DRAFT FOR PERSUASIVE ESSAY 5

Running Head: WRITING PLAN 1

DRAFT FOR PERSUASIVE ESSAY 5

 

Kanesha Bowden

English Composition II 21EW5

05/26/2021

 

 

Draft for persuasive essay

Introduction

A writing plan is a specific plan that explores what will be written down and every day and how much will be written. The writing plan requires a person to be accountable for what he or she is going to cover in the essay. The writing plan consists of three main parts, introduction, main body, and conclusion.

Use of graphic design in marketing

Introduction

Graphic design is a vital tool used to pass information to other people through various methods. This tool conveys information by visual communication signals to the potential audience. The device is mainly designed to assist business people to pass information about a brand of a product to potential clients. In my opinion, graphic design is an essential aspect for any organization which needs to promote its products through marketing. This opinion is well linked with the main argument, which is the use of graphic design tools in the business. This is evidenced in displaying the product information to persuade potential clients to buy the commodity (Jackson, 2019).

Key points to support the argument

· Optimizing marketing efforts in many channels; Graphic design enables marketers to pass information about their products to many clients through media like radio and television. This is essential in increasing sales for a particular product.

· Building a professional brand; Graphic design helps marketers develop a new and attractive brand of a product. This is achieved through visual communication about the product to all people and familiarize them with the new brand of product and services.

· Consistency in marketing; Graphic design always conveys information about the product for recognizable. Continuous advertising about the product creates customers’ awareness about what the organization is offering, increasing the sales of the product.

The potential audience for graphic design and its challenges

In graphic design, marketers are the critical audience because it aids them in marketing their products in the business. However, some challenges are likely to occur when supporting graphic design in marketing with the audience. Those challenges include: – choosing the area to specialize in, translating product features to the clients, and the problem in intuition where the marketer uses little information about the product and company’s culture (Faller, 2016).

The objective of this essay

The purpose of this essay is to attract potential business people to use graphic design in marketing. In my essay, I believe that I will get enough people to use graphic design in their business.

Potential resources

· Pexels; These are videos and photos displaying the features of products. They (pexels) provide a free display of the products to enhance the better design. This attracts potential clients to buy the product increasing its sales.

· Drawkit: These are free digital and printed illustrations of the product. This helps customers to understand various aspects of the commodity before buying. Drawkit is essential in marketing as it defines the product to the audience and makes decisions to buy.

· Offset; These are loyalty images constructed by artists to be used by magazine corporations and other corporations. These are helpful in marketing as they convey information about the product, and it boosts the brand of the product being advertised.

Aspects of graphic design in marketing

A constructed clear picture of the target audience will help marketers go straight to the specific clients of the products.

Mapping clients’ paths will ensure the products are always available to those destinations at specific times.

Conclusion

From the above illustrations, I conclude that graphic design is a potent tool used in marketing because it conveys information about the product and where to get the product. This is very helpful for marketers who need to create a good customer base. Many customers always require influence from other party and graphic design is vital in persuading customers. For those reasons, marketers should graphic designs to boost their sales.

 

References

Faller, P. (2016). Ask an expert: What is the Biggest Challenge Facing Designers Today?. Adobe Blog. https://blog.adobe.com/en/publish/2016/11/11/ask-a-uxpert-what-is-the-biggest-challenge-facing-designers-today.html#gs.0p51um

Jackson, A. (2019). How to Combine Design and Marketing for Better Results. Desinghill.  https://www.designhill.com/design-blog/how-to-combine-design-and-marketing-for-better-results/

 Watch the documentary Blue Gold: Water Wars, and answer the following questions:

Watch the documentary Blue Gold: Water Wars, and answer the following questions:

  1. How many liters of water does it take to produce 1 apple in California? ____________
  2. In South Africa, water meters run on __________. A house burned down because the owners

and the neighbors couldn’t afford to run the water. As a consequence _____ _________   died.

  1. Cochabamba is a city in which country?  _________________
  2. Which groups of people were protesting about water privatization? ____________  and ______________
  3. Which country has the US established a military base in, allegedly to gain control over a major aquifer. ____________
  4. Which former president owns thousands of acres of land in the same region. _______________
  5. This region of the world has been described as the Middle _______  of ________.
  6. The name of the company ‘kicked out’ of the region was ___________.
  7. Name some ways in which water usage in the United States could be reduced:
  8. How do you think we should approach the question of water availability on a global scale? Should it be a right? Is putting a price on it the fairest, or only way to distribute it? Give reasons for your answer.

https://www.youtube.com/watch?v=rBg4Hg2MoMg&feature=share

reply to the students response in 150 words and provide 1 reference

reply to the students response in 150 words and provide 1 reference

question

Anne is an accountant at a large Accounting Firm. She applied for Partner, but was denied. In their report, the all-male Partnership Review Committee stated that Anne would have a better chance at making Partner if she wore makeup, jewelry, and acted more femininely. Over the past 10 years with the Firm, Anne has received excellent performance evaluations and recently secured a $10M client for the Firm

students response

 

The main statue that applies when evaluating Anne’s scenario is Title VII of the Civil Rights Act of 1964. It states that it is an unlawful employment practice for an employer to limit, segregate, or classify his employees or applicants for employment in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual’s race, color, religion, sex, or national origin (Bennett-Alexander & Hartman, 2019). The Accounting Firm violated this statute on the basis of sex, using Anne’s gender as the main consideration in their decision not to promote her to Partner. Deciding to choose a male with lesser qualifications and experience is gender discrimination. Anne was clearly the best candidate for Partner of the two candidates mentioned because she had been with the company 4 years longer and had just recently secured a $10M client, indicating exceptionally high performance. Gender stereotyping is also a factor in this case because the Partnership Review Committee indicated her chances would have been better if she “wore makeup, jewelry, and acted more femininely.” These are all assumptions and generalizations of how women should appear but are not true 100% for all women and cannot be forced upon someone simply because she’s female. How Anne was treated in this scenario is not uncommon. Women make up 45 percent of associate attorneys at the largest law firms, but only 18 percent of equity partners. Female associates make 89.7 percent of men’s salaries and equity partners, and 80 percent (Bennett-Alexander & Hartman, 2019).

Price Waterhouse v. Hopkins, a case from 1989, very similarly aligns with the scenario involving Anne. Ann Hopkins was an outstanding associate and the partners at the firm noted her accomplishments and character on an ongoing basis. Their only issues had to do with her falling short of their expectations of how a female should look and act. All of their criticism was based on gender stereotyping, not facts, just like with Anne and the Accounting Firm.

To help prevent this type of situation from happening and unnecessary liability, the Firm can take a number of different steps. First, they need to recognize that in a male dominated industry, they likely have biases that they may not realize. The partners could benefit from discrimination training and sexual harassment training to make sure they avoid these biases in their comments and actions. Most attitudes within a company come from the top down so it is very important for them to be aware of these things. Next, the partners should establish a system for advancement within their company. Having a defined career path can help avoid situations such as the one in the scenario where someone with less experience and lower performance gets promoted over someone more qualified, who may or may not be part of a protected class which opens the company to huge liability. If there is a clear path, employees know what is expected of them to move to the next level and advance through the company, even to partner in Anne’s case.

Bennett-Alexander, D., & Hartman, L. P. (2019). Employment law for business. New York, NY: McGraw-Hill Education.

Explanation of Tissue ID Histology presentation rubric

Explanation of Tissue ID Histology presentation rubric

 

Below are descriptions of some of the range. A score of 4 or 2 are in the middle. For example, #1 , a 4 would be the purpose is “somewhat” clear, and a 2 would be “somewhat evident but not entirely clear”.

 

Content

 

1- states the purpose and captures the audience

 

5 The purpose is clear and the audience is captured and attentive

3 The purpose is apparent, the audience is captured at time but not always

1 The purpose is not evident, the audience is not captured

 

2- Organizes the content

5 The content is organized logically with transitions to capture and hold the listeners attention throughout the entire presentation

3 The organization is evident and transitions are made fluently with some loss of listeners attention

1 The content lacks organization; transitions are randomly made and lose the listeners attention.

 

3- Supports the content

5 Important details add interest and depth; all content is supported and sited.

3 Basic details added to give interest; most content is supported and sited.

1 The majority of information is unsupported or explained. Content is not sited.

 

4- Covers all topic areas

5 All assigned topic areas are covered and explained thoroughly

3 All assigned topic areas are covered, not all areas are explained thoroughly

1 All topic areas are not covered or are not explained

 

5- Summarizes the content

5 The conclusion unites the important points and encourages future discussion

3 The conclusion summarizes the main ideas

1 The conclusion is presented

 

 

 

 

 

 

 

 

 

 

Delivery

 

1- Demonstrates awareness of the audience

5 The choices of language, examples and aids ignite the listener’s attention. Eye contact is used. Energy and enthusiasm for the subject is contagious to the listener.

3 The language choices are appropriate. Enthusiasm is evident. Eye contact is evident.

1 The presentation is uninteresting. The choice of words is incorrect.

 

2- Speaks clearly and confidently in this essay help

5 The presenter is confident in material and speaks in a tone and volume all listeners can hear and understand

3 The presenter is confident, clarity and voice level are evident.

1 The presenter lacks confidence and cannot be heard or understood

 

3- Uses appropriate vocabulary and pronunciation

 

5 The pronunciation and vocabulary is appropriate and clear throughout the presentation

3 The pronunciation and vocabulary is appropriate throughout most of the presentation

1 The pronunciation and vocabulary is misused and not pronounced correctly through out the presentation

 

4- Speaker interaction

5 Aids, gestures and use of materials is captivating: drawing all listeners attention

3 Aids, gestures and use of materials is interesting: drawing most listeners attention

1 Aids, gestures and use of materials lacking: listeners are not paying attention

 

5- Complexity of thought

5 Variations of thought, voice and sentence structure and examples hold all listeners attention

3 Variations of thought, voice and sentence structure and examples hold most listeners attention

1 Variations of thought, voice and sentence structure and examples are not used and listeners are not paying attention – speaker is reading rather than presenting

 

`Hardcopy, minimum 5-7 pages (this does NOT include the cover page or bibliography – you don’t have to have a cover page), typed, double spaced, one inch margins, 12 pt. Font. All of your ideas should be backed up with data from a research source, make sure to give that source credit (i.e. cite appropriately) and put information in your own words using proper sentences. Review the PPT on Blackboard called ‘Library Resources and Research Paper’ for more details on how to cite sources correctly along with other relevant information about this assignment. Develop a consistent theme to create a cohesive paper with claims/ideas supported by research/data.

Do NOT write your papers as if you are simply writing an annotated bibliography – you will lose 75 points. 5 points will be taken off for improper paragraph structure (not enough paragraphs, paragraphs that are too short (2 sentences or less). 2 points will be taken off for each sentence with incorrect grammatical structure. Points will also be taken off if the paper does not meet the minimum 5-7 page requirement (this will vary depending on the amount of work completed).

Research Paper Summary & Analysis (200 points):

1. You need to have a minimum of 5 research sources not including your textbook that are incorporated into your paper – it is fine to have more sources. At least 3 of your 5 sources must be scientific articles unless you select the 1 book (counted as 2 scientific articles) and 1 scientific article option. You have the option of utilizing more sources if you would like. (20 points each x 5)

 Make sure that you describe what you learned from each of your sources in enough detail that someone reading your paper can understanding your points without having read the articles/sources that you used.

2. Your 6th source is your textbook. Incorporate class concepts in your analysis. Determine which chapter(s) primarily impact your topic and using class concepts analyze the ways in which the dynamics of thinking and behavior of individuals could be understood or partly explained by their social context. If we haven’t gone over information that is useful / relevant to include in your paper, you can still review that PowerPoint/chapter in your book utilize any key concepts that aid your analysis. Of particular relevance in selecting which chapters would be most applicable for your analysis is is the age of the youth you are studying as the textbook is organized by chronological years of development. (100 points)

 Select at least 1 theoretical perspective to include in your analysis. All of the PowerPoints include information about liberal and conservative viewpoints among others. You can also include opposing or multiple perspectives in your analysis if you would like. Include in your paper why you selected the theoretical perspective(s) that you did and how you organized your analysis around that/those perspective(s). Another possibility might be to compare a theoretical perspective with what seems to be popular opinion/dominant discourse on your topic. https://onlyessayhelp.com/category/european-history/

3. Part 2-Essay-Choose any one (1) of the following. Each essay should be four (4) paragraphs. Please write the essays in a blue book with your name on it IN PEN!!!! (40 points). You may use these examples or your own. YOU DO NOT HAVE TO USE THESE EXAMPLES OR QUESTIONS. HOWEVER, YOU SHOULD WRITE AN ESSAY ABOUT HOW AUTHORS USE THE SPECIFIC LITERARY ELEMENT IN YOUR COMPARISON/CONTRAST, PLEASE DO NOT JUST SUMMARIZE THE READINGS USED AS EXAMPLES. THIS ESSAY SHOULD INCLUDE A THESIS THAT REPRESENTS YOUR OWN CRITICAL THINKING AND LITERARY ANALYSIS ABOUT YOUR SPECIFIC CHOICE(S)

4.

5. 1. Theme: In Paradise Lost and The Rape of the Lock, consider the theme of falling from glory and working towards redemption in both works. In Paradise Lost, Satan falls from grace with God just as Adam and Eve. Both struggle afterwards to redeem themselves from their mistakes. A similar theme exists in The Rape of the Lock, when the main heroine’s symbol of beauty and power (her hair) is cut against her will. After this symbolic fall from grace, she battles for both internal and external redemption. She goes through both a physical and psychological battle for redemption of the beauty and power represented by the severed locks.

6.

7. 2. Characterization- Pick characters from at least two different texts and analyze them to show how they are alike in relation to their respective situations. (Ex.- The King of Coramantien in Oroonoko and Faustus in Dr. Faustus. Both are greedy and power lusting men. Both have numerous women, access to wealth and can’t be satisfied with what they already have. They continually want more. Furthermore, both take full advantage of their power. (ie- Faustus wants to know all the eternal secrets of the world/ The King ships Imoinda off into slavery because Oroonoko breaks in to visit her and take her virginity).

8.

9. 3.Symbolism-Describe at least two different objects from any writing we’ve read in the second half of the semester and reflect on the how the meanings connected to them may be related. (Ex.-The lock in The Rape of the Lock. The handkerchief in Othello). Both could be interpreted as objects representing desired conquest.

10.

11. 4. Allegory-Reflect on at least one example from any second half writing we’ve read of several things that may have one similar meaning(s). (Ex-Dr. Faustus representing the hypocrisy of his religion(s)). Reflect on the idea of this religious figure using sexual allurement (lust) to fulfill his desires. European History essay help Dr. Faustus continually hides behind a false sense of religion to renege on his deal with the Devil and try to repent with God at the last possible moment. He uses Satan’s power to obtain Holy objects.

12.

13. 5. Plot-Reflect on any two writings from the second half and elaborate on how the plot affects the story. Does the use of plot (or lack thereof) make the story more interesting, boring? How, why? How does it affect your interpretation of the reading? Why is this important? (Ex.-Dr. Faustus and Satan want to take away from the same perfect existences that God and Satan offer the heroes of Paradise Lost and Dr. Faustus respectively-“living forever in the Garden of Eden” and “The secrets of the universe/all worldly desires”).

Explanation of Tissue ID Histology presentation rubric

Explanation of Tissue ID Histology presentation rubric

Below are descriptions of some of the range. A score of 4 or 2 are in the middle. For example, #1 , a 4 would be the purpose is “somewhat” clear, and a 2 would be “somewhat evident but not entirely clear”.

Content

1- states the purpose and captures the audience

5 The purpose is clear and the audience is captured and attentive

3 The purpose is apparent, the audience is captured at time but not always

1 The purpose is not evident, the audience is not captured

2- Organizes the content

5 The content is organized logically with transitions to capture and hold the listeners attention throughout the entire presentation

3 The organization is evident and transitions are made fluently with some loss of listeners attention

1 The content lacks organization; transitions are randomly made and lose the listeners attention.

3- Supports the content

5 Important details add interest and depth; all content is supported and sited.

3 Basic details added to give interest; most content is supported and sited.

1 The majority of information is unsupported or explained. Content is not sited.

4- Covers all topic areas

5 All assigned topic areas are covered and explained thoroughly

3 All assigned topic areas are covered, not all areas are explained thoroughly

1 All topic areas are not covered or are not explained

5- Summarizes the content

5 The conclusion unites the important points and encourages future discussion

3 The conclusion summarizes the main ideas

1 The conclusion is presented

Delivery

1- Demonstrates awareness of the audience

5 The choices of language as depicted at assignment help shows the correct grammar usage in academic writing , examples and aids ignite the listener’s attention. Eye contact is used. Energy and enthusiasm for the subject is contagious to the listener.

3 The language choices are appropriate. Enthusiasm is evident. Eye contact is evident.

1 The presentation is uninteresting. The choice of words is incorrect.

2- Speaks clearly and confidently

5 The presenter is confident in material and speaks in a tone and volume all listeners can hear and understand

3 The presenter is confident, clarity and voice level are evident.

1 The presenter lacks confidence and cannot be heard or understood

3- Uses appropriate vocabulary and pronunciation

5 The pronunciation and vocabulary is appropriate and clear throughout the presentation

3 The pronunciation and vocabulary is appropriate throughout most of the presentation

1 The pronunciation and vocabulary is misused and not pronounced correctly through out the presentation

4- Speaker interaction

5 Aids, gestures and use of materials is captivating: drawing all listeners attention

3 Aids, gestures and use of materials is interesting: drawing most listeners attention

1 Aids, gestures and use of materials lacking: listeners are not paying attention

5- Complexity of thought

5 Variations of thought, voice and sentence structure and examples hold all listeners attention

3 Variations of thought, voice and sentence structure and examples hold most listeners attention

1 Variations of thought, voice and sentence structure and examples are not used and listeners are not paying attention – speaker is reading rather than presenting

`Hardcopy, minimum 5-7 pages (this does NOT include the cover page or bibliography – you don’t have to have a cover page), typed, double spaced, one inch margins, 12 pt. Font. All of your ideas should be backed up with data from a research source, make sure to give that source credit (i.e. cite appropriately) and put information in your own words using proper sentences. Review the PPT on Blackboard called ‘Library Resources and Research Work for more details on how to cite sources correctly along with other relevant information about this assignment. Develop a consistent theme to create a cohesive work with claims/ideas supported by research/data.

Do NOT write your work as if you are simply writing an annotated bibliography – you will lose 75 points.  5 points will be taken off for improper paragraph structure (not enough paragraphs, paragraphs that are too short (2 sentences or less). 2 points will be taken off for each sentence with incorrect grammatical structure. Points will also be taken off if the work does not meet the minimum 5-7 page requirement (this will vary depending on the amount of work completed).

Research PaWorkper Summary & Analysis (200 points):  https://onlyessayhelp.com/category/homework-help-service/

1. You need to have a minimum of 5 research sources not including your textbook that are incorporated into your work – it is fine to have more sources. At least 3 of your 5 sources must be scientific articles unless you select the 1 book (counted as 2 scientific articles) and 1 scientific article option. You have the option of utilizing more sources if you would like. (20 points each x 5)

 Make sure that you describe what you learned from each of your sources in enough detail that someone reading your work can understanding your points without having read the articles/sources that you used.

2. Your 6th source is your textbook. Incorporate class concepts in your analysis. Determine which chapter(s) primarily impact your topic and using class concepts analyze the ways in which the dynamics of thinking and behavior of individuals could be understood or partly explained by their social context. If we haven’t gone over information that is useful / relevant to include in your work, you can still review that PowerPoint/chapter in your book utilize any key concepts that aid your analysis. Of particular relevance in selecting which chapters would be most applicable for your analysis is is the age of the youth you are studying as the textbook is organized by chronological years of development. (100 points)

 Select at least 1 theoretical perspective to include in your analysis. All of the PowerPoints include information about liberal and conservative viewpoints among others. You can also include opposing or multiple perspectives in your analysis if you would like. Include in your work why you selected the theoretical perspective(s) that you did and how you organized your analysis around that/those perspective(s). Another possibility might be to compare a theoretical perspective with what seems to be popular opinion/dominant discourse on your topic.

3. Part 2-Work-Choose any one (1) of the following. Each work should be four (4) paragraphs. Please write the work in a blue book with your name on it IN PEN!!!! (40 points). You may use these examples or your own. YOU DO NOT HAVE TO USE THESE EXAMPLES OR QUESTIONS. HOWEVER, YOU SHOULD WRITE AN WORK ABOUT HOW AUTHORS USE THE SPECIFIC LITERARY ELEMENT IN YOUR COMPARISON/CONTRAST, PLEASE DO NOT JUST SUMMARIZE THE READINGS USED AS EXAMPLES. THIS WORK SHOULD INCLUDE A THESIS THAT REPRESENTS YOUR OWN CRITICAL THINKING AND LITERARY ANALYSIS ABOUT YOUR SPECIFIC CHOICE(S)

4.

5. 1. Theme: In Paradise Lost and The Rape of the Lock, consider the theme of falling from glory and working towards redemption in both works. In Paradise Lost, Satan falls from grace with God just as Adam and Eve. Both struggle afterwards to redeem themselves from their mistakes. A similar theme exists in The Rape of the Lock, when the main heroine’s symbol of beauty and power (her hair) is cut against her will. After this symbolic fall from grace, she battles for both internal and external redemption. She goes through both a physical and psychological battle for redemption of the beauty and power represented by the severed locks.

6.

7. 2. For this economics assignment help Characterization- Pick characters from at least two different texts and analyze them to show how they are alike in relation to their respective situations. (Ex.- The King of Coramantien in Oroonoko and Faustus in Dr. Faustus. Both are greedy and power lusting men. Both have numerous women, access to wealth and can’t be satisfied with what they already have. They continually want more. Furthermore, both take full advantage of their power. (ie- Faustus wants to know all the eternal secrets of the world/ The King ships Imoinda off into slavery because Oroonoko breaks in to visit her and take her virginity).

8.

9. 3.Symbolism-Describe at least two different objects from any writing we’ve read in the second half of the semester and reflect on the how the meanings connected to them may be related. (Ex.-The lock in The Rape of the Lock. The handkerchief in Othello). Both could be interpreted as objects representing desired conquest.  https://onlyessayhelp.com/tag/economics-assignment-help/

10.

11. 4. Allegory-Reflect on at least one example from any second half writing we’ve read of several things that may have one similar meaning(s). (Ex-Dr. Faustus representing the hypocrisy of his religion(s)). Reflect on the idea of this religious figure using sexual allurement (lust) to fulfill his desires. Dr. Faustus continually hides behind a false sense of religion to renege on his deal with the Devil and try to repent with God at the last possible moment. He uses Satan’s power to obtain Holy objects.

12.

13. 5. Plot-Reflect on any two writings from the second half and elaborate on how the plot affects the story. Does the use of plot (or lack thereof) make the story more interesting, boring? How, why? How does it affect your interpretation of the reading? Why is this important? (Ex.-Dr. Faustus and Satan want to take away from the same perfect existences that God and Satan offer the heroes of Paradise Lost and Dr. Faustus respectively-“living forever in the Garden of Eden” and “The secrets of the universe/all worldly desires”).

The Classical Quarterly

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MEDON MEETS A CYCLOPS? ODYSSEY 22.310–80

Tim Brelinski

The Classical Quarterly / Volume 65 / Issue 01 / May 2015, pp 1 – 13 DOI: 10.1017/S0009838814000573, Published online: 02 April 2015

Link to this article: http://journals.cambridge.org/abstract_S0009838814000573

How to cite this article: Tim Brelinski (2015). MEDON MEETS A CYCLOPS? ODYSSEY 22.310–80. The Classical Quarterly, 65, pp 1-13 doi:10.1017/S0009838814000573

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Downloaded from http://journals.cambridge.org/CAQ, IP address: 168.150.103.130 on 17 Feb 2016

 

 

MEDON MEETS A CYCLOPS? ODYSSEY 22.310–80*

ὣς φάτο, τοῦ δ’ ἤκουσε Μέδων πεπνυμένα εἰδώς· πεπτηὼς γὰρ ἔκειτο ὑπὸ θρόνον, ἀμφὶ δὲ δέρμα ἕστο βοὸς νεόδαρτον, ἀλύσκων κῆρα μέλαιναν.

So [Telemachus] spoke, and wise Medon heard him; for he had crouched down and was lying under a chair, and had wrapped around himself the newly flayed skin of an ox, avoiding grim death. (Od. 22.361–3)

Immediately following the death of the suitors, near the end of Odyssey 22, we witness three scenes of supplication in quick succession. The first and unsuccessful suppliant is Leodes, the only suitor to survive, albeit briefly, the Mnesterophonia. The second and third suppliants, respectively, are the bard Phemius and the herald Medon. Leodes pleads directly with Odysseus for his life, citing his previous conduct, that he had said or done no wrong to the women of the household. He also claims that he had actu- ally attempted to keep the suitors’ bad behaviour in check, an assertion corroborated by the narrator’s own words (21.146–67). Odysseus rejects Leodes’ plea and decapitates the prophet, putting a sudden end to his supplication (22.310–29).1 After this failed sup- plication, Phemius nervously considers either seeking refuge at the altar of Zeus Herkeios, located in Odysseus’ courtyard, or directly supplicating Odysseus. He chooses the latter and also appeals to Telemachus as witness that he sang for the suitors only under compulsion (330–53). Telemachus intervenes and Medon, who overhears Telemachus’ plea for mercy on behalf of Phemius and Medon, suddenly jumps up, throws off the ox hide under which he has escaped notice, grasps Telemachus by the knees, and asks the young man to vouch for and save him from Odysseus too (354–77).

These three scenes of supplication, moving as they do from hostility, to seriousness, to humour, certainly take us, in an almost step-by-step fashion, from violence to levity. Opinion among commentators, in fact, is nearly universal that this discovery of Medon

* I wish to thank Daniel Holmes for reading and commenting on an earlier draft of this article. Special thanks are owed to Jenny Strauss Clay both for her many helpful comments and criticisms on this paper and for her unflagging support generally. Finally, I wish to express my gratitude to the editor Andrew Morrison and the anonymous referee of Classical Quarterly for their challenging and thought-provoking comments and suggestions.

1 For a thorough discussion of supplication and a bibliography of previous scholarship, see F.S. Naiden, Ancient Supplication (Oxford, 2006); for these three supplications: pp. 3–4 and 11. See also M. Dreher, ‘Die Hikesie-Szene der Odyssee und der Ursprung des Asylgedankens’, in A. Luther (ed.), Geschichte und Fiktion in der homerischen Odyssee (Munich, 2006), 61–75, at 55–6; K. Crotty, The Poetics of Supplication: Homer’s Iliad and Odyssey (Ithaca, NY and London, 1994), 121–9 and 151–6; V. Pedrick, ‘Supplication in the Iliad and the Odyssey’, TAPhA 112 (1982), 125–40, at 133–4; J. Gould, ‘Hiketeia’, JHS 93 (1973), 74–103, at 80–1.

Classical Quarterly 65.1 1–13 © The Classical Association (2015) 1 doi:10.1017/S0009838814000573

 

 

under an ox hide is intended to evoke humour and provide relief from the high tension and drama of the Mnesterophonia.2 Indeed, Odysseus himself genuinely smiles for the first time in the poem when Medon hastily throws off the newly flayed skin and grasps Telemachus by the knees in supplication (22.371).3 This transitional scene, however, accomplishes more than simply lending humour and providing respite to the audience at a crucial point in the narrative. This deeper significance derives from an earlier inci- dent, the escape of Odysseus and his men from the Cyclops. Although some have noted that the herald’s method of concealment hearkens back to the seals’ skins under which Menelaus and his men hide in order to ambush Proteus (4.436–40),4 the larger context sug- geststhat Medon’s escape is an allusion toOdysseus’ ownandmore recentlynarrated escape from the cave of the Cyclops.5 This allusion is, in fact, part of a much larger web of allusions to the Cyclopeia on Ithaca, which ultimately point to a central issue of the Odyssey: the prob- lem of the reintegration of Odysseus into the post-heroic world of Ithaca.

There are several factors that favour such a reading of Medon’s method of escape. First are the numerous references to the Cyclopeia in the Ithacan sequence. The earliest is in Book 13. When Odysseus awakes on the shore of Ithaca but is unaware that he is finally home, he exclaims (13.200–2):

ὤ μοι ἐγώ, τέων αὖτε βροτῶν ἐς γαῖαν ἱκάνω; ἤ ῥ’ οἵ γ’ ὑβρισταί τε καὶ ἄγριοι οὐδὲ δίκαιοι, ἦε φιλόξεινοι καί σφιν νόος ἐστὶ θεουδής;

‘Oh no! Whose land have I come to now? Are they violent and savage and unjust, or are they friendly to strangers and god-fearing men?’

2 W.B. Stanford, Homer: Odyssey Books XIII–XXIV (London, 19652), 386, at line 362; M. Fernández-Galiano, J. Russo and A. Heubeck, A Commentary on Homer’s Odyssey, vol. 3: Books XVII–XXIV (Oxford, 1992), 282–3, at lines 362–3; I.J.F. de Jong, A Narratological Commentary on the Odyssey (Cambridge, 2001), 540, at line 371.

3 A point noted by both Stanford (n. 2), 386, at line 371 and Fernández-Galiano (n. 2), 284, at line 371. Odysseus does smile at 20.301, but this smile, as Stanford remarks, is more of a ‘sardonic humourless grimace’ occasioned by Ctesippus’ verbal and (attempted) physical abuse of Odysseus; see also D. Lateiner, The Sardonic Smile: Nonverbal Behavior in Homeric Epic (Ann Arbor, 1995), 193–5, for more on this sardonic smile. For the meaning of Odysseus’ smiles and how these smiles occur at important points in the action, mirroring the different stages of the hero’s resumption of power on Ithaca, see D.B. Levine, ‘Odysseus’ Smiles: Odyssey 20.301, 22.371, 23.111’, TAPhA 114 (1984), 1–9 (5–7 for an analysis of this particular grin).

4 Stanford (n. 2), 386, at line 362; Fernández-Galiano (n. 2), 283, at lines 362–3. The adjective νεόδαρτος, which is used in both scenes to describe the animal skins that conceal Menelaus and his men (4.437) and Medon (22.363), appears to be responsible for the focus on parallels with Menelaus. This is not to suggest that Menelaus’ hiding under a seal’s skin cannot be recalled here as well. Hiding under animals or animal skins and even inside animals (i.e. the Wooden Horse) is a common theme in a poem almost obsessed with the opposition of concealing and revealing (cf. E. Block, ‘Clothing makes the man: a pattern in the Odyssey’, TAPhA 115 [1985], 1–11, on cloth- ing, disguise and lying). Note too Odysseus’ earlier disguise as beggar to infiltrate Troy (4.242–9), and Calypso, whose very name suggests ‘concealing’ and ‘covering’, and Odysseus’ clever adoption of the name that is ‘no-name’. The numerous references to the Cyclopeia in these scenes, I argue (see below for details), prepare us to view Medon’s method of escape as belonging to this same series of allusions.

5 B.B. Powell, Composition by Theme in the ‘Odyssey’. Beiträge zur klassischen Philologie 81 (Meisenham am Glam, 1977), 46 correctly sees a parallel here with Odysseus’ escape from Polyphemus, but he simply mentions this in passing and does not develop the point further: ‘a vari- ation of the ruse by which Odysseus saved himself and his men from Polyphemus’.

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Odysseus utters this same phrase just two other times in the poem, the first on his awa- kening on Scheria (6.119–21), and the second before he sets out to reconnoitre the land of the Cyclopes (9.175–7). Now, finally on the shores of Ithaca, he is asking, in effect, whether this land will be inhabited by people like the Phaeacians or the Cyclopes. And the answer, interestingly, is both. Just as Odysseus will recombine elements of the Cyclopeia in his own palace so, too, will the Ithacans represent examples of both good xenia (Eumaeus and Penelope) and bad (the suitors and their partisans: especially Melanthius and Melantho).

Book 20 opens with an even more explicit reference to the Cyclopeia. As Odysseus lies down to sleep on the night before the archery contest, he hears his maids running about the place for a night-time tryst with the suitors. This causes him to exclaim aloud to himself (20.18–21):

τέτλαθι δή, κραδίη· καὶ κύντερον ἄλλο ποτ᾽ ἔτλης, ἤματι τῷ, ὅτε μοι μένος ἄσχετος ἤσθιε Κύκλωψ ἰφθίμους ἑτάρους· σὺ δ᾽ ἐτόλμας, ὄφρα σε μῆτις ἐξάγαγ᾽ ἐξ ἄντροιο ὀιόμενον θανέεσθαι.

‘Come on now, heart, endure! You endured another and more shameful thing on that day when the Cyclops, irresistible, devoured my good men; but you bore it until your cunning led you, certain you were dead, out of the cave.’

Odysseus’ reference to these past events is an important reminder to himself that, just as he had then to endure Polyphemus’ cannibalism,6 so now, too, he must endure the maids’ infidelity and the suitors’ devouring of his goods, if he is not to be the victim again, this time in his own ‘cave’. For his own palace has become a very dangerous place. The parallels with his former situation are obvious: if Odysseus had followed his first impulse and killed Polyphemus, he and his companions would have perished inside the cave; if he punishes the maids now, he will lose the element of surprise and the 108 suitors will make quick work of him.7

This dilemma leads Odysseus’ thoughts to another and related problem: what to do after the suitors are dead. Still unable to fall asleep, he is visited by Athena. He asks the goddess a most pertinent question, ‘What happens if I do kill the suitors?’ (20.41–3):

πρὸς δ᾽ ἔτι καὶ τόδε μεῖζον ἐνὶ φρεσὶ μερμηρίζω· εἴ περ γὰρ κτείναιμι Διός τε σέθεν τε ἕκητι, πῇ κεν ὑπεκπροφύγοιμι; τά σε φράζεσθαι ἄνωγα.

‘There’s something else too, and more important, on my mind: “If you and Zeus will it and I kill the suitors, how could I possibly escape and to where? Come on and think this over.”’

6 When Odysseus, enraged at Polyphemus’ first meal of man-flesh, contemplates stabbing the mon- ster, he suddenly realizes that to do so would mean their certain doom since they would not be able to remove the stone from the cave’s entrance (9.299–305). For a thorough discussion of the similarities between these two situations, see J. Strauss Clay, The Wrath of Athena: Gods and Men in the Odyssey (Lanham, MD, 19972), 121–5.

7 Cf. also Odysseus’ deliberation about how to respond to Melanthius’ abuse at the spring of the Nymphs (17.204–38). There, too, he chose restraint to keep his true identity hidden.

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Just as he must think twice before he acts in the matter of his maids, so here too must Odysseus keep his wits about him. If he does not, he will be caught in his own house and be surrounded again, this time not by a band of Cyclopes, but by his own towns- people. In fact, this is just what Odysseus successfully avoids by advising Telemachus, immediately after the Mnesterophonia, to bring in Phemius and the maids, who are to sing and dance so that anyone passing by would imagine that the house is celebrating a wedding (23.137–40):

μὴ πρόσθε κλέος εὐρὺ φόνου κατὰ ἄστυ γένηται ἀνδρῶν μνηστήρων, πρίν γ᾽ ἡμέας ἐλθέμεν ἔξω ἀγρὸν ἐς ἡμέτερον πολυδένδρεον. ἔνθα δ᾽ ἔπειτα φρασσόμεθ᾽ ὅττί κε κέρδος Ὀλύμπιος ἐγγυαλίξῃ.

‘Lest the rumour of the suitors’ slaughter spread through town before we get out to our many- treed farm. And there, then, we’ll see what plan Olympian Zeus will hand us.’

Even earlier, when faced with a similar situation, Odysseus, to prevent the suitors from alerting the townspeople, stationed Eumaeus at the one spot (ὀρσοθύρη) where his opponents could conceivably carry the news of their ambush to the outside (22.126– 30). This idea was first aired by Eurymachus after Odysseus had refused his offer of a settlement (22.75–8). A little later, Agelaus attempted to implement the same plan and urged his companions to get to that very spot to raise the alarm (22.132–4). Whether captive or captor, Odysseus’ forethought nearly always renders his enemies resourceless.

These, then, are some concrete examples of the poet returning to the theme of the Cyclopeia immediately upon the arrival of Odysseus on Ithaca and even on the very night before and day of the Mnesterophonia. In a sense, Odysseus’ home has become the Cyclops’ cave; to escape these dangers Odysseus must employ both self-control and cunning: his signature qualities as embodied in the epithets πολύμητις and πολύτλας.

In addition to these references to the events and dilemmas Odysseus encountered and overcame in the Cyclops’ cave, there are also many repeated elements from the Cyclopeia which actually cast Odysseus in the unexpected role of Polyphemus,8 a role that has received too little scholarly attention.9 A brief review of the more obvious

8 This is not to suggest that Odysseus’ situation and actions on Ithaca simply repeat Polyphemus’ in the cave. Odysseus, as I will demonstrate below, reprises significant elements of the ogre’s role there, but he also repeats some of his actions as Polyphemus’ captive (e.g. he keeps the suitors from announ- cing their plight to the townspeople, which is parallel to Odysseus’ assumption of a false name to ren- der Polyphemus’ cries for help useless). Odysseus, thus, combines in this action his former role as captive (keeping his enemy from seeking help) and Polyphemus’ former role of captor (keeping his opponents shut in).

9 For an excellent but somewhat brief discussion of Odysseus as Cyclops, see M. Alden, ‘An intel- ligent Cyclops?’, in Σπονδὲς στὸν Ὅμηρο. Μνήμη Ἰ.Θ. Κακριδῆ (Ithaki, 1993), 75–95, who lists many of the following parallels between Polyphemus and Odysseus. Alden herself does not offer a convincing explanation for this pairing of hero and ogre other than to appeal (p. 76) to S. Fenik’s discussion of doublets (Studies in the Odyssey. Hermes Einzelschriften 30 [Wiesbaden, 1974], p. 142), suggesting only that the Cyclopeia is a preparatory doublet for Odysseus’ return to Ithaca as an intelligent ogre. While I agree with her characterization of Odysseus as an intelligent Cyclops, I offer a different solution to this unexpected pairing in the pages that follow. For additional discussion of the interconnectedness of Odysseus and Polyphemus, see particularly W.T. Magrath, ‘Progression of the lion simile in the “Odyssey”’, CJ 77.3 (1982), 205–12; N. Austin, ‘Odysseus

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details will suffice to illustrate this fact. Odysseus comes home to find his house occu- pied by strangers, who are slaughtering his animals, drinking his wine and eating his food, a situation not unlike the one Polyphemus experiences when he returns home only to find Odysseus and his men eating his cheeses, drinking his milk, and planning to steal his sheep (9.215–27). Just as Polyphemus makes certain his captives cannot escape by placing a huge door on his cave’s exit (9.240–3), so too Odysseus locks the suitors in his house and blocks their escape (21.240–1). Odysseus’ size and strength are also considerably greater than the suitors’. Our hero claims that Polyphemus lifted a massive rock and put it into place over the cave’s entrance as easily as a man puts a lid on a quiver (9.313–14). This brief archery simile looks forward to the slaughter of the suitors by a master bowman, who is also a master storyteller, which two roles are com- bined in the narrator’s description of Odysseus as he strings his bow on Ithaca. There the narrator notes that this bow, which no suitor is able even to bend (21.249–55; 24.170–1), is strung by Odysseus as easily as a bard fits a string to his lyre (21.404–11). And Odysseus does all this while seated (21.420)! Just as Polyphemus’ size shocks Odysseus (9.187–92), so too do the suitors stare in amazement at the beggar’s mighty arms and legs as he prepares to fight Irus (18.66–71). And Antinous recalls seeing Odysseus years ago and comments on his exceptional strength, noting that there is no man among them now like Odysseus was then (21.85–95). Descriptions of blood and brains also abound in both the Cyclops’ cave and in Odysseus’ palace. Polyphemus dashes the heads of Odysseus’ companions against the rock like puppies, and their brains and blood wet the ground (9.289–90); he also tells his favourite ram that he would splatter his cave with Nobody’s brains, if he could just get hold of that good-for-nothing Nobody (9.458–60). Athena likewise assures Odysseus that the suitors’ blood and brains will splat- ter the threshold (13.394–6). And in the case of Antinous, Odysseus’ first kill, the blood that flows from his nostrils is described with an adjective, ἀνδρόμεος ‘of man, human’ (22.19), that appears only four times in the Odyssey; the other three occurrences are all applied to Polyphemus’ meals of man-flesh (9.297, 347, 374).10 Odysseus’ first victim, then, is connected semantically with the Cyclops’ victims, which suggests that the type of slaughter that is to follow Antinous’ death will be as bloody and inexorable as Polyphemus’. Then there is Theoclymenus’ eerie vision (20.351–7) of the suitors’ coming death, which includes a description of the beautiful walls and pillars spattered with their blood. And Odysseus and his allies, after the suitors have been routed by Athena and

and the Cyclops: who is who?’, in C.A. Rubino and C.W. Shelmerdine (edd.), Approaches to Homer (Austin, 1983), 3–37; and E.J. Bakker, ‘Polyphemus’, Colby Quarterly 38.2 (2002), 135–50. The sui- tors, too, act in many ways like Polyphemus, particularly in their eating and drinking and treatment of strangers. Ctesippus, a suitor described as knowing ἀθεμίστια (20.287), an adjective applied to Polyphemus’ thoughts as well (9.189), even goes so far as to throw an ox’s hoof at Odysseus as a ξείνιον (20.287–303), an obvious reference to Polyphemus’ promise to eat Nobody last as a ξείνιον (9.355–70). For detailed discussion of this and other features shared between Polyphemus and the suitors, see especially S. Reece, The Stranger’s Welcome: Oral Theory and the Aesthetics of the Homeric Hospitality Scene (Ann Arbor, 1993), 165–87. Cf. also Alden (this note), 75–6, 89–94; Powell (n. 5), 43–6; and S. Saïd, ‘Les crimes des prétendants, la maison d’Ulysse et les festins de l’Odyssée’, in Études de littérature ancienne (Paris, 1979), 9–49. There is, of course, much more to be said about the poet’s use of narrative repetition in general, and Odysseus’ reprisal of the Cyclopeia on Ithaca in particular. Just such a study forms a chapter in my dissertation ‘Narrative patterns in the Odyssey: repetition and the creation of meaning’ (Diss., University of Virginia, 2008), 59–104, which I am currently revising for publication.

10 Both Saïd (n. 9), 40–1 and Reece (n. 9), 174–5 discuss this connection but to make a different point, that the poet is linking the punishment visited upon the suitors with that applied to Polyphemus.

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simply run for any cover they can find, pace back and forth throughout the halls and strike the suitors on the head and the ground is said to flow with blood (22.308–9; 24.183–5). Finally, in a manner reminiscent of Polyphemus’ sitting in the doorway of his cave and waiting for Odysseus and his companions to attempt to escape, Odysseus, perhaps recal- ling the earlier escape of Phemius and Medon, returns to the slaughtered suitors lying in the blood and dust to see if any are trying to escape death by concealment (22.381–2).11

In addition to the above reminiscences of the Cyclopeia, all of which favour a read- ing of Medon’s successful escape as one more reference to the events in that dark cave, Medon’s situation also corresponds more closely to Odysseus’ in the cave than to Menelaus’ on the beach. Odysseus hides under a ram to escape a menacing monster who knows no mercy (9.424–61); Menelaus lies under a skin to ambush a god (4.435–55). The former is defensive, seeking to escape certain death, the latter aggres- sive. Moreover, the hide with which Medon is concealed is the by-product of the suitors’ depredations on Odysseus’ herds, a fact made clear by the adjective applied to this ox hide (νεόδαρτον, 22.363). Thus, Medon attempts to escape detection under the hide of an animal that belongs to Odysseus, just as Odysseus escaped death beneath an animal that belonged to Polyphemus. The shared predicament and method of escape, then, of both Odysseus and Medon are alone sufficient reason for reading Medon’s escape as an allusion to Odysseus’ own. The palace has become the cave and Odysseus the Cyclops.

Assignment: Essay

Assignment: Essay #3 Due electronically by Monday, 12/6

Write two papers as described in ONE of the following prompts. To jog your memory, the poetry exercises are posted below. If you’d like to write on a prompt that’s attached to a poetry exercise your section didn’t get a chance to do, please email me and I’ll make arrangements for you to complete the exercise in question.

A. Part 1: Write 300-500 words reflecting on your experiences during poetry exercise 1. Part 2: Choose a character other than Odysseus. Write an essay (between 1200 and 1500 words in length) in which you explain how Homer identifies that character’s speeches in the Odyssey as belonging to that character (other than just saying “X said Y,” of course.) What words, subjects, themes, literary devices and/or forms of self-reference are characteristic of your chosen character’s way of speaking?

B. Part 1: Write 300-500 words reflecting on your experiences during poetry exercise 2. Part 2: Choose a character other than Odysseus or Telemachus. Write an essay (between 1200 and 1500 words in length) in which you a.) identify one or more passages of narrative (NOT speech) that are narrated from that character’s point of view (i.e., focalized on that character); b.) say which textual details allowed you to identify the passage(s) you’ve chosen; and c.) having done all that, say what this investigation adds to your understanding of the character you’ve chosen.

C. Part 1: Write 300-500 words reflecting on your experiences during poetry exercise 3. Part 2: Choose a character with whom Odysseus interacts in the Odyssey. Write an essay (between 1200 and 1500 words in length) that addresses the following questions: What information does your chosen character provide Odysseus? Identify one or more things that Odysseus learns from your chosen character without his asking about them directly. How does Odysseus elicit this information without asking about it directly? Offer a hypothesis as to why Odysseus might prefer to elicit this information by indirect means.

Medon Meets a Cyclops

1. Two Summaries

Read “Medon Meets a Cyclops” and “Epic Ways of Killing a Woman,” then write a summary of that article, no more than ½ page in length, which explains the article’s main claim and the arguments it uses to support that claim.

2. One poem

Write 20-40 lines of epic poetry about your life.  How you make it poetry is up to you; you may want to use rhyme, meter or other formal devices.  How you make it “epic” is also up to you, but you can apply some of the things you’ve learned in lecture and section to make what you write more like the Odyssey.  Like Odysseus, you should not feel bound by a strict respect for the truth.

For Part 1, write 400–500 words analyzing characterization and point of view

For Part 1, write 400–500 words analyzing characterization and point of view in “A&P,” “The

Yellow Wallpaper,” and “Lust.” The main characters in each of these stories are young people

coming of age. Compare and contrast the author’s techniques in developing each character. How

does the perspective of each story enhance our understanding of each character’s personality? Be

sure to refer to specific points in each story to support your analysis. You must use at least two

quotes in your response.

For Part 2, choose one of the following activities and write 400–500 words providing the

required analysis. Include sufficient support from the story for your analysis and conclusions.

You must use at least two quotes in your response. You’ll use standard essay format.

1. Analyze the style and tone in “Killings” and “Famine.” What techniques does the

author use to establish the mood of the story? How does language contribute to tone?

Compare and contrast how diction, voice, and irony affect the way each story is told.

2. Analyze the themes of “Popular Mechanics” and “Janus.” What do you believe are the

themes for these stories? Compare how theme is developed through the plots and

characters of each story.

For Part 3, choose one of the following activities and write 400–500 words providing the

required analysis. Include sufficient support from the poem for your analysis and conclusions.

You must use at least two quotes in your response. You’ll use standard essay format. Be sure to

work through the writing process outlined in your textbook, use MLA for textual and workscited

documentation, and apply standard written conventions.

1. Analyze the word choice, tone, and images found in “The Supremes” and “The

Schoolroom on the Second Floor of the Knitting Mill.” How do the authors capture the

experience of being in school? What words and images in each poem help convey the

tone? Explain how these elements of each poem work together to create a

familiar/recognizable impression on the reader.

2. Analyze the symbol, allegories, irony, and figures of speech found in “Schizophrenia”

and “The Joy of Cooking.” How do figures of speech enhance each poem’s meaning?

Remember to not just identify the kind of language being used but to also analyze the

significance behind this language.

After going through the presentation Tone, Style and Irony what do you think is the tone of the story Courting a Monk (pages 394-405) by Katherine Min. Your answer must be 150 words

 After going through the presentation Tone, Style and Irony what do you think is the tone of the story Courting a Monk (pages 394-405) by Katherine Min. Your answer must be 150 words