Essay on Walt Whitman and Emily Dickinson - 970 Words

Walt Whitman and Emily Dickinson nbsp; In America’s history, there have been so many writers, but only few are known for changing the course of American literature.nbsp; Two writers that fit this description are Emily Dickinson and Walt Whitman.nbsp; These two poets have different styles of writing but possess the same themes from the social environment that they are surrounded in.nbsp; The poetry reflects these poets’ personality and their own style of writing.nbsp; Whitman had an outgoing personality, while Dickinson had a quiet and reserved approach to writing. nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; Walt Whitman, born on May 31st, 1819 is said to be way ahead of his time.nbsp; He had the better of two worlds†¦show more content†¦She worshipped Charles Wadsworth, but only in her dreams did she dare express her love for him.nbsp; nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; Whitman’s poems are easy to recognize.nbsp; He has a distinct style that can be identified, just like Edgar Allen Poe.nbsp; One poem that stands out from all the others is â€Å"There Was a Child Went Forth† from Leaves of Grass. This poem is literally about a child who goes forward in life, and absorbs things like the materials in his home, the people surrounding his hometown, and the memories will stay with him forever.nbsp; Whitman depicts this idea of walking away with memories from a childhood by describing all these images and recollections and then states the fact by writing, â€Å"These became part of that child who went forth everyday, and who now goes, and will always go forth every day† (39). nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; Dickinson also has a discrete style of writing poetry. She is very quiet and pacified when writing her poems.nbsp; She writes in quick little stanzas and brief thoughts.nbsp; A poem that pops up when talking about Emily Dickinson is â€Å"Success is counted sweetest.†nbsp; This poem tells about how success is so grand to those who have never experienced success.nbsp; She says that in order to achieve success you have you have the most extreme need for it.nbsp; In the poem, she talks about a soldier who is dying and how he was so close, but at the same time, so far awayShow MoreRelatedEssay on Comparing Walt Whitman and Emily Dickinson719 Words   |  3 PagesComparing Walt Whitman and Emily Dickinson The lives of Walt Whitman and Emily Dickinson have many similarities and differences. Here, we will focus on the similarities in their lives in order to bring to attention a correlation between Whitmans poem I Saw in Louisiana a Live-oak Growing and Dickinsons poem # 1510. Both poets wrote during the time of Romanticism, even though Whitman was Dickinsons senior by some eleven years. This however did not influence the way the writing stylesRead MoreEssay Differences Between Walt Whitman and Emily Dickinson3113 Words   |  13 PagesDifferences Between Walt Whitman and Emily Dickinson Walt Whitman and Emily Dickinsons works have numerous differences. Compared to Dickinsons short and seemingly simple poems, Whitmans are long and often complex. Both pioneered their own unique style of writing. Walt Whitman and Emily Dickinson both have been hailed as original and unique artists. They each have distinctive voices that many have attempted to replicate and have been unable to do so. Whitman wrote in epic like proportions; heRead More Dickinson Vs. Whitman Essay1229 Words   |  5 Pages Dickinson vs. Whitman After receiving five years of schooling, Walt Whitman spent four years learning the printing trade; Emily Dickinson returned home after receiving schooling to be with her family and never really had a job. Walt Whitman spent most of his time observing people and New York City. Dickinson rarely left her house and she didnt associate with many people other than her family. In this essay I will be comparing Emily Dickinson and Walt Whitman. Emily Dickinsons life differs greatlyRead MoreAn Inexplicable Nature of the American Identity Essay1242 Words   |  5 Pagesthe American identity means. Even when authors such as Walt Whitman, Ralph Waldo Emerson and Emily Dickinson navigate the American identity, their ideas, although similar in many respects, offer various nuances and perspectives on the topic. By investigating the various idiosyncrasies of their language and the focus each emphasizes, the complexities of the American identity can truly be highlighted. In the case of linear movement, Whitman brings forth a distinct perspective of time as he disregardsRead MoreAn Analysis Of Walt Whitman And Emily Dickinson1567 Words   |  7 Pageswith feathers that perches in the soul - and sings the tunes without the words - and never stops at all†? For starters, both are quotes from Walt Whitman and Emily Dickinson, who are considered to be the greatest American poets in history. Whitman, who was born in 1819, wrote many poems and essays heavily influenced by transcendentalist writers, and Dickinson, who was born in 1830, also wrote several poems influenced by them, but was considered more of a Romantic writer. Nonetheless, their poems introducedRead MoreAnalysis Of Emily Dickinson s Song Of Myself1796 Words   |  8 PagesIntroduction: Emily Dickinson (1830-1886) and Walt Whitman (1819-1892) are both considered as founder of the modern American literature. The essay will be focused on an extract of the Chant 33 from the 1881 edition of â€Å"Song of Myself†. In â€Å"Song of Myself† we see that Whitman wants to combine the democracy and the individual but in his 1855 s preface, he advocates simplicity: â€Å"Nothing is better than simplicity.†1 This essay will also analysed the poem 668 extracted from The Complete Poems Of Emily DickinsonRead MoreTranscendentalism, A Powerful Intellectual And Philosophical Movement1781 Words   |  8 Pagesalso become incapable of freely expressing himself. In his essay Self Reliance, Emerson writes, â€Å"Be yourself; no base imitator of another, but your best self. There is something, which you can do better than another. Listen to the inward voice and bravely obey that. Do the things at which you are great, not what you were never made for† (Emer son). Other writers and intellectuals such as Frederick Douglass, Walt Whitman, and Emily Dickinson have adopted Emerson’s views on individuality and have expressedRead MoreTranscendentalism : The And The Movement1027 Words   |  5 Pagesgeneral state of intellectualism. During what years did the movement occur? The Transcendentalist movement occurred during the 1820s, and 1830s. List 5 major authors associated with the movement Ralph Waldo Emerson, Henry David Thoreau, Walt Whitman, Emily Dickinson, Explain what Transcendentalist believed about each of the following topics: Human Nature They were to live independently, all you need is your mind, knowledge is born with. They also believed that an institution isn t necessary, andRead MoreNotes On Self Reliance By Ralph Waldo Emerson Essay1441 Words   |  6 PagesJournal #1: Self- Reliance Self-Reliance is a transcendentalist essay by Ralph Waldo Emerson. The essay was published in 1841 during the transcendentalist movement. It was a way for writers to respond to or protest the general state of intellectualism and even spirituality. He speaks in this essay about ways to avoid conforming and also how each person should follow their own instincts and ideas. Emerson split many of the topics in this essay into different sections. In one of the sections he speaks ofRead MoreNotes On Self Reliance By Ralph Waldo Emerson Essay1508 Words   |  7 PagesJournal #1: Self- Reliance Self-Reliance is a transcendentalist essay by Ralph Waldo Emerson. The essay was published in 1841 during the transcendentalist movement. It was a way for writers to respond to or protest the general state of intellectualism and even spirituality. He speaks in this essay about ways to avoid conforming and also how each person should follow their own instincts and ideas. Emerson split many of the topics in this essay into different sections. In one of the sections he speaks of

The Nature Of Manipulation William Gibson s...

The Nature of Manipulation William Gibson’s Neuromancer, and The Matrix by The Wachowskis both depict a society in which humans are under constant manipulation by indispensable machines. In Neuromancer, the protagonist Case is indirectly manipulated by a powerful Artificial Intelligence named Wintermute. In The Matrix, majority of the human population lives within a computer simulated world, run by machines. However, both storylines depict the fact that manipulation takes origin within the individual rather than another entity, as both protagonists are frequently manipulated due to flaws in their own character. These character flaws are not individual, rather, they are representative of all humans. Thus, Neuromancer and The Matrix both†¦show more content†¦In both instances, the audience is intentionally lead by false interpretations, as to prove that individuals are constantly being manipulated unbeknownst to them. Neuromancer demonstrates this omnipresence of manipulation, as the audience is controlled by the author himself. Throughout the novel, Gibson’s distinct word choice not only encapsulates the audience, but also forces the novel to be read from a certain perspective. For example, Gibson describes the atmosphere of Ninsei, by saying â€Å"By day, the bars down Ninsei were shuttered and featureless, the neon dead, the holograms inert, waiting, under the poisoned silver sky† (Gibson 7). Gibson could simply have stated that the street was dark, and the sky was cloudy. However, he makes the conscious effort of wording the sentence with metaphors, and analogies in order to convey the cynical perspective from which the audience is to observe the story. The impact of word choice is shown again in The Matrix, as an agent justifies its horrific intentions by saying â€Å"Human beings are a disease, a cancer of this planet. You are a plague, and we are the cure† (The Matrix). The agent is able to rationalize its intent, through the use of euphemisms. Similar to the characters of both the novel and the movie, the audience is manipulated by the author because they are unaware of it. Manipulation is a result of unawareness; individuals who are unaware of their society, are prone to manipulation. InShow MoreRelatedWilliam Gibson s Neuromancer, And The Matrix1834 Words   |  8 PagesWilliam Gibson’s Neuromancer, and The Matrix by The Wachowskis both depict a society in which humans are under constant manipulation by indispensable machines. In Neuromancer, the protagonist Case is indirectly manipulated by a powerful Artificial Intelligence named Wintermute. In The Matrix, majority of the human population lives within a computer simulated world, run by machines. However, both storylines ultimately depict the fact that manipulation takes origin within the individual rather thanRead More Realities Redefined in William Gibsons Neuromancer Essay2645 Words   |  11 PagesRealities Redefined in William Gibsons Neuromancer The ways in which characters communicate and interact with one another are redefined in William Gibson?s Neuromancer. An all-encompassing web of intrigue, the Net enables humans and non-humans to access and to communicate an infinite amount of data across time and space. Medical implants open another door on virtual communications. Non-living entities such as artificial intelligences and the Dixie Flatline construct overcome the physical barriers

Effects of a College Education Free Essays

A college education has numerous impacts on an individual other than just a better education. Individuals who have attended college and graduated tend to be more successful in life than those who didn’t. There have been studies through the years that provide evidence showing that a college education can be very beneficial to a person and have major impacts on their lives. We will write a custom essay sample on Effects of a College Education or any similar topic only for you Order Now The most comprehensive review to date on the question of the impact of college is found in Ernest Pascarella and Patrick Terenzini’s book, How College Affects Students.They used over twenty-six thousand practical studies completed over a period of 50 years in order to what aspects of a person’s life is affected during college. They concluded that an individual’s cognitive skills and intellectual growth; changes of identity, self-concept, and self-esteem; changes in relating to others and the people around them, attitudes and values, moral development, career choice and development, economic benefits, and quality of life after college are all affected while the student attends college.The details concerning cognitive skills and intellectual growth suggest that â€Å"students make statistically significant gains during the college years on a number of dimensions of general cognitive capabilities and skills† (p. 155), including the ability to deal with conce ptual complexity, formal abstract reasoning, critical thinking, the use of evidence and reason to address ill-structured problems, and both written and oral communication. Most of these benefits seem to occur during the first two years of college.Research on the net effects, or changes that can be accredited to the college experience itself, rather than other potential influences, of these outcomes suggests that college has a â€Å"net positive influence on diverse measures of critical thinking† (p. 156), reflective judgment, and intellectual flexibility, above the maturity level of individuals who didn’t attend college. Perhaps â€Å"college is the one [experience] that most typically provides an overall environment where the potential for intellectual growth is maximized† (p. 156).Although the may not be dramatic, changes concerning identity, self-concept, and self-esteem during the college years consistently support a significant positive effect, are evident. The evidence tends to support generally linear gains in academic and social self-concepts, as well as â€Å"students’ beliefs about themselves in such areas as the ir popularity in general and with the opposite sex, their leadership abilities, their social self-confidence, and their understanding of others† (p. 203). In addition, they gain in self-esteem.With the caveat that much of the research on the net effects of college on these particular outcomes is too often confounded by age and normal maturation, and absent controls for family background or other relevant characteristics, Pascarella and Terenzini concluded that â€Å"post-secondary educational attainment appears to be related positively to changes in students’ ratings of themselves relative to their peers† (p. 204), in terms of both academic self-concept and social self-concept. Such effects, however, appear to be small, mostly indirect, and interrelated with other characteristics.As far as changes in relating to others and the world around them, Pascarella and Terenzini concluded that, â€Å"students’ relational systems change during the college years,† including increases in â€Å"students’ freedom from the influences of others, †¦ in non-authoritarian thinking and tolerance for other pe ople and their views, in intellectual orientation to problem solving and their own world view in general, in the maturity of their interpersonal relations, in their personal adjustment skills and general sense of psychological well-being, and in their more globally measured levels of maturity and personal development† (p. 57). It is believed that â€Å"the early college years may be somewhat more influential than the later ones† in their effect on these outcomes. The authors also state that â€Å"the weight of evidence therefore fairly clearly supports popular beliefs about the effects of college in helping to reduce students’ authoritarianism, dogmatism, and (perhaps) ethnocentrism and in increasing their intellectual orientation, personal psychological adjustment, and sense of psychological well-being† (p. 259).One of the more ample topics concerning research on the impact of college over the decades has focused on charting changes in the values and attitudes of students in five general areas: (1) cultural, aesthetic, and intellectual; (2) educational and occupational; (3) social and political; (4) religious; and (5) sex and gender roles. Pascarella and Terenzini found that the evidence for change during the college years is both plentiful and consistent, in that â€Å"colleges, as their founders and supporters might hope, appear to have a generally liberating influence on students’ attitudes and values.Without exception, the nature and direction of the observed changes involve greater breadth, expansion, inclusiveness, complexity, and appreciation for the new and different. In all cases, the movement is toward greater individual freedom: artistic and cultural, intellectual, political, social, racial, educational, occupational, personal, and behavioral† (p. 326).The research on the net effects of college support a consistent but modest influence â€Å"above and beyond the characteristics students bring with them to college,† as well as independent of â€Å"changes that have occurred in the larger society† (p. 326) Long considered an important goal of American higher education, the character education and moral development of students has only recently gained the systematic attention of researchers.Evidence to date suggests that â€Å"college is linked with statistically significant increases in the use of principled reasoning to judge moral issues,† and that the college experience itself has a unique positive net influence on such development and may be accentuated differentially, from one institution to another, through the student peer context. Furthermore, the key to within-college effects in fostering moral reasoning may â€Å"lie in providing a range of intellectual, cultural, and social experiences from whic h a range of different students might potentially benefit† (p. 66), such as certain curricular or course interventions.Conditional effects in that regard are, in particular, more positive for those of high levels of cognitive development. Nevertheless, any influence in that direction seems to be long-term and consistent, and may even be linked ultimately to â€Å"a range of principled behaviors, including resisting cheating, social activism, keeping contractual promises, and helping those in need† (p. 367). Individuals may change their career paths or interests while attending college. It is clear that students frequently change their career plans during college,† and that they â€Å"become significantly more mature, knowledgeable, and focused during college in thinking about planning for a career† (pp. 487–488).In terms of net influence, one of the â€Å"most pronounced and unequivocal effects of college on career is its impact on the type of job one obtains† (p. 488), offering an advantage through occupational status and influence. Whether by socialization or certification a college education offers access to better positioned, and potentially more satisfactory, mployment. Study of the economic benefits has also attracted the attention of post-secondary education researchers, especially since this factor â€Å"probably underlies the motivation of many students who choose to attend college rather than enter the work force immediately after high school graduation† (p. 500). In terms of net effects, it appears that a bachelor’s degree â€Å"provides somewhere between a twenty and forty percent advantage in earnings over a high school diploma† and an estimate of financial return on such an investment is â€Å"somewhere between 9. and 10. 9 percent† (p. 529). As I’ve said before, a college education has numerous impacts on an individual other than just a better education. Ernest Pascarella and Patrick Terenzini, while not the first to do so, are two people who have studied research to find the impact of a college education. Their research actually has evidence to support the argument that a college education is a valuable thing. How to cite Effects of a College Education, Papers