December 14, 2009

30 Hal yang membuat Cewek Tersenyum

1. Don't hug her friends or your friends that are girls cause she'll feel left out.
Jangan memeluk temannya atau temanmu dimana hal itu bisa membuatnya merasa ditinggalkan.

2. Hold her hand at any moment . . . even if it's just for a second.
Pegang tangannya pada setiap kesempatan... meskipun hanya sedetik saja.

3. Hug her from behind.
Peluk dia dari belakang.

4. Leave her voice messages to wake up.
Tinggalkan pesan suara untuk dia untuk membangunkan dia dari tidurnya.

5. Wrestle with her.
Bergulat dengan dia.

6. Don't go hang out with your ex when shes not with you, you might not realize how badly it hurts her.
Jangan pergi jalan-jalan dengan mantanmu jika dia sedang tidak bersama kamu, kamu mungkin tidak mengetahui betapa menyakitkannya hal itu bagi dia.

7. If you're talking to another girl, when you're done talking, walk over and hug her and kiss her.... let her know she's yours and they aren't.
Jika kamu sedang berbicara dengan seorang Cewe, setelah kamu selesai berbicara, berjalanlah dan peluklah dia serta ciumlah dia... Tunjukkan pada dia bahwa dia milikmu dan mereka bukan apa-apa.

8. Write her notes or call her just to say "hi"..and not just at night after you've already been out with other girls.
Tuliskan dia sebuah catatan atau telepon dia hanya untuk sekedar menyapanya... dan tidak hanya pada saat malam hari setelah kamu bepergian dengan Cewe-Cewe lain.

9. Introduce her to your friends . . . as your girlfriend.
Perkenalkan dia pada teman-temanmu... sebagai kekasihmu.

10. Play with her hair.
Bermain dengan rambutnya.
11. Pick her up
Gendong dia.

12. Get upset if another guy touches her and she doesn't like it.
Merasa kesal apabila ada Cowo lain memegang-megang dia dan dia tidak menyukainya.

13. Make her laugh, if you can make her laugh, you can make her do anything.
Buat dia tertawa, jika kamu bisa membuat dia tertawa. kamu bisa membuat dia melakukan apa saja.

14. Let her fall asleep in your arms.
Biarkan dia tertidur lelap di dalam pelukanmu.

15. If she's mad at you, kiss her.
Jika dia marah padamu, cium dia.

16. If you care about her, then tell her.
Jika kamu perhatian pada dia, katakan.

17. Every guy should give their girl 3 things: a stuffed animal(she'll hug it every time she goes to sleep), jewelry (she'll treasure it forever), and one of his t-shirts (she'll most likely wear it to bed).
Setiap Cowo harus memberikan Cewe mereka 3 benda: boneka binatang (dia akan membawanya dan memeluknya setiap kali dia akan tidur), perhiasan (dia akan menyimpannya dengan baik-baik untuk selamanya), dan baju yang dimiliki sang Cowo (dia akan memakainya ketika tidur).

18. Treat her the same around your friends as you do when you're alone.
Perlakukanlah dia sebagaimana biasanya, meskipun sedang berkumpul dengan teman-teman.

19. Look her in the eyes and smile.
Tataplah kedua matanya dan tersenyumlah pada dia.
20. Hang out with her on weekends.

Pergi jalan-jalan dengan dia tiap akhir pekan.
21. Kiss her in the rain.
Cium dia di bawah guyuran hujan.

22. If your listening to music, let her listen too.
Jika kamu sedang mendengarkan musik, biarkan dia ikut mendengarnya bersama kamu.

23. Remember her birthday and get her something, even if it's simple and inexpensive, it came from YOU. it means all the world to HER. it's the thought that counts.
Ingat hari ulang tahunnya dan belikan dia sesuatu, meskipun itu sederhana dan tidak mahal, itu adalah pemberian dari KAMU. Itu berarti segalanya bagi DIA.

24. When she gives you a present on your birthday, or just whenever, take it and tell her you love it, even if you don't (it'll make her happy.)
Ketika dia memberikan hadiah pada hari ulang tahunmu, atau pada saat-saat tertentu, ambillah dan katakan pada dia bahwa kamu menyukainya, meskipun sebenarnya tidak (hal itu akan membuatnya senang).

25. Girl don't necessarily have to have hour-long conversations every night, but it's nice for them to hear your voice even for a quick hello.
Cewe tidak butuh pembicaraan lewat telepon yang panjang dan berjam-jam tiap malam, yang terpenting adalah bisa mendengar suara kamu meskipun hanya sekedar sapaan atau 'halo?'.

26. Give her what she wants
Berikan dia apa yang dia mau.

27. Recognize the small things . . . they usually mean the most.
Hargai setiap hal kecil... itu biasanya berarti besar.

28. Tell her she's beautiful, she needs to know her striving is working.
Katakan pada dia bahwa dia cantik atau menarik, dia perlu tahu bahwa dandanannya tidak sia-sia.

29. Hang out with her whenever you are free and u should be free to hang with your girlfriend all the time
Pergi jalan-jalan bersama dia setiap kali kamu nganggur dan kamu harus siap mengajak kekasihmu jalan-jalan kapan saja.

30. If u care about her...SHOW it!
Jika kamu perhatian pada dia... TUNJUKKAN!

WHY SHOULD MARIJUANA BE LEGALIZED??

1. Marijuana improves appetite.

2. Marijuana prevents AIDS patients from weight loss.

3. Marijuana helps glaucoma patients lessen eye pressure.

4. Marijuana reduces nausea caused by radiation and chemotherapeutic treatments.

5. Marijuana is an effective painkiller, it helps these patients improve their condition.

6. People should be free to decide whether they like marijuana as a recreational drug or not.

Capital Punishment

Capital punishment, the death penalty or execution, is the killing of a person by judicial process for retribution and incapacitation. Crimes that can result in a death penalty are known as capital crimes or capital offences. The term capital originates from Latin capitalis, literally "regarding the head" (Latin caput). Hence, a capital crime was originally one punished by the severing of the head.
Capital punishment has been practiced in virtually every society, excluding those with state religious proscriptions against it. It is a matter of active controversy in various states, and positions can vary within a single political ideology or cultural region. A major exception is in Europe, where Article 2 of the Charter of Fundamental Rights of the European Union prohibits the practice.[1]
Today, most countries are considered by Amnesty International as abolitionists,[2] which allowed a vote on a resolution to the UN to promote the abolition of the death penalty.[3] But more than 60% of the worldwide population live in countries where executions take place in so far as the four most populous countries in the world (such as People's Republic of China, India, United States and Indonesia) apply the death penalty.
Religious views
Main article: Religion and capital punishment

Buddhism
There is disagreement among Buddhists as to whether or not Buddhism forbids the death penalty. The first of the Five Precepts (Panca-sila) is to abstain from destruction of life. Chapter 10 of the Dhammapada states:
Everyone fears punishment; everyone fears death, just as you do. Therefore do not kill or cause to kill. Everyone fears punishment; everyone loves life, as you do. Therefore do not kill or cause to kill.
Chapter 26, the final chapter of the Dhammapada, states, "Him I call a brahmin who has put aside weapons and renounced violence toward all creatures. He neither kills nor helps others to kill." These sentences are interpreted by many Buddhists (especially in the West) as an injunction against supporting any legal measure which might lead to the death penalty. However, as is often the case with the interpretation of scripture, there is dispute on this matter. Historically, most states where the official religion is Buddhism have imposed capital punishment for some offenses. One notable exception is the abolition of the death penalty by the Emperor Saga of Japan in 818. This lasted until 1165, although in private manors executions continued to be conducted as a form of retaliation. Japan still imposes the death penalty, although some recent justice ministers have refused to sign death warrants, citing their Buddhist beliefs as their reason.[63] Other Buddhist-majority states vary in their policy. For example, Bhutan has abolished the death penalty, but Thailand still retains it, although Buddhism is the official religion in both.

Judaism
The official teachings of Judaism approve the death penalty in principle but the standard of proof required for application of death penalty is extremely stringent, and in practice, it has been abolished by various Talmudic decisions, making the situations in which a death sentence could be passed effectively impossible and hypothetical. "Forty years before the destruction" of the Temple in Jerusalem in 70 AD, i.e. in 30 AD, the Sanhedrin effectively abolished capital punishment, making it a hypothetical upper limit on the severity of punishment, fitting in finality for God alone to use, not fallible people.[64]
In law schools everywhere, students read the famous quotation from the 12th century legal scholar, Maimonides,
"It is better and more satisfactory to acquit a thousand guilty persons than to put a single innocent one to death."
Maimonides argued that executing a defendant on anything less than absolute certainty would lead to a slippery slope of decreasing burdens of proof, until we would be convicting merely "according to the judge's caprice." Maimonides was concerned about the need for the law to guard itself in public perceptions, to preserve its majesty and retain the people's respect.[65]

Islam
Scholars of Islam hold it to be permissible but the victim or the family of the victim has the right to pardon. In Islamic jurisprudence (Fiqh), to forbid what is not forbidden is forbidden. Consequently, it is impossible to make a case for abolition of the death penalty, which is explicitly endorsed.
Sharia Law or Islamic law may require capital punishment, there is great variation within Islamic nations as to actual capital punishment. Apostasy in Islam and stoning to death in Islam are controversial topics. Furthermore, as expressed in the Qur'an, capital punishment is condoned. Although the Qur'an prescribes the death penalty for several hadd (fixed) crimes—including rape—murder is not among them. Instead, murder is treated as a civil crime and is covered by the law of qisas (retaliation), whereby the relatives of the victim decide whether the offender is punished with death by the authorities or made to pay diyah (wergild) as compensation.[66]
"If anyone kills person - unless it be for murder or for spreading mischief in the land - it would be as if he killed all people. And if anyone saves a life, it would be as if he saved the life of all people" (Qur'an 5:32). "Spreading mischief in the land" can mean many different things, but is generally interpreted to mean those crimes that affect the community as a whole, and destabilize the society. Crimes that have fallen under this description have included: (1) Treason, when one helps an enemy of the Muslim community; (2) Apostasy, when one leaves the faith; (3) Land, sea, or air piracy; (4) Rape; (5) Adultery; (6) Homosexual behaviour.[67]

Christianity
Although some interpret that Jesus' teachings condemn the death penalty in The Gospel of Luke and The Gospel of Matthew regarding Turning the other cheek, and John 8:7 of the Bible, others consider Romans 13:3-4 to support it. Also, Leviticus 20:2-27 has a whole list of situations in which execution is supported. Christian positions on this vary.[68] The sixth commandment (fifth in the Roman Catholic and Lutheran churches) is preached as 'Thou shalt not kill' by some denominations and as 'Thou shalt not murder' by others. As some denominations do not have a hard-line stance on the subject, Christians of such denominations are free to make a personal decision.[69]

Roman Catholic Church
The Roman Catholic Church traditionally accepted capital punishment as per the theology of Thomas Aquinas (who accepted the death penalty as a necessary deterrent and prevention method, but not as a means of vengeance; see also Aquinas on the death penalty). Under the pontificate of Pope John Paul II, this position was refined. As stated in John Paul II's encyclical Evangelium Vitae, the Roman Catholic Church holds that capital punishment should be avoided unless it is the only way to defend society from the offender in question, and that with today's penal system such a situation requiring an execution is either rare or non-existent.[70] The Catechism of the Catholic Church states:
Assuming that the guilty party's identity and responsibility have been fully determined, the traditional teaching of the Church does not exclude recourse to the death penalty, if this is the only possible way of effectively defending human lives against the unjust aggressor. If, however, nonlethal means are sufficient to defend and protect people's safety from the aggressor, authority will limit itself to such means, as these are more in keeping with the concrete conditions of the common good and are more in conformity to the dignity of the human person. Today, in fact, as a consequence of the possibilities which the state has for effectively preventing crime, by rendering one who has committed an offense incapable of doing harm - without definitely taking away from him the possibility of redeeming himself - the cases in which the execution of the offender is an absolute necessity are very rare, if not practically nonexistent.[71]

Anglican and Episcopalian
The Lambeth Conference of Anglican and Episcopalian bishops condemned the death penalty in 1988:
This Conference: ... 3. Urges the Church to speak out against: ... (b) all governments who practice capital punishment, and encourages them to find alternative ways of sentencing offenders so that the divine dignity of every human being is respected and yet justice is pursued;....[72]

United Methodist Church
The United Methodist Church, along with other Methodist churches, also condemns capital punishment, saying that it cannot accept retribution or social vengeance as a reason for taking human life.[73] The Church also holds that the death penalty falls unfairly and unequally upon marginalized persons including the poor, the uneducated, ethnic and religious minorities, and persons with mental and emotional illnesses.[74] The General Conference of the United Methodist Church calls for its bishops to uphold opposition to capital punishment and for governments to enact an immediate moratorium on carrying out the death penalty sentence.
The Evangelical Lutheran Church in America
In a 1991 social policy statement, the ELCA officially took a stand to oppose the death penalty. It states that revenge is a primary motivation for capital punishment policy and that true healing can only take place through repentance and forgiveness.[75]
The Southern Baptist Convention
In 2000 the Southern Baptist Convention updated Baptist Faith and Message. In it the convention officially sanctioned the use of capital punishment by the State. It said that it is the duty of the state to execute those guilty of murder and that God established capital punishment in the Noahic Covenant.

Other Protestants
Several key leaders early in the Protestant Reformation, including Martin Luther and John Calvin, followed the traditional reasoning in favour of capital punishment, and the Lutheran Church's Augsburg Confession explicitly defended it. Some Protestant groups have cited Genesis 9:5–6, Romans 13:3–4, and Leviticus 20:1–27 as the basis for permitting the death penalty.[76]
Mennonites, Church of the Brethren and Friends have opposed the death penalty since their founding, and continue to be strongly opposed to it today. These groups, along with other Christians opposed to capital punishment, have cited Christ's Sermon on the Mount (transcribed in Matthew Chapter 5–7) and Sermon on the Plain (transcribed in Luke 6:17–49). In both sermons, Christ tells his followers to turn the other cheek and to love their enemies, which these groups believe mandates nonviolence, including opposition to the death penalty.
Decapitation (from Latin, caput, capitis, meaning head), or beheading, is the cutting off of the head of a person or animal. Beheading typically refers to the act of intentional decapitation, e.g., as a means of murder or execution; it may be accomplished, for example, with an axe, sword, knife, wire, or by means of a guillotine. An executioner carrying out decapitations is called a headsman.
Accidental decapitation can be the result of an explosion, automobile or industrial accident, improperly-administered execution by hanging or other violent injury. Suicide by decapitation is rare, but not unknown. [1]
The word decapitation can also refer, on occasion, to the removal of the head from a body that is already dead. This might be done to take the head as a trophy, for public display, to make the deceased more difficult to identify, for cryonics or for other reasons.
In an analogous fashion, decapitation can also refer to the removal of a head of an organization. If, for example, the leader of a country were killed, that might be referred to as 'decapitation'. It is also used of a political strategy aimed at unseating high-profile members of a party, as used by the Liberal Democrats in the United Kingdom general election, 2005.[2]
Decapitation is fatal, as brain death occurs within seconds to minutes without the support of the organism's body.
Execution by electrocution (usually referred to, after its method of implementation, as the electric chair) is an execution method originating in the United States in which the person being put to death is strapped to a specially built wooden chair and electrocuted through electrodes placed on the body. This execution method has been used only in the United States and, for a period of several decades,[1] in the Philippines (its first use there in 1924, last in 1976). The electric chair has become a symbol of the death penalty; however, its use is in decline.

Hanging is the lethal suspension of a person by a ligature. The Oxford English Dictionary states that hanging in this sense is "specifically to put to death by suspension by the neck", although it formerly also referred to crucifixion and death by impalement in which the body would remain "hanging".
The preferred past tense and past participle in English is hanged, not "hung".[1] The term "hung" in judicial parlance is more used in reference to a "hung jury", a form of mistrial.
For lack of a better term, hanging has also been used to describe a method of suicide in which a person applies a ligature to the neck and brings about unconsciousness and then death, by means of partial suspension or partial weight-bearing on the ligature. This method has been most often used in prisons or other institutions, where full suspension support is difficult to devise. The earliest known use of the word in this sense was in A.D. 1300.[2]
Lethal injection refers to the practice of injecting a person with a fatal dose of drugs for the express purpose of killing the subject. The main application for this procedure is capital punishment, but the term may also be applied in a broad sense to euthanasia, and suicide.

Execution by firing squad is a method of capital punishment, particularly common in times of war. The firing squad is generally composed of several soldiers or peace officers. The method of execution requires all members of the group to fire simultaneously, thus preventing both disruption of the process by a single member and identification of the member who fired the lethal shot. The condemned is typically blindfolded or hooded, as well as restrained - though in some cases, condemned prisoners have asked to be allowed to face the firing squad with their eyes open. Executions can be carried out with the condemned either standing or sitting.
Execution by firing squad is distinct from other forms of execution by firearms, such as a single shot from a handgun to the back of the neck. However, the single shot (coup de grâce) is sometimes incorporated in a firing squad execution, particularly if the initial volley turns out not to be immediately fatal.
The method is also the supreme punishment or disciplinary means employed by courts martial for crimes such as cowardice, desertion or mutiny. One such execution was that of Private Eddie Slovik by the U.S. Army in 1945. Slovik was the only U.S. soldier executed for desertion since the American Civil War. It has also been applied for violent crimes carried out by soldiers, such as murder or rape. Also notably, Jean-Marie Bastien-Thiry was executed by firing squad for his participation in the assassination attempt on French President Charles de Gaulle.
Firing squads have also been used for political crimes. Romanian Communist leader Nicolae Ceauşescu (December 25, 1989) is an example of this.
There is a tradition in some jurisdictions that such executions are carried out at first light, or (more dramatically) at sunrise, which is usually up to half an hour later. This gave rise to the phrase 'shot at dawn', which has become particularly associated with the campaign (see below) to achieve a pardon for British servicemen shot for apparent cowardice in World War I.
A gas chamber is an apparatus for killing, consisting of a sealed chamber into which a poisonous or asphyxiant gas is introduced. The most commonly used poisonous agent is hydrogen cyanide; carbon dioxide and carbon monoxide have also been used. Gas chambers were used as a method of execution for condemned prisoners in the United States beginning in the 1920s. During the Holocaust, large-scale gas chambers designed for mass killing were used by Nazi Germany as part of their genocide program.[1] The use of gas chambers has also been reported in North Korea.[2]
Gas chambers have also been used for animal euthanasia, using carbon monoxide as the lethal agent. Sometimes a box filled with anaesthetic gas is used to anaesthetize small animals for surgery or euthanasia.
Execution by shooting is a form of capital punishment whereby an executed person is shot by one or more firearms. It is the most common method of execution worldwide, used in about 70 countries,[1] with execution by firing squad being one particular form. In most countries, execution by a firing squad has historically been considered a more honorable death and was used primarily for military personnel, though in some countries, single-executioner shooting is still in use.


Some Arguments for Capital Punishment
• Some argue that the death of a criminal gives closure to their victim's (if they are stiil alive) and their families.
• The death penalty serves as a deterrent to criminals who may be considering committing a capital offence.
• One of the main principals of punishment and the judicial system is that the penalty fits the crime. If someone violently murders another individual or numerous people, then it makes sense for the punishment to be death.
• Some anti-death penalty campaigners describe examples of people on death row, or people have already been killed have then been proved innocent. Today, the accuracy of modern forensics and DNA testing makes it very unlikely for an innocent person to be put on death row. Furthering this point, it is argued that the number of innocent people that may be killed is equalised by the number of actual criminals that are set free.
• Putting people in prison, as opposed to executing them gives them a chance of parole (or the small chance of escape), meaning they can commit more crimes. Capital punishment means there is no chance of the criminal committing another crime.
Some Arguments Against the Death Penalty
• The financial cost of putting people to death, once you consider extra appeals, additional procedures etc, can often be more than the cost of putting a criminal in prison for life.
• The death penalty violates the "cruel and unusual" clause of the Bill of Rights.
• It is simply immoral and barbaric to allow people to be killed by the state even if they have committed violent crimes.
• The appeals and additional procedures required to deal with criminals that have been condemned to death fill up the US legal system which could be put to better use.
• It can be viewed that, life in prison with little freedom and poor quality of life is a better punishment and deterrent to criminals than death row.
• There is always the possibility that innocent men and women are put to death without ever having committed a crime. There will always be failings in the judicial and conviction system.

THE 4 WIVES

There was a rich merchant who had 4 wives. He loved the 4th wife the most and adorned her with rich robes and treated her to delicacies. He took great care of her and gave her nothing but the best.
He also loved the 3rd wife very much. He's very proud of her and always wanted to show off her to his friends. However, the merchant is always in great fear that she might run away with some other men.
He too, loved his 2nd wife. She is a very considerate person, always patient and in fact is the merchant's confidante. Whenever the merchant faced some problems, he always turned to his 2nd wife and she would always help him out and tide him through difficult times.
Now, the merchant's 1st wife is a very loyal partner and has made great contributions in maintaining his wealth and business as well as taking care of the household. However, the merchant did not love the first wife and although she loved him deeply, he hardly took notice of her.
One day, the merchant fell ill. Before long, he knew that he was going to die soon. He thought of his luxurious life and told himself, "Now I have 4 wives with me. But when I die, I'll be alone. How lonely I'll be!"
Thus, he asked the 4th wife, "I loved you most, endowed you with the finest clothing and showered great care over you. Now that I'm dying, will you follow me and keep me company?" "No way!" replied the 4th wife and she walked away without another word.
The answer cut like a sharp knife right into the merchant's heart. The sad merchant then asked the 3rd wife, "I have loved you so much for all my life. Now that I'm dying, will you follow me and keep me company?" "No!" replied the 3rd wife. "Life is so good over here! I'm going to remarry when you die!" The merchant's heart sank and turned cold.
He then asked the 2nd wife, "I always turned to you for help and you've always helped me out. Now I need your help again. When I die, will you follow me and keep me company?" "I'm sorry, I can't help you out this time!" replied the 2nd wife. "At the very most, I can only send you to your grave." The answer came like a bolt of thunder and the merchant was devastated.
Then a voice called out : "I'll leave with you. I'll follow you no matter where you go." The merchant looked up and there was his first wife. She was so skinny, almost like she suffered from malnutrition. Greatly grieved, the merchant said, "I should have taken much better care of you while I could have !"
Actually, we all have 4 wives in our lives
a. The 4th wife is our body. No matter how much time and effort we lavish in making it look good, it'll leave us when we die.
b. Our 3rd wife ? Our possessions, status and wealth. When we die, they all go to others.
c. The 2nd wife is our family and friends. No matter how close they had been there for us when we're alive, the furthest they can stay by us is up to the grave.
d. The 1st wife is in fact our soul, often neglected in our pursuit of material, wealth and sensual pleasure.
Guess what? It is actually the only thing that follows us wherever we go. Perhaps it's a good idea to cultivate and strengthen it now rather than to wait until we're on our deathbed to lament

A SMILE BEHIND THE ICE

Andre was 16 years old. He look like a freak, had no friends, and did not interesting to socialize – I guessed. Actually, he was cute, has a good shape, a little bit shorter than me. My family and I just moved in to this town last month, and we lived just few blocks from his house. Mr. Livingstone, Andre’s father had passed away when Andre was 4 years old. Everyone said that he was not a good boy but for me he was an interesting boy. Even tough he was living in poverty, I could feel that he had had something which not all people had, he was such a helpful person. I had seen him shared his seat to an old lady on the bus. I also had accidentally seen he picked out a poor kitten from a deep, dirty, and stinky drain. He even gave some money to a little girl who cried because her lollipop fell down to the ground and asked her to buy a new one. There was a big question inside of my head; why people hated him?
It was a sunny Monday morning. I woke up early to prepare my self for my first day in high school. I wanted everything as perfect as possible, my backpack, my uniform, my shoes, and also my new bicycle. I rode my bicycle to my school, the only high school in our town. How great this building, I thought I was the first student coming to the school today. Front once, which was my favorite desk. From this desk I could hear the teacher well, had no chance to sleep or cheating with friends or saw anyone else. So, I could study with full concentration. Suddenly, Andre was across in my mind. Did he register to high school? Could his mother pay the school fee? I didn’t know why I thought about him, I couldn’t stop to thought about him.
A minute later, I realized that I shouldn’t worry about him. He even might do not know who I am. However, I couldn’t deny that I cared about him. The teacher entered the class, he looked around and I saw fast motion of his mouth as he counted the students. Then hiss forehead wrinkled, he was look like searching one student more. I hoped that one was Andre. In the last minute, a student knocked the door from outside and asked the teacher whether he may come in or not. “I hope that is you, Andre...” I whispered. He came in and apologized to the teacher, how he was a polite person. When he was turning and looking for an empty desk, I was surprised. He was Andre! I was very happy, I wanted to shouting but I knew that I may not. I did not know why did I feel today was perfect.
It was the third month in high school. I have been waiting for a moment to talk with him. Bertha said that I was insane because I wanted to get closer with someone who everyone else avoided. That day, I started the conversation with a silly thing. I asked him to help me in math, meanwhile entire the class knew that Andre always got D in math. He become mad and spoke loudly to me, he even screamed. How stupid I was. We did not talk almost a week after that, I even had had no bravery to saw at him. Until one day, he said sorry that he had too rude at me. I wanted to smile and told him that was okay, but a devil on my left whispered “He has to pay for your sorry, sweetie. He was hurting you…” On other side, an angel whispered “No girl, don’t do that. Just ask him to be your friend…” At last, I jut asked him to ride me home after school for a month and he agreed. In first week, he just rode my bicycle without said anything. In the next week, he said “Your bicycle is nice, I enjoy riding it…” That was the sentence that made me sure that he was my friend.
Andre was a nice guy. He taught me many things about life. He looks different when he was with me. He wasn’t a silent person like what I had watched so far, he was talkative. He enjoyed talking with me, he even talk and shared with me without I asked. Step by step I was getting know him more. Then I knew why people hated him. People suspected him as a cold blood murder. He was an alcoholic and used to consume drugs. One day, his friends and he were in a party. They were drunk and lose control. One of his friend, Peter, over doses and died, his parent blamed Andre for his death. Soon that issue spread out to entire the town, as the result people also blamed him. I didn’t believe that until he invited me to come with him to Peter’s grave. I was dizzy, I couldn’t believe that a nice person such Andre had a past as dark as he told me.
As he told me, we agreed not to talk about his past anymore. I confused, did he told me the truth? If he did, did I chose a wrong guy as a friend? No, I didn’t! I knew he was a good man, I had seen the proofs. Our life went on. More I spent days with Andre, more I realized that he was a good person, no, he was a great person. He was being so strong to kept move on thought he was alone. I was glad to be his friend, where was Andre, there was me. Yea, we had had a lot of time to meet. We were classmate, we were neighboring, and we were best friend! I didn’t care about his past, and he didn’t care about my angry face when he got D on math (for hundreds time). No friendship as beautiful as we built, I bet for that.
After few months, I felt something changed. Andre tried to stay away from me without any explanation. He didn’t want to talk with me anymore. Every time I started a conversation, he always avoided. I asked, he answered. He spoke loudly and rude, just like the first time I asked him about math. He preferred to go home on foot than riding bicycle with me. I was confused, sad, and disappointed. What was wrong him? Andre just told me that he wanted to be alone for a moment.
Mr. Nicholas, our math lecturer, gave back our answer sheet in last exam. With this letter B, I could ask new shoes to my dad. Most of students look sad and disappointed. In the backward, I saw Andre folded an airplane from using his paper and flew it away trough the window. I dared to bit that he got D again; I saw that letter through his eyes. When the class was over, I drew near his desk. I asked him if he want a sandwich. He just glanced at me for a while then left me without say anything. I didn’t know how many times he didn’t ask about my mark. Andre changed, he lost his spirit. He just drew graffiti on his book during the class, didn’t what to say when the teacher asked him a question, and he didn’t attend his final term for football team selection.
On the way home, I offered him to ride my bicycle. I guessed that he would refuse me, and he did. I rode my bicycle accompanying him walking. He kept walking and silent. I started to talk, but that was my first big mistake. I asked him about his paper. He stopped walking and he said that he knows that I love math, and he asked me to leave him alone because he is not good in math. I thought it was the moment I became hate math too. His emotion was burst. Then he told me that he would tell me what happened to him if I promise not to get close anymore with him. It was my second big mistake, I agreed his offer. He said that people were getting hate me for being his friend. He didn’t want me to be hated because he exactly knew how hard to live alone, and he didn’t want me experience it too. He pushed me down from my bicycle and run away. I didn’t know what to say, I’m frozen on the ground beside my pinky bicycle. That was my third mistake; I was letting him go while he was down. Oh God, he cares about his friend. That was another proof that he was a good person.
It was silly not to talk with classmate, a man who went home to the same direction with me, and our home parted few blocks only. Three months elapsed. There was big news in school: a student dropped out for a big case. Was he Andre? If that student was him, what did he do? I hoped that wasn’t him. In the class, I asked Martha who was that poor student. She said that he was Andre, school security found him in the back yard while he drunk last night. I couldn’t believe that. He had promised to me that he would never touch those things anymore. I met him at his house in the afternoon. He opened the door and took me to the sitting room. We did not say any words for few minutes until I asked him why. He told me that he just needed them, he just wanted to escape. Then I made a conclusion; he did that because of me. I was dizzy suddenly. I asked him to go back to school or move to another school, any school. I forced him to continue his study and show me that he could be the best. He gave me no responds. He opened the door and asked me to go out. In the last minute he said “You were the first person who I smile to in last 3 years, but now I need to leave you, I have to. I’ll move to Green Town next week. I promise that you’ll see that smile again…”
I was so sad and confused. Would he continue his school? Would he fall too deep and never move out again? Would he back to his past? How about his story that he would change? Did he lie? If we meet again someday, would he remember me? I couldn’t stop to think about him but life must go on.
5 years later…
It was my fifth semester in the college. I enjoyed my life here. I stayed far from my parent. I cooked my foods by my own, I washed my clothes by my self, I did everything alone. Even tough college and stayed alone were make me busy, I made some friends in college. I wasn’t a popular student but I loved to socialize and I joined some organizations. I hoped that could help me not to think about my past, about a friendship. I didn’t know it was a beautiful memory or a bad memory, it was complicated.
College never seen in silent event tough it was holiday. I have no plans for vacation this holiday, so I took some addition class. I sat in the main building alley, I was watching for the new students in a light yellow uniform. I remembered about my first day in college. I was look like a girl who gets lost in a wide desert. I even didn’t know where I could get some soft drinks and food. Some senior students were too hard on the new students. I hated that but nothing that I could do to stop it, that was a common. I read a book in my arms, a book of Kahlil Gibran. I thought that could stop me bleed for them but I couldn’t. Then I went out and sat in the park. I saw the same scene, so I turned back and sat behind the tree. How it was so comfort sitting there.
Suddenly, a man with uniform touched my back as he called my name. He smiled to me as he asked me if I had some drinks for him. I frowned and tried to recognize him. He looks familiar to me but I couldn’t remember who he was. “Do you still remember that a boy promise you a smile? Sorry I’m 2 years late to follow you here...” Andre! A senior shouted to call him back to his group before I repay his smile. Something sparkled in my heart and made my face reddish. I asked my friend what time would those new students over today. They would be here until 6 P.M. I looked my watch, it was 11 A.M. I decided to wait him, we would go home together again like we used to.
I felt that I was back to my past again. My best friend, Andre, was back. I asked him how he was in last 4 years. He told me that he got work after he finished high school and saved his money for college. I wonder how could he found a job and save his money with his high school diploma. Then he told me that he went for some jobs to earn more money. Andre was changed in appearance, many changes. He looks tidier. He dressed well, he had his hair cut, and no more piercing, rocker bracelets or ring. He became more adult and wiser. I swore that I would never let him go again. I would never let him alone anymore. I would never do the same mistakes again. I promised for Andre, for me, and for us.
Andre had told me that he love his mother much. She never lets Andre alone. She could wipe Andre’s tear. She was always there for Andre. Andre had had promised that he would make his mother happy ever after. I knew that Andre could make it true because he had a strong willing. He proved me that everybody changes. I was right about one thing; Andre was a nice person and a good friend. People were wrong to judge him because his past. I knew one day people will confess him, esteem him, and respect him.

Early Marriage is not A Good Choice.

Bringing up a family is not a simple thing which could decide in one night. People should prepare everything before getting married. Not only financial, physic, adulthood and knowledge also required for getting married. Some people said getting married in 24 to 26 years old is a good choice, because in these ages people have completed every requirement to be a spouse. People in these ages have a good full-time job, more responsible, wiser, and good in managing financial. However, there are also some people getting married in 16 to 18 years old. In fact, those early married couples are living unhappy, because early marriage has given them many problems. Early marriage is not a best choice for any reasons because it is harmful.

Early marriage is a common in some countries or tribes. People get married when they still 16, 17, or 18 years old. Most of early married couples claim avoids adultery and sins as their reason, some of them said that they were ready to get married because they have a job and thought that they are ready to fulfill their needs by themselves. Culture also one of persuasive reason about early marriage. Adolescents are used to follow what their parent has done before. It is a common in their society to get married early – including their parent, therefore they also get married early. Another reason is parents who surrendered to financial condition decide to arrange a marriage for their children in order to decrease family expenditures. Are those reasons strong enough to get married early? In fact, early marriage snatches their teen-age and changes it with responsibilities of bringing a family up.

Bad emotional link, lack of sense of responsibility, unstable financial condition, and situation of physical which not yet ready might possibly generate new problems after getting married. Many people do not consider about those things. Even if they do, that is not seriously. Hard willingness and pictures about better future have defeated their consideration about disadvantages of early marriage. So that, teenagers and parents are need to know the disadvantages of early marriage to avoid any risks of it.

Adolescents are not yet adult enough to live together as a family, they are easy to be bored, used to be free, and curious. As we know, teenagers are interested to find new things and experiences to avoid sense of bore about daily common activities and habits. They like to joy themselves more than anything else, they even forget their responsibility easily for having fun. This case most happen to the men, they will push their spouse aside and gives more attention to the new things which they have just found. Home is not a comfort place anymore; they will spend much more time outside. As the result, they will be passed over their spouse and do not fulfill their family necessity. The worst possibility is, they will looking for another woman and divorce their spouse. Of course it is very hard to their spouse to go on their life as widow, more than anything else have owned child.

When a couple feel bore each other, their communication will getting worst sooner. This condition will bring them to be selfish; they put their own necessity as first priority, unwilling to start a conversation, and keep doing their bad habits without consider the effects. For example, a young man who used to smoke will not lessen his habit to fulfill necessities of his family if his wife does not ask him with correct words and which he can accept. A wife who used to spend a lot of money for shopping will keep her common if her husband can not talk to her and suggest her to manage financial wiser. It is not easy for teenager to build a good communication, because basically they are selfish, hard to sharing, and thought themselves are the main priority.

In a family, people will face of many problems. Patience is the key from of figure out problems and it is one of most adolescents do not have yet. They are impatience in face of problem, simple problems and also big problems. They easy to be hopeless when, more than anything else their spouse does not help much. When their patience used up, they will be angry easily and moreover looking for someone to be blamed. No one else will be suspected to make them angry and assumed to make mistakes except their own spouse. Unfortunately, that actions do not giving any good result and the problems are still unsolved. Moreover, there will be other problems when both of them getting angry, blaming each other, do not want to give in one another. Two impatience people can not live together, because they can be angry easily, and waste much time to argue each other.

When we talk about a family, we will continue to talk about living together, having babies, and sharing affection. People in 16 to 18 years old might possibly to share affection as husband and wife, but physically they – women – are not ready yet for having a baby. In biological science, is it is true mentioned that women who have experienced of menstruation are ready to pregnant and bear a baby, but it is still very risky to adolescent for that. Many cases found about defect babies who was born from mothers who are still very young. Those cases are because of teens’ womb is not formed perfectly yet, it can not give a good nutrition for the baby. Being pregnant in a very young ages provide high risks. A very young mother also gristle of miscarriage, many babies of teens’ die when borne, even the mother is possibly to be die too. In short, it is not a good idea to let a very young girl to get married, get pregnant, and bare a baby because it is very, very risky.

Even they bared a baby and passed all the risks, there still others possibility that perhaps worse for their baby and themselves. A young mother have no experiences about bring a baby up yet. The baby can be uncared because she does not know yet how to look after a baby well. Their habits before married also influence the baby growth. She not used to wakes up at midnight to change her baby’s wet pants, she do not know how to bathing the baby correctly and the baby might be dislocated or sprained. She perhaps gets panic when her baby is fever and keeps crying, then she can not thinking clearly and at last she do nothing for the baby. Not only that, the baby can be lack of nutrition and growth unstable. The young mother does not know well about her baby need for nutrition, she has no idea about immunization or Children Health Center. As the result, the baby can not grow better.

The most important thing that people should consider is financial. Nowadays, things and goods are very expensive. Meanwhile they need to earn money for food, household equipments, health facilities, clothes, entertainment, etc. Get married mean ready to live and manage your own life with your partner (husband or wife). Early married couple average ages are 16 to 18, which mean they did not finish their high school or at least they are educated until high school only. With high school diploma only, it will be very hard for them to find a good job with good wages. Therefore, they can not earn enough money to fulfill their necessities. In conclusion, they will live with misery, failed to fulfill necessity, and unhappy.

Adolescent also have problem about managing financial. Basically, teens are interested to spend much more money for fun than for other necessity. Most of them hard to decide which things are important and which are not. They are not used to make a list of expenditures, because they are used to get money from their parent and they can ask for more if they run out of money. When they earn they own money (not much of course) that should be enough for a month, they can use them up in two weeks. As the result, they will be in trouble during the rest two weeks. Base on sense of pity, their parent come and give them a hand by assisting their finance. Of course it is not effective to teach tem to be wiser, instead they be accustomed with that aid and lazy to work.

Living in a new family, people also consider about a better future. There are many ways to arrange a brighter future; saving money, invest money to enterprise or company, or start an own business. However, saving money is the most common way that people do to prepare their future. For early married couple with poor salary and unable to manage expenditure, save any money for their future is almost impossible. Meanwhile, their salary is only enough for their daily need. They will have children and that will need money, they need to save their money for their children’s education, health, and also to enlarge their house or to expand their business. If they can not save any money, that mean their life will not much better than today, they can not make any changes. Instead, their life might be worse in the next few years. It is impossible for them to save their money as long as they just make a little money, unable to manage money well, and their expenditure is much more than their income.

Finally, we can conclude that early marriage generate more disadvantages than advantages. It makes teens face many problems in their life, snatches their happy life, and bring them into a hard life. Early marriage also gives nothing to adolescent in their future. It will better for us to consider the bad effects before decide get marry earlier. However, early marriage is not a good choice for teenagers.

CHANGING YOUR HABITS IS EFFECTIVE TO IMPROVE YOUR MOTIVATION FOR ENGLISH

All non English speaking students in all over the world learn how to speak English well. The problem is; most of them do not know what their motivations exactly are. As the result, they get lost and gain their goal slowly, and even worst they got nothing. There are varieties causes of these problems. The less qualified teachers, lack of books and study materials, less supported environment, less self-confidence, and unsupported friends are probably cause this problem. However, students’ selves confidences is the most influential thing that need to be increased. The rest of this essay will describe you some good habits as suggested strategies which effective to improve motivation for English.
First, imagine you can talk to native speakers just as you talk in Indonesian. You know that all people around you, especially your schoolmates, wanted to have good English. Therefore, I expect you to talk to them in English like the way you talk in your first language. You also need to believe in your ability and realize that you have already well in English. You have already learnt English since you were in Elementary School that means you have already known English. All that you need to do is pushing your self to use it as often as possible. More you use English, more your skills improve. Besides increase yours, using English more often also helps to improve your schoolmate English too. In short, you should try to speak in English as often as possible.

The next strategy that you should do is talk to people about English. This is a very simple method, but it is very effective. Here is how it works: You usually talk about things that interest you. The opposite is true, too. If you start talking about a boring subject, you will begin to get interested in it. Imagine you are studying a subject that you hate. You are bored and tired, but you have to pass the test tomorrow. If there are people near you, you have two options: you can tell everybody how much you are suffering or you can tell those people about the things you have learned. If you choose the first option, you will only feel worse. If you choose the second option, and start a conversation on the "boring" subject, you will begin to look at it in a very different way. Suddenly it will become a subject worth talking about — therefore, an interesting subject. As the result, you will begin to like it and learn about it faster and faster.
The third one is try to find friends who also have hard willing to learn English. If you can find a friend who is learning English and is on a similar level of skill, you will be in an excellent situation: you will have someone to talk about English with. These conversations will increase your interest in English. Learning English will be easier, because you will be able to discuss your problems with your friend. You will study English more, because you will want to be better than your friend is. You should meet your friend regularly. Ideally, he/she should live near you, or go to the same school as you. If you absolutely cannot find anybody willing to learn English with you, you can try to find somebody by e-mail. This is a worse solution: your conversations will probably be less frequent, and it is difficult to compete with someone who you do not know well. However, making more friends can help you much to increase your willing to learn English.
Next, you need to spend some money for English. If you spend your money on something, you will want to use it. For example, if you buy an expensive football shoes, you will probably go out and play football every day. This rule is also true for learning English. If you want to increase your desire to learn English, buy a new dictionary, an interesting English-language book, English-language magazines, English-language novels, etc. The idea is simple: You paid for it, so you will want to use it, and you will improve your English. There is a problem with this method. It only works for a short time. You usually lose your desire to learn English after a few days. To keep learning, you would have to buy something every week. However, this method is helpful, because it gives you an impulse to start learning. For example, if you buy a dictionary of phrasal verbs, you will probably learn some words from it. Then you should try to use them. For example, write an e-mail message with these words. This will increase your motivation, and you will learn more.
The last important thing is you have to remember that learning English requires action. We have heard this many times. One small action is more powerful than reading hundreds of articles. We know it is very hard to do things, even if they are good for us. We humans are lazy creatures. That is why not many people speak English well. Still, we hope you can do the things above in your English learning method — not only read about them. You will be successful only if you change something about your life.

Improving Students’ English Ability through Loneliness

Some students have problems to develop their English ability because of less supported environment. They can not focus to the goal in crowded, much noisy, and too many ideas from others. For example, a student can not focus to his / her speaking practice while his / her friends are turning the music loudly. There are some options to solve those problems, one of them is loneliness. Practicing by own self may help us to improve their English ability. The purpose is to concentrate. In other words, students also need to be alone to get more concentration in order to improve their English abilities, such as reading skill, writing skill, listening skill, and, speaking skill.

No body wants to study in such inconvenience place and situation, there are many disadvantages of its. When they write some thing in English, for example, it will be hard for them to manage our ideas because there are also many ideas that should be considered from others. As the result, they might be stuck wasting their time to consider that ideas. Some time they need to be confident and believe in their own decision. They can learn how to make a good decision through loneliness.



Even if they can practice in crowded, it will not work to improve their skills. It is not easy to get concentration in crowded. People’s voices or any attractive events are possible to divert their attention. They may lose their concentration, can not practice well and they will get nothing. They need to take their self to a quiet place and situation; getting alone. When they practice their English skills by their self, they will get more concentration. Concentration is the key to be success to improve English ability. They do not have to be alone all day long, but an hour each day is enough for them. Practice orderly in a supported situation (loneliness) can help them gain their skills.

If they concentrate, the next advantage that they can get from loneliness is a clear mind. They are able to think clearly in a good concentration. The purpose is to make ideas appear faster and brighter, so that they can improve their ability. More concentration can they gain more ideas can they get. For example, ideas can appear when they think clearly and focus to their goal when they try to write something in English. Not in writing only, this theory also works in reading, speaking, and listening, because those things are related each other.






Some students are difficult to speak in front the public or class, they usually refuse when the teacher ask them to speak in English in front the class. It is because of they are ashamed and do not believe in their ability. They are worry about making mistakes because they never know their speech ability. To solve this problem, students should have practiced by their own selves. Practice to speaking by their own self can increase their self confidence, so that they will not be ashamed to speak in front the public or class. The aim of practice speaking alone is to make students common to speak in English.

Loneliness also gives us a chance to look back to our mistakes before. We can take a deep breath and try to remind whole things that make us slower in developing our English ability. After we make a list of those disturbing things, we should arrange a fully organized schedule to avoid them. When we accomplished our goal to avoid mistakes and figured out our problems, we can study, practice, and improve our skills soon.

All students want to have better English ability, they keep trying to solve their problems while studying and practicing. Loneliness is one of helpful methods, it can help student to get more concentration, think clearly, be more confidence, and introspect their mistake. It is very useful in order to improve English skills such as writing, reading, listening, and speaking ability. In other words, students also need to study and practice by their own selves to develop their English skills.

Improving your motivation for learning English

In this article, we share our techniques for improving your motivation for learning English as a foreign language. We used them all the time when we were learning English and we still use them when we need to boost our motivation in areas other than English.

Imagine yourself in the future

Imagine you can talk to native speakers just like you talk in your first language. Imagine other people wanting to speak English as well as you do. Imagine the possibility of writing e-mail to people from all over the world.

It is helpful to read an article about the advantages of knowing English well. There are two such articles on Antimoon: Why learn English and English makes you feel good.

You should know that it is possible to learn English really well. Just look at other people who have done it.

Remember that you are already good

You already know some English (you're reading an article in English right now). That's a big success! Now it's time for more successes. Time to start using powerful methods of effective learning. Time to gain an impressive knowledge of English.

Remember there is a lot that you don't know

You are good, but your English probably isn't perfect. You probably can't understand English-language TV, read books in English, talk to native speakers easily, write letters without mistakes, etc.

You should never think your English is perfect. Even if you are the best student in your class, always try to find your weak areas and work on them. When you've learned to speak English well, your problems will be quite small: punctuation, rarely used grammar structures, rare words, understanding "street language". Right now, your problems are probably more basic: mistakes in pronunciation, small vocabulary, grammar problems with the present perfect tense and conditional structures.

Use your English whenever you can

This is very, very important. The more you use English, the more you will want to learn it.

Because English is so popular, you can use it everywhere. You can use Google to find English-language websites with interesting information, you can watch American cartoons, you can play adventure games on your computer, you can read interesting books in English, or you can do other things that we write about.

If you do these things, you will not only have fun and learn English. If you see that a new English word lets you understand your favorite TV show (or communicate with people, or beat a computer game), you will want to learn more words. So you will learn English more, use it more, learn it more, use it more... If you also use effective learning methods, your English will grow faster than you can imagine.

Talk to people about English

This is a very simple method, but it is very effective. Here's how it works:

You usually talk about things which interest you. But the opposite is true, too. If you start talking about a boring subject, you will begin to get interested in it.

Imagine you are studying a subject that you hate. You are bored and tired, but you have to pass the test tomorrow. If there are people near you, you have two options: you can tell everybody how much you are suffering or you can tell those people about the things you've learned. If you choose the first option, you will only feel worse.

If you choose the second option, and start a conversation on the "boring" subject, you will begin to look at it in a totally different way. Suddenly it will become a subject worth talking about — therefore, an interesting subject.

How can you begin such a conversation? If you're studying English, you can surprise another person by talking to him/her in English. Say (in English): Hi, I'm studying English and I hate it. Or you can say (in your first language): Hey, I've learned 50 English words today. Do you know what's the English word for ...? If there are no people near you, you can telephone or send an e-mail message to your friend.

What will your friends say? Probably they won't be very interested, but it doesn't matter! The important thing is this: After talking about English, you will study it with much more passion. Try it.

Find a friend who is learning English

If you can find a friend who is learning English and is on a similar level of skill, you will be in an excellent situation:

* you will have someone to talk about English with. These conversations will increase your interest in English, as explained in the previous section.
* learning English will be easier, because you will be able to discuss your problems with your friend.
* you will study English more, because you will want to be better than your friend. :-)

You should meet your friend regularly. Ideally, he/she should live near you, or go to the same school as you. If you absolutely can't find anybody willing to learn English with you, you can try to find somebody by e-mail. This is a worse solution: your conversations will probably be less frequent, and it is difficult to compete with someone who you don't know well.

Spend some money on learning English

If you spend your money on something, you will want to use it. For example, if you buy an expensive tennis racket, you will probably go out and play tennis every day.

This rule is also true for learning English. If you want to increase your desire to learn English, buy a new dictionary, an interesting English-language book, English-language cable TV, etc. The idea is simple: You paid for it, so you will want to use it, and you will improve your English.

There is a problem with this method. It only works for a short time. You usually lose your desire to learn English after a few days. To keep learning, you would have to buy something every week!

However, this method is helpful, because it gives you an impulse to start learning. For example, if you buy a dictionary of phrasal verbs, you will probably learn some words from it. Then you should try to use them. For example, write an e-mail message with these words. This will increase your motivation (as explained before), and you will learn more.

Read Unlimited Power by Anthony Robbins

Anthony Robbins' book Unlimited Power: The New Science of Personal Achievement gives excellent advice on how to achieve any kind of goal. This book has changed the lives of many people, so you might want to take a look at it.
Remember that learning English requires action

We have said this many times. One small action is more powerful than reading hundreds of articles. Yes, we know it is very hard to do things, even if they are good for us. We humans are lazy creatures. That is why not many people speak English well.

Still, we hope you can do the things we talk about in our English learning method — not only read about them. You will be successful only if you change something about your life.

Don't put it off. Begin now.

Tag question

A tag question (also: question tag) is a grammatical structure in which a declarative statement or an imperative is turned into a question by adding an interrogative fragment (the "tag"). The term "tag question" is generally preferred by American grammarians, while their British counterparts prefer "question tag".
Forms and uses

In most languages, tag questions are more common in colloquial spoken usage than in formal written usage. They can be an indicator of politeness, emphasis, or irony. They may suggest confidence or lack of confidence; they may be confrontational or tentative. Some examples showing the wide variety of structure possible in English are:
• Open the window, will you?
• She doesn't really want those apples, does she?
• You'd better stop now, hadn't you?
• So you thought it would be a good idea to reprogram the computer, did you?
• It's quite an achievement, isn't it, to win a Nobel prize!
• Oh I must, must I?
• I just adore Beethoven, don't you?
• I'm coming with you, all right?
• You've been there, right?
• Easier said than done, eh?
• You went there, no?

Some languages have a fixed phrase for the tag question, such as Russian не правда ли? (not true?), French n'est-ce pas? ("is it not?") and German nicht wahr? or simply oder?. Standard English tag questions, on the other hand, are constructed afresh for every sentence, and are therefore quite variable: have I? did you? won't we? etc. A similar pattern is found in the Celtic languages. A tag question need not have the grammatical form of a question (will you?); an adverb or adverbial may serve the purpose instead: right? all right? surely? OK? eh? German often uses oder? ("or") and ja? ("yes") as tag questions.

Care should be taken by the confident speaker to make certain that any tag questions are not mistaken for a leading question. The frequency with which Londoners use isn't it sounds strange to American ears and can be mistaken for manipulation.
Tag questions in English

English tag questions, when they have the grammatical form of a question, are atypically complex, because they vary according to four factors: the choice of auxiliary, the negation, the intonation pattern and the emphasis.

Auxiliary

The English tag question is made up of an auxiliary verb and a pronoun. The auxiliary has to agree with the tense, aspect and modality of the verb in the preceding sentence. If the verb is in the perfect tense, for example, the tag question uses has or have; if the verb is in a present progressive form, the tag is formed with am, are, is; if the verb is in a tense which does not normally use an auxiliary, like the present simple, the auxiliary is taken from the emphatic do form; and if the sentence has a modal auxiliary, this is echoed in the tag:
• He's read this book, hasn't he?
• He read this book, didn't he?
• He's reading this book, isn't he?
• He reads a lot of books, doesn't he?
• He'll read this book, won't he?
• He should read this book, shouldn't he?
• He can read this book, can't he?

A special case occurs when the main verb is to be in a simple tense. Here the tag question repeats the main verb, not an auxiliary:
• This is a book, isn't it?
(Not doesn't it?, as the normal rules for present simple would suggest.)

If the main verb is to have, either solution is possible:
• He has a book, hasn't he?
• He has a book, doesn't he?

Negation
English tag questions may contain a negation, but need not. When there is no special emphasis, the rule of thumb often applies that a positive sentence has a negative tag and vice versa:
• She is French, isn't she?
• She's not French, is she?

These are sometimes called "balanced tag questions". However, it has been estimated that in normal conversation, as many as 40%-50%[1] of tags break this rule. "Unbalanced tag questions" (positive to positive or negative to negative) may be used for ironic or confrontational effects:
• Do listen, will you?
• Oh, I'm lazy, am I?
• Jack: I refuse to spend Sunday at your mother's house! Jill: Oh you do, do you? We'll see about that!
• Jack: I just won't go back! Jill: Oh you won't, won't you?
Patterns of negation can show regional variations. In North East Scotland, for example, positive to positive is used when no special effect is desired:
• This pizza's fine, is it? (standard English: This pizza's delicious, isn't it?)

Note the following variations in the negation when the auxiliary is the I form of the copula:
• England (and America, Australia, etc.): Clever, aren't I?
• Scotland/Northern Ireland: Clever, amn't I?
• nonstandard dialects: Clever, ain't I?

Intonation
English tag questions can have a rising or a falling intonation pattern. This is contrasted with Polish, French or German, for example, where all tags rise. As a rule, the English rising pattern is used when soliciting information or motivating an action, that is, when some sort of response is required. Since normal English yes/no questions have rising patterns (e.g. Are you coming?), these tags make a grammatical statement into a real question:
• You're coming, aren't you?
• Do listen, will you?
• Let's have a beer, shall we?

The falling pattern is used to underline a statement. The statement itself ends with a falling pattern, and the tag sounds like an echo, strengthening the pattern. Most English tag questions have this falling pattern.
• He doesn't know what he's doing, does he?
• This is really boring, isn't it?

Sometimes the rising tag goes with the positive to positive pattern to create a confrontational effect:
• He was the best in the class, was he? (rising: the speaker is challenging this thesis, or perhaps expressing surprised interest)
• He was the best in the class, wasn't he? (falling: the speaker holds this opinion)
• Be careful, will you? (rising: expresses irritation)
• Take care, won't you? (falling: expresses concern)
Sometimes the same words may have different patterns depending on the situation or implication.
• You don't remember my name, do you? (rising: expresses surprise)
• You don't remember my name, do you? (falling: expresses amusement or resignation)
• Your name's Mary, isn't it? (rising: expresses uncertainty)
• Your name's Mary, isn't it? (falling: expresses confidence)
It is interesting that as an all-purpose tag the London set-phrase innit (for "isn't it") is only used with falling patterns:
• He doesn't know what he's doing, innit?
• He was the best in the class, innit?

On the other hand, the adverbial tag questions (alright? OK? etc.) are almost always found with rising patterns. An occasional exception is surely.

Emphasis
English tag questions are normally stressed on the verb, but the stress is on the pronoun if there is a change of person.
• I don't like peas, do you?
• I like peas, don't you?
This is often a rising tag (especially when the tag contains no negation), or the intonation pattern may be the typically English fall-rise.
In French, this would be expressed with et toi?, which is also a kind of tag question.

Variant forms
There are a number of variant forms that exist in particular dialects of English. These are generally invariant, regardless of verb, person or negativity.
The tag right? is essentially equivalent to the Spanish ¿verdad?. It is common in a number of dialects across the UK and US.
The tag eh? is of Scottish origin, and can be heard across much of Scotland, New Zealand, Canada and the North-Eastern United States. In Central Scotland (in and around Stirling and Falkirk), this exists in the form eh no? which is again invariant.

False tag in Welsh English

It is often erroneously assumed that Welsh speakers of English use a tag question to make an emphatic statement, eg: Lovely day, isn't it?
However, this is instead a cleft sentence of the form: Lovely day, is in it.
This has its roots in the Welsh language, and this type of cleft features in all extant Celtic languages. The lack of verb at the start of this construction coupled with the lack of rising intonation mark this as distinct from tag questions, which are used in Welsh English in the same manner as the majority of the UK.

Tag questions in the Celtic languages
Like English, the Celtic languages form tag questions by echoing the verb of the main sentence. The Goidelic languages, however, make little or no use of auxiliary verbs, so that it is generally the main verb itself which reappears in the tag. Some examples from Scottish Gaelic:
• Is toil leat fìon, nach toil? - You like wine, don't you?
• Tha i breagha an diugh, nach eil? - It's nice today, isn't it?
• Chunnaic mi e, nach fhaca? - I saw him, didn't I?
(Here, eil and fhaca are dependent forms of the irregular verbs tha and chunnaic.)
In Welsh, a special particle is used to mark tag questions, which are then followed by the inflected form of the verb:
• Mae hi'n bwrw glaw heddiw, on'd ydy? - It's raining today, isn't it?
• Canodd y bobl, on' do? - The people sang, didn't they?
• Doi di yfory, on' doi? - You'll come tomorrow, won't you?

How to write an effective application letter

1. Specifically state what it is that you are applying for or interested in applying for (e.g., the position, appointment, student or other visa, extension on a deadline, loan, credit card, etc.).

2. Identify the reason that you are applying. Be as specific as possible.

3.Give the reasons that you feel you merit or qualify for the position or object/thing you are applying for, if applicable (e.g., your goals, experience, qualifications or accomplishments, positive traits, and so forth).

4.Identify what you hope to accomplish by sending your letter and the action you would like the recipient to take.

5. Indicate the date by which you would like a response to your letter or by which you would like the action to be taken.

6.Refer to any other documents you have included with your letter, such as application or other forms, letters of recommendation, resume, examples of your work, etc.

7.Include a request for any information you would like to be sent, if applicable.

8.Include your contact information, such as e-mail address or phone number where you can most easily be reached and the time(s) when you available for calls, etc.

9.Close your letter by sincerely thanking the person for his/her time or for any assistance he/she can give you.

Literary Periods of British & American Literature

Periods of British Literature:

450-1066: Old English (or Anglo-Saxon) Period
1066-1500: Middle English Period
1500-1660: The Renaissance
1558-1603: Elizabethan Age
1603-1625: Jacobean Age
1625-1649: Caroline Age
1649-1660: Commonwealth Period (or Puritan Interregnum)
1660-1785: The Neoclassical Period
1660-1700: The Restoration
1700-1745: The Augustan Age (or Age of Pope)
1745-1785: The Age of Sensibility (or Age of Johnson)
1785-1830: The Romantic Period
1832-1901: The Victor ian Period
1848-1860: The Pre-Raphaelites
1880-1901: Aestheticism and Decadence
1901-1914: The Edwardian Period
1910-1936: The Georgian Period
1914-1945: The Modern Period
1945-present: Postmodern Period
The Old English Period or the Anglo-Saxon Period refers to the literature produced from the invasion
of Celtic England by Germanic tribes in the first half of the fifth century to the conquest of England in
1066 by William the Conqueror.

During the Old English Period, written literature began to develop from oral tradition, and in the eighth
century poetry written in the vernacular Anglo-Saxon (also known as Old English) appeared. One of the
most well-known eighth century Old English pieces of literature is Beowulf, a great Germanic epic
poem. Two poets of the Old English Period who wrote on biblical and religious themes were Caedmon
and C ynewulf.

The Middle English Period consists of the literature produced in the four and a half centuries between
the Norman Conquest of 1066 and about 1500, when the standard literary language, derived from the
dialect of the London area, became recognizable as "modern English."

Prior to the second half of the fourteenth century, vernacular literature consisted primarily of religious
writings. The second half of the fourteenth century produced the first great age of secular literature. The
most widely known of these writings are Geoffrey Chaucer's The Canterbury Tales, the anonymous Sir
Gawain and the Green Knight, and Thomas Malory's Morte d'Arthur.
While the English Renaissnace began with the ascent of the House of Tudor to the English throne in
1485, the English Literary Renaissance began with English humanists such as Sir Thomas More and
Sir Thomas Wyatt.

In addition, the English Literary Renaissance consists of four subsets: The Elizabethan Age, the
Jacobean Age, the Caroline Age, and the Comm onwealth Period (which is also known as the Puritan
Interregnum).

The Elizabethan Age of English Literature coincides with the reign of Elizabeth I, 1558 - 1603. During
this time, medieval tradition was blended with Renaissance optimism. Lyr ic poetry, prose, and drama
were the major styles of literature that flowered during the Elizabethan Age. Some important writers of
the Elizabethan Age include William Shakespeare, Christopher Marlowe, Edmund Spenser, Sir Walter
Raleigh, and Ben Jonson.


The Jacobean Age of English Literature coincides with the reign of James I, 1603 - 1625. During this
time the literature became sophisticated, sombre, and conscious of social abuse and rivalry. The
Jacobean Age produced rich prose and drama as well as the King James translation of the Bible.
Shakespeare and Jonson wrote during the Jacobean Age, as well as John Donne, Francis Bacon, and
Thomas Middleton.

The Caroline Age of English Literature coincides with the reign of Charles I, 1625 - 1649. The writers
of this age wrote with refinement and elegance. This era produced a circle of poets known as the
"Cavalier Poets" and the dramatists of this age were the last to write in the Elizabethan tradition.

The Commonwealth Period, also known as the Puritan Interregnum, of English Literature includes
the literature produced during the time of Puritan leader Oliver Cromwell. This period produced the
political writings of John Milton, Thomas Hobbes' political treatise Leviathan , and the prose of Andrew
Marvell. In September of 1642, the Puritans closed theatres on moral and religious grounds. For the next
eighteen years the theatres remained closed, accounting for the lack of drama produced during this time
period.
The Neoclassical Period of English literature (1660 - 1785) was much influenced by contemporary
French literature, which was in the midst of its greatest age. The literature of this time is known for its
use of philosophy, reason, skepticism, wit, and refinement. The Neoclassical Period also marks the first
great age of English literary criticism.

Much like the English Literary Renaissance, the Neoclassical Period can be divided into three
subsets: the Restoration, the Augustan Age, and the Age of Sensibility.

The Restoration, 1660 - 1700, is marked by the restoration of the monarchy and the triumph of reason
and tolerance over religious and political passion. The Restoration produced an abundance of prose and
poetry and the distinctive comedy of manners known as Restoration comedy. It was during the
Restoration that John Milton published Paradise Lost and Paradise Regained. Other major writers of
the era include John Dryden, John Wilmot 2 Ear l of Rochester , and John Locke.
nd
The English Augustan Age derives its name from the brilliant literary period of Vergil and Ovid under
the Roman emperor Augustus (27 B.C. - A.D. 14). In English literature, the Augustan Age, 1700 - 1745,
refers to literature with the predominant characteristics of refinement, clarity, elegance, and balance of
judgement. Well-known writers of the Augustan Age include Jonathan Swift, Alexander Pope, and
Daniel Defoe. A significant contribution of this time period included the release of the first English
novels by Defoe, and the "novel of character," Pamela, by Samuel Richardson in 1740.

During the Age of Sensibility, literature reflected the worldview of Enlightenment and began to
emphasize instict and feeling, rather than judgment and restraint. A growing sympathy for the Middle
Ages during the Age of Sensibility sparked an interest in medieval ballads and folk literature. Another
name for this period is the Age of Johnson because the dominant authors of this period were Samuel
Johnson and his literary and intellectual circle. This period also produced some of the greatest early
novels of the English language, including Richardson's Clarissa (1748) and Henry Fielding's Tom Jones
(1749).

The Romantic Period of English literature began in the late 18th century and lasted until approximately
1832. In general, Romantic literature can be characterized by its personal nature, its stong use of feeling,
its abundant use of symbolism, and its exploration of nature and the supernatural. In addition, the
writings of the Romantics were considered innovative based on their belief that literature should be
spontaneous, imaginative, personal, and free. The Romantic Period produced a wealth of authors
including Samuel Taylor Coleridge, William Wordsworth, Jane Austen, and Lord Byron.
It was during the Romantic Period that Gothic literature was born. Traits of Gothic literature are dark
and gloomy settings and characters and situations that are fantasic, grotesque, wild, savage, mysterious,
and often melodramatic. Two of the most famous Gothic novelists are Anne Radcliffe and Mary Shelley.


The Victorian Period of English literatur e began with the accession of Queen Victoria to the throne in
1837, and lasted until her death in 1901. Because the Victorian Period of English literature spans over
six decades, the year 1870 is often used to divide the era into "early Victorian" and "late Victorian." In
general, Victorian literature deals with the issues and problems of the day. Some contemporar y issues
that the Victorians dealt with include the social, economic, religious, and intellectual issues and
problems surrounding the Industrial Revolution, growing class tensions, the early feminist movement,
pressures toward political and social reform, and the impact of Charles Darwin's theory of evolution on
philosophy and religion. Some of the most recognized authors of the Victorian era include Alfred Lord
Tennyson, Elizabeth Barrett Browning, her husband Robert, Matthew Arnold, Charles Dickens,
Charlotte Brontë, George Eliot, and Thomas Hardy.

Within the Victorian Period, two other literary movements, that of The Pre-Raphaelites (1848-1860)
and the movement of Aestheticism and Decadence (1880-1900), gained prominence.

In 1848, a group of English artists, including Dante Gabriel Rossetti, formed the "Pre-Raphaelite
Brotherhood." It was the aim of this group to return painting to a style of truthfulness, simplicity, and
religious devotion that had reigned prior to Raphael and the high Italian Renaissance. Rossetti and his
literary circle, which included his sister Christina, incorporated these ideals into their liter ature, and the
result was that of the literary Pre-Raphaelites.

The Aestheticism and Decadence movement of English literature grew out of the French movement of
the same name. The authors of this movement encouraged experimentation and held the view that art is
totally opposed "natural" norms of morality. This style of literature opposed the dominance of scientific
thinking and defied the hosility of society to any art that was not useful or did not teach moral values. It
was from the movement of Aestheticism and Decadence that the phrase art for art's sake emerged. A
well-known author of the English Aestheticism and Decadence movement is Oscar Wilde.

The Edwardian Period is named for King Edward VII and spans the time from Queen Victoria's death
(1901) to the beginning of World War I (1914). During this time, the British Empire was at its height and
the wealthy lived lives of materialistic luxury. However, four fifths of the English population lived in
squalor. The writings of the Edwardian Period reflect and comment on these social conditions. For
example, writers such as George Bernard Shaw and H.G. Wells attacked social injustice and the
selfishness of the upper classes. Other writers of the time include William Butler Yeats, Joseph Conrad,
Rudyard Kipling, Henry James, and E.M. Forster.

The Georgian Period refers to the period of British Literature that is named for the reign of George V
(1910-36). Many writers of the Edwardian Period continued to write during the Georgian Period. This
era also produced a group of poets known as the Georgian poets. These writers, now regarded as minor
poets, were publihed in four anthologies entitled Georgian Poetry, published by Edward Marsh between
1912 and 1922. Georgian poetr y tends to focus on rural subject matter and is traditional in technique and
form.

The Modern Period applies to British literature written since the beginning of World War I in 1914. The
authors of the Modern Period have experimented with subject matter, form, and style and have
produced achievements in all literary genres. Poets of the period include Yeats, T.S. Eliot, Dylan
Thomas, and Seamus Heaney. Novelists include James Joyce, D.H. Lawrence, and Virginia Woolf.
Dramatists include Noel Coward and Samuel Beckett.

Following World War II (1939-1945), the Postmodern Period of British Literature developed.
Postmodernism blends literary genres and styles and attempts to break free of modernist forms.

While the British literary scene at the turn of the new millenium is crowded and varied, the authors still
fall into the categories of modernism and postmodernism. However, with the passage of time the Modern
era may be reorganized and expanded.


Periods of American Literature:


1607-1776: Colonial Period
1765-1790: The Revolutionar y Age
1775-1828: The Early National Period
1828-1865: The Romantic Period (Also known as: The American Renaissance or The Age of
Transcendentalism)
1865-1900: The Realistic Period
1900-1914: The Naturalistic Period
1914-1939: American Modernist Period
1920s: Jazz Age, Harlem Renaissance
1920s, 1930s: The "Lost Generation"
1939-present: The Contemporary Period
1950s: Beat Writers
1960s, 1970s: Counterculture
In addition, American Literature recognizes works of:
African-American Writers
Native American Writers
Asian-American Writers

The Colonial Period of American Literature spans the time between the founding of the first settlement
at Jamestown to the outbreak of the Revolution. The writings of this time centered on religious,
practical, or historical themes. The most influential writers of the Colonial Period include John
Winthrop, Cotton Mather, Benjamin Franklin, and Anne Bradstreet.
During the Revolutionary Age, 1765-1790, some of the greatest documents of American history were
authored. In 1776, Thomas Paine authored Common Sense and Thomas Jefferson wrote The Declaration
of Independence. In 1781, The Articles of Confederation were ratified. Between 1787 and 1788,
Alexander Hamilton, James Madison, and John Jay wrote The Federalist Papers. Finally, in 1787, The
Constitution of the United States was drafted and in 1789 it was ratified.
The Early National Period of American Literature saw the beginnings of literature that could be truly
identified as "American". The writers of this new American literature wrote in the English style, but the
settings, themes, and characters were authentically American. In addition, poets of this time wrote poetry
that was relatively independent of English precursors. Three of the most recognized writers of this time
are Washington Irving, James Fenimore Cooper, and Edgar Allan Poe.
The period 1828-1865 in American Literature is commonly identified as the Romantic Period in
America, but may also be referred to as the American Renaissance or the Age of Transcendentalism.
The writers of this period produced works of originality and excellence that helped shape the ideas,
ideals, and literary aims of many American writers. Writers of the American Rom antic Period include
Ralph Waldo Emerson, Henry David Thoreau, Edgar Allan Poe, Herman Melville, Nathaniel Hawthore,
Harriet Beecher Stowe, Henry Wadsworth Longfellow, Emily Dickinson, and Walt Whitman.

Following the Civil War, American Literature entered into the Realistic Period. The major form of
literature produced in this era was realistic fiction. Unlike romantic fiction, realistic fiction aims to
represent life as it really is and make the reader believe that the characters actually might exist and the
situations might actually happen. In order to have this effect on the reader, realistic fiction focuses on the
ordinary and commonplace. The major writers of the Realistic Period include Mark Twain, Henry
James, Bret Harte, and Kate Chopin.


The years 1900-1914 mark American Literature's Naturalistic Period. Naturalism claims to give an
even more accurate depiction of life than realism. In accordance with a post- Darwinian thesis,
naturalistic writers hold that the characters of their works are merely higher-order animals whose
character and behavior is entirely based upon heredity and environment. Naturalistic writings try to
present subjects with scientific objectivity. These writings are often frank, crude, and tragic. Stephen
Crane, Jack London, and Theodore Dreiser are the most studied American Naturalists.

Between 1914 and 1939, American Literature entered into a phase which is still referred to as "The
Beginnings of Modern Literature". Like their British counterparts, the American Modernists
experimented with subject matter, form, and style and produced achievements in all literary genres.
Some well-known American Modernist Poets include Robert Frost, William Carlos Williams, Edna St.
Vincent Millay, and E.E. Cummings. Included among American Modernist Prose Writers are Edith
Wharton, Sinclair Lewis, and Willa Cather.

The American Modernist Period also produced many other writers that are consider ed to be writers of
Modernist Period Subclasses. For example, F. Scott Fitzgerald is considered a writer of The Jazz Age,
Langston Hughes and W.E.B. DuBois writers of The Harlem Renaissance, and Gertrude Stein, T.S.
Eliot, Ezra Pound, and Ernest Hemingway writers of The Lost Generation.

The Great Depression marked the end of the American Modernist Period, and writers such as William
Faulkner, John Steinbeck, and Eugene O'Neill dealt with the social and political issues of the time in
their literary works.
1939 marked the beginning of the Contemporary Period of American Literature. This period includes
an abundance of important American literary figures spanning from World War II into the New
Millenium. These writers include, but are not limited to, Eudora Welty, John Updike, Kurt Vonnegut,
Sylvia Plath, Arthur Miller, Tennessee Williams, Ralph Ellison, Gwendolyn Brooks, Zora Neal Hurston,
Alice Walker, Toni Morrison, and Maya Angelou.
During the 1950s, a vigorous anti-establishment, and anti-traditional literary movement emerged. The
main writers of this movement, Allen Ginsberg and Jack Kerouac, are called Beat Writers. Much
writing of the 1960s and 1970s, referred to as Counterculture Writing, continued the literary ideals of
the Beat Movement, but in a more exteme and fevered manner.

Currently, the contemporary American literary scene is crowded and varied. With the passage of time the
Contemporary Period may be reorganized and/or expanded. In the future will writers such as Anne Rice,
John Grisham, or Amy Tan be included in the canon of American Literatur e? We will just have to wait
and see.

Medieval and Renaissance English Literature Modules

Modules in Medieval and Renaissance English Literature offer students the opportunity to begin learning new languages (Old and Middle English and Old Norse), to read some unusual and stimulating texts, to understand those texts in the light of the evolving history of the English language, and to explore their intersection with wider issues in medieval and early modern culture. While there is no separate degree scheme in Medieval and Renaissance English, it is possible to specialise in medieval courses or to combine medieval and modern courses. The choice of medieval modules is considerable and provides a full introduction to this important area of study which often leads on to postgraduate research. The place to start such study is with Medieval and Renaissance English Literature in Year One.
Year One

This is a course designed to introduce students to literature of the medieval and early modern periods. A knowledge of early English literature can enhance understanding and appreciation of later literature, but medieval and renaissance literature is also a stimulating and enjoyable area of study in its own right. This course covers a wide range of texts written between the seventh and the eighteenth centuries, exemplifying genres as diverse as epic poetry, drama, religious lyrics, elegy, satire, and Arthurian romance. The course consists of four ten-credit modules, two taken in the autumn semester and two in the spring semester.

The medieval part of the course introduces students to both Old English (or Anglo-Saxon) literature (c.700-c.1100) and Middle English literature (c.1100-c.1500), with a special emphasis on Chaucer's poetry. Students will read Old English literature in translation, but there are opportunities to learn Old English in the second and third years. The Renaissance part of the course covers a range of literary texts from the early modern period which exemplify the main genres of epic, lyric and pastoral poetry and drama. Follow the links below to the module descriptions which provide further information:

* SE2124 Geoffrey Chaucer
* SE2121 Introduction to Renaissance Literature: Between Reformation and Revolution
* SE2125 Beowulf in Context
* SE2120 Late Medieval Literature: Epic and Romance

Years Two and Three

While there is no separate degree in Medieval and Renaissance Literature, we do offer a full range of modules in these fields. The English Literature degree scheme allows you to specialise in the modules below or to combine medieval and modern module choices. Thus within the degree scheme it is possible to follow a traditional degree pattern of English Literature courses, going from Medieval and Old English Literature through to Postmodernism. Such a pattern might well include Chaucer, Shakespeare, Milton, Eighteenth-Century Literature, Romantic Literature, Victorian novels and Twentieth-Century Literature.

Medieval and Renaissance texts exhibit a range of surprisingly modern preoccupations: with issues of class, gender, sexuality, subjectivity, society and the individual, and with questions of reading and interpretation that lie at the heart of the study of literature. Yet some of the most productive thinking about early literature comes from the creative encounter between modern ways of reading and texts that partially resist those ways of reading.

* SE2202 Introduction to Old English
* SE2279 Myth and Saga
* SE2204 Shakespeare's Comedies
* SE2245 Spenser's Faerie Queene
* SE2269 Introduction to Medieval Drama
* SE2280 Old English Literature
* SE2508 Introduction to Old Norse
* SE2217 Shakespeare's Tragedies
* SE2219 Love & Death in the 17th Century
* SE2201 The Canterbury Tales I
* SE2268 Sir Gawain and the Green Knight
* SE2327 Beowulf
* SE2378 Old Icelandic Sagas
* SE2306 Shakespeare's Histories
* SE2307 Renaissance Drama I
* SE2387 Heroic Poetry and Society
* SE2367 The Robin Hood Tradition
* SE2329 Renaissance Drama II: Politics & Domestic Tragedy
* SE2359 Shakespeare's Late Plays
* SE2285 Literary English: History and Theory
* SE2295 Medieval Arthurian Literature
* SE2294 John Donne

Fans