theme My love is like to ice‚ and I to fire: simile comparing his love for her to fire‚ hers for him to ice How comes it then that this her cold so great Is not dissolved through my so hot desire‚ But harder grows the more I her entreat? Rhetorical question relating to her increasing coldness towards him the more he desires her Or how comes it that my exceeding heat Is not allayed by her heart-frozen cold‚ personification of the frozen heart But that I burn much more in boiling sweat‚ alliteration
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well as creative hook. When she asks the reader if they have “…ever found someone particularly sexy without knowing why” it sets up the thought process of the article (para 1). By beginning her blog with a rhetorical question it forces the reader to reflect on their own lives. Ribbens uses rhetorical questions to introduce her beliefs to the readers. She walks her
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strongly depict how much of her life has truly shaped her into the writer she is today. In using these three rhetorical devices‚ she creates a better understanding of the impact her childhood had on her literature. Her allusion hints at the many expectations others had of Cisneros as she grew‚ and her story wholly discusses how she met those expectations or went her own way. The primary rhetorical device Cisneros uses in her story is allusion. The title and the story as a whole alludes to the fairytale
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Questioning techniques Questioning techniques are the skills to help a person get information from another person or a group of people‚ these formulas will give you the directions and paths appropriate to use depending on how much information you want from the answer. They can influence the outcome of the answer‚ you can ask a question intending to get a long or short answer‚ can avoid the explanations this way you would be just cutting long stories short. Through questioning you can make a
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relationship that she currently shares with her ‘Mutti’. Page sixteen is the Ratcatcher’s first appearance in the play‚ he materialises from Faith and the audiences imagination and his first lines are rhetorical questions “Who is not counting?”‚ “Who has forgotten their blessings?” .The rhetorical questions are intended to influence the audiences’ opinion rather than requiring an answer to the questions posed. The cross-dialogue between Helga and The Ratcatcher ensures that all of The Ratcatcher’s
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doesn’t have. He’s sure he’s won‚then ends up loosing because he took the risky chance of trusting something so unreliable. In both the poems about Eros by Robert Bridges and Anne Stevenson‚ two concepts of Eros are created through the use of imagery‚ rhetorical questions‚ rhyme scheme and diction. Where Robert Bridges presents Eros as both a blessing and a curse‚ while Anne Stevenson portrays a testimony of what most don’t perceive as Eros. In both poems the authors use diction to create imagery to portray
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an aspect of identity. Another way Pung demonstrated her concept of identity is through the use of the technique accumulation‚ in conjunction with rhetorical question in the short stories ‘Face in the Mirror’. For example. Accumulation is found where Pung lists “a name‚ a place‚ a date and temperature.” She follows this technique with the rhetorical question “but‚ what did it all mean?”. Pung uses these techniques to utilize the fact that the protagonist strives to find out more on
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Tanya Owens January 18‚ 2015 AP Language 3rd Period From Education Questions 1. What does Emerson mean when he says‚ “Nature loves analogies‚ but not repetition‚”? Analogies is a connection between two contents. The natural learning process loves when you can connect two pieces together opposed to keep going over the same things just to make it stick 2. Why is the relationship between “Genius and Drill”‚ as Emerson explains it‚ paradoxical? Emerson believes the
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reader. He asks who not only made the earth‚ but made the stars in the sky. In the final line of the three sentences of parallel structure Edward asks the readers again‚ who did this. These questions turn out to be misleading for again they are rhetorical questions. In his third and final break of the poem‚ Edward Taylor regurgitates the fact that God made everything and while doing this he breaks iambic pentameter for that reason. In conclusion‚ Edward Taylor’s use of parallel structure‚ metaphors
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Teachers should refrain from seeking out students who can answer their questions and instead aim to get all students to participate. They should also be aware of asking numerous unrelated questions which do not serve a purpose and avoiding the use of rhetorical questions with young children as well as being mindful of how to respond to incorrect answers. Considering each of these aspects it can be said through observations‚ it is evident that teachers who re-phrase a question to a students often correct
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