Protagonist and antagonist essays
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Bible Study: Exodus Summary of the Book. Exodus is the second book of the protagonist essays Bible and the second book of the five books of the Law, or the Pentateuch. This book covers the exodus of the nation of Israel out of Egypt through their journey to the Promised Land. Within the book of Exodus there is language that suggests the author is an eye witness to the events contained within the book. Exodus 17:14; 24:3-7 and transition words for high school 34:27, 28 each talk about God asking or telling Moses to write the current events in a book. This is the essays book we read today called Exodus. Both the Old and New Testaments refer to Moses as the author of the Law, and therefore the book of construction, Exodus, just as it does for Genesis. There is no reason to suspect that Moses was not the author. Like Genesis and the rest of the and antagonist essays Pentateuch it was written between 1440 to 1400 B.C.
There are indications that it was earlier in the period. The exodus itself took place around 1440 B.C. To provide a history of how God preserved the nation of essays philosophy plato, Israel, thus fulfilling His promise to Abraham to make of him a great nation. It chronicles the exodus of Israel out of the land of Egypt. Events such as the protagonist and antagonist essays Passover and the giving of the Law are important elements in management, the book of protagonist essays, Exodus. An actual history that teaches a spiritual truth. Construction! Humanity is in bondage to sin (Israel in and antagonist, Egypt).
Yet they can have redemption (the exodus) and instruction to spiritual life and growth (the Law). Exodus 3:8 #8220;And I am come down to deliver them out of the hand of the Egyptians, and to bring them up out of that land unto a good land and a large, unto a land flowing with milk and honey; unto the place of the Canaanites, and the Hittites, and the Amorites, and the Perizzites, and the Hivites, and msc dissertation construction the Jebusites.#8221; God had promised the land of the Canaanites to Abraham. He is now prepared to give it to and antagonist essays, them. Exodus 12:23, 29-31 #8220;For the LORD will pass through to smite the Egyptians; and when he seeth the maritime thesis blood upon the lintel, and on the two side posts, the LORD will pass over the door, and will not suffer the destroyer to come in protagonist, unto your houses to msc dissertation construction management, smite you. And it came to pass, that at midnight the LORD smote all the firstborn in the land of and antagonist essays, Egypt, from the essays in ancient greek plato firstborn of Pharaoh that sat on his throne unto the firstborn of the captive that was in the dungeon; and all the firstborn of cattle. And Pharaoh rose up in essays, the night, he, and all his servants, and all the Egyptians; and there was a great cry in Egypt; for there was not a house where there was not one dead.
And he called for Moses and Aaron by night, and said, Rise up, and philosophy vi before plato get you forth from among my people, both ye and the children of Israel; and go, serve the LORD, as ye have said.#8221; A critical teaching in the Bible is the event of the Passover where God punishes those who choose to ignore His authority. In the end the Epygtians not only protagonist and antagonist essays, gave the Israelites the ability to leave, but begged them to go away while giving up their gold and silver so that the Israelites would have no reason to return. Exodus 19:4-6 #8220;Ye have seen what I did unto the Egyptians, and how I bare you on words list eagles#8217; wings, and brought you unto myself. Now therefore, if ye will obey my voice indeed, and keep my covenant, then ye shall be a peculiar treasure unto me above all people: for all the protagonist essays earth is mine: And ye shall be unto me a kingdom of priests, and an holy nation. These are the words which thou shalt speak unto the children of Israel.#8221; God reinforces His promise to bless Abraham#8217;s family and transition words for high make them into essays, a great and mighty nation. Moses, Pharaoh, Aaron, Joshua. Moses is born to an Israelite slave family, but is in ancient adopted by the Pharaoh#8217;s daughter.
He flees Egypt and works as a shepherd before being called to protagonist essays, lead the Israelites from Egypt to the Promised land. He demands the release of the Children of construction management, Israel. The story of the 10 plagues of Egypt and the ultimate release of Israel. And Antagonist! The Israeli wandering in the wilderness and the 10 Commandments are main stories in the book of Exodus. Like Genesis, Exodus can easily be divided in at least two ways. The first is a simple two-theme division and another is based on the main events. Two main themes: A second division is through main events: Israel in Slavery (chapter 1) Exodus (chapters 2-14) Journey to Mt.
Sinai (chapters 15-18) Giving of the Law (chapters 19-24) Establishment of the Tabernacle and Priesthood (chapters 25-40) Moses was born to an Israelite slave family. He was then adopted by the Pharaoh#8217;s daughter and brought up to msc dissertation construction, have great power in Egypt. He fled Egypt, after being discovered killing an Egyptian, and worked as a shepherd for 40 years. During his time as a shepherd God visited him at a burning bush to send him back to Egypt and lead the Israelites to the land promised to Abraham. Pharaoh would not release the Israelites, but instead made them work harder as slaves. Nine of the ten plagues effected the Egyptians, but did not touch the Israelites living next door. The final plague, from which comes the Passover celebration, was when God killed the firstborn of each family who did not show faith in Him and His promised salvation.
The Israelites were allowed to leave Egypt, but Pharaoh immediately followed them. The Children of and antagonist essays, Israel crossed the transition words for high essays Red Sea on dry land, but the Egyptians were drowned during their attempt to cross. They approached the land promised by God, but because of giants in the land, they were scared to enter. They did not trust God to and antagonist, help them conquer the land #8220;flowing with milk and honey.#8221; As a result they wandered in the wilderness for 40 years. During that time God gave the Law. Most people are familiar with only the 10 Commandments; however, there were several books of the Law that was given during this time.
The Tabernacle and the Priesthood were established at the end of the book of Exodus.
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Planning and Guiding In-Class Peer Review. Incorporating peer review into your course can help your students become better writers, readers, and collaborators. However, peer review must be planned and guided carefully. The following suggestions for planning and guiding peer review are based on an approach to protagonist and antagonist essays peer review that is construction management, discussed in the handout, “Using Peer Review to protagonist Help Students Improve their Writing.” This approach implements four key strategies: Identify and teach the skills required for peer review. School. Teach peer review as an essential part of the writing process. Protagonist And Antagonist Essays. Present peer review as an opportunity for students to learn how to write for transition list, an audience. Protagonist. Define the role of the peer-reviewer as that of a reader, not an evaluator. These tips are are organized in four areas: Sources and Recommended Reading. The Teaching Center provides sample worksheets (Peer Review Worksheet for Thesis-Driven Essay) that may be adapted to management suit various types of courses and genres of writing.
1. Determine how peer review will fit into the course. A. Decide which writing assignments will include a peer-review session. Given the protagonist and antagonist essays, time that is essay of animal, required to conduct peer-review sessions successfully (see below), in undergraduate courses, peer review will work best with papers of 5 pages or less. Instructors who want to incorporate peer-review sessions for longer papers will have to ask students to and antagonist essays complete part of the work outside of essay nytimes michael, class (e.g. reading peers’ papers and essays preparing written comments); such an approach is likely to the green be more successful if students first practice peer review during class, with the protagonist essays, guidance of the instructor. B. Decide when peer-review sessions will occur.
The ideal time for peer review is after students have written a complete draft of a paper, but while there is for high school essays, still time for substantial revision (see “Using Peer Review to Help Students Improve their Writing“). Each peer-review session will require at least one class period. While it is possible to complete a session in one hour, a one-and-one-half hour class period is preferable (see below for and antagonist essays, a detailed discussion of how to structure peer-review sessions). As you look over your course schedule, make time for msc dissertation construction management, a “mock” peer-review session before you ask students to review one another’s writing, so that they can learn to identify and begin practicing the skills necessary for peer review. Protagonist And Antagonist. Before the semester begins, furthermore, you should find a short sample paper that will serve as the focus of the “mock” peer review.
You can also write this short paper yourself (for more detailed suggestions on how to set up a mock peer-review session, see below). Instructors should schedule the first peer-review session early in the semester to give students time to get to know one another and to develop peer-review skills. Essay. The atmosphere of trust and mutual respect that is necessary for the success of essays, peer-review sessions does not develop instantaneously. Ideally, the mile, first peer-review session should focus on a short piece of protagonist and antagonist, writing, such as a paragraph or two, so that students develop comfort with giving and receiving feedback before taking on the task of reading longer papers. 2. Design peer-review worksheets that students will complete during each peer-review session. These worksheets (Peer Review Worksheet for Thesis-Driven Essay) should include specific tasks that reviewers should complete during the michael crichton, session. Protagonist Essays. The guidance you provide on the worksheets should help students stay “on task” during the session and should help them discern the amount of commenting that is desirable. The role of the peer-reviewer should be that of a reader, not an evaluator or grader. Do not replicate the grading criteria when designing these worksheets. Your students will not necessarily be qualified to apply these criteria effectively, and construction management they may feel uncomfortable if they are given the responsibility to pronounce an overall judgment on their peers’ work (see “Using Peer Review to Help Students Improve their Writing“).
Peer-review worksheets should ask the reviewer to begin by offering a positive comment about the paper. After that point, the peer-reviewer role in commenting should be descriptive: each reviewer should describe his response to the paper. For example, a peer-reviewer might write: “I found this description very clear” or “I do not understand how this point relates to your thesis.” The worksheet should give students specific tasks to complete when recording their response to a paper (Nilson 2003). Essays. Where evaluation is required, it should be based on the reviewer’s impressions as a reader. Examples of specific tasks include: Indicate which parts of the paper the reader finds most or least effective, and why Identify or rephrase the thesis List the msc dissertation, major points of protagonist and antagonist essays, support or evidence Indicate sentences or paragraphs that seem out of order, incompletely explained, or otherwise in need of revision. Performing these tasks should enable each peer-reviewer to provide the writer with a written response that will help the writer determine which parts of the paper are effective as is, and which are unclear, incomplete, or unconvincing. Do not require students to tell the writer how to revise the paper.
Advanced undergraduates, students who have been meeting in peer-review groups for an extended time, and graduate students may be able to handle adding more directive responses (e.g. Essays. suggesting that the writer make specific changes). 3. During the course-planning process, think carefully about the kind of comments that you will provide students when you review drafts and grade papers. With your comments, you can model for your students the qualities you would like to see reflected in their comments as peer-reviewers. For example, you can give them examples of comments that are descriptive and specific. And Antagonist Essays. For suggestions on maritime thesis how to write comments that are 1) “readerly” rather than “writerly” (Bean 2001), 2) specific, and 3) a balance of praise and constructive criticism, see the handout, “Tips for Commenting on Student Writing.” 4. Decide whether and how you will grade students’ contributions to peer-review sessions. One way to communicate to students the importance of peer review and the skills it requires is to grade their contributions to the peer-review process. If you do grade students’ performances in protagonist and antagonist peer review, you will need to decide ahead of time what exactly you will be grading and what criteria you will use to michael crichton judge their achievement. Furthermore, you might decide to use a straightforward -v/ v/ v+ system, or you might assign a point-value to different aspects of the work required for peer review.
You should then decide how to incorporate each peer-review score into the course grade or into and antagonist the grade earned for each paper. The following example illustrates a point-system approach to msc dissertation management grading student performance in peer review: Brought 2 copies of paper to class: 5 pts. Provided peers with specific, constructive written feedback: 0-5 pts. Participated actively in protagonist discussion of each paper: 0-5 pts.
Wrote specific response to maritime thesis peers’ feedback: 0-5 pts. Total score for each peer-review session: 0-20 pts. This example makes it clear that those students who do not bring a draft to protagonist be peer-reviewed would nevertheless earn points by acting as reviewers of vi before, their peers’ work. Of course, if you use such a point-system, you will need to explain to protagonist the students the criteria by transition list essays, which you judge their performance in each category. Providing students with graded examples will help to protagonist clarify these criteria. Whatever you decide regarding whether and how you will grade each student’s performance in peer review, you should observe and evaluate what students are doing during peer review so that you can give them some feedback and suggestions for improvement throughout the semester (see below for further suggestions on how to observe and essay of animal evaluate peer review). During the Semester and Before the First Peer-Review Session. First, copy and distribute a brief sample paper. You can either use a paper submitted by and antagonist essays, a student in an earlier semester (block-out the name and nytimes crichton ask the student’s permission to distribute the protagonist, paper) or write a sample paper yourself, approximating a draft that would be typical of students in your course. Next, ask students to take 5 minutes to read the paper and 10 minutes to write some comments, using a peer-review worksheet.
If time allows, you can ask students to work in groups of 3-4 to produce written comments; if you do so, give them an maritime thesis, additional 5-10 minutes for group discussion. After students have produced written comments individually or as a group, use a document camera or overhead projector to display a blank peer-review worksheet. Then, ask students to present their reviewing comments to the class and use these to write comments on the displayed worksheet. When necessary, follow-up with questions that help the students phrase their comments in more specific and constructive ways. For example, if a student comments, “I like the essays, first paragraph,” you might ask, “can you tell the in ancient philosophy vi before plato, writer what you find effective or appealing about and antagonist essays that paragraph?
And why?” Your aim should be to help students understand that the point of their comments should be to describe their experience as readers with specific language, not to msc dissertation construction praise or condemn their peers or to tell the peer how they would write the and antagonist essays, paper. Note that while students often hesitate to greek philosophy plato give specific feedback to a writer face-to-face, they may actually be overly critical when critiquing something written by a writer who is not present. Protagonist And Antagonist. Therefore, it might be helpful to direct students to construct their comments as if the writer were indeed in the room, listening. 2. Maritime Thesis. Teach students how to think about, respond to, and use comments by peer-reviewers. Just as your students will need to learn and practice the skills involved in providing constructive feedback on their peers’ writing, they will also need to learn how to respond, as writers, to the feedback they receive. Therefore, you might consider including in the “mock” peer-review session, described above, an exercise in which you ask your students to protagonist and antagonist essays put themselves in the position of the writer and come up with a plan for revision based on the comments that they and their classmates have formulated in response to the sample paper. Students must learn how to approach a peer-review session with an essay nytimes michael, open mind (and a thick skin, perhaps). Often, undergraduate students go into protagonist essays a peer-review session thinking that their papers are essentially “done” and need to be edited or changed only slightly. Thus they “hear” only those responses that confirm this view and they end up making very few changes to their papers after the peer-review session and before submitting the final draft to maritime thesis the instructor.
Alternatively, they can become so discouraged by what they view as a negative response from a peer that they are not able to discern what is useful about those responses. To help students resist the understandable temptation to become either discouraged or defensive during the peer-review session and to help them focus on listening carefully to their peers’ comments, it is useful to institute a rule that prohibits writers from speaking when peer-reviewers are offering feedback. Essays. An exception might be made in a case in which the essay testing, writer does not understand a reviewer’s comments and needs to protagonist and antagonist ask for more information. In addition, instructors should require each writer to respond in writing to their peers’ comments. This written response can be recorded directly on the peer-review worksheet (see Teaching Center examples), or it can take the mile, form of an protagonist and antagonist, informal letter (addressed to the peer-reviewers). Alternatively, instructors might require each writer to sketch out a plan for revision that 1) indicates any changes she will make in response to essays greek plato the reviewers’ comments and essays 2) explains any decisions she has made to disregard a specific comment or suggestion.The point of maritime thesis, such writing exercises is to ask students to take their peers’ comments seriously and to think carefully about how readers respond to the choices they have made in their writing–even if that means determining that they will decide not to make changes based on those comments.
3. Assign three students to each peer-review group: maintain the same groups throughout the semester. With groups of three, each student will be reviewing the papers of two peers during each peer-review session, but each group will discuss three papers (for detailed instructions on and antagonist how to structure each session, see below). It is best to maritime thesis assign students to groups, rather than to have them define the protagonist, groups themselves. Students often want to form groups with friends, which may actually create difficulties. As you may want to explain to your students, it can be more difficult to provide honest feedback to a writer when that writer is a friend. Moreover, assigning students to the groups will allow the instructor to ensure that the groups are heterogeneous in terms of, for example, student ability, gender, race, and academic major. Of Animal Testing. Such heterogeneity can enhance student learning in groups (Millis 2002). Maintaining the groups throughout the semester will help your students build the trust that is necessary for peer review to be successful (Millis 2002). You should only reassign students to another group in the rare case when one or two group members drop the course. You should encourage your students to speak with you if they find that their peer-review groups are not functioning as well as desired, but you should also make it clear that you are interested in helping them find ways to work together to essays solve whatever problems have surfaced.
4. Ask each student to mile essay bring 2 copies of his or her paper to class on the designated day. You can tell students that these copies are required, but if they do not bring copies of their own paper to class, they should come to class anyway, so that they can act as reviewers of other students’ papers. During and After Peer-Review Sessions. 1. Structure each peer-review session: give students clear instructions and time limits. To start each session, distribute peer-review worksheets (see above), explain how students should complete the protagonist, worksheets, set time limits, and ask each group to designate one person as a time-keeper to maritime thesis make sure that the group stays on and antagonist schedule. Peer-review sessions can be accomplished during one-hour classes, but instructors may find that a 90-minute class is preferable. If you teaching a one-hour or 50 minute class, consider asking students to read their peers’ papers before coming to nytimes class, then spending the first 10 minutes reviewing the paper and writing comments. The following is a peer-review schedule that can work in a 90-minute class. I. When papers are around three pages long, peer-reviewers should spend about protagonist essays 20-25 minutes reading and reviewing each paper: 15 minutes reading the paper (tell students to essays in ancient vi before read each paper twice) and protagonist 5-10 minutes writing comments.
You should lengthen the time limit when necessary, for instance when papers are longer or when they are written in transition words essays a foreign language. This schedule will mean that during the first 45-50 minutes of protagonist and antagonist, class, each student will be reading and writing comments on papers written by two peers. II. After all 3 students have finished commenting on the two papers submitted by their peers, the group should then devote 5-10 minutes to a “discussion” of each paper (spending a total of 15-30 minutes discussing three papers). During this discussion, the 2 reviewers should present spoken feedback to construction the writer. If reviewers feel uncomfortable with providing spoken feedback, they might start by and antagonist essays, reading their written comments out loud to the writer. Doing so can produce the essays in ancient greek philosophy, added benefit of helping the reviewers clarify their written comments.
As noted above, the and antagonist essays, writer of the paper should not speak during this discussion, except perhaps to ask a clarifying question. 2. Take an active role in observing the progress of each group and the green offering guidance when appropriate. Even with clear instructions, peer-review sessions can go awry. Protagonist. Circulate throughout the session to make sure that the the green mile theme essay, groups stay focused. Listen carefully to the spoken feedback, and use questions to help students make their comments as specific and descriptive as possible. For example, if you hear a student saying, “I was confused by the third paragraph,” you might prompt them to say more by and antagonist, asking, “Can you tell the msc dissertation, writer where you got lost?” or “What word or phrase confused you?
Why?” Students will soon learn to protagonist and antagonist supply such details themselves. Paying attention to how the groups are functioning overall can help you determine whether you need to give additional guidance to the class as a whole. Essay. For example, you might tell students that you noticed that many groups seem to and antagonist essays be rushing through the spoken feedback period for each paper, and that even reviewers who wrote detailed and maritime thesis constructive comments on the worksheet are giving only cursory responses when speaking to protagonist and antagonist the writer (e.g. “I thought you did a good job,” or “Your paper was interesting”). You might then remind them that they do not need to present an essays greek vi before, overall judgment of the paper, but they should try to say something specific that can help the and antagonist, writer revise the paper. 3. Have each student submit the completed peer-review worksheets when they turn-in the essays in ancient philosophy plato, final drafts of their papers. Whether or not you are grading the responses that reviewers and and antagonist essays writers write on the peer-review worksheets, you should read the words school, completed worksheets to get a sense of what students are actually doing during the peer-review sessions and how they are responding to one another’s comments. And Antagonist Essays. Having the students turn in the worksheets also helps you communicate to them that you are taking the peer-review process seriously. Instructors should also give students feedback on their performance during peer review so that they know what they are doing well and what they should try to improve upon.
4. Regularly assess how the peer-review sessions are going; seek and incorporate student input. You should review completed peer-review worksheets when you grade papers not only to evaluate individual student performance, but also to mile essay gauge the success of the peer-review sessions and to protagonist essays determine what you might do to improve them. Are students writing thoughtful comments that provide an adequate amount of of animal testing, detail? If not, spend some time in class before the essays, next peer-review session giving students suggestions for how to phrase comments in a specific, constructive way. Are students using the peer-review worksheets to develop thoughtful responses to peer comments? Are they coming up with plans for revision that take into list school essays account at least some of their peers’ comments? Again, if needed, give your students additional guidance and protagonist and antagonist essays in-class activities that will lead them through the process of msc dissertation management, identifying potential aspects needing revision and coming up with a plan for revision that takes into account peer comments. Around midterm, ask students to complete anonymous evaluation forms that include questions such as, “What is the most important insight that I have learned as a result of the peer-review process?” and “What can be done (by the instructor or by students, or both) to make the peer-review sessions run more smoothly?”
Be prepared to and antagonist essays hear that the essays greek plato, peer-review sessions are not functioning as well as you believe they are, and be open to making changes that incorporate your students’ observations and ideas. In other words, model the same open-mindedness to revision that you want them to protagonist and antagonist essays display as writers during peer review. Instructors who ask their students to review their peers’ writing should recall how difficult it is–even after years of experience–to accomplish with efficiency the tasks involved in responding to student writing: reading drafts of papers (usually multiple papers at list for high school one sitting), quickly discerning each draft’s strengths and most pressing problems, then formulating specific and protagonist and antagonist well written comments that will help the writer improve the paper. It can also be difficult, even for experienced writers, to respond effectively to the comments they receive from reviewers of their work. It is essential, then, that you plan carefully the guidance you will give your students on maritime thesis how to and antagonist essays conduct and testing utilize peer review, and that you give them a chance to reflect on the process. Bean, John C. (2001). Engaging Ideas: The Professor’s Guide to protagonist and antagonist essays Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Msc Dissertation Construction Management. San Francisco: Jossey-Bass. Gottschalk, Katherine and protagonist and antagonist Keith Hjortshoj (2004). “What Can You Do with Student Writing?” In The Elements of maritime thesis, Teaching Writing: A Resource for Instructors in and antagonist essays All Disciplines . Essay Nytimes Michael Crichton. Boston: Bedford/St.
Martin’s. Millis, Barbara J. (2002). “Enhancing Learning-and More! Through Collaborative Learning. Protagonist And Antagonist. IDEA Paper 38. Essays Greek Vi Before Plato. The IDEA Center. http://www.theideacenter.org/sites/default/files/Idea_Paper_38.pdf.
Nilson, Linda. (2003). “Improving Student Peer Feedback.” College Teaching, 51 (1 ), p. 34-38.
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An Essay About a Painting: What to Write? Indeed, writing an essay on paintings can be a tricky task. When having got an assignment to complete an protagonist essays essay on essays in ancient greek vi before plato, painting, you may think: “This is easy, I will need half an hour at most”. However, in an hour, you may realize that you are facing a sheet of paper with around 150 words on it, and and antagonist essays, you do not know what else to add. This may happen because you have not familiarized yourself with any guidelines on writing about painting and have not outlined your ideas beforehand. Yet, it is necessary to pay some attention to such things as they may appear to be really helpful and save your time greatly. So, we advise you to check the following hints on managing your work and spend no more than an hour on your essay writing. The Green Essay? Below you will find a range of protagonist essays, universal recommendations for greek vi before plato, your essay about a painting, which you can follow confidently regardless of the protagonist and antagonist essays, picture you are going to essay nytimes crichton, describe. They can help you define the most significant aspects of the painter’s work, understand its thrust and put all your ideas and protagonist and antagonist essays, conclusions on paper in the neat order.
In addition, you can explore a few examples of how you should build your description and what is worth including in it depending on which particular picture you want to analyze and interpret. When you need to analyze a painting in the right way, you should get well prepared. Note that your preparation will include not only maritime thesis getting access to the image. Here are the points to consider: To get a proper impression about the picture, you should learn more about the epoch when it was created. Protagonist Essays? This will give you a possibility to understand the artistic context of the painting as well as its specific features. It will also be a good idea to learn more about the essay, other works of the painter, as well as about his or her biography. Essays? Thus, you will be able to understand what a significant place the painting takes among other artistic works of the painter and see how it reflects his or her outlook. Discover more about the genre of the painting and its characteristic features. This will aid you in understanding whether the transition words school essays, painting was performed basing on the standards or it was a violation of the existing genre limitations. There might be some scientists who have reviewed and written about the same painting. Discover their impressions and protagonist and antagonist essays, comments, because you can cite them in the green mile your paper as well.
A Structure of an Essay About Painting. Now, when you have obtained all the necessary information, start writing in the following order: Name of the Picture, Its Author and and antagonist essays, the Genre. This is an transition school informative basis to protagonist and antagonist essays, be included. In this way your reader will finds out what you are actually writing about. Some masterpieces, mostly the ancient ones, have long and maritime thesis, interesting stories about their creation. There may be even a few versions regarding one and the same painting. Include these facts to make your reader curious and educate him or her on the issue. Now get concentrated on the object of your essay: what do you see in the picture? This part will be easy for and antagonist essays, realistic paintings and construction, tough for modernistic ones.
Remember that this is your personal reflection, so feel free to express your views and thoughts. Look at the picture attentively: what details does it have? Try to write down your analysis on what the purpose of adding those details could be. Now, as you know the basic techniques applied within the essays, time when the painting was being created, you may highlight the artist`s specific stylistic features and the methods applied to design the given image. Remember that everything has its motivation, so try to msc dissertation construction management, explain the choice of the painting techniques, the probable purpose and obvious result of the artistic work, the way the artist expressed the meanings. Try to protagonist, disclose what stays beyond the list for high school, elements of the protagonist, painting, but do not go too far into your reflections as you might lose the maritime thesis, general sense of and antagonist essays, your writing.
To crown up your essay on essay michael, painting, tell what your impressions about it are: how well the artist delivered his or her idea and whether you got the and antagonist essays, feelings the author might want you to experience. Avoid the words “good” and “bad”, and msc dissertation construction, try to be more specific. Protagonist? Choose Your Picture: How to Write About a Painting (Examples Provided) Let us consider your assignment in a more detailed way now. We have already worked out the general approaches to describing a picture, but still you may come across certain difficulties which are mostly determined by the differences between various types of painting. What we mean here is the fact that the things you should focus more on and the structure of your essay on painting are tightly connected not only with the style of the work you have chosen, but also with its type. To put it all simply, we are going to explore 3 main types of maritime thesis, painting and protagonist and antagonist, think of their most remarkable features which can be easily analyzed in your paper.
Besides, there will be a few tips on how to organize the essay of maritime thesis, such kind and make it as informative and interesting as possible. And Antagonist? A landscape always depicts the nature in the green mile all its diversity. In the picture there can be a winter forest or spring riverside, misty mountains or even a caravan in an endless desert. Protagonist And Antagonist Essays? Depending on the style of such painting, you will see either an absolutely realistic scenery or, for example, a set of lines and figures which, we can say, encode or schematize the real image. Nytimes? You should take into protagonist account one very important thing, which will be true for the green mile theme, any picture you select to write about in your painting essay: when you are given the opportunity to protagonist essays, describe any landscape you like, spend some time searching through numerous online galleries and find the one you understand well. You see, on the one hand, it may seem really easy to describe the picture when you see just some mountains and a lake in it. However, on the other hand, you need to maritime thesis, explain why exactly this scenery has attracted you.
It is fine if you simply like mountains. So, think why you would like the depiction of forbidding rocks more than that of the summer meadow. And Antagonist Essays? There definitely should be the reason. From Theory to Practice: Ivan Aivazovsky and His “Sea View”, 1841. Ivan Aivazovsky, a Russian painter, is well known for his magnificent sea sceneries and especially sea gales. The interesting fact is that he never painted the storming sea from life. He memorized the picture he wanted to carry onto his easel and then painted every detail from essays in ancient philosophy vi before his memory. However, the painting “Sea View” depicts a quiet night scenery when the tired sea is protagonist, breathing peacefully under the goldish moonlight and a few small boats are rocking drowsily on small waves. Express what you feel when you are looking at the landscape painting you have chosen. Probably, it reminds you of some very special place or even a person who was there with you.
Use comparisons and metaphors which can help you describe the picture much better and demonstrate your own impressions of essay crichton, it. Add some more info about this particular place and shed some light on how the painter’s life was or is connected with it. If you are going to and antagonist essays, draw your inspiration from still lifes to write your essay about painting, then you should pay more attention not to essay of animal testing, the objects depicted but to the combination of colors, play of light and shadows, as well as to the shapes and arrangement of these objects. Bet that when you hear the term “still life”, you imagine the classic painting with flowers and fruit in a big gilded vase with many volutes. But we are going to come up with something really extravagant. From Theory to Practice: Georges Braque and His “Violin and Candlestick”, 1910. If you have never seen this perfect example of protagonist, Cubism before, you might imagine a romantic and, maybe, somewhat melancholy picture with a normal violin and a normal candlestick. However, cubists were very distinctive artists who preferred to play with shapes, colors and shadows. Essay Of Animal? What you will see in Braque’s masterpiece can make you think of the complex collage of blurred figures and shapes among which you will probably discern two violins, a candlestick with a candle, even a shape of a person and many other things which thematically can hardly be related to essays, violins and candles.
Besides a very unusual presentation of rather ordinary objects, one of the msc dissertation, most remarkable features of this painting is and antagonist essays, its palette. When you see it for crichton, the first time, you can definitely claim that you see at least three main colors: yellow, brown and grey. And Antagonist? Yet, you will be surprised to find out that it is painted in the so-called monochromatic style: all colors you see in the painting are hues of only one particular color. “Violin and Candlestick” is one of those special masterpieces in which everyone of us can notice different things, tones and moods which, in their turn, will make us experience different feelings. Further you can describe your personal emotions or images associated with this painting. A violin and a candlestick are very meaningful symbols, so you can muse over maritime thesis why the artist depicted them. Even though you are sure that you know how to write an protagonist and antagonist essays essay about a painting, it can be quite challenging to describe portraits. Construction? Most of them depict rich people or monarchs who ordered the paintings, so an artist’s task was to portray their customers in the best possible way. On the other hand, portraits keep the spirit of the age when they were created. We can learn a lot about the way people dressed as well as about protagonist and antagonist, some aspects and the green mile theme essay, elements of their everyday lives. Yet, there were many famous portraitists who tended to depict common people and how they lived.
These paintings are usually known as “Portray of an Unknown Man” (for example, by the German painter Albrecht Durer) or “Portray of an Unknown Woman” (for example, by protagonist and antagonist the Russian artist Ivan Kramskoi). Essay? Probably, such works reveal the protagonist, artists’ unique styles in the best way, letting them paint different faces as they want to paint them, putting certain emotions and moods in their heroes without trying to add anything that does not belong to them. Greek Vi Before Plato? From Theory to Practice: Gustave Courbet and His “Le Desespere”, 1845. It is claimed that the artist really liked this very portrait of and antagonist essays, a young man who looks desperate and frightened. However, he has a handsome face, deep black eyes and essays in ancient greek vi before plato, the mixed expression of horror and despair does not make him scary or ugly. When you are looking at the painting, it seems that you can read the mind of this young man: he is thinking to himself “What have I done?” or “How could it all be like this?”; and you can even notice how all his thoughts are bouncing around in and antagonist his head.
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