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Write My Research Paper For Me Online

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Marianne Moore and Elizabeth Bishop Two Small Fish in a Big Sea - Literature Essay Samples

It is no secret that Marianne Moore and Elizabeth Bishop were close friends. Although written decades apart, poems titled â€Å"The Fish† were created by both authors. Upon reading Bishop’s poem against Moore’s, we can see that both of the poems deal with themes of endurance against a greater force and of the unpredictability of life. The poems are not entirely alike, of course, with differences in form, speaker, and subject matter. Important to fully examining Bishop’s â€Å"The Fish,† she and Moore’s correspondence was well-documented, including letters on Bishop’s â€Å"The Fish.† Their back-and-forth letters reveal the influence Moore had on Bishop’s poetry, as well as instances in which Bishop stood up for the more independent choices in her writing. While Bishop’s â€Å"The Fish† can easily stand alone as a magnificent poem, analyzing it with Moore in mind leads readers to underlying themes that one might not pick up on alone. The two poets met through a mutual friend in the mid-1930s and instantly became friends, corresponding via letters. As Lynn Keller notes, â€Å"The care Bishop apparently took composing her early letters and the descriptions they contain reflects, then, not only her desire to share with Moore intriguing or delightful experiences, but also her awareness that this correspondence provided a unique opportunity for monitored practice in writing skills† (Keller). Bishop frequently asked Moore for advice on various poems, making Moore’s influence on Bishop’s poetry is undeniable. Keep in mind that Bishop was still a young poet when the two first met; â€Å"the older writer soon placed her protà ©gà ©e’s work in an anthology, writing an insightful preface to the new poe ms† (Sweeny). Especially important, Bishop and Moore corresponded about Bishop’s â€Å"The Fish.† â€Å"I am so much longing,† Bishop wrote to Moore in January of 1940 (the same year Bishop’s that â€Å"The Fish† was published), â€Å"to see some of your new poems. I am sending you a real ‘trifle’ [‘The Fish’]. I’m afraid it is very bad† (Keller). Moore responded with criticisms and suggestions for change. A month later, Bishop replied, â€Å"I have been reading and rereading your letter ever since it came †¦ Thank you for the marvelous postcard, and the very helpful comments on ‘The Fish.’ I did as you suggested about everything except ‘breathing in’ (if you can remember that), which I decided to leave as it was† (Keller). Here, one sees how seriously Bishop took Moore’s advice. Bishop begins by mentioning that she has read the letter multiple times, and Bishop goes on (in the full version) to describe exactly what edits she, Bishop, made in response to Moore’s letter. However, one also sees that Bishop does not let Moore decide what changes must be enacted. In the letter mentioned, Bishop refers to what becomes the twenty-second line of â€Å"The Fish,† where she does not change the words â€Å"breathing in.† This shows how Bishop was an independent poet, but a poet who still truly valued Moore’s input. Their correspondence, in part, surely led to â€Å"The Fish† being published by Partisan Review in March of 1940. Moore’s influence on Bishop’s â€Å"The Fish† is present in more than just the changes that Bishop made. It is important to have a somewhat in-depth understanding of each poem, on its own, in order to compare and contrast the two. Marianne Moore’s â€Å"The Fish† describes a scene in which sea creatures are exposed by sunlight while the sea crashes upon a cliff. The end of the poem indicates that the cliff will continue to endure while the sea and all of its creatures grow old at its side, thus making the cliff the most permanent object in the poem. Moore experiments with the space on the page to make a poem that takes on its own physical shape that has the appearance of ebb and flow. The poem’s appearance echoes the persistent imagery of the sea that Moore describes as â€Å"a wedge/ of iron through the iron edge/ of the cliff† as the poem crashes up against the margin of the page and retreats with its indents (Moore 18-20). Mooreâ₠¬â„¢s â€Å"The Fish† is a poem full of contrasts. The rigidity that the form (syllabic verse combined with an AABBCC end-rhyme scheme) creates is directly contrasted with the natural flow of the ocean that is portrayed in the physical appearance of the poem. There is also a contrast between the form and the content of the poem: the mysterious life beneath the water against the predictability of the end rhyme and syllabic verse. When the sun hits the water, it turns from â€Å"black jade† (Moore 2) to â€Å"turquoise sea† (Moore 17). The water is illuminated, an illumination which comes along with the reader’s discoveries of the â€Å"jelly fish †¦ crabs †¦ toadstools† (Moore 23-25). Moore’s â€Å"The Fish† thus describes a scene with immense detail, but the meaning of the poem is meant to extend beyond the descriptions given, as will be touched upon later in this essay. Bishop’s â€Å"The Fish† also contains considerable and precise detail, including a wide variety of colors that culminate to the ultimate â€Å"rainbow, rainbow, rainbow† epiphany at the end of the poem (Bishop 75). Bishop’s â€Å"The Fish† tells the story of a fisherman (presumed to be male in this essay, although Bishop is not specific) who catches â€Å"a tremendous fish† (Bishop 1). He examines the fish from its scales to its eyes to the five frayed lines and hooks that remain lodged in its mouth. The fisherman ultimately decides to release the fish that has endured so much. The poem is written in free verse but contains short and controlled lines. This structure echoes the nature of the fish that is controlled by man, hooked many times, but is ultimately free in the sea. Bishop utilizes long, descriptive sentences, rich in color and figurative language, that flow throughout the poem, like the sea itself flows. Many colors are present in the composition as well: brown, lime, green, and white to name a few just within the first third of the poem. By the end of the poem, as touched upon earlier, the speaker exclaims, â€Å"everything/ was a rainbow, rainbow, rainbow!/ And I let the fish go† (Bishop 74-76). This final epiphany represents all of the details (all of the colors in the poem) coming together, and the speaker realizes that this fish has endured so much that it deserves to live on. To take life from this fish would be a shameful act. This theme of endurance is present in both Moores and Bishop’s â€Å"The Fish.† Besides sharing a title, the poems also share common thematic elements. For one, both Moore and Bishop’s poems remark upon the alternating predictability and unpredictability of life. Moore does so through contrasting the unknown life that is lurking beneath the surface of the sea with the fact that the sea will always be confined by the boundaries that the cliff creates. One does not know what is in store for the sea-life other than that the creatures will, at some point, die. Bishop takes Moore’s original theme to a new level; what is predicted or expected is not what actually happens. Bishop expresses this theme by contrasting what the speaker is doing, catching a fish, with what the speaker ultimately decides to do, release the fish. Based on the setting, the reader may predict that the speaker will keep (and ultimately kill) the fish. However, the speaker unpredictably dec ides to set the old fish free. In Bishop’s case, what is predicted or expected is not what actually happens. While the speaker is not able to foresee what is in store for the weathered fish (whether or not another hook will grow â€Å"firmly in his mouth† [Bishop 55]), he does know that its life is finite. Still, the speaker leaves the fish to endure. Reading the poem, one knows the fish must die, but it is left to live out its life, whatever might happen. The idea of â€Å"endurance† is also present in both poems. The end of Moore’s â€Å"The Fish† suggests that the cliff will continue to endure, while the sea and its inhabitants grow old and die at the cliffs side, thus making the cliff the strongest force in the poem; it is riddled with â€Å"dynamite grooves, burns, and/ hatchet strokes† yet still endures and stands strong (Moore 32-33). The fish that is itself described by Bishop is the strongest force in her poem, which features a creature that has endured (and escaped) multiple fishermen, as five hooks and frayed lines hang from this fish’s lip (Bishop 54-56). Various parts of the fish are described as â€Å"battered and venerable† (Moore 8), â€Å"ancient† (Moore 11), and â€Å"speckled with barnacles† (Moore 16), emphasizing how long this fish has been alive and how much it has withstood. Everyone knows that fish are living creatures with finite lives, but the description of this fish may actually leave readers second-guessing the axiom that all living things must die. The reader will never know what happens beyond Bishop’s â€Å"The Fish,† as the creature of the title is released into the sea, perhaps the same sea that crashes against Moore’s persistent cliff. Despite these thematic divergences, the most obvious difference between the two poems is that of form. Moore’s is less than half the length (line-wise) of Bishops, is written in syllabic verse with an end-rhyme scheme, and experiments with the space on the page to create a particularly distinctive appearance. Bishop’s poem is written in free verse, yet with short and controlled lines, and is much longer. These two different forms have entirely different effects on each of the poems. The most notable difference in the content of the poems is the subject matter. While they are both named â€Å"The Fish,† the two poems are overtly about different things. Moore’s poem is titled â€Å"The Fish,† in part, because the title runs into the first line; the fish are merely a part of her description of what lies beneath the sea. Bishop’s poem is centered around the fish; there is no poem, here, without it. Bishop’s fish holds all of the power, sym bolism, and description within the poem. By arranging this poem around a fish, Bishop calls attention to the most minute of details, one fish in an infinite sea. The fish is minuscule but is the most important being in the universe of this poem, as it leads to the speaker’s ultimate epiphany: this fish has endured so much that it must live on, because this is not a life that the speaker deserves to take. The difference in the handling of the fish marks a stark contrast between these two poems. Reading Bishop’s â€Å"The Fish† with Moore in mind helps the reader to pick up on the importance of endurance and unpredictability as central poetic themes. Comparing and contrasting the two poems calls attention the poets’ forms and to how the poets handle their fish, whether as a detail in the sea or as a center of a poem’s universe. Elizabeth Bishop’s â€Å"The Fish† can clearly stand on its own without the additional reading of Marianne Moore’s â€Å"The Fish,† and even without knowledge of the women’s friendship and correspondence. However, knowing that Bishop was a long-time reader and friend of Moores enhances how one might read the poem and casts particular themes in an especially lucid light. Works Cited Bishop, Elizabeth. â€Å"The Fish.† Anthology of Contemporary American Poetry, edited by Cary Nelson, Oxford University Press, 2015, pp. 17-19. Keller, Lynn. The Bishop/Moore Correspondence on The Fish Modern American Poetry. Department of English, University of Illinois at Urbana-Champaign, n.d. Web. 14 Nov. 2016. Moore, Marianne. â€Å"The Fish.† Anthology of Modern American Poetry, edited by Cary Nelson, Oxford University Press, 2015, pp. 319-320. Sweeny, Emma Claire. Elizabeth Bishop and Marianne Moore. Web log post. Something Rhymed. WordPress.com, 1 May 2015. Web. 14 Nov. 2016.

The Children of this Nation are not Being Treated Equally

In 1992, Ireland’s government signed up to the United Nations Convention on the Rights of the Child (UNCRC), which would lead some to believe that Ireland’s government is committed to ensuring that every child in Ireland gets the best chance possible in life. Unfortunately though this is not the case as each day in Ireland there are thousands of vulnerable children that are not having some of their basic needs met. Since 2009 the Children’s Rights Alliance publishes a report card each year that scrutinises the Government’s progress on its key promises to children (Children’s Rights Alliance, n.d.). This year’s report card gave the Irish Government an F grade in relation to child poverty which highlights the lack of support the government†¦show more content†¦There are a considerable amount of studies which indicate that â€Å"individuals from poorer socio-economic backgrounds and communities are more likely to underachieve in the ed ucation system than their peers from higher income backgrounds† (Combat Poverty Agency, 2003). Children from low income families are more likely to end up doing poorer in exams, many leave school early and gain employment in lower paid jobs. Which will result in poverty in Ireland gradually getting worst for future generations if the Irish Government does not start putting plans in place to support the poverty stricken children of Ireland. Since the current Irish Government has been in power they have made yearly budget cuts which have affected lower income families, causing families to fall below the poverty line. Rather than tax the rich and give to the poor Ireland has taken the stance of keeping the rich, rich and the poor, poor making it harder each year for lower income families to provide for the basic need of their children. In the budget this year Ireland’s Government announced that they would be providing all children under 5, with a free GP only card, which some may say is a good thing but, is it really? The free GP care for under 5’s initiative is costing the Irish State â‚ ¬40m (Breakingnews.ie, 2013). Children, who are from a low income family, already qualify for either a full medical card or a GP only cardShow MoreRelatedAnalysis Of I Have A Dream Speech1152 Words   |  5 PagesThe major argument that is being portrayed in Martin Luther King Jr.’s â€Å"I Have A Dream† speech is all men and women should be treated equally, regardless of their skin color. Dr. King states, â€Å"When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienableRead MoreEssay on Rhetorical Analysis of Jfk Civil Rights Address862 Words   |  4 Pagesaddress inspires and pulls on the passion of Americans; he wants all Americans to p romote and protect and protect the rights that all men are free, he addresses this a sectional issue and that and our task; our obligation, is to make that revolution, and that everyone in America is special and should be treated equally. Kennedy accomplishes this through the use of pathos, logos, and ethos, the use of quotations, and creates an inspirational tone. The use of pathos in Kennedy’s speech strengthens theRead MoreKing s Speech By Dr. Martin Luther King Jr.999 Words   |  4 Pagesfirst group being those listening to the speech, and the second being those who are just around the area where he is delivering his speech. King’s speech is focusing on the civil rights of the African American citizens. He talks about how poorly the other people have treated them. He uses historical documentation to back up his points. King’s main concern is that if all men are created equally, then why are men of color being treated differently. His main purpose in writing and delivering this speechRead MoreRhetorical Devices In I Have A Dream Speech911 Words   |  4 Pageswe’ve come here today to dramatize a shameful condition. This was said in the famous Martin Luther King Jr. Speech, â€Å"I Have a Dream†. Back then it was the Civil Rights Movements with the African Americans and how they wanted to be treated equ ally. Yes, they have their rights, but they are separated from the rest of society. They are looked down on. Martin Luther King Jr. wanted to put a end to this; he believed that everyone should be treated equal no matter their skin color. He didn’t prove hisRead MoreA Proposal Of The Nations Regarding Global Policy Guidelines878 Words   |  4 PagesThis paper is a proposal of the nations regarding global policy guidelines. The mix of religion and politics makes one understand the dynamics of the world. People s religion on and relationships are emerging. When looking deeper into the topics, religion is and still will be the center of people’s life. Throughout the nations, women and men will be treated equally. Continual balance of not just limited to religion and equal rights, but also freedom of speech, gender equality, and basic human rightsRead MoreAnalysis Of Letter From Birmingham Jail1058 Words   |  5 Pagesclearly demonstrated why he could not wait, â⠂¬Å"For years now I have heard the word ‘Wait!’ It rings in the ear of every Negro with piercing familiarity. This ‘Wait’ has almost always meant ‘Never.’† Dr. King Jr. uses descriptive language detailing black parents having to explain to their children why they cannot play at â€Å"Fun town†; why they are treated differently because of the color of their skin; why there is a constant fight with a deliberately created sense of â€Å"nobodiness† to create a personal connectionRead MoreIf We Must Die By Claude Mckay1161 Words   |  5 Pagesscience-fiction short story). In all 3 texts the authors are giving their touch on equality. Equality can convey being treated the same when a colored and a white man/woman are next to each other as Dr. Martin Luther King Jr says. You can also see equality as Mckay who thinks it’s being on the same level of strength and worth as a white man being in the shoes of a colored man. Or e quality can be being exactly the same in every way as anyone around you in every exact way in Vonnegut’s eyes. All these 3 authorsRead MoreThe Gay Marriage Should Be Legal947 Words   |  4 PagesDenmark. Three others have regional or court-directed provisions approving the â€Å"marriage equality†: the United States, Mexico and Brazil (Dumbar1). However, many nations continue to be against this law, and it does not only represent a legal issue. The approval of same-sex marriage is a political, religious, and civil-rights issue in many nations, and it continues to cause a strong debate worldwide. Gay marriage should be legal because it is a human and civil right to be free to choose who to marry, andRead More Martin Luther King Jrs Impact on the Civil Rights Movement Essay1565 Words   |  7 PagesKing tells us how blacks have been serving an injustice and that they should be treated equally. Much had transpired before the speech was delivered. As civil rights protests spread throughout the nation, King continued to combine peaceful methods of protest and his theological training to work towards the hope of equal rights for blacks (Kauffeld and Lefrd, 1989). During this time, blacks were not treated equally and were often denied service. King was trying to get the merchants and the governmentRead MoreA Brave New World : America Land Of The Free And Home1323 Words   |  6 Pagesamongst us since the birth of this nation. To resolve this problem, the federal government is known to introduce legislation in order to balance equality in society. Since companies are bound to the law of the land, they must comply with all rules and regulations but often, largely successful companies will go above and beyond meeting the standard by listening to public opinion. It is often a choice for companies however, to decide which is the best opinion to follow. As a nation we once were i n full swing

REVIEW OF RELATED LITERATURE ON IMPACTS OF CAFFEINE TO...

Chapter II REVIEW OF RELATED LITERATURE This chapter presents both foreign and local related literatures relevant to the study. This relevance is shown by the proponents in order to give more reason and understanding of the proposition. Related Literature and Studies Downsides in Caffeine New research from John Hopkins Medical School shows that performance increases due to caffeine intake are the result of caffeine drinkers experiencing a short-term reversal of caffeine withdrawal. In essence, coming off caffeine reduces your cognitive performance and has a negative impact on your mood. Drinking caffeine triggers the release of adrenaline. When caffeine puts your brains and body into this hyper-aroused state, your emotions†¦show more content†¦Potential Prostate Cancer Treatment, Green tea compounds were the delivery mechanism, bringing the radioactive gold nanoparticles to the tumors. The gold was then able to kill the cancer cells, ABC News reported. Boosting function in old age. The research, which included 14,000 adultys ages 65 older over a 3-year period, showed that the ones who drank the most green tea had the best functioning in old age compared with those who drank the least. Lowers blood pressure. Drinking black tea could slightly decrease blood pr essure, according to a study in the Archives of Internal Medicine. Aids Weight Loss. Drinking 5 cups a day is linked with weight loss, particularly in decreasing belly fat, Health.com reported. Coffee and Its Relation to College Students The truth is that coffee, like anything consumed in excess, can be very harmful for the body. However, there are also positive effects to use of the substance, which many students may also be unaware of. Fourth-year Chicano/Chicana studies major and education minor Rosio Almaguier, says she experienced headaches, anxiety and â€Å"jittery-ness† while she still drank a lot of coffee (4-5 times a week), but admits, â€Å"I just liked the awake feeling and the flavor. That’s why I kept drinking it.† However, she decided to lower her intake after deciding to run in the Sta. Barbara marathon, saying that â€Å"coffee dehydrated me and gave me momentary energy, but then I felt really sleepy. I drink tea now,Show MoreRelated_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesWindows is a registered trademark of the Microsoft Corporation used herein under license. Macintosh and Power Macintosh ar e registered trademarks of Apple Computer, Inc. Used herein under license. Library of Congress Control Number: 2006933904 Student Edition: ISBN-13: 978-0-495-11873-2 ISBN-10: 0-495-11873-7 ââ€"   To my nephews, Jesse and Luke Smidt, who bet I wouldn’t put their names in this book. R. P. ââ€"   To my wife, Sally, and my daughter, Anna C. O. ââ€"   To Carol, Allie, and Teri

Tragic Hero and Wedding Night free essay sample

According to Aristotle, there are a plethora of traits a tragic hero must possess. This criteria consists of Hamartia, which is a tragic flaw, which leads to the protagonists downfall. A reversal of fortune, Peripeteia, brought about by the hero’s tragic flaw will then occur. Aristotle also explains that the protagonist’s actions result in an increase of self- awareness and self- knowledge. Towards the conclusion the tragic hero must call forth pity. Northrop Frye explains that great trees are more likely to be struck by grass than a clump of grass. In Mary Shelley’s novel, Frankenstein, Victor Frankenstein takes it upon himself to create a monster, and doesn’t take into account the damage it could conceive. Victor Frankenstein fits Aristotle’s definition of a tragic hero because he failed to consider the effect of his actions, struggles to stop the monster once it becomes violent, and allows his pride to get the best of him, which then leads to the death of those close to him. As Victor Frankenstein was creating the monster, he failed to consider the consequence of his actions, which later leads into the death and suffering of those around him. â€Å"One of the phenomena which had peculiarly attracted my attention was the structure of the human frame, and indeed, any animal that endued life. Whence I often ask myself, did the principle of life proceed? † (48). Here Frankenstein displays his excessive pride, hubris, which will then lead to his downfall. He never takes into account what could go wrong with this experiment, he fails to think once of the consequences. â€Å"Life and death appeared to me ideal bonds, which I should first break through, and pour torrent of life into this dark world† (51). Frankenstein feels that he is bringing good into the world; there is absolutely no doubt in his mind that by creating this monster he is causing any trouble. Little does he know that the monster will soon bring the complete opposite to the world and cause suffering to many. The monster went on to kill many of Frankenstein’s family and friends, his excessive pride that made him think he was going to bring good to this world, is what ultimately lead to his downfall. Once the monster became violent, Frankenstein not once took responsibility for creating him. â€Å"During this whole wretched mockery of justice I suffered living torture† (87). Justine was Frankenstein’s made who was blamed for the killing of William. Frankenstein knows that Justine is in fact innocent of the crime, however he is too afraid of the consequences, so he takes no action. Poor Justine was locked up in jail for a crime she did not even commit, because Victor Frankenstein feared the results if the existence of the created monster was unleashed. â€Å"Thus spoke my prophetic soul, as torn by remorse, horror, and despair, I beheld those I loved spend vain sorrow upon the graves of William and Justine† (97). Here Victor Frankenstein undoubtedly feels some shame for creating the monster, this is the first time we start to see him feel regret for his actions. However, do not hold your breath, he does not take any action in order to stop the monster from hurting those around him. â€Å"Everywhere I turn I see the same figure-her bloodless arms and relaxed form flung by the murderer on its bridal bier. Could I behold this and live? † (242). The monster claimed that if Frankenstein didn’t make him a companion that he would be with him on his wedding night. Here, in this quote he finally decides to withdraw from creating the female monster because he thinks it will only cause more trouble to have another monster in the world. Once again he is imprecise with his intention, not creating the female monster created more pain and suffering, thus adding to the tragedy. Frankenstein allows his excessive pride or hubris to take him over when his creation begins to affect those around him. His pride turns out to be the tragic flaw that in fact sets the stage for this tragedy. â€Å"I thought with a sensation of madness on my promise of creating another like him, and, trembling with passion, tore to pieces the thing on which I was engaged† (205). Victor Frankenstein decides that creating the female monster will just cause more trouble. He goes forward and feels that the creator should not turn into the monsters slave. Once again Frankenstein allowed his pride to get in the way of his work. Nonetheless he destroys the almost completed creation, this enrages the monster beyond belief. â€Å"Soon the bolt will fall which must ravish from your happiness forever† (207). Frankenstein knows the monster is going to do something to bring him pain and suffering, especially after the monster tells him that he will be with him on his wedding night. The monster later goes on to kill Frankenstein’s closest friend Henry. He feels great guilt, because for the first time Frankenstein feels that he could have actually prevented all of this madness in the first place. At last, when Frankenstein throws aside his pride and admits to all the evil he has designed through his creation. However, it is far to late, far too late. Tragic heroes are seen all over the place in modern literature now, for example Jay Gatsby in the novel The Great Gatsby. Just like Frankenstein, Gatsby had dreams and ideals that made him a hero. However, also like Frankenstein, Gatsby’s tragic flaw is that his dream is corrupted and a false dream. In both of these cases it was there hubris that leads to their downfall. The novel Frankenstein is not as much about the conflict between creator and monster but more about taking responsibilities for your actions. It’s the most reoccurring theme in the novel. If Victor Frankenstein had realized his mistake and had not allowed his pride to stand in the way of him fixing it there no question would be less pain and suffering. It took Frankenstein nearly the whole novel to realize what his actions have done, and by that time it was just to late to resolve anything. Northrop Frye clearly states, â€Å"Conductors may of course be instruments as well as victims of the divine lightning. † Frankenstein is merely a tragic hero for the fact that he couldn’t accept his actions. By the time he realized what he had done, it was to late the worst of the damage has been done. Frankenstein’s guilt and shame for his actions raises the tragedy of the novel and results in the creation of a tragic hero as well as a tragic novel.

JP Hayes Essays - 2nd Millennium, Military Personnel,

JP Hayes Mr. Mckenzie US Honors history 21 September 2017 Strengths/weakness in Revolutionary war Both the Americans and British had weaknesses and strengths while fighting the revolutionary war. One of the British strengths was of course having one of the biggest armies and navies in the world at the time. They also had a lot of money coming from their country and they had experience in winning wars unlike the Americans. The American army was made up of a bunch of regular colonist with no military training. At the same time the unprepared soldiers had limited amounts of supply like guns, ammo, and food because no one is giving them money. As well every one in 5 colonist was a loyalist meaning they were on the British side. The British also had weaknesses which were a long supply line to America, fighting with no cause, and did not know the land well. The Americans had an upside to their weaknesses which are knowing the territory, a cause to fight for, a great leader like Washington, and the French alliance. For the Americans because of their weaknesses they needed to win battles quickly and retreat a lot because of their limited supply. They were also able to hide and surprise the British because they knew the land unlike the red coats who most likely just marched around their huge army looking for Americans. The British had help from the Indians because they promised to not expand west. This was great for them because the Indians knew the land and added extra soldiers. Having a cause to fight for was great for the Americans because it gave them motivation when they needed it. For example "American Crisis" was just the motivation the Americans needed to keep fighting and win. The British could not create any motivation like that because they had no reason to be fighting which makes every defeat more and more difficult. Finally when the American's had the French alliance they had the advantage because they knew the land and now had an army that could match up in numbers to those of the British. These were all factors that played into the revolutionary war a nd the final output of it.