Fagles' translation uses punctuation to create dramatic emphasis. For example, the dash in the opening line creates a momentary pause for drama, "Rage - Goddess, sing the rage of Peleus' son Achilles," (Book I, line 1). A more subdued pause is created by ellipsis during a speech by the seer "Achilles, dear to Zeus... you order me to explain Apollo's anger" (Book I, lines 86-87). Later, an explanation point marks both the end of a short syllable, and creates a feeling of drama and emphasis, as the runner says, "Courage!" (Book I, line 99). Similes are used frequently throughout Homer's Iliad. In using similes to compare on object to another, Homer illustrates much of the action throughout the poem. During the Battle of Achilles, in Book I, he describes the god Phoebus Apollo's descent from the peaks of Olympus, in these terms: "and down he came like night" (Book I, line 54). Here, simile helps create a feeling of power and better illustrates the overwhelming, sweeping nature of the god's descent. Smile is also used in dialogue, as in King Nestor of Gerene's pronouncement: "Shame on you... To stay talking here like children, when you should fight like men....
(Book II, line 394). Here, Homer uses simile to create a realistic feeling for the dialogue throughout the book. Simile is also used to describe characters and groups in the book. He describes the Greeks as "like children or widowed women, they murmur and would set off homeward." This simile suggests that the Greeks are sniveling and afraid (Book II, line 331).
They have their own style/voice. When one reads a sentence or a paragraph constructed by Kafka or Barthelme or Beckett, he/she knows almost right away who the writer is, just like when one hears The Police on the radio. To bear witness to this phenomenon, one should consider the following paragraph from Barthelme's short story, "Indian Uprising." "The girls of my quarter wore long blue mufflers that reached to their knees.
O Brother, Where Art Thou? Homer in Hollywood: The Coen Brothers' O Brother, Where Art Thou? Could a Hollywood filmmaker adapt Homer's Odyssey for the screen in the same way that James Joyce did for the Modernist novel? The idea of a high-art film adaptation of the Odyssey is actually at the center of the plot of Jean-Luc Godard's 1963 film Contempt, and the Alberto Moravia novel on which Godard's film is
Fitzgerald wrote his novel during an era which clearly indicated that living in an unreasonable manner, making all sorts of abuses and excesses, recklessly without any kind of consideration has serious and in the same time damaging effects upon people's lives. Immediately after the First World War, the social and political climate reached an energetic climax during the roaring twenties. With a new focus on individualism and the pursuit of
Gnostics believed that they belonged to the "true church" of an elect few who were worthy; the orthodox Christians would not be saved because they were blind to the truth. Part E -- Content - if we then combine the historical outline of the "reason" for John's writings with the overall message, we can conclude that there are at least five major paradigms present that are important in a contextual
" This approach contrasts sharply to the constant calling out to the gods and the direct actions of the gods as presented in The Iliad. Especially when read as a piece of social and political commentary, as it was very likely intended when written and first performed, it becomes clear that at this point in their history the ancient Athenians placed greater emphasis and value on the actions of people rather
EDSE 600: History and Philosophy of Education / / 3.0 credits The class entitled, History and Philosophy of Education, focused on the origin of education and the "philosophical influences of modern educational theory and practice. Study of: philosophical developments in the Renaissance, Reformation, and revolutionary periods; social, cultural and ideological forces which have shaped educational policies in the United States; current debates on meeting the wide range of educational and social-emotional
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