Next, I used oxymoron to explain the silence in the halls of my elementary school (AP Rhetorical Devices List). I used hyperbole because it is an extravagant overstatement. I used dysphemism to negatively describe the terrorist that attacked the United States. Last but not least I used analogy to describe how the attacks impacted traveling via the
Find the first file and click on it and select the slides he wants to use and repeat the steps for the second file. Scenario 3: Tim, a college sophomore, is having trouble with a PowerPoint® presentation he e-mailed to himself from the library’s computer. When he opens the presentation, the slides transition too fast, the font changes, and the audio from each transition does not match. Tim has called the support desk to ask why this has happened and what he might do to fix the problem. I would start out letting him know I would be glade to help him and that I can help him.
. When the murderer's identity is discovered, "the professor" reveals that he has been watching the children's play all along, because they made him feel young again, and because they were using fire in some of their rituals. He gives the children the keys to the storage yard, which they had previously accessed by slipping through a loose board in the yard's fence. Although the children feel that the Egypt game cannot continue because its essential property of secrecy (or at least their perception of its secrecy) has been destroyed, the book ends with one of the children raising the possibility of a new game involving Gypsies. Snyder followed up on this possibility by writing The Gypsy Game in
Sometimes the verses rhyme, and sometimes they don’t but either way the story is told. In the book What My Mother Doesn’t Know the main character Sophie is telling the story. Page 89 reads “More or Less”/ If Dylan and I had met/ by chatting on the net/ in a room in cyberspace/ instead of face to face/ and I hadn’t seen his lips/ or the way he moves his hips/ when he does that sexy dance/ and I hadn’t had the chance/ to look into those eyes/ or be dazzled by their size/ and all that I had seen/ were his letters on my screen,/ then I might as well confess:/ I think I would have liked him/ less/(WMMDK). Though this is a poem, and in the middle of the story, it pertains to the story, and keeps the story going. I really like Sonya Sones work, I read her first novel Stop Pretending when I was in 7th grade, and loved her work.
Molly will be going over what we learned from our visit at Noble Manor. A. The first thing we learned from working with the elderly was patience. 1. We played bingo with them and many were unable to flip the cards, so we helped do that.
xxxxxxxxxxxx AP Psychology 2nd Hour 3/13/11 KaBOOM! After I received my “boom boom” card I was at first disappointed because I thought that my card wasn’t as exciting as other cards that I had glanced upon during class. But after pondering about the card for a couple of minutes I had realized that the card wasn’t necessarily designed to please me, but to the victims of my card. The card’s objective stated: Do a family chore without being asked, Revolutionize it! Do it three times in one week.
An example of a lie I personally told was one in 7th grade when my English teacher had assigned me a project that required me to read a book and make a poster with information on the book. I turned the poster into my teacher, but the poster I made was complete bullshit. I made up a book and did the poster on that, but the teacher had looked up the book and realized I lied about my project. If Stephanie Ericsson was to associate my lie with a name she stated in the essay it would most likely be an omission. Ericsson defines omission as “Telling most of the truth minus one or two key facts whose absence changes the story completely” (Ericsson 2), since I told my teacher I finished the project, but not that I didn’t do it correctly nor that I didn’t read a book.
Date: Wednesday, July 11 Times: 6-7 p.m. Location: Living room couch Subject studied: Algebra 101 Distractions: Tv sounds would distract me if it peaked my interest 2. I learned the most in my world history class junior year. The teacher did not teach in a conventional way and he was very hands on and interactive with the class. We often did activities and projects that made us think about and study the material in a way that was not the norm.
Debbie Hickenbotham Business 300 Discussion Board #1 Our discussion board assignment this week required us to find examples or images of poor grammar examples we sometime see in advertising. One image that really caught my attention was this advertisement for school. Instead of the sign reading “Enrole Now NIGHT CLASSES”, it should read “Enroll Now NIGHT CLASSES.” (“Funny Little Frog, “2010). Potential students may be reluctant to enroll in their program because such a simple misspelling may make the school look unqualified. The quality of the program may be questioned.
Intertextuality with Full Fathom Five and Ariel’s Song When I first laid my eyes on Jackson Pollock’s Full Fathom Five on my art appreciation class professor’s 40 somewhat-odd foot projector screen, all I could think to myself was, “what the hell is that?” All I saw in front of me was a block with messily painting drips of green, blue, white, black, a spit of orange here, and a spit of purple there. It looked like as if the work was done by a blindfolded five-year old. However upon further inspection (mostly further explanation by my professor) it was revealed to me that it is an intricate and exquisite combination of layering and dripping of paint transformed into a piece of art that is splitting at the seams with emotion. Painted on an unstretched canvas on Pollock’s studio floor, Full Fathom Five showcases a different yet creative style of art. From the way the streaks of paint is one single stream from one end to another, it is obvious that Pollock was trying to “promote the continuousness of line rather than the broken lines inevitable in the constant reloadings and adjustments of conventional brushwork” by placing a stick on the side of the paint can to create a beam of paint.1 He left the streams, beams, and streaks of paint with “almost infinite permutations”; Pollock made it to see that the physical way he applied the paint on the canvas greatly affected the way the paint was going to be portrayed as part of his masterpiece.2 Under the numerous layer of paint the viewer will see that it is filled with three dimensional objects - including nails, keys, coins, buttons, and cigarette butts.