Introduction
Burton Nathan Raffel (April 27, 1928 – September 29, 2015) was an American writer, translator, poet and professor. He is best known for his vigorous translation of Beowulf
The original translation of part 13
And then, in the morning, crowds surrounded
Herot, warriors coming to that hall
From faraway lands, princes and leaders
Of men hurrying to behold the monster’s 840
Great staggering tracks. They gaped with no sense
Of sorrow, felt no regret for his suffering,
Went tracing his bloody footprints, his beaten
And lonely flight, to the edge of the lake
Where he’d dragged his corpselike way, doomed 845
And already weary of his vanishing life.
The water was bloody, steaming and boiling
In horrible pounding waves, heat
Sucked from his magic veins; but the swirling
Surf had covered his death, hidden 850
Deep in murky darkness his miserable
End, as hell opened to receive him.
Then old and young rejoiced, turned back
From that happy pilgrimage, mounted their hard-
hooved
Horses, high-spirited stallions, and rode them 855
Slowly toward Herot again, retelling
Beowulf’s bravery as they jogged along.
And over and over they swore that nowhere
On earth or under the spreading sky
Or between the seas, neither south nor north, 860
Was there a warrior worthier to rule over men.
(But no one meant Beowulf’s praise to belittle
Hrothgar, their kind and gracious king!)
Answer
The rewritten para of part 13
Then, in the morning, throngs of warriors surrounding Herot as he entered the hall.
Princes and leaders from faraway lands
Thousands of individuals rushed to see the monster's 840 Great staggering tracks. They gaped at each other, as if they didn't understand what was going on.
Despite his anguish, he had no remorse for his suffering.
I followed his bleeding trails, his battered body.
And a lonely flight to the lake's edge
845 was doomed where he'd dragged his corpselike route.
And he's already fed up with his disappearing existence.
The water was crimson, heating, and on the verge of boiling.
Heat is a factor in the dreadful pounding waves.
The blood was sucked from his magical veins, but the spinning continued.
Surf had obscured his death, concealing 850
His bleak existence was shrouded in obscurity.
As hell opened its doors to greet him, the storey came to an end.
Then everyone, old and young, celebrated and turned around.
Mounted their hard-won pilgrimage from that joyous pilgrimage
hooved
Horses, ferocious stallions, and I rode them 855 times.
Slowly approaching Herot once more, retelling
As they jogged ahead, Beowulf's fearlessness was on display.
They swore again and over that there was nowhere.
On the ground or in the expanse of the sky
Alternatively, between the seas, not south nor north, 860
Was there ever a warrior more deserving of ruling over men?
(However, no one intended Beowulf's praise to insult him.)
In this passage, we can see how powerful the colossal Moby-Dick is, and how frail and insignificant humans appear to be by comparison. When Ahab wants to fight with the whale, he is completely helpless and is easily defeated and injured. The power of the whale is a symbol that represents the incontrollable power of nature.
Thoreau states, “… When an acorn and a chestnut fall side by side… bothobey their own laws…” (3). This can be interpreted as success being obtainable withoutthe assistance of another. The acorn and the chestnut are two individuals that are uniquein their own way yet had the same result. The same goes for people; for those reachingthe same goal as another, it is much better to do it under your qualities and your own way.The purpose of this passage was for Thoreau to inform his audience on his viewson the government and its negative affects on civilization. With its restrictions, peoplecannot fully live up to their potential because the bureaucracy will always limit them.Thoreau wants his audience to become successful in their own manor and uses theserhetorical devices to sync with his readers
In the passage "Boston Navy Yard and the 'Great War,' 1914-1918," the author presents a detailed account of the history of the Boston Navy Yard, specifically focusing on its transformation during World War I. The author develops the significance of this transformation by providing historical context, describing specific events and changes at the Navy Yard, and highlighting the impact of the Yard's actions on the war effort.
The author begins by providing historical context for the Boston Navy Yard, describing its establishment in 1801 and its role as a major naval shipyard for the United States. This sets the stage for the significance of the Yard's transformation during World War I, as it was a key player in the war effort.
The author then describes specific events and changes that occurred at the Navy Yard during the war. For example, the author notes that the Yard's workforce grew from 2,500 workers to over 20,000, and that the Yard's production of ships and submarines increased dramatically. The author also describes how the Yard adapted to the changing needs of the war, such as by building subchasers and convoy escort ships.
The author also highlights the impact of the Yard's actions on the war effort. For example, the author states that the Yard's production of destroyers and submarines helped to tip the balance of the war in favor of the Allies. The author also notes that the Yard's actions played a significant role in the success of the convoy system, which helped to protect supplies and troops being transported across the Atlantic.
Overall, the author develops the significance of the Boston Navy Yard's transformation during World War I by providing historical context, describing specific events and changes at the Navy Yard, and highlighting the impact of the Yard's actions on the war effort. This information provides a clear understanding of the importance of the Navy Yard in the war and its impact on the outcome of the war.
According to the students learn in different ways such example as games, animations, family, and the school etc.
Step-by-step explanation:
The term student refers to learn the knowledge and the development of the body. They also the gain the experience. The students are the learn as the under the guidance of the teacher. The teacher is the teach to the students. The student is the learn on the different ways to the consumption of the different knowledge.
According to the student are the learn on the different ways are;
Animation video to the easily describe the concept and the remember to the easy in the task.
Games are the learn to mistakes not to repeated.
Family are the firstly teach to the student.
School are the teacher to the guide in the career.
As a result, the student is the learn on the different in the way.
In lines 578-579, Mrs. Keeney tells her husband why she wanted to sail with him: "I wanted to see
you the hero they make you out to be in Homeport." In what way does the voyage change the way she sees her husband? Cite evidence from the play in your answer.
Mrs. Keeney sees that her husband is a hard man who can be brutal toward his crew in pursuit of
his goal. In lines 650-653, she tells him, "You want to live up to your silly reputation even if you do
have to beat and starve men and drive me mad to do it."
At the end of the play, Captain Keeney breaks his promise to his wife, even though he says he loves
her. What is the motivation for his behavior, beyond simple economic opportunity?
Keeney's pride pushes him to put his goal of
getting the oil ahead of any feelings for his wife. He needs to get the oil to feel strong and to prove himself. At the same time, he denies that his wife is really going mad, saying, "I know you're foolin' me" (lines 892-893). He may feel justified in staying "jest a little while longer" at sea because he can't believe she is actually losing her mind and because she insisted on making the voyage in the first place.
Step-by-step explanation:
make necessary changes as required to make the points better
The phrase "we'll head north again, in other words, to the land of sensible people" shows that the entire venture, planned by the Professor and the Captain was not wise. It has a critical tone.
Step-by-step explanation:
The phraseabove was uttered by the Canadianin the book, "Twenty Thousand Leagues Under the Seas Revised" By Jules Verne. He meant that the venture which they had undertaken was fruitless and unwise.
He criticized the journey because at that time the Nautilus was stuck in the ice and could no longer move forward.
Based on the context of the presented proposal, we can give such a definition: Reverence is a feeling of deep respect or awe, in this case for nature. Reverence can be a feeling of awe, and it can also describe how you feel about something, especially.
George and Lennie dream of getting their own farm. George wants the independence that comes with owning his own land, and Lennie wants to have rabbits. Their dream is the central theme in the story. It is their dream that brings them to the ranch, and that dream spreads to Candy and Crooks.
George is small while Lennie is burly in terms of physical size.George is cunning and calculating while Lennie is obtuse and carefree. But from the early scene where the two stopped to drink water, you can already perceive that George is the one who looks after Lennie.
Lennie and George have an argument over a mouse that Lennie has petted a little too hard and long. Lennie wants to keep the dead mouse in his pocket, but George throws it away.
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