3) “Haiku,” p.653—Which line seems symbolic, like it symbolizes more than its physical meaning? How does this modern poem compare to the historic ones—are there any similarities or differences you notice? 4) “In a Station of a Metro,” p. 630—This two-line poem contains a strong metaphor. What is being compared with what? What is the irony of the image compared with the title?
This is the definition of Grandeur. Sometimes we associate it with words like “nice” or “great”. It wouldn’t be out of the ordinary if you might associate “nice” with the title of Gerard Manley Hopkins poem “God’s Grandeur”. The question is, “Is it relatable to what narrator is writing about?” In this case not so much. To better understand the poem let’s take a look at some synonyms for grandeur.
What would the poem look like? Would the meter and rhyme be regular? Who would be the speaker? How would the reader know what the situation is? What figurative language and imagery would develop the poem's theme?
4/28/13 acecontent.apexlearning.com/Live/online/eng_III_sem_2_la_2011/Unit_3/Lesson_2/Activity_63943/printables/Practice_Assignment777495.htm 10.2.6 Practice: Persuasive Speech Writing English III: American Literature (S1768371) Points possible: 50 Practice Assignment swag yolo Date: ____________ Write a persuasive speech that makes a claim about a topic that relates to freedom and equal rights. Use rhetorical tools and audience appeals. Avoid logical fallacies. Your speech should last between five and seven minutes when spoken and should have an introduction, reasoning, and a conclusion. Your speech should be written in 12-point font with 1-inch page margins.
Chapter 19: Question 2- How would you explain parallelism to someone who had never heard of it? I would state that parallelism is the most important feature of Hebrew poetry. It’s when two lines complement each other and they display parallelism thoughts rather than rhyme or sound. There are three primary types of parallelism which are synonymous, antithetic, synthetic parallelism. The synonymous involves repetition of the same thought or a similar thought.
The first thirty five lines of Satire 7 are in contrast to the rest of the poem, where for the first time Juvenal talks about an Emperor in almost complimentary terms. It is probable that the Emperor in question was Hadrian, the first ruler since Claudius to take an active interest in literature, even writing poetry himself[2]. These introductory lines, markedly different to the passage for comment, seem to have been added later[3]- either as a genuine compliment and gesture of respect, or perhaps just as an ironic statement in response to the accession of a new Emperor; maybe it is more sarcastic in tone than it would seem on first glance- akin to a panellist on a weekly political satire show saying, “Well obviously everything is going to be alright now, David Cameron is Prime Minister; nothing can go wrong,” cue lots of laughter and the rolling of eyes. The rest of Satire 7 is a scathing condemnation of the miserly behaviour of patrons, part of a wider and familiar theme in Juvenal- the criticism of warped and hypocritical economic values among the Roman elite. Similar sentiments are evident in many of Juvenal’s other Satires, particularly 1 and 5.
A Lesson Before Dying: Reading Journal You will keep a reading journal as you read A Lesson Before Dying. You will create one entry for each quarter of the book. Part 1= chpt 1-7 (to p. 58) Part 2= chpt 8-16 (to p. 124) Part 3= chpt 17-24 (to p. 194) Part 4= chpt 25-end (to p. 256, end) For each quarter of the book do the following: I. Vocabulary list: List 5-10 words with page number. Choose words that were challenging, sophisticated words, period terms, or simply words you didn’t “know” for certain.
The argument asserts that at least some interpretive statements about a poem, later applicable to other literary works as well, are and must be “underwritten” by intentional authorial meanings. The argument was furthered by an example involving two conflicting interpretive statements about a Gerard Manley Hopkins poem. Using the two opposing statements, Iseminger develops three basic premises. The first claims that both of the statements about the work were compatible with the text to which they pertained. Second, because the statements were incongruous only one of the statements was true.
He did things most wouldn't find normal. It seems as though Blake had some things against him as a romantic writer. Blakes poetry tended to to have darker meanings than most romantic writers. While that still relates to the romantic theme, Wordsworths warmer poetry might've been the reason he is remembered as the Romantic Movement founder. Wordsworth would write about things related closer to love and with a more positive message.
Structure and language Form and Structure The form of the poem seems quite conventional, laid out in four stanzas, and the poem begins by reflecting on conventionality. It is structured in two parts, however, with the first three stanzas describing romantic love before a dramatic 'volta' (turn around) in the final stanza, which uses black humour to undermine the meaning of earlier stanzas. The twist is emphasised because the third stanza has only three lines, unlike the others which have four. This means that the poem has 15 lines, only one line short of a sonnet, a form usually associated with romantic love. Perhaps the poet intends to reveal a wry humour here.