August 2023 - Page 3 of 21 - English Studies

Transitions in Essay Writing

Transitions in an essay are words, phrases, or sentences that help to establish connections and smooth transitions between different ideas, paragraphs, or sections.

What are Transitions in an essay?

Transitions in an essay are words, phrases, or sentences that help to establish connections and smooth transitions between different ideas, paragraphs, or sections. They play a crucial role in making essay flow well and cohere, forcing the readers to follow the logical progression of the argument or narrative.

Important Aspects of Transitions in an Essay

Here are some important aspects used in essay writing:

Aspect	Definition	Example
1. Definition	They are linguistic devices used to link different parts of an essay and create cohesion in the structure of the essay.	“Furthermore, the study also examined the long-term effects.”
2. Purpose	Transitions serve to guide the reader through the essay by signaling shifts, connections, or relationships between ideas.	“However, there are some limitations to consider in this analysis.”
3. Types	They can be categorized into various types such as additive transitions, adversative transitions, causal transitions, sequential transitions, and concluding transitions.	“Because of these factors, the results can be interpreted in multiple ways.”
4. Additive Transitions	These transitions add or introduce information, ideas, or evidence.	“Moreover, the study revealed significant differences between the groups.”
5. Adversative Transitions	These show a contrast or conflict between ideas or information.	“On the other hand, some participants reported no significant changes.”
6. Causal Transitions	These transitions indicate cause-and-effect relationships or reasons.	“Therefore, it can be concluded that the hypothesis is supported.”
7. Sequential Transitions	These show a sequence or order of events or ideas.	“First, the participants were introduced to the experimental task.”
8. Concluding Transitions	These transitions signal the end or summary of an essay or paragraph.	“Concluding it, the findings suggest a need for further investigation.”
9. Placement	They can be used at the beginning, middle, or end of sentences, as well as between paragraphs or sections.	“Additionally, paragraph transitions can enhance the overall flow of the text.”
10. Importance	Effective use of transitions enhances the clarity, coherence, and readability of an essay, helping readers navigate through the text smoothly.	“Overall, transitions play a crucial role in organizing the content.”

Remember, the specific choice and placement depend on the context, purpose, and structure of your essay. Utilizing them effectively ensures a well-organized and seamless flow of ideas, resulting in a more compelling and coherent piece of writing.

Uses of Transitions

Use	Detail	Example
1. Enhancing Coherence	Transitions help to create a logical and smooth flow of ideas throughout the essay, connecting different parts and improving overall coherence.	“Furthermore, the study’s findings support the theory proposed earlier, reinforcing the argument that…”
2. Guiding the Reader	They serve as signposts for readers, guiding them through the essay and helping them understand the relationships between different ideas and sections.	“Next section will indicate historical context of the event, shedding light on its significance.”
3. Introducing New Ideas	Transitions can be used to introduce new ideas or information, preparing the reader for what is to come and providing a smooth transition from one point to the next.	“Moreover, it is important to consider the long-term implications of this policy shift on future generations.”
4. Showing Relationships	They indicate relationships between ideas, such as similarities, differences, contrasts, or cause-and-effect connections, making the essay more cohesive and convincing.	“While some argue for stricter gun control laws, others contend that individual rights should take precedence.”
5. Adding Supporting Evidence	Transitions can be used to introduce and connect supporting evidence, examples, or data, reinforcing the main argument or thesis statement.	“For instance, recent studies have demonstrated a clear correlation between excessive screen time and decreased cognitive abilities.”
6. Providing Clarification	They help to clarify the meaning of certain points, ensuring that readers understand the intended message and preventing confusion or misinterpretation.	“In other words, the author’s use of symbolism throughout the novel serves to represent the characters’ internal struggles.”
7. Signaling Shifts or Transitions	They are particularly useful when transitioning between paragraphs or sections, indicating a change in topic, focus, or perspective.	“Having examined the economic factors, let us now shift our attention to the social implications of this phenomenon.”
8. Strengthening Transitions between Sentences	Within a paragraph, transitions help to link sentences together, creating a smooth and coherent progression of ideas.	“Additionally, it is essential to consider alternative solutions that can mitigate the environmental impact of this industry.”
9. Emphasizing Key Points	Transitions can be used to emphasize important or pivotal points in the essay, drawing the reader’s attention and highlighting their significance.	“Above all, it is crucial to recognize the urgency of addressing climate change and taking immediate action.”
10. Concluding the Essay	They play a crucial role in concluding an essay by summarizing key ideas, reinforcing the main argument, and providing a sense of closure.	“In conclusion/Concluding it, the evidence presented overwhelmingly supports the notion that exercise is essential for maintaining good physical and mental health.”

Example of Transitions in Introduction

Example	Substitute	Use in Essay
Firstly/First of all	To begin with, To start off, To kick off	Used to introduce the first point or idea in the essay.
Additionally/Moreover/Furthermore	In addition, Furthermore, What’s more	Used to add more information or provide additional points to support the main argument.
In addition to/Besides	Apart from, As well as, Additionally	Used to introduce another supporting idea or evidence.
However/On the other hand	Nevertheless, Nonetheless, Conversely	Used to introduce a contrasting viewpoint or evidence.
Nevertheless/Nonetheless	Nonetheless, Despite that, Be that as it may	Used to acknowledge a contrasting viewpoint but emphasize the main argument.
Moreover/Not only… but also	Additionally, Furthermore, In addition to	Used to introduce a stronger point or provide multiple supporting reasons.
Furthermore/What’s more	Moreover, Additionally, Furthermore	Used to add further information or emphasize the significance of a point.
Similarly/Likewise	Likewise, Similarly, In the same vein	Used to introduce a similar or related idea or example.
In contrast/On the contrary	On the other hand, Conversely, In opposition to	Used to introduce a contrasting idea or evidence.
As a result/Consequently	Therefore, Thus, Hence	Used to indicate the consequence or outcome of a previous statement or argument.
Therefore/Thus/Hence	Consequently, Accordingly, As a result	Used to indicate a logical conclusion or inference based on previous information or arguments.
This demonstrates/illustrates/shows	This indicates, This exemplifies, This portrays	Used to emphasize or provide evidence for a particular point.
In summary/To summarize/In conclusion	In brief, To sum up, Ultimately	Used to signal the end of the introduction and transition into the body paragraphs.
The purpose of this essay is/This essay aims to	The goal of this essay is, This essay seeks to, The objective of this essay is	Used to state the main objective or purpose of the essay.
The significance of this topic is/This topic is important because	The importance of this topic lies in, This topic holds significance due to, The relevance of this topic stems from	Used to highlight the importance or relevance of the essay topic.
This essay will explore/examine/analyze	This essay intends to investigate, This essay will delve into, This essay seeks to analyze	Used to indicate the specific focus or approach of the essay.
In the following sections/Throughout this essay	In subsequent paragraphs, In the upcoming sections, As the essay progresses	Used to indicate that the discussion will continue in subsequent paragraphs or sections.
It is widely known/It is commonly accepted	It is widely acknowledged, It is generally recognized, It is commonly understood	Used to introduce a widely recognized fact or concept related to the essay topic.
Research has shown/Studies have found	Evidence suggests, Studies indicate, Research reveals	Used to introduce findings or research that supports the essay’s argument.
The main argument/thesis of this essay is	The central claim of this essay is, The primary contention of this essay is, The main point put forth in this essay is	Used to clearly state the main argument or thesis of the essay.

Types of Transitions

Category	Transition Words
Addition	Additionally, Moreover, Furthermore, In addition, Likewise
Comparison	Similarly, Likewise, In comparison, Just as, Similarly to
Contrast	However, Nevertheless, On the other hand, Conversely, In contrast
Cause and Effect	Consequently, As a result, Therefore, Hence, Thus
Example and Illustration	For example, For instance, Specifically, To illustrate, In particular
Emphasis	Indeed, Certainly, Without a doubt, Undoubtedly, Clearly
Sequence and Order	Firstly, secondly, thirdly, Next, Then, Subsequently, Finally
Conclusion	In conclusion, To summarize, Ultimately, In summary, To conclude
Time	Meanwhile, Simultaneously, Eventually, Meanwhile, Subsequently
Clarification	In other words, Specifically, To clarify, That is to say, Put another way

These transitions can be very useful when writing essays, reports, or any type of content where you need to guide your readers through your ideas and arguments.

Suggested Readings

Graff, Gerald, and Cathy Birkenstein. They Say / I Say: The Moves That Matter in Academic Writing. 3rd ed., W.W. Norton & Co., 2014.

Williams, Joseph M. Style: The Basics of Clarity and Grace. 5th ed., Pearson, 2014.

“The Hunger Artist” and “A Very Old Man with Enormous Wings”

Like the stories, “The Hunger Artist” and “A Very Old Man with Enormous Wings”no two pieces of literature are the same.

Introduction to Comparison of “The Hunger Artist” and “A Very Old Man with Enormous Wings”

Like the stories, “The Hunger Artist” and “A Very Old Man with Enormous Wings”no two pieces of literature are the same, it happens that sometimes two pieces bear resemblance even though two artists do the same work in different situations, in different environments, and under the influence of different philosophies and ideas. Gabriel Garcia Marques, the proponent of magical realism, has no resemblance with Kafka of the same country as both have lived in different times, yet there are several points in their stories “The Hunger Artists” and “A Very Old Man with Enormous Wings” that resemble each other. On the character level, the old man with wings could be compared to the hunger artist of Kafka in that both have bizarre mental and physical traits that a normal person can possess and they differ from each other in this in this connection. At the same time, there is a great resemblance in the setting in which they are set that readers get a different picture from one story as compared to the other. The setting of both the stories in terms of audience differs a great deal. It is also that whereas one is demonstrating magical realism, the other is showing Kafkaesque philosophy of self-inflicted torture only to amuse the readers. It could be stated that the hunger artists have no whatsoever resemblance to the old man with enormous wings but their handlers such as the manager of the hunger artists and Pleyaho and Elisenda bear a resemblance. Both managers and administrators of these two different characters manipulate them to their own ends. The role of the audience, too, is very important in both that in both situations, the people get bored with time and lose their interest. Therefore, the stories “The Hunger Artist” and “A Very Old Man with Enormous Wings”could be compared on the level of setting, the role of the audience, the interests of the handlers of the respective main characters, and then the difference in the philosophy presented in these stories.

Setting in “The Hunger Artist” and “A Very Old Man with Enormous Wings”

Whereas the setting is concerned, it bears a certain resemblance. The hunger artist is dying to win the attention of the public and he succeeds in winning it in the beginning when the people come in queues to see him bearing the pangs of hunger. Kafka clearly states in the beginning that the “audience’s involvement grew from day to day” (Kafka 489), when he starts fasting. The children were keener to look at him. The hunger artist is placed in a rural environment where he can show his skill of bearing hunger to the people. The people come in throngs to watch his feat. A manager is arranging everything for him though he is lying to the people. In explaining the story, Richard To Garry states that “Throngs of spectators are drawn” within the given setting where no geographical point has been given or explained (Garry 132). However, the setting of the story “A Very Old Man with Enormous Wings” is entirely different because. There is a geographical location of the village where Pelayo and Elisenda live and the old man, somehow, falls in their yard. However, the situation is almost the same in that throngs of people queue up to watch this with great interest as the whole “neighborhood [was] [there to see the] angel” (Marquez 802). The major difference lies in the geographical location. It is not specified in the case of the hunger artists as he has been taken to tour the entire Europe, whereas, in the case of Pelayo and Elisenda, it is their village where they have become rich enough to have their son treated and construct their homes afresh. However, both of these resemble in narrator that in both there is an omniscient narrator who sits somewhere high above the setting and the character and comments on their lives. Literally, there is a carnival in this story, while it seems almost the same scene in the first one “The Hunger Artist” where it is a game for the people (Pelayo 72). Therefore, to some extent the setting in terms of the carnival type of presentation is similar in both stories “The Hunger Artist” and “A Very Old Man with Enormous Wings.”

Handlers in “The Hunger Artist” and “A Very Old Man with Enormous Wings”

However, the great similarity lies in handlers in “The Hunger Artist” and “A Very Old Man with Enormous Wings.” The handler in the case of the hunger artist is his nameless manager. The artist whispers whatever he feels to the manager who starts or ends his show whenever he wants but against his will of what he wants to say to the people. There was clearly a world of misunderstanding as the artist does not want to convey to the people what he wants to convey and the manager does not convey to the people what the artist wants to say. “This perversion of the truth … unnerved him” (492) though he does not show it to the people but feels it strongly. Although there are not much active audiences in the case of the very old man with wings, still Pelayo and Elisenda have some other people who do the work for them to make it known such as the neighbor woman “who knew everything” (803). She has concluded that he is an angel and has also done the work of spreading the news in the whole village. Several others also comment about him, and Father Gonzaga, too, declares otherwise, the managers set a ticket for the show. Soon they start earning in the same way as the manager of the hunger artist has done. In one way, there is no difference between both the managers as one is completely aware of the lies that are being told disregard of whatever he thinks, while in the case of the old man, all lies have been concocted not by the managers but by the people living around them. However, the interests of all these managers in both stories are the same which is to earn something for a living. It is because the owners, Marquez writes “had not reason to lament” because they have saved enough to “built a two-story mansion with balconies and gardens” (805) while in the case of the hunger artist, the circus hirs him after he loses his worth. The interest is again money in both stories “The Hunger Artist” and “A Very Old Man with Enormous Wings.”

Audiences/Readers of “The Hunger Artist” and “Very Old Man with Enormous Wings”

Although the writers’ audiences are their readers, both stories “The Hunger Artist” and “A Very Old Man with Enormous Wings” have separate audiences. In the first story “The Hunger Artist” the audience comes to see the feat of the hunger artist that he shows them in the shape of fasting for a long time. He is intoxicated with the popularity that he is winning among the people. They are coming to watch him in queues. When the show ends, the audiences are satisfied with what they see but the artist is not satisfied. With the passage of time, the behavior of people changes. It is because the public wants to see something new, not the same old person going hungry for them. Therefore, the hunger artist is “deserted by the pleasure-seeking crowds” (384). It means that the audience has lost interest in him. Therefore, he joins a circus but then the people only come to see the animals placed near him. They do not think to have any interest in him. He loses his worth and his life with time. The same happens with the old man. The people come to see him in queues when they hear the news. However, with the passage of time, they lose interest in him and soon they forget that there is an angel, or a devil in the midst of them. However, at the same time, there is a difference because in the first story the audience does not see a strange creature but a living man like them who is doing a feat of fasting longer than an ordinary man can do. However, in the case of the second, there is a strange creature like an angel that is before the audience and they lose interest after looking at him. There may have been the possibility that the managers would have taken this angel to a world tour and made the whole world take an interest, but it is a farfetched idea. It is merely the use of magical realism to show how people lose interest howsoever strange thing may be there.

Eccentrics in “The Hunger Artist” and “Very Old Man with Enormous Wings”

However, in the garb of this artist, Kafka has presented the role of people and the nature of some eccentrics who inflict injuries on themselves merely because they want to entertain the people, knowing little that the people always want something new, not caring that the artist is losing his life. It could be that Kafka’s philosophy is to show his own situation he was placed in. A lecturer in English, Bushra Naz, states that “The Hunger Artist” is seen as an ensemble of signs and signifiers” (Naz 71-75). By this, she means that it is the biography of the artist and the conceptualization of his philosophy into his story that is being reflected through his characters. She has also commented on his other novel, The Metamorphosis, to show the inner self of the artist. However, in the case of Gabriel Garica Marquez, it is his magical realism, a technique, with which he presents esoteric and stranger characters in a situation where the willing suspension of disbelief of T. S. Eliot is automatically at work. The people start believing that it could happen to them, too. Magical realism lies at the heart of the storytelling art of Garcia Marquez but at the same time, he does not leave attacking the current realities of life (Kennedy). Therefore, both stories depict the philosophies and ideas of the writers.

Conclusion

It is also that both the major characters the hunger artists as well as the old man with enormous wings are symbols in the stories, “The Hunger Artist” and “Very Old Man with Enormous Wings.” However, in the case of Kafka, the hunger artist is a symbol of an artist who goes through pain to please the people living around him. In terms of setting, audiences, and characters, the stories have certain resemblances but the timing and the purposes could be different for which theoretical purposes could be applied to both stories to have deeper understanding.

Works Cited

Kafka, Franz. “A Hunger Artists” Charters, Anne. The Story and Its Writer. New York: Bedford /St. Martins, 2014. 488-494.
Garry, Richard, T. A Franz Kafka Encyclopedia. Greenwood Press. 2005. Print. 74-92.
Pelayo, Ruben. Gabriel Garica Marquez. Greenwood Press. 2001. Print. 72-73.

Naz, Bushra. “Hope of Death as the Possibility of Life: A Psychosemiotic Reading of Franz Kafka”s The Hunger Artist as the Narrative of Existence into Non-Being.” PJSS. 31(1). (June 2011). 65-77.
Kennedy. “ The Origins of Gabriel Garcia Marquez’s Magic Realism.” The Atlantic. The Atlantic. 17 April 2014. Web. 07 Aug. 2015.

Questions:

How do the themes of isolation and alienation manifest in “The Hunger Artist” and “A Very Old Man with Enormous Wings,” and what do they reveal about the human condition in each story?

Both “The Hunger Artist” and “A Very Old Man with Enormous Wings” feature characters who are outsiders or marginalized in society. How do the authors use these characters to comment on the treatment of those who are different or unusual?
In “The Hunger Artist,” the protagonist seeks to express himself through extreme self-deprivation, while in “A Very Old Man with Enormous Wings,” the focus is on the mysterious arrival of a supernatural being. How do these different narrative approaches shape the stories’ messages about human fascination and cruelty?
The concept of spectacle and entertainment plays a significant role in both stories, with the hunger artist’s fasting and the old man with wings becoming a sideshow attraction. How do these narratives explore the ethics of exploiting others for entertainment and profit?

“The Hunger Artist” and “A Very Old Man with Enormous Wings” both challenge conventional notions of reality and the supernatural. How do the authors use elements of the surreal and the fantastical to comment on the limitations of human understanding and belief systems in these stories?

You may read more on Short Essays below:

Mother in “Everyday Use”

Characters in Pride and Prejudice: Natural and Reality

A good reading of the characters in Pride and Prejudice in terms of understanding their sketches shows that Jane Austen’s art not only lies in creating natural and down-to-earth real characters but also in demonstrating the qualities that real human beings possess.

Introduction to Characters in Pride and Prejudice

A good reading of the characters in Pride and Prejudice in terms of understanding their sketches shows that Jane Austen’s art not only lies in creating natural and down-to-earth real characters but also in demonstrating the qualities that real human beings possess. Her wonderful capability is almost equal to great English writers in making her characters look like real human beings, having shortcomings, strengths, and idiosyncrasies. As a lady of good upbringing, she is not only conscious of the role of minute social mannerisms but also the violation of the accepted norms and values. Though she has confined herself to the country people, she has also sketched yeomen and laborers as ably as she has done other characters. It is also that characters have been created in such a way that the audiences or the readers never know what is going to happen next with which character on account of his action. In this lies the real art of the writer in the making and breaking of the impression of some specific characters. The art of Jane Austen of creating characters in Pride and Prejudice lies in showing good characters doing bad actions and bad doing good actions, making the readers shift their sympathies, liking and disliking simultaneously. Jane Austen’s talent for creating unique and real human characters in Pride and Prejudice lies in creating individuals with specific traits, their revelation through their own conversations, and their exposure through comparison and contrast to other characters.

Special Character Traits

Almost all characters in Pride and Prejudice have their special character traits, which make them unique and stand out amongst the others of their ilk. Just take the example of a typical wife, Mrs. Bennet, who is not only self-indulgent but also vacuous, is always busy finding matches for her daughters. In the opinion of her husband, Mr. Bennet, she is “a woman of mean understanding, little information, and uncertain temper” (Austen 04). She is a butt of jokes for her husband due to her idiosyncrasies and ignorance, while Mr. Bennet is highly entertaining. He was a “mixture of quick parts, sarcastic humor, reserve, and caprice, that the experience of three-and-twenty years had been insufficient to make his wife understand his character” (04). As a father of five girls, he perhaps shirks their company and lives mostly in his library, but he dares to take up the blame when he could not find Lydia and Wickham in London after their elopement, stating “No Lizzy, let me once in my life feel how much I have been to blame” (91). In fact, such a confession of one’s negligence is quite rare even in real life. But it is still real in Austen that despite disparaging Mrs. Bennet, he owns the blame that he could not take care of Lydia’s rash behavior in the case of going fast to marriage. Though Austen has not blamed any other male character, it is typical of her that she has made her character speak out. Even her best characters have their own specific traits such as Elizabeth, of which Austen has a great liking as she has mentioned about her in her letter written to her sister (Austen 1995). She is not only witty and intelligent but also quick in learning and fast in entertaining others with her humor. She has “something more of her quickness than her sisters” (04) as her father likes her for this. Austen adds that “she had a lively, playful disposition, which delighted in anything ridiculous” (08). Austen is not limited to these characters only, for each character in Pride and Prejudice has a peculiar habit and a character trait, which highlights Austen’s art in making all of them real. It is also that they have not been repeated anywhere even in other novels. Despite keeping their individualities intact, she has made them universal in which lies her uniqueness because this is what makes a character memorable and close to reality. Her comprehension of the nature of her characters shows what they are such as Wickham is an unprincipled ruffian, Mr. Bennet is a humoros father, Mr. Darcy is a priggish but thoughtful young man, Elizabeth is a sagacious lady, Mrs. Bennet is a typical mother of girls, and Lydia is a silly and stupid girl.

Conversational Style of Characters in Pride and Prejudice

A person is best known through his / her conversation. Until he speaks, nobody can tell what sort of a person he/she is, how he/she would react and nothing can be predicted about him/her. Perhaps, Austen has this evaluative paradigm in mind when she revealed most of her characters in Pride and Prejudice through their conversation. This makes her portrayal of characters even more realistic and closer to reality than through any other act. Although they seem perfect characters like Elizabeth and Darcy, they are not liked or idealized in such a way that the people start making them paragons of virtues. Therefore, wherever any of her characters speak, he or she speaks with special reference to her own qualities and traits. The conversation between Mr. Bennet and Mrs. Bennet reveals the characters of both in that one is empty-headed and obsessed with the idea of getting her daughters married, while the other is a well-read person, having an eye on the situation around him and a ridiculous outlook of his wife. Referring to her nerves he states, “I have a high respect for your nerves. They are my old friends. I have heard you mention them with consideration these last twenty years at least” (04). This shows that he always sees the funny side of life in his wife. Similarly, Elizabeth and Darcy are always on bad terms in their conversation but ultimately know each other after they are exposed through their dialogues with each other. Letter writing of Collin and Lydia reveals their characters, while Elizabeth is mostly exposed through her careful way of speaking. As the best exposure is self-exposure, at least two of Austen’s characters find themselves or discover themselves; Mr. Bennet and Elizabeth. The former confesses his fault for his carelessness toward Lydia. He confesses it when he returns from London after not finding them. However, the case of later is different as she could not judge Mr. Darcy and says that she has merely “gratified [her] in useless or blameable distrust” (122). It could be said that though this is a self-discovery, still it is in the hands of Austen to put it into the mouths of her characters in Pride and Prejudice. Another important point is that several characters talk about other characters with somebody else. This also exposes their thinking about others and reveals other characters. This technique is very useful in that it reveals how a character thinks about the other ones, such as Darcy and Elizabeth think quite contrary to each other and comment against each other when they are talking to others.

Colorful Characters in Pride and Prejudice

It is also that the characters in Pride and Prejudice is a gallery of characters, Jane Austen has put several characters in comparison and contrast to others. This technique highlights their strengths and weaknesses, making them prominent or likable to the readers or vice versa. Their comparison and contrast also balance the character of one person and accentuate that of the others. Mrs. Bennet is well known for her being a butt of ridicule from her husband but Lady Catherine is also there, who not only balances her but also sometimes makes her look a serious thinking lady, because of the latter’s proud and arrogant behavior when meeting others. Similarly, the arrival of Darcy makes Bingley looks pale in his presence, while he proves a foil for him. On the other hand, Wickham serves as a contrast to both of them. Whereas Darcy is a cold type of person, very serious, guarded, and a fatherly figure because of being a distinguished person, Bingley, in comparison to him, seems quite naïve and simpleton. Similarly, whereas Lydia is a romantic and stupid in worldly affairs, Charlotte Lucas, a friend of Elizabeth, just proves very pragmatic. She immediately accepts the proposal of Collins, as she knows, once gone is always gone. However, Jane Austen is not limited to this. She has also presented somewhat three-dimensional characters which makes it easy to understand how a person could be of varied nature at the same time as it happens in life. There is no prediction about any person in real life. In fact, Jane Austen has used a three-dimensional technique that is to use conversation, the point of view of others, and also her own description apart from the actions of the characters themselves. For example, Mr. Bennet and Mrs. Bennet have been described at the end of the first chapter but not before they have revealed themselves through their lively conversation, while Mr. Bennet also reveals his inner goodness of heart through his actions when he tells her that he has already met Mr. Bingley.

Conclusion

In a nutshell, Jane Austen’s characters in Pride and Prejudice are as intricate as other living human beings are because they have been taken from the everyday life of the English countryside gentry. They reveal her minute and comprehensive observation of human nature so that she could depict that in her characters. None could deny that there are no mothers like Mrs. Bennet, no haughty and arrogant ladies like Mrs. Catherine, no sagacious but down-to-earth realistic girls like Elizabeth, and no flirts like Wickham. However, it is her art that she has put every character at the right place with specific character traits, mannerisms, virtues, and vices to play a specific role in the romantic maze of “Pride and Prejudice.” Not only do they expose themselves but also expose others, and reveal their natures through actions toward others and toward themselves. In fact, Jane Austen has done nothing else to pick up real-life characters and wrap them into her own philosophy of the pursuit of conjugal life.

Works Cited

Austen, Jane. Pride and Prejudice. Project Gutenberg Electronic Texts. 2004. Online.

Austen, Jane. Jane Austen’s Letters .ed. Deirdre Le Faye. Oxford University Press. New York. 1995. Print.

Questions:

How does Jane Austen use a blend of natural and idealized traits in her characters in Pride and Prejudice?
In what ways do the characters in Pride and Prejudice represent the authentic human experiences and emotions of their time, despite being fictional creations?

Explore the concept of character foils in the novel. How do characters like Elizabeth and Jane, or Mr. Darcy and Mr. Wickham, serve to highlight different facets of human nature and society?
Discuss the role of social class and status in shaping the characters in Pride and Prejudice.
How does the character development of key characters in Pride and Prejudice contribute to the overall themes of personal growth and self-awareness in the novel?

You may read more on Short Essays below:

Humanity in “The Cabuliwala”

Based on an Afghan figure, humanity in “The Cabuliwala” shows Tagore’s art, showing his broad insight and vision in presenting alien characters with love.

Introduction to Humanity in “The Cabuliwala”

Based on an Afghan figure, humanity in “The Cabuliwala” shows Tagore’s art. It is also that a person, if he was from some alien culture, was rarely accepted in the other culture during the previous century, specifically in the Indian sub-continent. Foreigners were either considered occupiers, the British, or kidnappers, the Afghanis, as is the case of Rahman in “The Cabuliwala” by Rabindranath Tagore. This has been expressed by Tagore’s wife that she considers Rahman as a kidnapper to be kept under “watchful eye” (Tagore 3). However, Tagore discovers a particular charm in him with which he seems fascinated. This fascination for the Cabuliwalla arouses Tagore’s sympathy for the foreigners, his generosity for the poor, and his love for the lower class and their children, showing humanity in “The Cabuliwala.”

Stereotyping in “The Cabuliwala”

When Tagore finds that his daughter is attracted to a common street vendor, the Cabuliwalla, he does not pay much attention to this except to remove the terror of his Mini. It is because she has “a blind belief “ that he is a kidnapper (2). After all, most people from Afghanistan have been dubbed as kidnappers of children. His wife also considers him so, as she questions Tagore on the same grounds. However, Rahman arouses Tagore’s sympathy for him because he proves “very patient listener” (3) to his daughter that he himself is not; thus proving that he is a good human being. Secondly, he offers “brigs of nuts and almonds” (4) to Mini, who is dear to Tagore, showing his humanity in “The Cabuliwala.” In this way, he, despite being a foreigner, wins his sympathy.

Human Love in “The Cabuliwala”

Rahman also wins his generosity though it happens at the end after his long reflection. Tagore only thinks of him as a street merchandiser. Cabuliwala does not touch his heart even when he is arrested though he comes to greet Mini and makes fun of himself to make Mini laugh saying, “I would have thrashed that old father-in-law but my hands are bound” (3) as he is under arrest. “The time passed and he was forgotten” by Tagore as is usual but when he appears at the end, brings gifts for Mini without accepting money, and says “I too have one like her in my own home” (5) this touches Tagore’s heart. He thinks of Tagore’s daughter as his own and then brings hundred rupees out of his pocket though he curtails the festivities of his daughter. This is how Rahman arouses his generosity and Tagore demonstrates humanity in “The Cabuliwala.”

Equality among Children in “The Cabuliwala”

This generosity is also a sort of love for the lower-class people and the lower-class children. Tagore knows that the Cabuliwalla, Rahman, is from Afghanistan, which is quite far away. He cannot go to his homeland due to bad financial conditions as he has lost his prime years in jail. Therefore, when he brings gifts for Mini, he thinks about him as a human being having a heart and then thinks of his daughter and home. His heart melts, and he states, “Tears came to my eyes. I forgot that he was a poor Cabuli fruit seller, while I was…” (6). This difference in class arouses his human heart, which makes him think about Rahman and his daughter, and sacrifice his daughter’s wedding to pay him money. This is another evidence of humanity in “The Cabuliwala.”

Conclusion of “The Cabuliwala”

The story, thus, proves that Tagore has a human heart and his story is an ample proof of his showing humanity in “The Cabuliwala.” He is not only a great writer but also a great human being, who, merely by the good gesture of a street vendor, understands his great heart and assesses his own situation. This made him fascinated even more not by his appearance as he used to be, but by his big heart that he brings gifts for his daughter though he has nothing, while he could not give her anything despite having everything. This is not only a way to make him a good human being but also it is his good gesture that fills him with good emotions and passions that he understands his difficulties.

Works Cited

Tagore, Rabinderanath. “The Cabuliwalla.” n.d. Wyne. http://www.is.wayne.edu/MNISSANI/Fall2003/Cabuliwallah.htm Accessed 04 Nov. 2022.

NOTE: It is a student essay for illustrative purposes only. You can borrow ideas and write your own essay.

Questions

How does the character of Rahman, the Cabuliwala, serve as a symbol of humanity in the story, and what does his relationship with Mini reveal about the universal bonds that connect people across cultures?
In “The Cabuliwala,” we see moments of both kindness and misunderstanding between the Indian society and the Cabuliwala. How does the story depict the complexities of human interactions and the potential for empathy even in the face of cultural differences?

The story raises questions about the impact of time on human relationships, as Mini grows up and Rahman returns after several years. How does the theme of humanity intersect with the theme of time in the story, and what does it suggest about the enduring nature of human connections?

You may read more on Short Essays below:

“Araby” by James Joyce: Modernist Story

“Araby” by James Joyce demonstrates the transformation modernism brought such as the use of the stream of consciousness technique along with an ambiguous critique of the religious ideas and melting down of social customs.

Introduction to “Araby” by James Joyce as Modernist Story

Before the publication of “Araby” by James Joyce, the British modernist movement emerged between WWI and WWII. New ideas, norms, and traditions were set in literature. The Industrial Revolution, evolution in economic ideas, and new social theories led the writers to write on new patterns. The disillusionment of the wars, massacres, and senseless killings led the writers to explore human nature further because the old styles failed to express their grief, complications, and apprehensions (Rachel 2012). The theater of Absurd and existentialism gave new dimensions to literature. “Araby” by James Joyce demonstrates the transformation modernism brought such as the use of the stream of consciousness technique along with an ambiguous critique of the religious ideas and melting down of social customs.

Stream of Consciousness in “Araby” by James Joyce

The use of the stream of consciousness technique was the first characteristic intended to record the thoughts of the narrator. The nameless boy in “Araby” by James Joyce, tells his story in first person, but mostly this comprises his inner thoughts. The boy narrates the ordeal he faces in his mind. His inner thinking leads him to his epiphanic moment of promising his imagined beloved to bring something from Araby for her but ultimately it proves a failure. His infatuation “When she came out on the doorstep my heart leaped” (Araby 345) shows his use of the first person. This type of technique was creeping imperceptibly into narrations during those times when James Joyce wrote this story. He continues thinking about her until the story ends where he is standing and “remembering with difficulty why I had come” (356). It is through his own narration that the readers know his ordeal, his mental conflicts, and his disillusionment of love which has found its way into his narration (Norris 2003).

Transformation in Religious Ideas in “Araby” by James Joyce

During the writing of this story, the Roman Catholic was ruling the roost in Ireland. The modernist movement challenged trite and tested ideas of religion, which Joyce ambivalently expresses in this story. The different references in “Araby” by James Joyce such as that “Christian Brother’s School” (Joyce 347) in “Araby” are actually an expression of the attitude toward the prevalent religious faith. Mentioning the priest, finding books of the priest at the home, and the boy’s own reference of saving the “chalice” (348) are enough to show that religious dogmas are in the very soul of the boy. Yet, he wants to break up these shackles as he keeps “The Abbot by Walter Scott, The Devout Communicant and The Memories of Vidosq” (348), a modern book according to the standards of those times. The boy’s reference to a hero who “bore my chalice safely” (348) is not a Christian allusion, but a pagan one.

Transformation in Social Norms in “Araby” by James Joyce

The modernist movement also challenged the accepted social norms and turned them upside down even before “Araby” by James Joyce was written. The first sign of this is the boy’s falling in love with the girl who is a bit older. She succeeds in dominating the boy’s senses and holds him in her romantic grip as he imagines her “The life from the lamp opposite to our door caught the white curve of her neck” which seems to him something that arouses his senses (351). This is the exploitation of male sexuality that she attracts him and brings him to the point of a promise he does materialize, and gets frustrated.

Conclusion

These examples show that Joyce was affected by the onslaught of modernism and became a tool to start British modernism through his writings. Ulysses came out much later but before that “Araby” clearly shows his inclination toward the modernist movement. His ambivalent attitude toward religion, his narrative technique, and his allusions demonstrate it in “Araby” which is not the first representative story of this movement.

Works Cited

Joyce, James. “Araby.” Edgar V. Roberts, & Robert Zweig. Literature: An Introduction to Reading and Writing, 10/E . New York: Longman, 2012. 348-362.

Norris, Margot. Suspicious Readings of Joyce’s Dubliners. Pennsylvania: University of Pennsylvania, 2003. Print.
Potter, Rachel. Modernist Literature. Edinburgh University Press. 2012. Print.

Relevant Questions

How does James Joyce use the concept of epiphany in “Araby” to exemplify a key characteristic of modernist literature, and what is the significance of the protagonist’s epiphany in the story?

“Araby” is often seen as a prime example of the modernist emphasis on the interior world of characters. How does the narrative perspective and the protagonist’s inner thoughts and emotions contribute to this aspect of modernism in the story?
In “Araby,” the mundane and the symbolic are juxtaposed throughout the narrative. How does this interplay between the ordinary and the symbolic reflect the modernist fascination with the subconscious and the exploration of deeper, hidden meanings in everyday life?

You may read more on Short Essays below:

Afrofuturistic Fiction: Time

Billy Pilgrim: A Victim of PTSD

Polysyndeton: Using and Critiquing

Polysyndeton is a rhetorical device characterized by the repeated use of conjunctions (such as “and,” “or,” “but,” etc.) in close succession within a sentence.

Introduction to Polysyndeton

Polysyndeton is a rhetorical device characterized by the repeated use of conjunctions (such as “and,” “or,” “but,” etc.) in close succession within a sentence or series of sentences. This deliberate and repetitive conjunction usage creates a sense of emphasis, unity, and connection between elements, often enhancing the rhythm and impact of the text. It is a stylistic choice employed by writers to convey specific effects, such as emphasizing the interdependence of ideas or creating a rhythmic and memorable quality in the prose.

How to Create Polysyndeton

To create a polysyndeton in your writing, follow these steps:

Step	Explanation	Example
Choose Your Content	Decide on the content for your bullet points. Polysyndeton involves using multiple conjunctions (such as “and,” “or,” “but,” etc.) in close succession, which can create a sense of repetition and emphasize each point.	Decide on a list of tasks for your day: Cleaning, grocery shopping, and meal prep.
Open Your Text Editor	Open a text editor of your choice, such as Microsoft Word, Google Docs, or any other platform where you can format text.	Open Microsoft Word to begin your document.
Create Bullet Points	Create a list of bullet points. Each bullet point should represent one of the ideas you want to convey.	Create a list of to-do items: – Clean the house – Buy groceries – Prepare dinner
Apply Bold Formatting	To make the text bold, select the text of each bullet point and apply bold formatting. This is usually done by using a toolbar option (like the “B” icon in most text editors) or by using the keyboard shortcut (Ctrl + B for Windows or Command + B for Mac).	Apply bold formatting to each of the to-do items in your list.
Add Polysyndeton	Within each bullet point, add multiple conjunctions to create the polysyndeton effect. For example: Original Bullet Point: “We went to the store.” Polysyndeton Bullet Point: “We went to the store and bought groceries and snacks and drinks.”	In your list, use polysyndeton: – Clean the house, vacuum the floors, and dust the shelves. – Buy groceries, including fruits and vegetables, and snacks, and drinks for the week. – Prepare dinner, cook pasta, and make a salad and garlic bread.
Review and Edit	Review your bullet points to ensure that the polysyndeton effect is clear and meaningful. Make any necessary adjustments to the conjunctions or wording to maintain clarity and coherence.	Check that your list is clear and not overly repetitive due to the polysyndeton usage.
Finalize Your Document	Once you’re satisfied with your polysyndeton bullet points in bold, you can finalize your document and save or share it as needed.	Save your to-do list and share it with your family or colleagues.

Benefits of Using Polysyndeton

Using polysyndeton in your writing can have several benefits:

Emphasis: Polysyndeton can be used to emphasize a series of items or actions, giving them equal weight and importance. By repeating the conjunction between each item, you can create a sense of unity and connection that draws attention to the series.
Rhythm: Polysyndeton can create a rhythmic effect in your writing, especially when the conjunction is repeated several times in quick succession. This can help to make your writing more memorable and engaging.
Flow: By repeating the conjunction between each item in a series, you can create a sense of flow and continuity in your writing. This can help to make your writing more cohesive and easier to follow.

Style: Polysyndeton can add a distinctive style to your writing, especially when used sparingly and for a specific effect. It can make your writing more expressive and dynamic, helping to convey the tone and mood of your writing.

Polysyndeton in Literary Theory

Polysyndeton is a literary device that has been analyzed and discussed in various literary theories. Here are six examples:

Literary Theory	Critique of Polysyndeton
1. New Criticism	New Criticism emphasizes close reading and analysis of the text itself. Polysyndeton in this approach is viewed as a way to create unity and connection within the text, emphasizing the interdependence of its elements.
2. Structuralism	Structuralism analyzes underlying structures and systems of meaning in a text. Polysyndeton can be seen as creating repeating patterns or structures that connect different parts of the text and foster coherence.
3. Deconstruction	Deconstruction challenges the idea of stable meaning in a text. Polysyndeton in this approach disrupts the expected flow of the text, introducing instability and uncertainty through repeated conjunctions.
4. Postcolonialism	Postcolonialism examines the effects of colonialism and imperialism on literature and culture. Polysyndeton can be seen as a way to convey hybridity and cultural mixing by connecting and emphasizing different elements.
5. Feminism	Feminist literary theory explores how gender influences literature. Polysyndeton can challenge traditional gender roles by emphasizing connections and interdependence among different elements in the text.
6. Reader-Response Criticism	Reader-Response Criticism emphasizes the reader’s role in interpreting and creating meaning in a text. Polysyndeton encourages reader involvement by prompting them to make connections and interpret the repeated conjunctions.

Polysyndeton: A Rhetorical Device

Polysyndeton is a literary device that involves the repetitive use of conjunctions (e.g., “and,” “or,” “but”) within phrases, clauses, or sentences.

Etymology of Polysyndeton

The term “polysyndeton” comes from the Greek words polys, meaning “many,” and “syndeton,” meaning “bound together.” The word was first used in English in the 1570s to describe the rhetorical device of using multiple conjunctions in close succession.

Meanings of Polysyndeton

Meaning	Description
Rhetorical Device	Polysyndeton is a rhetorical device in which conjunctions (such as “and,” “or,” “but”) are intentionally repeated in close succession within a sentence or passage.
Repetitive Conjunctions	It involves the repetitive use of conjunctions to emphasize each item or idea in a list, creating a distinct rhythmic and syntactic effect.
Emphasis and Intensity	Through its repetition of conjunctions, polysyndeton brings emphasis and intensity to the narrative, speech, or writing, making the content more vivid and impactful.
Abundance and Pacing	This device contributes to a sense of abundance and pacing by maintaining a continuous flow of ideas or items, potentially conveying a feeling of richness or overflowing content.
Structural Variation	Polysyndeton provides a structural variation in sentence composition, allowing writers and speakers to manipulate the rhythm and cadence of their text, enhancing its overall aesthetic and communicative power.

Polysyndeton in Grammar

Grammatical Form: “Polysyndeton” is a noun that is typically used in the singular form.
Plural Form: Its plural form is “polysyndeta.”

Singular Verb: When used in a sentence, “polysyndeton” takes a singular verb. For example, “Polysyndeton is a powerful rhetorical device,” rather than “Polysyndeta are a powerful rhetorical device.”

Short Definition of Polysyndeton

Polysyndeton is a literary device that involves the repetitive use of conjunctions (e.g., “and,” “or,” “but”) within phrases, clauses, or sentences. This repetition creates rhythm, emphasizes each item, and can convey a sense of abundance, urgency, or chaos. It’s often used in literature, poetry, prose, and speeches to achieve specific effects.

Common Examples of Polysyndeton

“I came, and I saw, and I conquered.”: This famous phrase by Julius Caesar uses polysyndeton to emphasize each action and create a sense of momentum.

“This is the day the Lord has made; let us rejoice and be glad in it.”: This biblical verse employs polysyndeton to emphasize the various reasons for rejoicing.
“They lived and laughed and loved and left.”: This poetic line uses polysyndeton to create a rhythmic and poignant effect.
“We have not power, nor influence, nor money, nor authority.”: This example showcases how polysyndeton can emphasize a list of lacking attributes.

“He was brave and strong and noble.”: Polysyndeton in this sentence enhances the qualities being attributed to the subject.
“I walked the dog, cleaned the house, ran errands, and cooked dinner.”: This everyday example uses polysyndeton to emphasize a series of tasks.
“The storm raged, the winds howled, the rain poured.”: Polysyndeton intensifies the description of the storm’s elements.

“She was smart and kind and funny and talented.”: This example employs polysyndeton to highlight positive traits of a person.
“I want to swim and sunbathe and read and relax.”: Polysyndeton adds a sense of leisurely pace to the activities described.
“We can either learn to live together as brothers or perish together as fools.”: This quote by Martin Luther King Jr. uses polysyndeton to emphasize the options.

“The concert was loud and vibrant and unforgettable and magical.”: Polysyndeton intensifies the description of the concert experience.
“He talked and laughed and danced and sang all night.”: Polysyndeton emphasizes the various actions the subject engaged in.
“The house was big and old and creaky and dark.”: Polysyndeton adds emphasis to the characteristics of the house.

“They argued and debated and discussed for hours.”: Polysyndeton accentuates the duration and depth of the conversation.
“She wore a crown and a gown and a smile and grace.”: Polysyndeton emphasizes the elements of the subject’s appearance and demeanor.
“I’m going to the park to play and run and jump and swing.”: Polysyndeton highlights the playful activities planned.

“The story was gripping and intense and suspenseful and thrilling.”: Polysyndeton amplifies the description of the story’s qualities.
“He faced challenges with determination and courage and resilience.”: Polysyndeton emphasizes the subject’s attributes in overcoming challenges.

Literary Examples of Polysyndeton

Excerpt	Explanation of Polysyndeton
Excerpt from “The Sound and the Fury” by William Faulkner: “I give you the mausoleum of all hope and desire. I give it to you not that you may remember time, but that you might forget it now and then for a moment and not spend all your breath trying to conquer it.”	In this passage, taken from William Faulkner’s The Sound and the Fury, the author employs polysyndeton by repetitively using the conjunction “and” in phrases such as “all hope and desire” and “now and then for a moment.” This deliberate repetition creates a rhythmic and flowing effect in the text, compelling readers to pay attention to each component in the list. This technique emphasizes the significance of the mausoleum as a symbol and encourages readers to contemplate its profound meaning.
Excerpt from “The Old Man and the Sea” by Ernest Hemingway: “Everything about him was old except his eyes and they were the same color as the sea and were cheerful and undefeated.”	Ernest Hemingway’s The Old Man and the Sea contains an example of polysyndeton in the phrase “cheerful and undefeated.” This literary device, which involves the repetitive use of the conjunction “and,” underscores and connects the qualities attributed to the old man’s eyes. The repeated structure reinforces the notion that his eyes are not just old but also possess a unique and resilient quality, mirroring the story’s theme of endurance.
Excerpt from “Moby-Dick” by Herman Melville: “Whenever I find myself growing grim about the mouth; whenever it is a damp, drizzly November in my soul; whenever I find myself involuntarily pausing before coffin warehouses, and bringing up the rear of every funeral I meet; and especially whenever my hypos get such an upper hand of me, that it requires a strong moral principle to prevent me from deliberately stepping into the street, and methodically knocking people’s hats off—then, I account it high time to get to the sea as soon as I can.”	In this passage from Moby-Dick by Herman Melville, the author employs polysyndeton by frequently using the conjunction “whenever” to introduce a series of conditions or circumstances. This repetition builds a sense of accumulation and highlights the various triggers that compel the narrator to seek solace in the sea. It underscores the idea that the sea serves as a remedy for his troubles and introduces a rhythmic quality to the narrative.
Excerpt from “The Adventures of Huckleberry Finn” by Mark Twain: “We catched fish, and talked, and we took a swim now and then to keep off sleepiness. It was kind of solemn, drifting down the big, still river, laying on our backs looking up at the stars, and we didn’t ever feel like talking loud, and it warn’t often that we laughed—only a little kind of a low chuckle.”	Within this excerpt from The Adventures of Huckleberry Finn by Mark Twain, polysyndeton is evident through the repeated use of the conjunction “and” in phrases like “we catched fish, and talked, and we took a swim.” This stylistic choice serves to create a sense of continuous and leisurely activity, emphasizing the companionship and tranquility of the moment. The repetitive structure contributes to the portrayal of a relaxed and contemplative atmosphere as Huck and Jim peacefully drift down the river.

Poem: Writing and Critiquing It

A poem, as a literary device, is a condensed form of artistic expression that uses structured language, rhythm, and often rhyme to convey complex ideas.

Introduction to Poem

A poem, as a literary device, is a condensed form of artistic expression that uses structured language, rhythm, and often rhyme to convey complex ideas, emotions, or experiences within a limited space. It harnesses the power of imagery, metaphor, and symbolism to evoke deep emotional responses and provoke thought. Through its unique use of language and form, a poem offers readers a heightened and often multi-layered understanding of the subject matter it explores.

How to Write a Poem

Writing a poem can be a rewarding and creative experience. Here are some steps to help you get started:

Step	Explanation	Example
Choose a Theme or Topic for your poem	Decide on what you want to write about. It can be a feeling, an experience, a person, a place, an object, or anything else that inspires you.	Theme: “Love”
Decide on a Form of poem	Consider what form of poem you want to write. You can choose to follow a traditional form, such as a sonnet or haiku, or you can create your own form.	Form: “Sonnet”
Brainstorm and Jot Down Ideas	Once you have a theme and form in mind, brainstorm ideas related to your topic. Write down words, phrases, or images that come to mind.	Ideas: “Heart, roses, passion”
Create an Outline of the poem	Arrange your ideas in a logical order or structure. Decide on the sequence of your stanzas or verses.	Outline: “1st stanza – Introduction”
Use Descriptive Language for Your Poem	Poetry is all about using language in a creative and imaginative way. Use figurative language such as metaphors, similes, and personification to describe your topic.	“Her love was a wildfire, consuming all in its path.”
Experiment with Different Techniques	Try using techniques such as alliteration, repetition, or enjambment to create rhythm and flow in your poem.	“Whispering winds, weaved wistful words.”
Revise and Edit	Once you have a draft, read it aloud to yourself or to others. Make changes and revisions to improve the flow, rhythm, and language of your poem.	Revision: “Replace ‘whispering’ with ‘gentle’.”
Share and Get Feedback of Your Poem	Share your poem with others and ask for feedback. Listen to their suggestions and consider making changes if needed.	Feedback: “Consider a stronger closing line.”

This table provides a step-by-step guide to the process of writing a poem, with explanations and an example for each step.

Benefits of Writing a Poem

Writing poetry can offer several benefits, including:

Emotional Expression: Writing a poem allows individuals to express their emotions, whether joy, sorrow, love, or anger, in a creative and cathartic way.
Enhanced Creativity: Crafting a poem encourages creativity as poets experiment with language, imagery, and symbolism to convey their ideas.

Improved Communication: Writing it hones communication skills by teaching writers to convey complex thoughts and feelings concisely.
Stress Reduction: Engaging in the creative process of writing poems can reduce stress and promote relaxation.
Increased Self-Reflection: Poems often involve introspection, helping individuals gain a deeper understanding of themselves and their experiences.

Connection with Others: Sharing a poem fosters connections with readers who resonate with the poet’s words and emotions.
Expanded Vocabulary: Writing a poem encourages the exploration of new words and phrases, enriching one’s vocabulary.
Artistic Appreciation: Crafting poetry often leads to a greater appreciation of literature and the arts.

Enhanced Writing Skills: The precision required in poetry can improve overall writing skills, including grammar and syntax.
Personal Growth: Writing it could be be a journey of personal growth, self-discovery, and self-expression.
Legacy: They can be a lasting legacy, allowing poets to share their thoughts and experiences with future generations.

Creativity Outlet: Poetry provides a creative outlet for individuals to explore and communicate their unique perspectives on the world.

Poem and Literary Theory

Literary Theory	Critique of Poem
Formalism	A formalist analysis of “The Waste Land” focuses on the poem’s fragmentation, juxtaposition, and use of literary techniques like allusion, symbolism, and irony. Formalists argue that these elements create a sense of dislocation and alienation reflecting modern society’s fragmented nature.
New Criticism	A New Critical analysis of “The Waste Land” emphasizes language, imagery, and internal structure. New Critics suggest that the poem’s fragmentation and multiple voices reveal the disintegration of traditional narrative structure and underscore the theme of Western culture’s breakdown.
Reader-Response Theory	Reader-response analysis centers on how readers respond to and interpret the poem. The multiple voices and fragmented structure allow various interpretations based on readers’ personal experiences and cultural backgrounds.
Postcolonial Theory	A postcolonial analysis examines how the poem reflects or challenges dominant cultural narratives, offering marginalized groups a voice. Postcolonial critics argue that the poem reveals post-World War I Europe’s anxieties about imperial loss and the struggles of colonized peoples for independence.
Feminist Theory	Feminist analysis explores gender and power representations. Critics may argue that the poem reinforces traditional gender roles and stereotypes, portraying women as passive objects of male desire.
Psychoanalytic Theory	Psychoanalytic analysis delves into unconscious desires and motivations underlying the poem. Critics suggest that the poem reflects Eliot’s anxiety about sexual identity, the breakdown of traditional values, and a fear of returning to pre-modern, pre-individualist society.

Poem: A Literary Genre

Poem is a literary genre that uses language to evoke emotions, express ideas, or convey meaning. It often employs figurative language.

Etymology of Poem

The word “poem” comes from the Greek word poema, meaning “something made” or “workmanship.” It was first used in English in the 16th century to describe a work of literature that uses language to evoke emotions and express ideas.

With the passage of time, the definition of the term has evolved to include a wide range of literary forms, from sonnets and haiku poems to free verse and prose poetry.

Meanings of Poem

A Literary Composition: A structured piece of writing that uses poetic devices to convey emotions, ideas, or experiences.

Metaphorical Usage: Occasionally used metaphorically to describe something exceptionally beautiful or well-crafted.

Poem in Grammar

Singular Noun: It is a singular noun, and when discussing a single poem, singular verbs should be used. For instance, “the poem is” or “the poem evokes.”
Plural Noun: When referring to multiple poems, plural verbs should be used. For example, “the poems are” or “the poems evoke.”

Definition of Poem

It is a type of literary genre that uses language to evoke emotions, express ideas, or convey meaning. It often employs figurative language such as metaphors, similes, and personification, as well as sound devices like rhyme and alliteration. It has several forms, from structured sonnets and haikus to free verse and prose poetry, and cover a wide range of themes and topics.

Types of Poems

This genre could be categorized further. Some of the types are as follows.

Type	Definition	Example
Sonnet	A 14-line piece with a specific rhyme scheme, often used for expressing love or other strong emotions.	Shakespeare’s “Sonnet 18: Shall I compare thee to a summer’s day?”
Haiku	A three-line piece that originated in Japan, with a specific syllable pattern of 5-7-5.	Basho’s “An old silent pond… / A frog jumps into the pond— / Splash! Silence again.”
Free verse	A poem that doesn’t follow a specific form or rhyme scheme.	Walt Whitman’s “Song of Myself”
Ballad	A narrative poem that tells a story, often set to music.	“The Ballad of John Henry”
Ode	It is is written in praise of a person, thing, or event.	Keats’ “Ode to a Nightingale”
Acrostic	It has the first letter of each line spells out a word or phrase.	Lewis Carroll’s “Acrostic: In Memoriam”
Limerick	A humorous five-line poem with a specific rhyme scheme.	Edward Lear’s “There was an Old Man with a Beard”
Epic	A long, narrative piece that tells the story of a hero’s journey or a significant event.	Homer’s “The Iliad”
Elegy	A poem that is written in memory of someone who has passed away.	Thomas Gray’s “Elegy Written in a Country Churchyard”
Villanelle	A 19-line piece with a specific rhyme scheme and repeating lines.	Dylan Thomas’ “Do Not Go Gentle into That Good Night”
Concrete	It shows the words arranged in a shape that relates to the poem’s subject.	George Herbert’s “Easter Wings”
Ghazal	It is written in Arabic and Persian literature with a specific structure of couplets and a repeating rhyme.	Mirza Ghalib’s “Ghazal 1”
Pantoum	It has a repeating pattern of lines, in which the second and fourth lines of each stanza become the first and third lines of the next stanza.	Langston Hughes’ “The Negro Speaks of Rivers”
Sestina	It has six stanzas of six lines each, where the same six words are repeated at the end of each line in a specific pattern.	Ezra Pound’s “Sestina: Altaforte”
Prose poem	A poem that is written in prose instead of verse, but still uses poetic language and techniques.	Charles Baudelaire’s “Paris Spleen”
Epigram	A short, witty piece with a clever or satirical twist.	Alexander Pope’s “An Essay on Criticism” (contains epigrams)
Terza rima	IT has a specific rhyme scheme that follows a pattern of ABA, BCB, CDC, and so on.	Dante Alighieri’s “The Divine Comedy” (uses terza rima)
Tanka	A five-line with a specific syllable pattern of 5-7-5-7-7, often used for expressing emotions or nature imagery.	Yosa Buson’s “An old silent pond…”
Rondel	A poem with a repeating rhyme scheme and a specific pattern of refrains.	Christine de Pizan’s “Song of Joan of Arc”
Found poem	It is created by taking words or phrases from other sources, such as newspaper articles or speeches, and arranging them into a poem.	“A Found Poem from Newspaper Headlines”

Literary Examples of Poem

Poem	Explanation as Poem
“The Waste Land” by T.S. Eliot	This modernist poetic output is considered one of the most important works of 20th-century literature. It is a complex and fragmented exploration of modernity and cultural decay.
“Ode to a Nightingale” by John Keats	This Romantic poem is a tribute to the beauty and transcendence of nature, expressed through the poet’s imaginative encounter with a nightingale.
“Do Not Go Gentle into That Good Night” by Dylan Thomas	This powerful villainelle is a plea to resist death and to rage against the dying of the light, with a poignant refrain that echoes throughout the poem.
“Annabel Lee” by Edgar Allan Poe	This Gothic poetic output is a haunting elegy for a lost love, with vivid and melancholy imagery that captures the speaker’s obsession and despair.
“The Love Song of J. Alfred Prufrock” by T.S. Eliot	This modernist poem is a monologue that reflects the speaker’s anxiety and alienation in a world of social conventions and existential uncertainty.
“I Wandered Lonely as a Cloud” by William Wordsworth	This Romantic poetic output is a celebration of the beauty and joy of nature, as the speaker reflects on a field of daffodils encountered during a walk in the countryside.

Connection to the Thesis

Supporting sentences in a body paragraph of an essay form a connection to the thesis through evidence (supporting sentences) or examples etc.

How do supporting sentences form a connection to the thesis?

Supporting sentences in the body paragraph of an essay form a connection to the thesis through evidence (supporting sentences), examples, or explanations. They support and expand the main idea the thesis statement presents. The purpose of the connection to the thesis is to create cohesion.

How to do connection to the thesis?

Here are a few ways in which supporting sentences can be connected to the thesis:

Relevance: Each supporting sentence should be directly related to the main idea or argument expressed in the thesis statement. It should contribute to the overall understanding and validity of the thesis by providing specific details, examples, or analysis supporting the claim of the thesis.

Coherence: Supporting sentences should be logically connected. They should follow a clear and organized structure, cohesively presenting the information. Each sentence should build upon the previous one, creating a coherent flow of ideas that ultimately strengthens the thesis.
Evidence: Supporting sentences often include evidence or data to substantiate the claims made in the thesis. They may include facts, statistics, expert opinions, or examples from research, literature, or personal experience.
Explanation and Analysis: Supporting sentences also provide explanations or analysis of the evidence or examples presented. They help to connect the dots between the evidence and the thesis, clarifying the relationship and significance of the supporting information.

Remember that the overall purpose of this connection to the thesis of the supporting sentences to the is to strengthen the main argument. They provide a solid foundation for the overall essay.

Each supporting sentence should contribute to the coherence, relevance, and persuasiveness of the thesis statement, creating an organized and cohesive body paragraph.

Examples of Connection to the Thesis Statement

Thesis Statement: Martin Luther King Jr.’s speech “I Have a Dream” is a powerful and enduring piece of literature that articulates the aspirations for racial equality and social justice.

Supporting Sentence: Using poetic language, King passionately describes his dream of a future where people of all races can live together in harmony and equality, capturing the imagination and inspiring hope.
Supporting Sentence: King’s powerful repetition of the phrase “I have a dream” serves as a unifying and motivational force, emphasizing the collective vision and determination for a better society.
Supporting Sentence: Using historical events and figures such as the Emancipation Proclamation and Abraham Lincoln, King establishes a historical context and boldly highlights the ongoing struggle for civil rights, lending credibility to his message.

Supporting Sentence: King eloquently appeals to the moral conscience of his audience, emphasizing the urgency and righteousness of the civil rights movement, and challenging the prevailing systems of racial discrimination and segregation.
Supporting Sentence: The speech concludes with a rousing call to action, urging individuals to boldly join together in the fight for justice and equality, demonstrating King’s unwavering belief in the power of collective efforts to bring about social change.

In these examples, the connection to the thesis statements are highlighted Each supporting sentence highlights a different aspect of Martin Luther King Jr.’s speech “I Have a Dream.” It seems supporting the central claim of its significance as a literary piece advocating for racial equality and social justice. The connections between the supporting sentences and the thesis statement emphasize the enduring impact and relevance of King’s words.