11 Matching Annotations
  1. Sep 2025
    1. I say, there was no joy or feast at all; 1085 There was but heaviness and grievous sorrow; For privately he wedded on the morrow, And all day, then, he hid him like an owl; So sad he was, his old wife looked so foul.

      The words that the wife uses for this tale makes the wedding feel almost like a funeral "There was no joy or feast at all" These words paint a picture of almost rain clouds and thunder on the day the knight is to wed. "he hid him like an owl" Hiding from his almost fate and "so sad he was, his old wife looked so foul" This line reminds me of a corpse because of the word foul

    2. ‘Oh, have you slain me, you false thief?’ I said,

      This is a key line since it captures the Wife's mix of pain, outrage, and calculation in a dangerous predicament. As she cries, "Oh, have you slain me," she lingers over her wound to the point of declaring herself dead, not merely alleging pain but making her husband's offense all the greater. Instead of taking the blow quietly, she converts her pain into public condemnation, painting herself as the victim of a crime on his part. In accusing him of being a "false thief," she is not only accusing him of violence but of being the author of a crime against something valuable that he has stolen from her, whether it is her dignity, her security, or her right in the relationship. This utilization of the term emphasizes betrayal and duplicity and identifies him as morally evil as well as physically abusive. Her words also turn the power around: whereas she is only physically attacked, she uses language to shame him and to make him take on the role of the guilty party. It's important since it highlights how the Wife employs language as a weapon; in a society where she is physically broken, she employs her voice to turn into the instrument through which she reclaims control and writes history in her own terms.

  2. Mar 2025
  3. Jan 2023
    1. 个人学习可能取决于他人行为的主张突出了将学习环境视为一个涉及多个互动参与者的系统的重要性
  4. Aug 2022
  5. learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com
  6. Sep 2020
  7. Jan 2016
    1. If, then, there be liberty, men get from her just in proportion to their works, and their having and enjoying are just in proportion to their being and their doing.

      During this time the Captains of Industry/Robber Barons were gaining power and wealth. The idea that these men were working harder than others was severely skewed. All of the richest men at the time were creating their monopoly and money off of the backs of the working class. Exploiting this class was commonplace, forcing workers to work 10+ hour shifts in dangerous situations for minimal pay. Sumner's idea that work is proportional to success shows a lack of understanding of the conditions of the working class.

    2. It is impossible that the man with capital and the man without capital should be equal. To affirm that they are equal would be to say that a man who has no tool can get as much food out of the ground as the man who has a spade or a plough; or that the man who has no weapon can defend himself as well against hostile beasts or hostile men as the man who has a weapon. If that were so, none of us would work any more.

      The sentence highlights the social inconsistency within the age of the second industrial revolution. At this time, social inequality was due to political corruption and how wealth was distributed. Thus, the man with capital had more power and wealth than the man who does not have capital. Also, what I found distinct about this quote is that Sumner contrasted it with the idea of the first paragraph, in which he stated and acknowledges that equality was possible if everyone could "share" the wealth and power, then inequality would be solved. However, by stating the quote (highlighted), there would be no work and that it was necessary to have men with capital because they are the propellers of success in society.

  8. Nov 2013
    1. Like any other discipline, the theory of invention and arrangement must be practiced in two ways: first, in order that by its means we should through external examples learn common sense from argument, judgment from the manner of conclusion, and complete prudence from the method of arrangement and order; secondly, that by means of the same art we should devise similar examples in speech and writing.

      Learn rhetoric through analyzing others and practicing what you've learned.