10 College Essay Topics on Poems by Emily Dickinson

10 College Essay Topics on Poems by Emily Dickinson Emily Dickinson’s literary work is considered to be a piece of timeless art and there is a universal consensus that she is one of the most prolific American poets of all times. Dickinson has written around 1800 poems, which is an achievement on its own. However, a fairly limited amount of her work was published during her life. If you are looking to write a college essay on the poems of Emily Dickinson, this is the guide you need to bank on. Here are 10 interesting facts about her poems that will assist you in writing a detailed and informative essay for your college curriculum: At the age of 18, Emily Dickinson and her family became friends with a young attorney, Benjamin Franklin Newton. Many historians have refuted the idea that Dickinson and Newton did not share a romantic relationship, though what they did share was a deep personal understanding. Newton was considered by Dickinson as her tutor and preceptor. He was the one who introduced her to the work of William Wordsworth and gifted her Ralph Waldo Emerson’s book of poems, which according to her own admission, heavily influenced her work. Although Newton died of tuberculosis, he was one of the very first to predict her greatness as he wrote this in his last letters to Emily, stating that he had wished to live long enough to watch her reach greatness. Emily Dickinson was not only a keen reader of the bible, but also showed great interest in the contemporary literature at the time. Her work was also influenced by Lydia Maria Childs Letters from New York, which was yet again a gift from Newton. Dickinson’s brother brought a copy of Henry Wadsworth Longfellows Kavanagh for her, despite her father’s disapproval. Similarly, a friend gave her a copy of Charlotte Brontà «s Jane Eyre in 1849. Although it is uncertain how much of her work was influenced by Jane Eyre, Emily did name her new found dog Carlo, which was also the name of St. John Rivers’ dog, a character in one of Eyre’s works Emily Dickinson became more and more secluded and withdrawn over the years, but this was also the peak of her career. She would start working in the summer of 1858 which would become her legacy. She started reviewing her work and put together clean copies of her previously written work. Around the same time she put her manuscripts together. Between 1858 and 1865, she wrote the Forty Fascicles which amounted to 800 poems. It was only after her death that this work was discovered. She became friends with editor-in-chief of Springfield Republican, as well as the owner, Samuel Bowles and his wife Mary, in the late 1850s. The two visited the Dickinson family on a regular basis. Emily sent them dozens of letters and a little over 50 poems. It is debated among scholars that their friendship influenced Emily to write some of the most intense pieces. That was one of the reasons why Bowles published her poems in his journal. Between 1858 and 1861, Emily Dickinson wrote some mysterious letters that have caused a lot of debate in the literary community. She wrote a trio of letters titled â€Å"The Master Letters†, which were drafted to a man whose identity has still not been discovered. In the letters, she referred to this unknown man simply as â€Å"Master†. The work she did before 1861 was considered very conventional and extremely sentimental in nature. The publisher of â€Å"The Poems of Emily Dickinson†, Thomas H. Johnson, was only able to track 5 poems written before 1858. Two out of five of these poems are a mockery of love written in a humorous style, while the other two are simple lyrics; one of these two lyrical poems is about Emily missing her brother, Austin. She wrote the last one to portray her fear of losing friends and sent it to one of her closest friends, Sue Gilbert. The period between 1861 and 1865 was the one where Emily Dickinson was the most active. This is when Emily went through a lot of seclusion and personal loss, which also reflected in her work. All the poems written between this period were very strong and highly emotional. According to the author, Johnson, she wrote around 86 poems in the year 1861, 366 in the year 1862, 141 in the year 1863 and roughly 174 in the year 1864. After 1866 however, her work simmered down as she had written more than two-thirds of her poetry before this year. Emily Dickinson’s poems had a morbid touch to them. Her poems portray her fascination with disease, the process of dying and death itself. She showed a vigorous obsession with death through her poems, as they refer to death through drowning, crucifixion, suffocation, freezing, shooting, premature burial and death by guillotine. The most insightful poems about death by Dickinson are Funeral in The Brain and â€Å"Death Blow Aimed by God†. Other poems showed her curiousness about starvation and thirst. According to Suzanne Juhasz, Emily Dickinson believed that her mind and spirit were places she could not only visit, but live in. Dickinson considered this place private and called it the Undiscovered Continent or the Landscape of the Spirit. The poem called â€Å"Me From Myself - to Banish†, is a clear example of this. Dickinson was fascinated with the flowers and this was one of her main poetic themes. Her references to gardens in her poems supposedly depict a fictional realm where flowers represent actions and emotions. She used flowers such as anemones and gentians to represent humility and youth. Her poem â€Å"My Nosegays Are for Captives† is an example of this theme. These facts will most certainly help you kickstart research on your college essay. You’ll now be able to focus on a single topic but if you need additional tips, head on over to our 20 topics on poems by Emily Dickinson for a college essay as well, which also contains a sample essay at the end and also our complete writing guide. References: Dickinson, E., Franklin, R. W. (1999). The poems of Emily Dickinson. Cambridge, MA: Belknap Press. Bloom, H. (1999). Emily Dickinson. Broommall, PA: Chelsea House. Buckingham, W. J. (1989). Emily Dickinsons reception in the 1890s: A documentary history. Pittsburgh, PA: University of Pittsburgh Press. McNeil, H. (1986). Emily Dickinson. New York: Pantheon Books. Farr, J., Carter, L. (2004). The gardens of Emily Dickinson. Cambridge, MA: Harvard University Press. Crumbley, P. (1997). Inflections of the pen: Dash and voice in Emily Dickinson. Lexington: University Press of Kentucky. Habegger, A. (2001). My wars are laid away in books: The life of Emily Dickinson. New York: Random House.

Annotated Bibliography Essay Example | Topics and Well Written Essays - 500 words - 1

Annotated Bibliography - Essay Example Here comes annotated bibliography, which enables you to refer to the key ideas of the author. Therefore, to give a proper consideration to a given article or book and evaluate its contents is one of the first and foremost ways to grasp the main ideas of the author and use them effectively. Sources about annotated bibliography, their importance and the way of a right compilation are key factors determining further research. Annotated Bibliography Introduction It is always hard to read through a book or an article from the journal and grasp the main ideas of it at once. It is even more challenging task to use those ideas appropriately and implement the main ideas of the required sources in a relevant manner. Thus, annotated bibliography is a perfect means to facilitate a process of writing. A spirit of academy is sustained by relevant usage of the most important publications. Consequently, it is possible to claim that academicians put all their efforts to compile effective annotated bi bliographies and summarize the main points of the publications. In order to summarize the main ideas of the author it is very important to understand the essence of a given article or book. Therefore, the author’s style, reliability of the source and its contents are of high importance for the effective annotated bibliography.

Quantitative reasoning and analysis week 4 Essay

Quantitative reasoning and analysis week 4 - Essay Example In order to see if this hypothesis is true I held an examination using two groups and a comic strip I printed from the internet called Today’s Dogg. The strip is a single image of a dog that is staring into an empty dog-bowl saying, â€Å"Feed me†. Next to the bowl is a phone and text which read â€Å"Buy a smart phone. It does everything.† The two groups of five were taken into two different rooms and I briefed them on what they should do. Group A was the group that held the pens in their teeth and Group B is the group that held the pen in their lips. After a few minutes I received the results. Group B’s average rating was around 3.4 as Group A’s average rating was 4.2. However, I took an extra step, I called upon other friends and family members who have not taken the exam or know anything about the experiment. I had them repeat the test and the result were as follows: Group B’s Rating was 3.3 and Group A’s rating was 3.9. Group A ha d rated the strip to be funny compared to the other group which rated as average. With this I can conclude that Fritz Strack’s Hypothesis is right. This test does show that holding a pen in one’s teeth makes jokes funnier, but why? Well there could be possible reasons for this; however, the important thing about this experiment was to establish reliability. The consistency of the results could improve by conducting repeated tests on different groups.

Kant and Mill Essay Example | Topics and Well Written Essays - 500 words

Kant and Mill - Essay Example For instance, the gifts of nature such as talents of the mind, encompassing understanding, wit and judgment, as well as qualities of temperament, such as courage, resolution and perseverance are good and desirable for many purposes; however, Kant insists that their goodness is conditional for such things may be extremely evil and harmful without a good will (Baxley 8). Mill believes that something is right if it produces the greatest good for the greatest number (Driver 3). Simply, Mill promoted the general good, that is, tenets and social policy should always endeavor to contribute for the good of the society (MacKinnon 32). Mill believes that the morally best alternative is that which produces the greatest utility, where utility is described in terms of happiness or pleasure; moreover, Mill encourages individuals to do which produces the greatest form of happiness or pleasure for the greatest number of people (McKinnon 32). Mill stressed that something good is anything that is desirable; hence, the individual can only find out what is desirable by attempting to discover what is essentially desired but with this he aims for the higher pleasures in life (Driver 51). Neither Kant nor Mill thought that people usually self-consciously apply the criterion of right action by asking themselves the driving force of why they are doing something good (Jacobs 93). Moreover, they both acclaimed that individuals tend to act on the basis of dispositions to judge and appreciate situations in certain sorts of ways, and in that respect, they both established a role for the virtues (Jacobs 93). Kant and Mill both wrote about the significance of virtues; still, in their views of morality, what makes for a good quality is the fact that the agent acts in accordance with the basic principle (Jacobs 93). Jacobs highlighted that in both Kant’s and Mill’s

The Processional Here Comes the Bride and the Recessional The Wedding March. :: essays research papers fc

The processional â€Å"Here Comes the Bride† and the recessional â€Å"The Wedding March.† I am writing why the processional â€Å"Here Comes the Bride† and the recessional â€Å"The Wedding March† are being prohibited in the Catholic Church. As a catholic girl, I have always dreamed of walking down the aisle to â€Å"Here Comes the Bride,† and leaving the wedding to â€Å"The Wedding March.† This was to be the moment that I could cherish , the moment that would be unforgettable. Now that I am ready to be married, is when I am upset that these two songs are no longer allowed in the Catholic Church. The catholic church’s approach on the music of a wedding, is that the function of music is to be minsterial, and the music must serve and never dominate. The catholic church states that what is true for Sunday liturgy is true for the wedding liturgy, and Sunday Mass sets the standard for all other liturgies. These two pieces of music are considered Secular music, which is defined in the Webster’s Dictinary as â€Å"of† or relating to worldly things as distinguished from things relating to church or religion; not sacred or religious. There are many religions that have restrictions on the type of music that is allowed at a wedding or ceremony. The Protestant religion will most generally allow secular music during the ceremony, however you will still need to consult your officiant regarding guidelines. For a Jewish ceremony, secular music is usually allowed in Reform and Conservative Jewish weddings, however in an Orthodox ceremony, the music is traditionally performed with only one instrument, the violin or the flute. For an Eastern Orthordox ceremony, traditionally the only music allowed is sung by an unaccompanied choir, but organs and instruments are becoming more acceptable. For a Muslim ceremony, there is usually no music performed during the ceremony. For a Hindu ceremony, music is an intergral part of the ceremony that most often includes vocals, drums, string and wind instruments. The Hindu ceremony is dictated by the type of ceremony, so personalization of a selection may be restricted. For a Roman Cathol ic ceremony only nonsecular music is allowed. The processional â€Å"Here Comes the Bride† is a song by Richard Wagner’s â€Å"Bridal Chorus.† Some people refer to this song as â€Å"corny† and recollecting it as songs played in a Las Vegas Wedding Chapel. However, supposedly there are religious reasons as to why this song should not be played in a church let alone a catholic church.

Good Versus Evil Essay

Good versus Evil At first, it appears that the definitions of good and evil are straightforward. According to the New Oxford American Dictionary, good is defined as â€Å"that which is morally right; righteousness†; evil is defined as â€Å"profoundly immoral and malevolent. † For centuries there has been an argument among many philosophers on the belief of â€Å"good versus evil† and whether it really exists. Some argue that human beings are the perpetrators of evil. Others argue that the world is not a bad place and that evil and suffering is, in fact, necessary. Throughout the novel, Frankenstein by Mary Shelley, there is a clear struggle involving good and evil. The reader is introduced to the protagonist and narrator, Victor Frankenstein, at the beginning of the novel. Victor, a family oriented man, becomes very interested in the modern science world and later on believes that he has discovered the â€Å"secret of life. † With this discovery he goes on to create a monster, who remains without a name throughout the whole novel. At first glance it appears that the monster did everything in his power to prevent Victor from having the happy life that he longed for. Mary Shelley purposely chose Victor Frankenstein to be the narrator of this story. Readers only get the story from his point of view. Frankenstein plays on the emotions of the readers, therefore anything he is feeling, readers feel the same way. He is seen as this helpless man who has been through so much in such a short life, and all because he was being terrorized by this heinous creature. â€Å"I entered the room where the corpse lay, and was led up to the coffin†¦ The trial, the presence of the magistrate and witnesses, passed like a dream from my memory, when I saw the lifeless form of Henry Clerval stretched before me. I gasped for breath; and, throwing myself on the body I exclaimed, ‘Have my murderous machinations deprived you also, my dearest Henry, of life? Two I have already destroyed; other victims await their destiny: but you, Clerval, my friend, my benefactor’† (122). However, readers do get a glimpse in to how the monster feels and the struggles that he comes across. â€Å"†¦ She continued her course along the precipitous sides of the river, when suddenly her foot slipped; and she fell into the rapid stream. I rushed from my hiding place, and, with extreme labour from the force of the current, saved her, and dragged her to shore†¦ I was suddenly interrupted by the approach of a rustic†¦ On seeing me, he darted towards me, and, tearing the girl from my arms, hastened towards the deeper parts of the wood†¦ he aimed a gun, which he carried, at my body, and fired. I sunk to the ground, and my injurer, with increased swiftness, escaped into the wood† (95). Mary Shelley’s anecdote of a struggle between good versus evil makes the reader constantly redefine who is truly the good one, and who is evil. At the end of the novel, the reader discovers that it is really Victor Frankenstein that is the evil one. He manipulated the readers thoughts and feelings by leading them to believe that he was the good one, that he was being tormented by this evil beast. In reality, this is how the story really goes: Frankenstein was the creator of this â€Å"beast. † Frankenstein abandoned the beast and treated it as if it were too wretched to be loved. Frankenstein, knowing how the beast felt and what he was capable of, continued to ignore the monster’s requests for a companion. Frankenstein knew that the beast would take away all of his loved ones until he got what he wanted. Victor manipulated this monster in to doing his dirty work for him. Mary Shelley displays this battle between good and evil very well. Candide, written by Voltaire, is a satire which pokes fun at a number of Enlightenment philosophies. The protagonist, Candide, is a good-hearted but naive young man. His mentor, Pangloss, is described as a teacher of â€Å"metaphysico-theologo-cosmolonigology† who believes that this is â€Å"the best of all possible worlds. † This belief, which is argued by Leibniz, is the main reason why Voltaire is satirizing his play. Pangloss is an optimist, and believes that no matter what happens, this is the greatest life anyone can live because the good will always be the case. Voltaire mocks the idea that good prevails over evil because he believes that human beings perpetrate evil. He believes that evil does, in fact, exist and ignoring that existence is wrong and dangerous. Other philosophers such as Leibniz believe that the existence of any evil in the world would have to mean that God is either not good or not omnipotent, and that idea could not possibly be true. With this reasoning, philosophers such as Leibniz believe that since God is indeed perfect, then the world that he has created can be viewed as no less than perfect as well. All the â€Å"evil† or â€Å"bad† that people claim exists in the world is only because they do not understand what God’s ultimate plan is. Voltaire strongly disagrees with this idea, as it is evident in his novel. He does not accept the idea that a perfect God exists, maybe a God does not even exist. To prove his point, Voltaire uses a great deal of exaggeration; the biggest optimists in the world, Candide and Pangloss, go through a series of hardships and horrors. These woes do not serve any apparent purpose but to attack this belief that this is â€Å"the best of all possible worlds. † A perfect example is when Pangloss tells Candide that he is dying because of syphilis. In chapter four, Candide cries, â€Å"O sage Pangloss what a strange genealogy is this! Is not the devil the root of it? † Pangloss simply replies, â€Å"Not at all, it was a thing unavoidable, a necessary ingredient in the best of worlds; for if Columbus had not caught in an island in America this disease, which contaminates the source of generation, and frequently impedes propagation itself, and is evidently opposed to the great end of nature, we should have neither chocolate nor cochineal. † This part of the novel makes the reader laugh because chocolate is not the result of syphilis; they are in, no way, related. Voltaire then adds more intelligent and rational characters into the story, such as the old woman, who have more pessimistic views about how the world works. By the end of the novel, Pangloss finally admits that maybe this is not â€Å"the best of all possible worlds. † Shelley, Voltaire, and Leibniz all touched on the subject of good versus evil. Voltaire and Leibniz had opposing views on how the world really works. Maybe there is a bigger plan, but evil does exist and evil is created by all of us. Shelley definitely showed how humans can truly be evil. No matter what, there will always be a battle between good versus evil.

Police Authority, Police Power and Police Use of Force Essay

Abstract This paper will describe police power and police authority. I will also talk about police discretion as for as whom gets locked up and who is allowed to go free. This paper will discuss the different use of police force. In this paper I will also talk about police attitude, police misconduct, and physical abuse among police officers. Most people confuse police authority with police power. What are police authority and or police power? Souryal, (2007), stated, â€Å"That Authority is the right to control the behavior of others within legally determined parameter. These include constitutional and professional limitations, which are designed to resolve conflicts in an orderly fashion. Authority stems from the practitioner’s†¦show more content†¦The situation becomes more difficult when the practitioners feel threatened and stonewall the truth. They perjure themselves, destroy evidence, or cover up significant facts†. It is often said that no one is above the law not even the police, although it seems that they appear to be at times. The United States Constitution and the Bill of Rights protect the people from police brutality. â€Å"Police use of force is defined as the use of physical restraint by a police officer when dealing with a member of the public. Law enforcement officers are author ized to use the amount of force that is reasonable and necessary given the circumstances. Most officers are trained in the use of force and typically encounter numerous situations during their careers when the use of force is appropriate-for example, when making some arrests, restraining unruly combatants, or controlling a disruptive demonstration. Force may involve hitting: holding or restraining, pushing, choking threatening with a flashlight, baton, or chemical or pepper spray; restraining with a police dog, or threatening with a gun and some police use of force include handcuffing †, according to Schmalleger, (2008). A greater type of police force is excessive force. According to Schmalleger, (2008), â€Å"The International Association of Chiefs of Police defines excessive force as the application of an amount and orShow MoreRelatedSolving the Issue of Fellow Officers Abusing Their Power and Sometimes Taking the Law into Their Own Hands945 Words   |  4 Pagescan police officials solve the issue of fellow officers abusing their power and at times taking the law into their own hands? In the field of law enforcement, it can be difficult to balance what is the right course of action to use based on the criminals and their intentions while being placed under arrest. 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