Lyric Analysis

Kayla Keeney English 131 Ms. Jones 20 Feb. 2013 â€Å"Not Ready To Make Nice† Rhetorical Analysis â€Å"Not Ready To Make Nice,† a song released in 2006 by the Dixie Chicks is a controversial song written after Natalie Maines commented that she was â€Å"ashamed the president of the United States is from Texas† (Tyrangie), in between songs at a concert in Britain in 2003. The comment resulted in The Dixie Chicks being dropped from playlists at many radio stations across the south (Tyrangie). This song is about how Maines is not willing to forgive all of the negative remarks and actions made towards the band, some which include death threats.One rhetorical tool used by the Dixie Chicks is pathos. The first verse, â€Å"Forgive sounds good/ Forget I’m not sure I could/ They say time heals everything/but I’m still waiting,†opens the song showing forgiveness, anger and sadness (Dixie Chicks). They are letting it be known that they would like to f orgive all of the people that have hurt Natalie, and the rest of the band, due to her comment, but some of the actions taken towards them were so extreme that they are not sure that they could ever forget them.The next verse includes the lines â€Å"I’m through with doubt/There’s nothing left for me to figure out/ I’ve paid a price and I’ll keep paying† (Dixie Chicks). When this, and the lines â€Å"It turned my whole world around and I kind of like it† are sung, Maines is making it clear that she does not have any regret about her comment towards President Bush and she is done doubting herself because of it. She is letting it be known that she may have had to pay a price of the Dixie Chicks music no longer being on the radio, but she is no longer going to doubt herself or regret her comment because she is entitled to freedom of speech.This brings a bitter sweet emotion into play, because she realizes many other people probably feel the same way; she just voiced her opinion publicly and is not ashamed of it. Pathos is used in that verse when she is talking about the price they will keep paying. Music is their career and it got taken away by one band member’s comment. That verse brings heartbreak to not only the song, but the band members who are so passionate about their music and career choice, along with the listeners that loved the Dixie Chicks music. Joy and peace is brought into the song when â€Å"I made my bed and I sleep like a baby. With no regrets†¦ † is said.Natalie is saying she is content with what she said and all the trouble she got herself and her band into. She has no regrets. â€Å"It’s a sad, sad story when a mother will teach her daughter that she ought to hate a perfect stranger, and how in the world can the words that I said send somebody so over the edge that they’d write me a letter sayin’ that I better shut up and sing or my life will be over† (Dix ie Chicks), brings a confused emotion. In the song when this verse is sung, it sounds like Natalie is going on a rant about how sad our world is today, and an angry tone of voice is used to really show her anger about the situation.She sounds scared, sad, and mad all at the same time. She is confused at society. All of the pathos used already throughout the song, bittersweet, heart break, joy, peace, and confused, is revisited again in the chorus, which states â€Å"I’m not ready to make nice/ I’m not ready to back down/ I’m still mad as hell and I don’t have time to go round and round and round/ It’s too late to make it right/ I probably wouldn’t if I could/ ‘cause I’m mad as hell can’t bring myself to do what it is you think I should† (Dixie Chicks).Ethos is also a rhetorical tool the Dixie Chicks used throughout the song. The Dixie Chicks have credibility writing and singing this song, because it goes a long wit h a life event of theirs. If another singer or band would have published â€Å"Not Ready To Make Nice,† it would not have had as much meaning or emotion, and it would not have been expressed as it was by Maines, unless they had a similar experience. After Maines was asked if she was sorry about her London comments, she said no and responded with â€Å"Sorry about what? Sorry about what?Sorry about not wanting to go to war? And not wanting people to die? â€Å"(Schorn) Many people felt the same way as Natalie Maines did, but did not voice their opinion in such a way as she did. She has every right to do so though. It is common for people to not like the idea of going to war. Americans have the right of freedom of speech, in other words, â€Å"the right to express any opinions without censorship or restraint. † Natalie Maines should be able to voice her opinion as she pleases, due to the first amendment, which brings logos into play.Maines Logos in â€Å"Not Ready To Make Nice† includes the comment itself, that was made and freedom of speech. Since the first amendment exists the Dixie Chicks should not have been punished like they were. Knowledge about the comment, and some background about the Dixie Chicks lives afterwards, is needed to make sense of the song and the meaning behind it. After finding out about the death threats made towards the band, and the banning of their songs on the radio, there is more of an understanding as to why there is so much pathos throughout.It is logical to think that the Dixie Chicks wrote this song as feedback towards country music listeners and southerners, to voice how they feel about the actions done towards them; it is their way of expressing their feelings publically a couple of years later. Through pathos, ethos, and logos, the Dixie Chicks are able to speak out publically to let the world know how Maines’ comment has affected them. Though Maines states she does not regret what she said, she m akes it clear that her life has changed forever, along with the Emily and Martie’s, the other band members.This song is a way for Maines to stand behind her comment and to stand up to President Bush. Behind the words is passion. The Dixie Chicks are passionate about the meaning they are trying to get across to listeners. They want listeners to feel what this song means to them and they want us to feel their emotions that they have poured into writing this song. â€Å"Not Ready To Make Nice† is a way for them to show courage, by telling the world they are at peace with what was said back in 2003. Works CitedChicks, Dixie. â€Å"Not Ready To Make Nice. † Cowboy Lyrics. cowboylyrics. com. Web. 19 Mar 2013. . â€Å"freedom of speech. † Dictionary. com Unabridged. Random House, Inc. 19 Mar. 2013. . Schorn, Daniel . â€Å"Dixie Chicks: Not Ready to Make Nice. † http://www. cbsnews. com/8301-18560_162-1611424. html. CBS, 11 February 2009.

Oscar Wilde’s Dorian Gray

Oscar Wilde’s Picture of Dorian Gray received immediate criticism when it was published in 1890, being described as contaminated, unclean, and nauseous. The criticism stemmed from the challenges that were made by Oscar Wilde regarding Victorian morality. The novel was written in the aesthetic era, an era where authors attempted to reverse the role of art, to have no purpose besides being beautiful. Critics of the novel did not like this idea, fearing that it would corrupt readers, specifically their moral values.English philosopher Alfred Whitehead gave this view on morality, â€Å"What is morality in any given time or place? It is what the majority then and there happen to like and immorality is what they dislike. † Oscar Wilde added a preface to the novel a year later, in which he said, â€Å"There is no such thing as a moral or an immoral book, books are well written or badly written. That is all. † Adding onto Whitehead’s view, other morals exist outsi de of the majority, and people will develop their own morals based on how they interpret a situation. When Wilde reacts by saying that immoral and moral books don’t exist, I agree.The perspective that I developed in tying the 2 quotes together is that yes, a book is not written as moral or immoral, but it is viewed moral or immoral, depending on the reader’s own beliefs. I will argue that The Picture of Dorian Gray suggests that art can have immoral effects, but the artist should not bear complete responsibility. The prime purpose of art in the Victorian Era to most viewers was to give concrete moral values. The concept of Hedonism in the Picture of Dorian Gray is evident throughout, and was the root for it’s criticism.Lord Henry is responsible for placing these pleasure-seeking ideas in Dorian’s mind, as Dorian became obsessed with Lord Henry. In Wilde’s time period, as mentioned earlier, the artists were challenging accepted social norms. It is e vident that Lord Henry is also challenging accepted morals when he says, â€Å"Modern morality consists in accepting the standard of one’s age. I consider that for any man of culture to accept the standard of his age is a form of the grossest immorality. † Challenging social norms is one characteristic that Wilde and Lord Henry share.Therefore, since this is a big part of the novel, I argue that Wilde wrote the novel as if he was Lord Henry. This is important because some view Lord Henry as the main reason for Dorian’s downfall. To counter this, I want to point out that Dorian is the one who let Lord Henry influence him. Further, when Lord Henry gives Dorian the mysterious yellow book, it is Dorian’s choice to base his life around this guide on how to live a pleasure-seeking life. The main argument I am making here is that Lord Henry cannot be fully blamed for Dorian’s downfall.As it related to Wilde, he does write immoral ideas for his time. For e xample, hedonism and homosexuality. The point is yes Wilde wrote about these topics, but he should not be held responsible and considered immoral as an artist because his time period rejected these views. A big part of the novel that needs to be looked at if Wilde wrote the book through Lord Henry’s eyes is the fact that Dorian ended up dead at the end of the book and Lord Henry didn’t face consequence. This is Wilde suggesting that Lord Henry’s sayings, books, and thrill seeking lifestyle are all irrelevant to Dorian’s morality.Relating this to real life, Wilde is suggesting that a piece of art is not based on the moral value of the artist, but rather the way a viewer lets the work influence him or her. The slow deteriorating of Dorian’s painting is a reflection of the sins he has committed. For example, when he embarrasses Sibyl and it leads to her suicide. Another example is Dorian’s killing of Basil. Finally, when Dorian attempts to chan ge his lifestyle and not screw over another girl, the painting worsens. The painting mirrors an image of sins that Dorian cannot erase or escape guilt.Dorian stabbing the painting shows that he died from his own sin, not by any influence. The art is then returned to its original beauty. This shows that Wilde is suggesting that art should be kept separate from morals in society. Further, this is justified by art being viewed in this new movement as strictly beautiful; it bears no responsibility for a moral purpose. An artist’s responsibility to morals is again minimized. Another point I would like to bring up is that if The Picture of Dorian Gray came out in a different time period, it would not have been so heavily criticized.This is because people would have had different morals and immorals, as reflected in Whitehead’s previous quote. If you agree with this, you have to agree with the argument that an artist is not fully responsible for any moral or immoral judgment of his or her art. The final perspective I would like to point out is for those who interpreted Wilde as writing the story through the eyes of Basil. At some points, I can agree with this, and it strengthens the argument that Wilde feared criticism by a good majority of people at his time. This is evident when Basil is afraid to show off his painting, in fear of what others will interpret it as.This is similar to Wilde’s work of Dorian Gray, in that Wilde wrote a story that challenged some moral beliefs, and was hesitant as to what people might think. When Basil finally does reveal his painting it is viewed as beautiful, but slowly deteriorates. I argue that this is how Wilde felt about his work, that it was the perfect novel, but it to was brought down by heavy criticism of another person. The point here is that Wilde did not intend everything in the story to be a moral message, he used his characters actions as puzzles pieces for each reader to put together their own belief s.Therefore, his critics should not hold him morally responsible. The belief of hedonism is demonstrated throughout the book, as mentioned earlier; in the way that Dorian lives his life. This is an example of Wilde reflecting his new movement’s ideas, to live for beauty. In the article The Conflict Between Aestheticism and Morality in Oscar Wilde’s The Picture of Dorian Gray, author Patrick Duggan makes the observation that hedonism is what Wilde was attempting to introduce through Dorian, but at the end of the novel Wilde puts restraint on this lifestyle.When Dorian cannot reverse his sins, Wilde is suggesting that people still need to consider the consequences of their actions. Further, yes Wilde displays a thrill seeking lifestyle in the Picture of Dorian Gray, but he also suggests that the artistic movement he is involved in will only survive with SOME limitation. This view complies with my argument that art can have an immoral effect on people. Which is why an art ist must have SOME consideration, but the artist will not bear complete responsibility because each viewer is going to look at artwork differently.

The Great Gatsby by F. Scott Fitzgerald - 1824 Words

America’s Roaring Twenties were a time of pivotal social change. After World War I, wartime factories were adapted to mass-produce commodities for the middle class, including some, like the radio, that many had never encountered before. For men who had previously lived simple lives on farms in the country, the contrast of experiencing the horrors of â€Å"The Great War† and returning to live and work in factory cities of technological wonder shook their assumptions about social and cultural norms – it was a new and exciting time; things were uncertain, but they were alive. For women, many of whom had worked in the factories during the war, the 1920s were a struggle against the oppression of the old culture, dominated by males, that left few roles for women other than submitting to their husbands while staying at home. They had had a taste of freedoms they were not about to give up, but few knew how to fight or what victory would even look like. Winning the right to vote and pushing into social circles by seizing behaviors that were previously exclusively male (or at least previously more outrageous for women) signaled a big change in social norms, but culture was slow to make sense of what a desirable role for women would and should be. This period of lively upheaval and confusion, not without its cynics, is illustrated by F. Scott Fitzgeralds The Great Gatsby. Regardless of their relationship to the different men in the novel, the women of The Great Gatsby all struggleShow MoreRelatedThe Great Gatsby by F. Scott Fitzgerald1393 Words   |  6 PagesF. Scott Fitzgerald was the model of the American image in the nineteen twenties. He had wealth, fame, a beautiful wife, and an adorable daughter; all seemed perfect. Beneath the gilded faà §ade, however, was an author who struggled with domestic and physical difficulties that plagued his personal life and career throughout its short span. 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Global Organization Code Of Ethics - 1154 Words

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No exclusions from conducting business will be imposed with the following exception; Any organization that belongs to a government that does not support this code of ethics will be excluded from conducting business with this organization and its affiliates. Leadership and Transparency The management of our company will provide and support transparency with its employees and stakeholders. Quarterly reports will be shared electronically for all interested parties to review. There will be an annual report that will display profits and losses, growth, and marketShow MoreRelatedGlobal Code Of Ethics And Ethics938 Words   |  4 PagesMBA 605: Unit 4 Exercise Global Code of Ethics Introduction All employees and senior level executives are expected to uphold to the Global Code of Ethics in the highest ethical standards of this corporate international organization. Each employee is to abide by the laws of their country and the regulations of the organization in which they work. 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The Argument Put Forward By Descartes Essay - 982 Words

In this essay I will be exploring the argument put forward by Descartes whereby he can conclude that there is an external world. I will be looking into his ideas to do with the difference between imagination and intellect and breaking the main points he puts forward in explanation of the existence of the external world that surrounds us. I will then look into multiple objections to Descartes ideas and show why I believe Descartes argument stands up against criticism. At the start of Meditation VI, Descartes begins by proposing that imagination is distinct from pure understanding. 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Syllabus Designing - Review of Literature free essay sample

English for Specific Purposes (ESP) is often underestimated because of teachers attitudes which are often characterized either by condescension or reluctance. This is manifested in the belief that often prevails among teachers that ESP is for those who cannot teach the real language. A good example of this situation is English in other departments or The Language Unit at university where teaching this component of the students program of studies is generally the responsibility of junior members of staff and where it is a slot-filling subject in the teachers time-tables. This underestimation may be due to the fact many language teachers are not aware of what it means to be an ESP teacher, and what it takes to be successful in this practice. The situation in the Tamil Nadu is even more complicated as there is not even a separation between ESP and English for General Purposes (EGP) when it comes to syllabuses and methodology, and who is better trained to teach what. We will write a custom essay sample on Syllabus Designing Review of Literature or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Needs assessment, which is a major component of ESP, never exists, and, if does, it is never systematic, but rather based on teachers intuitions. Moreover, the methodology adopted in teaching never differs. That is, a teacher would enter a class with the same kind of methodology in mind regardless of the aims of each program. Unfortunately, programs are always put in the same basket and are always simply labelled as programs for Teaching English. As a matter of fact, English is not always just English for there are particularities that ought to be taken into consideration when designing syllabuses and practicing teaching depending on the objectives set for each situation. Definition of ESP (English for Specific Purposes) The term of ESP is generally represented as ‘English for Specific Purposes’, which emphasizes on the students’ purposes and refers to the whole range of language resources (Robinson, 1980). A definition of ESP given by Strevens (1988, p. 1 2) is that ESP needs to distinguish between four absolute and two variable characteristics namely: a. Absolute characteristics: ESP consists of English language teaching which is: designed to meet specified needs of the learners related in content (i. e. in its themes and topics) to particular disciplines, occupations and activities entered on the language appropriate to those activities, in syntax, lexis, discourse, semantics, etc. in contrast with ‘General English’. b. Variables characteristics: ESP may be, but is not necessarily: restricted as to the language skills to be learned (e. g. reading only, etc. ) taught according to any pre-ordained methodology (i. e. ESP is not restricted to any particular methodolog y – although communication methodology is very often felt to be most appropriate). Munby (1978, 1996) defined ESP in relation to ESP courses based on the analysis of the students’ language needs. His definition of ESP is still current as follows: â€Å"ESP courses are those where the syllabus and materials are determined in all essentials by the prior analysis of the communication needs of the learner† (p. 2). The interpretation of the expression ‘learner need’ deals with two different aspects of needs (Widdowson, 1984, p. 178), referring to (1) what the learner needs to do with the language once he or she has learned it. This is a goal-oriented definition of needs and relates to ‘terminal behavior’, the ends of learning. (2) [W]hat the learner needs o do to actually acquire the language. This is a process-oriented definition of needs, and relates to ‘transitional behavior’, the means of learning. In ESP, the ends of learning are as important as the means in spite of being normally goal-oriented (Hutchinson Waters, 1987; McDonough, 1984; Robinson, 1991), that is, ESP is meant â€Å"the teaching of English, not as an end in itsel f, but as an essential means to a clearly identifiable goal. † (Mackay, 1978, p. 92) The term of ‘ESP’ has thus been used by different people to mean different things (Blackie, 1979). Nonetheless, the claims for ESP normally have in common in a sense that ESP is not a new approach, but an emphasis on English teaching that should be matched to the students’ specific needs and purposes for their study of English (De Jesus, 1999; Hutchinson Waters, 1984, 1987; La Perla, 1984; Mackay, 1978; McDonough, 1984; Munby, 1978, 1996; Robinson, 1980, 1991; Strevens, 1977; Swales, 1985). Chambers and McDonough (1981) argue that the ‘specific’ in English for specific purposes should refer to both the purpose the language is being used for and the language itself. Three kinds of purposes suggested by Mackay and Mountford (1978) are: 1. â€Å"occupational requirements†, e. g. for international telephone operators, civil airline pilots, etc. ; 2. â€Å"vocational training program†, e. g. for hotel and catering staff, technical trades, etc. ; and 3. â€Å"academic or professional study†, e. g. engineering, medicine, law, etc. Accordingly, an ESP course is pertinently purposeful and is aimed at the successful performance of either occupational/vocational or educational roles (Robinson, 1980) or both. Moreover, Robinson (1991) argues that the language produced as a feature of ESP should be good enough for the job and not be necessarily native-speaker like, but be the communicative strategies and effectiveness of the non-native professional users of English. History of ESP According to Johns’ (1991) discussion, the ESP history in brief with respect to its development and expansion throughout the world has been influenced by the major theoretical and applied schools of linguistics and developed into four phases. The first phase (the 1960s and the early 1970s) was the structure-based phase of linguistic (i. . lexical and grammatical) features of academic and professional registers, for example, the language of electrical engineering and the language of law (e. g. Herbert, 1965). The second phase (the late 1970s and the early 1980s) was the discourse-based phase of register analysis where the function and purpose in discourse became more rhetorical (e. g. Trimble, 1985). The th ird phase (the integration of the discoveries in phase 1 and phase 2) was communication-based phase of systematic analyses of the target learning ituations which concentrate on Munbyian concepts of ‘notional-functional curriculum’ (Munby, 1996), namely: (a) the communicative purposes of speaker/writer; (b) the setting for language use; and (c) the mode of communication and language use. This leads to the language teaching in a communicative approach. The fourth phase (the late 1980s and the 1990s) has been focused on the strategies which learners employ to acquire the target language where the needs analysis (or needs assessment) centers on activities or procedures leading to effective teaching and learning (e. . Hutchinson Waters, 1987). Throughout the past four decades of the history of ESP, the areas of theoretical development and interest in teaching and learning of ESP, relating to the two main branches of ESP: EST and NON-EST, seem to include an interest in regis ter, discourse analysis, the specification of students’ needs (and wants), study skills, or in various methodological approaches to the development of communicative competence (Flowerder, 1990).

Meaningful experiences in life an Example of the Topic Psychology Essays by

Meaningful experiences in life The daily life experiences that every individual in this world comes across with contribute to the development of the self. These experiences do not only come in a single strand nor pattern. Quite on the contrary, what makes these experiences contributive to the welfare of humanity is because these encounters come in various forms and in differing content. A well-rounded personality, then, can be achieved, though strictly limited, to the variety in the experiences that individuals get to have in their lives. Need essay sample on "Meaningful experiences in life" topic? We will write a custom essay sample specifically for you Proceed As much as I strongly believe in the idea that experiences shape the personality of a person in many different ways, these experiences can serve as a meaningful chapter in our lives as much as they have been significant to on my part. As far as my memory would not fail me, I do attest to the idea that experiences teach the individual person about being a steward of the gifts and talents that the self possesses. By having the full knowledge that these experiences contribute in a large part in the molding of the ability of the individual in bringing forth a rather full control or, at least, a strong grasp on ones abilities to his or her advantage, their meanings would be far clear enough. Undergraduates Often Tell EssayLab specialists: Who wants to write paper for me? Specialists suggest: Entrust Your Essay Paper To Us And Get A+ Being an active member of science and math clubs, the tasks being delegated to the members in being able to arrive at a successful drive in achieving every assigned goal for the following weeks and months were not as easy as they first seemed to be. I thought being a part of the community of enthusiasts in both math and science will not bring a great deal of improvement to my character not only as a student but as an individual, a living being conscious of the self as a whole. But I proved myself wrong for the reason that the opposite thing happened. Eventually, the membership that I had in these clubs has led to an increase not only in my knowledge but also with my ability to respond immediately and efficiently to the delegated tasks not only on a school-level but also on a personal scale. What I got from being one of the members in the club was the trainingand this helped me a lot along the way. I became more adept at handling my school tasks and household chores after attending meetings in the club that appeared to test my ability to handle situations that are bent towards trying out my personality. Never did it appear before my consciousness that being an active constituent of the organization can lead to a refinement of my personality and skills. In the end, the once unimagined circumstance in my life eventually turned into reality, bolstering my faith in myself as an individual and keeping my spirits alive and my confidence to a useful degree. An intervening experience supplemented to the positive consequences that the club has given me along the way. As I became the house captain in our boarding house, my skills proved useful in being the leader in the house, especially when making decisions that will affect the entire boarders in a positive light. The decision-making skills, confidence and determination that I was able to refine for myself during the time of my membership in the club held a substantial role in my role as the house captain. Not only did my refined skills and attitude became useful to us during times of dilemmas and crucial moments of deciding who is going to do what chore, these factors also became a part of what I was able to impart to my fellow boarders. In a way, I have inspired them to do the same thing, to acquire the enhancements in their positive characteristics, and to use their meaningful experiences to have full control of their abilities and gifts. Eventually, my experiences also seeped into the days when I play soccer, especially when the game itself turns out filled with intense decisions, churning up my guts to arrive at the correct option in order to make the team win not only for the sake of having fun but, far more importantly, for the sake of gaining a more meaningful experience as well. Playing soccer is not as easy as it may look on televisions or sports magazines. Quite on the contrary, it requires a lot of determination, patience, and mental endurance. These are some of the qualities that I was able to further mold into myself as a member of the science and math club and as the house captain in our boarding house. And by utilizing these traits whenever I play soccer, I am able to help my team win and help myself gain more personal experience and develop my personality all the more not only as a soccer enthusiast but also as a person capable of using meaningful experiences into the context of the daily circumstances w ith life. My ability to speak a bit of German and French has also contributed to my dealings with other people. By being able to communicate effectively with others through language, my experience has broadened, compensated in no small way by the conversations that I had. It is one of the meaningful experiences in my life like those that I have previously mentioned largely because it gave me the chances of being able to communicate and pour out my sentiments and understanding with other people who either speaks French or German. All of these experiences have shared a great fraction in my life in the sense that these served as the factors upon which I was able to steward my gifts and talents, refining these two along the way as my level of experience proportionally increase day after day. With the daily encounters that come across my way, I am able to contemplate on my personality and realign myself with these meaningful experiences so that I become guided as to what decisions I ought to pursue in my life. Such an understanding is of great use and help, as it has been back in the days when I was just starting in the science and math club, and, as far as I see it, nothing is as potent and as equally practical than having a wide range of experiences upon which one can be able to base his or her crucial decisions in life. These meaningful experiences have taught me a lot in my existence in the society at large and in stewarding my abilities and gifts. References Dawson, N. E. (1969). The Role of the Fine Arts: A Rebuttal. Music Educators Journal, 55(7), 54. Haer, J. L., & Swanson, H. S. (1952). Educational Status in Relation to Cultural and Material Symbols. The School Review, 60(4), 232. Manz, C. C. (1986). Self-Leadership: Toward an Expanded Theory of Self-Influence Processes in Organizations. The Academy of Management Review, 11(3), 591. Rosenberg, E. J., & Dohrenwend, B. S. (1975). Effects of Experience and Ethnicity on Ratings of Life Events as Stressors. Journal of Health and Social Behavior, 16(1), 128. Woody, C. (1938). Attempts at Measurement of Meaningful Experience as a Factor Conditioning Achievement in Reading. Peabody Journal of Education, 16(3), 183.