II. Table of Contents Chapter 1 Acknowledgement 3 Abstract 4 Chapter 2 Introduction 5-6 Theoretical Framework 7 Statement of the Problem 8 Thesis Statement Review of Related Literature 9-19 Chapter 3 Methodology
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The Elements of Poetry Chapter 21: Reading Poetry * Metaphor—figure of speech that makes comparison between two unlike things‚ without using the word like or as Ex: From Catch by Robert Francis “…tossing a poem together;” * Anagrams—words made from the letters of other words Ex: From Mountain Graveyard by Robert Morgan “stone notes slate tales” * Narrative poem—a poem that tells a story Ex: From Nighttime Fires by Regina Barreca “When I was five in Louisville
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The study of Japanese literature is usually divided into classical Japanese literature and modern Japanese literature. Line of demarcation is 1868‚ the date of the Meiji Restoration. Pre-Meiji Japan Tokugawa Period (1600-1868) = Period of Great Peace = Maintenance of the status quo = Domains and Daimyō frozen in status 1. Official ideology -- Neo-Confucianism Before Tokugawa period‚ Confucianism played subordinate role in Japanese thought. Confucianism remained a secular moral and political
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Satsugai Matsuo-sensei stood over his lifeless body and bellowed‚ “What have you done!?” I didn’t mean to kill him‚ he kind of just got in the way. He was running from me so I was chasing him. Then he just suddenly stopped‚ I think. I look down at the knife in my hand‚ I had wiped the boy’s blood‚ I think his name was Aito‚ off onto my light blue jeans. I’m just a normal kid… I think. I just have some slight homicidal tendencies. “Satsugai!” yells sensei. His face has turned red with anger and his
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our society; as a result‚ we are able to select those that we can socialize with that aid our survival in society. For instance‚ the males are able to select or identify the female and establish relationship that results to continuity of generation (Matsuo‚ Nakai‚ 1998‚ p. 110). While strong relationship and bonding exhibited in mother to child are facilitated by the facial recognition aspect. The other vital function played by the facial recognition function is its ability to give information
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things falling apart‚ people where crying etc. Then! It would explain somebody elses life story and there situation. "The tremendous flash of light cut across the sky‚ Both he and Mr. Matsuo reacted in terror- and both had time to react (for they were 3‚500 yards‚ or two miles‚ from the centre of the explosion). Mr Matsuo dashed up the front steps into the house and dived among the bedrolls and buried himself there." This was one witness of the
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Joan Gardona Andrada II-BSE English Creative Writing (POETRY) Forms Specific poetic forms have been developed by many cultures. In more developed‚ closed or "received" poetic forms‚ the rhyming scheme‚ meter and other elements of a poem are based on sets of rules‚ ranging from the relatively loose rules that govern the construction of an elegy to the highly formalized structure of the ghazal or villanelle. Described below are some common forms of poetry widely used across a number of languages
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Kunkel‚ Louis M.; Steffen‚ Leta. “Diagnosis and cell-based therapy for Duchenne muscular dystrophy in humans‚ mice‚ and zebrafish” Journal of Human Genetics. Vol. 51 Issue 5‚ p397- 406‚ 2006. 4. Awano‚ Hiroyuki; Matsuo‚ Masafumi; Nishio‚ Hisahide; Okizuka‚ Yo; Takeshima‚ Yasuhiro; Yagi‚ Mariko; Yamauchi‚ Yumiko; Zhang‚ Zhujun. “Mutation spectrum of the dystrophin gene in 442 Duchenne/Becker muscular dystrophy cases from one Japanese
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INTRODUCTION Today‚ teaching English language assumes many different shapes. Teaching methods vary from teacher to teacher. However‚ we can find one common feature these methods do share. They all are tinged with communicative competence objectives. Using poetry in the classroom may undoubtedly add to a broad spectrum of classroom activities that communicative approach offers. Poetry being a part of literature offers tremendous potential for ESL/EFL linguistically‚ culturally and aesthetically
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Task 1 Question 1 a) The immediate effect of the poem on me was confusion and irritation. I felt it was deceptive. It looked so simple‚ and was so short‚ yet I could see no meaning behind it. It frustrated me that even after several re-readings all I could think was a bird in a tree. Upon re-visiting the poem‚ I concentrated on how it made me feel –melancholy‚ wistful‚ yet also peaceful. I found I liked it despite the sadness it seemed to evoke. b) I think the subject matter is a bird
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