The title of the poem ‘Whatif’ refers to the fears and paranoia questions we have at night‚ as we are more vulnerable. The poet combines the words ‘what’ and ‘if’ in a childlike manner. The main theme of the poem is ‘fears of a child’. In almost every line the poet adds a new fear. He mentions numerous childish fears like the feel of failing at school‚ being bullied‚ growing green chest hair and teeth not growing straight. He also mentions fears that a human at any age can relate to such as the fear
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MATERIALS • READING (7A~2A) Word Building Block 7A Highlights SCT Enjoyable “look‚ listen and repeat” exercises and colorful illustrations help pre-readers develop phonemic awareness of the beginning sounds of words‚ build a sight word vocabulary‚ and make the connection between spoken and written language. 6A SCT Students continue to build a sight word vocabulary‚ adding longer phrases and more advanced words. Students recite familiar rhyming words in preparation for phonics
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the children of Africa into slavery. Personification and rhythm enhance both the imagery and tone of the poem. The continent of Africa is personified to create vivid images and the rhythmical patterns contribute to the changing tone from pleasant to unpleasant to contemplative. Africa is personified to create vivid imagery and to give human emotions to a continent. Simultaneously‚ the entire poem is a metaphor of Africa as a beautiful woman. Africa is personified as a woman with "deserts her hair [
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4U1-02-Period 1 September 20‚ 2012 The Word and How Should One Read a Book? : The importance of words to society One should never live without knowing how affective words are towards the structure of society. In Pablo Neruda’s The Word and Virginia Woolf’s How Should One Read a Book? The authors present words as a source of power obtained by consumers and those who are willing to live by it. Within both works of art‚ there are evidence of how words are important for the use of communication
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Compare how poets present the effects of war in ‘Mametz Wood’ (page 36) and in one other poem from Conflict. In Mametz Wood‚ by Owen Sheers and Futility‚ by Wilfred Owen‚ their separate perspectives of conflict and war are shown throughout‚ with the use of imagery‚ and personification to show the poets’ changes in emotion. Owen Sheers wrote his poem in the perspective of what happened in the past‚ with the poem being influenced by Sheers seeing a picture of a mass grave‚ provoking gruesome images
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Patrick Primeaux Dr. David Pulling English 1002 March 13‚ 2013 Describing Linda Pastan’s “Pass/Fail” This poem was written in a style using free verse. This means that there is no rhyming repetition and it sounds pretty much like a speech given by a person. The author of this poem‚ Linda Pastan‚ wrote this poem in 1975 to give the reader what she experienced through images. In this case‚ the images portray the worries of taking an exam and how to study. An (image) is a way to express to the
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shut out of factories as their employers did not want to acquiesce to better working conditions / wages - Materialism infected merchant’s minds Form: - Ballad‚ has a clear chorus - Popular form in Irish Culture - One of Yeats’ most sarcastic poems‚ he chooses this form in order to mock - ABAB Rhyme Scheme‚ simple structure and strong rhyme carry political messages better. John O’Leary - died in 1907 - Founder of Young Republic Brotherhood - Yeats was influenced by him- revolution could
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piece‚ ‘A Word About Words’‚ is perfect material for understanding Politically Correct English (PCE) culture and the implications it has on the very issues that its proponents wish to correct. Alinsky’s argument is that the meanings of words such as power‚ self-interest‚ ego‚ compromise‚ and conflict have been hijacked by a politically illiterate population thereby undermining the process of producing social change. He states‚ “Striving to avoid the force‚ vigor‚ and simplicity of word “power‚”
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and byways‚ we were never left without a roadmap. Our mentors‚ parents and colleagues have constantly been our guide. All paths‚ all encounters lead here – an ultimate direction‚ a bend on the road. To our dearest teachers‚ you have done more than words can express. We understand we were far from perfect students‚ and that more than once‚ we have brought you much pain‚ frustrations‚ and even rage. Today we show you our sincerest gratitude for molding our characters and for showing us that there is
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literature stretching from Josquin to Bach without a thorough grasp of one of the more important classes of text-influence: namely‚ word painting. The variety of ways in which words may influence music can be formed into a surprisingly symmetrical array (Figure 1). Figure 1. Classification of Text Influences vol24id199 In this classification‚ word painting represents only an option of one of the eight primary surface effects (rhythmic‚ phonetic‚ formal‚ rhetorical‚ dramatic‚ lyrical
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