How to Get a Sample Word Scholarship Essay

How to Get a Sample Word Scholarship EssayAre you in need of a sample word scholarship essay? If so, then you will find that there are many great opportunities for students to obtain them. Most college students struggle with writing a good essay and applying it to their college application. In order to avoid going through this process, and instead have more time for studying, or even play sports, they must learn how to write a great sample word essay.The best way to learn how to write a sample word essay is to go to an online course. You will need to find one that is accredited. Be sure to read the reviews that the course has received and check to see if it has any students who are currently enrolled in a course. This will give you an idea as to whether or not you will be comfortable completing the course and can do it without a problem.Another thing to look at is the's format. It should be brief, but you should also make sure that it is something that the average college student wou ld be able to understand. Make sure that your sample word essay addresses the following questions:You will want to answer each question. For example, you will want to address what the main points of the essay are, what the key points are, and how they relate to the rest of the paper. Once you have answered these questions, you should put your focus on answering the next two questions.You will want to briefly explain why the students apply to the college, and what the admissions officers look for in applicants. You will also want to make sure that you answer each question as best as you can. Your main point should explain why the student needs to apply to the college.Then you will want to put together a proper format for your paper. If you can't find the perfect template, you can use Microsoft Word, which has a function for creating documents. You will want to make sure that you know the proper format for each part of the paper.Finally, you will want to spend some time getting the co rrect answers to all of the questions. You will want to get past the random test questions, and review them once you know the correct answers. Once you are finished reviewing your essay, you should save it in Word format and then email it back to the instructor, or send it off to an editor.

Fredrick Douglas Essays - Slavery In The United States, Racism

Fredrick Douglas Imagine yourself at the mercy of another human being. You are dependent upon this person for food and shelter. This person controls your life in every way possible. You are told when to wake up, what to do, how to do it and when to stop doing it. If you do not cooperate you will be beaten severely and possibly killed. Imagine a society of people that live like this! How would human character be affected by this power? How would religion be influenced by this institution? How would family life be affected by these activities? I will attempt to answer these three questions in the following essay. Fredrick Douglas was born in Maryland, he does not know the date of his birth, as did most slaves. He never really had a chance to know his mother, only having seen her four or five times. Fredrick taught himself how to read and write despite it being against his slave-owners wishes. He could not let knowledge be known to anyone except for other slaves. Fredrick saw his knowledge of words both as a blessing and a curse. In words of John Cotton, Let all the world learn to give mortal men no greater power than they are content they shall use---for use it they will. Limitations of Government (1655). This statement is proven true in the institution of slavery. White men were given supreme power over their black slaves and it corrupted their character. Otherwise noble men were forced to be torturous towards their slaves in order to keep them in line. As Douglas recalls an incident where a slave named Demby, was being whipped by a Mr. Gore. After receiving his lashes, Demby proceeded to run into the river, not to escape but to relieve the pain. Mr. Gore gave Demby to the count of three to come out of the river. When Demby did not comply, he was shot dead. It is my belief that no sane man would b compelled to shoot another without good reason. The institution of slavery gave these men a good reason. That is an extreme of slavery can cause. Most slave-owners were not so brutal, but they were not distant from the behavior. They had to become fairly evil to keep the slaves in line. Brutality had to take the place of consent in slaves and without limitations man was bound to exercise the power. Slavery not only affected the male slave owners but the women also. Mrs. Auld wasnt raised with slaves, She has been in a good degree preserved from the blighting and dehumanizing effects of slavery. (Page 46) When she first married into the family she began to teach Fredrick the ABCs. Soon after, Mr. Auld found out and put a stop to it. To his belief it was unsafe to teach slaves to read. Before long Mrs. Auld changed, The fatal Poison of irresponsible power was already in her hands, and soon commenced its infernal work. (Page 46) Religion teaches us to be kind to one another, perhaps to make us more humane. But Douglas found religion to have the opposite effect on slaveholders. They, found religious sanction and support, (page 65) for the cruelty they showed their slaves. I could not believe that religion could or would support slavery. Didnt they know God sees no color? This could only come from men who preached liberty and practiced slavery. The fear of losing slaves must have been so great a burden on their minds they would look for anything to justify their behavior. Slavery debased religion all across the south. This s what Douglas refers to as the slaveholders religion (page 118). Douglas perceives a big difference between Christianity and the slaveholders religion, to receive Christianity as good, pure and holy, is of necessity to reject the slaveholders religion as bad, corrupt and wicked. (Page 118) Douglas refers to the church members as cradle plunderers, the ministers are men-stealers and the missionaries are women-whippers. (Page118) Religion came to rely upon the slaveholders for financially support, The dealer gives his bloodstained gold to support the pulpit. (Page 119) Douglas describes this companionship by stating, Here we have religion and robbery allies of each other. (Page 119) The

greek essays

greek essays To put it bluntly: I am a mutt. I know for certain that my family tree holds ancestors of Greek, French, German, Irish, and Italian origin. I say for certain, because my grandmother on my mothers side was orphaned as a child, leaving her ethnic background up to many familial debates. However, it is my Greek heritage that is closest to me (my father was born there), and the one that has impacted my life most. I am completely enveloped in the culture, and practice many of its traditions, which I am all to eager to provide. I hope that you will find these particular traditions interesting, as well as somewhat entertaining. The first true tradition I can remember being passed down to me is a Christmas tradition. I was very young and my grandmother recounted for me why our fireplaces continually burn during the season, and simultaneously, one of the most humorous Greek folk legends: the legend of the "kalikantzaroi. The kalikantzaroi are tiny little creatures that look like elves. They live in the depths of the earth where their mission is to chop at a huge tree trunk that is the earth's foundation. They work all year round to accomplish this. Yet, when they are just about to complete their task, Christmas day arrives and they surface on earth for twelve days (from December 25 through January 6). During their visit they create havoc and play tricks on people. As a matter of fact, if anything unexplainable happens during those twelve days, the Greeks blame these creatures. Many leave their fireplace on for the duration of the twelve days to prevent the creatures from entering their house (they us ually come in through the chimney). The "kalikantzaroi" are afraid of fire, light, the cross, and holy water. For this reason, they disappear on the day of Epiphany when all the waters are blessed. However, when they return to the depths of the earth, they find the earth's tree trunk completely restored, due to ...

Essay Review Example | Topics and Well Written Essays - 250 words

Review - Essay Example According to Kenneth, China, in-spite of making advancements in science was unable to emerge as a strong economy. It was troubled due to its non-integrated political framework that prevented free trade and exchange of goods between different regions (Kenneth, 12-15) Weak political structure not allowed much of innovations to be carried forward to the next level of production. However, Europe attempted for excellence in its work, brought new styles of production that reduced time and energy and facilitated greater efficiency. Another factor that greatly influenced capitalism was the geographical set up. North Western Europe has vast coalmines. When North America became the largest importer of coal then Europe started specializing in the production of energy rather than agriculture. An influenced of trade and commerce came at hand, which in turn gave phenomenal increase to entrepreneurship in Europe. Individual enterprise, easy availability of credit and huge profits were the motivations for the people of Europe. The capitalists in Europe emerged from monasteries as these religious places amassed wealth. Materialistic tendencies gave rise to individualist approach towards trade practices. This need to increase wealth gave rise to capitalism that fueled one of the most important revolutions of the modern world i.e. The Industrial

Thought Experiment Laboratory and Bad Argument Dustbin Essay

Thought Experiment Laboratory and Bad Argument Dustbin - Essay Example The straw man fallacy is a fallacy that is common in the political parlance. It is used to attack political opponents without having a physical contact but leaving the opponents in a disjointed state. The straw man fallacy enables an individual to set an imaginary target, assault it and have a self-adjudged victory. This argument could be linked to the American attack on Iraq under the Bush administration. The President Bush led administration invaded Iraq on the basis of the possession of nuclear weapons by the then dictator, Saddam Hussein and his connection with Osama Bin Laden and the September 11 attack on the world trade centre. The public was made to believe that Saddam was in possession of a nuclear weapon and have a connection with the Al Qaeda leader. The argument seems illogical to believe, since there was no evidence that could link the two personalities together. American President was losing his influence in the global world. This notion among the public was influenced by the quiet nature of the Clinton administration. The American public in this argument represents the straw man. The imaginary picture created is the Iraqi President that was used as a means to gain public acceptance. The second argument is to falsify the initial claim that the public was the centre of attention, while carrying out attacks in Iraq. This is a target that, the Bush dynasty had been after over the years. The Senior Bush in the early twentieth century had a row with Saddam and he could not get hold of him. This is one of the reasons that, President Bush had put up an illogical argument to invade Iraq and satisfy his thirst for war. An argument that could also be used in explaining that type of fallacy is that of a psychological illustration in treating a patient. Psychologist believes in the recreation of an atmosphere that makes a patient recall event that had

The way weaponry has been portrayed. Essay Example for Free

The way weaponry has been portrayed. Essay Theme: The way weaponry has been portrayed. Throughout literature poets have used various literary devices in order to convey their message to the audience. Wilfred Owen has cleverly personified weaponry in the context of war and has woven it in his poems. This in turn accentuates the message he is trying to convey the paradox of War. The use of this tool is most prominent in three of his poems, The Last Laugh, Arms and The Boy and Anthem for Doomed Youth. In these poems he depicts weapons as sinister, flesh-hungry savages whose only purpose is to kill. In Anthem for Doomed Youth Wilfred Owen writes and elegiac sonnet moaning the loss of innocent life. Like his other poems to one too is steeped in irony. War he wants to point out is not fanfare and glory. It is dirt and muck and pain and struggle which ultimately end in death. His view of war is greatly influenced by his own experiences. Disenchanted, brutalised and lied to by his own nation he like so many others felt betrayed. They were taught that war was glorious and soldiers were proud and valiant, the truth of it was that war was none of these and soldiers were being herded like cattle to tthose deaths. He goes on to personify weapons in the Last Laugh as mocking the soldiers that they ruthlessly killed using words such as â€Å"guffawed and chirped† In the poem Arms and the Boy, Owen changes the portrayal of the weapon and showcases it as a toy that is being handed out to a child â€Å"Let the boy try along this bayonet-blade†. Along with the description of the weapon Owen also juxtaposes the loss of innocence that prevailed during the time of war. In the poem Sonnet On Seeing a Piece of Our Heavy Artillery brought into Action Owen portrays weapons as an object that has to be paid respect to, this is shown by the words ‘thou, thee’. He furthermore goes on to personify the guns by saying that he slowly lifted ‘thou long black arm’ and also describes the destruction that they eventually cause. The four poems have a lot of literary devices packed into them such as sound imagery, metaphors and personification which compliment his description of the weapons. World War 1 was the war that changed history. The use of mechanised weapons on an unsuspecting enemy proved to be the biggest challenge. Earlier war was seen as something glorious and even  chivalrous. World War 1 overturned that view, the senseless bloodshed, the ruthless use of weapons made this war anything but glorious. Owen was one such soldier who first hand experienced the horrors of war and unlike poets before him conveyed the reality of war. He and a few others were instrumental in ripping the faà §ade of the honour and glory that war claims to be. His poems are raw, undisguised versions of the harsh reality of what was occurring in the t renches of the Western Front. Wilfred Owen uses a significant amount of literary devices to convey how weapons play a large role in warfare. His poem the Last Laugh begins with an expletive, ‘Oh! Jesus Christ! I’m hit’ the title itself is rich in irony as the poem goes on to depict how the weapons that are personified ‘chuckle’ and ‘guffaw’ at the soldier’s death. Lines like ‘the bullets chirped, machine guns chuckled†¦and the Big Gun guffawed’ reveal the dark humour that underlies the poem. The use of onomatopoeia adds to the chilling darkness of the imagery, â€Å"tut tut and the way the splinter spat and tittered’ are evidence of this. His use of alliteration enhances the poetic tempo. The ‘lofty Shrapnel’ is personified as it ‘gestures leisurely’ at the dying man calling him fool. Weapons are further personified as grim, hostile entities. The Bayonets have ‘long teeth’ and grinned as ravels of shells ‘hoot and groan and gas hisses’. The use of capital letters to classify the weapons furthe r draws attention to their significance, in this case as purveyors of destruction. In Arms and the Boy, Owen depicts how innocence is destroyed by war. The title itself seems like an oxymoron because children are usually not associated with weapons. The poem begins with a calm suggestion of letting the boy try the bayonet blade and see how ‘cold the steel is’ The bayonet itself is personified as a creature with a predatory nature, ‘it’s keen with hunger of blood’ its appetite is further described as ‘famishing for flesh’ this use of alliteration of fricative sounds embellishes the rapacious nature of the weapon, it is described as being ‘blue with all malice, like a madman’s flash’ this simile conveys the cruelty and evil that is associated with this weapon. By using explosive sounds and the use of adjectives such as cold increase the sinister effect of the weapon. The second stanza similarly begins with a tender gesture asking the young boy to ‘stroke these blind blunt bullet leads’ the use of consonance  adds to making the bullets seem less deadly than they are words such as ‘ long to nuzzle’ portray warmth but ironically the euphuism , ‘in the hearts of lads’ stands for the death of young children. Cartridges are described as having fine zinc teeth, their sharpness is compared to ‘the sharpness of grief and death’ in saying ‘give him’ these weapons of destruction the poet is juxtaposing innocence with experience and death. Owen does so in a manner that seems innocuous asking the boy to play with these objects of death and destruction. The third stanza ‘his teeth seemed for laughing round an apple’ conveys the idea of childish innocence. The young boy does not have fangs nor ‘claws behind his fingers supple’. Furthermore Owen writes ‘God will grow no talons at his heels or ‘antlers through the thickness of his curls’. This conveys that God had not meant for man to be like a beast. Man needs to arm himself with weapons to don the mantle of a predator. In showing the young boy through the ‘thickness of his curls’ further implies how angelic and innocent he is. Owen is bereaved that he will one day pick up the weapons of destruction and will thus be robbed of his innocence. Owen uses many literary devices such as personification to depict the weapons he says the cartridges ‘have fine zinc teeth’ and the bayonet is described as being ‘keen with hunger of blood’. The poet alludes to Virgil’s epic the Aeneid ‘of arms and the man I sing’. The poem itself uses half rhyme and alliteration ‘famishing for flesh’, ‘blind blunt bullet leads’ to convey the tone of the poem which is largely sinister. In his poem ‘Anthem for doomed youth’ Owen takes the theme of how weapons destroy one step further. Here to the imagery is stark and the poem begins with sound imagery, ‘what passing bells for these who die as cattle?’ The reference to cattle further shows the diminished emotion that war instils in humans. Soldiers are equated to cattle and the death knells are merely in passing. Written as a Petrarchan sonnet with a ABA rhyme scheme Anthem for doomed youth vividly demolishes the myth of soldiers being valiant of glorious in battle. Here too weapons are personified guns are shown as having ‘monstrous anger’ and ‘the stuttering ripples rapid rattle’ The use of alliteration further enhances the sound imagery as the reader is transported back in time. Word s such as ‘stuttering and patter’ convey a sense of grief and hesitation. There is no one to grieve for those who have  died, ‘no mockeries now for them†¦nor any voice of morning save the choirs’ and these choirs are that of the ‘shrill demented, wailing shells’ by using words such as wailing and mourning Owen is trying to depict the harsh reality that the soldiers had to face. There is neither fanfare nor celebration ‘and bugles call for them from sad shires’ the soldiers are portrayed as the forgotten, remembered only in the ‘pallor of girl’s brows’ And in the ‘tenderness of patient minds’. Owen juxtaposes very interestingly the two themes of religion with war. The imagery of candles and flowers are harshly juxtaposed against that of death and pain. His use of mild innocuous language contrasts sharply with the violence of the action depicted. The two stanzas are starkly different as the first vividly describes the horror of war and the second the hope of the families left behi nd waiting for fathers, brothers, sons to return. The disillusionment and bitterness is illumined in this poem. The tone is contrite and bitter and a sense of irony pervades the poem. Written as a eulogy the heading conveys the theme perfectly, it is truly an Anthem for the youth who are doomed to die in a war that made no sense. In the Sonnet that Owen wrote he describes the weapons initially as an object those posses’ majestic qualities. He praises the gun by calling it â€Å"Great† which shows his respect for this artillery. He furthermore shows the Gun ‘towering towards heaven’ which shows that the gun is about to attack God himself, portraying the amount of power that it posses. He personifies the gun and lifted its ‘long black arm’. He also describes the canon as a weapon that protects its soldiers as well as kills. Throughout this poem he admires the weapons but the last two lines reveal his true perception of artillery. Harsh words such as ‘cut thee from our soul’ shows the level of resentment that he has against weapons as he also asks God to ‘curse thee’. The title itself is absurd as a Sonnet is a poem that is addressed to a lover however he uses it differently and uses it to both praise the weapons as well as criticise them. All of Wilfred Owens poems are bound by the sense of irony. His poems resound with pathos. He truly conveys the pity of war and doesn’t seek to elevate it as poets in the past did. His poems are stark snippets of reality as were experienced by young soldiers in trenches. The horror, the infestation the overpowering stench of war is all beautifully conveyed through his poetry. His poetry does not want to gloss  over reality it is reality.

Voltaires Candide: The Transformation of Candide Essay -- Voltaire Ca

Voltaire's Candide: The Transformation of Candide   Ã‚  Ã‚  Ã‚  Candide (1991), which is another version of "Voltaire" by French writer Francois-Marie Arouet, is a short but diverse story that tells of a young man's journey for love and the hardships he faces all the while keeping a very strong, positive and philosophical outlook on life. The book starts in an unknown year, hinted sometime around the Renaissance, with a young man named Candide. Candide loves the princess of a Baron and is banished from the land because of it. Wanting so much to be with his love, he starts his travels to find some way that he can be with her. Right from the start Candide falls into trouble. From being forced to join an army, to seeing and loosing his love again, to great riches and to the lowest pit of poor Candide is able to overcome adversary and conquer the odds. In this amazing journey he finds that every event in the world has a reason, and whether there are positive or negative moments you have to live them.   Ã‚  Ã‚  Ã‚  At the beginning, the reader finds out about Candide's misfortunate event that leads him on his journeys. His being taught, by Pangaloss, of philosophical ways of life leads him to long for his beloved. This longing is the official start of his journey to marry the beautiful Cunegonde.   Ã‚  Ã‚  Ã‚  Candid finds himself at the first of his woes when he enters a tavern in the town of Waldberghofftrarbk-dikdorff. He is coaxed into going to a camp by mean of a meal. In the camp he is captured and forced to fight for the Bulgarian army. He attempts to escape but is caught and is forced to run the gauntlet. He then tries escaping again in the heat of battle and succeeds.   Ã‚  Ã‚  Ã‚  After being taken in and helped by James, an anabaptist, he runs into h... ...on: if you had not walked over America: if you had not Stabbed the Baron: If you had not lost all of your sheep from the fine country of El Dorado: you would not be here eating preserved citrons and pistachio-nuts" (87). This last quote by Pangaloss is the end of Candide's journey. This is where Candide finally realizes that the events in the world have reasons behind them.   Ã‚  Ã‚  Ã‚  Candide realizes, through the teachings of Pangaloss and his journeys, that no one can change what has happened or what might happen in the near future. The only thing that can be done is to take life as it is dealt and play the hand you got. This is a major change for Candide philosophical thoughts of events from beginning to end. Candide can now make the bast out of events that may not favor him in the future. Works Cited Voltaire. Candide. Dover Publications, Inc. New York, 1991