Essay Collection Query Letter Sample

Essay Collection Query Letter SampleAs a first step in your essay writing process, you should prepare a short essay collection query letter sample. This letter will serve as a template and you can use it as a guide for your essay writing project. These samples are available in many forms: in downloadable form, in PDF format, on CD-ROM and online.Online writing samples of different topics are available on the websites of various writers' resources. You may also need to create your own sites to showcase your writing ability. Using a personalized and original site can improve your reputation. A great deal of writers have found this to be a good source for improving their writing skills.Using a personal essay collection query letter can help to improve the quality of your particular topic. There are thousands of examples available to help you create a good collection. The examples help you to achieve clarity and focus of your essay writing project. You can then easily revise your essay a nd expand upon it.Before writing your essay, make sure that all of your contact information is right. Be sure to include your name, email address, and phone number. If possible, include a personal email address. Make sure that all of your personal information is included on your essay collection query letter sample.Make sure that the essays do not contain any HTML or ASP.Net code because that would defeat the purpose of having an essay collection in the first place. While reading the assignments, make sure that you do not utilize any form of JavaScript code. Your essay collection query letter sample should help you to write an essay, whether it is in Word or Microsoft Publisher.By using this sample, you can easily put your research on the site. A little bit of your own research can help youto learn more about your subject. In fact, research can aid you in improving your writing skills by improving your knowledge.Although you can use the same kind of essay collection query letter for every assignment, it is very important that you begin the same with each essay. Doing so will help you make quick work of your assignments. With this, you can easily get a high grade in your assignments and improve your writing skills.

Use of Contrasts in Act I of The Tempest Essay Example For Students

Use of Contrasts in Act I of The Tempest Essay Use of Contrasts in Act I of The TempestKrunal PatelWilliam Shakespeare used many different writing devices when he wrotehis plays. In Act I of The Tempest, the use of contrasts between characters,setting, and ideas were often used to develop the story, and more importantly,the messages that Shakespeare wished to portray by the play. One good example was how some characters in the first act had theircounterparts. Ariel had Caliban, and Gonzalo had Ferdinand. The relationshipbetween Ariel and Caliban could clearly be seen throughout Act I, scene II. Ariel was the airy spirit that could assume different shapes, such as thelightning flames seen on the ship (Shakespeare 31), and who had quickness,lightness, grace, and total control over his actions. On the other hand,Caliban who represented the body, couldnt control his actions and thus made himthe opposite of Ariel. He even tried to rape Miranda once, but was stopped byProspero in the process. In fact, it might even be safe to say that Caliban wasanti-Ariel, being slow, stupid, and lazy. We will write a custom essay on Use of Contrasts in Act I of The Tempest specifically for you for only $16.38 $13.9/page Order now Gonzalo and Ferdinand were also contrasted in this act. In Act I, sceneI lines 28-33, Gonzalo made fun of the boatswain by saying that he didnt looklike the type to drown, instead he resembled more of the type to be hanged. Thus implying that no one on the ship would drown. This gesture by Gonzaloshowed that he was an optimistic person. On the other hand, after landing onthe island in Act I, scene ii, Ferdinand grew worry of his father andimmediately presumed he was dead. He even went as far as saying that he was nowthe new King of Naples (Shakespeare 45). Therefore, one can see that Ferdinanddid not have a positive outlook and wasnt as optimistic as Gonzalo. From thecontrasts between Ariel Caliban, and Gonzalo Ferdinand, one develops acharacter profile of the four and starts to recognize some ideas thatShakespeare was trying to bring about in The Tempest. Contrast between the settings was also present in Act I. The tempest inthe beginning of the play caused violent winds and total confusion aboard theship. This chaos disturbed Shakespeares Social Order. The boatswain, not theKing, was giving out orders to the people, while the King and his son werepraying below. Thus, the whole Social Order was inverted. However when shiplanded on the island, the setting of the play changed from the terrifying stormto the delightfulness of the island. In turn, the Social Order was also putback to its original state by the introduction of Prospero and his commonersAriel and Caliban. The reader can create a kind of atmosphere from thiscontrast. Recall that in Act I, Scene II, Shakespeare offered a parallel, or atleast a contrast, in the way Miranda and Caliban were educated and how they usedtheir education. Whereas education had beneficial effects on Mirandas highnature, its effects on Calibans low nature were extremely harmful. Prosperotook great pains in order to educate her daughter: Have I, thy schoolmaster, made thee more profit Than other princesse can, that have more time For vanier hours, and tutors not so careful. (Shakespeare 29)Miranda benefitted greatly from her education because she had a noblenature with which to begin. She respected her father for whom he was and obeyedhim as commanded. Contrasted by Caliban, whose main benefit from learning wasthat he became an expert at cursing. Education had only made him into amalcontent creature who always whined about his low position. He may have beenborn to serve, but learning had made him hate serving. The contrast betweenthese two characters education helped Shakesp eare to convey his idea ofeducation between high class and low class individuals. .u331e93b15379fb1fad309f6d0c52cbc4 , .u331e93b15379fb1fad309f6d0c52cbc4 .postImageUrl , .u331e93b15379fb1fad309f6d0c52cbc4 .centered-text-area { min-height: 80px; position: relative; } .u331e93b15379fb1fad309f6d0c52cbc4 , .u331e93b15379fb1fad309f6d0c52cbc4:hover , .u331e93b15379fb1fad309f6d0c52cbc4:visited , .u331e93b15379fb1fad309f6d0c52cbc4:active { border:0!important; } .u331e93b15379fb1fad309f6d0c52cbc4 .clearfix:after { content: ""; display: table; clear: both; } .u331e93b15379fb1fad309f6d0c52cbc4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u331e93b15379fb1fad309f6d0c52cbc4:active , .u331e93b15379fb1fad309f6d0c52cbc4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u331e93b15379fb1fad309f6d0c52cbc4 .centered-text-area { width: 100%; position: relative ; } .u331e93b15379fb1fad309f6d0c52cbc4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u331e93b15379fb1fad309f6d0c52cbc4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u331e93b15379fb1fad309f6d0c52cbc4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u331e93b15379fb1fad309f6d0c52cbc4:hover .ctaButton { background-color: #34495E!important; } .u331e93b15379fb1fad309f6d0c52cbc4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u331e93b15379fb1fad309f6d0c52cbc4 .u331e93b15379fb1fad309f6d0c52cbc4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u331e93b15379fb1fad309f6d0c52cbc4:after { content: ""; display: block; clear: both; } READ: Healthy Fast Food EssayShakespeare intelligently used different contrasts in Act I to displaycharacters, setting and ideas. These contrasts helped to unify the act, andmake the reader more aware of what they were truly reading, and that is ofcourse, a work of art. English