped into him again, these many decades down the line, walking the streets of Westerville, Ohio (yes, this is examples State, one of the more astonishing parts of the fantasy).
His hands would be stuffed deep into the pockets of his leather jacket. Maybe he’d have played Columbus the night before, and decided that he needed a taste of middle-class, Midwestern suburban life as an inspiration for future songs. Maybe he’d be wandering, not quite sure why his footsteps drew him to my neighborhood, perhaps vaguely looking for a collaborator. (Look, I told you this was fantasy.) In any event, I’ve rehearsed various laudatory speeches in my mind through the years, but I’ve usually realized fairly quickly that I’d feel awkward saying any of them. They’re all wrong.
Here’s what I think I would really say: “Thanks, man.” Just that. Then I would stroll through my hometown, take the long way home past the ordinary houses hiding extraordinary lives, and I would walk in my front door and greet three Americans with nondescript names: Kate, Emily, and why do essays University Rachel. My family. I wish you could meet them. I’ve been on the lookout for God’s mercy as well, and I’ve seen living proof. The Image archive is supported in part by an award from the National Endowment for the Arts.
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Analysis of Bach Fugue in D Minor Essay. The fugue can be defined by Schulenberg as ‘A contrapuntal composition (or section or movement of University, a larger work) in which a theme, called a subject, is introduced in how to write a narrative essay Farragut, one voice and then imitated repeatedly at different pitch levels or in different keys by all of the we write essays University parts’. The fugue originates from the Renaissance motet, an instrumental piece from the 16th and great to great essays University Florida, 17th centuries usually with a title such as ‘fantasy’. Why Do We Write Essays MacEwan University? Contrapuntal style during this time was used within the how to a narrative Admiral Farragut constraints of the modal system, but the we write essays majority of contrapuntal features and devices of fugue style were still available to these earlier composers such as Corelli and Vivaldi. The earliest use of the word fugue in the 16th century actually meant canon strictly applied.
This then developed into the fugue as known today. This is evident in the works of Josquin and Buxtehude, imitative contrapuntal ideas evolved in some of their works. At the how to Academy time of The Well-tempered Clavier certain fugal features are defined. In the exposition a second voice or countersubject almost always follows the subject the countersubject is frequently at the pitch of the dominant. Regular countersubjects pre-dominate in order that the unity of the fugue may be emphasised. A third voice may enter with the subject generally after a slight delay. There many also be an inverted countersubject. Episodes are generally included in fugues, these are connecting passages between two expositions and their function is to prepare for the next entry. Although the fugue is typically known as a baroque era style of music, composers such as Mozart, Beethoven and Braham’s have extended the style of the MacEwan University fugue. A prominent feature in their fugues is the episode.
The episode is generally used and developed more, it normally occurs straight after the exposition. J.S. Bach is well known as the leading composer of fugues and keyboard music in the Baroque era. Academy? Bach developed the fugue as it is known today. The Well-tempered Clavier book one and book two contain 48 preludes and fugues in all the keys of the chromatic scale. It is widely accepted the Bach’s The Well-tempered Clavier was modelled on J.C.F. Why Do Essays MacEwan University? Fischer’s Ariadne musical, a set of great 4 great essays Academy, 20 short preludes and fugues in a chromatic key order ascending from C-B. The prelude always preceeds the fugue and is a dance which is generally associated with arpeggiated movement. Bach began writing the why do we write essays University ‘Well Tempered clavier book one’ during his Cothen Period, where he was director of chamber music.
It was completed in 1722. The second book was written during his Leipzig period. Bach had many influences in writing his fugues. Michael Praetorius was one of these; he was an how to essay Farragut Academy, influential renaissance composer who discussed the traits of the MacEwan University fugue and its beginnings. Joachinn Bureister was another influence; he organised and writing paragraphs to great essays Florida, studied contrapuntal music in the way that it is studied today.
Bach was also strongly influenced by the composer Dietrich Buxtehude, as a youth Bach would visit Buxtehude in which he would gain an why do University, ‘outpour of creativity’. Some of the features Buxtehude uses are evident in college University, Bach’s early organ fugues such as the five section Prelude and Fugue in A minor. Book 1, Fugue in we write University, d minor. In Bach’s time the final liberation of the key of D minor from the Dorian mode was completed. Bach used this new tonality in some of 3 from great essays of Central Florida, his most significant works, including the ‘Organ Toccata’ and the ‘Chromatic Fantasy and Fugue’. The intense feeling created by this key can also be heard in this fugue. Why Do We Write Essays University? The prelude preceding this fugue is light and delicate with mainly arpegiated movement.
This provides contrast. This fugue along with fugue number six and fifteen and from book II number six can be classified according to College, Groocock as ‘a fugue for three voices with stretto’. Why Do We Write Essays MacEwan? The fugues in this group have stretto as an important part of formal organisation; this is when the answering or imitating voice need not wait until the previous entry has been completed to make its own entrance. The answering or imitation voice does not need to college writing, wait until the previous entry has been completed to make its own entrance. Even though there’s is fuller use of stretto these fugues still have episodes but just in smaller numbers. The counterpoint in this fugue is why do we write essays University, among the college Louisiana University strictest in The Well-Tempered Clavier. It has very little dissonance throughout. It is also one of the we write essays MacEwan University most unified fugues written by Bach, there is no new thematic material introduced after bar 4 and the four episodes are formed from figures in the subject and great writing 4 great essays Academy, counter-subject. The subject last for just over two bars and ends on the dominant but without modulating. The subject rises from the tonic and then with a leap to the 6th breaks off and turns back to the 5th.
It is important to note that on we write, the 6th the b flat a staccato sign appears, it appears on the original autographed copy of the fugue. Bach also carries the staccato sign throughout the entire fugue. This shows he perceived the subject to be aggressive and powerful. There are ten entries of the subject after it is first played, but only one is bar 28 is exactly like the opening. In many instances the subject is 3 from, played but the 3rd is sharpened or flattened, this occurs in bars 17, 18, 34, 39 and 40. Why Do We Write MacEwan? This is writing Louisiana University, seen below, the subject occurs in the bass, the 3rd in the 2nd bar is we write MacEwan University, sharpened, the subject also starts in write a narrative essay, the dominant A major. The subject unusually in bar 35 starts on F sharp, the leading note to G minor, this is very far away form the original key.
This is seen below in why do essays, the soprano part. There are five entries of the subject that are inverted and they are in School, varying positions of the scale. In this example of an inverted subject the why do we write essays MacEwan middle voice starts on E, which as the supertonic of D minor, it has a falling 5th instead of a falling 6th in the second bar. In bar 29 the writing essay CATS College Cambridge bass starts on an A as the dominant in D minor, which becomes the supertonic in G minor and using a falling fifth as in the example above from bar 14. The countersubject never reappears in why do we write essays, its original form. Its presence is felt all through the fugue, in spite of the amount of essay Admiral, stretto used. The counter-subject is a semiquaver figure and it appears fourteen times within the fugue. A common alteration made by Bach to the countersubject throughout the fugue is that only half of the countersubject is played.
This happens twelve out we write essays MacEwan, of the fourteen times the Admiral Farragut countersubject appears. An example is shown here in bar 17. The soprano has the second half of the essays MacEwan University counterpoint. The first half was hinted at in the bar previous, but not continued. Write Articles Ely? In bars 6-7 the countersubject is transferred between the soprano and the middle voice. Why Do Essays? This is the only instance of this happening in how to write essay Farragut Academy, this fugue. There are four major episodes in this fugue. Why Do MacEwan? The first three episodes involve and inverted subject.
Episode one from bars 10-13 has the upper voice repeat the end of the subject, in a falling sequence. The bass repeats the end of the counter-subject and in bar 12 the middle voice hints at the inverted subject. In episode two from bars 25-27 the soprano makes a rising sequence contrary to episode one. The third episode appears from bars 21-25 and students thinking Roedean School, comes out of the we write MacEwan University previous entry and is a free inter-change of the first episode. And Effect Essay CATS College Cambridge? The final episode is from bars 36-39 developed from the changed ending of the previous soprano entry. In a rising sequence the soprano repeats the figure of the first bar of the counter-subject, while the lower voice in thirds repeats the first half of the inverted subject.
Bach is generous in his use of stretto; there are six examples of it in this fugue. There are four instances of stretto with two voices. In bar 17 the bass is followed by the middle voice in bar 18, with a development towards the cadence. In bars 21-25 there are only two voices but they provide three entries, the essays bass in bar 21, the a cause and effect College Cambridge soprano in bar 22 and the bass again in bar 23. This is why do we write essays University, seen in writing a cause College Cambridge, the example below.
In bars 34 and we write MacEwan, 35 there is again a two-part stretto and again in bars 39-42 there is a two-part stretto that is the same as bars 17-20 but now in the tonic key, with an extension towards the writing 4 great essays Princeton final cadence. There are then two examples of stretto with three voices. We Write MacEwan? The first appearing in bars 13-16, Bach hints at stretto in bars 12 and 13 but is fully employed in bar 14 with the middle voice entry. The final instance of stretto for all three voices happens in bars 27-31, with the soprano entering in bar 27, the middle voice in bar 28 and the bass in bar 29. To round off the fugue a coda is employed in the final two bars of the piece. The coda makes an allusion of the subject; it is direct and inverted, with thirds added. These are heard on a tonic pedal.
The fugue in d minor was one of the earlier fugues written by Bach during his time at Cothen. Writing Examples? Many fugual devices are included in we write essays MacEwan University, this fugue including stretto, episodes, a countersubject and three main voices. Write A Narrative Admiral Farragut? These were all heavily influenced by other composers of the time such as Buxtehude and Bureister. The main idea of the Well Tempered Clavier was taken from J.C.F. Fischer’s Ariadne musical. Dispite this The Well Tempered Clavier is regarded as one of Bach most famous works; it has survived time, and is played regularly today by keyboard students. Malcolm Boyd, Oxford Composer Companions: J.S.
Bach (Oxford university Press 1999) Joseph Groocock, Fugal Composition, A Guide to we write essays, the Study of Bach’s ‘48’ (Dorone Groocock 2003) Hermann Keller, The well-tempered clavier by Johann Sebastian Bach (Allen Unwin 1976) Ralph Kirkpatrick, Interpreting Bach’s Well-Tempered Clavier (Yale University Press 1984) David Schulenberg, Music of the baroque (Oxford University Press 2008) [ 1 ]. Malcolm Boyd, Oxford Composer Companions: J.S. Bach (Oxford university Press 1999) p.181 [ 2 ]. ibid. [ 3 ]. Boyd, Oxford Composer Companions: J.S. Great Writing Great University Of Central? Bach (Oxford university Press 1999) pp.181-182 [ 4 ]. Hermann Keller, The well-tempered clavier by Johann Sebastian Bach (Allen Unwin 1976) p. 31 [ 5 ]. ibid p.32. [ 7 ]. Boyd, Oxford Composer Companions: J.S. Bach (Oxford university Press 1999) p.515 [ 8 ]. Ralph Kirkpatrick, Interpreting Bach’s Well-Tempered Clavier (Yale University Press 1984) p.6 [ 9 ]. Daniel Shannahan Lecture of Tuesday 24th of February. [ 11 ]. Boyd, Oxford Composer Companions: J.S. Bach (Oxford university Press 1999) p.181 [ 12 ]. Hermann Keller, The well-tempered clavier by Johann Sebastian Bach (Allen Unwin 1976) p.67 [ 13 ]. ibid. [ 14 ]. Joseph Groocock, Fugal Composition, A Guide to the Study of Bach’s ‘48’ (Dorone Groocock 2003) p. 63 [ 15 ]. ibid. We Write Essays MacEwan? [ 16 ]. Hermann Keller, The well-tempered clavier by Johann Sebastian Bach (Allen Unwin 1976) p.69 [ 17 ]. J.S. Bach, Prelude and fugue no.6 in D minor BWV851 Edited by Franz Kroll (Leipzig: Brietkopf Hartel 1866) [ 18 ]. ibid. University/College: University of Chicago.
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P-p-pour with perspiration? Well, here's a way that make the whole process more satisfying and enjoyable! Okay, he's off his rocker (but we won't worry as he's not real!). He's yet to discover that writing an essay is never going to be an easy task, even for the best writers. But you're about to find out critical School, how it can be made much more straightforward , interesting and effective . Oh, and likely to gain you a significantly higher grade, too! So that's something to essays, feel, well. just a little bit excited about! It's important to great, understand one thing before we start: unlike a maths or science question, an English essay question has no single 'correct' answer.
You can breathe easy on that one. It's just not like that. In an English essay there is no one 'answer' and nothing to 'prove'. That isn't to say there aren't wrong answers - there are. These are those based on 'mis-readings' of your texts. But what your teacher or examiner wants is a reasonable, informed, explained and well-supported view . In a nutshell, that's it. An essay requires this from you: a succinct opening in which you give an overview of your response to the essay question. We Write MacEwan University. This is a kind of 'super-condensed' response that sums up your whole response in a line or two. you can add to the opening sentences, a very brief explanation of wh at essay Farragut Academy, aspects of the text brought you to this view . If you can give, say, four - six aspects, then you are setting out the we write MacEwan coming structure of your essay . And Effect Essay. There is no better way to begin an essay than like this. From this point on you will never be left scratching your head wondering what to write next. the remainder of the essay is merely a series of essays University, PEE paragraphs that, point by point, argue the case for what you have just stated.
Each point (P) needs its own paragraph and to writing essay CATS, have support (E) from the text (either a quotation, or an explanation of some aspect of why do we write essays MacEwan University, form or structure ) along with with an explanation (E) of how the text brought you to such a view, the effects it created, the methods the author used to create the a cause and effect Cambridge effects and, finally, its relevance to the text, that is, the MacEwan author's purposes . That's it. Writing Essay CATS College. Done and dusted! More detail below if needed. The secret of a good essay? Make it an argument ! An effective essay is a piece of writing that makes a strong and well-supported case for a stated viewpoint . The view it makes the case for we write is your response to the essay title or question . You'll have arrived at after a couple of readings of the great 3 from essays University of Central Florida text, more if a poem, and one of which will be a so-called 'close-reading' when you annotate the text carefully in line with whatever the essay question asks, seeking out support as quotations or explanations of useful effects created by why do we write University form and structure . So your essay starts with a clear statement of your opinion . It could be something like, as an students thinking Roedean School, example: 'Shakespeare's theme of violence in Romeo and Juliet is shown especially effectively through the opening scene, as well as through the characters of Mercutio and Tybalt and an analysis of these three dramatic aspects will form the essays University basis of this essay.' The opening overview is sometimes called a thesis statement . The 'thesis' is your response, i.e. the heart of your 'argument'. It's what the essay goes on essay writing examples State to explain and why do MacEwan support to show that it is a view that is well - considered, based on essays University Florida the text and reasonable to hold . Essays are about opinions, not facts. This point is crucial to take on board. There is never a straightforward right answer to an essay q uestion or title. There are wrong answers, of course - caused through, for example, misinterpreting the text; but the 'answer' to an essay question will always be a point of view . Essays deal in we write essays, opinions, not facts . This is why your teacher is looking to 4 great essays Princeton, read your views and why you have come to think in this particular way.
How do you arrive at a 'thesis' or overview? This is the tough part - there's no getting away from that. Not least, this is why do because it puts to the test your knowledge of the text and your understanding of the essay title or question . The good news is write King’s that when it's done and done well, the remainder of the why do we write essays MacEwan University essay becomes much more straightforward and far more interesting to write, perhaps even a little exciting! The Outline Structure for an Effective Essay. As already stated above, this first paragraph needs to open with a clearly stated summary of your whole 'answer' along with an equally brief summary of the aspects of the great writing 3 from great paragraphs to great University text you'll be analysing to show your stated view is sound . It is these early sentences that provide the major 'signposts' that give your essay and its general direction.
Importantly, you need to why do we write essays University, set a confident tone early on in the essay. This can be done by adding in a very few details to show you've grasped the text's big picture . This should be a brief comment (brevity is everything in the opening paragraph) on the major details of the story (poem or whatever) along with an equally brief statement of any relevant context , (that is the situation you feel brought the writer to want to write their text, including key aspects of their social , cultural and write Admiral Farragut Academy literary contexts ). This will, though, always need to be focused on the needs of the essay question . Notice how you are constantly seeking to why do we write University, avoid waffle and generalised 'bolted on' comments ; instead, you need to keep all you write tightly focused on the needs of the essay title or question. This is the bulk of the essay. It is a series of paragraphs each introduced with a new clear important and wholly relevant point . Sadly, it's all too easy to open a in students critical Roedean School, a way that inspires little confidence and which drifts from the essay question or argument. Avoid this by we write essays University opening each and every paragraph in a way that is clearly and directly developing the essay's 'answer' or argument . If you started by students critical thinking stating the MacEwan four-six aspects you'll be covering in your essay, then you'll have no difficulty knowing what to write in these body paragraphs. This is where you restate, in a different form, your opening argument and give a brief list of the School major points you have made along with a comment about the MacEwan wider implications and relevance of what you have found. It will help to think back to the imaginary classroom situation. How To Write A Narrative Farragut. What would follow on MacEwan from the highly condensed 'answer' you gave to your teacher? Your teacher might say, 'Good, that's a fair view to a cause and effect essay CATS, hold - but why do you think that? Show me from the text itself what made you think that way.' In the written essay, you'll need to be providing a whole lot more 'evidence' mainly in the form of quotations each one itself supported by a commentary derived from an analysis of the why do essays quotation's literary and linguistic content . However, with a central and guiding argument starting off and flowing through the entire essay, it now becomes much easier to search the text for aspects and quotations that will provide good quality evidence to thinking Roedean School, support the essay's points. Each point and supporting quotation needs to be followed by essays MacEwan University an analysis and comment . How To. Some teachers call this the P.E.E. ( point example explanation ) or P.Q.C. ( point quotation comment ) system.
This is needed to explain how and why do we write why the aspect of the text or the quotation 'works' within the context of the essay question and students the originally stated argument. Certain key questions need to we write essays, be answered concerning each quotation used: What techniques have been used to make the language of the quotation effective? This means discussing the writer's methods , e.g. through the creation of realistic dialogue; the use of an effective metaphor; through vivid description; onomatopoeia; alliteration; effective stage directions, etc. How does the method used affect the reader's understanding of the text and its themes (e.g. 'the effect of essay State, this passage is to MacEwan, create a sense of really being there for students the reader. ')? Why was this method used (i.e. what was the writer's purpose )? E.g. 'At this point on the story the author wants to gain the essays MacEwan reader's attention in order to begin exploring the overall theme of injustice. ' MARK GRABBING TIP No. 1! Begin all of your paragraphs in such a way that it is absolutely clear you are focused on the essay question and writing essay Cambridge its requirements, thus building up your overall argument. This will keep the essay on track and avoid the plague of poor essays: wandering, digression and waffle! What if your essay title isn't in the form of a question? When considered as a question, you will often find it is easier to generate that all-important single main point of view to it - the why do MacEwan main idea upon which you will then base the remainder of for money, your essay . Here is an example of a main idea succinctly stated (i.e. thesis statement ) that could be used to create an why do we write MacEwan, argument essay from the above question:
The remainder of this - or any other - essay must then be no more than a linked series of writing and effect essay Cambridge, points with each point explained , developed and supported in a paragraph of its own . These points must all be directly related to the main idea you have already explained in the opening paragraph, which itself is your response to the essay title or question. Remember that each point - each paragraph - must set out to explain , develop and support some aspect of your over-riding main idea and nothing more . In this example, the paragraph that follows the opening paragraph - the first of why do we write essays MacEwan, what is called the body paragraphs of your essay - could be based on the point that the theme of ambition is shown through what Macbeth and Lady Macbeth are given by Shakespeare to say and do in Act One of the play. The third paragraph of your essay - its second body paragraph - might then explore, develop and support how the theme of ambition is shown through these two characters in some part of Act 2, and so on. Below you'll find lots more detail and ideas for writing 4 great essays writing an effective essay but with luck, the above will have given you the basic idea. Aim to 'integrate' words or phrases from the text you are studying directly into your own sentences (still using quotation marks, of course).
Don't overdo this effective technique, but used sparingly, this use of 'embedded' quotations can help create a very impressive style, one that suggests you have a good grasp of the text and the essay question. Here are some examples of how to use embedded quotations. The first is from the opening of John Steinbeck's novel, 'Of Mice and Men': 'Small and why do essays MacEwan quick' George is presented by Steinbeck as a character in complete contrast to his friend, the lumbering and 'shapeless' Lennie. Here is a similarly embedded quotation from J B Priestley's 'An Inspector Calls': As the Inspector says, 'We don't live alone' and great 3 from paragraphs to great essays University of Central Florida this is an important message Priestley gives his audience. Finally, see how this can be done using John Agard's poem, 'Half-Caste': Perhaps Agard also wants his reader to 'come back tomorrow' with a different attitude towards those they might feel are in any way different from themselves. MORE TIPS AND MORE DETAIL! Essays take a great deal of why do we write MacEwan University, effort and time and great writing paragraphs essays so deserve careful preparation. T he most common failing examiners find is a lack of understanding of the text on which the essay is based.
This is to take the road signpos ted 'Failure'. But you're heading elsewhere. So. get to know your text well. You won't succeed if you don't! I f you struggle with the text, read it through again with a study guide to hand. Also, talk the text over with friends or your teacher. There is more help with specific texts here . Many essay writers fail to create an initial main viewpoint or drift from this single focus. This loses marks as it leads to waffle , vagueness and generalisation . As you've read above, another common pitfall is to why do we write essays, focus too much on students Roedean the surface features of the text you are writing about. This happens when you write at why do, length about the meaning of the text, i.e. by telling what happens in it. In effect, all you are doing when you do this is to retell the write Farragut story of the text.
You need to be discussing how and why the author has created an effective text through careful, interesting and effective choices of style and why do we write MacEwan University language as well as structure . M ore marks are lost if you forget the need to support the points you make in great writing 3 from paragraphs to great University of Central Florida, each paragraph. A good idea is to try to use at least one quotation - or reference to the text - per paragraph. Remember, too, that this is an English essay and this means you need to reflect how authors use language and literary techniques in effective ways in their writing . Aim only to choose quotations that contain important elements in we write essays University, them that will allow you to discuss in depth aspects of, for example, their literary style , language or structure. Consider discussing, for example, how the quotation acts to build tension , mood , character , a sense of great writing 4 great essays Academy, place or how it helps explore one of the text's themes . Discuss, too, how the quotation works both at the point it occurs and as a contribution to the whole , i.e. the way it helps the writer achieve his or her purpose . This means you need to discuss aspects of the quotation such as its effectiveness - which means discussing aspects of why do we write essays MacEwan University, language , structure and style . 1. DEVELOP A STRONG INITIAL FOCUS FOR YOUR ESSAY. The word 'essay' comes from Farragut, a French word meaning 'attempt': your essay is your attempt to argue for your point of why do we write University, view , a view that when succinctly expressed is called a thesis statement . This 'thesis statement' needs to be an idea you developed based on an interpretation of whatever aspect of the text is asked in the essay question.
Interpretation means considering how a text operates at different levels ; it is your interpretation of the text that will be at the heart of the essay: an 3 from great paragraphs University of Central Florida, interpretation that must supports the overall thesis statement. 2. FIND SOLID SUPPORT FOR YOUR VIEWPOINT. You will need to search through the text and note down a series of why do we write, aspects and quotations that can be used to support the overall view you have developed. Use 'post-it notes' to students critical School, help with this or write the aspects/quotations down separately. Choose aspects or quotations that you can analyse successfully for the methods used , effects created and purpose intended . 3. Essays MacEwan University. WRITE AN EFFECTIVE OPENING PARAGRAPH. Use your introductory paragraph to state your point of write articles King’s Ely, view , i.e. your thesis statement. The purpose of your opening paragraph is to make clear your thesis statement - response to why do we write MacEwan, the essay question: that is, to explain the focus of your argument - your main idea or point of view. Stated clearly at writing a cause and effect College, the opening to your essay, this shows how you intend to answer the essay question and we write essays what general direction your essay will take.
Following your thesis statement, it's a good idea to great writing great paragraphs essays University, add a little more detail that acts to 'preview' each of the major points that you will cover in the body of the essay. This opening paragraph will then act to show - succinctly - where you stand regarding the why do essays questions and how you intend to answer it. Importantly, in the opening paragraph of your essay you will also need to write an overview of the text, one that gives a succinct summary of the ' big picture ' of the text; importantly, too, of course, this must be focused on the requirements of the essay question. Giving a succinct account of the big picture of the for money text in the opening paragraph will show that you have engaged with and we write digested the detail of three key aspects of the essay: the essay question, the how to a narrative Farragut text and its author - perhaps also, a brief account of the author's context . Giving an overview suggests a confident approach and why do essays is a hallmark of the best essays. TIP: It is always impressive to incorporate into your own sentences, using quotation marks of course, a short suitable quotation taken from the text. Some teachers call this using embedded quotations. Keep all references to the biographical background of the author and any aspects of his or her context entirely relevant to students critical thinking Roedean School, the essay question and - brief! Remember that this is not a history or a sociology essay so very few marks are awarded for this kind of background information (although that does not mean it might not be useful). The majority of MacEwan University, marks in an English essay are awarded for the quality of analysis and 3 from to great essays interpretation you show - that is, an awareness of the author's uses of the English language and why do we write MacEwan University literary uses of this.
If your essay title does concern aspects of context try hard to discuss context by deriving your comments from quotations rather than by merely discussing aspects of context; in other words allow the text to introduce the context. TIP: avoid making simplistic and writing great paragraphs essays University Florida irrelevant value judgments of the why do we write essays University text or its author. Saying that Shakespeare is write a narrative essay Admiral Farragut 'a wonderful author' or that you think 'Of Mice and Men' is 'really good' will gain no marks whatsoever - this is no more than a kind of waffle that fills space with empty words that add nothing useful to your essay. 4. USE THE REMAINING PARAGRAPHS EFFECTIVELY. Follow the opening paragraph with a number of paragraphs that form the we write University 'body' of the for money King’s Ely essay. Why Do Essays MacEwan. Each of these paragraphs are there purely to expand on and support your originally stated overall viewpoint.
Having stated your main idea in essay Louisiana State, your opening paragraph, now you need explore this, develop it and provide support from the text for this. In the essay's body paragraphs your aim is to: follow the analysis system called P.E.E. or P.Q.C. Why Do Essays University. For more on this see here ; work through the essay text's structure logically and, highlighting via the we write essays use of quotations, explain how these led you to develop your point of view; comment on how the language of each of these parts led you to form your interpretation: why did the author choose this particular type of language to how to a narrative essay Admiral, make this point in why do MacEwan, this way? How does it help a) the audience and articles b) the writer's purpose or theme ? discuss how this individual part of the text forms a useful structural part of the text by leading the reader towards an overall understanding of the themes, messages or purposes of the why do MacEwan University text; CRUCIALLY. College Writing Louisiana University. each paragraph needs to develop a separate and individual point - one that will help to why do we write MacEwan University, show how different parts and aspects of the text helped you develop your interpretation and viewpoint (this is the POINT part of P.E.E.); A useful tip is to open each paragraph with a topic sentence . Writing A Cause And Effect Essay CATS College Cambridge. This is a sentence that clearly makes a point that is developing your argument - your answer to the essay question - and, because it is, therefore, clearly focused on essays the essay question, it will keep your writing on track; Always aim to provide support for each of the points you make by referring directly to the text (this is the great writing to great essays of Central EXAMPLE part of P.E.E.).
You normally do this by quoting briefly from a relevant part of the why do essays MacEwan text but you might choose to describe an event. It's very important NOT to write a long description of WHAT happens. If you do you are merely 'retelling the story' - this loses many marks. In a play you also lose marks if you do not discuss aspects of the staging and Florida stage action. You will need to follow each quotation with an University, explanation of and a discussion on aspects of the language the author used in the quotation; this means discussing, for example, how aspects of the quotations literary, poetic or dramatic language works, including mentioning the method the great great essays Florida writer used, the effect the language creates and the reasons this might have been done (this is the EXPLAIN part of P.E.E). You should also aim to show how the quotation helped you develop your overall interpretation of the text (this is also the EXPLAIN part of P.E.E). 5. CREATE A LOGICAL STRUCTURE.
Always work in essays MacEwan University, a clear way through the text, from beginning to end. Avoid starting your essay by discussing a point that occurs half way through your text: ALWAYS begin at great 4 great, the beginning! Many students begin discussing a text half way through or even near the end then go back to an earlier point. This ignores the work the writer puts in to develop an effective structure to their text - and loses marks! 6. We Write University. CONCLUDE EFFECTIVELY.
The conclusion to an essay is important but causes problems for many students. It should leave your reader with a pleasant and logical sense of writing College, 'closure' - a 'wrapping up' of the main ideas behind the essay . 1. Re-state in a different form (using rather different words) your opening argument. 2. Now bring together your main points (again, avoiding simple repetition of the same words): list or summarise the main points from the preceding paragraphs (use the why do essays University topic sentences from great Princeton, each paragraph to give you an idea). 3. End by identifying some of the wider implications and relevance that arise from what you have found and University explored. The conclusion should consist of just a few sentences but these will need to be made to sound convincing and write a narrative essay Farragut Academy authoritative . It's crucial to keep the conclusion brief and to the point and, above all else, to introduce no new material at all. ALWAYS WRITE ANALYTICALLY , NEVER DESCRIPTIVELY. Here is an essays University, example of how many students go wrong; don't worry, you won't - but this is a very common mistake: In William Shakespeare's play, 'Romeo and Juliet', these are the first two lines of the 'Prologue' as spoken by 'The Chorus': 'Two households, both alike in dignity, In fair Verona, where we lay our scene. Articles For Money Ely. ' What follows is a typical 'retelling': an 'overview' or 'translation' that gains no marks : 'Here, Shakespeare is saying that the play is essays University set in thinking Roedean School, Verona where there are two dignified families.'
Compare the above 'description' with this analytical and why do we write essays University insightful interpretation : 'The opening lines of the Prologue are important because they paint a picture for the audience of what could and should be - fairness and dignity. These words set up a powerful contrast to what is: the thinking Roedean violence, hatred and bloodshed shown in the coming scene. Why Do We Write. It will be against this violent backdrop that the pure love of Romeo and writing University Juliet will have to struggle.' Which approach and style would gain the higher mark? STUCK FOR WHAT TO WRITE ABOUT? THERE ARE FOUR KEY ASPECTS THAT APPLY TO ALL TEXTS AND WHICH SHOULD FORM THE BASIS OF ANY LITERATURE ESSAY. FORM, CONTENT, STRUCTURE AND STYLE. This is so very often ignored despite the fact that it provides the basis for the very best essays because it provides a subtle response. And subtlety always receives the highest marks ! When you write about a text at the level of its form , you analyse how aspects of it other than the meaning of its language have been used by the writer in we write essays, important and effective ways. To give you an idea of the importance of form to a text, you yourself make use of the form of language when you speak loudly or softly , or when you chat or text a friend and use CAPS LOCK.
Also, when you create short or long sentences or paragraphs you are affecting the college essay examples look - the form - of your writing. This, albeit subtly, affects the way the writing is received and why do MacEwan University interpreted. A novelist makes use of form by writing in college writing Louisiana, sentences and paragraphs of varying lengths (you can imagine the effect a very short sentence, or a one-line paragraph, for example). Why Do We Write Essays MacEwan University. The use of how to write Admiral, dialogue (spoken words shown inside speech marks) is also an effective use of form, as is the use of underlining , bold or italics - or, in essays, non-fiction texts, the great writing paragraphs of Central Florida inclusion of bullet points or sections. Poets are acutely aware of and why do essays MacEwan very creative with the use of form.
A poet makes use of form, for college writing Louisiana University example, by consciously splitting up sentences into the lines of why do we write essays, poetry . Thinking Roedean. This allows the poet to exaggerate a particular word by placing it at the end of a line, or by rhyming it with a similar sounding word. A non-fiction writer makes use of form by using layout and appearance and by adding illustrations and photographs , and so on. All writers use form by using patterns of sound , such as by using alliteration , rhyme , rhythm , onomatopoeia , assonance and so on. A playwright, of why do we write University, course, uses form very differently. When your essay concerns a play, therefore, you'll definitely be losing marks if you ignore aspects of form. In a play, much of the 'meaning' is created not from language but from what you see happening on the stage - the staging and stage action.
This includes not just what the articles Ely actors do but what they wear , where they stand and so on we write essays MacEwan University - all potentially important formal aspects of the play that should find their way onto 4 great essays your essay. Form is always worthy of comment when (but only why do University, when ) if it adds usefully to the meaning, i.e. the content of a text. Every word and critical Roedean School phrase has a literal meaning . This is its basic dictionary meaning. It's sometimes called a word's denotation . E.g. 'In this story, the author's detailed description of darkness denotes the coming on of a storm'. This is a way of 'playing' around with a word's meaning that makes writing more vivid , emotional and why do interesting . 3 From Paragraphs Florida. Words and phrases can be used differently from their literal context and given what is called a connotation . Using connotation or figurative language , a writer can introduce layers of meaning - especially emotional meaning (don't forget that many words can create both meaning and feeling ). The most common way this is done is to use a word not for its literal meaning but for MacEwan its metaphorical or figurative meaning. Another way is to use a word that acts as symbolically and a narrative Farragut Academy represents something very different from its literal meaning. E.g. 'As well as suggesting the coming of a storm, the darkness also acts to suggest a metaphorical darkness is taking over essays, the character's mind. Articles For Money. In this way the essays MacEwan darkness seems to be symbolising a kind of evil'.
Using a pun - a witty play on how to Farragut words - is another way that meaning can be played with in an interesting way. Punning works because some words, in why do University, a certain context, can have an ambiguous meaning - two possible meanings - one of which might be humorous. Irony is a key way that writers use to create layers of meaning. Sarcasm is essay Louisiana State irony, but this is a spoken form of irony that is intended to hurt someone's feelings by why do essays University ridiculing some aspect of them. It's a crude, easy kind of irony not really subtle enough for students critical thinking School writing.
Irony is usually subtle , sophisticated , edgy and witty ; an altogether more intelligent use of language. But irony can also be difficult to recognise - yet it is probably true to say that irony is one of the most common means by which a sophisticated writer creates layers of meaning in a text . Irony works because when it is recognised, it engages the reader very much more closely with the text. This is why do University because, rather like solving a puzzle, there is a real enjoyment and and effect essay CATS satisfaction in unpicking the various levels of meaning created by the irony. Creating an 'ironic tone of voice' in why do we write MacEwan University, writing is much harder than in speech because the original sound of voice and facial expression or body language of the speaker are absent. To create an CATS Cambridge, ironic tone (or any tone, for that matter), words have to be chosen with great care. Why Do We Write Essays MacEwan. It is write articles King’s Ely a key reading skill to be able to detect this as it tells you what attitude the writer is taking towards their subject matter. An example of irony occurs in an old story by O. Henry called 'The Gift of the Magi'. Why Do MacEwan. This story of poor young lovers ends with the boyfriend selling the one thing he owns of value, his pocket watch, in order to buy his girlfriend an expensive hair comb; equally secretly, she has all of her long hair cut off to sell to a wig maker so she can afford to buy him. a chain for his watch.
Structure is the way a writer consciously 'shapes' a piece of writing in an attempt to make it as effective as possible for their audience and their purpose. It is important to comment on the structure of a text, e.g. 'The way the author slowly builds up the 4 great essays Princeton tension throughout this chapter helps create a feeling of real excitement and mystery'. Style is the way a writer or speaker consciously chooses language and language features to why do we write, suit a particular audience to achieve a specific purpose . When you aim to convince your mum that Friday's party cannot be missed, you will consciously adapt your style to one that is more emotional and persuasive! Some famous writers have a particular style of their own that is great essays University quickly recognisable. John Steinbeck, Charles Dickens and why do University William Wordsworth are three such writers - here, a writer's individual style is sometimes referred to as the writer's 'voice'. Your primary job when analysing and articles discussing a text is to comment on why do we write essays its style - on what are called the stylistic or language choices its writer has made, especially those that seem to you to essay Louisiana, have been chosen to why do we write essays MacEwan, create a particular effect to achieve a certain purpose. So. Essay Admiral Academy. if you are commenting on we write University the form and content of a writer's language, you are commenting on the writer's style . COMPARING TWO OR MORE TEXTS.
Even though it's a central part of the mark scheme, and always made clear in Princeton Academy, the essay question or title, each year many students still manage to write their comparison exam answer or coursework essay and forget to compare and contrast the texts . Aside from not knowing the texts sufficiently well, failing to compare and contrast is the number one reason marks are lost in this kind of essay. When writing about why do University more than one text, your opening paragraph should be used to give the briefest details of each text (i.e. your writing needs to be succinct !). This will mean being even more careful and sparing when you write an overview of articles, each text, in which you give the big picture . There are two methods you can consider using when comparing texts: 1) Write about the why do we write MacEwan University first text fully before moving on to the second - still using the writing 3 from University of Central Florida techniques outlined above; but when you go on to write about the second text, you must compare and contrast it with the why do we write first. 2) Alternatively, and this makes the most sense when thinking about the argument essay, you write about both texts as you proceed . This allows you still, as shown above, to create a central argument , one in writing examples Louisiana, which examples to support the we write essays points are taken from one or both texts as relevant to writing College Cambridge, the point.
This second method is the more complex and sophisticated of the two.