A Letter from Macbeth - Free Essay Example

Sample details Pages: 2 Words: 672 Downloads: 10 Date added: 2019/02/20 Category Literature Essay Level High school Tags: Macbeth Essay Did you like this example? Earlier today, Macbeth sent me a letter. In this letter was something I did not expect. The letter said that there were some elderly sisters that he met. Don’t waste time! Our writers will create an original "A Letter from Macbeth" essay for you Create order They greeted him as the â€Å"Thane of Cawdor†. I didn’t think much of it because I just don’t believe what some random old hags say. But as I kept reading, I realized that Macbeth was not lying. It felt like he was truly enthusiastic about this, and believed he will become thane of cawdor. I didn’t want to believe the things I was reading. I’d hate giving myself a false sense of hope. I have always wanted this, and now I can finally get it. I wondered if this was just a dream. Finally, I let my greed and hope overwhelm me. I had these inner emotions wandering in my head. Morality questions without any clear answers. Should I make my dream a reality, or should I stay loyal to those who trust me. This is a dilemma that has kept me thinking for a very long time now. In order to make my dream come to fruition, the actions that lead up to it would be killing the beloved king, Duncan. My dream feels closer than it ever has been before. I didn’t want to do it, but I had to convince Macbeth to kill the king. I was blinded by greed. I wanted to live a luxurious life. What woman wouldn’t want fine clothes and shiny jewelry? I want to be the queen, and I know Macbeth wants to be the king as well. When Macbeth came back to me after killing the king, his hands were drenched with blood. He still had the daggers in his hands. His eyes seem dreadful. I can tell he felt a heavy amount of guilt on his back. He was always on the weaker side after all. I told him to put the daggers back, he didnt listen, nor did he move. I took the daggers from him and put them back myself. The more I realized how far we’ve come, and how close we are to royalty, the more frustrated I got with Macbeth. He can ruin everything if someone notices his behavior. Ross, Lenox, lords and a few others are in our palace. I saw Macbeth talking to the killers behind Banquo’s death. I couldnt believe that Macbeth was capable of ending Banquo’s life. Meanwhile everyone was eating, I tried to be a nice hostess for everyone in the palace. Being polite and didn’t interrupt any of their conversations. Out of nowhere, I hear Macbeth saying â€Å"Which of you have done this†. Everyone was shocked, including myself. Ross told his men to leave because he was worried about Macbeth’s health conditions. I had to intervene. It seemed like I was fixing macbeths mistakes constantly these past few days. it’s getting more and more irritating. Everyday, Ive had a healthy amount of sleep, but I still feel tired. ive also noticed that my maid looks at me with fear. The look in her eyes shows pity. One memory which keeps haunting me in my sleep, is washing Duncans blood off of my hands. I am not so sure why I feel this traumatic guilt now. Why didnt I feel this before? I feel constant fear, the guilt is finally catching up to me. No one can help me now. Not even Macbeth. He is just as mad as me. I feel like it’s my fault he became as deranged as he is now. If only I hadnt pushed him to kill Duncan, maybe things would have ended differently. I miss his kind side. But I know I will never see that side of him again. I feel many emotions at once, but I also feel great emptiness. Like a dark abyss. I know that there is not much time left. I will fall, so will Macbeth, and so will our dream.

1939- 1945 Were Possibly The Worst Years In American History.

1939- 1945 were possibly the worst years in American history. During this time, World War II was occurring. Adolf Hitler was in complete control. He even went outside the battle grounds to wreck havoc. He went to Babi Yar...the last place where Jews could hide. Babi Yar is located in Kiev, Ukraine. During World War II, a massacre took place in the small town, killing more than 1,000 Jews. The Nazis attacked them on September 29, 1943. Afterwards, the war continued to rage, only to end in 1945. During World War II, Adolf Hitler rose to fame as the harsh dictator of Germany. Hitler would then form his own army, then known as the Nazis. The Nazis would go on to terrify Germany, then would go on to slowly take control of Europe. As most†¦show more content†¦During the massacre, over 1,000 Jews, Soviet Officials, and Russian prisoners were killed. They were executed at the Babi Yar ravine. ( The Einsatgruppen) The total count of people murdered at Babi Yar was 34,000. The total count of Jews murdered in World war II was 6 million. This massacre occurred towards the end of the war. Shortly after the massacre, the United States would jump in to save the day! They would help the Allies defeat the Nazis and their army. Hitler would still g o on to terrify the rest of Europe after Babi Yar. The aftermath of Babi Yar is not a great one. It took over 6 years to rebuild Babi Yar and everything that was destroyed at Babi Yar. Many shelters, homes, buildings, and personal stations were destroyed during the massacre. The Nazis showed no mercy. (Hjelnguard, Kim) After the massacre, the Nazis tried to hide evidence that anything ever happened by covering the dead bodies with nothing but dirt and rock. The Nazis were convicted of what they tried to escape with, and some were caught. They not only tired to hide the bodies with dirt and rock, but they even burned them! When the remains were given to families, they were probably holding some stranger that they never even met, instead of their loved ones. Shortly after the Nazis were convicted, things slowly started going against Hitler and the Nazis. With the help of the United States, the Allies defeated the Nazis in whatShow MoreRelatedThe Attack On Pearl Harbor1602 Words   |  7 PagesAs the United States prepared to go to war with Japan, women were able to get jobs and American resources had to be conserved and reused. The U.S. would then go to war with Japan. So they bombed Nagasaki and Hiroshima killing almost double. The bombing of Nagasaki and Hiroshima would then make other countries know just how powerful the U.S military is and what they could do if japan continued to try and expand. The United States were being very cautious about Japan. They wanted to make sure thatRead MoreAn Inside Look at the Holocaust Essay1327 Words   |  6 Pages Most Americans know about the Holocaust. 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Second Foundation 6. One Man, the Mule †and Another Free Essays

Two men, apparently relaxed and entirely at ease, poles apart physically – with every nerve that served as emotional detector quivering tensely. The Mule, for the first time in long years, had insufficient surety of his own way. Channis knew that, though he could protect himself for the moment, it was an effort – and that the attack upon him was none such for his opponent. We will write a custom essay sample on Second Foundation 6. One Man, the Mule – and Another or any similar topic only for you Order Now In a test of endurance, Channis knew he would lose. But it was deadly to think of that. To give away to the Mule an emotional weakness would be to hand him a weapon. There was already that glimpse of something – a winner’s something – in the Mule’s mind. To gain time- Why did the others delay? Was that the source of the Mule’s confidence? What did his opponent know that he didn’t? The mind he watched told nothing. If only he could read ideas. And yet- Channis braked his own mental whirling roughly. There was only that; to gain time- Channis said: â€Å"Since it is decided, and not denied by myself after our little duel over Pritcher, that I am a Second Foundationer, suppose you tell me why I came to Tazenda.† â€Å"Oh, no,† and the Mule laughed, with high-pitched confidence, â€Å"I am not Pritcher. I need make no explanations to you. You had what you thought were reasons. Whatever they were, your actions suited me, and so I inquire no further.† â€Å"Yet there must be such gaps in your conception of the story. Is Tazenda the Second Foundation you expected to find? Pritcher spoke much of your other attempt at finding it, and of your psychologist tool, Ebling Mis. He babbled a bit sometimes under my†¦ uh†¦ slight encouragement. Think back on Ebling Mis, First Citizen.† â€Å"Why should I?† Confidence! Channis felt that confidence edge out into the open, as if with the passage of time, any anxiety the Mule might be having was increasingly vanishing. He said, firmly restraining the rush of desperation: â€Å"You lack curiosity, then? Pritcher told me of Mis’ vast surprise at something. There was his terribly drastic urging for speed, for a rapid warning of the Second Foundation? Why? Why? Ebling Mis died. The Second Foundation was not warned. And yet the Second Foundation exists.† The Mule smiled in real pleasure, and with a sudden and surprising dash of cruelty that Channis felt advance and suddenly withdraw: â€Å"But apparently the Second Foundation was warned. Else how and why did one Bail Channis arrive on Kalgan to handle my men and to assume the rather thankless task of outwitting me. The warning came too late, that is all.† â€Å"Then,† and Channis allowed pity to drench outward from him, â€Å"you don’t even know what the Second Foundation is, or anything of the deeper meaning of all that has been going on.† To gain time! The Mule felt the other’s pity, and his eyes narrowed with instant hostility. He rubbed his nose in his familiar four-fingered gesture, and snapped: â€Å"Amuse yourself, then. What of the Second Foundation?† Channis spoke deliberately, in words rather than in emotional symbology. He said: â€Å"From what I have heard, it was the mystery that surrounded the Second Foundation that most puzzled Mis. Hari Seldon founded his two units so differently. The First Foundation was a splurge that in two centuries dazzled half the Galaxy. And the Second was an abyss that was dark. â€Å"You won’t understand why that was, unless you can once again feel the intellectual atmosphere of the days of the dying Empire. It was a time of absolutes, of the great final generalities, at least in thought. It was a sign of decaying culture, of course, that dams had been built against the further development of ideas. It was his revolt against these dams that made Seldon famous. It was that one last spark of youthful creation in him that lit the Empire in a sunset glow and dimly foreshadowed the rising sun of the Second Empire.† â€Å"Very dramatic. So what?† â€Å"So he created his Foundations according to the laws of psychohistory, but who knew better than he that even those laws were relative. He never created a finished product. Finished products are for decadent minds. His was an evolving mechanism and the Second Foundation was the instrument of that evolution. We, First Citizen of your Temporary Union of Worlds, we are the guardians of Seldon’s Plan. Only we!† â€Å"Are you trying to talk yourself into courage,† inquired the Mule, contemptuously, â€Å"or are you trying to impress me? For the Second Foundation, Seldon’s Plan, the Second Empire all impresses me not the least, nor touches any spring of compassion, sympathy, responsibility, nor any other source of emotional aid you may be trying to tap in me. And in any case, poor fool, speak of the Second Foundation in the past tense, for it is destroyed.† Channis felt the emotional potential that pressed upon his mind rise in intensity as the Mule rose from his chair and approached. He fought back furiously, but something crept relentlessly on within him, battering and bending his mind back – and back. He felt the wall behind him, and the Mule faced him, skinny arms akimbo, lips smiling terribly beneath that mountain of nose. The Mule said: â€Å"Your game is through, Channis. The game of all of you-of all the men of what used to be the Second Foundation. Used to be! Used to be! â€Å"What were you sitting here waiting for all this time, with your babble to Pritcher, when you might have struck him down and taken the blaster from him without the least effort of physical force? You were waiting for me, weren’t you, waiting to greet me in a situation that would not too arouse my suspicions. â€Å"Too bad for you that I needed no arousal. I knew you. I knew you well, Channis of the Second Foundation. â€Å"But what are you waiting for now? You still throw words at me desperately, as though the mere sound of your voice would freeze me to my seat. And all the while you speak, something in your mind is waiting and waiting and is still waiting. But no one is coming. None of those you expect – none of your allies. You are alone here, Channis, and you will remain alone. Do you know why? â€Å"It is because your Second Foundation miscalculated me to the very dregs of the end. I knew their plan early. They thought I would follow you here and be proper meat for their cooking. You were to be a decoy indeed – a decoy for a poor, foolish weakling mutant, so hot on the trail of Empire that he would fall blindly into an obvious pit. But am I their prisoner? â€Å"I wonder if it occurred to them that I’d scarcely be here without my fleet – against the artillery of any unit of which they are entirely and pitifully helpless? Did it occur to them that I would not pause for discussion or wait for events? â€Å"My ships were launched against Tazenda twelve hours ago and they are quite, quite through with their mission. Tazenda is laid in ruins; its centers of population are wiped out. There was no resistance. The Second Foundation no longer exists, Channis – and I, the queer, ugly weakling, am the ruler of the Galaxy.† Channis could do nothing but shake his head feebly. â€Å"No- No-â€Å" â€Å"Yes- Yes-† mimicked the Mule. â€Å"And if you are the last one alive, and you may be, that will not be for long either.† And then there followed a short, pregnant pause, and Channis almost howled with the sudden pain of that tearing penetration of the innermost tissues of his mind. The Mule drew back and muttered: â€Å"Not enough. You do not pass the test after all. Your despair is pretense. Your fear is not the broad overwhelming that adheres to the destruction of an ideal, but the puny seeping fear of personal destruction.† And the Mule’s weak hand seized Channis by the throat in a puny grip that Channis was somehow unable to break. â€Å"You are my insurance, Channis. You are my director and safeguard against any underestimation I may make.† The Mule’s eyes bore down upon him. Insistent- Demanding- â€Å"Have I calculated rightly, Channis? Have I outwitted your men of the Second Foundation? Tazenda is destroyed, Channis, tremendously destroyed; so why is your despair pretense? Where is the reality? I must have reality and truth! Talk, Channis talk. Have I penetrated then, not deeply enough? Does the danger still exist? Talk, Channis. Where have I done wrong?† Channis felt the words drag out of his mouth. They did not come willingly. He clenched his teeth against them. He bit his tongue. He tensed every muscle of his throat. And they came out – gasping – pulled out by force and tearing his throat and tongue and teeth on the way. â€Å"Truth,† he squeaked, â€Å"truth-â€Å" â€Å"Yes, truth. What is left to be done?† â€Å"Seldon founded Second Foundation here. Here, as I said. I told no lie. The psychologists arrived and took control of the native population.† â€Å"Of Tazenda?† The Mule plunged deeply into the flooding torture of the other’s emotional upwellings – tearing at them brutally. â€Å"It is Tazenda I have destroyed. You know what I want. Give it to me.† â€Å"Not Tazenda. I said Second Foundationers might not be those apparently in power; Tazenda is the figurehead-† The words were almost unrecognizable, forming themselves against every atom of will of the Second Foundationer, â€Å"Rossem – Rossem – Rossem is the world-â€Å" The Mule loosed his grip and Channis dropped into a huddle of pain and torture. â€Å"And you thought to fool me?† said the Mule, softly. â€Å"You were fooled.† It was the last dying shred of resistance in Channis. â€Å"But not long enough for you and yours. I am in communication with my Fleet. And after Tazenda can come Rossem. But first-â€Å" Channis felt the excruciating darkness rise against him, and the automatic lift of his arm to his tortured eyes could not ward it off. It was a darkness that throttled, and as he felt his tom, wounded mind reeling backwards, backwards into the everlasting black – there was that final picture of the triumphant Mule – laughing matchstick – that long, fleshy nose quivering with laughter. The sound faded away. The darkness embraced him lovingly. It ended with a cracking sensation that was like the jagged glare of a lightning flash, and Channis came slowly to earth while sight returned painfully in blurry transmission through tear-drenched eyes. His head ached unbearably, and it was only with a stab of agony that he could bring up a hand to it. Obviously, he was alive. Softly, like feathers caught up in an eddy of air that had passed, his thoughts steadied and drifted to rest. He felt comfort suck in – from outside. Slowly, torturedly, he bent his neck – and relief was a sharp pang. For the door was open; and the First Speaker stood just inside the threshold. He tried to speak, to shout, to warn – but his tongue froze and he knew that a part of the Mule’s mighty mind still held him and clamped all speech within him. He bent his neck once more. The Mule was still in the room. He was angry and hot-eyed. He laughed no longer, but his teeth were bared in a ferocious smile. Channis felt the First Speaker’s mental influence moving gently over his mind with a healing touch and then there was the numbing sensation as it came into contact with the Mule’s defense for an instant of struggle and withdrew. The Mule said gratingly, with a fury that was grotesque in his meagre body: â€Å"Then another comes to greet me.† His agile mind reached its tendrils out of the room- out- out- â€Å"You are alone,† he said. And the First Speaker interrupted with an acquiescence: â€Å"I am thoroughly alone. It is necessary that I be alone, since it was I who miscalculated your future five years ago. There would be a certain satisfaction to me in correcting that matter without aid. Unfortunately, I did not count on the strength of your Field of Emotional Repulsion that surrounded this place. It took me long to penetrate. I congratulate you upon the skill with which it was constructed.† â€Å"Thank you for nothing,† came the hostile rejoinder. â€Å"Bandy no compliments with me. Have you come to add your brain splinter to that of yonder cracked pillar of your realm?† The First Speaker smiled: â€Å"Why, the man you call Bail Channis performed his mission well, the more so since he was not your mental equal by far. I can see, of course, that you have mistreated him, yet it may be that we may restore him fully even yet. He is a brave man, sir. He volunteered for this mission although we were able to predict mathematically the huge chance of damage to his mind – a more fearful alternative than that of mere physical crippling.† Channis’ mind pulsed futilely with what he wanted to say and couldn’t; the warning he wished to shout and was unable to. He could only emit that continuous stream of fear- fear- The Mule was calm. â€Å"You know, of course, of the destruction of Tazenda.† â€Å"I do. The assault by your fleet was foreseen.† Grimly: â€Å"Yes, so I suppose. But not prevented, eh?† â€Å"No, not prevented.† The First Speaker’s emotional symbology was plain. It was almost a self-horror; a complete self-disgust: â€Å"And the fault is much more mine than yours. Who could have imagined your powers five years ago. We suspected from the start – from the moment you captured Kalgan – that you had the powers of emotional control. That was not too surprising, First Citizen, as I can explain to you. â€Å"Emotional contact such as you and I possess is not a very new development. Actually it is implicit in the human brain. Most humans can read emotion in a primitive manner by associating it pragmatically with facial expression, tone of voice and so on. A good many animals possess the faculty to a higher degree; they use the sense of smell to a good extent and the emotions involved are, of course, less complex. â€Å"Actually, humans are capable of much more, but the faculty of direct emotional contact tended to atrophy with the development of speech a million years back. It has been the great advance of our Second Foundation that this forgotten sense has been restored to at least some of its potentialities. â€Å"But we are not born with its full use. A million years of decay is a formidable obstacle, and we must educate the sense, exercise it as we exercise our muscles. And there you have the main difference. You were born with it. â€Å"So much we could calculate. We could also calculate the effect of such a sense upon a person in a world of men who did not possess it. The seeing man in the kingdom of the blind- We calculated the extent to which a megalomania would take control of you and we thought we were prepared. But for two factors we were not prepared. â€Å"The first was the great extent of your sense. We can induce emotional contact only when in eyeshot, which is why we are more helpless against physical weapons than you might think. Sight plays such an enormous part. Not so with you. You are definitely known to have had men under control, and, further, to have had intimate emotional contact with them when out of sight and out of earshot. That was discovered too late. â€Å"Secondly, we did not know of your physical shortcomings, particularly the one that seemed so important to you, that you adopted the name of the Mule. We didn’t foresee that you were not merely a mutant, but a sterile mutant and the added psychic distortion due to your inferiority complex passed us by. We allowed only for a megalomania – not for an intensely psychopathic paranoia as well. â€Å"It is myself that bears the responsibility for having missed all that, for I was the leader of the Second Foundation when you captured Kalgan. When you destroyed the First Foundation, we found out – but too late – and for that fault millions have died on Tazenda.† â€Å"And you will correct things now?† The Mules thin lips curled, his mind pulsing with hate: â€Å"What will you do? Fatten me? Restore me to a masculine vigor? Take away from my past the long childhood in an alien environment. Do you regret my sufferings? Do you regret my unhappiness? I have no sorrow for what I did in my necessity. Let the Galaxy Protect itself as best it can, since it stirred not a whit for my protection when I needed it.† Your emotions are, of course,† said the First Speaker, â€Å"only the children of your background and are not to be condemned – merely changed. The destruction of Tazenda was unavoidable. The alternative would have been a much greater destruction generally throughout the Galaxy over a period of centuries. We did our best in our limited way. We withdrew as many men from Tazenda as we could. We decentralized the rest of the world. Unfortunately, our measures were of necessity far from adequate. It left many millions to die – do you not regret that?† â€Å"Not at all – any more than I regret the hundred thousand that must die on Rossem in not more than six hours.† â€Å"On Rossem?† said the First Speaker, quickly. He turned to Channis who had forced himself into a half-sitting posture, and his mind exerted its force. Channis, felt the duel of minds strain over him, and then there was a short snapping of the bond and the words came tumbling out of his mouth: â€Å"Sir, I have failed completely. He forced it from me not ten minutes before your arrival. I could not resist him and I offer no excuses. He knows Tazenda is not the Second Foundation. He knows that Rossem is.† And the bonds closed down upon him again. The First Speaker frowned: â€Å"I see. What is it you are planning to do?† â€Å"Do you really wonder? Do you really find it difficult to penetrate the obvious? All this time that you have preached to me of the nature of emotional contact – all this time that you have been throwing words such as megalomania and paranoia at me, I have been working. I have been in contact with my Fleet and it has its orders. In six hours, unless I should for some reason counteract my orders, they are to bombard all of Rossem except this lone village and an area of a hundred square miles about it. They are to do a thorough job and are then to land here. â€Å"You have six hours, and in six hours, you cannot beat down my mind, nor can you save the rest of Rossem.† The Mule spread his hands and laughed again while the First Speaker seemed to find difficulty in absorbing this new state of affairs. He said: â€Å"The alternative?† â€Å"Why should there even be an alternative? I can stand to gain no more by any alternative. Is it the lives of those on Rossem I’m to be chary of? Perhaps if you allow my ships to land and submit, all of you – all the men on the Second Foundation – to mental control sufficient to suit myself, I may countermand the bombardment orders. It may be worthwhile to put so many men of high intelligence under my control. But then again it would be a considerable effort and perhaps not worth it after all, so I’m not particularly eager to have you agree to it. What do you say, Second Foundationer? What weapon have you against my mind which is as strong as yours at least and against my ships which are stronger than anything you have ever dreamed of possessing?† â€Å"What have I?† repeated the First Speaker, slowly: â€Å"Why nothing – except a little grain – such a little grain of knowledge that even yet you do not possess.† â€Å"Speak quickly,† laughed the Mule, â€Å"speak inventively. For squirm as you might, you won’t squirm out of this.† â€Å"Poor mutant,† said the First Speaker, â€Å"I have nothing to squirm out of. Ask yourself – why was Bail Channis sent to Kalgan as a decoy – Bail Channis, who though young and brave is almost as much your mental inferior as is this sleeping officer of yours, this Han Pritcher. Why did not I go, or another of our leaders, who would be more your match?† â€Å"Perhaps,† came the supremely confident reply, â€Å"you were not sufficiently foolish, since perhaps none of you are my match.† â€Å"The true reason is more logical. You knew Channis to be a Second Foundationer. He lacked the capacity to hide that from you. And you knew, too, that you were his superior, so you were not afraid to play his game and follow him as he wished you to in order to outwit him later. Had I gone to Kalgan, you would have killed me for I would have been a real danger, or had I avoided death by concealing my identity, I would yet have failed in persuading you to follow me into space. It was only known inferiority that lured you on. And had you remained on Kalgan, not all the force of the Second Foundation could have harmed you, surrounded as you were by your men, your machines, and your mental power.† â€Å"My mental power is yet with me, squirmer,† said the Mule, â€Å"and my men and machines are not far off.† â€Å"Truly so, but you are not on Kalgan. You are here in the Kingdom of Tazenda, logically presented to you as the Second Foundation – very logically presented. It had to be so presented, for you are a wise man, First Citizen, and would follow only logic.† â€Å"Correct, and it was a momentary victory for your side, but there was still time for me to worm the truth from your man, Channis, and still wisdom in me to realize that such a truth might exist.† â€Å"And on our side, oh, not-quite-sufficiently-subtle one, was the realization that you might go that one step further and so Bail Channis was prepared for you.† â€Å"That he most certainly was not, for I stripped his brain clean as any plucked chicken. It quivered bare and open before me and when he said Rossem was the Second Foundation, it was basic truth for I had ground him so flat and smooth that not the smidgeon of a deceit could have found refuge in any microscopic crevice.† â€Å"True enough. So much the better for our foresight. For I have told you already that Bail Channis was a volunteer. Do you know what sort of a volunteer? Before he left our Foundation for Kalgan and you, he submitted to emotional surgery of a drastic nature. Do you think it was sufficient to deceive you? Do you think Bail Channis, mentally untouched, could possibly deceive you? No, Bail Channis was himself deceived, of necessity and voluntarily. Down to the inmost core of his mind, Bail Channis honestly believes that Rossem is the Second Foundation. â€Å"And for three years now, we of the Second Foundation have built up the appearance of that here in the Kingdom of Tazenda, in preparation and waiting for you. And we have succeeded, have we not? You penetrated to Tazenda, and beyond that, to Rossem – but past that, you could not go.† The Mule was upon his feet: â€Å"You dare tell me that Rossem also, is not the Second Foundation?† Channis, from the floor, felt his bonds burst for good, under a stream of mental force on the part of the First Speaker and strained upright. He let out one long, incredulous cry: â€Å"You mean Rossem is not the Second Foundation?† The memories of life, the knowledge of his mind – everything – whirled mistily about him in confusion. The First Speaker smiled: â€Å"You see, First Citizen, Channis is as upset as you are. Of course, Rossem is not the Second Foundation. Are we madmen then, to lead you, our greatest, most powerful, most dangerous enemy to our own world? Oh, no! â€Å"Let your Fleet bombard Rossem, First Citizen, if you must have it so. Let them destroy all they can. For at most they can kill only Channis and myself – and that will leave you in a situation improved not in the least. â€Å"For the Second Foundation’s Expedition to Rossem which has been here for three years and has functioned, temporarily, as Elders in this village, embarked yesterday and are returning to Kalgan. They will evade your Fleet, of course, and they will arrive in Kalgan at least a day before you can, which is why I tell you all this. Unless I countermand my orders, when you return, you will find a revolting Empire, a disintegrated realm, and only the men with you in your Fleet here will be loyal to you. They will be hopelessly outnumbered. And moreover, the men of the Second Foundation will be with your Home Fleet and will see to it that you reconvert no one. Your Empire is done, mutant.† Slowly, the Mule bowed his head, as anger and despair cornered his mind completely, â€Å"Yes. Too late- Too late- Now I see it.† â€Å"Now you see it,† agreed the First Speaker, â€Å"and now you don’t.† In the despair of that moment, when the Mule’s mind lay open, the First Speaker – ready for that moment and pre-sure of its nature – entered quickly. It required a rather insignificant fraction of a second to consummate the change completely. The Mule looked up and said: â€Å"Then I shall return to Kalgan? â€Å"Certainly. How do you feel?† â€Å"Excellently well.† His brow puckered: â€Å"Who are you?† â€Å"Does it matter?† â€Å"Of course not.† He dismissed the matter, and touched Pritcher’s shoulder: â€Å"Wake up, Pritcher, we’re going home.† It was two hours later that Bail Channis felt strong enough to walk by himself. He said: â€Å"He won’t ever remember?† â€Å"Never. He retains his mental powers and his Empire – but his motivations are now entirely different. The notion of a Second Foundation is a blank to him, and he is a man of peace. He will be a far happier man henceforward, too, for the few years of life left him by his maladjusted physique. And then, after he is dead Seldon’s Plan will go on – somehow.† â€Å"And it is true,† urged Channis, â€Å"it is true that Rossem is not the Second Foundation? I could swear – I tell you I know it is. I am not mad.† â€Å"You are not mad, Channis, merely, as I have said, changed. Rossem is not the Second Foundation. Come! We, too, will return home.† How to cite Second Foundation 6. One Man, the Mule – and Another, Essay examples

Systemic Functional Linguistics and Applicable †MyAssignmenthelp.com

Question: Discuss about the Systemic Functional Linguistics and Applicable. Answer: Introduction This essay focuses on how students learning English as an additional language can be taught to ensure that they comprehend different concepts as well as those to whom English is a native language. These students require effective and thoughtful pedagogy in the process of communicating ideas and thoughts with them. It is vital for the teachers to take into consideration the students points of view as they introduce them to new information. The main focus of the essay is on systemic functional grammar and on the different grammatical concepts that students need to be conversant with. The essay focuses on words, grammar and other key language aspects for student of different levels. The classroom can be a harsh environment to comprehend the English language correctly. Teachers and students who have a familiarity with one another could make assumptions and speak quickly during communication. In some instances, some things may be left unsaid, and specific rules could be enforced by the use of a look. Gestures could also be used to dissolve any misunderstandings that may exist process (Taverniers, 2010). Idioms that are commonly used may be bandied about without much consideration for their unintelligibility to people who are newcomers to the English speaking regions. Systemic functional linguistics is the study of the relationship that exists between language and the functions that it serves in social settings. The linguistic system is made up of three strata in systemic functional linguistics. These are; lexicogrammar or wording, phonology or sound, and semantics (Almurashi, 2016). Grammar is treated as a resource that aids in the process of making meanings. Therefore, the systemic functional linguistics insist on the relationship between meaning and form. Students need to learn different concepts in the English language to become better at communicating using the language. It is therefore important for teachers to teach students the different techniques such as metaphors, idioms, similes, rhetorical questions, and alliteration among others. Students also ned to learn god text organization techniques (DECD, 2014). In the Australian curriculum, developing the literacy repertoires and the language resources available to students is an essential teaching component in line with the literacy capability. Teachers therefore need to work within a framework to ensure that they are able to adequately support their students (DECD, 2016). Teaching should be systematic to gradually introduce students to new concepts to enable the students to gain control of their new learning and become more independent. Incidentally, level four students communicate using simple words and sentences. At level five, they begin using different phrases and simple sentence openers and at level six, they use connectives to join different sentences. Consequently, at level seven, they make use of more complex words and vary their sentence openers more. Four significant theoretical claims have been made by different scholars about the English language. First, language use is said to be functional; it is also said that the importance of language use is to make meanings (semantic), the meanings brought about by language are also supposed to be contextual. This means that they are influenced by the cultural and social contexts in which they are used. Finally, the process in which language is used is said to be semiotic, meaning that it is a process in which meaning is made through choice (Matthiessen, 2012). Halliday (2010), also said that the development of language has occurred in a bid to respond to three needs of the social-functional nature. First, it has occurred to aid in construing experience about things that are happening inside and around us. Secondly, it was developed to aid in the process of interacting with the social world through negotiating attitudes and social roles. Finally, language development came about to assist in the creation of messages that can package peoples meanings based on what the starting point of the message is. This is referred to as the theme of the message. In the process of teaching students who are learning English as an additional language different resources can be used. Incidentally, students in year level three can use games, stories, photos, and blogs among others (Martin, 2014). These resources enable the students to be more attentive and participate in the learning process which increases the levels at which they understand information. Use of the Documents in Teaching Activities The document Three Levels of Texton Tornadoes has very many paragraphs that could be used for different learning activities. One activity is the use of a cloze text. Incidentally, on page five of the article, the chapter that talks about the duration of tornadoes can be turned into a cloze test. This can be used to test the students understanding of different features of the language. These include; tenses, conjunctions, adjectives, punctuation, prepositions, and articles. Therefore, different words can be removed from the paragraph and students can be required to fill them in with the right form of the words(Derewianka, 2012). This will help students master the English language and become better over time with practice. Another activity that can be carried out to enrich the students comprehension of the English language is the use of error correction exercises. This is the situation whereby the teacher rewrites a paragraph while altering some of the words to make the text grammatically incorrect and then asking the students to identify and correct the mistakes contained in the texts. This activity will assist students to make a note of the mistakes they have been making and in turn correct their written and spoken grammar (Acara, 2013). Students can also be called out and asked to translate a paragraph in their native language in a bid to evaluate whether they have properly understood the text. Alternatively, the students can be asked to provide some words in their native language that have been used in the text and then translate them. This will aid the students in fully understanding what the different words mean. Students can also be instructed to carry out activities such as identifying patterns that exist in a text, comparing different texts, they shuld be asked higher order questions, and they can also be asked to conduct authentic dialogues about certain topics in English (EACD, 2016). Finally, students can be asked to identify new vocabulary that is contained in the text and then look up the meanings and construct a sentence using the words. This will ensure that the words will not be forgotten. The analysis of these two texts can be performed on the basis of field, tenor, and mode. The field of a text informs about the domain of experience that the text is about. The field is, therefore, an experiential metafunction element of a text. In the process of examination of a text for its field, two main elements need to be considered. First, it is important to examine the lexical items contained in the text. These are single words or a chain of words that are the basic components of a texts vocabulary. Lexical words in a text can also be represented by the nouns present in the text (Lukin et al., 2011). In this analysis, we can look at the semantic domains from which the words refer to. This aids in better comprehension of texts because some words are used in one discipline more than they are used in another discipline. In the text The Levels of Texton Tornadoes,' different words have been used that show what the text is about. These include; tornadoes, thunderstorms, centrifugal force, centripetal, fictitious force, partial vacuum, central core, storm, photogrammetry, doppler radar, tangential speeds, and airflow. These words show that the text is talking about tornadoes due to the constant repetition of the word. Other words indicate that the text is explaining how the tornadoes occur and how they are measured by different factors. Conversely, the text Three Genres on Flight has words that can tell what the text is about by just looking at the text without reading it. The words include; planes, spacecraft, Airbus, air travel, flight, airport, control tower, pilot, runway, and soaring. These words used together in a text show that the message being delivered in that text has to do with an explanation of flying in a plane. Secondly, certain lexical words can be used based on whether the audience is specialized or generalized (Acara, 2013). This aids in explaining better about the audience for which the text is intended. In the text Three Levels of Texton Tornadoes, three texts are created for three different audiences. The first text that is designed for primary school students has straightforward words, and it is concise. It is also explanative whereby it is aimed at explaining to the students what a tornado is, how it looks like, the speed at which it moves, and the adverse effects that are brought about by tornadoes. The second text is written for secondary level students. The text commences with an explanation about tornadoes, but it does not define what they are because this is an advanced level of education and it is expected that students are aware of what tornadoes are. The text explains about the forces that lead to the formation of tornadoes. The text also speaks about the effects of tornadoes by providing the death rates over the past century. This text is, therefore, more in-depth than the one intended for primary school students, and it makes use of more complex words. It is also much longer since students in the secondary level of education can be able to accommodate more information and they have a longer concentration span. The third text is intended for students in the tertiary level of education. This text contains a more in-depth analysis of tornadoes. It makes use of technical words that require people to be specialized in this field to be able to grasp the full meaning of the text. It is also much longer than both the text intended for primary and secondary levels of education. This therefore shows that texts must be adjusted to the target audience to ensure proper understanding of the information (DECD, 2014). Another factor that is considered in field analysis of text is the type of circumstances and the process(Halliday and Matthiessen, 2010). This is shown by the words that are continually being used in the text. In the text Three Genres of Flight, the words that are constantly used are related to planes and flying. The mode in texts refers to the method in which the text appears to have been produced in. It is an element of the textual metafunction in a given text. Two axes can be used to model the mode of a text as a point which is in a continuum. These include; the action axis and the spoken axis. The action axis shows how close a text is in time to the events that it describes(Mathiessen, 2014). This time is not evident in the text Three Genres on Flight.' The text Three Levels of Texton Tornadoes does not also depict this element as well because it does not describe one specific event but it speaks on how all tornadoes come to be and their effects. Conversely, the spoken axis is used for texts that are interactive, and these may be prototypical spoken conversations and others may be prototypical written texts that do not display any signs of interactivity(Teruya, Mathiessen and Lam, 2010). The text Three Levels of Texton Tornadoes is a scientific text and is not interactive and hence it falls into this category. Interactivity in texts is shown by the presence of addresses, questions and answers, and different words that attract attention. Incidentally, in the text Three Genres of Flight, there is the use of the interjection Help! which draws attention. It is also important to analyze the spontaneity of texts when analyzing the mode of the text. The document, Three Genres of Flight; text 1 has an element of spontaneity because it speaks of the events as they are happening in real time (Acara, 2013). This is shown because the text is written in present tense and even contains direct quotes of what the writer is saying as the events are happening. Finally, tenor in texts aids in informing the readers the kind of person who the author is or how they are presenting themselves to be. It also shows the kind of people expected to be the audience. Finally, it explains the relationship that exists between the author and the readers. It is an element of the interpersonal metafunction contained in the text. Both texts used in this analysis are non-interactive (Hermans, 2017). Tenor can be analyzed into stance, personalization, and standing. Stance explains the level to which the reader is allowed to disagree with the content by the author. Standing shows how much the author is seen to possess authority and expertise on the subject in the text. The text Three Levels of Texton Tornadoes shows that the author has a great mastery of the topic and it has a lot of use of technical vocabulary (DECD, 2014). Finally, personalization shows the level of attention that is drawn to the author or the reader. The text Three Genres of Flight; text one , the author draws attention to herself by speaking about the events happening to her as they occur. In the text Three Genres of Flight,' the first text contains different words that may be challenging to learners to whom English is an additional language or dialect. First, there is the use of a simile where the author compares the speed of the plane with that of a cheetah. This could be confusing to a student who is not well versed in the English language. There is also the use of onomatopoeia. This is where the author speaks of the ground to be whizzing by. Onomatopoeia is also used where the author uses the word whoosh. Another word that is used is phew. This is a word that is used to show relief by the author. This text, therefore, displays a lot of use of onomatopoeia and can confuse the student (Derewianka and Jones, 2010). There is also the use of an idiom. This is shown where the author uses the phrase, in the blink of an eye to show how fast they arrived at their destination. Finally, there is the use of another simile where the author says that they landed as gently as a f eather. Idioms can be fun to teach and for the students to learn. They are important because they aid students to whom English is not a first language to become better listeners and to sound more like the native speakers. In a class session, the teacher can introduce a theme. This theme could be sports-related, weather-related, or any other theme that the teacher intends the students to learn the idioms. This is a good way of teaching because it will enable the students to comprehend the meanings of the different phrases and observe the familiarity that exists between the different words. In conjunction with the use of a theme, the teacher can also make use of pictures when teaching the different idioms (Acara, 2013). Here, the teacher should provide a picture in the explanation of the context of the idiom. This works best when the teacher uses pictures that humorously show the literal meaning of the idiom. In this activity, the teacher can show the picture to the students and ask them to guess the meaning of the idiom. The teacher should then provide examples of when the idiom would be used and the differences that exist between the actual meanings of the words and the meaning of the idiom. Finally, to make sure that the students fully comprehend the idioms, form small groups in the class and provide them with about ten idioms. Let the students guess what the idiom means then have them look up the actual meanings. The students should then explain the meanings of the idioms to the class, and they make use of the idioms in a short dialogue to make sure that they fully understand the meaning. Students especially in primary school levels lose interest or become distracted very first especially when they are studying new concepts. This activity requires the students to be very involved in the learning process. This therefore ensures that the students do not lose interest and even enjoy the process which in turn leads to high levels of understanding (Acara, 2013). It also involves the use of visual aids. This is also important because students may easily forget what they have been taught, but if they were able to see the different objects, they are likely to remember he teachings in the future. Further, this activity involves the creation of dialogue where the idiom is used. This in turn ensures that they gain an understanding of the concept and as a result, they will not forget it. Concusion Students learning English as an additional language or dialect encounter many challenges in the learning process and it is important for teachers to make the learning process easier and more effective for them. They may have difficulty understanding statements that use humor, vocabulary, onomatopoeia and other styles. To ensure that they understand these concepts it is important for them to partake in different class activities. Therefore, proper teaching resources should be put in place for these students to assist in their learning process and to ensure that they benefit maximally from it. References Acara (2013). English as an Additional Language or Dialect Teacher Resource Annotated Content Descriptions English Foundation to Year 10. Almurashi, A. (2016). An introduction to Halliday's systemic functional linguistics.Journal for the study of English linguistic. DECD (2014). Language and Literacy Levels Teaching Strategies.department of education and child development. DECD (2016). Language and Literacy Levels Teaching Strategies.department of education and child development. Derewianka, B. (2012). Knowledge about language in the Australian curriculum: English.Journal of linguistics. Derewianka, B. and Jones, P. (2010). From traditional grammar to functional grammar: bridging the divide.FACULTY OF SOCIAL SCIENCES. Halliday, m. And Matthiessen, c. (2010).an introduction to functional grammar. 3rd ed. new york: Routledge. hermans, t. (2017). Cross-Cultural transgressions; research models in translation studies two historical and ideological issues.Routledge. Lukin, A., Moore, A., Herke, M., and Wegener, R. (2011). Halliday's model of register revisited and explored.Faculty of Law, Humanities and the Arts. Martin, J. (2014). Evolving systemic functional linguistics: beyond the clause.Springer Open; Functional Linguistics. Martin, J. (2014). Evolving systemic functional linguistics: beyond the clause.Functional Linguistics, 1(3). Mathiessen, C. (2014).Halliday's introduction to functional grammar. 4th ed. NewYork: Routledge. Systemic Functional Linguistics as applicable linguistics: social accountability and critical approaches1 Tavernier, M. (2010). The syntax-semantics interface in systemic functional grammar: Halliday's interpretation of the Hjelmslevian model of stratification.Journal of Pragmatics, 43(4). Teruya, k., Matthiessen, c. And lam, m. (2010).key terms in systemic functional linguistics. new york: continuum international publishing group.