Billy Budd essays

Billy Budd essays In society, when communicating to another person an idea which must be understood, the communicator must develop many strong points to express his/her idea. In Billy Budd, Herman Melville uses many different types of literary techniques and elements to express his idea. In Chapter 29 and Billy in the Darbies the power of language is communicated by the use of propaganda. Many different literary devices are used between the two passages. One of which is the use of a hyperbole, which is defined as a deliberate exaggeration. In Billy in the Darbies, Melville uses a symbolic hyperbole by saying Fathoms down, fathoms down, how Ill dream fast asleep. This quote captures an image of Billy Budds death being glorified, as though he were thrown into the sea like a piece of trash. In Chapter 29 Melville says ...Claggart, in the act of arraigning the man before the captain, was vindictively stabbed to the heart by the suddenly drawn sheath knife of Budd. The use of vindictively stabbed is a immense deliberate exaggeration of the truth, in fact it is a lie. Claggart was not stabbed, he was punched in the head which was what caused his death. Melville is set out to show Billy Budd as being a satanic character and Claggart as an angel of god, which is the exact opposite The significance of these two hyperboles is that Melville wants to create the image th at Claggart is the hero and Billy Budd is the villain. Another way authors try to communicate propaganda is by the use of irony. Irony is the difference between what might be expected and what actually occurs. The use of irony creates a twist in stories which can complicate things, and yet create a better story. In Billy in the Darbies, no one specific quote can point out its irony. It is however the whole poem which is ironic. The poem is ironic because Billy Budd did not drown, he was hung. Thi...

Presentation Evaluation Criteria Research Paper Example

Presentation Evaluation Criteria Research Paper Example Presentation Evaluation Criteria Paper Presentation Evaluation Criteria Paper Ends with an accurate conclusion showing thoughtful, strong evaluation of the evidence presented. Delivered presentation to the instructor 1 week prior to scheduled time. Generally well organized. Introduces the purpose of the presentation clearly. Include transitions to connect key points but better transitions from idea to idea are noted. Most information presented in logical sequence; A few minor points may be confusing Ends with a summary of main points showing some evaluation of the evidence presented. Delivered presentation to the instructor week prior to scheduled time. Somewhat organized. Introduces the purpose of the presentation Includes some transitions to connect key points but there is difficulty in following presentation. Student jumps around topics. Several points are confusing. Ends with a summary or conclusion; little evidence of evaluating content based on Evidence. Did not provide presentation to instructor prior to scheduled time. Poor or non existent organization. Does not clearly introduce the purpose Of the presentation Uses ineffective transitions that rarely connect points; cannot understand reservation because there is no sequence for information. Presentation is choppy and disjointed; no apparent logical order of presentation. Ends without a summary or conclusion. Unacceptable Content: Depth and Accuracy Content Speaker provides an accurate and complete explanation of key concepts and theories, drawing upon relevant literature. Applications of theory are included to illuminate issues. Provides evidence of extensive and valid research with multiple (you provide number) and varied sources. Combines and evaluates existing ideas to form new insights. Information completely accurate; all names and facts were precise and explicit Level of presentation is appropriate for the audience. For the most part, explanations of concepts and theories are accurate and complete. Some helpful applications of theory are included. Presents evidence of valid research with multiple sources. Combines existing ideas to form new insights. No significant errors are made; a few inconsistencies or errors in information. Bevel of presentation is generally appropriate. Explanations of concepts and/or theories are inaccurate or incomplete. Little attempt is made to tie in theory. There is a great deal of information that is not connected to the presentation thesis. Presents evidence of research with sources. Combines existing ideas. Enough errors are made to distract a knowledgeable listener, but some information is accurate. Portions of presentation are too elementary or too sophisticated for audience. No reference is made to literature or theory. Thesis not clear; information included that does not support thesis in any way. Presents little or no evidence Of valid research. Shows little evidence of the combination of ideas. Information included is sufficiently inaccurate that the listener cannot depend on the presentation as a source of accurate information. Presentation consistently is too elementary or too sophisticated for the Research Effort Went above and beyond to research information; solicited material in addition to what was provided; brought in personal ideas and information to enhance project; and utilized more than eight types of resources to make project effective. Did a very good job of researching; utilized materials revived to their full potential; solicited more than six types of research to enhance project; at times took the initiative to find information outside Of school. Used the material provided in an acceptable manner, but did not consult any additional resources. Did not utilize resources effectively; did little or no fact gathering on the topic. Creativity Uses the unexpected to full advantage; very original, clever, and creative approach that captures audiences attention. Some originality apparent; clever at times; good variety and blending of materials/media. Little or no aeration; a few original touches but for the most part material presented with little originality or interpretation. Bland, predictable, and lacked zip. Repetitive with little or no variety; little creative energy used. Use of Communication Aids Graphics are designed reinforce presentation thesis and maximize audience understanding; use of media is varied and appropriate with media not being added simply for the sake of use. Visual aids were colorful and large enough to be Seen by all even those in back of the class. Media are prepared in a professional manner. Details are minimized so that main points stand out. While graphics relate and aid presentation thesis, these media are not as varied and not as well connected to presentation thesis. Font size is appropriate for reading. Appropriate information is prepared. Some material is not supported by visual aids, I. E. , too much text. Occasional use of graphics that rarely support presentation thesis; visual aids were not colorful or clear Choppy, time wasting use of multimedia; lacks smooth transition from one medium to another. Font is too small to be easily seen.

Journalism - Media Representation Essay Example | Topics and Well Written Essays - 2000 words

Journalism - Media Representation - Essay Example But upon the age of industrialization when the printing press went out in the market, the fray for information and various data that printed matter can provide started. The use of the airwaves soon contributed to the evolution of mass media as radio became portable and mass produced. The forms of entertainment also expanded to fill the void that news, opinion and information left for listeners and their anchormen. Television also provided a turning point, not only for the media industry but for world history. It became a milestone invention and product that every home had to own. And more than that, every room of a home need to feature like a basic commodity. Today, mass media encompass many other forms but the latest phenomenon has become the computer and its peripheral products and services courtesy of the information and communication technologies (ICT). This paper will discuss and analyze media representation in a specific article â€Å"Liking Is for Cowards. Go for What Hurtsâ €  by Jonathan Franzen published in May 28 at New York Times print and online editions. It is an adaptation from a commencement speech he delivered on May 21 at Kenyon College. Discussion Media representation refers to the various direct and indirect messages conveyed to the audience or reader of any form of communication. In a certain page, whether a magazine, a newspaper, or a website, various messages are delivered across the audience. These messages are dependent on several factors that have been intentionally or unintentionally provided by the media entity. Media entities are the various imprints, sites, stations, competing publications or publishers, or products of a media conglomeration. The messages provided by the media may reflect their representation. Conway (65) discussed the danger of representation where journalists were left on their devices and decision-making on how to interpret a memorandum issued by their supervisor. At length, Conway noted that: â€Å"The que stion of who represents whom is politically fraught, especially when it is journalists who make the decision. In their coverage of the constitutional debates in 1991 and 1992, for instance, CBC and Radio-Canada journalists followed identifiable professional norms when choosing representatives to speak on behalf of the groups identified by McQueen, the end result being that they favored certain speakers while leaving others out. In other words, through their exclusions they failed to meet the task McQueen had set for them.† (65). She was referring to the task given by McQueen as head of the news and current affairs of Canadian Broadcasting Corporation to her staff to provide their viewers a chance to hear the point of view of various groups affected by the debate. Representation in this manner was limited by the inadequacy of the media personnel to identify objectively their sources of information. There are various ways that representation may be interpreted. This paper will p roceed to discuss and analyze a New York Times article with regards to its media representation and messages imparted. Media Article: Political Commentary Jonathan Franzen’s (1) commentary begins with the popular trend of technological consumerism. He narrated how he, too, was a gadget user who fell for the hypes and commercial aspects of products specifically the PDA Blackberry series. He soon went on to point out the