Cited: Sizer‚ Theodore‚ R. "What High School Is." Martin ’s‚ Bedfor/St. Bedford Select Reader. Boston: Bedford/St. Martin ’s‚ 2010. 33-43.
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people and “discriminated” because of laws created to prohibit the places they can’t smoke. He tries to guarantee the reader about the discrimination that smokers are having by giving some examples to convince the reader about the situation. He also tells that anti-smokers attacks smokers with the help of organizations .However the author doesn’t achieve to persuade the reader with his argument. It is noticeable that the author argues about smokers being discriminated and restricted from
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Bibliography: N.Y.: Macmillan‚ 1992. Boston: Bedford/St. Martin ’s‚ 1998. "My Last Duchess." World Book Online Reference Center. 2004. World Book‚ Inc.
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Graham uses modal verbs often when he questions his reader‚ such as in the line‚ “I would like to think my decision was a heroic one”(Graham 346). Graham recollects on his past actions‚ and questions whether‚ in hindsight‚ the action was a correct one. Graham uses such modal verbs to ease into his rationing
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past few generations and attributes the problem to high levels of pressure on students to succeed‚ be accepted to competitive colleges‚ and earn a high income when they are adults. Overall‚ her arguments are weak. While she is clear in convincing the reader that the main cause of cheating is "Too Much Pressure‚" she does not effectively persuade him or her that it is an imminent concern and is vague in her proposed solutions to the problem. She also describe that A national survey conducted in American
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character in Twilight‚ is anti-feministic. Siering shows this through telling the reader that Bella needs either Edward or Jacob to survive‚ that Edward has to keep the relationship abstinent‚ and saying that Bella can’t make good decisions on her own. A strong feminist character wouldn’t need little to no help from a male character‚ but that is not the case for Bella throughout the series. Siering points out to the reader that Bella needs the protection of one of the stronger male characters “Edward
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The Acting Life of Miss Brill Katherine Mansfield gives the reader (us) a brief summary of Miss Brill as an aging Englishwoman who spends the afternoon in a park located in an unnamed French vacation town watching the activities of the people around her. So I naturally wanted to figure out what was meant by “aging”. “Miss” is defined in The American Heritage College Dictionary as “1. used as a courtesy title before the surname or full name of a girl or an unmarried woman. 2. Used as a form of
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this uncertainty when Grandmother attempts to talk to him into saving her life. He boldly responds‚ “I call myself The Misfit‚" he said‚ "because I can’t make what all I done wrong fit what all I gone through in punishment" (O’Connor 439). The reader can sense his uncertainty as of if he even realizes the horror of his profession. He’s also highly religious‚ which is what Grandmother holds onto for making herself so “good”. “The Misfit” does not truly know if he believes at all when speaking
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life through the mid-teenage problems and crises in the life of the main character and the major theme of the story reminds the readers that even the most repulsive issues which flip over every person at some episode of his life will be dispensed with in the course of life. It is through the effective narrative and storytelling that Munro conveys her points to the readers and the narrator in this story‚ who lives through the atrocious stage in her teenage life‚ presents her viewpoints in the most
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behavior is present but one is accepted by society and the other is considered atrocious. How can society decide when is permissible to kill someone? It’s all about prospective. In the novel‚ O’Connor paints a picture for the reader. According to the description the reader automatically assumes the family is good. They are a middle class family who cares for the grandmother‚ and have enough income to afford vacations. All which are looked to be good according to society standards. This is understood
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