Success GED Merchant of Venice (Shakespeare)

The Merchant of Venice (Shakespeare) 

Thug Notes Summary & Analysis

Click here for: Entire Wikipedia Article

Bassanio, a young Venetian of noble rank, wishes to woo the beautiful and wealthy heiress Portia of Belmont. Having squandered his estate, he needs 3,000 ducats to subsidise his expenditures as a suitor. Bassanio approaches his friend Antonio, a wealthy merchant of Venice who has previously and repeatedly bailed him out. Antonio agrees, but since he is cash-poor – his ships and merchandise are busy at sea – he promises to cover a bond if Bassanio can find a lender, so Bassanio turns to the Jewish moneylender Shylock and names Antonio as the loan's guarantor.

Antonio has already antagonized Shylock through his outspoken antisemitism, and because Antonio's habit of lending money without interest forces Shylock to charge lower rates. Shylock is at first reluctant to grant the loan, citing abuse he has suffered at Antonio's hand. He finally agrees to lend the sum to Bassanio without interest upon one condition: if Bassanio is unable to repay it at the specified date, Shylock may take a pound of Antonio's flesh. Bassanio does not want Antonio to accept such a risky condition; Antonio is surprised by what he sees as the moneylender's generosity (no "usance" – interest – is asked for), and he signs the contract. With money at hand, Bassanio leaves for Belmont with his friend Gratiano, who has asked to accompany him. Gratiano is a likeable young man, but is often flippant, overly talkative, and tactless. Bassanio warns his companion to exercise self-control, and the two leave for Belmont.

Meanwhile, in Belmont, Portia is awash with suitors. Her father left a will stipulating each of her suitors must choose correctly from one of three caskets – one each of gold, silver and lead. If he picks the right casket, he gets Portia. The first suitor, the Prince of Morocco, chooses the gold casket, interpreting its slogan, "Who chooseth me shall gain what many men desire", as referring to Portia. The second suitor, the conceited Prince of Arragon, chooses the silver casket, which proclaims, "Who chooseth me shall get as much as he deserves", as he believes he is full of merit. Both suitors leave empty-handed, having rejected the lead casket because of the baseness of its material and the uninviting nature of its slogan, "Who chooseth me must give and hazard all he hath". The last suitor is Bassanio, whom Portia wishes to succeed, having met him before. As Bassanio ponders his choice, members of Portia's household sing a song which says that "fancy" (not true love) is "engend'red in the eyes, With gazing fed";^[2] Bassanio chooses the lead casket and wins Portia's hand.

A depiction of Jessica, from The Graphic Gallery of Shakespeare's Heroines

At Venice, Antonio's ships are reported lost at sea so the merchant cannot repay the bond. Shylock has become more determined to exact revenge from Christians because his daughter Jessica eloped with the Christian Lorenzo and converted. She took a substantial amount of Shylock's wealth with her, as well as a turquoise ring which Shylock had been given by his late wife, Leah. Shylock has Antonio brought before court.

At Belmont, Bassanio receives a letter telling him that Antonio has been unable to repay the loan from Shylock. Portia and Bassanio marry, as do Gratiano and Portia's handmaid Nerissa. Bassanio and Gratiano leave for Venice, with money from Portia, to save Antonio's life by offering the money to Shylock. Unknown to Bassanio and Gratiano, Portia sent her servant, Balthazar, to seek the counsel of Portia's cousin, Bellario, a lawyer, at Padua.

The climax of the play takes place in the court of the Duke of Venice. Shylock refuses Bassanio's offer of 6,000 ducats, twice the amount of the loan. He demands his pound of flesh from Antonio. The Duke, wishing to save Antonio but unable to nullify a contract, refers the case to a visitor. He identifies himself as Balthazar, a young male "doctor of the law", bearing a letter of recommendation to the Duke from the learned lawyer Bellario. The doctor is Portia in disguise, and the law clerk who accompanies her is Nerissa, also disguised as a man. As Balthazar, Portia repeatedly asks Shylock to show mercy in a famous speech, advising him that mercy "is twice blest: It blesseth him that gives and him that takes" (IV, i, 185). However, Shylock adamantly refuses any compensations and insists on the pound of flesh.

As the court grants Shylock his bond and Antonio prepares for Shylock's knife, Portia deftly appropriates Shylock's argument for "specific performance". She says that the contract allows Shylock only to remove the flesh, not the "blood", of Antonio (see quibble). Thus, if Shylock were to shed any drop of Antonio's blood, his "lands and goods" would be forfeited under Venetian laws. She tells him that he must cut precisely one pound of flesh, no more, no less; she advises him that "if the scale do turn, But in the estimation of a hair, Thou diest and all thy goods are confiscate."

Defeated, Shylock concedes to accepting Bassanio's offer of money for the defaulted bond, first his offer to pay "the bond thrice", which Portia rebuffs, telling him to take his bond, and then merely the principal, which Portia also prevents him from doing on the ground that he has already refused it "in the open court". She cites a law under which Shylock, as a Jew and therefore an "alien", having attempted to take the life of a citizen, has forfeited his property, half to the government and half to Antonio, leaving his life at the mercy of the Duke. The Duke pardons Shylock's life. Antonio asks for his share "in use" until Shylock's death, when the principal will be given to Lorenzo and Jessica. At Antonio's request, the Duke grants remission of the state's half of forfeiture, but on the condition that Shylock convert to Christianity and bequeath his entire estate to Lorenzo and Jessica (IV,i).

Bassanio does not recognise his disguised wife, but offers to give a present to the supposed lawyer. First she declines, but after he insists, Portia requests his ring and Antonio's gloves. Antonio parts with his gloves without a second thought, but Bassanio gives the ring only after much persuasion from Antonio, as earlier in the play he promised his wife never to lose, sell or give it. Nerissa, as the lawyer's clerk, succeeds in likewise retrieving her ring from Gratiano, who does not see through her disguise.

At Belmont, Portia and Nerissa taunt and pretend to accuse their husbands before revealing they were really the lawyer and his clerk in disguise (V). After all the other characters make amends, Antonio learns from Portia that three of his ships were not stranded and have returned safely after all.

GED English Writing or Reasoning Through Language Arts Extended Response

For writing at different levels click these links:

Very Basic Writing

Academic Writing Link

Writing a Five Paragraph Essay the Rodney Way

The purpose of this essay format is to give you a way to organize a basic essay. You are presenting two points of view. Readers will be impressed that you can not only talk about your viewpoint, but that you can also defend and argue against a point of view that disagrees with yours.  

First Paragraph – The first paragraph is supposed to catch the reader’s attention, and tell the reader what the essay is going to be about.

1^st WOW Sentence This sentence is the attention grabber. This sentence should set your essay apart from others.

2^nd Restate the essay prompt in your own words.

3^rd Briefly state your point of view.

4^th Briefly state the opposite point of view.

5^th Fully state your opinion in one sentence. This is the topic sentence for the entire essay. This sentence should sound something like: “However, I believe that…your point of view….”

Second Paragraph – The purpose of this paragraph is to give your reasons for your opinion which you just stated in the last sentence of the first paragraph.

1^st This sentence should sound something like: “I think that…your opinion… for the following reasons.” This is a transition sentence, meaning it restates the main idea of the first paragraph and tells the reader what the second paragraph will do.

2^nd One reason for you point of view

3^rd Another reason for your opinion

4^th A third reason for your outlook on this topic

5^th A fourth reason for your view

Third Paragraph – The purpose of this paragraph is to state and give reasons for a viewpoint that disagrees with you opinion.

1^st This sentence should sound something like: “Other people believe that … opposing opinion… for these reasons.”

2^nd One reason for the opposing point of view

3^rd Another reason for the other opinion

4^th A third reason for the other outlook on this topic

5^th A final reason for the other view

Fourth Paragraph – The purpose of this paragraph is to disprove the opinion that disagrees with your viewpoint in the third paragraph. You want to invalidate each of the reasons in the third paragraph.

1^st This sentence should sound something like: “I understand … opposing opinion, but I think it’s wrong for the following reasons”

2^nd Refute 2^nd sentence in the third paragraph

3^rd Refute 3^rd sentence in the third paragraph

4^th Refute 4^th sentence in the third paragraph

5^th Refute 5^th sentence in the fourth paragraph

Fifth Paragraph – This purpose of this paragraph is to summarize your argument with as much impact as possible. The first four sentences summarize each of the four paragraphs in order.

1^st This sentence should sound something like: “I believe that … your opinion.”

2^nd This sentence should sound something like: “I think this because… use your strongest reason or summarize your reasons”

3^rd This sentence should sound something like: “Other people believe that… other opinion.”

4^th This sentence should sound something like: “I disagree with this because…your strongest argument against the opposition.”

5^th This sentence should sound something like: “Therefore, I believe … your point of view”

For writing at different levels click these links:

Very Basic Writing

Academic Writing Link

Main Idea and Details

Watch: Main Idea and Detail Video 

Rodney Hints

Finding the main idea and how details support it.

The main idea is what the article is about. On GED test, the article will usually have several paragraphs each supporting the main idea in different ways. There will always be a question about the main idea.

• Which of the following most accurately states the main idea of the passage?
• What would be a good title for the passage
• The primary purpose of the passage is to... 
• The passage is primarily concerned with which of the following?
• The main point made by the passage is that
• Another title for this piece would be
• What does the author trying to convey in this article? 

GED English and The Art of Social Commentary

Listen to the video and read the lyrics. You may want to do this a couple of times. Try answering the questions below, just to get you thinking critically about the songs you hear. 

Questions:

1. A "vision softly creeping" is what?
2. How do you know he still remembers his dream?
3. In his dream, was he walking in a city or in the country?
4. Was it warm or cold?
5. Who are the people, really?
6. Why didn't anyone disturb the sound of silence?
7. Did people listen to him?
8. Why does he stress that the neon god was made by the people.
9. What kind of god is the neon god? False or True
10. Are the words on the subway walls and tenement halls true?
11. Does it take more courage to write songs or to write graffiti, according to the author?
12. What are the sounds of silence?

HOW TO USE COMMAS: FUN VIDEO AND RULES

Comma story - Terisa Folaron

Click here for complete Purdue OWL article

Quick Guide to Commas

1. Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet.

2. Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause.

3. Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause.

4. Do not use commas to set off essential elements of the sentence, such as clauses beginning with that (relative clauses). That clauses after nouns are always essential. That clauses following a verb expressing mental action are always essential.

5. Use commas to separate three or more words, phrases, or clauses written in a series.

6. Use commas to separate two or more coordinate adjectives that describe the same noun. Be sure never to add an extra comma between the final adjective and the noun itself or to use commas with non-coordinate adjectives.

7. Use a comma near the end of a sentence to separate contrasted coordinate elements or to indicate a distinct pause or shift.

8. Use commas to set off phrases at the end of the sentence that refer back to the beginning or middle of the sentence. Such phrases are free modifiers that can be placed anywhere in the sentence without causing confusion.

9. Use commas to set off all geographical names, items in dates (except the month and day), addresses (except the street number and name), and titles in names.

10. Use a comma to shift between the main discourse and a quotation.

11. Use commas wherever necessary to prevent possible confusion or misreading.

Contributors:Dana Driscoll, Allen Brizee.
Summary:

This resource offers a number of pages about comma use.

New Novel from Author of To Kill a Mockingbird, Harper Lee

From: http://tokillamockingbirdanalysis.wikispaces.com/Law+and+Integrity

Click here for FULL ARTICLE


The most dramatic feature of her “new” novel, “Go Set a Watchman” — written before “To Kill a Mockingbird” but published 55 years afterward — is the revelation that Atticus, the supposed paragon of probity, courage and wisdom, was a white supremacist. In the mid-1930s, when the events of “To Kill a Mockingbird” transpire, white dominance was so completely established that Finch could blithely disregard any political dissatisfactions blacks felt and still get credit from his adoring daughter — and from millions of readers — for defending an innocent man.

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But the conversation doesn’t end with Monroe Freedman’s complaint about Atticus Finch’s limitations or with Jean Louise’s disillusionment with her previously idolized father. After Lee sold the manuscript we’re now reading, she worked hard on revisions. At her editor’s urging, she shifted the novel’s time frame from the 1950s to the Depression, away from the messy adult problems of a young woman coming to understand the racism of her father, and back to childhood, where seen through Scout’s eyes, Atticus Finch could become the hero that millions of readers love. The editor’s shrewd suggestion belonged to a specific time and place, too. In America in 1960, the story of a decent white Southerner who defends an innocent black man charged with raping a white woman had the appeal of a fairy tale and the makings of a popular movie. Perhaps even more promising, though, was the novel Lee first envisioned, the story of Jean Louise’s adult conflicts between love and fairness, decency and loyalty. Fully realized, that novel might have become a modern masterpiece.

Modifiers, Adjectives, Adverbs, and More

Click on the video below to watch a lesson on modifiers. These are important to understand for passing the GED and improving your reading and writing skills. Beneath the video is a Wikipedia article on modifiers. After watching the video, you may get more out of the article.

From Wikipedia

In grammar, a modifier is an optional element in phrase structure or clause structure.^[1] A modifier is so called because it is said to modify (change the meaning of) another element in the structure, on which it is dependent. Typically the modifier can be removed without affecting the grammar of the sentence. For example, in the English sentence This is a red ball, the adjective red is a modifier, modifying the noun ball. Removal of the modifier would leave This is a ball, which is grammatically correct and equivalent in structure to the original sentence.

Other terms used with a similar meaning are qualifier (the word qualify may be used in the same way as modify in this context), attribute, and adjunct. These concepts are often distinguished from complements and arguments, which may also be considered dependent on another element, but are considered an indispensable part of the structure. For example, in His face became red, the word red might be called a complement or argument of became, rather than a modifier or adjunct, since it cannot be omitted from the sentence.

Modifiers may come either before or after the modified element (the head), depending on the type of modifier and the rules of syntax for the language in question. A modifier placed before the head is called apremodifier; one placed after the head is called a postmodifier. 

The two principal types of modifiers are adjectives (and adjectival phrases and adjectival clauses), which modify nouns; and adverbs (and adverbial phrases and adverbial clauses), which modify other parts of speech, particularly verbs, adjectives and other adverbs, as well as whole phrases or clauses. (Not all adjectives and adverbs are necessarily modifiers, however; an adjective will normally be considered a modifier when usedattributively, but not when used predicatively – compare the examples with the adjective red at the start of this article.)

Another type of modifier in some languages, including English, is the noun adjunct, which is a noun modifying another noun (or occasionally another part of speech). An example is land in the phrase land mines given above.

Examples of the above types of modifiers, in English, are given below.

• It was [a nice house]. (adjective modifying a noun, in a noun phrase)
• [The swiftly flowing waters] carried it away. (adjectival phrase, in this case a participial phrase, modifying a noun in a noun phrase)
• She's [the woman with the hat]. (adjectival phrase, in this case a prepositional phrase, modifying a noun in a noun phrase)
• I saw [the man whom we met yesterday]. (adjectival clause, in this case a relative clause, modifying a noun in a noun phrase)
• His desk was in [the faculty office]. (noun adjunct modifying a noun in a noun phrase)
• [Put it gently in the drawer]. (adverb in verb phrase)
• He was [very gentle]. (adverb in adjective phrase)
• She set it down [very gently]. (adverb in adverb phrase)
• [Even more] people were there. (adverb modifying a determiner)
• It ran [right up the tree]. (adverb modifying a prepositional phrase)
• [Only the dog] was saved. (adverb modifying a noun phrase)

In some cases, noun phrases or quantifiers can act as modifiers:

• [A few more] workers are needed. (quantifier modifying a determiner)
• She's [two inches taller than her sister]. (noun phrase modifying an adjective)