Othello Essay Example | Topics and Well Written Essays - 500 words - 11

Othello - Essay Example In addition, Iago is overly ambitious and power-hungry. He is willing to use deception, manipulation, and murder to gain what he thinks he deserves. He is a dangerously selfish man. As for Othello, he is a level-headed and virtuous person. Even when Iago says something about complaints against Othello, the latter does not respond aggressively. Othello is not malicious and aggressive, and instead, he thinks that his good record will prove his merits to all. Part B: Shakespeare described Othello as a "Moor."   Did he intend him to be Black?   Opinions differ, although he is usually assumed to be Black by critics and directors.   Interesting, he has only recently begun to be played routinely by Black actors; for centuries he was played by white men in blackface.   Ick--if you doubt me take a gander at Laurence Olivier doing it as recently as 1965:   http://shakespeare.berkeley.edu/index.php?option=com_g2bridge&view=gallery&Itemid=256&g2_view=core%3AShowItem&g2_itemId=15658&g2_imageViewsIndex=1 Comment.   Many of the characters comment about Othellos ethnic identity in all sorts of different ways over the course of the play.   Look at both the major and the minor characters.   What do they say?   What attitudes can you discern?   Answer: The major characters treat and say outright that Othello is a Moor. They have prejudice and discrimination against outsiders. They do not think that Othello deserves to be in a position of power and to have a white wife. As for the minor characters, not many believe in and respect Othello. He does not have many faithful followers, despite his goodness. Part C: Iago insidiously leads Othello from being a man completely in control of himself to one verging on insanity. How does he do that? Find the process in the language and structure of the play. Where and now is the process moved forward, stopped, stalled, redirected, and

Phonetics Lesson Essay Example | Topics and Well Written Essays - 1000 words

Phonetics Lesson - Essay Example Phonics lessons generate the best results for enhancing language. This paper will focus on one aspect of phonetics, Articulatory Phonetics, and create a lesson plan for English Language Learners (ELLs) with regards to this aspect. In learning articulation, phoneticians elucidate how people produce speech sounds through the interaction of diverse physiological structures (Bickford, 2006). Normally, articulatory phonetics is related to the conversion of aerodynamic energy into audio energy. Aerodynamic energy is the air that flows in the vocal tract. Aerodynamic energy’s potential structure is air pressure. Its kinetic structure, on the other hand, is the actual active airflow. Acoustic energy refers to the variation in the air pressure, which can be characterized as sound waves that are then professed by the human acoustic system as sound (Robertson, 2009). The key focus of this article is to offer educators a practical way to assist English Language Learners (ELLs) make little progress in literacy, especially ELLs who experience complexity in being aware of and differentiating the sounds in words (Robertson, 2009). This focus-grade of this paper will be students of the lower grades that are first to fifth grade. English language learners in these grades will benefit from improved exposure to language and print material. A print-rich classroom should include access to reference materials and books, labels and posters, and student works put on notice boards (Robertson, 2009). Speech walls are also a significant way educators could use to assist ELLs develop the phonetics skills. The speech walls should be organized around a variety of concepts, comprising of the alphabet and phonetic sounds, sight words, new vocabulary words, grammar rules, writing structures and conversational phrases (Bickford, 2006). A student's native language will also most probably have a strong effect on the manner, which the student learns English. Considering how this language is comparable to or diverse from English will assist educators to center on difficult areas in the lessons. This control can offer extra assistance, such as the case of Spanish and English cognates (educacion and education). The influence also might lead to some enduring faults in English that will become clear with time and frequent use by learners who have a similar native language. Languages might be different in a number of ways, such as pronunciation, phonetic sounds, word order, sentence structure or grammar (Robertson, 2009). For instance, in Spanish, the adjective frequently follows the noun, therefore an ELL might write, "We are a couple happy." In Somali, b and p have the same or similar sound. Somali students, therefore, need to be trained on these sounds clearly as two separate sounds. If not, they might ask for a tin of pop and it appears like they have asked for "bob." Native language might also influence learners’ vocabulary as they interpret phrases or words from one foreign language to another. Maybe a vocabulary word has numerous meanings, a diverse meaning in every language, or the idea is not present in one of the languages (Bickford, 2006). Even though, many educators do not know their learner's native language, being conscious of the effect of native language will allow educators to target their instruction successfully. A phonetics class that has ELLs should incorporate models of how to use structures, sounds, and language appropriately in English (Bickford, 2006).