...from Leaden Sieves” by Emily Dickenson tells us about nature and its experiences that beautify the life and death of humans. Nature here means seasonal weather such as winter and summer. The word “it” is symbolic, representing the speaker in this poem. This poem talks about the nature of snow and its effects on the environment: “To Stump, and Stack – and Stem – A Summer’s empty Room” (13, 14) However, this poem lurks deeper and also talks about woman’s beauty: “It powders all the wood.” (2) The author expresses a cold and gloomy tone and the mood derived from the poem is rather dark, empty and mysterious. The theme of this poem is that nature provides experiences that can beautify or discriminate the life of humans. Dickenson uses many literary devices that enhance the reader such as: Rhythm, Metaphors, Personification, Metonymy, and Rhyme which are used to emphasize nature’s beauty. The rhythm in this poem creates shifts which attract the reader’s attention to what’s happening. There is a rhythmic pattern in stanzas one and two: 7,6,8,6. This is not a coincidence because the author is trying to express change in the poem. These two stanzas are separated from the rest. Stanzas one and two prove that they are talking about one main thing: beauty of the woman as well as the snow falling on the road and mountains. The illusion in line three suggests the color and size of the snow droplets. In the first two stanzas she is doing one thing: looking at her reflection in the mirror while...
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...In each of Thomas Hardy’s poems, he uses many literary devices to express different concerns. One of the main concerns which are commonly displayed in his poems is the portrayal of death and the supernatural. Hardy often uses dark and depressing references to create the image for this concern. Hardy would also use various literary devises such as personification, similes and alliteration to get the main point across for his poems. In Tomas Hardy’s poems, “God’s Education”, “The Darkling Trush”, “The Moth Signal”, “The Phantom Horsewoman” and “Life and Death at Sunrise”, he would often use metaphors to clearly express one of his main concerns which are the portrayal of death and supernatural. Frequently in the poem, “God’ Education” which portrays a young woman dying and her love one watched her die. The obvious theme of the poem is death which assists the development of the tone. The tone of this poem is showing great sadness and lividness about her death, but most importantly, it is displaying the young man’s disappointment with God for taking the young girl’s life away. Hardy also created a tone for God which seems to be amusement. One of the first metaphors which is revealed is “I saw him steal the light away:” (V-1, L-1) When talking about the light in someone, imagine life, joy and meaning but God has apparently stole the light away from her life leaving her to be just a being without a purpose or reason. Also “That haunted in her eye:” (V-1, L-2) The light which vanished...
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...I Wandered Lonely as a Cloud William Wordsworth uses many literary devices in his poetry; especially in “I wandered Lonely as a Cloud”. In this work, Wordsworth uses personification, metaphors, and repetition. Wordsworths uses these three literary devices to get the reader interested in what he has to say . Wordsworth even shows how he feels when he uses these in a certain way. By doing these things Wordsworth begins to build a picture of his surroundings in the audience’s mind. “I Wandered as Lonely as a Cloud” becomes more than just a poem it becomes art. The first line portrays a wonderful use of personification “I wandered lonely as a cloud”(line 1) immediately creates a sense of melancholy.Wordsworth compares himself to a cloud, a cloud being lonely and wandering across the sky. He starts his poem bold by immediately making the reader wonder if he might be sad. Being compared to a cloud is like being compared to the air, a whole bundle of nothing. He makes readers understand that he is more of a serious writer “his style tends more toward an Arnoldian “High Seriousness” than toward a playful tour de force of language” (Joplin 1). Personification is used once more in the first stanza he writes of floating over hills and valleys and looking down and seeing “A host of daffodils...fluttering and dancing in the breeze”.(line 4-6 ) It starts to show that daffodils have significance to him it makes the reader wonder “why?”. When Wordsworth talks of the host or crowd of daffodils...
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...and simile H- Hyperbole Conrad used syntax, metaphor and simile and hyperbole in this passage. He used syntax to stress how the day was ending and make it more detailed. With the use of a metaphor and simile he compared the Essex marshes to a “gauzy and radiant fabric” giving the reader an idea of what the marsh may look like. With this literary device Conrad is trying to draw a picture for the reader. Lastly, Conrad uses a hyperbole to really exaggerate the gloom over the west. With the use of “somber” and “angered” he is exaggerating the gloom giving the reader an idea of to what extent the gloom is. "The idleness of a passenger, my isolation amongst all these men with whom I had no point of contact, the oily and languid sea, the uniform somberness (D) of the coast, seemed to keep me away from the truth of things, within the toil of a mournful and senseless delusion. The voice (S) of the surf heard now and then was a positive pleasure, like the speech of a brother (A). It was something natural, that had its reason, that had a meaning." D-Diction S- Symbolism A- Anthropomorphism In this passage Conrad uses the literary devices of diction, symbolism, and anthropomorphism. The word somber or “somberness” as said in this particular passage is used throughout the novel creating a repetition of diction. With this repetition of diction the reader can infer how...
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...Kitty Liu Mrs. Estrada World Lit., Per. 3 11 December 2013 Growing Up In the Environment Authors often use literary devices to make their writings more attractive. Literary devices always help readers have deeper understandings of characters and have better connections to them. Sandra Cisneros, the author of The House on Mange Street, also choses to use literary devices to give readers a clear picture of her character—Esperanza. Literary devices that she uses make this novel more infectious. Sandra Cisneros uses metaphor to emphasize the character’s struggle with growing up and employs personification to describe the character’s connection to their environments. Cisneros uses metaphor to highlight Esperanza’s struggle with growing up. Esperanza has a little sister named Nenny. As an older sister, she has the responsibility to take care of Nenny and make sure she does not play with bad children in the neighborhood. Esperanza does not have any friends her own age. She feels lonely and states, “Until then I am a red balloon, a balloon tied to an anchor” (Cisneros 9). By describing Esperanza as a red balloon, Cisneros shows the character’s attitude about growing up. She wants to socialize with girls who she can easily relate to. Cisneros shows that Esperanza does not have the freedom like a balloon. The metaphor Cisneros uses demonstrates that Esperanza’s responsibility with her family is an anchor tying her down. It stops her from going outside with friends and feeling independent...
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...Scout what she means by Mr. Tate being right. Scout replies with this statement to protect Boo, or Arthur, Radley, who in this case, is the Mockingbird. She knows that Arthur doesn’t want the attention of all of Maycomb if they find out that he killed Bob Ewell. Along with symbolism, there are allusions. One allusion occurs in the beginning of the book. “Not exactly. The Cunninghams are country folks, farmers, and the crash hit them hardest” (21). This is an allusion to the Great Depression, or what Atticus refers to as “the crash”. Here he explains that the Great Depression affected the Cunninghams the most out of all the people in Maycomb. This allusion helps give a better idea to the state the Cunninghams are in. Imagery is another device used in this book which helps visualize a situation or object. Imagery is used very often in this book, and occurs as early as Chapter one. “...The Radley place jutted into a sharp curve beyond our house. Walking south, one faced its porch, the sidewalk turned and ran beside the lot. The house was low, was once white with a deep front porch and green shutters, but had long ago darkened to the color of the slate gray yard around it..."(8). Just by this imagery, you can picture what the Radley place looked like. The descriptions of the house and yard, tells you who the house once was, but has now become. Both allusions and imagery help visualize a situation, or compare it to something else to enhance the understanding of the situation. Similes...
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...Hamlet A6 - Assignment 3 due Apr 13, 2012 - Apr 13, 2012 ENG4UZ-S-English-Gr.12-University Prep NS-Winter2012 ENG4U: English, Grade 12, University Preparation Unit 3: Values and Worldviews - Hamlet Activity 6: Chasing down Allusions in Hamlet Overview | Expectations | Content | Assignment | | Assignment Assignment 1 Complete the following assignment and submit your work to the dropbox. Complete the following chart, relating each reference or allusion given from Act III, below, to the purpose or theme of the play. Submit to the dropbox. Select another one yourself and post it to the discussion board. | If you would like to see how a close reading for allusion and other literary devices is executed, refer to the multimedia presentation “A Guided Tour of Close Reading”. | Allusion | Literal meaning | How it develops theme | Sources | I would have such a fellow whipped for o’erdoing Termagant (II,ii,14) | | | | It out herods Herod (III,ii,14) | | | | “For O, For O, the hobbyhorse is forgot” | | | | | | | | Assignment 2 Discussion Post your choice of allusion from Act III, its literal meaning, its implicit meaning and a statement about how it develops theme to the drop box. Document your sources using correct MLA notation. Enter the discussion here. Rubric View the rubric for this assignment. View the long description of the rubric for this assignment. Assignment 3 Enrichment | Why is this a play about a dead King, and an unresolved hierarchy? Document...
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...poem was written in 1978, I feel as if anyone can relate to it even in this time period. Everybody experiences discrimination at some point in their lives, and this poem teaches readers to have pride and hope in their selves in order to overcome any obstacle that comes their way. There are quite a few poetic devices in the poem I will be focusing on such as similes, metaphors, repetition and imagery. All of these devices create an overall powerful poem. Angelou incorporates several similes throughout her poem. The first simile is at the end of the first stanza, where she compares herself to dust; "But still, like dust, I'll rise." This particular simile also depicts imagery, as it creates a picture of a rising cloud of dust in his or her mind. Another simile is "Just like moons and like suns", found on the first line of the third stanza. This compares how Angelou continues to raise herself emotionally every day to stay strong, just like how the sun and the moon both rise every day no matter the circumstance. The writer's use of similes deepens the meaning of the poem by giving the reader a perceptible connection to the profound themes of the poem. The second poetic device Angelou uses in her poem are metaphors. Oil wells, gold mines, and diamonds are some of the metaphors she uses and they are known to be expensive and valuable. The writer is relating these valuables to her self-worth. She is worth just as much as everybody else, which is why she should receive just as much...
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...Texting in the millennial generation Text messaging has had a positive impact on our English language and has improved spelling and grammar for the millennial generation. This culture has appointed them inheritors of their own language (Delgado, 2014) and has prompted leaders to align themselves with the organization's vision (Kreitner & Kinicki, 2013/2014) as some educators believe that texting should be incorporated in classroom instruction. Today's college students are a part of the millennials which are also known as "the texting generation" who were born between 1982 and 2002 (NIU, 2015). They are considered the most diverse and their uniqueness and defining characteristics have been shaped by technology (Gladfelter and Friedman, 2014). Communication has become more electronic in form and experts say that children write more in this generation than they did 20 years ago because of texting and social media and most of that writing is text-speak, which is a SMS language commonly known in mobile text messaging (Merrit, 2013). A study found that texting may improve children's spelling and grammar because of using abbreviation such as 'gr8' in short for 'great', makes students think about language phonetically (Carter, 2014). According to author Judith Burns, believed that from a study shows that the most creative texters were among the best spellers (Burns, 2014). Research done with the Journal of Computer Assisted Learning discovered that the association between spelling...
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...Intellectual Property -Music and Art and Fair Use BUS311: Business Law I (BAI1414A) 4/20/2014 Philosophers have barely taken an interest in the ethics dealing with intellectual property, this despite societies continued debate over “fair use” of copyrighted materials. We justify copy and paste forgoing old set standards of how we give credit for intellectual achievement in lieu of convenience. One has to wonder as technology continues to advance and copyrighting laws become diluted that music and art available via the internet will be of any commercial value. Intellectual Property-Music and Art and Fair Use I. Intellectual Property a. What is IP? b. How has technology affected IP? c. What laws protect IP? II. Music & Art work a. How has broadband changed the music industry? b. How is it so easy to copy and paste someone else’s work? 1. Does citing a source give one the permission to use? 2. What laws govern copyright? III. Fair Use a. What is fair use? b. How does fair use fit with copyright law? c. How does the court know if a use is fair? . IV. Moving forward a. Advancing Technology vs. Copyright laws b. Artistry vs. Commercial reward What is Intellectual Property? Intellectual Property By definition intellectual property IP, is all products derived of human intellect that the law protects from unauthorized usage. Ownership creates a limited monopoly innately...
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...The World Is Flat Flattener Information Technology Essay The World Is Flat is an international bestselling book by Thomas Friedman that analyzes globalization, primarily in the early 21st century. The title is a metaphor for viewing the world as a level playing field in terms of commerce, where all competitors have an equal opportunity. Globalization became more prominent during the last decades. Friedman argues that globalization made the world smaller and flatter, allowing all countries to take chance of the available opportunities equally. As Friedman describes in “The World is Flat” there are three eras of globalization and ten flatteners which made the world smaller, making it easier to communicate and share our knowledge. This paper deals with the flattener number 2 i.e.; “When the NetScape went Public” and associated developments after 2003 till date. Background Thomas Lauren Friedman is an American journalist, columnist and author and has won the Pulitzer Prize three times. In his famous book “The World is Flat” he identifies three eras of globalization. The first era, called "Globalization 1.0",between the years 1492, when Columbus set out to discover a new trade route to the New World, and 1800, made the world fall in size from large to medium. During this period, the strength of a country was based on the number of horsepower or the number of steam engines owned, compared with other countries. The second period - "Globalization 2.0", between the years 1800 and...
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...Employment News 11 - 17 February 2012 www.employmentnews.gov.in 21 Union Public Service Commission EXAMINATION NOTICE NO. 04/2012-CSP DATED 11.02.2012 (LAST DATE FOR RECEIPT OF APPLICATIONS : 05.03.2012) CIVIL SERVICES EXAMINATION, 2012 (Commission's website - http://www.upsc.gov.in) F. No. 1/4/2011-E.I(B) : Preliminary Examination of the Civil Services Examination for recruitment to the Services and Posts mentioned below will be held by the Union Public Service Commission on 20th May, 2012 in accordance with the Rules published by the Department of Personnel & Training in the Gazette of India Extraordinary dated 4th February, 2012. (i) Indian Administrative Service. (ii) Indian Foreign Service. (iii) Indian Police Service. (iv) Indian P & T Accounts & Finance Service, Group ‘A’. (v) Indian Audit and Accounts Service, Group ‘A’. (vi) Indian Revenue Service (Customs and Central Excise), Group ‘A’. (vii) Indian Defence Accounts Service, Group ‘A’. (viii) Indian Revenue Service (I.T.), Group ‘A’. (ix) Indian Ordnance Factories Service, Group ‘A’ (Assistant Works Manager, Administration). (x) Indian Postal Service, Group ‘A’. (xi) Indian Civil Accounts Service, Group ‘A’. (xii) Indian Railway Traffic Service, Group ‘A’. (xiii) Indian Railway Accounts Service, Group 'A'. (xiv) Indian Railway Personnel Service, Group ‘A’. (xv) Post of Assistant Security Commissioner in Railway Protection Force, Group ‘A’ (xvi) Indian Defence Estates Service, Group ‘A’. (xvii) Indian Information...
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...Employment News 31 May - 6 June 2014 www.employmentnews.gov.in 21 UNION PUBLIC SERVICE COMMISSION EXAMINATION NOTICE NO. 09/2014-CSP (LAST DATE FOR RECEIPT OF APPLICATIONS : 30/06/2014) DATE :31.05.2014 CIVIL SERVICES EXAMINATION, 2014 (Commission’s website-http://upsc.gov.in) F. No. 1/5/2013-E.I(B) : Preliminary Examination of the Civil Services Examination for recruitment to the Services and Posts mentioned below will be held by the Union Public Service Commission on 24th Aug., 2014 in accordance with the Rules published by the Department of Personnel & Training in the Gazette of India Extraordinary dated 31st May, 2014. (i) Indian Administrative Service. (ii) Indian Foreign Service. (iii) Indian Police Service. (iv) Indian P & T Accounts & Finance Service, Group ‘A’. (v) Indian Audit and Accounts Service, Group ‘A’. (vi) Indian Revenue Service (Customs and Central Excise), Group ‘A’. (vii) Indian Defence Accounts Service, Group ‘A’. (viii) Indian Revenue Service (I.T.), Group ‘A’. (ix) Indian Ordnance Factories Service, Group ‘A’ (Assistant Works Manager, Administration). (x) Indian Postal Service, Group ‘A’. (xi) Indian Civil Accounts Service, Group ‘A’. (xii) Indian Railway Traffic Service, Group ‘A’. (xiii) Indian Railway Accounts Service, Group 'A'. (xiv) Indian Railway Personnel Service, Group ‘A’. (xv) Post of Assistant Security Commissioner in Railway Protection Force, Group ‘A’ (xvi) Indian Defence Estates Service, Group...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...The Unexpected Tax Consequences of "Extreme Makeover: Home Edition" Jennifer M. Nasner* TABLE OF CONTENTS 481 I. INTRODUCTION .................................................................................................. 483 FAMILY ....................................................... 1I. BACKGROUND: ONE DESERVING 485 III. UNEXPECTED CONSEQUENCES ........................................................................ 486 A. Taxability ofPrizesand Awards .............................................................. 488 B. Rental underSection 280A(g) ................................................................. 490 C . Lessee Improvements ............................................................................... 492 D . A DisguisedLease? .................................................................................. 493 Dividends ................................................................ 1. Constructive 495 2. Sale/Leaseback .................................................................................. .. ... .. ... ... .. ... .. ... 497 3. Activity Engaged in For Profit? ................................ .. .. ... ... .. .. ... ... 499 4. Does a Disguised Lease Exist Here? ............................ 499 V. LEASE V.LICENSE ............................................................................................. 501 V. C ON CLUSION ..................................................................................................... I. INTRODUCTION...
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