Describe the trick played by Nicholas in the Miller tale

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Describe and analyse the trick played by Nicholas

Nicholas's intent is to create an illusion of dramatic circumstance to effectively startle and rid himself of John. He wants to achieve this in order to provide himself with the opportunity to have sexual intimancy with Alison. It was a longing shared by both parties - "For this was his desir and hire also"

As a "clerk" studying astronomy, Nicholas has the intelligence to think of complex situations and can handle many ideas. This gives him an advantage over John the "sely", simple Carpenter who hasn't had an adequate education, and who hasn't even read the famous "Catoun". His lack of mental stimulation makes him prone to trickery, his "wit was rude" and this makes him rather gullible to others.

Nicholas decides to begin the trick when John goes to work, he deliberately ensures he has food rations for two days and remains in his room, isolated. This provokes fear in John, as he says- "This world is now ful tikel, sikerly" as to suggest the fickleness of fate, he is genuinely worried that John has become ill, as this was the era of the plague. His concerns are all in vain, and this adds to Nicholas's ego as he is in control of the situation, despite being only a tenant in Johns home. In desperation, John looks through the keyhole and finds Nicholas "capyng upright" and looking bewildered as if in a trance. This perception however was false; Nicholas has acted this stance to induce curiosity and fear into John's mind. John is a god-fearing man due to his lack of knowledge, he prefers to be blissfully ignorant of "Goddes pryvetee" and takes the bible stories literally and seriously. The door is taken off it's hinges, and now Nicholas is exposed and ready to develop his trick. He refers to John as "myn hooste, life and deere" which gives him a false sense of security and companionship, he says this in order to settle John and prepare him for the revelation he is about to unfold to him. He also forces John to vow not to tell anyone, this is done to prevent him from revealing the "secret" to others, whom may have more common sense then John, and to enforce his importance and increase his vanity.

John is the "chosen one" to be confided in, he feels privileged that he will be saved. Nicholas is treating his as a friend, and a soon to be ally in his survival. This is the major part in Nicholas's trick, as he convinces John that a disaster created by God will happen soon, he says-"This world, in lasse than an hour Shal al be dreynt, so hidous is the shour." This instantly strikes fear into John's mind, he is puzzled and confused. However, Nicholas provides plenty of detail and impresses John with his knowledge, as he articulates exactly what is going to happen, and emphasizes attention to detail such as the water will dissapear "aboute pryme the next day" this heightens the tension and makes the incident seem even more realistic to John.

Nicholas has achieved starting Johns growing anxiety, and now he fears for his wife Alison, who ironically is part of the plot, which shows the pathos and comical element of the trick. Nicholas begins to give out orders, which adds authenticity and emphasizes his power and importance. John, with without any suspicious thoughts is speechless adheres to these, and doesn't even question Nicholas's claims, again proving John's gullibility and lack of self-thinking. Nicholas craftily blocks any opportunity for John to question his findings as he says -" Axe nat why". This divine secret has carefully and effectively been portrayed, and now John feels obliged to follow Nicholas and take his advise.

As Nicholas demonstrates what equipment is needed to save them, John realizes the scale of the immediacy. Nicholas exaggerates and tries to easy and delight Johns mind through saying "we be lordes al oure lyf" suggesting that they will be well-known all their lives, and they will achieve higher status. The "we" suggesting commaradary, but is ironically false. The commands that Nicholas gives is to remain silent, and for himself and Alison to hang far apart in the tubs. No "synne" must be commited while lying in the floats, which is ironic as Alison and Nicholas will commit adultery.

Another tactic Nicholas uses to enhance the trick is flattery, he describes John as a "wise" man, which is parallel to his true thoughts, this again reassures Nicholas that John, with his major role, will participate in anything he commands.

Overall this trick has been carefully planned, it is a perfect example of a "fabliau" and displays many of a fabliaux comical irony and deception. It shows how ruthless Nicholas is and how he'll lie, deceive and create illusions in order to successfully gain access to Alison in order to gratify his sexual needs. He enjoys exerting his "knowledge" and shows that by performing the trick, he is in control. He is driven on by his lust, and search for power, in which John is oblivious to.

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The Declaration of Independence:Moving Out at the Ripe Old Age of 16.

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When in the course of human events, it becomes necessary for a teenager at the ripeold

age of 16 to dissolve the bands which have connected them with their parents and to

assume among the powers of the earth, a separate and equal residence to which the laws

of Nature and of Nature's God entitle them, a decent respect to the opinions of the

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parents requires that they should declare the causes which impel them to move out the

house.

We hold these truths to be self-evident, that all teenagers are created equal, whether

16 or 18 years of age, that they are endowed by their creator with certain unalienable

rights, that among these are Life, Liberty and the pursuit of Happiness; that, to secure

these rights, Parents are instituted among adults, deriving their just powers from the

consent of the parented; that whenever any adult becomes destructive of these ends, it is

the right of the teenager to alter or abolish their power and to institut new rules, laying its

foundation on their own principles and organizing their powers in such form as to them

shall seem most likely to effect their happiness. Prudence, indeed will dictate that rules

and laws long established should not be changed for light and transient causes; and

accordingly all experience hath shown that adults are more disposed to suffer, while

teenagers are sufferable, than to chill out by abolishing the stupid rules to which they are

accustomed. But when a long train of people are coming into their room all the time and

bugging them, it is the teenager's right, it is their duty, to throw out such family members,

and to move to a new crib that the parents have to pay for.

The history of the present parents of teenagers is a history of repeated injuries and

usurpations, all having in direct object the establishment of an absolute Tyranny over the

teenagers. To prove this, let facts be submitted to a candid world.

They refuse to let teenagers come and go as they please, without fear of curfew.

They give advice teenagers are not interested in.

They are stingy with money like it's theirs or something

They embarrass teenagers in public simply by being there

They wear stupid clothes and listen to stupid music.

They won't allow teenagers to speak in foul tongues in their presence.

They disapprove of wild parties.

They won't buy teenagers a car, they make them get a job.

They force teenagers to attend church, family functions

They look over the teenagers shoulder when they are doing their homework

They try to see who the teenager is talking to online, and then make her get off the comp

so they can use it.

The parents have combined with others to subject the teenagers to a jurisdiction that is

foreign to their constitution;

like making them get up early and go to bed early

like depriving them of their own free will,

like taking away things,

like bossing them around.

In every stage of this oppression , we have petitioned for leniency and mercy in loud

voices. Our repeated petitions have been answered only by repeated injury. A Parent is

unfit to be the ruler of a free teenager.

We have warned them from time to time of attempts to extend their jurisdiction over us.

We have reminded them of the terms of our settlement here. We have appealed to their

native justice, if they have any, and we have conjured them by ties of giving birth to us, to

disavow their stupid rules, which inevitably interrupt our daily lives. They too have been

deaf to the voice of the teenager. We must, trherefore, acquiesce in the necessity, which

denounces our separation, and hold them enemies when they bother us and friends when

we need money.

We, therefore, the representatives of teenagers everywhere, do, in the name of teenagers,

solemnly declare that we are free and independent persons; that we are absolved from

the rule of parents; that all connection between them is totally disolved, unless otherwise

noted by the teenager, and that as free and independent teenagers, we have the full

power to do whatever we want.

And for the support of this declaration, we mutually pledge each other our lives, our

fortunes, and our sacred honor.

It's a Wrap.

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What makes a good language teacher?

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To learn a foreign language is not an easy task, and both adults and children find it very difficult and sometimes stressing. To make this experience much more enjoyable, it is important that the person who is in charge of the teaching be a good teacher. But the question is What makes a good language teacher? Is it the method she or he applies?

Is it her/his personality, her/his physical appearance or her/his knowledge about the language?

The first item to take into account is the methodology teachers apply in the classroom. First of all, they should provide the students with a varied and exciting activities. That is to say, teachers should plan the activities having in mind the different abilities, interests and learning styles of the learners in order to get them involved during the lessons. Another thing to consider is the sitting arrangement. If the size of the classroom allows the teacher to move the students from one side to another, she or he could group the children in pairs or more people to work. Working individually all the time could bore the learners, causing misbehaviour problems. In addition to this, it is essential the teacher encourage the students to speak. In most cases the only opportunity they have to use the language is during the fifty minutes the lessons last, therefore the teacher should help them to make a good use of it. This does not mean that the teacher do not have to speak, but only when neccesary. For example, when presenting and explaining a new topic, when giving instructions, asking questions, etc.

Turning to the question of teacher�s personal traits, I believe that there are sone essential characteristics a teacher must have. Firstly, teachers must be well organized in order to make profit of the lessons. Secondly, a good teacher must be an example for their learners, so if she or he is strict about students�punctuality and homework, she/he must be punctual and must give back homework in time. If teachers ask their learners to be responsible, they should be an example being responsible themselves.It is also a fact that children could be difficult sometimes, because of that it is indispensable for an educator to be patient, human, and able to understand that children are human beings that feel and have problems like everyone else.

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On the question of physical appearance, I am of the opinion that it is not a requirement for a good teacher to be handsome or pretty. What it is really important is to have a neat appearance, wearing proper clothes and the hair tidy and carefully arranged.

The last point to consider is the teachers�competence. In the first place educators must know about the language and have a profound understanding of it. It is known that you cannot teach something you have not learn beforehand. To achieve this level of knowledge, they are not only supposed to attend to the Teacher Training College in order to get the University College Degree, but also they must attend courses and seminars once they have get it. This extra training provides educators with updated learning and tips they can apply in their teaching, making them able to use modern equipment and to deal with behaviour problems, learning difficulties and institutional obstacles.

All things considered, I believe that be a good language teacher depends on te teacher. Teachers have in their hands all the tools to make the language learning a painful experience, or the most exciting and successful one.

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Willy loman and his american dream in death of a salesman

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Arthur Miller's "Death of a Salesman" is a play best summed up in its title; it is just that, the death of a salesman. This death is not necessarily the physical end to a human life, but the crumbling end to the dreams of the main character, Willie Loman.

The play was written in 14 and based on the concept of the American Dream. What is the American Dream? There are many definitions of it and each every person has their own. Most people feel if you have a family, house, car, decent job with an average salary, and a good social life, then you have reached the American Dream. The concept of the American Dream became a popular idea during the nineteenth century when millions of people migrated to the United States in search of better lives.

There are many connections to the concept of the American Dream in "Death of a Salesman". One is when Willy expresses his jealousy towards the successes of his brother Ben. According to Willy, Ben knew what he wanted. He started with the clothes on his back, walked into the jungle and came out enormously rich at the age of twenty-one. Another example was when Willy's imaginary memory of Ben describes their father as a great inventor who traveled with his whole family westwards through America. He was successful in selling his inventions and he also became rich. Another illustration of the American Dream was when Willy remembers an occasion when his son Biff was playing at Ebbets Field. There was this glow around him and people cheered his name when he came out. He was a star then and this kind of personal success is also a typical example of the American Dream. An additional example is when Willy himself experienced a personal success in his work. It was in 18 when his commission average was at its highest level.

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The whole story of the play is a parody on the American Dream. Willy Loman is a weary 6 year old man who wants nothing more than to reach the American Dream, but in reality he fails, most likely due to the fact he chose the wrong dream. He is a salesman for a large company in New York. In his own mind, he is still as he used to be, well known and well respected among the clientele in the New England area. Things have changed though and the people Willie once knew in the business are no longer there and he no longer has the connections he once had. His inability to cope with and adapt to this changing business has caused, among other things, a loss in pay. Willie has lost his competitive edge, and with it his feeling of self worth and identity.

Willy's dream also revolves around his family, more specifically his son Biff. Biff is the firstborn and favorite son of Willie. Willie has high expectations of, and transfers his dreams onto Biff. Biff can not live up to the expectations of his father and has dreams of his own which cause Willie to see him as a loafer and bum with no desire to succeed. Although Willie's dreams are not realized in Biff, his son's respect his still important. This respect is lost when Biff catches his father in an affair with a young lady. Even though this is not talked about, it still creates tension and causes Biff to lose the respect he once held for Willie.

Willie's main philosophy in life is "Be liked and you will never want." This is another problem causing Willie to fail in his American Dream. Image is everything to Willie. In his past he was a well liked, well known, respected man who turned his image into his success, but his image has changed. He is no longer well known and so he makes less sales and less money. His loss in pay has caused him to borrow money just to support his family. The constant borrowing of money is a source of great tension for Willie.

The compounding of Willie's problems, the loss of his self-respect, and the loss of respect from others cause Willie to go mad. He sinks into a depressive state and loses touch with reality. He has no dream and now will to live causing him to entertain thoughts of suicide. In the end it is the love for his son and the belief that his insurance money will make Biff "magnificent" that gives him the needed excuse to end his life.

A man's life is his world and this world is expressed through his dreams and desires. "Death of a Salesman" is the loss and destruction of one man's dreams. The effects of this loss and destruction are utter madness that eventually leads to suicide. This dramatic work has a moral that should not soon be forgotten When a man loses his dreams he loses everything and a life without dreams is a dull and empty void.

Please note that this sample paper on Willy loman and his american dream in death of a salesman is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Willy loman and his american dream in death of a salesman, we are here to assist you. Your cheap custom college paper on Willy loman and his american dream in death of a salesman will be written from scratch, so you do not have to worry about its originality.

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A Dispute Resolution at the Workplace

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Abstract

Companies are moving away from expensive litigation and opting for more time and cost effective methods for resolving disputes, including my present employer, Marathon Oil Company ("Marathon"). A recent incident and the resolution technique used by Marathon are presented along with an analysis of the effectiveness of the technique used.

An Assessment of

A Dispute Resolution at the Workplace

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On November 8, 1, Marathon Ashland Petroleum ("MAP"), Catlettsburg, Kentucky refinery, owned 68% by my employer, Marathon Oil Company ("Marathon"), had a tank rupture incident submitted for investigation. On this day, water in the bottom of tank 845 reached the boiling point and expanded into steam causing a foam-over of gas oil. The weld between the roof and top of the tank failed and allowed the foam mixture to erupt through openings in the top of the tank. The oil mist was sprayed into the air on and off the refinery's property. The erupted oil made its way into the parking lot behind the control lab of the refinery where it contacted several parked cars. The liquid traveled down the road and into nearby storm sewers.

This event was typical of a foam-over caused by water vaporizing in hot oil. The source of the water was not concluded due to limited availability of data. The tank was removed from service and several in-house corrective actions were initiated. Refinery personnel were alerted to the potential hazards of water in a hot atmospheric storage tank. Production planning was revised to ensure all process limitations were incorporated into the plan. Finally, internal process limits were modified to comply with new post-incident guidelines set forth by Marathon.

MAP's Catlettsburg refinery received a notice of violation from the Kentucky Natural Resources and Environmental Cabinet ("the Cabinet") regarding the rupture of tank 845. MAP has been involved in discussions with the Cabinet to resolve this issue. MAP and the Cabinet chose to pursue the mutual settlement program. The Mutual Settlement Program offered MAP and the Cabinet the opportunity to settle the alleged violation without expensive and time-consuming litigation. Once the violation was referred to the Mutual Settlement Program, MAP received a settlement offer asking for payment of a penalty of $150,000. Negotiations of the actual amount to pay regarding the penalty are still in progress and the final penalty accessed to MAP is expected to range from $0,000 to $10,000. MAP believes that the matter will be resolved in 00.

I feel that the decision to refer the settlement to a third party was effective. In this incident, the Mutual Settlement Program acts as a mediator between the Cabinet and MAP. The management and staff of MAP are not diverted from normal revenue-earning activities by choosing to forgo a trial and settle to have the matter negotiated through an independent party. Furthermore, the likelihood of the working relationship being damaged between the two parties is decreased by choosing this form of dispute resolution, and MAP is viewed as a complying organization attempting to rectify its errors, sending a positive image to the media concerning the environmental awareness and social responsibility of the company.

Choosing a mediator as an alternative dispute resolution can be advantageous and cost effective. A mediator remains neutral in the negotiation process, pressing both parties to examine the entire matter and proposed solutions. Only the process of the negotiation is controlled by the mediator and not the outcome. There is not a great deal of information regarding mediation available to the general public. Nothing said in mediation and none of the documents prepared specifically for mediation, with the exception of those that would have been disclosed in court in any case, can be disclosed outside the mediation process. Because the decision to participate is voluntary and the solution is negotiated rather than imposed, there is a greater chance for a win-win solution and both parties remain in control. The agreement reached by the parties is not binding until it is put in writing signed by both parties. In addition, the relationship between the two parties is usually preserved because each was actively involved in the resolution.

In closing, companies are shunning lengthy trials for more cost and time effective alternative dispute resolution techniques. Mediation is one of the least expensive alternatives to litigation in which the parties arrive at a decision at a much faster rate than court trials and remain in control of the resolution process. This alternative dispute resolution technique is a reasonable way for companies to minimize exposure to the public, save time and money, and salvage relationships with customers while being responsible for their actions.

References

Kentucky Emergency Management. (Available from the Marathon Ashland Petroleum website, P.O. Box 1, Findlay, Ohio, or online from https//

Kyem.dma.state.ky.us/news/archives/po1q4.htm)

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Robinson's portrayal

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Robinson's portrayal of the Outcast in Society in "Richard Cory" and "Miniver Cheevy" In Edwin Arlington Robinson's poems, "Richard Cory" and "Miniver Cheevy" the main characters are portrayed as outcasts. Both are shunned from society neither having any real friends. Though these characters have some similarities, the way in which Robinson portrays them is very different. Richard Cory is admired by his peers, where as, Miniver Cheevy is opposite; people look down on him. One man appearing to have everything takes his own life, while the other appearing to have nothing accepts his misery. For Richard Cory, the saying money can't buy happiness, could not be more appropriate. He is, according to the people of the town, the man with everything. Everyone wished they could be more like him, "he had everything to make us wish that we were in his place". In contrast Miniver Cheevy, had nothing to be admired for, he had done nothing with his life and yet he longed to have the adoration that Richard Cory had, the respect and almost kingly qualities, "he was a gentleman from sole to crown". Miniver Cheevy wanted to be the hero that Cory was to the people on the street. "Miniver mourned the ripe renown that made so many a name so fragrant." "Richard Cory" is told from an outsider's point of view, so that the reader does not gain any more insight into Cory's mind then the people on the pavement. This also adds to the surprise when Cory, seemingly happy, puts a bullet in his head. Richard Cory had no friends the people of the town never really saw him as a person, in fact they never saw him at all, the "people on the pavement looked at him", never spoke to him, he was only something to admire. He was a god in their eyes, almost holier than thou, "and he was rich-yes, richer than a king" yet He rarely spoke but when he did "he was always human when he talked" suggesting he was not human the rest of the time. "He glittered when he walked" as if he shined, he was different and the people on the pavement "looked at him" to an outsider he would appear to be an untouchable, living in a society that could not or did not know how to accept him. He tried to speak to the people on the pavement however "he fluttered pulses when he said 'Good Morning". The people on the pavement put Richard Cory on a pedestal and therefore could not speak to him. They envied him and hated him they wanted his life so easy, so simple, and so happy. They continued to work and hope that one day they too could be as rich and as happy as Richard Cory, hating him even more everyday they "went without meat". Then "Richard Cory, one calm summer night, went home and put a bullet through his head". One calm summer night implies there was nothing special or unusual about that particular night, it was the same as any other and yet the town's god/outcast, commits suicide, for apparently no reason. Robinson gives no insight into Cory's mind, we can only assume he was so miserable that he could not bear to go another day, with the people on the pavement looking at him and hating him more and more. The tone of "Richard Cory" is upbeat until the unexpected end; in contrast "Miniver Cheevy" has a negative tone from the first line, "Miniver Cheevy, child of scorn". Scorn implies hatred, disdain contempt and misery. "He assailed the seasons" Since season is plural it is not just one season or point in time, this is a constant misery an ongoing Battle within himself. "He wept that he was ever born," He was born too late he "loved the days of old" and wishes he could have lived in that time, he would have done anything to be a bold warrior and gain the respect and love of his people. "He would have sinned incessantly could he have been one." He envied those times it was so easy to gain respect, romance and to be the talk of the town, Miniver desperately wanted all of this and yet he had none. "Miniver cursed the commonplace" he hated his surroundings they were so boring to him, there were no exciting battles to watch or be a part of. To Miniver even the dress was boring, though the common suit does hold stature, "Miniver eyed it with loathing" hating it solely because it did not have the same "medieval grace of iron clothing". He hated the money he desired knowing it was only important in his present life it would not have been important if he was living in the days of old yet he was even more miserable without it. He could not accept his life and so his only escape was to drink and so he did. In both of these poems Robinson portrays the outcast within society. One seemingly well off and content with his life, the other outwardly miserable. Because the people on the pavement hold Richard Cory in such high esteem he becomes an outcast within their society. Miniver Cheevy has done nothing society has told him to therefore he is society's outcast. Neither of theses characters are accepted in their own life and neither can face another day. They both have a need to escape the present, they choose to do this in different ways, Richard Cory takes his life, and Miniver Cheevy drinks and pretends he is a knight in medieval times. Robinson effectively takes to characters and puts them into completely different settings and ends the poems with the same concept of misery.

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Henry Wadsworth Longfellow

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Henry Wadsworth Longfellow

Henry Wadsworth Longfellow was born on February 7,1807, in Portland, Massachusetts, to Zilpha Wadsworth Longfellow and Stephen Longfellow. Growing up by the ocean influenced him to write. At age thirteen he had his first poem published in a Portland newspaper. At age fifteen he started college at Bowdoin College, where he met a friend named Nathaniel Hawthorne. It was at this time that they both decided to become writers. Longfellow was very good at learning other languages, after college, and then he accepted a position as the college's first professor of modern languages. First, he planned to study French, Spanish, and Italian. He mastered those languages and began to study German. After three years in Europe, he returned to Bowdoin to begin the position as professor of modern languages. Him being the first, he had to create his own textbooks. For the next ten years he concentrated on scholar writing, teaching, translating, and prose. During this same time he composed almost no poetry.

In 181, Longfellow married Mary Storer Potter. In 184, the couple traveled to Europe in order for Henry to prepare for his new position, modern languages, he was offered at Harvard University. There he studied German literature in Europe. The couple liked to travel a lot, while they were in the Netherlands; his wife suffered a miscarriage and died shortly afterward in Rotterdam on November ,185. Later that year, he published a collection of European travel sketches, his first book, called Outr�-Mer A Pilgrimage Beyond the Sea. The collection of poems called ballads and Other Poems (1841) contained several works that made Longfellow well known. These included "The wreck of the Hesperus", "The Village Blacksmith", and "Excelsior". In 184, Longfellow proposed to Frances (Fanny) Appleton, following a seven-year courtship. They got married in July 184. The couple had six children and enjoyed eighteen years of happiness. Longfellow had been a boarder at the Craigie House in Cambridge, Mass., after his marriage to Frances; her wealthy father bought the house for them as a wedding gift. The house and grounds now make up the Longfellow National Historic Site.

The first of his four major narrative poems, Evangeline, was published in 1847. This poem is based on the removal of French settlers from Nova Scotia by the British during the French and Indian War (1754-176). Gabriel Lajeunesse and Evangeline Bellefontaine, two lovers, are separated as a result of the removal. It tells about Evangeline searching her whole life for Gabriel and finding him at old age dying from the plague. This poem played on the then popular appeal of sentimental love stories. The Song of Hiawatha (1855) was the second of Longfellow's major narrative poems. The poem focused on Hiawatha, an Indian hero, whose life was full of triumphs and tragedies. He presents in the poem the Indians' mythology, which he had read about in the writings of the experts of his day. The Courtship of Miles Standish (1858) was the third of his major narrative poems. This poem deals with the early history of New England. The poem tells of a love triangle involving Miles Standish, Priscilla Mullins, and John Alden. Miles is too proud to ask Priscilla to marry him, and asks John to do it for him. Priscilla asked John while he is acting for Miles, rather than speaking for himself, John and Priscilla marry and are eventually reunited in friendship with Miles. In the Tales of a Wayside Inn, the fourth, and last, of Longfellow's major narrative poems. This poem is a series of twenty-two stories in verse told by seven men gathered at an inn in "Sudbury Town" in Massachusetts.

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Longfellow translated poetry from eighteen languages. His most significant translation was Dante Alighieri's medieval poem the Divine Comedy, published in 1867. Some scholars feel Longfellow made the finest translation of the Divine Comedy in the English language. During his later years, Longfellow wrote sensitive lyric poems and, also, attempted longer dramatic poems.

To today's readers, Longfellow's sentimental and optimistic poetry makes him seem old-fashioned. In his poetry he used literature from other countries for the content and as a source, thus made his work more interesting. His work has often been criticized, but his lyric and narrative poetry made lasting contributions to the American literary tradition. Longfellow wrote for the common middle class reader in a clear sometimes-elegant style that represents popular American values.

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