How to Write a Great TOEFL or TOEIC Essay

Writing an essay can be a difficult enough task as it is; writing it a language that is your first language is even harder. If youre taking the TOEFL or the TOEIC and have to complete a writing assessment, then read these instructions for organizing a great five-paragraph essay in English. Paragraph One: The Introduction This first paragraph, made up of 3-5 sentences, has two purposes: grabbing the readers attention, and providing the main point (thesis) of the whole essay. To get the readers attention, your first few sentences are key. Use descriptive words, an anecdote, a striking question or an interesting fact related to your topic to draw the reader in. To state your main point, your last sentence in the first paragraph is key. Your first few sentences of the introduction basically introduce the topic and grab the readers attention. The last sentence of the introduction tells the reader what you think about the assigned topic and lists the points that youre going to write about in the essay.Heres an example of a good introductory paragraph given the topic, Do you think teenagers should have jobs while they are still students?: Ive worked ever since I was twelve. As a teenager, I cleaned houses for my family members, made banana splits at an ice cream parlor, and waited tables at various restaurants. I did it all while carrying a pretty good grade point average in school, too! I definitely believe that teenagers should have jobs while they are still students because a job teaches discipline, earns them cash for school, and keeps them out of trouble. Paragraphs Two - Four: Explaining Your Points Once youve stated your thesis, you have to explain yourself! The thesis in the example introduction was I definitely believe that teenagers should have jobs while they are still students because a job teaches discipline, earns them cash for school, and keeps them out of trouble. The job of the next three paragraphs is to explain the points of your thesis using statistics, examples from your life, literature, the news or other places, facts, examples, and anecdotes. Paragraph Two: Explains the first point from your thesis: Teenagers should have jobs while they are still students because a job teaches discipline. Paragraph Three: Explains the second point from your thesis: Teenagers should have jobs while they are still students because a job earns them cash for school. Paragraph Four: Explains the third point from your thesis: Teenagers should have jobs while they are still students because a job keeps them out of trouble. In each of the three paragraphs, your first sentence, called the topic sentence, will be the point youre explaining from your thesis. After the topic sentence, youll write 3-4 more sentences explaining why this fact is true. The last sentence should transition you to the next topic. Heres an example of what paragraph two would look like: First, teenagers should have jobs while they are still students because a job teaches discipline. When I was working at the ice cream store, I had to show up every day on time or I would have gotten fired. That taught me how to keep a schedule, which is a big part of learning discipline. As I cleaned the floors and washed the windows of my family members homes, I knew they would be checking up on me, so I worked hard to do my best, which taught me an important facet of discipline, which is thoroughness. But being disciplined isnt the only reason its a good idea for teenagers to work during school; it can also bring in the money! Paragraph Five: Concluding the Essay Once youve written the introduction, explained your main points in the body of the essay, transitioning nicely between them all, your final step is to conclude the essay. The conclusion, made up of 3-5 sentences, has two purposes: to recap what youve stated in the essay, and leave a lasting impression on the reader. To recap, your first few sentences are key. Restate the three major points of your essay in different words, so you know the reader has understood where you stand. To leave a lasting impression, your last sentences are key. Leave the reader with something to think about before ending the paragraph. You could try a quote, a question, an anecdote, or simply a descriptive sentence. Heres an example of a conclusion: I cant speak for anyone else, but my experience has taught me that having a job while being a student is a very good idea. Not only does it teach people to have character in their lives, it can give them the tools they need to succeed like money for college tuition or a good reputation. Sure, its hard to be a teenager without the added pressure of a job, but with all the benefits of having one, its too important not to make the sacrifice. Like Mike would say, Just do it.

Communication Styles Are Direct And Indirect Communication

Two of the most prevalent forms of communication styles are direct and indirect communication; these two communication styles impact how members of a culture interact with each other (Morreale Pearson, 2008). According to Craddock (2002), Kierkegaard, regarded direct communication, â€Å"as the mode for transferring information and considered it totally appropriate to the fields of history, science, and related disciplines† (p. 70). Direct communication can be defined as, â€Å"speech that specifically states and directs an action. When someone hears direct speech, they know immediately what needs to be done. There is no question about who is in charge, and usually no need for discussion† (Gaddis, 2006, p. 11). On the other hand, Kiergaard believed that, â€Å"the indirect was the mode for eliciting capability and action from within the listener, a transaction that did not occur by giving the hearer some information† (Craddock, 2002, p. 70). Unlike direct commun ication, â€Å"a indirect style of speech is not typically authoritative, rather it encourages input from the listener† (Gaddis, 2006, p. 11). The direct and indirect communication styles are often used in different fields, disciplines, and industries ranging from education, workplace, literature, and entertainment, to church services (Morreale Pearson, 2008). For example, the population relies on the news media as the main source of information and the basis on which they form their opinions and voting decisions† (Fog, 1999, p.Show MoreRelatedDirect And Indirect Styles Of Communication1591 Words   |  7 Pagescontrast (do both) direct and indirect styles of communication: Direct communication is all about what individuals tend to say what they always think and express themselves without any boundaries. There is no hidden messages in direct communication. Individuals tend to use direct communication mainly in low-context cultures. Its purpose is to give information from a certain group to another group. They tend to involve individualism, independence, and self-reliance. In direct communication, the communicatorRead MoreThe Communication : Direct And Indirect1096 Words   |  5 PagesLITERATURE REVIEW THE COMMUNICATION STRATGIES: DIRECT AND INDIRECT The direct and indirect strategies of communication strategy will be discussed in this section. These two strategies are the ways of argument which influences explicit communication, it can be easily indicated by the individualistic-collectivism of Hofstede (1980) and high- or low- context of Hall (1976). In the following section, the effectiveness of these strategies will be evaluated from the standpoint of different cultures. BesidesRead More Communication Between Men and Women in Thelma and Louise Essay1642 Words   |  7 PagesCommunication Between Men and Women in Thelma and Louise Works Cited   Ã‚  Ã‚  Ã‚  Ã‚  In communication between men and women, the two genders always communicate differently. Traditionally men communicate facts directly and are less likely to discuss details that have little to do with the conversation. Women traditionally are more careful about what they say and seek to build relationships by the way they communicate. These two forms of communication, direct (traditional male) and indirect (traditionalRead MoreA Brief Note On Gender And Communication Effectiveness1403 Words   |  6 PagesGender and Communication Effectiveness This paper investigates gender and communication effectiveness. Communication behavior, after so much research, has been said to remain stable and consistent (Athenstaedt, Haas, and Schwab, 2004). The notion that woman are more effective communicators has been proven in previous studies such as the study of smiling and gender (Halberstadt, Hayes, and Pike, 1988) and also in the study of gender differences in interaction style and influence (Carli, 1989).Read MoreDifferences Between Men And Women1746 Words   |  7 Pages Gender Differences in Communication Have you ever thought someone wasn’t listening to you? Or that your request is being ignored because the response wasn’t framed in a way it should have been? Maybe it’s because you were speaking to a person who was of a different gender. Men use short direct speech, while women use indirect dialogue. Therefore, when genders meet up there’s a gap in communication. Men and women unconsciously communicate differently in numerous ways, so by understanding each other’sRead MoreThe Effectiveness Of The Supervision Styles1048 Words   |  5 Pagessupervision styles I experienced throughout my degree at my clinical site. These styles are direct supervision and in-direct supervision. I will evaluate the strengths and weaknesses of each style and how it impacted my learning. I will take into consideration the effect it had on my own learning and how I can use this lesson to ensure I have a positive impact on students I supervise in the future as a new gradua te MRT. Description During the first half of the degree, students must have direct supervisionRead MoreThe Ideal Models Of Negotiation740 Words   |  3 Pagesobjectives as contrary, while in the last they view themselves as to have good objectives (Remigiusz, 2008). Individual style is a concern of the structures a negotiator uses to cooperate with partners at the table. Culture firmly impacts the personal style of negotiators. It has been seen, for instance, that Germans have a more formal style than Americans. A negotiator with a formal style demands lean towards to partners by their Titles, keeps away from individual stories, and ceases from inquiries touchingRead MoreA Brief Note On Cross Cultural Communication And Understanding Cultural Differences1625 Words   |  7 Pages Cross-Culture Communication Competence in Global Business Celeste Aisien Lo COMS 2331 Dr. Richard Bello April 29th 2015â€Æ' Competence in cross-cultural communication and understanding cultural differences is becoming more crucial in today’s society. Technology is advancing in a rapid pace and is allowing more opportunities in migration therefore existing countries has never had so much to do with each other until today. As a result of becoming inter-connected, global business is progressingRead MoreConflict Resolution1132 Words   |  5 Pagesamong their followers. Some of these issues may consist of the leader managing conflicts, handling communication challenges among team members, or addressing organizational communication needs. The communication process is important step for the transfer and understanding of meaning between individuals when working toward a goal together (Robbins Judge, 2013). With the correct style of communication utilized leaders can help to avoid conflicts among groups. Storybook #1 How would you react whenRead MoreCultural Differences At Work Between The Usa And Russia1138 Words   |  5 Pagescross-cultural communication. Cultural differences at work between the USA and Russia Cross-cultural communication is about the manner people with different cultural background interact with each other face to face or at a distance, i. e. the process by which people exchange with information. Three broad areas of communication are written, verbal and non-verbal communication, or body language. Some communication styles include direct/indirect, formal/informal and emotional/neutral communication. Direct communication

Sexual Behavior Since the AIDS Epidemic Essay - 995 Words

Few phenomena have changed the face of sexuality as dramatically as the appearance nearly 30 years ago of the microscopic virus known as HIV, or human immunodeficiency virus. According to the Centers for Disease Control and Prevention, HIV s the virus that can lead to acquired immunodeficiency syndrome, or AIDS (CDC, 2013). AIDS is a medical condition that is named because HIV is acquired and subsequently affects the body’s immune system to the point where it often becomes deficient in combating disease causing organisms, resulting a group of symptoms that collectively indicate or characterize a disease or syndrome. The World Health Organization states that HIV continues to be a major global public health issue, having claimed more than†¦show more content†¦Conversely, a person who inserts his penis into an infected partner is also at risk since HIV can enter through the urethra or through small cuts, abrasions, or open sores on the penis. Some people mistakenly beli eve that only men who have sex with men are at risk of HIV through anal sex. However, a national study of men and women 15–44 years of age found that 35% of women have had anal sex with an other-sex partner (National Center for Health Statistics, 2005). Vaginal sex is also another quite risky sexual behavior as an HIV transmission route, especially for women, and is the most common way HIV is transmitted in much of the world. In women, the lining of the vagina can tear and possibly allow HIV to enter the body. HIV can also be directly absorbed through the mucous membranes that line the vagina and cervix (Yarber, Sayad Strong, 2009). Adolescent females are biologically more susceptible to HIV than older women because their immature cervixes may be more easily infected. However, the virus can enter the bloodstream through the urethra or through small cuts or open sores on the penis. Menstrual blood containing HIV can also facilitate transmission of the virus to a sex partner. Some behaviors and conditions that put individuals at greater risk of contracting HIV include having unprotectedShow MoreRelatedAids ( Acquired Immunodeficiency Syndrome )1249 Words   |  5 PagesHIV, the virus which develops into AIDS (acquired immunodeficiency syndrome), is one of the world’s largest health concerns. The first cases were discovered in 1981. Now, about 35 years later, there are over 36.9 million people living with the disease (UNAIDS 1). Cases have been reported in all regions of the world. The majority of those living with HIV/AIDS, and those at greatest risk for contracting the disease, have limited to no access to education, prevention, care and treatment. There alsoRead MoreThe Epidemic Of The Aids Epidemic1438 Words   |  6 PagesThe AIDS Epidemic â€Å"According to the New England Journal, by September 1987, more than 40,000 cases of AIDS had been recognized in the United States and 50,000 cases in different countries.†(Swenson par. 1) The events that took place in the late 1980s and early 1990s changed the world as we knew it. It also challenged some of the greatest medical minds of that time, as they continually searched for a cure worldwide. An examination of primary and secondary sources will reveal the significance of theRead MorePreventing AIDS1541 Words   |  7 PagesAIDS Essay Today many people around the world are infected with a serious disease called AIDS. Unfortunately, the disease has led to many deaths worldwide and yet it still remains untreatable. Many Public Health Departments are now taking the lead in publicizing education about AIDS. Public awareness and prevention programs are possible solutions to the spread of AIDS. The issue of this paper is on AIDS Prevention Programs that target women. One outlook is that prevention programs that target womenRead MoreHiv / Aids : A Devastating Disease1482 Words   |  6 PagesHIV/AIDS is a devastating disease that has predominated in Africa due to the long incubation period of the virus, poverty, sexual promiscuousness, urbanization, trading routes, lack of knowledge, medical advances (use of needles, blood transfusion), and gender inequalities. Although the government denied the existence of HIV/ AIDS for many years, they have begun working towards various solutions such as the ABC (Abstinence, Be faith ful, and Condom use) method and United States initiatives like PEPFARRead MoreHow Has Aids Affected Our Society?1254 Words   |  6 PagesHow has AIDS affected our Society? Today more Americans are infected with STDs than at any other time in history. The most serious of these diseases is AIDS. Since the first cases were identified in the United States in 1981, AIDS has touched the lives of millions of American families. This deadly disease is unlike any other in modern history. Changes in social behavior can be directly linked to AIDS. Its overall effect on society has been dramatic. It is unknown whether AIDS and HIV existedRead MoreThe Immunodeficiency Syndrome Virus ( Aids )984 Words   |  4 Pages The acquired immunodeficiency syndrome (AIDS), which results form an infection called the human immunodeficiency syndrome virus (HIV) is a global epidemic that has taken numerous amounts of lives. There are two forms of HIV that are linked to AIDS, HIV-1 and HIV-2 (Crooks, Baur 460). HIV-1 is a virus that is constantly mutating and it is the first human immunodeficiency virus to be recognized as the leading cause of AIDS world wide, then we have HIV-2, which only occurs in some African countriesRead MoreThe Hiv 1 Life Cycle1653 Words   |  7 PagesUniversally, HIV remains to transmit through sexual transmission. A lot of individuals infected with HIV participate in safer-sex practices; yet, a large percentage of HIV-seropositive individuals remain to participate in unprotected sexual behaviors that put others at risk for infection. Also, this puts HIV-seroposi tive individuals at risk for acquiring secondary infections such as syphilis, gonorrhea, and herpesvirus. If this does occur this will accelerate HIV/AIDS for these individuals (Gerbi, HabtemariamRead MoreThe Negative Stereotypes About Bisexual Lifestyle1408 Words   |  6 PagesThe second contributing factor is the negative stereotypes about bisexual lifestyle. The political â€Å"treachery† of bisexual women resulted in their connection to sexual promiscuity. Lesbian women also frequently accused bisexual women of being fence-sitters who were able to â€Å"choose† between having a heterosexual and a lesbian relationship. Katie Griffin, a therapist, once summarized her bisexual experience into â€Å"On any other day, I will be straight. If it’s Wednesday, I must be Gay† (1). In otherRead MoreHiv / Aids : The Most Critical Epidemic914 Words   |  4 PagesWhen it comes to HIV/AIDS, it is still today regarded as the most critical epidemic that affects a significant number of people in the world’s population. HIV statistics for the end of 2013 indicate that around 35 million people are currently living with HIV worldwide, 38 percent less than in 2001. In the same year, around 2.1 million people became infected with HIV and 1.5 million died of AIDS-related illnesses. HIV and AIDS are found in all parts of the world, however some areas are more affectedRead MoreThe Epidemic Of Thailand Kingdom1477 Words   |  6 Pagesin 1950 to around 66 million in 2015 (1,2). During 1980-1991 Thailand kingdom is one the countries that have a high rate of HIV/AIDS in South East Asia. It grouped with Cambodia, Burma and some part (states) of India as countries in Asia that got hit early by HIV epidemic and have more than 1% prevalence of adult living with HIV (3). The first few detected cases of AIDS in Thailand were found among men who had sex with men in 1984 (4,5), then followed by the case among injecting drug users in 1988

Hamlet Explication Essay Example For Students

Hamlet Explication Essay The purpose of this paper is to explicate a soliloquy spoken by Hamlet in Act IV, scene IV, lines 32-66 of Shakespeare’s Hamlet, Prince of Denmark. This soliloquy illustrates a significant change in Hamlet’s personality. Up until this point, Hamlet maintains his act of madness and insults everyone he meets. He is very indecisive and submissive. For example, in Act II, Hamlet resolves that â€Å"the play’s the thing wherein I’ll catch the conscience of the king† (II. ii. 58-59). However, following the play-within-the-play and Claudius’s obvious admission to guilt, Hamlet is still very ambivalent and cannot decide what action to take against Claudius. When Hamlet stumbles onto Claudius praying, he does not kill Claudius because he â€Å"scans,† or analyzes, his plot for revenge and then decides to postpone it until a more opportune time (III. iii. 74-97). Hamlet further demonstrates submissiveness and inaction when, after killing Polonius (III. iv. 32-27), he obeys the kings instructions to go to England (IV. iv. 38-44). On the way to England, Hamlet encounters Fortinbras’s captain, who informs Hamlet that he and his soldiers are on their way to Poland to conquer an insignificant plot of land (IV. iv. 18-22). Upon hearing this, Hamlet realizes that while Fortinbras’s army is going to war over a trivial matter, Hamlet, who has much better reasons to â€Å"go to war,† is sitting back and doing nothing. Hamlet realizes that he has been very passive and hesitant due to excessive analysis of his thoughts. He resolves to give up reflection, feeling that, thus far, it has only led to cowardice. Hamlet vows to become more aggressive and to think only â€Å"bloody† thoughts from this moment on (IV. iv. 32-36). In this soliloquy, Hamlet ponders the difference between men and beasts, the reasons for which he has delayed his revenge, and the way in which Fortinbras, despite being detestable in terms of his ambition, provides Hamlet with an example to follow. Hamlet begins his soliloquy by exclaiming, â€Å"How all occasions do inform against me, and spur my dull revenge!† (IV. iv. 32-33) Hamlet has been very listless and hesitant in carrying out his plans for revenge on Claudius, and he believes that everything is working against him to propel him to rise and to take action. Hamlet asks, â€Å"What is a man, if his chief good and market of his time be but to sleep and feed? A beast, no more† (IV. iv. 33-35). In saying this, Hamlet deducts that a person who does nothing with his life except to sleep and eat is like a dull-witted animal, and nothing else. Hamlet believes that certainly God, who when creating man gave him â€Å"such large discourse† (IV. iv. 36), or reasoning power, and the capability of planning the future and remembering the past, didn’t give man these capabilities to â€Å"fust† and to remain â€Å"unused† (IV. iv. 39). Hamlet realizes that he has not been utilizing these capabilities. He says: Now, whether it be bestial oblivion, or some craven scruple of thinking too precisely on the event, — a thought which, quartered, hath but one part wisdom and ever three parts coward, — I do not know why yet I live to say ‘this thing’s to do,’ sith I have cause, and will, and strength, and means, to do’t. (IV. iv. 40-46) Since Hamlet has a motive, the will, the strength, and the means to carry out his plans for revenge, he doesn’t know what is causing him to be so hesitant, whether it be demented carelessness or the cowardly scruple of thinking too much about the situation. Hamlet believes that if his former reasons for hesitancy were broken down into four parts, there would be only be one part wisdom and three parts cowardice. He realizes that by over-analyzing his thoughts and intentions, he has been acting like more of a coward than wasting his God-given gift of reasoning, along with his time. .u90fbca4e9e0faae9f6a24e5e7482d664 , .u90fbca4e9e0faae9f6a24e5e7482d664 .postImageUrl , .u90fbca4e9e0faae9f6a24e5e7482d664 .centered-text-area { min-height: 80px; position: relative; } .u90fbca4e9e0faae9f6a24e5e7482d664 , .u90fbca4e9e0faae9f6a24e5e7482d664:hover , .u90fbca4e9e0faae9f6a24e5e7482d664:visited , .u90fbca4e9e0faae9f6a24e5e7482d664:active { border:0!important; } .u90fbca4e9e0faae9f6a24e5e7482d664 .clearfix:after { content: ""; display: table; clear: both; } .u90fbca4e9e0faae9f6a24e5e7482d664 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u90fbca4e9e0faae9f6a24e5e7482d664:active , .u90fbca4e9e0faae9f6a24e5e7482d664:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u90fbca4e9e0faae9f6a24e5e7482d664 .centered-text-area { width: 100%; position: relative ; } .u90fbca4e9e0faae9f6a24e5e7482d664 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u90fbca4e9e0faae9f6a24e5e7482d664 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u90fbca4e9e0faae9f6a24e5e7482d664 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u90fbca4e9e0faae9f6a24e5e7482d664:hover .ctaButton { background-color: #34495E!important; } .u90fbca4e9e0faae9f6a24e5e7482d664 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u90fbca4e9e0faae9f6a24e5e7482d664 .u90fbca4e9e0faae9f6a24e5e7482d664-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u90fbca4e9e0faae9f6a24e5e7482d664:after { content: ""; display: block; clear: both; } READ: Hamlet: Masks We Wear EssayHamlet tells the audience: Examples gross as earth exhort me: witness this army, of such mass and charge, led by a delicate and tender prince, whose spirit with divine ambition puffed makes mouths at the invisible event, exposing what is mortal and unsure to all that fortune, death, and danger dare, even for a egg-shell. (IV. iv. 46-53) Hamlet compares his inaction to date with Fortinbras’ action. Although Hamlet does not admire Fortinbras’s god-like ambition, he cannot help but to envy his fearlessness. While Hamlet fears the future, Fortinbras has a cavalier attitude towards the unseen outcome that his army faces. He pays little heed to the act of exposing his men, who are mortal and apprehensive, to luck, death, and dangerous heroics. Hamlet comes to the conclusion that â€Å"Rightly to be great is not to stir without great argument, but greatly to find quarrel in a straw when honor’s at the stake† (IV. iv. 53-56). In other words, To be truly noble, one must not take action without a great cause, but he or she should nobly recognize an argument, no matter how small, when honor is at stake. In comparing himself to this ideal, Hamlet relates: How stand I then, that have a father killed, a mother stained, excitements beyond my reason and my blood, and let all sleep, while to my shame I see the imminent death of twenty thousand men that for a fantasy and trick of fame go to their graves like beds, fight for plot whereon the numbers cannot try the cause, which is not tomb enough and continent to hide the slain? (IV. iv. 56-65) Hamlet is ashamed of his hesitancy and passiveness. He realizes that he has plenty of cause to take action. His father has been murdered and his mother has been â€Å"corrupted† by an adulterous relationship. These occurrences are causing Hamlet both mental and physical anguish, yet he allows everyone to go without punishment. Hamlet also becomes ashamed when he compares himself to Fortinbras’s army. Hamlet foresees the impending death of these twenty thousand men who, for illusion and frivolous moment of fame, go to their graves as easily as they go to bed at night. Hamlet says that the men will be fighting for plots in such numbers that there will not be enough space on the battlefield to hide their slaughtered bodies. Hamlet makes a vow that, â€Å"from this time forth, my thoughts be bloody, or be nothing worth!† (IV. iv. 65-66) Hamlet decides to cast aside his hesitant and reflective nature, and to finally take action. He swears that from this point on, his thoughts will be murderous or be worth nothing. Following this soliloquy, Hamlet becomes much more rebellious and aggressive. For example, in Hamlet’s letters to Horatio and Claudius, Hamlet appears to be much more decisive and rash. He writes to Horatio to tell him that he has single-handedly boarded a pirate ship, has been captured, and has made a deal with them to take him back to home to Denmark. These actions are eminently unlike the character of Hamlet that was witnessed in the previous scenes. Hamlet also writes a letter to Claudius, which is very sarcastic and taunting. In it, Hamlet uses expressions such as â€Å"high and mighty† and â€Å"your kingly eyes† (IV. vii. 43-44), which seem to be mocking the king. The final example of how Hamlet’s character drastically changed at the conclusion of the novel is when he enters into the duel with Laertes. Horatio warns Hamlet that he â€Å"will lose this wager† (V. ii. 184), however Hamlet replies: We defy augury: there is special providence in the fall of a sparrow. If it be now, ’tis not to come; if it be not to come, it will be now; if it be not now, yet it will come: the readiness is all; since no man has aught of what he leaves, what is’t to leave betimes? Let be (V. ii. 193-197). .u51c87d57111e82d426d7ce50cb04f0c8 , .u51c87d57111e82d426d7ce50cb04f0c8 .postImageUrl , .u51c87d57111e82d426d7ce50cb04f0c8 .centered-text-area { min-height: 80px; position: relative; } .u51c87d57111e82d426d7ce50cb04f0c8 , .u51c87d57111e82d426d7ce50cb04f0c8:hover , .u51c87d57111e82d426d7ce50cb04f0c8:visited , .u51c87d57111e82d426d7ce50cb04f0c8:active { border:0!important; } .u51c87d57111e82d426d7ce50cb04f0c8 .clearfix:after { content: ""; display: table; clear: both; } .u51c87d57111e82d426d7ce50cb04f0c8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u51c87d57111e82d426d7ce50cb04f0c8:active , .u51c87d57111e82d426d7ce50cb04f0c8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u51c87d57111e82d426d7ce50cb04f0c8 .centered-text-area { width: 100%; position: relative ; } .u51c87d57111e82d426d7ce50cb04f0c8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u51c87d57111e82d426d7ce50cb04f0c8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u51c87d57111e82d426d7ce50cb04f0c8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u51c87d57111e82d426d7ce50cb04f0c8:hover .ctaButton { background-color: #34495E!important; } .u51c87d57111e82d426d7ce50cb04f0c8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u51c87d57111e82d426d7ce50cb04f0c8 .u51c87d57111e82d426d7ce50cb04f0c8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u51c87d57111e82d426d7ce50cb04f0c8:after { content: ""; display: block; clear: both; } READ: Summary of â€Å"Antigone† by Philip Harsh EssayHamlet realizes that he probably will not survive the duel with Laertes, yet he decides to fight Laertes anyway, saying, â€Å"let it be.† Hamlet resolves that he can no longer fear the uncertainty of the future, and he decides to finally take action and to avenge his father’s murder.