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منتدى كلية الآداب بالدمام منتدى كلية الآداب بالدمام ; مساحة للتعاون و تبادل الخبرات بين طالبات كلية الآداب بالدمام و نقل آخر الأخبار و المستجدات . |
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أدوات الموضوع |
2012- 5- 25 | #4041 |
أكـاديـمـي
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رد: Third year - 6th level - 0ld plan @.@
ها يا شاطرات
الله يوفقكم يارب باختبار الشعر و يسهله عليكم وتنجحون كلكم يارب وانجح انا في كل المواد يارب الزبده ابي اسألكم الترجمه ايش المهم فيه وكيف الاسئله بتكون ! و المشين ترانزليشن وشو نذاكر فيه وشكرا |
2012- 5- 26 | #4042 |
أكـاديـمـي نــشـط
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رد: Third year - 6th level - 0ld plan @.@
بنات هذا الشي مهم في القصيده الاخيره الي هو الموتيف حق الكلرز وقالت خوذوه من السبارك نوت
Colors According to Hopkins’s theory of inscape, all living things have a constantly shifting design or pattern that gives each object a unique identity. Hopkins frequently uses color to describe these inscapes. “Pied Beauty” praises God for giving every object a distinct visual pattern, from sunlight as multicolored as a cow to the beauty of birds’ wings and freshly plowed fields. Indeed, the word pied means“having splotches of two or more colors.” In “Hurrahing in Harvest,”the speaker describes “azourous hung hills” (9) that are “very-violet-sweet” (10). Elsewhere, the use of color to describe nature becomes more complicated, as in “Spring.” Rather than just call the birds’ eggs “blue,” the speaker describes them as resembling pieces of the sky and thus demonstrates the interlocking order of objects in the natural world. In “The Windhover,” the speaker yokes adjectives to convey the peculiar, precise beauty of the bird in flight—and to convey the idea that nature’s colors are so magnificent that they require new combinations of words in order to be imagined. |
2012- 5- 26 | #4043 |
أكـاديـمـي نــشـط
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رد: Third year - 6th level - 0ld plan @.@
Symbols
Birds Birds appear throughout Hopkins’s poetry, frequently as stand-ins for God and Christ. In “The Windhover,” a poem dedicated to Christ, the speaker watches a falcon flying through the sky and finds traces of Christ in its flight path. The beauty of the bird causes the speaker to reflect on the beauty of Christ because the speaker sees a divine imprint on all living things. Similarly, “As Kingfishers Catch Fire” meditates on the innate behaviors and patterns of beings in the universe: the inscape of birds manifests in their flights, much as the inscape of stone manifests in the sound of flowing water. Christ appears everywhere in these inscape manifestations. In Christian iconography, birds serve as reminders that there is life away from earth, in heaven—and the Holy Ghost is often represented as a dove. “God’s Grandeur” portrays the Holy Ghost literally, as a bird big enough to brood over the entire world, protecting all its inhabitants. Fire Hopkins uses images of fire to symbolize the passion behind religious feeling, as well as to symbolize God and Christ. In “God’s Grandeur,” Hopkins compares the glory of God and the beautiful bounty of his world to fire, a miraculous presence that warms and beguiles those nearby. He links fire and Christ in “The Windhover,” as the speaker sees a flame burst at the exact moment in which he realizes that the falcon contains Christ. Likewise, “As Kingfishers Catch Fire” uses the phrase “catch fire” as a metaphor for the birds’manifestation of the divine imprint, or inscape, in their natural behavior. In that poem too, the dragonflies “draw flame” (1), or create light, to show their distinct identities as living things. Nature’s fire—lightning—appears in other poems as a way of demonstrating the innate signs of God and Christ in the natural world: God and Christ appear throughout nature, regardless of whether humans are there to witness their appearances. Trees Trees appear in Hopkins’s poems to dramatize the earthly effects of time and to show the detrimental effects of humans on nature. In “Spring and Fall,” the changing seasons become a metaphor for maturation, aging, and the life cycle, as the speaker explains death to a young girl: all mortal things die, just as all deciduous trees lose their leaves. In “Binsey Poplars,” the speaker mourns the loss of a forest from human destruction, then urges readers to be mindful of damaging the natural world. Cutting down a tree becomes a metaphor for the larger destruction being enacted by nineteenth-century urbanization and industrialization. Trees help make an area more beautiful, but they do not manifest God or Christ in the same way as animate objects, such as animals or humans هذي احسها مفيده |
2012- 5- 26 | #4044 |
أكـاديـمـي ذهـبـي
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رد: Third year - 6th level - 0ld plan @.@
write an outline on Rosstie approach to death?
احد يعرف حله بنات ..؟ |
2012- 5- 26 | #4045 |
أكـاديـمـي ألـمـاسـي
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رد: Third year - 6th level - 0ld plan @.@
انا اتوقع..
ها اتوقع... مو اكيد.. انو تقولين انها ريليجيوس ومن فالموت بالنسبه لها حياه اخرى افضل من الحياه الحاليه.. وبما انها انسانه عانت من التعب و المرض بحياتها فهو بالنسبه لها كالدواء، او كالمنقذ من التعب او كالراحه.. و بنات باي ذا وي اجابة الشورت نوتر 5 لاينز تقول،، |
2012- 5- 26 | #4046 |
أكـاديـمـي فـضـي
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رد: Third year - 6th level - 0ld plan @.@
الله يسهل ع الجميع ويسلموووو رنومه
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2012- 5- 26 | #4047 |
أكـاديـمـي فـعّـال
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رد: Third year - 6th level - 0ld plan @.@
الله يوفقنا يا بنات
أنا متفائله خير باذن الله يارب اربط على قلوبنا و نحافظ على تركيزنا ونجاوب |
2012- 5- 26 | #4048 |
أكـاديـمـي ألـمـاسـي
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رد: Third year - 6th level - 0ld plan @.@
هذا ملف الترجمه المشين
موفقينن |
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2012- 5- 26 | #4049 |
أكـاديـمـي ذهـبـي
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رد: Third year - 6th level - 0ld plan @.@
بنات كيف بتكون طريقة اسئلة الترجمه؟
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2012- 5- 26 | #4050 |
أكـاديـمـي ذهـبـي
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رد: Third year - 6th level - 0ld plan @.@
انا سمعت والله اعلم...
Short questions ع القطعه اقصد والاجابه نفس الشي بتكون قصيره ... واذكر قالت حتى التواريخ مهمه بنات ركزوا ... هذه متاكد منها هي قالت يعني مثلا اجيب هذا التاريخ شنو صار او انت تقولين التاريخ .. يعني كل شي متوقع ... دعواتكن لي |
التعديل الأخير تم بواسطة Diamond brooch ; 2012- 5- 26 الساعة 11:35 AM |
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مواقع النشر (المفضلة) |
الذين يشاهدون محتوى الموضوع الآن : 1 ( الأعضاء 0 والزوار 1) | |
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المواضيع المتشابهه | ||||
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