Right after the snowball accident, Mrs. Ramsay went over to the Dempster’s house to aid and support them. She told Dunstan and his father to not wait up for her; but Dunstan could not fall asleep. He waited until his mother came home to eavesdrop and find out what was going on. “… She came home, self-possessed and grim… I heard them talking before
The storm highlights the boy’s distrust of his father, as well as his admiration. The boy’s distrust in his father happens when they are headed home from the skiing trip and a police officer stops them because the roads were so bad. “Look. We’re talking about five, six inches. “I’ve taken this car through worse than that.” (57) The storyteller is so sure that he and his father will be caught for going past the barricades.
* The girl screamed, crying as if she saw murder. * The dog barked, running towards the fence as if she was in danger. Step Five: * Driving through the intersection, the car, a Honda Civic, crashed, its hood crumbled as if it was a piece of paper. * Looking down the ice, skating quickly into the zone, the player, Taylor Hull, scored, the fans cheered as if he scored the game winning goal of the Stanley cup finals. * Running down the street, texting on his cell phone, struggling to keep his balance, the boy, an uncoordinated thirteen year old, tripped, his arm breaking as if it was a twig.
At the beginning of “The Chase,” Dillard incorporates extensive description, both subjective and objective, in order to further indulge her audience into the exhilarating escapades of her youth. She shares her thrilling adventures of throwing snowballs at cars, which were “targets all but wrapped in red ribbons, cream puffs” traveling “slowly and evenly” down Reynolds street. In addition, she rarely uses breaks or pauses in her writing to depict feelings of intensity, excitement, and disbelief that she felt during the chase. One can vividly see when reading her story that it is meant to be perceived at an energetic and rapid pace by how she explains how they “ran through a gap,” “entered a scruffy backyard,” and “ran across Edgerton” with little to no periods between statements. Lastly, Dillard implements the use of dialogue to expand on the lesson she learned from her distinct feelings and emotions.
Finny’s personality is also reflected in Gene’s diction when Gene says how Finny had a “steadily widening grin,” when he “was driven down beneath a blizzard of snowballs.” This exemplifies Phineas’ personality because he was at his happiest when the tables were turned against him and there would be no chance of any distinct winners or losers. This again relates back to when Gene tells Finny that “[he] wouldn’t be any good in the war, even if nothing happened to [his] leg.” Likewise, Gene’s diction also alludes many times to the war. For example, while describing the snowball fight, he uses words such as “allies, betrayed, and generalship.” This shows, that in Gene’s case, the war is
Marianna Gomez 9/25/13 Period 7 Narrative Essay Pureblood Princess Yuki was playing in the snow, but then she hears a person coming. She sees a tall guy with red eyes. He tries to kidnap her, but her brother Kaname saves her. She was alone in the snow, but the thing is Yuki doesn't know Kaname is her brother because she lost her memory. Yuki is 15 now and goes to an academy.
Trapped by Michael Northrop When school closes early because of the snow coming down, Scott and his friends decide to take advantage of the extra time to work on a go-kart they've been building in shop class. But with nearly everyone else having left the school, and the snow coming down faster and faster, they realise they may have made a terrible mistake. So begins a chilling (sorry!) tale, which sees seven students struggle to hold on as the weather gets ever worse. I normally don't comment on the presentation of novels, but have to make an exception here because Trapped really is superb in that respect.
It’s very simple to fall victim to bandwagon fallacy, especially when people are young, and acting like others helps them to be a part of social network. One of the first examples that I remember from my own experience comes from my early teenage years. I was in the middle school, and my classmates decided to skip school that day. It was very nice weather outside: the sun was shining brightly and the snow was crispy and perfect for a snowball fight. Everybody was laughing and having fun and I felt like I wanted to be there with my classmates and not in the cold, obscure room with the math teacher.
Everyone easily realizes it is about the event 9/11. Another example is “A Boo Grave” with three kids dressing like they are playing a game in the Halloween which is actually an image of prison abuse in Iraq or “Dear Leader” with a boy posing in front of a carton mushroom-shaped cloud actually is an image of supreme leader Kim Jong Il of North Korea. They introduce the readers to a gallery with visual images and description. He wants to let them see how the kids have taken what they see in life through the media and incorporate it into their play, especially in an exaggerative way. Each of them is so unique to catch people’s attention from the first glance.
The important strategies that she uses are identification, surprise, and the use of emphasizing action verbs. She lets us know her point of view. Dillard expresses surprise from the beginning to the end; for example, the man gets out of the car and starts chasing the kids and then continues to chase them beyond the point most reasonable people would do so, there is no knowing what the man is simply capable of doing. “We all spread out, banged together some regular snowballs, took aim, and, when the Buick drew nigh, fired” (16) her use of action verbs in sentences are very detailed, they describe vividly a series of actions. Naming and detailing help paint a picture for the readers, making them aware of the surroundings, as if the reader had experienced the same childhood memory.