Erik Larson utilizes chronological order, alternate plot lines, and a problem and solution approach to create interesting plot lines. Larson implements chronological order so the reader can easily follow along and know the events as they happen in order. Larson displays two different plot lines that simultaneously unfold throughout the book. He alternates plot lines to keep the reader interested, and engaged with the text. Larson provides problem and solution techniques to enhance the characters plot lines.…
Second, Thayer uses imagery to enhance suspense by showing how Casey reacts to having one last chance to win the game. Casey’s actions show us that he may be unsure of his ability to hit the ball. At the climax of the game, the reader sees Casey’s demeanor change as he settles in for his last attempt. “The sneer is gone from Casey’s lips, his teeth are clenched in hat” (“Casey at the Bat” 45). Casey’s determination is apparent, but the outcome is still uncertain. Therefore, the author showing the reader Casey’s realization that he has one last chance to win the game builds suspense.…
In “Test”, by Theodore Thomas, there were three points in the story where the plot suddenly changes direction, and the author uses certain tactics to make sure the readers don’t expect them. Thomas begins his story by describing the perfect driving conditions and driver. “It was a good day for driving” gets ingrained in our heads; nothing could go wrong. The audience is lead into a false sense of security, but suddenly, notice the use of that word, “a blue convertible swung out from behind a truck.” Robert Procter, the driver, noted the car and the truck in the previous paragraph, but he clearly labeled them as not a threat, he put them in the back of his mind.…
As the narrator, Melinda Sordino, awaits her first day as a freshman at Merryweather High she describes, “the school bus wheezes to my corner” (pg 3). The authors’ use of personification describes the heaviness and panic that is set into the setting. When Melinda arrives at school, she describes, as others’ talk behind her back, the feeling that “words climb up my throat” (pg 5). This personification describes the want to speak up but is silenced by her feelings of anger and disparity. Melinda’s experience so far at high school hasn’t been perfect, but has rather worn her out “my bed is sending out serious nap rays… The fluffy pillows and warm comforter are more powerful than I am” (pg 16). This passage shows that she would…
Crooks is isolated because of color and his disability. He is physically divided from his fellow co workers and lives in a separate bunkhouse. His loneliness forces him to acquiesce when Lennie tries to make a decent conversation with him. But when Lennie fills Crooks in about the dream farm place, all he does is laughs. It could be because he saw too many men say that but they end up working for someone or just simply ended up in ditch. Crooks is understandably cynical and shows apprehension about how others treat him in return. He cannot see beyond the preconception he has always encountered in the past. Ways that Crooks copes with his seclusion is by reading books. The other guys can't read but he can which gives him a huge advantage of…
Imagery is used here to show the settings of the first chapter and the place where it takes place…
You really don’t know who we are?” Jason shrugged helplessly. “It’s worse than that. I don’t know who I am.” The bus dropped them in front of a big red stucco complex like a museum, just sitting in the middle of nowhere. Maybe that’s what it was: the National Museum of Nowhere, Jason thought. A cold wind blew across the desert. Jason hadn’t paid much attention to what he was wearing, but it wasn’t nearly warm enough: jeans and sneakers, a purple T-shirt, and a thin black windbreaker. “So, a crash course for the amnesiac,” Leo said, in a helpful tone that made Jason think this was not going to be helpful. “We go to the ‘Wilderness School’”—Leo made air quotes with his fingers. “Which means we’re ‘bad kids.’ Your family, or the court, or whoever, decided you were too much trouble, so they shipped you off to this lovely prison—sorry, ‘boarding school’—in Armpit, Nevada, where you learn valuable nature skills like running ten miles a day through the cacti and weaving daisies into hats! And for a special treat we go on ‘educational’ field trips with Coach Hedge, who keeps order with a baseball bat. Is it all coming back to you now?” “No.” Jason glanced apprehensively at the other kids: maybe twenty guys, half that many girls. None of them looked like hardened criminals, but he wondered what they’d all done to get sentenced to a school for delinquents, and he wondered why he belonged with them. Leo rolled his eyes. “You’re really gonna play this out,…
Abandoning the traditional book layout of chapters, Brigid Lowry brings into play new styles of writing in her novel Guitar Highway Rose (1997, McPherson's Printing Group). One of which is stream of consciousness' where the character's immediate thoughts are written as they are onto the pages, creating a better understanding of the character. The use of multiple narrating perspectives and narrator intrusion in the novel allows the reader to see problems from different perspectives. Lowry also uses allusions from the real world to give the reader additional information about various characters in a different way. Together, these writing styles complement each other to give the reader a better understanding of the characters and a refreshing read.…
Nell learns an incredible number of life skills from her primer. Nell was completely illiterate before she had this book. Then, after just a few months with it ¨she found she could often read the words more quickly than the book spoke them” to her (184). This shows how much this book had an affect…
In the second paragraph, Didion primarily uses imagery to convey how the tension developed in the first paragraph develops a kind of foreboding in the essay. Her descriptions of the Pacific being “ominously glossy” and the sky’s “yellow cast” always being related to earthquake weather made the whole paragraph feel very mysterious, and even menacing.…
For instance, the family was living in Welch and went through a cold strike, were not able to afford a trip to the laundromat to use the washer and dryer, so they washed their clothes in the sink then hung them outside to dry. Jeanette said, “We brought the clothes inside-the socks had hardened into the shape of question marks, and the pants were so stiff you could lean them up against a wall-and we banged them against the stove, trying to soften them up. ‘At least we don’t have to buy starch,’ Lori said,” (177). Despite the fact that all the kids clothes have froze, and cannot afford to go to the laundromat, they still have a positive attitude about it when they say “at least we don’t have to buy starch.” Jeannette used imagery when she describes the socks and pants because she wanted the reader to create a picture in their head of what they’re going through. The Walls’s had owned many run-down cars, the Oldsmobile was by far the worst, so when they were driving to Welch it took them longer than planned. Jeanette explained, “That Oldsmobile was a clunker from the moment we bought it. The first time it conked out, we were still an hour shy of the New Mexico border...Dad got it running-‘more like limping,’ he said-but it never went any faster than fifteen or twenty miles an hour”(129). It becomes obvious to the reader that they were not able to…
First and most importantly Mike Rose writes the book in the first person. This provides an invaluable view to the actual thoughts and perceptions of a student who considered himself to be underprepared. Mike Rose begins his accounts in grammar school when he felt lost in the material. The teacher did not hold his attention and therefore he began to "daydream to avoid inadequacy" (Rose 19).…
Literary devices are used throughout literature to help readers have a better understanding. Metaphors, for example, help readers to have a better visual of different aspects. In Kurt Vonnegut’s “Harrison Bergeron,” metaphors are evident throughout the short story. The metaphors that are used throughout the short story, such as, “dancing to the ceiling,” “kissed the ceiling,” and “breaking the chains,” help readers to have a better understanding of the message in “Harrison Bergeron.”…
Collective ‘we’ |Gran sums up the far-reaching effects of the accident through the collective nature of “we’re all” and the negative connotations of the word “hurting”. | |“That was the thing about my sisters, she’d become tough. It was like I hardly knew her anymore” (p29) |Characterisation of Kylie; simile; metaphor |Tom sums up Kylie’s negative transformation, a consequence of the accident with the metaphoric verb “tough” and the simile “like I hardly knew her anymore” which emphasises their changed relationship. | |“The clouds were out and a storm was threatening” (p 105) |Pathetic fallacy tone, foreshadowing |When Tom visits the police station, the negative description of the weather, with the aminous storm “threatening” reflects his own emotional turmoil through pathetic fallacy. | |“I’m not saying Daniel was innocent, what he did was wrong, very wrong, but he was no criminal” (p135) |Repetition, conditional conjunction (“but”), comparison --> innocent/criminal |When Tom first visits Daniel, he is confronted by the setting and guards and it causes him to reflect upon Daniel’s situation. The comparison of “innocent” and “criminal”, combined with the conditional conjunction “but” emphasises Daniel’s distinction as ‘not a criminal’; however, the repetition of the word “wrong” acknowledges the severity of his actions. | |“With each memory I touched, I felt it again - that pain, like a sledgehammer slicing through your heart” (p165) |Simile, negative tactile imagery, metaphor |As Tom looks through Gran’s scrapbook, he is confronted by the pain of the happy memories in the past and this is captured in the very negative tactile imagery associated with the simile: “like a sledgehammer slicing through your heart”. | |“We were all on our own journeys, and some days the traveling was worse than others” (p238)…
The Storm’s Warnings shows how much description Kate used in this writing. The description of the dark clouds, sound of thunder, and the strike of lightning shapes this story to match the raw passion wanting to escape. Kate wants us to see the limitation placed on the human will. She gives the reader a glimpse for the promise of freedom. There is a hope of pure enjoyment without a moment’s notice.…