Essay Topics

Essay Topics Do you notice how each of these opening lines raises more questions than it answers? They give you enough information to get a sense of what the essay will be about, but not enough to really understand what is going on. This is a great strategy because it grabs your reader’s attention and compels them to continue in order to find out what is going on and fill in the gaps in their understanding. These are the parts that make your essay come alive. Move around, stretch, go for a walk, or anything else that gets your mind off your writing. Your personal statement should be well written, but less formal than an analytical essay for English class. After you have narrowed down your topics, decide which is best for you. This just means the one you are going to explore first. Remember, while you want your essay to make an impact, your topic does not need to be earth shattering or include the biggest hardship. The best essays are often built on seemingly ordinary experiences like shopping at Costco or baking a cheesecake. Don’t let the prompts constrict your thinking on what is appropriate for a college essay, however. Set a writing schedule.Allocate a specific and significant amount of time each week for writing. Drive your essay’s success by drawing the reader into your story with a great first line.If not immediately a scene, consider using a jarring fact or statement that requires explanation. Consider this your hook to grab the admission officer's attention. Considering which prompt aligns best with your overall story, brainstorm by asking yourself what are the strengths, personal qualities or values you want to highlight in the essay. The goal is for your essay to illustrate the development of them by showing you both in action and in reflection. This is a meaningful setting in that it allows the writer to create a bridge from his humble beginnings to an ambitious, unwritten future, the future that he hopes to write at his university of choice. We learn early on that Ababiy is the son of working-class immigrants and that he’s a dreamer capable of locating portals to new worlds in the most mundane objects. You should write about the scenes and contexts that will give the clearest and deepest picture of who you are and what you will bring to the universities and colleges to which you’re applying. For more ‘how to’ tips about the process of essay writing, see “Writing the College Essay”. Use language and a tone that your family and friends would recognize as you. Immerse yourself in a comfortable workspace, free from distraction.Some students work well at home or in a library, others love to work in cafes. Be honest with yourself and where you will work best. However, an essay consisting entirely of summary is going to be dry and boring to read. Applerouth is open, and our tutors are eager to help you.Click here for more about how we have adapted to meet our students' current needs. Starting with an anecdote that puts the reader in to the action right away often works best. This can be a scene at the beginning of your story or you can jump right to a crucial point in the middle. Once you lay out the challenge you faced and built suspense, you can flashback to provide the necessary background and context. The first paragraph is mostly summary â€" it tells the reader facts about who you are, things you’ve done, tendencies you have, etc. (e.g. I never saw myself as a cat person). Summaries can be useful for bridging the gap between in-scene moments, or reflecting back on an experience and what it meant to you. One brainstorming technique is to identify several tangible objects that have special significance for you. If you dig deep enough there is almost always a great and revealing story in one of them.

Abnormal Psychology Dissociative Disorder Example

Abnormal Psychology Dissociative Disorder Example Abnormal Psychology: Dissociative Disorder â€" Essay Example > Dissociative DisorderIntroductionDissociative disorder refers to a condition that involves breakdowns or disruptions of awareness, memory, identity or perception. Dissociative disorders occur when individuals have constant and repeated incidents of dissociation. They normally lead to distress, and internal confusions that interferes with school, work, home and social life. The five DSM-IV dissociative disorders are depersonalization disorder, dissociative amnesia, dissociative fugue, dissociative disorder not otherwise specified and dissociative identity disorder. According to Haddock (2001) the disorders are dissociative because they are marked by disruption or dissociation of an individual’s basic aspects of consciousness, for instance one’s personal history and personal identity. Severe forms of dissociation occur as a result of traumatic experiences like childhood abuse, criminal attacks or involvement natural disasters. Individuals with acute stress disorder, conversion d isorder, somatization disorder or posttraumatic stress disorder might develop dissociative symptoms. Traumatic memories are not integrated or processed in the same manner as usual memories but are rather split off or dissociated and might reinstate consciousness without giving a warning. The affected individual is usually not able to edit or control these memories and as time goes by, traumatic and the normal memories might coexist as analogous without being blended or combined. In severe cases diverse sets of dissociative memories might make individuals to develop detached personality states of these memories resulting to a disorder called dissociative identity disorder. Dissociation and dissociative disorderDissociation is a term that describes the lack of connection amid things that are normally associated with one another. Dissociation permits the mind to compartmentalize or separate certain thoughts or memories from normal consciousness. Dissociated experiences are not incorpo rated into the normal self sense, and this leads to discontinuity in awareness. In extreme types of dissociation, disconnection takes place in the normally incorporated functions of memory, consciousness, perception or identity. For instance, a person might think about an occurrence that was extremely upsetting but lack the feeling about it. Dissociation can affect the subjectivity of a person and transform the ordinary feelings, actions and thoughts. These transformed emotions or thoughts make the affected individual undertake an act that she or he is not aware of. For instance, a person may abruptly develop a feeling of unbearable sadness without any clear reason for this feeling and then this feeling disappear in the same way it emerged or a person may find herself or himself doing a thing that she or he don’t usually do and find it hard to stop these actions (Putnam, 1997). Five core dissociative symptomsDepersonalizationDepersonalization is the alteration of one’s experien ce of self or perception and person feels disconnected from his of her usual self. Depersonalization also manifests itself through a feeling that the self is unreal or strange, feeling as if one is in dream or feeling as if one were a robot. DerializationDerialization refers to the alteration in experience or perception of the external world. It normally involves a sense of loss of awareness of one’s interpersonal or physical environment. People with this symptom may view the people they know as strangers.

Disapproval of Puritanism in Nathaniel Hawthornes Young...

Running Head: Hawthornes Young Goodman Brown Hawthornes Young Goodman Brown Critical Analysis Nathaniel Hawthorne has presented his disapproval of Puritanism in the form of Young Goodman Brown who has been presented as the living embodiment of Puritanical sect. Where the influence of Hawthornes background on his work is evident, he has managed to present evidences for his argument. In his short story, he portrays Young Goodman Brown as a character who, on the basis of his own staunch beliefs, disapproves everyone bearing conflicting ideology and religious beliefs and thus, continues to live a sad life followed by cynicism and distrust. Hawthorne appears to be highly ashamed of his relation to his ancestors who were rigid believers of Puritanism. Through this story, Hawthorne argues that the Puritanism is a form of extremism which takes away the liberty and freedom of choice from general public whereas leaders of this sect are divulged into hypocrisy which makes them impose religion on others but provides them all the opportunities to enjoy blessings of life while imposing mis ery and distress on others. Hawthornes work is deeply rooted in Puritanism. Where Puritans established theocracy making church the sole decision maker and central body governing religion, society, politics and every other aspect of life, they took away the right to have conflicting beliefs and everyone who had a different belief was considered as a sinner. This lack of tolerance to diversityShow MoreRelatedNathaniel Hawthorne s Young Goodman Brown1083 Words   |  5 Pagestherefore significantly changing a lot of the authors who wrote throughout this time period, including Nathaniel Hawthorne. One of Hawthorne’s most known stories is â€Å"Young Goodman Brown† – a story wherein Hawthorne mixes faith and history to demonstrate humanity’s struggle with sin. â€Å"Young Goodman Brown† could possibly be regarded as a Spiritual story of symbols and inevitably as a disapproval of Puritan Calvinism. This is apparent once someone considers the tale through a mixture of symbolism andRead MoreEssay about Nathaniel Hawthorne’s Young Goodman Brown3241 Words   |  13 PagesNathaniel Hawthorne’s Young Goodman Brown   Ã‚  Ã‚  Ã‚  Ã‚  Nathaniel Hawthorne’s â€Å"Young Goodman Brown† captivates the reader through a glimpse of the Puritan church. The story also shows the struggle of good versus evil in the main character Goodman Brown. The role of the Puritan church is crucial in shaping Goodman Brown’s personality and helping the reader understand why he was reluctant to continue his journey.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Puritanism, movement arising within the Church of England in the latter part of

The Best Method to Use for Pte Essay Topics Unveiled

The Best Method to Use for Pte Essay Topics Unveiled A History of Pte Essay Topics Refuted You don't need to acquire super technical with legal argumentative essays, but make certain to do your homework on what the present laws about your preferred topic actually say. Both institutions are intended to control people with the goal of pursuing the interests of a little knot of individuals. Your readers will need to observe the entire picture, and that's what you should concentrate on. A great debate article ought to have an analysis together with fair criticism of many troubles. It's not sufficient to pick a topic which everybody agrees on. The second thing which you should take care of once you choose the title is to maintain in mind five kinds of argument claims. In case you have any questions, don't be afraid to get in touch with us and we'll contact you in a blink of an eye! When you're picking your topic, bear in mind that it's much simpler to write about something which you currently have interest ineven in case you don't know a good deal about it. There are a lot of things to argue when it regards the law. In choosing your topic, it's frequently a good notion to start with a subject which you already have some familiarity with. Identifying an issue and proposing one or more solutions ought to be an important component in your essay. Bear in mind that the topic you select needs to be similar to your point of view and ought to reflect your thoughts about the topic. Quite frequently, the ideal topic is one which you truly care about, but you also will need to get well prepared to research it. By way of example, in college, you might be requested to compose a paper from the opposing perspective. Even whenever you are stating your viewpoint, make sure you do not come off as biased. So be sure you decide on a subject, which has values in it. To write this kind of assignment, you don't just have to have knowledge in a particular area but also be in a position to show that your point of view is accurate. College application essay topics are an essential portion of an entertaining and compelling bit of writing. The college essay is among the most essential elements of your college application. A college essay topic may or might not be freely dependent on the student based on the course and the professor. It's therefore important to cautiously consider different college essay topics. If you opt to be a self-employed essay writer, you can expect the exact same. 1 important thing that you ought to do when writing your essay is to ensure it is personal. You may continue to keep your argumentative essays for your upcoming job portfolio in case they're highly graded. In general, you can observe that writing a persuasive essay isn't a brain surgery. There are many steps that you should take as a way to write a great essay. So without further ado, here are a few effective writing tips to create your common app essay stick out! If you think that you require assistance with your written assignments it is preferable to request expert help from online writing service. If you're struggling, you always have the option to get help by employing an essay writing service such as ours. The Hidden Gem of Pte Essay Topics You will be assigned a topic, or your professor will permit you to select your own. Some people believe it isn't necessary for adults to get education in class. They think that schools should select students according to their academic abilities, while others believe that it is better to have students with different abilities studying together. Learning a new language for an early ages is helpful for kids.

Susan Glaspell’s 1916 play ‘Trifles’ †Review Free Essays

Susan Glaspell’s 1916 play ‘Trifles’ demonstrates how gender can affect a reader’s response. Gender describes the physical and social condition of being male or female. When viewing the Wrights kitchen as a text and the characters as the reader, it becomes clear how gender is an integral feature of the theory of reading. We will write a custom essay sample on Susan Glaspell’s 1916 play ‘Trifles’ – Review or any similar topic only for you Order Now The reader response theory consists of multiple elements; it looks at how a reader interprets a text and what contributes to that interpretation. Raman Seldon et al states ‘we differ about interpretations only because our ways of reading differ’. The way we read a text will also depend on personal experience. Wolfgang Iser argues that a piece of literature contains ‘blanks’,2 these are spaces in the text that only the reader can fill. If these blanks exist within an unfamiliar area, the reader is unlikely to fill them. This affects the readers’ construal of the text in this case the Wrights kitchen. In the early 20th century the kitchen was a place rarely occupied by men and the County Attorney is quick to observe ‘nothing important here, nothing that would point to any motive’. The men in this scene are typical of the ‘implied reader’ described by Raman Seldon et al as ‘the reader whom the text creates for itself and amounts to a network of response-inviting structures’. The theory looks at how a text projects itself to the reader, Umberto Eco’s ‘the role of the reader’ argues that some texts are open while others are closed, the former invites reader collaboration in the development of meaning, the latter has its meaning already determined and has anticipated the readers response. 5 Trifles’ is an open text, it invites the readers, in this case the men and women to find the meaning/evidence. The men’s inability to fill the blanks signifies gender issue and contributes to their ultimate failure. Another aspect of reader-orientated criticism is the ‘reception theory’, Hans R Jauss, a German supporter of this theory uses the term ‘Horizon of expectation’6 to describe the criteria readers use to judge literary texts in any given period. The men of law enter the scene with a predetermined ‘horizon of expectation’. Their historical experience of similar crimes means they look for a particular set of codes in this case signs of evidence, because this case does not fit into that experience they fail to discover the evidence. They are restricted by their gender role and unable to read the text as anything other than masculine. Alongside the men, the ‘implied reader’ is Mrs. Hale. According to Raman Seldon et al we can categorise her as the ‘actual reader’ she ‘receives certain mental images in the process of reading’,7 but the images also depend on her ‘existing stock of experience’, in this case her understanding of what it is to be a woman in her time. Referring to Judith Fetterley’s notion of the resisting reader, Sara Mills argues that ‘although texts may address us as males, we as females can construct a space of reading which resists the dominant reading’. 8 Mrs. Hale resists the dominant reading and participates in a feminine reading of the text; this enables her to read the scene from a female perspective. Mrs. Peters reads the text both as a man and as a woman, although she only appears to do this at a subconscious level. She is the sheriffs’ wife; therefore, she has a stricter gender role to adhere to, her role of wife has almost obscured her natural femininity. Sara Mills describes the gendered reading of a text as ‘one whereby the reader comes to the process of reading with a framework of expectations which are determined by her gender, and she interacts with elements in a text in a gendered way’. 9 Mrs. Hale defines her gender role in comparison with Mrs. Wright when talking about Minnie she says ‘she didn’t even belong to ladies aid’10 she accepts that they are both farmers’ wives and that Minnie never fully embraced that gender role. Minnie did not get involved with other women or with organisations that would have given her freedom. The quote implies that it was the least she could have done, Mrs. Hale does however empathise with Minnie influencing Mrs. Peters to do the same. Raman Seldon et al state ‘the act of interpretation is possible because the text allows the reader access to the author’s consciousness,’11 this allows the reader to think and feel what the author does. This is a significant point, the men in the play try to interpret Mrs. Wright’s manner but are unable to come to any conclusions, when the women discover the untidy sewing they are able make assumptions about her mood and state of mind, they can identify with her as a woman and as a wife. Sara Mills states that ‘the reader is subject to many discursive pressures which lead her to read in particular ways. ‘. 12 Mrs. Peters avoids answering direct questions with her own opinion when asked by Mrs. Hale â⠂¬Ëœdo you think she did it? ‘ She replies with the opinions of her husband and his colleagues. She does sympathise, but what follows is an abrupt recall of her masculine implied reader response, e. . ‘I know what stillness is, but the law has got to punish crime, Mrs. Hale’. 14 A reader always takes to a text a framework into which they fit the text, this explains why the men read the scene the way they do. The men interpret the text from a masculine point of view, they only know the facts, Mr. Wright is dead and Mrs. Wright was the only other person present. It would be natural for them, taking into consideration there historical viewpoint, implied reader response and gender role, to look for obvious signs of an argument or struggle. The notion of a gendered difference is critical when analysing reader positioning. The kitchen plays an integral part in signifying the gender roles. Gainor states in her essay, ‘if the kitchen is coded as the woman’s sphere, then surely the bedroom must be thought of as the male arena,’15 this is where the men spend most of their time and of course where John Wright died. Mrs. Hale and the men in the play have a contradictory view of John Wright’s character. When Mrs. Peters states, ‘they say he was a good man,’ she is again referring to the men’s opinion. While Mrs. Hale admits that he ‘didn’t drink’, ‘kept his word’ and ‘paid his bills’, she also refers to her own impression of him as a ‘hard man’. Mrs. Hales sees beyond the masculine observations and trusts her own instincts; she describes talking to him as ‘like a raw wind that gets to the bone’. 16 The men in the play do not discuss John Wright’s life or personality. The women do discuss Minnie Wright, Mrs. Hale describes her before her marriage, ‘she used to wear pretty clothes and be lively, when she was Minnie Foster’. 17 Mrs. Hale builds up an image of Mrs. Wright that Mrs. Peters can relate to and identify with, she later describes her as ‘like a bird herself’,18 this coupled with the cold character of Mr. Wright and the discovery of the birdcage create an image of Minnie being caged herself. The discovery of the bird with its broken neck is an important moment of realisation for the two women. The extent of the sadness in Minnie Wright’s life has become abundantly clear and the recognition of what this grim discovery signifies seems to set Mrs. Hales mind racing. Again, referring back to her own personal experience of Mr. Wright, Mrs. Hale states ‘No, Wright wouldn’t like the bird-a thing that sang. She used to sing. He killed that, too’. 19 This statement is sufficient to make Mrs. Peters obviously uncomfortable with how the situation is unfolding. Mrs. Hale reproaches herself for not calling on Mrs. Wright occasionally; she declares ‘that was a crime, who’s going to punish that? ’20 This questioning adds to the inference that the murder was not the only crime that took place in the farmhouse. Ultimately, both women read the text from a gendered perspective enabling them to justify why they hide the evidence. The two women show compassion for Minnie Wright, they understand the hardships of being a woman in their time, and Mrs. Hale says ‘we all go through the same things – it’s all just a different kind of the same thing’. 21 It is here the women seem united, in defense of one they feel has done wrong and been wronged, in a final act of female solidarity they hide the evidence they have found and protect Mrs. Wright. Susan Glaspell’s ‘Trifles’ is a play in one act that demonstrates the significance of gendered theories of reading. It achieves this by showing how the woman make their observations and unknowingly build up the circumstances surrounding the crime. They notice small details that are significant to them as women; these details enable them to identify with the text. The men in this play overlook these details because they only view the scene from a masculine perspective. They read the text within a rigid framework of ideals that do not apply in this case, to be able to interpret a variety of texts is to be able to read from a gendered point of view. How to cite Susan Glaspell’s 1916 play ‘Trifles’ – Review, Papers

Susan Glaspell’s 1916 play ‘Trifles’ †Review Free Essays

Susan Glaspell’s 1916 play ‘Trifles’ demonstrates how gender can affect a reader’s response. Gender describes the physical and social condition of being male or female. When viewing the Wrights kitchen as a text and the characters as the reader, it becomes clear how gender is an integral feature of the theory of reading. We will write a custom essay sample on Susan Glaspell’s 1916 play ‘Trifles’ – Review or any similar topic only for you Order Now The reader response theory consists of multiple elements; it looks at how a reader interprets a text and what contributes to that interpretation. Raman Seldon et al states ‘we differ about interpretations only because our ways of reading differ’. The way we read a text will also depend on personal experience. Wolfgang Iser argues that a piece of literature contains ‘blanks’,2 these are spaces in the text that only the reader can fill. If these blanks exist within an unfamiliar area, the reader is unlikely to fill them. This affects the readers’ construal of the text in this case the Wrights kitchen. In the early 20th century the kitchen was a place rarely occupied by men and the County Attorney is quick to observe ‘nothing important here, nothing that would point to any motive’. The men in this scene are typical of the ‘implied reader’ described by Raman Seldon et al as ‘the reader whom the text creates for itself and amounts to a network of response-inviting structures’. The theory looks at how a text projects itself to the reader, Umberto Eco’s ‘the role of the reader’ argues that some texts are open while others are closed, the former invites reader collaboration in the development of meaning, the latter has its meaning already determined and has anticipated the readers response. 5 Trifles’ is an open text, it invites the readers, in this case the men and women to find the meaning/evidence. The men’s inability to fill the blanks signifies gender issue and contributes to their ultimate failure. Another aspect of reader-orientated criticism is the ‘reception theory’, Hans R Jauss, a German supporter of this theory uses the term ‘Horizon of expectation’6 to describe the criteria readers use to judge literary texts in any given period. The men of law enter the scene with a predetermined ‘horizon of expectation’. Their historical experience of similar crimes means they look for a particular set of codes in this case signs of evidence, because this case does not fit into that experience they fail to discover the evidence. They are restricted by their gender role and unable to read the text as anything other than masculine. Alongside the men, the ‘implied reader’ is Mrs. Hale. According to Raman Seldon et al we can categorise her as the ‘actual reader’ she ‘receives certain mental images in the process of reading’,7 but the images also depend on her ‘existing stock of experience’, in this case her understanding of what it is to be a woman in her time. Referring to Judith Fetterley’s notion of the resisting reader, Sara Mills argues that ‘although texts may address us as males, we as females can construct a space of reading which resists the dominant reading’. 8 Mrs. Hale resists the dominant reading and participates in a feminine reading of the text; this enables her to read the scene from a female perspective. Mrs. Peters reads the text both as a man and as a woman, although she only appears to do this at a subconscious level. She is the sheriffs’ wife; therefore, she has a stricter gender role to adhere to, her role of wife has almost obscured her natural femininity. Sara Mills describes the gendered reading of a text as ‘one whereby the reader comes to the process of reading with a framework of expectations which are determined by her gender, and she interacts with elements in a text in a gendered way’. 9 Mrs. Hale defines her gender role in comparison with Mrs. Wright when talking about Minnie she says ‘she didn’t even belong to ladies aid’10 she accepts that they are both farmers’ wives and that Minnie never fully embraced that gender role. Minnie did not get involved with other women or with organisations that would have given her freedom. The quote implies that it was the least she could have done, Mrs. Hale does however empathise with Minnie influencing Mrs. Peters to do the same. Raman Seldon et al state ‘the act of interpretation is possible because the text allows the reader access to the author’s consciousness,’11 this allows the reader to think and feel what the author does. This is a significant point, the men in the play try to interpret Mrs. Wright’s manner but are unable to come to any conclusions, when the women discover the untidy sewing they are able make assumptions about her mood and state of mind, they can identify with her as a woman and as a wife. Sara Mills states that ‘the reader is subject to many discursive pressures which lead her to read in particular ways. ‘. 12 Mrs. Peters avoids answering direct questions with her own opinion when asked by Mrs. Hale â⠂¬Ëœdo you think she did it? ‘ She replies with the opinions of her husband and his colleagues. She does sympathise, but what follows is an abrupt recall of her masculine implied reader response, e. . ‘I know what stillness is, but the law has got to punish crime, Mrs. Hale’. 14 A reader always takes to a text a framework into which they fit the text, this explains why the men read the scene the way they do. The men interpret the text from a masculine point of view, they only know the facts, Mr. Wright is dead and Mrs. Wright was the only other person present. It would be natural for them, taking into consideration there historical viewpoint, implied reader response and gender role, to look for obvious signs of an argument or struggle. The notion of a gendered difference is critical when analysing reader positioning. The kitchen plays an integral part in signifying the gender roles. Gainor states in her essay, ‘if the kitchen is coded as the woman’s sphere, then surely the bedroom must be thought of as the male arena,’15 this is where the men spend most of their time and of course where John Wright died. Mrs. Hale and the men in the play have a contradictory view of John Wright’s character. When Mrs. Peters states, ‘they say he was a good man,’ she is again referring to the men’s opinion. While Mrs. Hale admits that he ‘didn’t drink’, ‘kept his word’ and ‘paid his bills’, she also refers to her own impression of him as a ‘hard man’. Mrs. Hales sees beyond the masculine observations and trusts her own instincts; she describes talking to him as ‘like a raw wind that gets to the bone’. 16 The men in the play do not discuss John Wright’s life or personality. The women do discuss Minnie Wright, Mrs. Hale describes her before her marriage, ‘she used to wear pretty clothes and be lively, when she was Minnie Foster’. 17 Mrs. Hale builds up an image of Mrs. Wright that Mrs. Peters can relate to and identify with, she later describes her as ‘like a bird herself’,18 this coupled with the cold character of Mr. Wright and the discovery of the birdcage create an image of Minnie being caged herself. The discovery of the bird with its broken neck is an important moment of realisation for the two women. The extent of the sadness in Minnie Wright’s life has become abundantly clear and the recognition of what this grim discovery signifies seems to set Mrs. Hales mind racing. Again, referring back to her own personal experience of Mr. Wright, Mrs. Hale states ‘No, Wright wouldn’t like the bird-a thing that sang. She used to sing. He killed that, too’. 19 This statement is sufficient to make Mrs. Peters obviously uncomfortable with how the situation is unfolding. Mrs. Hale reproaches herself for not calling on Mrs. Wright occasionally; she declares ‘that was a crime, who’s going to punish that? ’20 This questioning adds to the inference that the murder was not the only crime that took place in the farmhouse. Ultimately, both women read the text from a gendered perspective enabling them to justify why they hide the evidence. The two women show compassion for Minnie Wright, they understand the hardships of being a woman in their time, and Mrs. Hale says ‘we all go through the same things – it’s all just a different kind of the same thing’. 21 It is here the women seem united, in defense of one they feel has done wrong and been wronged, in a final act of female solidarity they hide the evidence they have found and protect Mrs. Wright. Susan Glaspell’s ‘Trifles’ is a play in one act that demonstrates the significance of gendered theories of reading. It achieves this by showing how the woman make their observations and unknowingly build up the circumstances surrounding the crime. They notice small details that are significant to them as women; these details enable them to identify with the text. The men in this play overlook these details because they only view the scene from a masculine perspective. They read the text within a rigid framework of ideals that do not apply in this case, to be able to interpret a variety of texts is to be able to read from a gendered point of view. How to cite Susan Glaspell’s 1916 play ‘Trifles’ – Review, Papers

Network Debate Essays - TiVo Inc., Digital Video Recorders

Network Debate It was a brutal race. They interrupted our daily scheduled shows with boisterous promises they could never fulfill. They invaded our towns and cities with their advertisements; their faces defaced our buses and benches. And still, no one has emerged as the clean victor. Yes, the battle for network coverage of the Presidential race was fierce. It was an exciting race indeed. On CBS, Dan Rather's predictions rolled off his lips like sweat off a dancing bear; he was ?hotter than a Loredo parking lot.? NBC's Tom Brokaw entertained us with fancy charts and sarcastic guests. Fox was all eye candy; 3-D charts superimposed over the Bush mansion glittered with incorrect predictions. ABC had the honor of being the first network to announce and retract Governor Bush's victory, while on CNN we heard ?too close to call? more often than the vote in Florida has been counted. Comedy Central's Indecision 2000 delighted us with irreverent commentary by John Stewart and analysis by Bob Dole. I did not vote. With my remote, I was indifferent; it was all too annoying. How I wished something exciting would replace these endless predictions and corrections. I prayed for a TiVo so I could pick what and when I wanted to watch. Bereft of TiVo's brilliant technology, I did what any other upstanding, bored American citizen would have done: I rented a movie. Bibliography All Original thought Movies and Television