Both Shakespeare and Carol Ann Duffy have structural differences in their texts to show the emotional change in the characters of Othello and Miss Havisham. In Othello Shakespeare shifts from blank verse to prose to show his breakdown in emotion. In Act 1 Scene 3 Othello speaks in unrhymed iambic pentameter which shows that it is written in blank verse however in Act 4 Scene 1 Othello starts to speak in prose and from the context of his speech we could infer that he is angry. This change in from verse to prose suggests that he cannot control his emotions very well and it is easy to see what he is feeling. Shakespeare tends to write in blank verse when the character is calm and then switches to prose when there is a spin of emotion.
Through their experiences there were many comparisons to suggest but some stood out more than others; such as, how each writer grew up learning do deal with their family and their English, and on that note what they are doing now to understand how their English language as a second language affects others. The first of the differences was experiences in family life. Each of the writers had very different experiences when it comes to family. Amy Tan had a term she explained as “different English” where Richard Rodriguez had a term he explained as “family quietness”. The difference in the two is that although Amy’s mother did have a hard time speaking the language clearer that the average English speaker she was able to have a language with her family that was English but they had a certain bond with it.
As time goes on, Rodriguez realizes that he must know English to “fit in” with the society. He becomes frustrated that his parents do not know English, so they cannot help him in school. Eventually, Rodriguez pretty much forgets Spanish and has some difficulty conversing with his family, however he is still able to communicate with them. 7. As previously stated, narrative and first-hand accounts of situations allow us to further understand Rodriguez, which helps amplify the magnitude of his
The narrator explains in the first line that he “may cease to be” and rushes to include he is afraid to die “before [his] pen has glean’d [his] teeming brain”. It almost seems as though Keats was unable to fit his ideas neatly into spaced lines, with punctuation marks because he is afraid to lose valuable time while he is still living. In Longfellow’s poem, however, pauses, punctuation and composition of multiple sentences produce a relaxed tone and overall feel of the poem. The poem is filled with caesuras that decrease the entire speed of the poem. “Half of my life is gone,” the comma allows for a pause and a deep breath to continue on to say “and I have let the years slip from me”.
Prufrock says, “When I am pinned and wriggling on the wall… And how should I presume?” This line is a portrayal of Prufrock’s struggles with life. J. Alfred Prufrock, who is in a depressed state of mind, is talking about how he cannot get up, because he is constantly pinned down. The readers have an opportunity in this particular part of the poem to picture a man being pinned down, trying to get up, but not having the strength to continue. Prufrock also states, “have the strength to force the moment to its crisis? But though I have wept and fasted, wept and prayed… And in short, I was afraid.” This portion of the poem utilizes easy language to allow put together a picture in the readers’ minds.
The Haunter Imaginatively, and most pathetically, Hardy writes this plaintive and moving poem from the point of view of Emma. It is written in the first person, with her as the imaginary narrator. It is almost as if, in putting these words in the mouth of Emma (who, in the poem, sees Hardy as oblivious of her presence) Hardy is trying to reassure himself that she forgives him and continues to love him. Detailed commentary Though Hardy does not know it, Emma's phantom follows him in his meanderings, hearing, but unable to respond to, the remarks he addresses to her in his grief. When Emma was able to answer Hardy did not address her so frankly; when she expressed a wish to accompany him Hardy would become reluctant to go anywhere - but now he does wish she were with him.
Auden tells the story via third person narration. The narrator provides a commentary on the poem, showing no empathy towards her story he is usually very methodical in the way he talks about things. The narrator uses a variety of different voices, such as the voice of Miss Gee, Doctor Thomas and his wife to continue moving the story along. The use of Miss Gee’s direct speech in the sixth quatrain, along with the rhetorical question, begin to make the reader feel sorry for her. The first few stanza's of the poem are used to set up the poem.
While going through that cycle of trying to fit in his hearing gradually disappeared like sand going through the fingers of somebody’s hands. In the process of trying to fit in the hearing world he lost sight into who he really was. Taking this ASL class has literally changed my life in so many ways. This book was a reinforcement of everything I have learned and why I wanted to learn it. I am a hearing person, but that being said I have problems with my hearing.
Having one person state they are too tired to read, when they find themselves doodling instead of writing notes is not a proven fact; just one person’s observation of them self. Adler uses his personal experience as fact when in truth they are just his experiences. By marking a book Adler believes he is actively reading, and making the book an extension of himself. This again is just Adler’s personal experience with reading, and has not been proven in any scientific way. Also writing his own index is his way of experiencing a further understanding of the book.
Patrick’s College use a first-person view, showing us the subjective views of the poet. Similarly, in Looking for Alibrandi, the story also uses a first-person perspective, showing us Josie’s subjective thoughts; however, they can be prejudiced at times. She longs to be a part of a world with “sleek haircuts and upper-class privileges”. “A world where I can be accepted. Please God, let me be accepted by someone other than the underdog.” In Feliks Skrzynecki, the poet does not feel that he has a sense of belonging mainly due to his cultural heritage, while in St. Patrick’s College, the persona struggles to have a sense of belonging in his new, unfamiliar school.