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Acute osteomyelitis of left tibia 

This person says, “I pass like night from land to land, / I have strange powers of speech.” 

He say that Says that learning, “would spoil the best” slave in the world, and if you give a slave “an inch, he will take an ell.”  Ironically, it is from this person that Douglass learns how knowledge is power.

Identify the context and significance of this quotation from Hedda Gabler  (4-6 good sentences):   It’s a liberation for me to know that in this world an act of courage, done in full, free will, is possible.  something bathed in a bright shaft of sudden beauty. . . . .  All I know is that Eilert Lovborg had the courage to live life his own way, and now–his last great act–bathed in beauty.  He–had the will to break free from the banquet of life–so soon.     

This term means “a story within a story”; it’s applicable to The Rime of the Ancient Mariner.

He tells Hedda that with him, “the triangle is completed,” and that he alone wants to be “the only cock of the walk.”  He also has the power to bribe Hedda by play’s end.

She has bought a new hat that she hopes is fashionable enough to win the approval of Hedda.

Part III:  Essay (35 points)   Write a thoughtful, detailed response to one of the following. The essay must be at least 400 words; “A” essays usually go beyond minimum standards. Have a short opening paragraph that makes a main assertion related to the prompt. Have body paragraphs that directly address the topic. These body paragraphs should be the bulk of the essay. Incorporate into your body paragraphs ideas and key terms that were brought up in the videos/notes/PowerPoints, and use specific examples from the texts to support your points.  Do not, however, merely summarize the plot. End with a short conclusion that addresses the author intention for this work and brings your essay to a close. Include a word count (you must write this “by hand”—one point bonus added for doing so). Note:  You may not use your textbook or any linked version of the text.  No direct quotes are expected unless they are short and you’ve already committed them to memory.  Specific detail, though, is expected.  A) In his Narrative, Frederick Douglass discusses the pivotal moments that transformed his life: educationally, morally, spiritually.  Describe in detail and discuss the impact of the following in one paragraph each: –Douglass’s interaction with Sophia Auld.    –Douglass and his encounter with “the snake,” Edward Covey.   –Douglass’s interaction with “religious” slave owners like Thomas Auld (you can reference others here as well).  –**Optional 4th body paragraph:  Anything else you think relevant in assessing Douglass’ development.  –Conclusion:  How would you characterize the transformation Frederick Douglass, by the end of the text?  What was Douglass’ purpose in writing this autobiography?     B)  Discuss Hedda Gabler’s quest for independence and selfhood in the play. In what ways is she controlled or has her identity stifled in the relationships she has with the men in her life? Conversely, where/how does she gain control or break free for self expression? How can we evaluate her suicide and its implications with respect to this theme? In the essay, be sure to discuss: — BP #1: Hedda’s relationship with George Tesman  –BP #2: Hedda’s relationship with Eilert Lovborg  –BP #3:  Hedda and Judge Brack, leading to the suicide  –Feel free to extend any of these sections to two body paragraphs if needed.   –In the conclusion, assess Ibsen’s purpose in creating such a complex character as Hedda Gabler.    

The Mariner hopes this person will shrieve his soul and wash away the albatross’ blood.

Identify the context and significance of this quotation from Douglass’ Narrative (4-6 good sentences):   This bread I used to bestow upon the hungry little urchins who, in return, would give me the more valuable bread of knowledge. . . . I sometimes would say to them, I wished I could be as free as they would be when they got to be men. “You will be free as soon as you are twenty-one, but I am a slave for life!  Have not I as good a right to be free as you have?”  These words used to trouble them; they would express for me the liveliest sympathy, and console me with the hope that something would occur by which I might be free.