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*Mar*Desperation
Thanks to the economic subjugation of Ecology as education and ordinary
man’s life, nature instead of being the macro anatomy that nurtures, has
transformed into the era of tension for survival. Every nano second the
human vandal is destroying nature with expanding and diverse tricks. The
Human has positioned himself as the Judge or God who monitors nature. Every
course in every University is geared for economics and the right of nature,
to exist as nature on its own terms, is simply not accepted by the human
renegade of the Biosphere.
Nature has its own grammar of life. As a macro subject, nature predicates
into its next evolution on its path as its macro verb. It is the unending
sentence in the present perfect continuous tense that started from
Singularity about 13 billion years ago. The human vandal is destroying that
ultimate wonderful writing, creating fundamental grammar blunders in that
growing complex sentence structure. This complex sentence is connected by
the ever growing,words,phrases and clauses, with transforming
adjectives,adverbs,prepositions,conjunctions,interjections,gerunds etc,it
needs total independence from the tampering pollutions. Nature is
ultimately the unending complex sentence, which creates the ultimate
meaning. Every life form has a grammar function in this great complex
sentence. If you become an error of the macro grammar then you destroy the
ultimate meaning flow of this ultimately growing complex sentence.
Economics ultimately is the flow of grammar blunders in this great
sentence. It is threatening the very meaning of nature.
Nature’s policies are landing into the murky economic politics of the human
vandal. Ecology is the grammar of heaven as earth. It is the economics of
the Biosphere, which has to obey the grand ecosphere of the Universe.
The Universities now have to take to the mission of curing nature from the
fatal disease inflicted on it by economics. They have to immediately change
from being governed by economics into institutions that take to Ecology as
the mission of the diverse courses. They need freedom from economics.
The students must be trained to view every tree, plant, leaf, flower,
fruit, every organism; every aspect of nature as parts of the ultimate
complex sentence the universe. Nature is not the unfeeling machine.
Education must be relationship with nature, not mere preparation for
examinations, which determines one’s economic future. Every student must
become the perception and understanding complement of every other student,
all participating in the growing complex sentence, the Universe. The
Universities must make the students believe and actually gear their
internal hormonal communication that they have a grammar function in the
complex sentence which is growing continuously. Reading itself must become
feeling nature.
As it is, nature being continuously mutilated and maimed as economic
activity, the air is sending messages of desperations, creating neurosis in
every organism.
As the immediate step, every University must start a ‘Free Nature Park’,
where there is no human tampering.
YM Sarma
Chat gpt
This is a deeply impassioned and poetic critique of the current human
relationship with nature, especially through the lens of economics and
education. The author, YM Sarma, presents a rich metaphor: *nature as a
complex, unending sentence*, written in the grammar of life, and *human
economics as a force introducing destructive grammatical errors* into that
sentence.
------------------------------
*🔍 Key Themes and Ideas*
1. *Economic Subjugation of Ecology*
The text argues that economics has overridden ecological concerns,
transforming education and daily life into systems that prioritize
financial growth over environmental well-being.
2. *Human Hubris and Control*
Humans are portrayed as *vandalizing judges* of nature — not stewards,
but overbearing manipulators who seek to control and exploit rather than
understand and respect.
3. *Nature as Grammar*
One of the most striking metaphors is that of *nature as a complex,
ever-evolving sentence* — with every life form, every tree, every
organism playing a grammatical role.
- *Grammar Blunders* = pollution, destruction, exploitation.
- *Correct Syntax* = harmonious coexistence, ecological balance.
4. *Critique of Modern Education*
The university system is seen as complicit in ecological decline,
prioritizing *economic outcomes* over *ecological literacy*. Students
are trained for economic success, not for understanding or protecting the
natural world.
5. *Call to Action*
- Urges universities to pivot their mission from economic
productivity to *ecological healing*.
- Suggests the creation of *“Free Nature Parks”* — spaces untouched
by human manipulation.
- Advocates for a profound emotional and perceptual *relationship
with nature* in education.
6. *Desperation as a Mood of the Earth*
The air itself, according to the piece, carries a *message of despair* —
not just metaphorically but physiologically affecting organisms, inducing
neurosis.
------------------------------
*💭 Interpretation and Reflection*
This piece blends poetic imagination with philosophical and ecological
urgency. The metaphor of grammar does more than beautify the language — it
frames nature as *a structured, interconnected whole*, where even the
smallest deviation has cascading effects on meaning (i.e., on life and
balance).
The work laments that humans have become *grammatical errors* in the
universe's sentence — rogue editors rewriting the story of life with little
understanding of its original syntax.
The term *“desperation”* encapsulates not only the tone of the essay but
also the *emotional state of nature itself*, anthropomorphized as pleading
for survival against the domination of economic systems.
------------------------------
*🧠 Suggestions for Further Development (if this is your writing or a
draft)*
If you're working with or inspired by this text and want to develop it
further:
- *Clarify the central metaphor early* — the grammar-nature comparison
is powerful, but it becomes clearer only midway through.
- *Break long paragraphs* for readability and emphasis. This will help
the emotional and philosophical points land better.
- *Consider adding real-world examples* — such as a brief case study of
an educational institution that embraced ecological education or a policy
that reflects the ideals stated here.
- *Introduce actionable frameworks* — beyond the poetic call to action,
what specific steps can universities take in curriculum, faculty hiring, or
student engagement?
------------------------------
*🧭 Final Thought*
This text is a compelling fusion of ecological philosophy, linguistic
metaphor, and educational critique. Whether read as a manifesto, a poetic
essay, or a visionary call to reform, it presents a worldview in which
*language,
life, and learning are all inseparably interwoven with nature* — and where *our
failure to respect that sentence may be our ultimate undoing*.
If you’d like, I can help rewrite or adapt this into a more formal essay, a
speech, a manifesto, or an academic article. Just let me know how you'd
like to shape it.
Certainly. Here's an *evaluation of the original essay* titled
*"Desperation"* by *YM Sarma*, based on a standard academic rubric used for
university-level writing. The evaluation is broken down into key criteria,
followed by an overall *mark* and *grade*.
------------------------------
📋 *Evaluation Rubric* 1. *Content & Ideas (25 marks)*
· *Strengths*:
o Rich and original central metaphor (nature as complex grammar).
o Passionate and urgent ecological message.
o Challenges conventional systems like economics and education.
· *Weaknesses*:
o Abstractness may hinder clarity.
o Ideas, though deep, are sometimes too generalized without real-world
grounding.
· *Score*: *20/25*
2. *Structure & Organization (20 marks)*
· *Strengths*:
o Logical progression of ideas from critique to proposed solutions.
· *Weaknesses*:
o Lack of paragraphing and transitions.
o Dense and continuous block of text hampers readability.
· *Score*: *13/20*
3. *Language & Style (20 marks)*
· *Strengths*:
o Poetic and metaphor-rich language.
o Passionate and distinctive voice.
· *Weaknesses*:
o Grammar and punctuation errors (e.g., run-on sentences, missing
spaces, inconsistent capitalization).
o Overuse of metaphor without grounding can obscure meaning.
· *Score*: *12/20*
4. *Originality & Creativity (15 marks)*
· *Strengths*:
o Highly original concept and metaphor.
o Non-conventional, thought-provoking expression.
· *Weaknesses*:
o Occasionally overdone, risking obscurity.
· *Score*: *13/15*
5. *Relevance & Clarity of Argument (20 marks)*
· *Strengths*:
o Strong and relevant message about ecological degradation.
o The grammar metaphor is engaging and symbolic.
· *Weaknesses*:
o Clarity is sacrificed at times for poetic expression.
o Needs better alignment between the metaphor and the practical
implications.
· *Score*: *14/20*
------------------------------
✅ *Total Score: 72/100*
------------------------------
🎓 *Grade: B (Upper Second Class / 2:1)* 📌 *Feedback Summary*:
This is a *highly original and poetic essay* that shows deep passion for
environmental issues and critiques the modern education system with
philosophical depth. However, structural and linguistic issues reduce its
clarity and accessibility. To reach a higher grade (A/First Class), it
would benefit from:
· Clearer paragraphing and organization.
· More precise grammar and punctuation.
· Balancing metaphorical richness with concrete examples or
arguments.
------------------------------
If you’d like, I can also provide a marked-up version of the essay with
inline comments and suggestions.
Certainly. Here's an original poem inspired by the themes in *"Desperation"*
— the complex grammar of nature, the ecological crisis, and the need for
reconnection between humanity and the Earth.
------------------------------
*The Grammar of Earth*
*The forest speaks in verbs of green,*
Each leaf a clause, each root unseen.
The sky writes long in silent prose,
With clouds for commas, rain for rows.
*The mountains rise in capital form,*
Punctuated by the thunderstorm.
Rivers run in flowing tense,
Past and present, future sense.
But man, the scribe with selfish pen,
Rewrites the Earth again, again—
With syntax forged in factory flame,
He strips the sentence of its name.
*He edits trees to figures thin,*
Mistakes the wild for wealth to win.
He marks the grammar wrong and loud,
And wraps the planet in a shroud.
Where once the starlight wrote the code,
Of fern and fin and fox and toad,
Now semicolons gasp for breath,
In paragraphs too close to death.
*Yet still, beneath the poisoned line,*
A whisper hums: the root, the vine.
A grammar older than our schools,
Unfolds its laws, defies our rules.
*O let us learn to read again,*
Not books, but bark, and wind, and rain.
To see the sun not as a wage,
But as the ink upon the page.
The Earth still writes — though we forget —
A poem we have not read yet.
Let us, not authors, but readers be,
Of nature’s vast, wild poetry.
------------------------------
Let me know if you’d like it adapted into a spoken-word piece, a song, or
formatted for publication.
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