“Trifles” Free Essays

Holy messenger Parrett Professor Muller English 106/Drama Essay 15 May 2006 Drama Essay Trifles, Susan Glaspell’s play written in 1916, uncover worries of ladies living in a male ruled society. Glaspell conveys the job that ladies were relied upon to play in late nineteenth century society and the damage that can happen to it to ladies, just as men. The women's activist plan of Trifles was made self-evident, so as to depict the lives of all ladies who live persecuted under male control. We will compose a custom article test on â€Å"Trifles† or then again any comparative subject just for you Request Now John and Minnie Wright are two primary characters who are never observed; anyway give the episode to the play. In this play ladies are against men, Minnie against her significant other, Mrs. Solidness and Mrs. Dwindles against their husband’s, just as men by and large. The men are egotistical and unfeeling, while the ladies are thoughtful, just as understanding and excuse Minnie for the homicide of her significant other. Fools plainly addresses sexual orientation issues, accentuating the mistreatment of ladies who lose their personality after marriage. This is portrayed in the cooperations between Mrs. Solidness, the male characters, and Mrs. Diminishes. The play happens in Mr. also, Mrs. Wright’s forsake ranch house, which is situated down a dig out of view from the street (1006). The setting is forlorn and cold, which implies Minnie Wright’s emotions (desolate) and depicts John Wright’s character (cold). Mrs. Robust, the Wright’s neighbor states, â€Å"I’ve never preferred this spot. Possibly on the grounds that it’s down in an empty and you don’t see the road† (1006). This leads the peruser to accept that Minnie was forlorn and disconnected. Mrs. Sound additionally states, â€Å"†¦. he was a hard man, just to breathe easy of day with him (shudders). Like a crude breeze that gets deep down. † This announcement was portraying a character quality of Mr. Wright; he was thought of as cold. Again Mrs. Robust offers another expression with respect to Mrs. Wright’s environmental factors saying, â€Å"It never appeared to be a merry place† (1003). These announcements talk about how undesirable Minnie’s environmental factors were and mean persecution. Mrs. Solidness goes on all through the play recollecting Mrs. Wright as Minnie Foster, who she was before her union with John Wright. For instance she states â€Å"I heard she used to wear pretty garments and be exuberant, when she was Minnie Foster, one of the town young ladies singing in the ensemble. † (1004). Glaspell utilizes past tense while depicting Minnie’s character before marriage. Glaspell likewise analyzes Minnie to a winged animal, something that is lighthearted. This is expressed by Mrs. Robust, â€Å"†¦. she was somewhat similar to a winged animal herself †genuine sweet and pretty, yet sort of bashful and â€fluttery. How she changed. † (1006). This announcement means Minnie’s character before her marriage and states that she did change after marriage. The depiction of Minnie’s character before her marriage is certain; the change after marriage has a negative undertone. Again Glaspell utilizes past tense while portraying Minnie in a positive light. Around the finish of the play Mrs. Solidness is as yet recollecting how cheerful Mrs. Wright was as Minnie Foster, preceding marriage. She states to Mrs. Subsides, â€Å"I wish you’d seen Minnie Foster when she wore a white dress with blue strips and stood up there in the ensemble and sang. † (1008). Glaspell utilizes clear depiction, for example, the white dress and blue strips to illustrate how cheerful Mrs. Wright was before marriage. The shading white connotes immaculateness and splendor, it is a cheerful shading. The two hues white and blue are utilized in our nations banner, which represents opportunity. The change in Minnie didn't happen until she was hitched. She was no longer observed as splendid and glad. Her bliss changed to forlornness. She lived in disconnection on a ranch down in a dig out of site. Clearly Mrs. Solidness was delicate to Mrs. Wright’s character. Mrs. Robust knew Mrs. Wright as Minnie Foster. Knowing Minnie before marriage made her change from Minnie Foster to Mrs. Wright truly perceptible to Mrs. Robust. Anyway the male characters in the play had no acknowledgment of any adjustment in Mrs. Wright’s character. The male’s self-importance and uncaring mentalities toward ladies ruin their capacity to assemble proof that ties Mrs. Wright to the homicide of her significant other. Toward the start of the play Mr. Robust recognizes the guys mentalities toward ladies without knowing. For instance he states, â€Å"†¦. I didn’t know as what his significant other needed had a lot of effect to John. † (1001). This obviously means the male’s lack of care toward ladies. This explanation that Mr. Sound made alluding to John and how he couldn't care less what his better half needed or didn't need doesn't considerably trigger the inquiry, how was Mrs. Wright rewarded by her significant other? Ladies were unmistakably not has significant as the men. The men ignore women’s conclusions and don’t give an idea to women’s needs or needs. Mr. Robust was talking about John, Mrs. Wright’s dead spouse in the above model; anyway Mr. Sound additionally communicates his cold-heartedness and egotistical demeanor toward ladies. Mr. Robust states, â€Å"Well ladies are accustomed to stressing over wastes of time. † (1003). Wastes of time something that is little, of no result, this is the manner by which Mr. Sound considers ladies. The things ladies are worried about are of no significance, they are negligible. This is an undeniable outline of the men’s haughty and harsh mentalities toward ladies. Mr. Robust was not by any means the only male character who showed haughtiness and obtuseness toward ladies. The Sheriff who was examining Mr. Wright’s murder likewise exhibited self-importance and harshness, ruining his capacity to tie Mrs. Wright to the homicide. The sheriff states, â€Å"Held for homicide and stressing over jelly. † (1003). This means how he feels that ladies stress over wastes of time, as expressed by Mr. Sound. He implies that in any event, when a lady is placed in an extremely difficult circumstance, she just concerns over minimal irrelevant things that are of no significance. It doesn't happen to the sheriff that Mrs. Wright would be agonizing over the result of her future. This shows his self-importance just as his inhumanity. The district lawyer who is additionally examining the homicide of Mrs. Wright’s spouse adds to the male’s egotistical and harsh mentalities. Close to the finish of the play the region lawyer states, â€Å"For that issue a sheriff’s spouse is hitched to the law. †(1008). This announcement adds to the pompous, coldhearted male perspectives toward ladies. Again the men feel that they are the main ones of significance. This shows male control in the connection among a couple. Ladies no longer have their own personality after marriage; they are recognized by their husband’s. Glaspell additionally utilizes the titles of the characters to depict this. The entirety of the male characters in the play are recognized by first and last name or vocation itle, (John Wright or Sheriff and so forth ) which stresses significance. The ladies are distinguished by their husband’s last name just, aside from (Minnie Foster) when Mrs. Sound is recollecting her before marriage. Mrs. Subsides, the sheriff’s spouse has acknowledged her character misfortune and taken on her husband’s as her own. All through the play she just relates to her better half, which shows that she no longer has her own character. During the scene when the men are experiencing Mrs. Wright’s kitchen cupboards and censuring her household aptitudes, Mrs. Solidness guards Mrs. Wright. Anyway Mrs. Subsides concurs with the men. Mrs. Subsides states, â€Å"Of course it’s close to their obligation. † This is one of the principal scenes in which Mrs. Diminishes exhibits that she has surrendered her own personality and taken on her husband’s, the sheriff. The men including, the sheriff, Mrs. Dwindles spouse, are assume to explore Mr. Wright’s murder, rather they are worried about domestics. It isn't right for the men to reprimand Mrs. Wright over things that don’t relate to the examination. The men are not carrying out their responsibility , which is to research the homicide; they are increasingly worried about the realities relating to Mrs. Wright being a decent homemaker. Due to their lack of care toward ladies, they don't give an idea with regards to why the house was in disorder, which would have given them the proof they expected to demonstrate Mrs. Wright murdered her better half, since she was mistreated. Mrs. Solidness recognizes that the men are not carrying out their responsibility, anyway Mrs. Diminishes neglects to see this. During the examination Mrs. Solidness and Mrs. Subsides locate a half completed blanket that Mrs. Wright was making. This was a key bit of proof because of the manner in which she was sorting it out; she was tying it, much the same as the bunch in the rope that was utilized to gag the life out of Mr. Wright. Anyway the sheriff simply offered a mocking remark toward the blanket, which all the men chuckled at. Mrs. Sound was furious about the analysis, anyway Mrs. Subsides expressed, â€Å"Of course they’ve got terrible significant things on their psyches. † (1005). Again Mrs. Diminishes protects her significant other, the sheriff, not understanding in the event that he were carrying out his responsibility he would pay attention to everything in the home. Because of his egotistical and inhumane mentality he leaves behind a urgent piece of proof. His doe s not question that the blanket would connect Mrs. Wright to the homicide. His attitude when he sees Mrs. Solidness and Peters taking a gander at the blanket to perceive how Mrs. Wright was going to sort it out is that they are ladies stressing over wastes of time. Mrs. Dwindles has gotten so tolerating of being less significant than her better half, that she doe

The history of eyeglasses Essay Example | Topics and Well Written Essays - 4000 words

The historical backdrop of eyeglasses - Essay Example In spite of this early creation, Ilardi demonstrates that that reason it wasn’t accepted that these focal points had been accessible at this previous timespan lays on an assortment of science-related variables, including the late innovations of the telescope and the magnifying instrument and a general doubt of the contortions presented by the glass. He additionally presents the content of the reports that had been found which comprise of a progression of letters between Duke Francesco Sforza of Milan to his occupant envoy in Florence, Nicodemo Tranchedini da Pontremoli with respect to eyeglasses in which the proof exists for the discount utilization of these particular focal points in rectifying vision if not in science. Befuddling the issue with respect to the source of the eyeglass, however, are reports in China of comparative developments coming to them sooner than the Italian innovation. An article from 1936, Kaiming Chiu’s â€Å"The Introduction of Spectacles into China,† makes the case that exhibitions may have brought into China as ahead of schedule as the twelfth century, rolling in from Malacca â€Å"in the Western Regions.† According to the writer, this date was determined by looking at the first archives and surveying the plausible date with respect to when they were composed given what is thought about the life of the writer. This likewise puts exhibitions in China at any rate a century sooner than had been resolved dependent on readings of the Western writings, particularly the writings coming out of Italy. An enormous piece of the disarray dwells in the few literary blunders remembered for the base work, demonstrated by further date examinations between when a work was composed and when the creator lived. Through this investigation, the creator reasons that while most of exhibitions were likely acquainted with China in the late fourteenth century because of exchange with Western nations, there is proof that at any rate one Chinese man claimed a set

Eloys Top 12 Application Questions COLUMBIA UNIVERSITY - SIPA Admissions Blog

Eloys Top 12 Application Questions COLUMBIA UNIVERSITY - SIPA Admissions Blog It is natural to have some questions about the application process. Prospective students want to make their application as  complete as possible and it is always better to ask if you are not 100%  sure of something. So here are the Top 12 application questions weve received thus far this year. 1. What does SIPA stands for? How do I pronounce it? SIPA stands for School of International and Public Affairs. You pronounce it like the 7th musical note (Si) + the first syllabi of the country Paraguay (Pa). 2. Would you take a look in my material and tell me if I’m a good candidate? We cannot comment on individual applications/provide comments on chances of admission. Once you submit your application, our admissions office will evaluate it and provide a decision. There are  a variety of resources and information regarding what we look for in our candidates, both on our website (especially the Evaluation Criteria), and  this blog. 3. I don’t have much working experience. Would I still be considered? Most successful applicants have significant experience prior to applying, and on average, incoming students have three  to five years of full-time professional experience.  We do admit a small number of students who have recently received or will receive their undergraduate degree immediately prior to enrolling to SIPA. Those who join SIPA straight from undergrad make up about 7% of the incoming class. However, these applicants have significant internship, study abroad and/or  fieldwork experience. We strongly recommend interested candidates seek this experience prior to applying, even if it means delaying graduate study for a year or more. 4. If I’m not accepted, can I try again the next year? SIPA welcomes applications from candidates who have previously applied for admission, regardless of the outcome. However, for application processing, you are considered a re-applicant if you submitted your application a year ago. If it has been longer than one year, please apply as a new applicant. All reapplications are subject to the same deadlines, fees and regulations as first-time applicants. Besides this, applicants are limited to three applications overall one initial application and two subsequent applications. In order to increase your chances of being accepted, always try to improve your application by adding extra information and/or showing us how you improved your skills since you first applied. 5. Does SIPA offer any fellowships? SIPA does offer fellowships! You apply for aid simply by submitting your application for admission by the appropriate deadline.  All applicants for first-year admission to SIPA are automatically considered for institutional aid (fellowships and scholarships) regardless of nationality when you  apply and select Yes where the application asks if youd like to be considered for fellowship. We also offer a curated list of external funding opportunities, whi you may learn more about by  clicking here. 6. What should I say in my essay? You can think of your personal statement as a type of interview. As such, the personal statement is probably the most important part of an application because it helps us to learn about your passion, goals, and the impact you wish to make. If you could only spend 5 minutes in front of the Admissions Committee, what would you say to ensure us that you would be a contributing student in our program? Your personal statement is your opportunity to “speak” to the Admissions Committee.  Take advantage of your word limits to explain to the Admissions Committee in a succinct and specific manner why your acceptance to SIPA would further your career aspirations and goals. In general, make sure that your personal statement is clear and direct about your goals. Recently, our admission staff have written How NOT to write your personal statement,    How to answer the Fall 2016 short essay, and 6 Quick-And-Dirty Tips To An Outstanding Admission Essay.  We encourage you to search our archives and keep reading the blog for more helpful information. 7. Who should I ask to write  reference letters? We typically recommend that applicants provide a mix of professional and academic letters of reference, but no more than three. If youve been working for  more than five  years, than three strong professional references  are absolutely acceptable. 8. What is the minimum GRE score to apply to  SIPA? Due to the diversity of the applicant pool, SIPA does not have a “minimum” score to apply. We employ a holistic application process and will consider applicants regardless of their test  scores.  If  you have stellar work experience, a solid undergraduate GPA, have taken some additional quant courses, and have good recommendations, you should not let test scores hold you back. In general,  SIPA is a competitive program so you are encouraged to put your best foot forward in your application. If you are concerned about your test scores, you are encouraged to retake the exam and/or address your scores in the optional essay.  GRE or GMAT scores are but one facet of your application. For information on the GRE, visit www.ets.org. Our ETS school code, 2161 (there is no department code). For information on the GMAT, visit www.mba.com/mba/TheGMAT. Our GMAT codes are: Master of International Affairs: QF8-64-56 Master of Public Administration: QF8-64-99 9. Do I have to submit TOEFL scores? International students who did not earn a bachelor’s degree from an institution in which English was the primary language of instruction, must submit proof of competency in English by submitting TOEFL or IELTS scores in order for the application to be reviewed. In order for the application to be considered for admission, applicants must successfully achieve a minimum score of 100 on the TOEFL ibt. Applicants who choose to submit IELTS scores must meet a minimum of 7.0. Starting for Spring 2016 applicants, a copy of the TOEFL/IELTS score report must be uploaded as part of your completed application. 10. How late can I report my test scores? We need your self-reported scores (including TOEFL/IELTS score reports) by the application deadline. (The testing center sends us your writing scores directly.) The official scores can reach us after the application deadline, all the way until after youve been admitted, paid your enrollment deposit and confirmed your enrollment. The Admissions Committee recommends students take their exams no later than  3-4 weeks prior to the application deadline to ensure your scores are reported on time. For more information, review Whats with the GRE/GMAT and TOEFL/IELTS? 11. Where do people work after SIPA? It is true that SIPA students come from various backgrounds. It is also true that they follow a different  paths afterward. Our graduates work  for foreign governments, multilateral organizations, banks, tech companies, etc. Our friends from SIPA’s Office of Career Services have provided us a couple of links with recent  career statistics. You will find a list of the sectors, the specific employers per sector, and the median salary. At the bottom of the page there is also a list of employers per concentration. Unfortunately, graduates are only surveyed six  months after graduation so we dont have information on the salary growth beyond the point of hire. Employment Statistics by Year Employment Statistics by Concentration SIPA Graduates Around the World 12. What are the differences between the MIA and the MPA degree programs? In keeping with our mission of empowering people to serve the global public interest, SIPA offers an array of degree programs that is unmatched by other graduate public policy schools and uniquely prepares our graduates to address the world’s increasingly complex policy challenges. The first thing you should have in mind is that both degrees carry the same essential preparation. Both MIA or and MPA curricula ensures that: All students receive the same rigorous preparation in politics, policy and quantitative analysis, economics, and management required for success across the public, private and nonprofit sectors; All students enroll in a required, credited course in professional development; All students also concentrate in  a critical arena of public policy: development, energy and the environment, finance and economic policy, human rights, security, or urban policy; All students complete their studies through client-based workshops; All students complete an internship component All students study for four consecutive semesters, totaling 54 credit hours. Students interested in the politics among nations and who aim for careers that require global context for policymaking tend to choose programs that award the MIA.  Recent MIA graduates are working in the private sector, at the United Nations, at NGOs, and at government bodies such as ministries of foreign affairs and security agencies. On the other hand, students interested in the politics within a state and who aim for careers involving the practice of policymaking tend to choose programs that award the MPA.  Our recent MPA graduates are working in federal and state governments, at nonprofits, and in the private sector in roughly equal numbers. The main differences between the MIA and MPA curricula are: The MIA includes a foreign language requirement; the MPA does not. MIA students take a course called Conceptual Foundations, in which they learn the major theoretical frameworks and analytical tools of international affairs and apply them to the most pressing issues of our times. MPAs take a course called Politics of Policymaking, in which they study data-driven political analysis, political processes and institutions, and strategies that shape policymaking arenas. MIAs take an additional course on Interstate Relations, which allows students to study relations among states in a particular geographic area or policy arena that is of special significance to their career plans.

Classroom Analysis Essay Free Essays

1. Why is a schoolroom a illumination of a greater society? A schoolroom is a illumination of a greater society because it is where all basic and formal acquisition begins ; where all the proper and acquisition of cognition takes topographic point. It is a portion of the society that engages in advancing and fixing scholars for more and broader undertaking. We will write a custom essay sample on Classroom Analysis Essay or any similar topic only for you Order Now function and duty. The instructor or professor plays the function of the leader/monarch. while the pupils are the citizens. The citizens are supposed to follow the regulations and Torahs of the society ( category ) that the leaders ( instructors ) set. In every schoolroom. there are different sorts of people: Those who work hard. those who play hard. those who do both. those who do neither. In society. you besides acquire these sorts of people. There will besides likely be small coteries. in this instance. representative of little groups in society. Then there are the high category. those who fly past everything without enlistments. the in-between category who get by. and the lower category who are truly fighting to maintain up with the coursework. The instructor may offer remedial Sessionss. which can be compared to any public assistance packages that the authorities decides to manus out. 2. What are found in the schoolrooms that are similar to what can be observed in society? It can establish at that place the leader that serves as the instructor and the people serves as the pupils. All they do are similar with what can we see in the society. The instructor led the pupils to cognize about a certain thing that builds them to go a better person ; the same within a society a president. city manager. or a Brgy. Chairman leads its people to construct a harmonious relationship among others. The Discussion and interaction among the scholars and the instructors in advancing cognition ; integrity. cooperation and creativity in carry throughing given undertaking and duties ; holding a harmonious relationship on each and every member of the category and the installations and equipment for larning and development. How to cite Classroom Analysis Essay, Essay examples

Tragedy In MacBeth Essays - Characters In Macbeth,

Tragedy in MacBeth Everyone who is mortal has at least one flaw. Some are more serious than others. For example, some people have addictions to gambling, while other people can't remember to put the milk away after they use it. After a while though, a person's flaws come back to haunt them. The tragedy MacBeth is no exception to this. In it, many of the character's die. And the reason is that they have a flaw, that would eventually lead to their downfall. Not every character is deserving of his fate though. Some characters have a minor flaw, which shouldn't lead to their death. But other's have a major flaw, which is would eventually lead them to their death anyway. The first Thane of Cawdor, is killed by MacBeth for trying to lead a revolution against England. His fatal flaw was that he was according to Ross, "a disloyal traitor". The thane of Cawdor was greedy, and wanted the throne of England for himself, and as a result was murdered. But his murder wasn't really disheartening, because the Thane of Cawdor, deserved his fate. He was leading a battle, in which many lost their lives, for the sake of greed, and deserved to die because of his flaw. Duncan was the King of England, and was murdered by MacBeth. He was murdered, because in order for MacBeth to fulfill his plan and become king, Duncan would have to die. Duncan's fatal flaw was that he was too trusting. For example, he thought that none of his friends could really be enemies. If Duncan was more careful about his safety at MacBeth's castle, he may have had a chance to survive. But Duncan's flaw, wasn't something so horrible that he should die. Most people need to trust each other more, and just because one person did, he shouldn't have to die. MacBeth's former best friend, Banquo was also killed by MacBeth. Banquo was killed, because he knew too much about the murder of Duncan. But that was not his fatal flaw. Banquo's fatal flaw was that although he knew that MacBeth killed Duncan, he really didn't do anything about it. There were many opportunities where Banquo could tell someone such as MacDuff what he thought about the murders. But Banquo didn't deserve death, just because he didn't act quickly in telling someone that MacBeth killed Duncan. Banquo knew that if he said anything, no one would believe him, and he would be executed. Lady MacBeth is MacBeth's wife. She is his coconspirator in killing Duncan. Although she helps MacBeth get the courage to commit the murder, she isn't willing to do it herself. She uses the excuse that Duncan looked too much like her father. Unlike MacBeth though, it is harder for Lady MacBeth to live with the fact that she helped cause the murder of the king. And in the end, it makes her so crazy that she commits suicide. Whether or not Lady MacBeth deserved her fate is a tricky question. Although she did encourage MacBeth to murder Duncan, she feels regret for her action. Also, she realized what she did was wrong. But in my opinion, she realized it a little too late, and Duncan was still dead so she did deserve her fate. MacBeth was the focus of the entire play, and that's why it was named after him. All of the problems start when he murder's Duncan. He commits the murder because of his fatal flaw, he is too ambitious. If he wasn't so ambitious and determined to be king, then he would never have killed Duncan. And if MacBeth didn't kill Duncan none of the other characters would die. MacBeth deserved his fate more than any other characters in the play. He did many things wrong. First he killed Duncan, then he killed Banquo. After that, MacBeth killed MacDuff's family. And worst of all, MacBeth disturbed the balance of nature. Also, MacBeth didn't feel any remorse until he was faced with death. If MacBeth just waited for his time, he would have been king, and have had a chance to enjoy it. Every character that died in MacBeth had one fatal flaw. The first Thane of Cawdor was a traitor. Duncan was too trusting. Banquo didn't do

How to Pronounce Vowels in Italian

How to Pronounce Vowels in Italian Italian pronunciation might pose some difficulties for the beginner. Yet it is very regular, and once the rules are understood, it is easy to pronounce each word correctly. Italian vowels (le vocali) are short, clear-cut, and are never drawn out. The glide, with which English vowels frequently end, should be avoided. Finally, it should be noted that the vowels a, i, and u, are always pronounced the same way. E and o, on the other hand, have an open and a closed sound that may vary from. How to Pronounce Vowels A- sounds like a in fatherE- has two sounds: short vowel like e in pen; long vowel, similar to ai in fairI- sounds like ea in tea or i in marineO- has two sounds: like o in cozy or similar to o in costU- sounds like u in rude Tips: Italian vowels are always articulated in a sharp, clear fashion, regardless of stress. They are never slurred or pronounced weakly.Vowels (a,e,i,o,u) always retain their value in diphthongs.Italian is a phonetic language, which means that it is spoken the way it is written. Italian and English share the Latin alphabet, but the sounds represented by the letters often differ considerably in the two languages.    Examples of Vowels a is like a in the English word ah! Here are some examples in Italian with an English translation. casa  houseantipasto  appetizerama  lovesbanana  bananasala  hallPapa  Popefama  famepasta  pasta; dough; pastry e is sometimes like e in the English word they (without the final i glide). Here are some examples in Italian with an English translation. e  andbeve  drinksme  mefede  faithvede  seesmele  applessete  thirstpepe  pepper e is sometimes like e in the word met. This is the open e. Here are some examples in Italian with an English translation. à ¨Ã‚  islento  slowbene  wellfesta  party; holidaysedia  chairpresto  soonvento  windtà ¨Ã‚  tea i is like i in machine. Here are some examples in Italian with an English translation. libri  booksbimbi  childrenvini  winesviolini  violinstini  vatspini  pines o is sometimes like o in the English word oh!. Here are some examples in Italian with an English translation. o  ordono  giftnome  namesolo  aloneposto  placetondo  roundvolo  flightmondo  world o is sometimes like o in or. This is the open o. Here are some examples in Italian with an English translation. moda  fashiontoga  togano  nooro  goldposta  mailbrodo  brothcosa  thingtrono  thronerosa  roseolio  oil u is like u in rule. Here are some examples in Italian with an English translation. luna  moonfungo  mushroomuno  onelungo  longfuga  fuguemulo  muleuso  usetubo  tube

Comparatives and Superlatives in Spanish

Comparatives and Superlatives in Spanish In English we often use the suffixes -er and -est to indicate that something is or has more or most of a quality. But Spanish takes a different approach. Spanish Comparatives Spanish uses the adverbs ms and menos before an adjective to indicate that something has more or less of a particular quality. Such phrases are known as comparatives. Ms also is often the equivalent of the English suffix -er when applied to adjectives. Some examples: Él es guapo. (He is handsome.)Él es menos guapo. (He is less handsome.)Él es ms guapo. (He is handsomer.)Ella es inteligente. (She is intelligent.)Ella es menos inteligente. (She is less intelligent.)Ella es ms inteligente. (She is more  intelligent.) Such comparatives are explained more fully in the lesson on comparisons of inequality. Spanish Superlatives Superlatives are used to indicate that something has the most of a particular quality, as can be done with the English suffix -est. They are formed in Spanish much like above, except that the definite article is also used, as in these examples: Él es el ms guapo. (He is handsomest.)Él es el menos guapo. (He is the least handsome.)Ella es la ms inteligente. (She is the most intelligent.)Ella es la menos inteligente. (She is the least intelligent.) Plural definite articles can be used, as can the neuter article: Ellos son los ms guapos. (They are handsomest.)Ellas son las menos inteligentes. (They are the least intelligent.)Lo ms importante es amar. (The most important thing is to love.) The suffix -à ©simo or one of its variations is sometimes considered a type of superlative: Ella es altà ­sima. (She is extremely tall.)Él es guapà ­simo. (He is extremely handsome.) Irregular Forms of Comparatives and Superlatives The most common irregular comparatives and superlatives are those involving bueno (good) and malo (bad). The comparative and superlative forms are mejor and peor, respectively: Este coche es bueno. (This car is good.)Este coche es mejor. (This car is better.)Este coche es el mejor. (This car is best.)Esta casa es mala. (This house is bad.)Esta casa es peor. (This house is worse.)Esta casa es la peor. (This house is the worst.) The forms mayor and menor can also be used as irregular comparatives and superlatives when referring to age: Pablo es viejo. (Pablo is old.)Pablo es mayor que su hermano. (Pablo is older than his brother.)Pablo es el mayor de su familia. (Pablo is the oldest in his family.)Katrina es joven. (Katrina is young.)Katrina es menor que su hermana. (Katrina is younger than her sister.)Katrina es la menor de su familia. (Katrina is the youngest in her family.) Finally, pà ©simo is sometimes considered to be an alternate superlative of malo, and mximo an alternate for grande. Sample Sentences Mi principal compromiso es ms pragmtico que ideolà ³gico. (My main promise is more pragmatic than ideological.) El lago de Saoseo es ms azul que el cielo. (Lake Saoseo is bluer than the sky.) La nià ±a cuya belleza le dio el tà ­tulo de la nià ±a ms bonita del mundo ha firmado un lucrativo contrato. (The girl whose beauty gave her the title of the prettiest girl in the world has signed a lucrative contract.) Son ms baratos en otras tiendas. (They are cheaper in other stores.) No hay personaje ms o menos à ºtil; todos tienen su propio rol en el juego. (There is no character more or less useful; all of them have their own roles in the game.) No creo que sea menos importante. (I dont believe its less important.) Este aà ±o ser el mejor aà ±o de la historia de la humanidad. (This year will be the best year in this history of humanity.) De todos los posibles escenarios, ese me parece el menos probable. (Of all the possible scenarios, that seems to me to be the least likely.) Esta decisià ³n es la ms difà ­cil de toda mi vida. (This decision is  the  most difficult one of my whole life.) Gracias, abuelos, por esta divertà ­sima maà ±ana que nos habà ©is regalado,  ¡sois los mejores! (Thanks, grandparents, for this most fun morning you have given us. Youre the best!) Considerada por todos como la peor pelà ­cula de ciencia ficcià ³n de la historia. (It is considered by everybody to be the worst science-fiction film in history.) Key Takeaways Spanish uses ms before an adjective to indicate that someone or someone has more of the adjectives quality.Spanish uses menos before an adjective to indicate that someone or someone has less of the adjectives quality.To indicate that something has the most or least of some quality, precede ms or menos with a definite article such as el or la.