Rhetorical devices Edwards-Sinners in the Hands of an Angry God Rhetorical devices References rhetorical question "what are we‚ that we should think to stand before him‚ at whose rebuke the earth trembles‚ and before whom the rocks are thrown down" (Edwards‚ p1) -logos/syllogism leads to what are we? We are nothing - this instills fear metaphor "So it is easy for us to cut or singe a slender thread that any thing hangs by: thus easy it is for God‚ when he pleases‚ to cast his enemies
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Why We Should All Recycle Waste‚ and how we choose to handle it‚ can have a profound effect on the environment (assonance). In America‚ 23% of people don’t recycle anything and although 23% may not appear as a large number (litote)‚ that’s still 2 pine trees worth of paper a year for each person. And while 77% do recycle‚ it’s not always consistent. Recycling is undeniably something we should all participate in—an individual effort— like “exercising” (simile). While some of us
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Poem Analysis "Harlem Night Song" In the poem‚ "Harlem Night Song"‚ by Langston Hughes‚ Hughes uses many poetic devices including repetition. He uses repetition when he says‚ " come let us roam the night..." in the beginning. Then he says the same thing at the end. The way he uses repetition lets us see the poem a lot clearer. Also the repetition of these words helps him get his point across‚ that the night is a wonderful place with that special person. "Blow Blow Thou Winter Wind" "Blow Blow
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Annotation of "Who’s for the Game?" by Jessie Pope Saturday‚ 14 August 2010 10:49 a.m. Rhetorical question offers a challenge to the reader. Makes the reader feel guilty if their answer isn’t good enough. Who’s for the Game? Allusion to colour of British army uniforms Repetition/parallel construction develops Pope’s idea of courage Colloquial language sounds friendly‚ Light-hearted‚ conversational. Personal pronouns appeal directly to the reader. Who’s for the game‚ the biggest that’s played
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In Cold Blood Passage Analysis (Used with permission from Jennifer Cullen Westwood High School) You will be assigned to a group of 23 members. The group’s task will be to meaningfully practice the skills of passage analysis‚ in preparation for a timed writing. PART I (Homework) A. This is a forum to strengthen your analysis skill for the AP language Exam. You and your group will choose one meaningful‚ memorable passage from Sections I ‚II‚ III‚ and IV. Each passage s
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Information on all 6 Poems. Full Bright Scholars • This poem is about when he first saw Plath • Use of first person‚ draws us in. painstaking his own memory • "Where was it‚ in the strand? A display"- Questioning his memory. • "A picture of that year’s intake....."- Follows up with a series of statements. • "You" become the addressee • Very tightly Structured • Veronica Lake- actor • "Your Veronica Lake bang. Not what it hid"- Plath had a scar on her face
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Name ـــــــــــــــــــــــــــــ Dateــــــــــــــــــــــــــ Activity 1: Simile and Metaphor Decide whether the sentence contains a simile or a metaphor‚ and identify the two things being compared. Then change the simile into metaphor and vice versa: 1. The lake was a huge mirror in the moonlight. ________________________________________________________________________________________________________________ 2. The dancer moved around the
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1. Simile My mistress’ eyes are nothing like the sun; Coral is far more red‚ than her lips red: If snow be white‚ why then her breasts are dun; If hairs be wires‚ black wires grow on her head. I have seen roses damasked‚ red and white‚ But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak‚ yet well I know That music hath a far more pleasing sound: I grant I never saw a goddess go‚ My
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Into the world The Story of Tom Brennan Quote |Technique |Effect | |“...We’re all hurting. It’s not helping anyone being like this” (p11) |Dialogue (Gran) 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
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O’l Higue - Literature Notes Please note that the information given on this poem is not meant to replace any material given in the classroom setting. It is a very BASIC giude to enable a literal understanding of the poem. Metaphorical interpretations should be sought in the classroom. The physical structure of this poem has been altered from the original layout in the text. You think I like this 5.stupidness! - 6.gallivanting all night without skin‚ 1.burning myself out like cane-fire
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