n this essay we will try to point out the use of irony that Browning does by looking at how it works in his poems, particularly to “My Last Duchess”. “My Last Duchess”, by Robert Browning is written in the form of a dramatic monologue. You are being spoken to by the Duke. Browning has captured an authentic speaking voice. The syntax is manipulated by the author in order to create a conversatinal tone.This is a poem telling a story, the title of this poem reveals that the speaker
narrator and listener respectively. The conversation between them dealt with his late Duchess and the marriage with the daughter of the count. In the course of that, The narrator's decadent mind and the spirit of the age are reflected using the monologue. Three remarkable effects can be drawn from the poem. The first thing is that the poet can tell the whole story not as a poet himself but as just person on the critical moment at specific situation. That is, the Duke was making a compromise with the
English 217 Intro to Critical Theory Updated 29 December 2010 Spring Semester, 2010 MWF Instructor: Darby Lewes, Professor of English (Office D324) Office: (570) 321-4114 Home: (570) 547-7010 Email: lewes@lycoming.edu Course Information English 217 is an introduction to literary criticism as a discipline, which provides training in writing critical papers and familiarization with major literary genres and critical schools of thought. Prerequisite: English 106 or consent of instructor.
short-answer type questions (requiring answers of about 30 words each) : 12x4 = 48 Marks 2. 4 questions eliciting answers of about 150 words each : 4x9 = 36 Marks 3. One essay (of about 500 words) to be attempted out of four topics given in the question paper. The topics will pertain to the syllabus : 16 Marks Syllabus Section-A English Literature from Chaucer to 1900 (covering trends, movements, major authors
privilege. Shaw was a freethinker, a supporter of women’s rights and an advocate of income equality. He vividly fought for abolition of private property. He was known to be an avid socialist. At the end of his career, he had written five novels, 24 essays, and many short stories. G. Bernard Shaw, he hated the "George" and never used it, was born in 1856 in Dublin, to a lower-middle class family of Scottish-Protestant ancestry. His father, George Carr Shaw, was a failed corn-merchant, with a drinking
autobiography, travel writing and film. A230 will teach you how to read, study and write about this diverse selection of texts. As the module progresses, you will become familiar with some of the critical and theoretical concepts that are fundamental to literary study and learn how to use them in your own academic essays. You will also have the opportunity to reflect on what the texts studied on A230 mean to us today. The discussion in the module books is supported by extensive audio-visual resources, including
Premium Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare &Contrast, What Do I Read Next?, For Further Study, and Sources. ©1998−2002; ©2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc
Cushing School Code: 441680 This AP course is designed to teach college writing, close reading, and critical thinking skills following the curricular requirements described in the AP English Course Description. Writing in this course: You will write in a variety of modes and respond to a variety of literature. You will essentially learn to write to understand a work of literature, to explain a work of literature or an idea, and to evaluate the artistry and quality of a work of literature
understanding of the historical and cultural contexts for literary production; 5. an understanding of the nature and methods of literary study; 6. the skills of critical literary analysis; 7. the ability to communicate ideas effectively and persuasively. ASSESSMENT OBJECTIVES Candidates should be able to: 1. make informed personal and critical responses to the texts, exploring connections between texts where appropriate, and account for their responses; 2. demonstrate how the literary context of the
time of the Renaissance period. It is a crucial era in history, with distinct sets of social and literary traditions, beliefs and values. I will try to demonstrate the various influences and assumptions that existed in Shakespeare’s time, by supporting my argument with opinions and arguments of critics, as well as highlighting textual evidence from the play itself. More focus will be given to Shakespeare’s Cleopatra, in which I will try to both dissect her character to have a better understanding of