3. Read the following excerpt from William Shakespeare's The Tempest: PROSPERO
Abhorred slave,
Which any print of goodness wilt not take,
Being capable of all ill! I pitied thee,
Took pains to make thee speak, taught thee each hour
One thing or other: when thou didst not, savage,
Know thine own meaning, but wouldst gabble like
A thing most brutish, I endow'd thy purposes
With words that made them known. But thy vile race,
Though thou didst learn, had that in't which good natures
Could not abide to be with; therefore wast thou
Deservedly confined into this rock,
Who hadst deserved more than a prison.

CALIBAN
You taught me language; and my profit on't
Is, I know how to curse. The red plague rid you
For learning me your language!

Discuss two of this excerpt's themes. How does Shakespeare develop these two themes over the course of the entire play? Support your argument with evidence from the text. (30 points)

go to the home screen and it says what do you need to know? then type the

the autor of the text is bringing the point that one achievment of the president john f. kennedy was a success and this caused the next president to use a similar idea. the purposefor the use of the quotation in the text is to support the idea that peace corps was a result of the president's call. in this case, the quotation is presented as part of the writing and does not stand on its own.

answer a.

sthe miracle worker  ▾search

home  >   study guides  >   the miracle worker

the miracle worker themeswilliam gibson

themes and meanings

(comprehensive guide to drama)

print  print  document  pdf  list  cite  link  link

there are two central themes in  the miracle worker: that the human spirit can triumph over even the most daunting of disabilities and that a dedicated teacher can transform the lives of those with whom he or she comes into contact. these inspirational themes have long been personified in the widely known true-life relationship between helen keller and annie sullivan, but  the miracle worker  also dramatizes collateral issues that extend beyond the particular case. underlying helen’s process of learning basic principles of what annie terms “obedience” (decorum, etiquette, and hygiene), there are more universal lessons of self-governance—the inculcation of self-restraint instead of willfulness, the development of self-discipline instead of self-indulgence. only when these lessons have been mastered can helen begin to acquire language—which, annie says, “is to the mind more than light is to the eye.”

anits the secound1

explanation: