Search results for 'tag:Possessives tag:Essays' matching tags 'Possessives' and 'Essays'

Ballad, Porphyria's Lover, To His Coy Mistress and My Last Duchess

SamW — Sat, 26 Apr 2008 20:51:22 GMT

Basically, I have been set a piece of coursework: to compare the aforementioned poems. I am going for an A* piece at GCSE level, there is no particular question, just to compare the four poems. I have almost completed My Last Duchess, mentioning all the themes I can think of and reading the topics on here for extra guidance. However, I could do with some guidance on how to compare the four as a whole. I'd appreciate it if someone could help me out, heres the essay I have written thus far:

Love poetry can be manipulated to affect the reader in numerous ways; the reader can empathise with the poem, the reader can be inspired by the sentiment of the poem, the reader can attempt to emulate the actions of the characters, the consequences of reading a stirring love poem persist. One aspect that all love poetry has in common is the way in which it can engross the reader in its world and engage with their emotional side. They achieve this by using a number of devices and several genres are used to conjure up vastly varying types of emotions: anger, amorousness, longing, and disgust amongst others. One of the foremost genres is that of the dramatic monologue â in which a character delivers a speech explaining their feelings, actions or motives. I will be analysing three starkly differing dramatic monologues: âMy Last Duchessâ, âTo His Coy Mistressâ and âPorphyriaâs Loverâ. Another variation of love poetry is that of the ballad; a timeless art form that is significantly popular to this day. A ballad tells a dramatic story in a direct style, focussing on a single story; repetition is a particularly commonly used convention in ballads. Ballads are traditionally anonymous, and the poem I am analysing is no different: âBalladâ. âMy Last Duchessâ is written from the perspective of a duke who is on the verge of marrying the Countâs daughter and is conversing with the Countâs servant. His previous Duchess was murdered by the Duke himself and the speech could be interpreted as self-justification by the Duke as he attempts to defend his questionable philosophies. âBalladâ is a direct story told through the perspective of a young woman. The lady has fallen in love with a shepherd; unfortunately, it transpires that the man is dishonest. This is revealed when the shepherd impregnates the young woman and flees; his promises unfulfilled. The resolution is minimal at most, the female being left to contemplate suicide. The dramatic monologue has several different forms in itself; the two remaining poems showcase this perfectly. Despite the fact that they are completely different in theme, atmosphere and tempo, they retain the conventions of a dramatic monologue. âTo His Coy Mistressâ is a classic literary piece by Andrew Marvell. The poem is written through the eyes of a male, attempting to âswoonâ his prospective lady into falling for him and consequently, into bed. The male argues, then counter-balances his argument and then concludes, concluding that, surprisingly enough, she should go to bed with him. The last of the quartet is âPorphyriaâs Loverâ, the poem is told through the perspective of a madman sitting with his lover. Porphyria, the woman he loves, comes to his cottage and tells him she loves him. The madman wants to immortalise the moment forever, so he strangles her with her own hair. From the moment âMy Last Duchessâ begins, one can tell that the Duke is an incredibly possessive man. This is reinforced by the opening line, âThatâs my last Duchess painted on the wall.â This epitomises his attitude towards possessions of any kind. One could draw parallels with the overbearing Duke and Porphyriaâs lover, both extremely domineering and possessive. This is exemplified by the quote in âPorphyriaâs Loverâ, when the lover is on the verge of killing his woman, âThat moment she was mine, mine.â This epitomises the loverâs attitude, he is so desperate to own her that he kills her. Robert Browning conveys this obsessively possessive character by using repetition of the phrase, âmineâ. The theme of obsessive and possessive love on behalf of men is clearly at the forefront of Browningâs mind, portraying similar leading men in both of the poems. The Duke is speaking formally to a social inferior, as emphasised in this quote, âWillât please you sit and look at herâ¦Strangers like youâ¦â This insinuates that he is a polite, pleasant man who treats all social classes similarly hence making the revelation of him murdering his last Duchess all the more shocking. The domineering aspect of his character is re-enforced with the quote, âsince none puts by the curtain I have drawn for you, but I.â This embellishes the fact that he sees himself the only one worthy of certain duties. Furthermore, he is clearly happier with the portrait of his wife, âas if aliveâ than he was with the woman when she was living. He is such an authoritarian that anything that he cannot order or control, whether it is art or people, will suffer the consequences. The poem is organised into rhyming couplets, not dissimilar to âBalladâ and âTo His Coy Mistressâ. However, âPorphyriaâs Loverâ does not use rhyming couplets; this may be due to the fact that Browning was looking for an unpredictable rhythm to reflect the unpredictable storyline. The couplets are used in the relative poems to keep a steady sense of rhythm and to keep the stories moving along at a stable pace. Moreover, Iambic pentameter is used throughout the poem to keep the poem flowing as the readers discover the gradual revelation of the speakerâs true nature. As the poem proceeds, it becomes clearer that the Duke is the epitome of excessive, aristocratic pride. This is accentuated by the quote: âAs if she ranked my gift of a nine-hundred-years-old name with anybodyâs gift.â He is suggesting that she is inferior to him and should cherish the fact that she was allowed to marry him. The quote also carries connotations that he is extremely proud of his heritage and the last duchess didnât respect the name; she brought shame to the family. The line also emphasises how aloof he is, which is also supported by the ensuing line; âWhoâd stoop to blame?â He uses stoop to emphasis how lower class she was in comparison to himself. âMy Last Duchessâ uses archaic language, analogously to âBalladâ, as exemplified by the use of the phrase âforsoothâ (âHer wit to yours, forsooth, and made excuse). âBalladâ possesses a multitude of examples of such language using phrases such as âtheeâ, âthyâ and âthouâdstâ. The two poems use this anachronistic language to invoke different sentiments. âBalladâ uses antiquated language to emphasise the âtypical fairytaleâ aspect of the poem and to engage with the readers by evoking the style of older speech â it is aiming to retain the original essence of a poem. âMy Last Duchessâ uses archaism to accentuate the aloof aspect of the Dukeâs character. Despite the fact that the Duke has murdered the last Duchess, he clearly does not acknowledge, or perhaps understand, the direct consequences of his actions. This is implied heavily by the final three lines in which he points out another piece of art, a statue of Neptune â âNotice Neptune, thoughâ¦cast in bronze for me!â The exclamation mark confirms the fact that he is as proud of a statue and as excited of this Roman god as his wife. This implies that he does not realise the consequences of his actions, simply negating her as part of his collection. This sentiment is echoed in âPorphyriaâs Loverâ, in which the madman does not realise the corollary of the murder he has so harshly committed. This is supported by the phrase, âI propped her head up as before.â This statement conveys the fact that he does not recognise the significance of his actions; treating his dead love exactly the same as his living love. The two males in âTo His Coy Mistressâ and âMy Last Duchessâ may have vastly differing personalities but they both view women in a similar light. The duke and the seductive lover have a certain attitude towards women; they both see women as objects, the only difference being that they view these objects through different perspective. The Duke in âMy Last Duchessâ is a supercilious, impertinent man; his status and wealth meaning more to him than love as showcased by the line âWhoâd stoop to blame this sort of trifling?â He believes that the late Duchess was of a lower class, thus tainting their love, implying that he is more perturbed with lack of status than lack of love. He is a megalomaniac, who is jealous about his ex-wife not giving only him her attention. The speaker in "To His Coy Mistress" seems like a respectful man, the speaker is articulate - an important attribute considering he is attempting to seduce the woman. He uses his way of words to flatter her, but we then learn that he only wants her for pleasure rather than love; he adopts a false persona of love as another technique to lure her. This is exemplified by the change of tone in the first to second stanza, the second stanza assumes a threatening tenor â emphasising a void-like image to win his lady â âAnd yonder all before us lie deserts of vast eternityâ. This phrase epitomises the way in which the male attempts to manipulate the woman by conjuring up images on the topic of void if she was to reject his advances. The Duke patently feels that his last Duchess did not correspond with the expectations of an archetypal Duchess. An exemplary Duchess would be cold and calculating; avoiding affection like the plague. However, the Duchess did not, in the Dukeâs eyes, demonstrate these traits, as portrayed by this quote â âShe thanked men, - good! But thanked somehowâ¦as if she ranked my giftâ¦with anybodyâs gift.â The Duke is accusing the Duchess of being too affectionate, an attribute not welcome for a Duchess. Furthermore, the Duke surmises that the Duchess is too easily pleased, as showcased by this line in the poem â âToo easily impressed; she liked whateâer she looked on.â This illustrates (in the Dukeâs opinion) the fact that she is too âfriendlyâ and easy to please, particularly when dealing with males. However, it is extremely palpable that the Duchess is simply being friendly and the Duke is unable to understand his wifeâs warm nature. This attitude is reinforced when the Duke struggles to describe his wifeâs kind-hearted personality: âShe had a heart â how shall I say â too soon made glad?â This quote illustrates the fact that he cannot understand that aspect of his wifeâs personality; he expects much colder behaviour from his Duchess. Despite the fact that the Duke is, as he put it, âdisgustedâ with the Duchessâ behaviour. She is described as a lovely free being; freedom is portrayed in the quote: âshe liked whateâer she looked on, and her looks went everywhere.â This quote depicts the Duchess as an impulsive, free soul. However, the Duchessâ free spirit is juxtaposed by the restrictive nature of the Duke as rendered by âI choose never to stoop,â and âI gave commands.â This suggests that the Duke is attempting to restrict the Duchess from being her spontaneous self. It seems that he failed and due to his authoritarian nature, he decreed that she should be murdered. The Duchess is represented as a beautiful person, both physically so and by nature. She loved nature, as emphasised by her association with the imagery of a sunset, a âbough of cherriesâ and her âwhite muleâ. The Duchess is shown as physically attractive â âthe faint half-flush that dies along her throat,â â not dissimilarly to the ladies in âTo His Coy Mistressâ and âPorphyriaâs Loverâ. The woman is clearly beautiful in the seductive poem âTo His Coy Mistressâ as conveyed by the use of doting similes (âThou by the Indian Gangesâ side shouldst rubies find; I by the tide Of Humber would complain.â) He uses this imagery to compare her to an exotic river whereas he is an uninteresting English river. The technique is used to lavish praise upon the beautiful woman, portraying her as glamorous and beautiful; akin to the Ganges. âPorphyriaâs Loverâ uses a beautiful lady to emphasise the surprising (and brutal) nature of the death and juxtapose the madman thus creating a sense of paranoia on behalf of the lover. The gracious beauty of Porphyria is emphasised by the repetition of her âyellow hairâ and her âsmooth white shoulderâ. Beauty is used in the two murderous poems to juxtapose the leading men thus creating a sense of wonder. Splendour is used in âTo His Coy Mistressâ to intensify the efforts and give further cause to the leading manâs attempt to seduce the lady. Alliteration is used in âMy Last Duchessâ (âdropping of the daylight.â, âyour masterâs known munificenceâ) to maintain a rhythm and perhaps for the Duke to flaunt his eloquent speaking ability. The poem is written in heroic couplets with almost continuous enjambment; this technique gives the poem a conversational style â essential for creating a rapport between the reader and the Duke. Browning uses dramatic irony to illustrate the dukeâs manipulative and callous character towards the end of the poem, as he refers to the girl he wants to marry as âmy objectâ (the Duke does not realise how much he is revealing about his personality throughout not only this quote, but the whole poem).

The Duke is the epitome of possessive, arrogant egotism.

...and that is as far as I have got. Thanks in advance.

Sorry for the lack of paragraphs, when I copied and pasted the essay from word, it seemed to get rid of them.

Re: whats wrong with this paragraph???

bernice.farrugia — Mon, 25 Feb 2008 10:43:31 GMT

(1) We only played one ... and it was four years ago. - You need to use the PAST SIMPLE here because you're talking about something which happened 4 years ago.

(2) ...between his wife and the girls' coach... - you need the apostrophe after 'girls' because it's a possessive

(3) ...he packed his and his wife's bags... - same thing 's for possessive

Bernice

Re: College Application Essay In Need Of Serious Help(I BEG THAT YOU WILL HELP)

Grammar Geek — Sun, 11 Nov 2007 18:52:52 GMT

Hi Collegebound,

Welcome to the forums. Overall, you have a good essay. Stop worrying about your paragraphs. However, I 'm not sure what the topic was that Wisconsin asked for. Where did you put it?

As vice president of my Catholic schoolâs multi-cultural student union, I have learned, first hand, the great things diversity can bring to a school and the many things that can be accomplished with you can also use "through" here determination, organization, and leadership.

For the first two years I was involved in the multi-cultural student union, there was no clear initiative. We had one or two teachers monitoring our âprogressâ and not enough people attending monthly meetings. We were pretty much getting nowhere and everyone was fully aware of it. I was tired of wasting my time coming to the meetings and not getting anything accomplished. It was at that moment you talk about "two years" but you say "at that moment." So you need to tell us more about what "that moment" was. that I took a decisive move. I sat down with a fellow member; we elaborated pick a different word here on ways to develop the union, organized officer positions, and developed a set theme on which the union would forever be based on: incorporating our Catholic faith into our endeavors. This sentence gets quite long with your semi-colon before and then the colon. Both are used correctly, but you may want to think about how you could break this into two sentences. This would be the only way we would gain any respect and recognition from the rest of the community Which community? Your school?. With a more organized platform and determined leaders, we ~~had finally~~ established a foundation on which we would soon expand.

In only a yearâs time, I helped bring many of the minority students together, planned day trips that gave us time to learn about each others possessive - you need a ' different cultures, had the opportunity to hear people speak about the many obstacles they have faced just for being different, and have you changed tense here met with local universities that have given me tips on how to maintain our efforts for years to come. While I feel that I have helped set up a solid foundation for the union, I know there is still a lot to be done. My final project for the union is to work with my schools possessive - you need a ' admissions office on ways to not only increase the percentage of minority students, but also come up with ways for the academic advisors help them to excel in the most challenging courses. I feel that this dream is obtainable considering all that Iâve achieved already. You may want to use we here instead of I

Through the multi-cultural student union, I have learned how to work and cooperate with people of different cultures, I have lost a lot of my previous stereotypes, and have learned perhaps developed a lot values that will carry me into my adult life You will carry the values; they won't carry you. The biggest lesson I learned through the union, though, is good leadership skills can carry you've just used "carry" so change one of them you a long way. Before the union existed, we ~~the~~ minorities were just individuals representing our different nationalities, but when we came together with a common goal and with good leadership, we accomplished things that people never expected. I have never ~~in such a way~~ seen my leadership and organization skills exemplify exemplify what? in such a remarkable way. This is starting to sound a little "braggy." I'd leave this last one out. My accomplishments have given me the confidence to tackle anything that might have seemed too challenging before this experience -- this is just a suggestion. I know that if given the opportunity to attend the University of Wisconsin, I can enhance a lot of students possesive again learning experience by introducing them to principles that I was fortunate enough to discover. I feel like you kind of fizzle out here. What about saying instead that if you attend UW, you will look for other opportunties to apply what you ahve learned to improve your college own experience and the experience of others, or something like that?

Good luck!

Re: To spy on someone means to watch them secretly, without them knowing.

Mister Micawber — Sat, 02 Jun 2007 09:14:57 GMT

The comma is needed because the prepostional phrase is in apposition to 'secretly'; without it, the phrase is redundant (it's probably redundant anyway, but I'll lay it to style).

The writer has used 'them' because the form is coming more and more into use, as native speakers ignore the possessive rule in this situation. I too would correct 'them' to 'their' in a student's essay.

I would also probably opt for 'knowledge'.

Re: Pronoun antecedent

MrPedantic — Sun, 20 May 2007 14:46:41 GMT

This is one example from that page:

Make sure that a pronoun refers to a specific noun, not a possessive noun or a noun within a prepositional phrase.

	Faulty	In George Orwell's essay "Shooting an Elephant, " he reports an incident that shows the evil effects of imperialism. [The pronoun he cannot refer to the possessive noun Orwell's.]
	Revised	In his essay "Shooting an Elephant," George Orwell reports an incident that shows the evil effects of imperialism. [The possessive pronoun his can refer to the subject noun Orwell.]

It's true that the second version is clearer; but I'm sure most readers would understand the antecedent of "he" in the first version without any trouble.

In the second version, interestingly, we have a delayed antecedent; the writer might as well have said, how can we know the antecedent of "his", as it hasn't yet been uttered? Cf.

"George Orwell, in his essay Shooting an Elephant, reports an incident that shows the evil effects of imperialism."

MrP

Re: This is so important for me; check please!

Daved — Mon, 25 Dec 2006 09:48:58 GMT

Feebs11 wrote:
Super Sonic wrote:

Hi everyone, I am from Turkey and I have a problem: Yesterday I learned that I got 56 points out of 100 from the writing lesson, which made me sad(I am a university student) The teacher said that my essay wasn't coherent and that MY ENGLISH WAS POOR I have written another cause&effect essay like that one to learn if my English is really that poor. Please be honest and tell me the truth. I won't be sad if you tell me that my English is bad(Well, I will but it is at least better than THINKING that I have a good English) Thanks all in advance.

CAUSES OF HAVING POOR MARKS AT SCHOOL

Studentsâ[you need a simple plural here, not a possessive - delete apostrophe] getting poor grades has always been a problem, both for the parents and for the student himself [ you started with plural students, better to continue with them]. It is a problem, as the studentsâ fate is built mostly on their grades. The causes of this issue could be categorized under three major groups.

The first and most important reason of [for] having poor grades at school is not studying the lesson. Studying is a must for the student to grasp the information given in the lecture. That is why teachers assign homeworks [homework]. Not studying stems from several reasons, one of which is being in an uncomfortable position [could well be, but perhaps you mean "a difficult situation"]at home. I know a lot of people who donât have their own rooms ~~at home~~ [repetition of phrase - delete]. They are forced ~~by the conditions~~ [not really necessary - delete] to study in the living room, where lots of attention-dividing [distracting] items exist. There are also those who donât study, thinking that it actually is not needed. Whatever the reason may be, students who donât study usually get poor marks from exams.

The second serious problem is the lack of communication among [between] the teacher and students. To be able to learn, one needs to ask questions. ~~But, in a threatening environment it is hard to talk about the subject, let alone asking questions~~ [I think this sentence could be deleted]. For example: a friend of mine told me that they were not allowed to speak in the classes, be it about the lecture or something else. He said that even though he studied his lessons, he didnât understand them and that he hesitated to ask to the teacher. I donât know anyone who could be successful in such a situation.

The last reason causing students to get bad grades is having difficulties understanding the lesson. I know a student attending a high school. He gets along perfectly with his mathematics teacher, asks whatever question comes into his mind to him and studies his lessons daily; nonetheless, his marks are nothing but poor. He says that he doesnât understand mathematics at all.

In conclusion, students get bad marks because of such reasons as not [reasons such as not] studying the lessons, having problems with the teacher and having problems with the lesson. But, none [delete unnecessary comma after But] of these hardships should prevent the pupil from trying harder, since his/her future life is made up of these marks [a non-sequitur. Better to say "since his or her future is dependent on passing exams."].

Great!!

So chariness you are, I've learn something too

Re: This is so important for me; check please!

Feebs11 — Sun, 24 Dec 2006 00:03:58 GMT

Super Sonic wrote:
Hi everyone, I am from Turkey and I have a problem: Yesterday I learned that I got 56 points out of 100 from the writing lesson, which made me sad(I am a university student) The teacher said that my essay wasn't coherent and that MY ENGLISH WAS POOR I have written another cause&effect essay like that one to learn if my English is really that poor. Please be honest and tell me the truth. I won't be sad if you tell me that my English is bad(Well, I will but it is at least better than THINKING that I have a good English) Thanks all in advance.

CAUSES OF HAVING POOR MARKS AT SCHOOL

Studentsâ[you need a simple plural here, not a possessive - delete apostrophe] getting poor grades has always been a problem, both for the parents and for the student himself [ you started with plural students, better to continue with them]. It is a problem, as the studentsâ fate is built mostly on their grades. The causes of this issue could be categorized under three major groups.

The first and most important reason of [for] having poor grades at school is not studying the lesson. Studying is a must for the student to grasp the information given in the lecture. That is why teachers assign homeworks [homework]. Not studying stems from several reasons, one of which is being in an uncomfortable position [could well be, but perhaps you mean "a difficult situation"]at home. I know a lot of people who donât have their own rooms ~~at home~~ [repetition of phrase - delete]. They are forced ~~by the conditions~~ [not really necessary - delete] to study in the living room, where lots of attention-dividing [distracting] items exist. There are also those who donât study, thinking that it actually is not needed. Whatever the reason may be, students who donât study usually get poor marks from exams.

The second serious problem is the lack of communication among [between] the teacher and students. To be able to learn, one needs to ask questions. ~~But, in a threatening environment it is hard to talk about the subject, let alone asking questions~~ [I think this sentence could be deleted]. For example: a friend of mine told me that they were not allowed to speak in the classes, be it about the lecture or something else. He said that even though he studied his lessons, he didnât understand them and that he hesitated to ask to the teacher. I donât know anyone who could be successful in such a situation.

The last reason causing students to get bad grades is having difficulties understanding the lesson. I know a student attending a high school. He gets along perfectly with his mathematics teacher, asks whatever question comes into his mind to him and studies his lessons daily; nonetheless, his marks are nothing but poor. He says that he doesnât understand mathematics at all.

In conclusion, students get bad marks because of such reasons as not [reasons such as not] studying the lessons, having problems with the teacher and having problems with the lesson. But, none [delete unnecessary comma after But] of these hardships should prevent the pupil from trying harder, since his/her future life is made up of these marks [a non-sequitur. Better to say "since his or her future is dependent on passing exams."].

Re: it is or it's

Mister Micawber — Fri, 13 Oct 2006 08:50:39 GMT

I'm not sure what happened, but these are correct: It's significant that.... It's not clear in the scenario...... It's evident that.... It's does indeed mean It is, but the contraction should not be used in formal writing like essays; it should read It is significant, etc.

Its is of course possessive: my sailboat lost its mast.

Re: will you proof-read this essay that is due tomorrow evening PLEASE?!

nona the brit — Thu, 28 Sep 2006 08:39:15 GMT

Very good essay. The yellow highlights show parts you might like to re-word. The red highlight shows errors. You should also take a look at the structure of your essay, some of your sentences are just repeating what has already been said and other parts are disorganised. for example: you devote a paragraph to discussing the pupal stage and then begin the following paragraph with 'After the larval stage is the pupal stage' and start all over again. That sentence should introduce all the information about that stage, not appear half-way through it. You need to look at joining sentences appropriately to avoid repeating information and ending up with a too 'choppy' style. for example: "It will usually attach itself to a twig or leaf. The caterpillar attaches itself to a twig or leaf with a silken girdle." would be better re-phrased as a single sentence "The caterpillar creates a silken girdle to attach itself to something, usually a twig or a leaf." You seem like quite an advanced student and have a nice grasp of tenses and grammar. Your only repeated error is to use 'it's' for possessive. It should be 'its'. 'It's' is only used for 'it is'

Itâs weird to think that a beautiful Monarch butterfly was once a tiny little egg stuck to a leaf. Monarch butterflies go through many stages to become actual butterflies. There are four stages that a Monarch butterfly goes through within itâs life cycle; the egg stage, larva stage, pupa stage and adult stage. Butterflies go through a complete metamorphosis. Although Monarch butterflies only have a life lasting approximately nine months at the most, the stages within their life cycle are fascinating.
   The first stage of a monarch butterflyâs life is the egg stage. The egg is laid on the under surface of a Milkweed leaf by the mother Monarch butterfly. The mother Monarch butterfly chooses to lay her eggs on Milkweed plants because âthe poison found in Milkweed plants provides a lifetime of protection from predators without harming the Monarch larva or adultâ (Martin). The Milkweed plant also serves as the main food source for the caterpillar. Usually only one egg is laid on each Milkweed leaf.
   The egg that the Monarch butterfly lays has a thin, tough shell with raised ribs. There is a micropyle at the top of each egg, which is a small pit that marks where the sperm entered the egg. While the egg is developing, air and water enter the egg through the micropyle. Within the egg there is yolk. The yolk is what nourishes the developing larva. It takes three to five days for the egg to hatch.
   Once the egg is ready to hatch, the larva bites open the egg shell with its jaws. The larval stage of a butterfly is right after the egg stage (this rather states the obvious).. It is the second stage of metamorphosis. This stage takes approximately 14 days. Once the larva, also known as the caterpillar, emerges out of the egg, it usually eats itâs egg case as itâs first meal. At the larval stage it is impossible to tell whether the caterpillar is a female or male. The larval stage is the main feeding stage of the Monarch butterfly. The caterpillar will eat nearly all the time and grow extremely fast within a short amount of time.
   Caterpillars are very picky pertaining to what they eat. They usually only eat the leaves off of the plant that their mother laid them on. Since caterpillars feed on the plant which they were hatched on, the Monarch caterpillar feeds on the Milkweed plant. By feeding on the Milkweed plant, which is poisonous, the caterpillar is unknowingly storing the plants toxins within itâs body. The poisonous chemical from the Milkweed plant stays in the body of the caterpillar for the rest of itâs life.
   As the caterpillar grows, it molts four to five times. For a caterpillar to be able to molt, itâs exoskeleton becomes too tight. Once the exoskeleton is too tight it molts, losing the old exoskeleton. After molting, the new skin of the caterpillar is soft. By ingesting air, the caterpillarâs body expands. Soon, the cuticle hardens, causing the air to be let out and provide room for growth. The caterpillar repeats the molting until the larval growth has finished.
   When the caterpillar has turned itâs right size, the larval growth has finished and it is ready to pupate. Once the larval growth has finished, the caterpillar stops eating and empties itâs digestive system. The caterpillar then looks for a safe, sheltered spot where it will pupate. It will usually attach itself to a twig or leaf.   The caterpillar attaches itself to a twig or leaf with a silken girdle. A pre-pupal âJâ is formed by the caterpillar before it splits open and sheds itâs skin for the last time, becoming a pupa.
   Following the larval stage is the pupa stage. The pupa stage can last anywhere from a few days to a few months, depending on the time of year. For example, if the pupa stage starts in the winter, the Monarch butterfly will not emerge until the spring. The pupa is the stage in a butterflyâs life when it is enclosed within a chrysalis. A chrysalis is widely known as a cocoon. The cocoon of the Monarch butterfly is suspended from a silk pad and abdominal hooks. The butterfly is formed upside down. To the human eye it doesnât seem like anything is actually going on within the cocoon but in fact the most important stage is taking place; the caterpillar is becoming a butterfly. About a day before the adult Monarch butterfly will emerge, the cocoon becomes transparent.
   The final stage of a Monarch butterflyâs life cycle is the adult stage. During the adult stage the butterfly breaks through itâs cocoon, able to fly free. The Monarch butterfly usually will emerge out of itâs cocoon in the morning hours before noon. The initial emergence is very quick. Once the shell breaks open at the bottom, the butterfly quickly clings onto the shell, hanging upside down. As the adult butterfly comes out of the cocoon, a reddish fluid usually excretes (âThe Life Cycle of a Butterflyâ ).
   When the butterfly is coming out of the cocoon itâs wings are very small. The abdomen is a lot bigger than the wings at first because of all of the bodily fluid that is enclosed within the abdomen. Within seconds the fluids from the abdomen seep out into the wings of the butterfly, enlarging the wings. While the wings are drying the butterfly cannot fall off of the cocoon that it is hanging on. If the butterfly falls off the cocoon while the wings are drying, the wings will be bent permanently, preventing the butterfly to ever be able to fly. After about two hours the wings are fully dry, and the Monarch butterfly is able to fly away (âThe Life Cycle of a Butterflyâ).
   The four stages that the Monarch butterfly goes through to become an actual butterfly are very interesting. I find it so fascinating that a living thing can transform from crawling on the leaves one moment to actually flying through the leaves the next moment. Going through the complete metamorphosis involves patience and time, but like President Abraham Lincoln said, âGood things come to those who waitâ¦â.

Re: Please help me to revise the essay. Thanks a lot.

julielai — Tue, 09 May 2006 01:06:45 GMT

Hi Mr. Hung,

I've highlighted your glaring errors. Feel free to correct them and repost.

Hope this helps.

Many people think that it (who is it) should be given unlimited space for artists to create their ideas. However, others consider authorities may regulate the publications (music and films aren't publications) such as music, films, and novels. This essay will look at some of (article) arguments for and against freedom of creation.

It is claimed that people have absolute freedom if they would not interfere with others (possessive) freedom. So artists can free (adv.) express their will on (prep) their performance. Because of that, excellent productions were created with their whole mind. Sometimes, nations will restriction (verb) publications in older (sp.) to achieve their political goals. This will hinder the development of artistic creations. Furthermore, artists might not publish their productions to the society and people would lose chances to appreciate it.

On the other hand, a few people create their productions without ethic consideration. These works are often unacceptable (verb) by common people. Some creations may be full of violence which may affect children if there were no restrictions by authorities. For example, violent TV programs always display in the midnight due to the regulation. Violent films or books might cause the increase of crime rate. These are the disadvantages of no constraints on publications.

From the above arguments, it can be concluded that there may be some reasonable restrictions by government in order to prevent some productions (clarify) which are unacceptable by community standards. Except for this, artists should have the most liberty on their performances and also have the responsibility to educate community by their productions.