William Wallace :: essays research papers fc

William Wallace is considered to be â€Å"Scotland’s greatest hero† (McHale). In order to appreciate the true value of freedom one must understand the hardships and trials people faced in order to obtain that freedom. William Wallace was a freedom fighter. He went through many trials and tribulations during his life. William Wallace’s family came from Wales. William was not even Scottish (Fish). Yet he had the strength and courage to stand up for what he thought was right. William Wallace was born in a little town called Elerslie, in Scotland, around January 1272. â€Å"He was the second of three sons to Sir Malcolm Wallace† (Waters). His mother taught him his basic education, until he was six to seven years of age (Chung). At this time and age, the second male son of a family was obligated, by tradition, to obtain education by a clergy member of a monastery, and eventually become a clergy member himself. It is unknown, by historians, how William averted this tradition (Ewart). During this time the English king, Edward Plantagenet I, also called Edward de Longshanks (McHale), was taking over Scotland. The king of England issued all the people of Scotland to pay homage to him. Sir Malcolm Wallace was entirely against this. He made this widely known. He eventually became titled as an outlaw by King Edward, and was on the run from the English along with his oldest son Malcolm. Sir Reginald de Crauford, William’s grandfather, administered the homage to be paid to Edward I and noticed that his son-in-law’s name did not appear on the list that he compiled (Chung). He sent his daughter and grandsons to Cambuskenneth Abbey in Dunipace to live with Sir Malcolm’s younger brother who was a cleric there. This is where William received the remainder of his education. â€Å"His uncle instilled in him moral maxims compactly framed in Latin, and referred frequently to the great classic authors† (McHale). At the monastery he learned the passion a nd love of liberty he so frequently displayed as an adult. By the time William completed his education his father died. Sir Malcolm was murdered by an English knight, named Fenwick. The news of William’s father’s death spread quickly. A few months after, William was branded an outlaw, because he killed a man taunting him of his father’s death. This started whole slew of killings and Wallace’s rebellion against the English. Williams Wallace first appears in history early in 1297.

“Coming Back” by David Hill and “Tully” by Paullina Simons

‘Teenagers don’t always know all the answers. Texts can offer important lessons, which may assist responders in reflecting their own values’.Ignorant, unknowledgeable nature of youth exists as a naturalistic quality amongst teenagers; characters within the texts ‘Coming Back’ by David Hill and ‘Tully’ by Paullina Simons further endorse this characteristic. The themes of guilt and recovery as well as Pain and friendship provide insight into fundamental lessons that attest the responder’s values.A central concern addressed in ‘Coming back’ by David Hill is the primary battle existent within Ryan, which is endorsed in a series of actions that Hill associates with guilt. Both Ryan and Tara are heavily affected by the results of a tragic, traffic accident that hospitalized Tara Gower due to the negligence and recklessness of Ryan and his peers.Ryan foreshadows the car accident; repetition, short sentences and colloquial lan guage- â€Å"If only. Two little words with one massive bloody meaning. If only† emphasizing Ryan’s guilt and regret in conjunction with the accident. Direct language, low modality, negative connotations- â€Å"I had to punish myself. Hurt myself.† Forceful, objective tone and repetition in Ryan’s speech reiterate his guilt, as self- harmful thoughts began to justify his physical actions and behavior. Self -harm is a common result of pain amongst youth, which is demonstrated through the insightful texts of both ‘Coming Back’ and ‘Tully†, evidently guidance is often essential for teenagers during adolescents.Unknowing nature can result in fear, hence freezing recovery processes. Tara Gower’s recovery was often simultaneously affected by her fears and fears of the unknown. The enormity of Tara’s recovery is continuously illustrated throughout the text; demonstrated by the use of formal jargon- â€Å"An impact severe e nough to cause brain injury may also cause damage to other organs resulting in contusions of the heart† reflecting the serious notions of Tara’s condition, whilst providing facts and extenuating the trauma of the car accident.Medical context also reflects Ryan’s fears, providing dense, factual realizations that he unfortunately caused. Imagery, personification, metaphorical language-â€Å"I was too tired to fight it. All around me the river kept eating away.† Demonstrating Tara’s dream like state and reflecting her  fears of fading away. Initially Tara’s language is figurative and short, however her language develops over time. First person, imagery, positive connotations, high modality- â€Å"I felt myself swallowing. Orange Juice. A chocolate milkshake-my favorite!† indicating she was able to distinguish taste, but not able to feed herself during this point of recovery. Some of the most tragic issues are best conveyed in the depth of a novel, as they provide insight into fundamental lessons that attest the responder’s values.Pain is an explicit theme present in the text ‘Tully’ by Paullina Simons; how Tully copes with pain is a fundamental aspect of this text. The full horrors of Tully’s childhood are slowly unveiled; although the narrative begins when she is 17, flashbacks and accounts of her torn experiences as a child characterize her behavior and beliefs. She was abandoned by her father and unwanted by her abusive mother from a young age; repetitive clauses, negative connotations, recurring motif- â€Å"From the time Tully was two, she learned fear and with fear she learned hate, and with hate she learned silence† demonstrating she was raised in an atmosphere of neglect and unpredictable violence.Her pain resulted in self harm; metaphor, imagery, personification- â€Å"I do it because I want to feel what death feels like. I just want unconsciousness to wash over me- to h eal myself† illustrating the irony and juxtaposed nature of healing and death, provoking feelings of anxiety, portraying how damaged Tully has become. ‘Tully’ offers important lessons, which are relevant to societies concerns and beliefs.Friendship that endures through life times is a bold theme explicit in ‘Tully’. Regardless of her pain she found refuge in friendship with Jennifer and Julie, until Jennifer committed suicide in their senior year. She wrote a letter to Tully prior to her death; religious references, high modality, colloquialisms, metaphorical language- â€Å"God is going to call upon you to summon all your strength, all your iron clad, gritted teeth, clenched fists will to pull you through† demonstrating Jennifer believes Tully is unbreakable and will overcome her death, however, Tully sees it as an act of betrayal and is shattered by the harsh loss of Jennifer.Tully spent many hours compulsively cleaning the bathroom afterâ₠¬ ¦ and the unforgettable expressionless face of Jen’s father; low modality, emotive language,  imagery- â€Å"he is still stunned, yet I’m already falling, already can’t breathe without her† illustrating her affection towards Jennifer. Jennifer’s death had a huge impact on Tully, which reflects her future behavior and values.The themes of guilt, recovery, pain and friendship are undying concepts present in many teenagers lives, the notions of these themes are universal as ignorant, unknowledgeable nature of youth exists as a naturalistic quality amongst teenagers; characters within the texts ‘Coming Back’ by David Hill and ‘Tully’ by Paullina Simons further endorse this characteristic, demonstrating that teenagers do not always know the answers.

Queen Elizabeth’s Speech To Her Troops

To lead a country there are certain traits that you must obtain. These include poise, confidence, trustworthiness, and ambition. As the ruler of England Queen Elizabeth I possessed all of these qualities and made them apparent when she addressed her troops as the Spanish Armada crept closer to the shores of England in 1588. In this compelling speech she delivers a clear purpose to her troops that she is dedicated to them in every way possible.Through her diction, ethos, and pathos Queen Elizabeth I successfully displays her dedication giving her troops the confidence to rally and attack the enemy. Queen Elizabeth I uses diction that exhibits her trust and dedication towards her troops. She praises her â€Å"faithful and loving people† and emphasizes the â€Å"loyal hearts and good-will of my subjects†. The queen chose these words because they show what her people mean to her. She could have chosen to simply call them her subjects.This is a much more derogatory and imper sonal way of addressing them. Instead she approaches them in a way that exposes how much she cares about them which in turn shows her dedication. Even though Queen Elizabeth I was far removed from the daily lives of her troops and people in her speech she speaks to them as if they are her own family. The Queen does not limit her use of diction to only praising her troops though. She also uses selective word choice to portray how much her country means to her.She refers to Spain invading England as â€Å"to invade the borders of my realm. † This statement asserts her protectiveness over her country. The Queen makes it clear that if anyone is to dishonor her country she will personally see that they receive a repercussion. The diction selected by Queen Elizabeth I tactfully presents her dedication to her troops and citizens. As the ruler of England, Queen Elizabeth I already possesses a certain amount of credibility and trustworthiness to her subjects.While speaking to the troo ps at Tilbury she exerts more ethos to prove her dedication. One thing that the Queen makes very clear is that she is willing to die for her country. She states â€Å"in the midst and heat of the battle, to live and die amongst you all, to lay down for God and my kingdom, and my people. † Even though she may not actually fight on the battlefield, just by asserting that she would be willing to risk her life for her kingdom of England if the time ever came proves her immense dedication to her people.She furthers her credibility by saying, â€Å"In the mean time, my lieutenant general shall be in my stead. † The Queen would be fighting if she could, but instead she is â€Å"fighting† through one of her generals, but we know she is dedicated at heart. She also simulates loyalty when she says, â€Å"I myself will take up arms, I myself will be your general, judge, and rewarder. † Queen Elizabeth gains trustworthiness because she is willing to do anything for h er troops and people that will better their lives. The ethos that is professed advances the Queens dedication.When addressing troops that are about to enter into a life-threatening battle, as a speaker you need to calm their nerves, while also showing that you trust them. Queen Elizabeth successfully uses pathos to accomplish this task. The Queen renders, â€Å"we shall shortly have a famous victory over those enemies of my God, of my kingdom and of my people. † This statement demonstrates her confidence in the troops. Then, the troops realizing that their queen has so much faith towards them will possess the strength and courage to succeed in battle.