Form and Structure Essay Example for Free

Form and Structure Essay `A Taste of Honey is in two acts, both containing two scenes, and set in two flats. The play could be described as episodic, due to the fact that within the same situation by using a blackout, the play has moved on months from the previous scene (i.e. Jos pregnancy in Act II). Delaney has used a Brechtian device with using episodes to show different aspects of the characters lives, and how they fit together in the plot. The structure of the play is fairly basic as it follows the Brechtian influence of a Linear plot(beginning, middle, end) i. e. the play is easy to follow which symbolises the characters lives monotonous and basically the same situations arising from one day to the next. However, a element of Stanislavski is used as the technique of naturalistic/realistic drama (soap opera effect) is apparent. `A Taste of Honey follows the life of a young girl call Jo over the period of approximately 12 18 months. It is realistic in the sense that it portrays how working class people live and the struggles they have to endure, which would therefore allow the audience to relate to this and affect them emotionally. This relates to Stanislavskis aim of wanting to depict the working class and show the rich and privileged how they live (realities of society). This idea is also indicated throughout the outcome of the play the initial characters in the play Helen and Jo end up as they begun, rejected and the relationships they developed throughout the play have failed( Peter has gone off with another woman, Jimmie left Jo pregnant and does not come back to see her, and Geof leaves Jo). There is only Jo and Helen left, and Helen portrays selfishness and illustrates dislike towards her daughter, as shown on the final page( 86), which was the case in the opening of the play. This situation of the characters not progressing in their lives symbolises the genre of the play as they have no hope for the future because of the lives they lead. Due to their lack of education, morals and the general way they conduct their lives, (e.g. Jo dating a coloured man) they are outcasts of society. However, due to their working class status in the 1950s, they wouldnt be given the chance. Therefore, I feel the that Brechtian idea of current political factors playing a part in this play when written, is illustrated by the characters lives due to their working class status, the feminist issue of two of the male characters(Jimmie and Peter) only after Helen and Jo for sex, and the racism and discrimination towards coloured people. Stanislavski uses methods of traditional, realistic drama such as method acting, where the actor becomes emotionally involved with their character to gain a deeper understanding. Delaney intended on using this idea, as in the early rehearsals for the play, improvisation lessons were used. Avis Bunnage, who played Helen in a `Taste of Honey described this experience as an actor: When we came to bits that didnt seem to work, we ad-libbed around the ideas, made it up as we went along. We used things that were around like an aspidistra that someone had left on the stage which became incorporated in the production. I said some of my lines to it. Jean gave us hell during the rehearsals. She had us running from the stage to the paint bay and back over and even again, to give us feeling of real tiredness Example of method acting used in rehearsals for the play I would describe the genre of this play as kitchen sink as it has certain characteristics such as being set in a working class environment (Salford, Manchester in a flat). It deals with domestic issues such as conflicts between people who live in these poor conditions (e.g. Jo and Helen). The language even insinuates this genre of theatre, as it is simplistic and could be described as ordinary, everyday language, which is sometimes crude. An example of this is in Act II, scene I, where Helen and Peter have come to see Jo: Helen: Take your bloody money and get out Peter: Thank you Helen: You dirty bastard (Act II, scene 1, page 66 ) Another example of the language reflecting the genre of the play is Helens description of the flat: Theres a lovely view of the gas works. We share a bathroom with the community (Act 1, scene 1, page 7) Another element of this drama is the conflicts which arise due to the conditions in which the characters live (Jo and Helen). Helen kicks Geof out/makes him leave without Jo knowing about this, and she knows Jo wants him there. Another example is Helen arguing with Peter for touching her. Peter ( touching her) Now you know I like this mother and son relationship Helen: Stop it Peter: Arent you wearing your girdle? (Act 1, scene1, page 18) Helen argues with Peter about this because really she likes him touching her. This relates to Jo s situation as she doesnt want `boy (Jimmie) to touch her, due to the fact that she enjoys it too. This dismissal of affection is due to both the female characters not being really used to affection, as their relationship as mother and daughter certainly doesnt entail this behavior. Therefore, the characters dont know how to conduct themselves in a loving relationship, and are unaware of how to respond to affection, care and attention. The hostile relationship between Jo and Helen is established due to the many arguments they have, for example, when Jo tells Helen shes getting married, Helen is angry. Jo: My boyfriend, he asked me to marry him Helen: Well, you silly bitch. I could choke you (Act 1, scene II) The domestic relationship is between Helen and Peter (mother and boyfriend). For example, when Peter finds out that Helen has a daughter he states: That puts another 10 years on her (Act 1, scene 1) This portrays Peters attitude towards Helen, as he talks about her here in a rather disparaging tone as he knows Helen always tries to act and look younger than she actually is. This idea of making fun of characters is displayed again in Act II, scene 1, when Peter finds out Jo is pregnant: Peter (singing): Whos got a bun in the oven? Whos got a cake in the stove? Within the play the Brechtian device of including music is used, as there is many musical interludes which represent the beginning or mark the ending of a scene. For example, in Act 1, scene II the boy (Jimmie) exits whilst singing to the audience. This music within the play seems to be a contrast to the harshness and reality of it i.e. the characters are portraying happiness or humour when singing. However, even at times with the singing there is comic sarcasm intended. For example; when Peter finds out Jo is pregnant, he sings: Whos got a bun in the oven? Whos got a cake in the stove? This idea of music being an important factor in the play is indicated in Act 1, scene 1, when Helen is reminiscing about her experience of working in a pub, and she starts to sing a song she use to apparently perform, at which she asks the orchestra to join in and play the piece. The fact that the script indicates that there is an orchestra in the play gives us the impression that Delaney intended to make music a definite aspect of the play. Singing is also a element frequently used in the play, as Helen performs a old song she used to sing in the pub, Peter portrays his sarcasm by singing many statements, i.e. Walter, Walter, take me to the alter!. We also see boy (Jimmie) in Act 1, scene 2 (page 26) singing to the audience as he exits. This Brechtian device portrays the characters mood and temperament at the time, which also adds to the overall atmosphere. Another example of this is when Jo is reminicing about Jimmie in Act two, scene one(page 53) which indicates to the audience th at she still thinks about him and how she regards him as a liar. Another Stanislavski device used is sub-text. For example; is Act 1, scene 1, when Jo has gone to make coffee, Helen talks about her daughter to the audience: I suppose Id better clear some of this stuff away. She wouldnt think. Well they dont at their age, do they. Oh! it gets me right here when I try and do anything when I bend you know. Have you ever had it? This device allows us (the audience) to witness Helens personality and how self-obsessed she is, moaning about her cold and generally ordering Jo around. There is no real silences in the play, due to the fact that this portrays the monotony of their lives, always doing something, moving from one place to another, arguing, fighting, different relationships etc. The relationships throughout the play are fuelled by anger, where every couple seem to have disputes which lead to rash decision making, with no real thought of the consequences, i.e, boy asking Jo to marry him, Geof kissing Jo due to confusion etc. Therefore, the suspense is built up by the language, how the tempo of the dialogue speeds up as arguments take place, and the questions raised by the characters. For example, Jo inquires about her father and Helen divulges to her that he wasnt exactly normal. This leads the audience into thinking what actually was wrong with him and how will it effect Jo in later life? This device links to Stanislavskis idea of realism and how, for example, Helen is ashamed to admit firstly being adulterous and how this changed her life,(turned into a whore) and that she slept with the apparent village idiot, which in the 1950s would have been the gossip of everybody (fits in with the era). An element within the play which has had the influence of Brecht is the idea of Forum theatre. Brecht liked the audience to be involved in the play and in A Taste of Honey, Delaney has tried to incorporate an aspect of this by having the some of the characters speaking and interacting with the audience. For example, Helen addressed the audience frequently in Act one, scene One: She cant do anything for herself, that girl. (page 10) Another example is Jo on page 7: You packed em. Shed lose her head if it was loose. This device allows the audience to actually get feel a of what the atmosphere is actually like for the characters, and therefore this incorporates Stanislavinskis idea of wanting the audience to be able to react emotionally to the play.

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Life was drastically changed during the Industrial Revolution. The Industrial Revolution was a period of time where machinery was used for manufacturing massive production of goods that began in England in the middle 1700s. This revolution was significant because machinery now changed the way nations produced and distributed goods; therefore, it increased the availability and affordability of goods for all people. To understand the Industrialization Revolution, it is necessary to take a closer look at the Pre-Industrialization. During the Pre-Industrialization, most people belonged to either high or low-class not middle class, and many were farmers who lived in the countryside. Also, goods were made by hand thus the products were not readily affordable or available. However, agricultural revolution, population growth, natural resources, factors of production,inventions and transportation all contributed to the growth of the Industrial Revolution. The Industrial Revolution resulted in positive and negative changes that paved the way for the working condition and wages, living condition and reform of social class. As a result of enclosure movement, many farmers moved into cities and became factory workers. During the agricultural revolution, wealthy landowners bought land that was formerly worked by village farmers and forced the farmers to give up farming and move into cities. These farmers faced many difficulties during their first year living in the city since jobs were hard to find. Factory owners hired them because they knew that they could pay low wages or reduce them if workers were late or their business was bad and fine or threaten to fire them if they were not paying attention to their work at all times (Doc A). This exam... ... included doctors, lawyers, workers, and merchants who arose as a result of industrialization. This example reinforces the idea that wealth could be earned during the industrialization. As the social class reformed the middle class also earned a comfortable living conditions while it would take a longer time for the working class to catch up. It is essential to recognize the problems that followed industrialization, but the long-term positive effects are more important because the revolution created massive production of goods, jobs for workers, and most importance is the reform of social class where workers’ lives gradually improved. The facts clearly shows that the reform of social class outweigh the low wages, harsh working and living conditions, short lifespan. The Industrial Revolution left the lasting impression of economic successes and social structure.

Does the Brutal Truth in Sonnet 130 Essay

Does the brutal truth in Shakespeare’s ‘Sonnet 130’ and Swift’s ‘A beautiful Young Nymph going to bed’, take away from the beauty of the two poems. Beauty and aesthetics can be defined as â€Å"Nothing more nor less, than sensitivity to the sublime and the beautiful and an aversion to the ordinary and ugly†, this means that beauty can be absolutely anything which is beautiful as long as it is not ugly or ordinary, this may seem harsh, much like the poems by William Shakespeare and Jonathan Swift. In both poems; ‘Sonnet 130’ by William Shakespeare and ‘A beautiful young nymph going to bed’ by Jonathan Swift, aesthetic beauty is explored in a brutal and honest light. Shakespeare’s ‘Sonnet 130’ tells the story of a man describing his mistress intimately, yet distastefully; â€Å"†¦ why then her breasts are dun. † Whereas in ‘A beautiful young nymph going to bed’, Swift tells the story of a low class prostitute in London in the 18th century â€Å"Pride of Drury Lane†, and her undressing â€Å"Takes off her artificial hair†. When considering beauty and aesthetics within the poems; â€Å"Sonnet 130† and ‘A beautiful young nymph going to bed’, it may seem impossible to think of the poems as beautiful when they include such vulgarity and distaste towards the women within them; Shakespeare’s ‘Dark Lady’ and Swift’s work of fiction ‘Corinna’. However, the poems are written and presented beautifully, and may be considered well deserved of their place within the canon of English Literature. The worth and value of texts within the canon of English literature â€Å"†¦ are generally characterised by complexity of plot, structure, language and ideas. † Despite the ugliness in the poems, the way the poems are written and the complexity of them, still leave the poems as classic texts to be enjoyed and appreciated. The use of metaphors, similes and the complexity of the story within both makes them eligible for the canon of English literature, showing that a poem can still be considered beautiful for the way it is written despite the contents. Sonnet 130’ may initially seem harsh; however it was not intended to disparage Shakespeare’s mistress’s looks as so many commentators have understood, what is meant is that she and her looks together do not require ridiculous comparisons to angels which are clearly unrealistic as her personality and the way she is, is attractive in itself. The term â€Å"†¦mistress†¦Ã¢â‚¬  has an ambiguous mea ning, it could refer to a husband’s wife, or as defined in the Oxford English Dictionary; â€Å"†¦ a woman loved and courted by a man; a female sweetheart† or â€Å"a woman other than his wife with whom a man has a long-lasting sexual relationship†. The poem suggests the latter meaning, supposing it to be, Shakespeare’s so-called Dark Lady. Shakespeare wrote about ‘the Dark Lady’ in many of his sonnets. Sonnets 127-152 were allegedly based on ‘the Dark Lady’ so called because the poems make it clear that she has black hair and dusky skin, â€Å"†¦breasts are dun. † Each of the poems deal with a highly personal theme, for example, in ‘Sonnet 130’ a relationship between a man and his mistress experiencing love and lust is discussed. The sonnets have an autobiographical feel, posing the question; who was Shakespeare’s ‘Dark Lady’? Shakespeare scholar, Dr Duncan Salkeld from the University of Chichester found evidence suggesting that she was a madam called â€Å"Lucy Negro† or â€Å"Black Luce†, who ran a notorious brothel in Clerkenwell. He believes that she is â€Å"the foremost candidate for the dubious role of the â€Å"Dark Lady†. Wilson Knight said when considering the relationship between Shakespeare and the ‘Dark Lady’; that â€Å"†¦it appears to have been finer than lust and cruder than love†, here he demonstrates his doubts about them being in love. He admits that they may have had strong feelings for each other but questions whether they were in love, he does; however agree that their relationship went further than lust and the sexual side of the relationship. The fact that Shakespeare kept her identity hidden, does pose the question, did he really love her and in turn support Wilson’s quote about not being in love. It may seem romantic of Shakespeare to have kept his lover a secret, but we must remain aware that he did have a wife at home in Stratford upon Avon. The possible occupation of Shakespeare’s ‘Dark Lady’ gives a contextual link to Swift’s poem; ‘A Beautiful Young Nymph Going to Bed’, as the role of prostitution is explored in this poem and there are suggestions that this was the role of the Dark Lady. The purpose of satire is to show what is bad or weak about something or someone through humour and exaggeration. Jonathan Swift is known as ‘The Godfather of Satire’, Swift himself defined satire as; â€Å"satire is a sort of glass, wherein beholders do generally discover everybody’s faces but their own’. Here, Swift explains how everyone who reads his satire will see how he is mocking everyone else, apart from themselves. The use of satire gives ‘A beautiful young nymph going to bed’ complexity when looking at the meaning, similarly to Sonnet 130, making it eligible for the canon of English Literature, as one of the requirements to be eligible is that the work has â€Å"†¦complexity†¦Ã¢â‚¬ . Swift published ‘A beautiful young nymph going to bed’ in 1734, the poem is satirical, and it satirise women’s artificiality; â€Å"Takes off her artificial hair† and their use of the male gaze. He wrote the poem in the 18th century, when around 63,000 prostitutes were working in London, a terrible time, as prostitutes became more popular and more common, sexually transmitted diseases spread rapidly. Although in his poem, he looks down upon Corinna and effectively the women who were also in her position, he also intends to satirize the wealthy men who use prostitutes and in turn cause this problem. The male voice of narration in this poem is judgemental and snobbish. This voice effectively mocks the upper classes who most likely use prostitution as they could afford it. The voice insults those upper classes who use and abuse Corinna, demonstrating the gap between the classes in society at the time. Much like Swift, Shakespeare’s Sonnet 130 has a separate motive, other than writing a love poem to his â€Å"†¦mistress†¦Ã¢â‚¬ . On another level, the poem might suggest that the metaphors and language that sonneteers traditionally use are often hyperbolic beyond reality. ‘Sonnet 130’ mocks the fanciful conventions of romantic poetry by subverting the conventions of Petrarchan sonnets, which wrote about idealised beauty. This poem is about Shakespeare’s relationship with the ‘dark lady’ and he speaks of her realistically but harshly posing the question; is it better to be attractive with no personality or plain with a good personality? Here Shakespeare chooses the latter and is brutally honest, rather than being complimentary. The vocabulary he uses is harsh and cold; â€Å"†¦reeks†¦Ã¢â‚¬  Here Shakespeare comments on his mistress’s breath, he seems rude and offensive. The implication here is that when he goes to kiss her, he is not thinking of her, but of her bad breath and this is unkind. However, this may be merely a reflection of Elizabethan dental hygiene. Shakespeare writes that â€Å"Coral is far more red†¦Ã¢â‚¬ , which is a clever simile, comparing her lips to coral is slightly over the top, as for lips to be that bright, they would have had to have been painted on and this is the type of fakery that Shakespeare is mocking. Shakespeare focuses on all of the things that would make you look at a woman sensually, her eyes, lips, breasts, skin and hair. However, in this poem these features are not appealing which is different to a conventional sonnet. A sonnet would traditionally have 14 lines, 3 quatrains and a final rhyming couplet; â€Å"†¦love as rare† and â€Å"†¦false compare†, which follows an abab rhyme scheme, ‘Sonnet 130’ follows these conventions but, a sonnet is also conventionally romantic and flattering, and this sonnet does not follow this convention at all. Undeniably, the form of a sonnet is presented charmingly and despite the harsh content, still leaves the poem to be enjoyed. He comments that he thinks his â€Å"†¦love as rare†¦Ã¢â‚¬ , however, the fact that he kept this dark lady’s identity secret shows a lack of respect and a hint of embarrassment as he did not reveal the truth. This lack of respect correlates with Swift’s ‘A beautiful young nymph going to bed’ as he is rude, sarcastic and brutal about the fictional Corinna; â€Å"Pride of Drury Lane†. Swift tells the reader that Corinna is unpopular, â€Å"Never did Covent Garden boast† and that no one is interested in her as she returns home at â€Å"†¦ the Midnight Hour. † At the time Covent Garden and Drury Lane would both have been heavily populated by prostitutes. Swift is disgusted by women like Corinna and is not shy about showing it in this poem. He describes Corinna as offensively and nastily as he can, telling the reader about her â€Å"†¦flabby dugs†¦Ã¢â‚¬  Swift links lines inside the poems to further insult Corinna; â€Å"†¦slips the Bolsters†¦Ã¢â‚¬  and â€Å"Ruins†¦Ã¢â‚¬ . â€Å"Must ev’ry morn her limbs unite† she has to rebuild herself and reconstruct her beauty every morning. Ruins are what is left of an ancient building when the structure is lost, Corinna is compared to a building when Swift says â€Å"†¦and off she slips the Bolsters that supply her hips. implying that, like a building she has a structure and without it, she becomes the â€Å"Ruins of the Night†. Swift criticises artificial beauty and fakery, which has links to famous fairy tales, such as; Snow White or Sleeping Beauty. In these stories the women are beautiful for being natural; â€Å"†¦skin as white as snow†¦Ã¢â‚¬ unlike Corinna. This suggests that pale and natural skin is attr active, which links to the women of the 18th century, when the paler you were, the more beautiful you were. Corinna objectifies the opposite of 18th century beauty The brutal truth within ‘Sonnet 130’ does not take away the beauty from the poem. The beauty of Sonnet 130 is continued by the composite way it has been written and the ambiguous meanings and reasons for being written; these are what make the poem seem complex as it is filled with different ideas. The poem could be a confession of love as believed, a slightly sarcastic joke about his mistress or a complex exploration of the conventions of sonnets. The brutal truth within the poem hides Shakespeare’s true feelings for ‘the Dark Lady’. In Jonathan Swift’s ‘A beautiful young nymph going to bed’ the appeal of the poem is continued, despite the brutal truth of the contents, by the strong concept of satire within the poem. Swift has very cleverly turned what appears to be a misogynistic attack on women to become an attack on the people who have caused this for her. The brutal truth about Corinna hides the underlying meaning and it is this complexity within the meaning and plot, which keeps the reader interested and allows Swift to broadcast his message subtly but with clarity.

Salisbury University Acceptance Rate, SAT/ACT Scores, GPA

Salisbury University is a public university with an acceptance rate of 62%. Founded in 1925, Salisbury is located located in Salisbury, Maryland, about two hours from Baltimore, Washington DC, and Philadelphia. Salisbury undergraduates can choose from 43 bachelors degree programs. Professional fields in business, communications, education, and nursing are among the most popular. The university has a 16-to-1  student / faculty ratio  and an average class size of 25. On the athletic front, the Salisbury University Seagulls compete in the NCAA Division III Empire 8 (football) and Capital Athletic Conferences. Considering applying to Salisbury University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Salisbury University had an acceptance rate of 62%. This means that for every 100 students who applied, 62 students were admitted, making Salisburys admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 8,983 Percent Admitted 62% Percent Admitted Who Enrolled (Yield) 23% SAT Scores and Requirements Salisbury University has a test-optional admissions policy. Applicants with a weighted GPA of 3.5 or higher on a 4.0 scale are eligible to apply test-optional. During the 2017-18 admissions cycle, 49% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 575 640 Math 570 640 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted scores during the 2017-18 admissions cycle, most of  Salisbury Universitys admitted students fall within the  top 35% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Salisbury scored between 575 and 640, while 25% scored below 575 and 25% scored above 640. On the math section, 50% of admitted students scored between 570 and 640, while 25% scored below 570 and 25% scored above 640. While the SAT is not required, this data tells us that a composite SAT score of 1280 or higher is competitive for Salisbury University. Requirements Salisbury University does not require SAT scores for admission for students with an average weighted GPA of 3.5 and above. For students who choose to submit scores, note that Salisbury participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. Salisbury does not require the essay section of the SAT. ACT Scores and Requirements Salisbury has a test-optional admissions policy. Applicants with a weighted GPA of 3.5 or higher on a 4.0 scale are eligible to apply test-optional. During the 2017-18 admissions cycle, 25% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 20 25 Math 18 25 Composite 20 25 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle, most of Salisbury Universitys admitted students fall within the  top 48% nationally  on the ACT. The middle 50% of students admitted to Salisbury received a composite ACT score between 20 and 25, while 25% scored above 25 and 25% scored below 20. Requirements Note that Salisbury does not require ACT scores for admission for students with a weighted average GPA of 3.5 and above. For students who choose to submit scores, Salisbury does not superscore ACT results; your highest composite ACT score will be considered. Salisbury University does not require the optional ACT writing section. GPA In 2018, the average high school GPA of Salisbury Universitys incoming freshmen class was 3.7, and 45% of incoming students had average GPAs of 3.75 and above. These results suggest that most successful applicants to Salisbury University have primarily A grades. Self-Reported GPA/SAT/ACT Graph Salisbury University Applicants Self-Reported GPA/SAT/ACT Graph. f. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Salisbury University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Salisbury University, which accepts over half of applicants, has a competitive admissions pool. However, Salisbury also has a  holistic admissions  process and is test-optional, and admissions decisions are based on more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Salisburys average range. In the graph above, the blue and green dots represent students who were admitted to Salisbury University. Most had SAT scores of 1050 or higher (ERWM), an ACT composite of 20  or higher, and a high school average of a B or higher. Grades and test scores above these lower ranges will improve your chances, and you can see that many admitted students had grades in the A range. If You Like Salisbury University, You May Also Like These Schools West Virginia UniversityPennsylvania State UniversityGeorge Mason UniversityTemple UniversityDrexel UniversityUniversity of DelawareJames Madison UniversityEast Carolina University All admissions data has been sourced from the National Center for Education Statistics and Salisbury University Undergraduate Admissions Office.