...Carl Sandburg: The Modernist Writer Modernist literature is a term applied to writings of the 20th century that was different and rejected of the 19th century styles. The Modernist writer such as Carl Sandburg, emphasized modernist characteristics by rejecting the distinction between high, low or popular culture, rejecting formal aesthetics to produce creative and spontaneity work, creating works where the reader did was not bound a fixed point of view or clear morals and impressionism and subjectivity was more present (Holman, 1972). The poem “Grass” by Carl Sandburg is very powerful but short and leaves much for the reader to ponder of how to interpret the subject as it both subjective yet sad. The theme of the poem suggests that grass is used to cover up the destruction of war and the deaths associated with it. That war after war is the same as he continues to name battles and it keeps repeating itself. In the beginning of the poem Carl writes “Pile the bodies high at Austerlitz and Waterloo” (poetryfoundation.org). These wars took place earlier in the 19th century and then later Carl goes onto mention Gettysburg, Ypres and Verdun. Which took place later in consecutive order, this symbolizes that history continues to repeat itself but man fails to recognize the death toll and bloodshed as the grass grows over all of it and then it is forgotten. He demonstrates this stating in two lines “Shovel them under and let me work” after naming each battle. That is...
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...There are executions. As much as chicago tries to stop murders chicago's rate is still high, actually one of the highest. In the poem Chicago by carl sandburg it says “ yes, it is true I have seen the gunman kill and go free”(Sandburg) This poem shows some of the crimes shadow the good things about chicago. Because he knows that people get away for many murders because of the abundance of crimes that the police have to solve but that doesn't change how the city is proud and stronger later in the poem. There are also prostitutes and seducers in chicago. In the poem chicago by carl sandburg it says “ For I have seen your painted woman under the gas lamps luring the farm boys. The Author is telling us how he has seen these “ Interactions”(Sandburg) actually go on and the tone shows how he is disappointed that this is happening, and wished it...
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...In WW1 an incredible 65 million men from 30 countries fought. After war people tend to have Post-Traumatic Stress Disorder. This makes the soldiers very sensitive and more aware of their surroundings. The stress that the war causes affect them emotionally and psychologically and forces them to change drastically. Writers protest war using imagery, irony and structure because of the danger they see or experience. In The Yellow Birds by Kevin Powers and The Things They Carried by Tim O’Brien structure is used to identify the main idea. As the speaker tells his friends about the war he describes the husks of dogs are “filled with explosives and old arty shells and the … guts … and everything sinking like metal” (Powers). The ellipses affect the...
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...Yen Tran Ex. 32-1 a. Alisa brought the injured bird home and fashioned a splint out of Popsicle sticks for its wing. b. Considered a classic of early animation, the Adventures of Prince Achmed used hand cut silhouettes against color backgrounds. c. If you complete the evaluation form and return it within two weeks, you will receive a free breakfast during your next stay. d. Correct. e. Roger had always wanted a handmade violin, but he couldn’t afford one. 1. While I was driving, a huge delivery truck ran through a red light. 2. He pushed the car beyond the tollgate and poured a bucket of water on the smoking hood. 3. Lit by bright halogen lamps, hundreds of origami birds sparkled, like diamonds in sunlight. 4. Correct. 5. Many musicians of Bach’s time played several instruments, but few mastered them as early or played with as much expression as Bach. Ex. 32-2 A. J. R. R. Tolkien finished writing his draft of The Lord of the Rings trilogy in 1949, but the first book in the series wasn’t published until 1954. B. In the first two minutes of its ascent, the space shuttle had broken the sound barrier and reached a height of over twenty-five miles. C. German shepherds can be gentle guide dogs, or they can be fierce attack dogs. D. Some former professional cyclists claim that the use of performance-enhancing drugs is widespread in cycling, and they argue that no rider can be competitive without doping. E. As an intern, I...
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...METAPHOR POEM I am #1 Directions: Write a short poem of at least 6 lines entitled, “I am #1.” Make it look like a poem but do not rhyme it – remember form is meaning. You will be creating a picture in words of yourself (imagery & metaphor). 1. What color are you? 2. What beverage represents you? 3. How do you act in a crowd? 4. What contrast describes you? 5. What chair represents you? 6. What time of day best describes you? 7. What musical instrument best describes you? EXAMPLE: I am a blue bubbling e f f e r v e s c e n t soda-pop. I stand out in the midst of people sparkling brilliantly. A bear grrrowling in the morning mirror… but a cuddly cub purrrring by evening is me. The stars twinkle and shine for me as I gently rock back and forth, back and forth on the front porch swing. My hearts beats like a drum in my chest – THRUMP, THRUMP, THRUMP, keeping time to my own beat. TWO-TONE POEM What color are you? A crazy question, perhaps. Most of us are at least two-tones. Psychologists tell us that certain colors trigger certain feelings or moods in many people. Some colors are “warm” while others are “cool.” Some colors attract attention; others blend in with their surroundings. Our own interpretation of our feelings about colors, a long with our self knowledge can be a good combination to start a “two-tone” poem. EXAMPLE: My Two Colors Part of me is brilliant yellow Lively and vivacious, Bouncy...
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...| 1 the 2 of 3 and 5 a 5 to 6 in 8 is 9 be 9 that 9 was 10 he 11 for 11 it 14 with 15 as 15 his 17 I 17 on 18 have 19 at 20 by 20 not 21 they 21 this 22 had 24 are 25 but 26 from 27 or 28 she 29 an 30 which 30 you 31 one 32 we 34 all 34 were 35 her 35 would 36 there 40 their 40 will 41 when 41 who 42 him 43 been 44 has 44 more 45 if 45 no 47 out 48 do 49 so 50 can 50 what 52 up 53 said 54 about 54 other 55 into 55 than 56 its 57 time 59 only 60 could 60 new 60 them ...
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...Junior Skill Builders Junior Skill Builders ® N E W Y O R K Copyright © 2008 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: Junior skill builders : grammar in 15 minutes a day.—1st ed. p. cm. ISBN: 978-1-57685-662-8 1. English language—Grammar—Problems, exercises, etc. 2. English language—Grammar—Examinations—Study guides. I. LearningExpress (Organization) PE1112.J86 2008 425—dc22 2008020779 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 First Edition For more information or to place an order, contact LearningExpress at: 2 Rector Street 26th Floor New York, NY 10006 Or visit us at: www.learnatest.com C O N T E N T S Introduction Pretest S E C T I O N 1 : PA R T S O F S P E E C H Lesson 1: Nouns • Understanding common, proper, concrete, abstract, collective, and compound • Review exercises of all nouns Lesson 2: Pronouns • Understanding personal, demonstrative, reflexive, intensive, indefinite pronouns • Charts of subject, object, possessive, and indefinite pronouns • Review exercises of all pronouns Lesson 3: Verbs • Understanding action, linking, and helping verbs • Chart of common helping verbs • Review exercises of all verbs Lesson 4: Verb Tenses • Understanding regular and irregular verbs • Understanding present, past, future, present perfect, past...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...cover next page > title author publisher isbn10 | asin print isbn13 ebook isbn13 language subject publication date lcc ddc subject : : : : : : : : : : : cover next page > < previous page page_i next page > Page i 1100 Words You Need to Know Fourth Edition Murray Bromberg Principal Emeritus Andrew Jackson High School, Queens, New York Melvin Gordon Reading Specialist New York City Schools . . . Invest fifteen minutes a day for forty-six weeks in order to master 920 new words and almost 200 useful idioms < previous page page_i next page > < previous page page_ii next page > Page ii © Copyright 2000 by Barron's Educational Series, Inc. Prior edition © Copyright 1993, 1987, 1971 by Barron's Educational Series, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, xerography, or any other means, or incorporated into any information retrieval system, electronic or mechanical, without the written permission of the copyright owner. All inquiries should be addressed to: Barron's Educational Series, Inc. 250 Wireless Boulevard Hauppauge, NY 11788 http://www.barronseduc.com Library of Congress Catalog Card No. 00-030344 International Standard Book Number 0-7641-1365-8 Library of Congress Cataloging-in-Publication Data Bromberg, Murray. 1100 words you need to know / Murray Bromberg, Melvin Gordon. p. cm. Includes index. ISBN 0-7641-1365-8 1. Vocabulary. I. Title: Eleven hundred words you need...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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