Virginia Woolf Essay Example for Free

Virginia Woolf Essay Virginia Woolf, and educated woman, described two luncheons at a male and female college. The intended audience of both passages is educated men who can make a change. Virginia Woolf demonstrates the differences in quality of education between men and women through narrative structure, selection of detail, and tone in order to garner support to change the quality of education for female students. The quality of food served at the men’s college reflects the quality of the education. For example, Woolf describes her experience of the luncheon at the men’s college through narrative structure, â€Å"lunch†¦began with soles, sunk in a deep dish† (10-11). The moment the luncheon starts, Woolf is impressed with how much effort is put into the food. Describing how much effort people went through leaves the intended audience confident. Also the selection of detail in the passages supports the authors purpose by illustrating every food item, â€Å"potatoes, thin as coins† (18). The precision of the food item is mentioned through a simile to emphasize the importance of men in society. Enhancing the importance of men assists the author by proving how much people focus on what men want; putting all their energy to ensure that the education provided at the men’s college is exceptional quality. Woolf’s erudite tone towards the luncheon also reflects how impressed she was with the conversations surround her, â€Å"brilliance, as it pops in and out upon our lips† (29). The author supports her purpose through the erudite tone in order to present the intelligence surrounding her. The brilliant conversation Woolf hears at the luncheon is presented through personification, which represents the level of intelligence male students attending the college has from the quality of their education. Men will always have an advantage in society no matter if there is equality between men and women. Women earned equal rights as men, but there is a significant difference between the qualities of education, which Woolf explains through her experience at the women’s college luncheon. Woolf describes her meal from the beginning as â€Å"a plain gravy soup† (41-42) and ending with â€Å"everybody scraped their chairs back† (62-63). Right from the start there is nothing special about the luncheon at the women’s college. The whole lunch is characterized from the use of imagery to create the effect of the unmotivated students at the women’s college, presenting to the audience that there is a clear difference in quality of education. The selection of detail adds emphasis on the simplicity of the meal, â€Å"beef with†¦greens and potatoes† (45-46). There is nothing special about the meal, which also involves the length of the passage being concise, but still no one complains because it still is â€Å"†¦nature’s daily food†¦Ã¢â‚¬ (50). This help the author to further prove people do not pay close attention to the quality of female education. In addition to selection of detail, the morose tone adds to the bland luncheon, that consisted of no conversation at all, â€Å" That was all. The meal was over† (62-63). Woolf is simply pointing out the women who attend the college are not motivated. The quality of education the women are receiving may be adequate however; the education could become great if people paid more attention to it. Although women have equal rights as men, their quality in rights is not the same. Both the men and women’s college provided an education, but there is a difference in the quality of education provided. The narrative style Woolf writes for the male college represents an elegant lifestyle, while the women’s represents old fashion lifestyle, â€Å"To call it pudding†¦would be an insult†(23-24), â€Å"sprouts†¦ yellowed at the edge† (47-48). The difference supports the author’s purpose, emphasizing the contrast in foods as a metaphor for the difference in education. Men have always dominated society and sadly it is hard to have men and women become equal partners in society; leaving the intended audience aware of women’s place in society through Woolf’s own awareness of the change. Describing the food in detail described the elaborate food provided for the men while the women had plain food â€Å"the partridges†¦came wit all their retinue†(16-17), â€Å"prunes and custard followed† (52). The selection of detail indicates that people pay more attention to men than to women by giving men the best of the best and women what is considered as ordinary. The technique of personification describing the partridges creates a picture in the audience’s mind on how grand the meal is by saying the food had an entourage. Lastly there is a shift in tone going from enlightening â€Å"all are going to heaven† (33) to dreary â€Å" soon the hall was emptied† (63-64). The students at the male college are given plenty of support that they think they are the best; on the other hand the students at the women’s college go on with their daily lives as individuals. After leaving the luncheon at the men’s college Woolf felt amazing which is the complete opposite of what she felt leaving the women’s luncheon. Although the students at the women’s college eat together, they eat and live as individuals rather than a community like the men’s c ollege. Although it may seem like men and women have equal rights, which is not the complete truth. Virginia Woolf uses her experience of two complete opposite luncheons at a male and female college to persuade the audience that there is no equality in the quality of education.

Free Essay: Analysis of Sonnet 12 :: Sonnet essays

Analysis of Sonnet 12 When I do count the clock that tells the time, And see the brave day sunk in hideous night: When I behold the violet past prime, And sable curls o'er-silver'd all with white; When lofty trees I see barren of leaves, Which erst from heat did canopy the herd, And summer's green all girded up in sheaves Borne on the bier with white and bristly beard: Then of thy beauty do I question make That thou among the wastes of time must go, since sweets and beauties do themselves forsake, And die as fast as they see others grow; And nothing 'gainst Time's scythe can make defence save breed to brave him when he takes thee hence. This is an enjoyable sonnet that uses nature imagery, found extensively in Petrarca, that Shakespeare uses to get his point across. Not much explication is needed, aside the sustained images of nature, to fully understand its intent, but I would like to point out a peculiar allusion. When reading line 3, "the violet past prime" has made me think of Venus and Adonis. In the end, Adonis melts into the earth and a violet sprouts where his body was, which Venus then places in her heart, signifying the love she has for him. Reading this into the poem makes the few following lines more significant. Having Adonis portrayed as the handsome youth, Shakespeare is alluding to the death of youth (in general and to the young man) through the sonnet. In the next line, it is not certain if "sable" is an adjective or a noun and if "curls" is a noun, referring to hair (which is plausible) or a verb modifying "sable." Invoking the allusion to Adonis here, Shakespeare portends that if Adonis did live l onger, he too would have greying hair; thus, Shakespeare sees ["behold"] an Adonis figure, the young man, past his youth.

A Quest for Selfhood Essay

In The Narrative of the Life of Frederick Douglass An American Slave, Frederick Douglass effectively describes his escapes from slaveholders through his intellectual literacy. In virtue of his experience as an enslaved man, Douglass writes about the abuse he suffers for being African American. He writes his narrative for the general public including slaves, to show the slaveholders’ wrongdoings. Douglass portrays the demeaning treatment of slaves to express inhumane conditions, which they face repeatedly. Throughout the novel Douglass is able to persuade his readers that slavery is cruel and an immoral act, through the use of visual imagery, situational irony, and formal diction. Through the use of visual imagery, Douglass is able to persuade the public that the physical scars from slave have dehumanizing effects by describing brutality, and human degradation. On one of Douglass’s first accounts, he describes his mother’s death by stating â€Å"I was not allowed to be present during her illness, at her death, or burial† (Page 18). This incident relates to pathos because it reveals Douglass’s lack of interaction with his mother and the isolation he endures in the early stages of his life, which emotionally draws the reader into realizing the psychological afflictions of slavery. As well as his mother’s passing, Douglass utilizes visual imagery to account for the last days of his frail grandmother: â€Å"If my poor old grandmother now lives, she lives to suffer in utter loneliness; she lives to remember and mourn over the loss of children†¦Ã¢â‚¬  (Page 56). Douglass exposes how little sympathy slaveholders possess towards slaves. Visual imagery of this incident persuades the reader of slavery’s savagery because it is clear that Douglass is kept away from the people whom he loves, and is forced to feel nothing but sorrow. Due to the restrictions from slavery, Douglass copes with his aches by describing clear details of the worst days of his life. Likewise, Douglass presents the remorseless treatment of slaves through the use of situational irony. A representation of this is shown within old Barney and young Barney-father and son. He says â€Å"They were frequently whipped when least  deserving, and escaped whipping when most deserving it† (Page 30). Douglass explains that living in a constant state of fear, the boys are never safe from severe punishment regardless of doing everything they’re told. Douglass also uses logos to convince the public that slaveholders are not capable of managing others because they don’t have moral sense. Additionally, Douglass illustrates another situational paradox when he fights back against Mr. Covey: â€Å"From this time I was never again what might be called fairly whipped, though I remained a slave four years afterwards. I had several fights, but was never whipped† (Page 75). Douglass’s fierce determination for freedom results in respect from his slaveholder, which is unbelievable and contradictory to slavery overall. Because of the situational irony from the events prior, Douglass is able to express how irresponsible slaveholders are to be manipulating slaves. Furthermore, formal diction is most prominent is Douglass’s narrative because it describes most of the details. Despite his restrictions, Douglass’s strong desire for education allows for gains in his knowledge, to which is distinct through his writing skills. Douglass’s intellectual literacy not only distresses the general public towards slavery, but mesmerizes them to conceive the idea on how he made it out alive. A prime example of formal diction is shown when describing Mr. Austin Gore: â€Å"Mr. Hopkins was succeeded by Mr. Austin Gore, a man possessing, in an eminent degree, all those traits of character indispensable†¦Ã¢â‚¬  (Page 33) He claims that the first-rate overseer, Mr. Gore is superior and honored because of his highly callous acts. Thus, Douglass is able to address a highly educated audience such as the readers of this academic narrative. He then adds, â€Å"Going to live at Baltimore laid the foundation, and opened the gateway, to all my subsequent prosperity† (Page 41). In other words, Douglass desperately wishes for freedom, and is able to fulfill his fortune at Baltimore. Formal diction allows Douglass to put his eloquent vocabulary to use. Although Frederick Douglass was an enslaved man, he teaches himself to read and write. He uses his intellectual gains of writing as a way to portray his brutal life, and explains the struggles he goes through to now being America’s role as the most famous African American slave. Throughout the narrative, he uses rhetorical devices to personify the thoughts that go through his mind as a slave. He also uses figurative language to vividly illustrate the hardships  of being African American with the use of visual imagery, situational irony, and formal diction. These devices also make the tortures of being a slave more understandable and easy to comprehend. His eloquent literacy continues to be relevant in both history and the modern world today.

Management Theories And Practices Final Project

Management Theories and Practices – Final Project A Study of HEB Grocery Heralded as â€Å"the smartest supermarket you never heard of† (Dooley, R., 2014) HEB Grocery (HEB) is currently celebrating 110 years in business. Founded in 1905, in the Texas Hill Country town of Kerrville, HEB began as little more than an ambitious dream and a $60 cash investment (Lester, S., 2015). Today, HEB operates over 340 stores throughout Texas and Mexico, serving over 155 communities, employing over 70,000 partners (rather than simply â€Å"employees†), and has amassed retail sales of over $20 billion annually. These accomplishments have garnered such accolades as â€Å"2010 Retailer of the Year† by Progressive Grocer (Vaughn, V., 2010); â€Å"#15 America’s Largest Private Companies† by Forbes Magazine (Forbes, 2013) and was the first company – rather than an individual – to be inducted into the Texas Business Hall of Fame (Dennis, J., 2013). What separates HEB from its competitors in the Texas and Mexico markets, however, can be found in its Bold Statement (vision statement): â€Å"HEB partners taking a stand together to build the greatest retailing company.† For HEB, being the greatest is not measured in just annual sales, or the number of stores in operation. HEB focuses equally on serving customers, partners and communities at levels that surpass normal expectations. By doing so, HEB has positioned itself as a major force in the retail world. For full disclosure, I am a Seafood Department Manager with HEB, andShow MoreRelatedProject Management Life Cycle1218 Words   |  5 Pagesï » ¿ Project Management Life Cycle Chi Zhang Herzing University MBA 631 Operations and Projects Management Dr. Gary Hanney Abstract To control the process of a project and manage the operation of a project, the theory of project management life cycle is widely used in nowadays business administration. 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