William Blakes Songs of Innocence and Experience :: Songs of Innocence and Experience Essays

Songs of Innocence and Experience In William Blake’s Songs of Innocence and Experience, the gentle lamb and the dire tiger define childhood by setting a contrast between the innocence of youth and the experience of age. The Lamb is written with childish repetitions and a selection of words which could satisfy any audience under the age of five. Blake applies the lamb in representation of youthful immaculateness. The Tyger is hard-featured in comparison to The Lamb, in respect to word choice and representation. The Tyger is a poem in which the author makes many inquiries, almost chantlike in their reiterations. The question at hand: could the same creator have made both the tiger and the lamb? For William Blake, the answer is a frightening one. The Romantic Period’s affinity towards childhood is epitomized in the poetry of Blake’s Songs of Innocence and Experience. "Little Lamb who made thee/ Dost thou know who made thee (Blake 1-2)." The Lamb’s introductory lines set the style fo r what follows: an innocent poem about a amiable lamb and it’s creator. It is divided into two stanzas, the first containing questions of whom it was who created such a docile creature with "clothing of delight (Blake 6)." There are images of the lamb frolicking in divine meadows and babbling brooks. The stanza closes with the same inquiry which it began with. The second stanza begins with the author claiming to know the lamb’s creator, and he proclaims that he will tell him. Blake then states that the lamb’s creator is none different then the lamb itself. Jesus Christ is often described as a lamb, and Blake uses lines such as "he is meek and he is mild (Blake 15)" to accomplish this. Blake then makes it clear that the poem’s point of view is from that of a child, when he says "I a child and thou a lamb (Blake 17)." The poem is one of a child’s curiosity, untainted conception of creation, and love of all things celesti al. The Lamb’s nearly polar opposite is The Tyger. It’s the difference between a feel-good minister waxing warm and fuzzy for Jesus, and a fiery evangelist preaching a hellfire sermon. Instead of the innocent lamb we now have the frightful tiger- the emblem of nature red in tooth and claw- that embodies experience. William Blake’s words have turned from heavenly to hellish in the transition from lamb to tiger.

Half-Past Two and Piano Essay

â€Å"Half past Two† is about a young child who has done something naughty. His teacher punishes him by making him stay behind until half past two. However, being cross, she forgets he has not yet learnt to tell the time. Thus, his concept of time doesn’t yet include numerals. He knows he is punished but cannot understand why. During his detention, he recalls the time modules he knows in an attempt to figure out when will he be free again. He escapes â€Å"out of reach of all the timefors† into a fantasy world. The teacher has almost forgotten about the boy owing to the triviality of the matter to her, but of great significance to the boy. At last, she scuttles in and lets him go home. In â€Å"Piano†, The persona in the poem is listening to a woman singing and playing the piano. This makes him recall when he was a child, sitting under the piano listening to his mother play and sing on Sunday evenings in winter. He is nostalgic about the warmth and happiness of his childhood days. However, he seems to berate himself on recalling his childhood and views himself as sad and less masculine for giving in to his nostalgic impulses. With his ‘manhood cast/Down in the flood of remembrance’, he weeps, an act considered inappropriate for a man. These two poems both use striking language. Firstly, they both use onomatopoeia to convey the setting of the poems. In â€Å"Half-past Two†, the onomatopoeia is used to convey the ticking sound of the clock, whereas in â€Å"Piano†, it is used to convey the musical sounds of the piano. Secondly, they also both use alliteration. In â€Å"Half-past Two†, the phrase ‘time hides tick-less’ is used to convey the sound of a clock ticking. However, in â€Å"Piano†, the repetition of the consonant /s/ is used to convey the calm and quiet singing of the woman. Thirdly, the two poets choose their words prudently. In â€Å"Half-past Two†, childish words such as â€Å"wicked† and â€Å"cross† helps us locate our imaginations within the setting of a primary school. In â€Å"Piano†, the positive word â€Å"cosy† evokes the warm and happy atmosphere when he was a child. On the other hand, negative words ‘betrays’ and ‘insidious’ convey that he is ashamed of his weakness. Fourthly, the use of senses can be found in both poems. In â€Å"Half-past Two†, in stanza 8, the senses such as â€Å"smell of old chrysanthemums† brings alive the scene in the classroom. In â€Å"Piano†, the persona hears the woman singing â€Å"Softly, in the dusk† and playing the piano, recalling his childhood memories. Lastly, the mood of both poems is nostalgic and they both have the theme of childhood. The persona in â€Å"Half-past Two† is nostalgic about the long-lost childhood which is free from time constraints. It can easily be seen in the last stanza – â€Å"He escaped †¦ to be born†. On the other hand, the persona in â€Å"Piano† is sad and crying for the time which will never come back after it is forever lost with his manhood â€Å"cast/Down in the flood of remembrance†. For â€Å"Half-past Two†, I think punishment is not a suitable way to discipline an innocent child who did ‘Something Very Wrong. He should be explained what the error is. The poet uses the teacher to criticize adults who are dismissive of children, emphasized by ‘she slotted him back’. Adults should care and attend to children more. Besides, this poem’s effect on me is so strong that it almost brings me back to my merry childhood. I crave for reliving my childhood, when I lived freely without troubles and worries and time constraints. A nostalgic mood is revealed in the last stanza. It shows that the poet is very nostalgic, reminiscing the childhood experiences when everything is not constrained by time. Moreover, the fantasy world which the child conceives in stanzas 7 & 8 is most people’s utopia, where they can temporarily forget all the stress and worries from work or studies and escape from reality. It is a dream world where all of us can dream about as a solace when we are stressed out. The poem, â€Å"Piano†, has a nostalgic and wistful tone. Hearing the powerful music and soft song, the persona recalls his pleasant childhood memories. He reminisces that he sat ‘under the piano†¦ pressing the small poised feet’ of his mother. However, in the last stanza, ‘my manhood is cast/Down in the flood of remembrance, I weep like a child for the past’. It appears that the persona is rather sentimental and melancholic. He is sad and crying for the time which will never come back after it is forever lost. Besides, the ‘Tingling strings’ and the ‘mastery of song’ strongly evoke the persona’s pleasant childhood memories. It also brings me back to the time when I was a child, learning how to play the piano. I regret not taking piano lessons seriously at that time and dropping it at last. We should treasure everything we possess before they slip away. In my opinion, the persona, being a man, should not cry hastily. I think it is very embarrassing for a grown man to weep. He attempted to restrain his emotions but failed. His heart ‘weeps to belong’ and eventually he bursts into tears. His weeping is uncharacteristic of his present maturity. Nevertheless, I prefer â€Å"Half-past Two†, because it can fully depict the helplessness of the innocent child being kept in until half past two – a time completely unfamiliar to him. I also like the tone of the last stanza. It can trigger my deeper thoughts. It makes me realize that the land where â€Å"time hides tick-less waiting to be born† is a utopia where many people can temporarily forget all the stress and worries and relax.

Exam Guide Ling

LING 160 Guidelines for Exam 2 Exam Date, Time, and Room # Exam 2 is on Thursday, March 28, 2012, room #3310, at 2:30 p. m. It will be about one hour long. Exam Format Mostly multiple-choice questions and a few open-ended, short-answer questions, like exam 1. We’ll have between 45 and 50 questions total. Unless stated otherwise, provide short, bullet-like, answers to the open-ended questions including only the relevant information and skipping unnecessary parts. For example, do not write â€Å"I believe that one of the most important factors for XXX is†¦Ã¢â‚¬ ; just provide the most important factor(s), and do not exceed the space provided.If you have one line for an answer, do not write more than that. There will be deductions for lengthy answers. What to Bring Your SFU student ID, a pencil and an eraser for the Scantron Sheet, and a non-erasable blue or black pen for the open-ended questions. General Guidelines ? Practice doing the exercises in the text. Answers for m ost of them can be found at the end of each chapter. ? Though exam 2 will mostly cover the material discussed after exam 1, exam 2 will be cumulative. It will cover everything up to and including week 9, i. . , Chapters 1-10 from the textbook, including Ch. 10 â€Å"Style, Context and Register†, and the accompanying articles from the Reading List. ? Focus on main ideas and key examples supporting them. ? You do not have to memorize every single example in the textbook chapters and articles from every language. However, you do have to know the definitions of major terms, their application, and be able to provide examples illustrating the terms discussed in the texts and in the lectures. 1 LING 160/Dr.Ivelina Tchizmarova March 14, 2013 What will the Exam Cover? Textbook: It will cover Ch. 1-10, including Ch. 10 from the textbook. Articles: It will also cover the articles from the reading list up until and including week 9’s readings on Style, Context, and Register (see t he Reading List). Focus particularly on the following six articles and book chapters; there may be open-ended questions on them, so read them carefully, and be prepared to come up with your own answers: 1. De Wolf, Gaelan Dodds. 990. Social and Regional Differences in Grammatical Usage in Canadian English: Ottawa and Vancouver. American Speech. 65. 1:3-32. 2. Clarke, Sandra. 2006. Nooz or Nyooz? : The Complex Construction of Canadian Identity. The Canadian Journal of Linguistics. 51. 2/3:225-246. 3. Hoffman, Michol and James Walker. 2010. Ethnolects and the City: Ethnic Orientation and Linguistic Variation in Toronto English. Language Variation and Change. 22:37-67. 4. Clarke, Sandra and Philip Hiscock. 2009.Hip-hop in a Post-insular Community: Hybridity, Local Language, and Authenticity in an Online Newfoundland Rap Group. Journal of English Linguistics. 37. 3:241-261. 5. Battarbee, Keith. 2010. Shifts in the Language of Law: Reading the Registers of Official Language Statutes. Tex t and Talk. 30. 6:637-655. There may be multiple-choice questions on all of the remaining articles from the reading list for weeks 1-9 (not just the articles after exam 1); they will be based on main ideas and key supporting examples. ? Below is a sample list of topics to review for exam 2.For each topic: (1) be able to provide definitions of the sociolinguistic terms; (2) illustrate them with specific examples from different parts of the world; (3) relate the term specifically to Canada based on the articles in the reading list and the group presentations; (4) when terms are given in pairs (or groups), you need to be able to tell how they are similar and how they are different from each other. ? For a more detailed list of topics, see the main text’s table of contents on pp. ix-xii. 2 LING 160/Dr. Ivelina Tchizmarova March 14, 2013Sample List of Topics to Review Please note that this is not an exhaustive list, and the questions on the actual exam may differ from these in con tent and format. 1. Regional and Social Dialects. 2. National and Official Languages. 3. Vernacular and Standard Varieties. 4. Language loss, language death, and language revival. 5. Gender-exclusive and gender-preferential language. 6. Age-graded features of language. 7. Ethnicity and language. 8. Social networks. 9. Language Variation and Language Change. 10. Style, context, and register.Other Reminders: 1. Be on time. If you are late, you will not be given extra time to complete the exam. 2. Write legibly. If your answer is illegible, we’ll mark it as wrong. 3. Please remember that there are no makeup exams in this course. If you are sick and can’t write the test, inform me by email. Make sure you see a doctor and obtain a doctor’s note for that day. The only medical form I accept is the Health Care Provider Statement from the SFU website below. If you need it, print it out, and have your doctor complete it: http://students. sfu. a/content/dam/sfu/students/pd f/healthcare-statement-general. pdf 4. Please do not email me questions about the exam. Ask your questions in class, so everyone can have the chance to contribute to and hear the answer. 5. Answers to exam questions will not be posted on webct or distributed to students. However, we’ll discuss the answers to exam 2 in class a week after the exam, so if you would like to hear them, you need to attend the lecture. Remember also to bring your instructions with you, so you can check your answers. 3 LING 160/Dr. Ivelina Tchizmarova March 14, 2013

Oppression essays

Oppression essays Evil, sinful, lover of Satan and weak are just a few adjectives to describe women through history. Nevertheless, women were not always portrayed as so. Women once held a strong and dominated figure within the society. In the ancient Egyptian society, women were equal to men in status and prestige. Within the XVIIIth Dynasty, women such as Nephertiti and Hatchipsoot reign the country. In that period, Pharaonic women laboured in textile and carpet manufactory, traded in markets and shared in hunting side by side with her husband (El Saadawi. 1980, P. 108-1). Furthermore, women played sports, drank, held positions of government, worked, etc. However, as time past and countries began to flourish, there was a shift in the socio-economic status in women. Women began reducing in standing. What happened? Nawal El Saadawi, author of The Hidden Face of Eve, strongly believes that circumcision is the cause of womens oppression and feeling of powerlessness. However, many within t he society believe that conditioned oppression is supported due to religion, landowership and the patriarchal system and they are utilized as in instrument of fear, oppression and exploitation. Circumcision is still practiced in many Arab countries because a womans virginity and hymen is extremely important. Behind circumcision lies the belief that, by removing parts of girls external genital organs, sexual desire is minimized (El Saadawi. 1980, p. 33). This procedure is not performed by a doctor but someone similar to a midwife. It is believe that deep incisions must be done in order to remove all the remains of the genital. Consequently, this may result in infection and even death. Furthermore, sexual frigidity is one of the after-effects which is accentuated by other social and psychological factors that influence the personality and mental make-up of females in Arab societies (El Saada...

5 Magic Marketing Words to Keep Customers Engaged - EssaySupply.com

5 Magic Marketing Words to Keep Customers Engaged 5 Magic Marketing Words to Keep Customers Engaged Magic marketing words are powerful words and phrases that you can use in your advertisements and content   to catch customer's attention, evoke emotional responses, and get customers primed to answer your call to action. When you add these magical words and phrases to your content, you can significantly increase the likelihood that your audience will convert, and the likelihood that they will share your content with others. There are hundreds of power words and phrases that you can use to make your content more engaging, however we have decided to focus on just a few that we feel are particularly powerful for content marketing efforts. Check out our 5 magic marketing words and phrases, then let us know what you think. Insider Information People love secrets, and they love to feel like they are part of an exclusive group. The promise of insider information appeals to both of these desires. If you are looking to collect email addresses, this is a great phrase to employ in a blog post. For example, you can invite readers to provide their email addresses in order to sign up to access 'insider information'. In return for their email address, you provide them with access to an email subscription list where they will receive content that other users do not. Offer Expires in 7 Days This is a phrase that creates a sense of urgency. The reader knows that they will miss out if they don't act quickly. Adding an expiration date to an offer often results in an increased number of people answering the call to action. Scammed Nobody wants to get ripped off. The very idea of it makes them angry. When you evoke that feeling, you get the reader's attention. They are ready to learn how your pricing, products, and services are a better deal than the other guy's. If your argument is convincing enough, they will want to learn more about what you have to offer. Just be sure that your delivery remains powerful throughout the rest of your post. Double Your Savings This is another great phrase to put into use if you want to get customers to convert. The idea of saving money is a perfect motivator for getting people to take a certain action. If you've already used a coupon or other discount to drive a customer to your landing page, why not sweeten the deal with an additional savings offer in return for them performing a simple task. This could be providing a referral email address, or agreeing to complete a short survey. Sensuous It's true. Sex sells. Anything that evokes thoughts or feelings of lust, sensuality, and physical attraction is a useful marketing tool. Believe it or not, words like this boost customer engagement even if you are offering products or services that have little or no direct connection to sensuality. Marketers have used sex appeal to promote everything from cosmetics, to website hosting, to food.

Foreshadowing in Fiction Tricks to Keep Your Readers Guessing - Freewrite Store

Foreshadowing in Fiction Tricks to Keep Your Readers Guessing - Freewrite Store Types of Foreshadowing As literary devices go, foreshadowing is a technique that every writer needs to have in their toolbox. Everyone from literary greats like William Shakespeare and J.K. Rowling to screenplay masters like Alfred Hitchcock has used foreshadowing to create gripping plot twists that leave insightful readers (and viewers) experiencing that satisfying ‘ah-ha’ moment.If you’re not quite sure exactly what foreshadowing is, then here’s a definition: Foreshadowing creates tension or adds suspense to your story, by laying a kind of trail of breadcrumbs that your readers may (or may not) pick up on. If you’ve read a good novel recently, it’s likely that the author threw in some elements of foreshadowing. When you’re reading, foreshadowing is found in seemingly random or innocent scenes that only make sense when the plot begins to be resolved.When you’re writing, however, there’s nothing random or innocent about foreshadowing. You have to plan elements of foreshadowing so that they don’t appear too obvious - but nor do you want them to be so subtle that none of your readers pick up on the juicy breadcrumbs that you’re leaving for them. So, how does foreshadowing work when you’re writing? Types of Foreshadowing Every author has their own style of writing - so the exact way that you approach foreshadowing will depend on your style. However, there are two main types of foreshadowing that you can use in your stories - direct foreshadowing and indirect foreshadowing. Direct Foreshadowing If you want to keep your readers hooked, then direct foreshadowing is a great way to go about it. As its name implies, the kinds of hints (or breadcrumbs) you drop into your story are like little nuggets of information that prompt your readers to ponder about how those nuggets fit into the story and where they might ultimately lead. Clever and intuitive readers may even be able to guess how the plot will be resolved because of direct foreshadowing.Within direct foreshadowing, there are different subtypes that you can use, such as: Pre-scene This is a really popular type of foreshadowing. These scenes are often short and relatively downplayed, but reveal something that will turn out to be essential for a plot twist or resolution later in the story. Readers often become really adept at spotting the pre-scenes, so if you want to use these successfully you need to be careful not to give too much away. Effective pre-scenes convey necessary information but compel your readers to keep reading to either find out why the details are important or to see whether their suspicions are correct.For example, in your novel, you could have a scene that opens in a crowded bar. Your hero sits at the bar, enjoying his drink and the company of a beautiful young woman. Finishing his drink, your hero gets up to visit the restroom. Immediately, another man approaches the young woman and slips her a piece of paper before leaving the bar. Your hero returns, the couple leaves the bar. Your readers instinctively know that the young woman is either involved in something suspicious or not as innocent as she seems - they just don’t know what is going to come of it. Name Dropping If a character is later going to play a really important role in your story, or a particular place is going to be significant, name dropping can foreshadow the future events and signal to the reader that this character or place is important. They won’t know why it’s important, but it’s another breadcrumb that you’re leaving for them.For example, if you have your hero remark to another character that he’s going to visit a friend the next day, but doesn’t name the friend or the place, your readers wouldn’t really think much about it. If, on the other hand, your hero says, instead, that he’s meeting Charlie McGuiness at Holy Rood Chapel, then your readers are more likely to recognize these details as being in some way significant. Prophecy This is an old type of foreshadowing that has been used by the likes of Orson Welles and William Shakespeare. Essentially, it’s a way of directly telling your readers that there’s going to be a specific kind of dramatic event occurring at some point. Some writers see this is an outdated and counterintuitive practice, so it isn’t as common as it used to be - but it can still be powerful. You’re telling your readers that something specific is going to happen - but they don’t know when, or how, or what other surprises you have in store, so you keep them locked in a sense of anticipation.Here’s an example, from William Shakespeare’s Macbeth (Act 1, Scene 3): "All hail, Macbeth, thou shalt be king hereafter![†¦]Lesser than Macbeth, and greater.Not so happy, yet much happier.Thou shalt get kings, though thou be none:So all hail, Macbeth and Banquo!Banquo and Macbeth, all hail!" Indirect Foreshadowing If you’re more interested in subtlety than feeding your readers clues, then indirect foreshadowing is the way to go. You’re in control over the level of subtlety, and with this type of foreshadowing, although your readers may recognize the breadcrumbs as significant, they’re not likely to be able to figure out exactly what you’re hinting at. Personally, as both a reader and a writer, I find indirect foreshadowing more rewarding. In the modern age of social media, some direct foreshadowing looks more like clickbait and I prefer to be more subtle when I’m writing. Let’s look at some types of indirect (subtle) foreshadowing: Innocuous Statements These are the type of foreshadowing that may stick in your readers’ minds but only make sense when all is revealed later in the story. It’s less likely to cause your readers to be gripped, but when you have established yourself as a writer and have a following of fans, your fans will pride themselves on being able to spot the innocuous statements that you drop into your writing and try to guess what the outcome will be.Here’s an example of innocuous statements at work. In Star Wars: Episode II, Obi-Wan Kenobi remarks to Anakin Skywalker: â€Å"Why do I get the feeling, you will be the death of me?†. It’s only later in the series that the hidden foreshadowing makes sense. Pathetic Fallacy When I first came across this term I honestly had no idea what it could mean. Once I figured it out, however, it became one of my favorite subtle foreshadowing techniques. Pathetic fallacy refers to the way that you can give human emotions to things that are not human - like the weather, for example.There are tons of ways that you can use this technique to foreshadow future events. An icy gust of wind may be used to evoke a sense of foreboding or convey that something chilling is going to happen, for example. Likewise, a rainbow appearing during a ferocious storm may suggest that there is a change coming, or something more positive will emerge out of trouble.Charles Dickens uses the weather in Great Expectations to convey something of what the hero, Pip, is feeling. Can you figure out what Dickens is trying to foreshadow?:"So furious had been the gusts, that high buildings in town had had the lead stripped off their roofs; and in the country, trees had been torn up, and sails of wind mills carried away; and gloomy accounts had come in from the coast, of shipwreck and death." Object Placement Famously, Anton Chekhov once declared that â€Å"If in Act One you have a pistol hanging on the wall, then it must fire in the last act†. While he was undoubtedly referring to playwriting, the same applies to any kind of story - and, ultimately, this is a tool that can be used to foreshadow really effectively.What this means is that if you have something pretty huge happening late on in the story, you can foreshadow it really subtly by making some kind of allusion to it early on. In Chekhov’s example, you would put some kind of emphasis on a pistol that would later be pivotal to the plot. This is a hugely popular technique - you surely must have read a book (or ten) where there’s a mention of an object that doesn’t really seem to make total sense in the current scene, but then, later, you get that ah-ha moment of realizing, â€Å"oh, that’s why it was there!†There are different ways you can use this technique, too. Let’s look at a coup le of examples:ââ€"  Your hero is driving to the airport to pick up his fiance who is returning from an overseas business trip. He’s talking to his business partner on the phone and glances at the fuel gauge, which reads close to empty and then continues with his conversation. In this scene, it’s more the absence of something (i.e. a full fuel tank) that you’re foreshadowing. You could use this with medication bottles, or show your character forgetting an object, too.ââ€"  Your heroine is sitting at her desk in her university office, grading term papers. Her pen runs out, and she opens a drawer to get a new one. In the drawer, there’s an unopened envelope, yellow with age, with a name written on it. She closes the drawer quickly. Your readers will remember the letter - but they don't know why it’s important. Effective Use of Foreshadowing The type of foreshadowing that you use and the way that you use it will depend on what you want to achieve with it. Looking to build suspense? Then you should use more direct foreshadowing (so your reader’s don’t miss the clues). If you want to foreshadow a future event, however, it’s best to take a more subtle approach with indirect foreshadowing.One mistake that many writers make is using too much foreshadowing. A little bit of foreshadowing is better than a lot of it if you use it well. That means you need to get more selective about what you use foreshadowing for, and where in your story you use it.Major turning points in your story should be your foreshadowing priority. There are usually around 3 turning points in a story arc: the point at which your character’s life is affected by something in a significant way; the midpoint in the story arc where your character starts to question themselves in some existential kind of way; and the climax of the stor y.Generally, there will be more foreshadowing in the first half of your story, with the ‘ah-ha’ moments coming in the second half. One good means of getting a good balance (and making sure you’re not going overboard on the foreshadowing) is to use a plot diagram to pinpoint the best moments for foreshadowing for the major turning points in your story. Practice Your Technique for Gripping Foreshadowing Don’t expect to master foreshadowing instantly. Masters of suspense like Stephen King and Alfred Hitchcock perfected their craft over many years - so you should expect to spend time practicing your foreshadowing skills. It’s a good idea to try to identify foreshadowing when you’re reading your favorite authors’ novels, too, as that way you’re able to learn from the masters themselves. As you’re reading, ask yourself why their foreshadowing techniques are so effective and practice replicating the techniques yourself.Whether you prefer to use direct or indirect foreshadowing, you can keep your readers guessing and build your confidence until you are a master at foreshadowing, too.

How to keep yourself motivated for college life Essay

How to keep yourself motivated for college life - Essay Example Time management involves taking control of the time spent while doing every activity in the college. Effective time management can be achieved by considering the following options. Firstly, students should prepare a to-do list to guide them on different day-to-day activities. By following the program on the list, students get motivated by the accomplishment done on each activity. Secondly, students can achieve effective time management by scheduling dedicated time for different activities. For example, students should create dedicated study time where they only carryout personal studies. Further, students should identify committed time such as times spend in commuting to the lecture rooms or times spend in class work. By identifying committed time, students can be able to program different activities that do not clash in terms of time of occurrence hence enabling the students to perform the different activities at ease. Lastly, students can save time by developing good study habits and using the spare time available to them. Good study habits include taking necessary notes while in class and attending to all the lectures as required. This way, students can carry out exam revision very effectively using a short time. Farther, students can effectively manage their time by carrying small portions of class work to study during spare time such as time available while waiting in lines. On the other hand, students can be motivated for their college life by being focused on their studies. Identifying the reasons and benefits of being in the college forms the basis of motivation that result good focus on college goals. However, for students to develop good focus on college studies, they should consider implementing the following activities. Firstly, students should think about why they want to graduate on a particular course. Before joining college education, most students are motivated to work