In the novel‚ The House of the Spirits by Isabel Allende‚ the author illustrates the life of people in Chile in the 20th century through the narrators Esteban Trueba and Alba Trueba. In this novel‚ the author’s purpose is to make the reader be conscious of how divergent the perspectives of the male characters are from one another. By stylistically choosing to use the literary analysis of characterization to characterize Jaime Trueba as selflessly caring‚ Allende creates a feeling of fondness and
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To begin‚ the monologue I have chosen is from HAMLET Act 3‚ Scene 1‚ Page 7. Correspondingly‚ the character (Ophelia) who I am playing has a very straightforward goal in her monologue. With this said‚ Ophelia is expressing her lament for Hamlet’s mental deterioration. Ophelia says her monologue to the audience with sadness and extreme distress. For example‚ Ophelia states that Hamlet’s “noble mind is here o’erthrown!” This beginning phrase is significant because it is her explaining how Hamlet’s
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Instructor’s Toolkit for Red Yoder’s Monologue Red’s introductory monologue can be used in a variety of ways. Here are a few to consider: large class discussion small group discussion during class or clinical reflective journaling assignment web-based assignment: listen to the audio or read the script‚ then discuss and summarize the group’s conclusions. 1. 2. 3. 4. 5. 6. What are Red’s strengths? What are your concerns for this patient? What is the cause of your concern? What information
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Lucy Jordan is set in my opinion in the 1960’s‚ where women were house wives and did nothing else but "clean the house for hours or rearrange the flowers". This already is not typical of women today. Women today have jobs and are independent. Women in those days were portrayed as staying at home and being a homemaker. They cleaned the house‚ washed the clothes and dishes‚ did the cooking‚ and took care of the kids when they got home from school or when they stayed home from school for being sick
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Middle/High School Monologues Teaching Students to Read and Write Monologues Welcome to the World of Monologue A Sample Unit of Lessons for Middle and High School Teachers Jefferson County Public Schools Version 2.0 WELCOME TO THE WORLD OF MONOLOGUE By all reports from the field‚ this unit can be a lot of fun for you and your students: • there’s performance • there’s walking in others’ shoes and learning empathy 1 Middle/High School Monologues • there’s connecting to Farris Bueller‚ Bill Cosby
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Jordan James Direct 1. Please state your name for the court. a. My name is Jordan Names 2. Where do you live? a. Originally I’m from Chicago but my family moved to Nashville when I was two so I have always considered myself a Nashville star. Somehow I ended up in Midlands…not really sure how that one happened. 3. What do you do for a living? a. I’m currently working as a bartender at Chuggie’s BUT I’m also working on my debut album _____________. I’m trying to break my way into the
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The poem‚ “Monologue for an Onion” written by Sue Kim‚ the onion is a metaphor and is the whole poem is written about it and based off of it. The basic main viewpoint of the poem is about the feelings and thoughts that onion experiences when being handle by the person or more specifically when it is being cut. The poem revolves around the whole idea of how the onion feels and thinks as the person cuts away at it and how it reflects on the actions of the person and the person themselves. Sue Kim’s
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THE DRAMATIC MONOLOGUE IN TENNYSON’S ULYSSES The greatest Victorian contribution to poetry is certainly the form of the dramatic monologue. A dramatic monologue is defined by various critics as a type of poem in which a single speaker‚ a persona‚ “utters the speech that makes up the whole of the poem‚ in a specific situation at a critical moment.” This speaker addresses and interacts with one or more other people. They are silent but usually identifiable listeners in whose presence the speaker reveals
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The indirect interior monologue we get next is essential. There is something seriously affecting Henry— his faith is being tested— and what he once found comforting is now not. He is worried and this worry is mentioned twice in one paragraph. Henry also admits his sadness. Now compare this segment to the exchange between him and his wife. He does not tell her of this sadness‚ his worry or his confusion. He clearly thinks about her own lack of faith‚ but does not ask her about that either. Instead
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with the spectacular as she transcends time and memory in a dramatic representation of a domestic family relationship turned sour. There are many examples of how Pollock accomplishes this‚ specifically by incorporating dramatic units such as the monologue spoken by Bob in the second act. At this point in the play‚ it is clearly known that the family relationship is deteriorating and that Bob has a dependence on alcohol. This dramatic unit ties in with both of these facts as Bob contemplates how her
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