...important components of poetry. Sylvia Plath’s first line is a projection of the mirror providing its introduction saying, “I am silver and exact”(Plath, 1963, line 1). The mirror is the protagonist who performs a dramatic monologue about the reflections it observes throughout the days and years of its life. The mirror’s identity awakens the reader to the identity of the woman which it sees, but the mirror not only sees the woman, it becomes her. William Freedman (1993) writes, in The Monster in Plath’s “Mirror”: The woman becomes a narrating reflector of herself as mirror and of whatever passes before it. She becomes the writer who writes of the mirror in which she perceives herself and of the mirror she is (pg 156). Plath develops the character of the mirror, and the woman this mirror observes, through the personification of the mirror. Plath’s Mirror, maneuvers through figurative language, free verse form, personification, and metaphor. The primary language of Mirror is figurative. Figurative language is defined by Clugston (2010) as “the use of words in ways they are not normally used in order to create a distinct imaginative effect or impression” (10.3). “I am silver and exact. I have no preconceptions” (Plath, 1963). Generally, it is not logically accepted that a mirror would have a voice. As written in William Freedman’s, Sylvia Plath’s, “Mirror of Mirrors”(1987), “Language may not say what the speaker means (though only other language can determine or do...
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...e Poetry and Figurative Language Paper ENG/340 Mark Jones Edward Wilson June 12, 2014 Introduction Poetry has been used since time immemorial for passing information to the society. Poets have however used different stylistic devices in ensuring that their message has been passed to their intended audience. Imagery, rhymes, symbolism, among other ingredients of figurative language is among the commonly used stylistic devices that poets use. This paper seeks to identify imagery, metaphors, rhyme and structure in three specific poems and identifying the effect, which such figurative language has had on the content and the message of the poems. Robert Frost, The Road Not Taken This is a poem where the poet gives a description of how he met two diverging roads in a yellow road and took the road the road that was less travelled, a decision that brought the big difference in his life. The message presented in the poem is very moving where the poet is speaking about making a decision out of two competing situations. Imagery- the first line of the poem creates an image where the reader is taken to a yellow wood and the poet describes of the two roads at the yellow woods. In the second stanza, the poet provides an image of the grassy road that also wanted wear. This clicks an image to the reader on the condition that the poet was in and a description of the road. The poet in this piece has tried...
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...___________________ Ray Bradbury used figurative language throughout his novel to create mental pictures or images in his readers’ minds. As a result, his prose often sounds much like poetry. Part One: On notebook paper, create your own chart of poetic prose from the novel. Use blue or black ink. Do not write on the back. Skip a line between each example. To avoid using my quotes, don’t use quotes from the first fourteen pages of the novel. On line A, write the page number and the quotation. On line B, write a paraphrase of the quote. FIND FOUR OF EACH TYPE OF FIGURATIVE LANGUAGE. Place the four similes on page one, the four metaphors on page two, and the four examples of personification on page three. Part Two: Choose one of your quotes and make a visual no larger than 9 X 12 expressing its meaning. Neatly write your quote on your visual. Do not put your visual on notebook paper. A SIMILE is a figure of speech in which like or as or similar words are used to make a comparison between two basically unlike ideas. “Alex is as bright as Jason” is a comparison, not a simile. “Alex is as bright as a light bulb” is a simile. A METAPHOR is a figure of speech in which one thing is spoken of as though it were something else. Unlike a simile, a metaphor implies a comparison between two basically unlike ideas. Example: Alexander is the sunshine of my day. PERSONIFICATION is a type of figurative language in which a nonhuman subject is given human...
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...Figurative Language versus Literal Language By: Angelle Dent PHI210 Professor Carrie Prettiman January 20, 2012 The purpose of this paper is to explore the meaning and functionalities associated with figurative language versus literal language. Traditionally, figurative language, such as metaphors and idioms, have been considered derivatives from and more complex than ostensibly straightforward language. “A contemporary view is that figurative language involves the same kinds of linguistic and pragmatic operations that are used for ordinary, literal language” (Glucksberg, 1975). Figurative language is language that uses words and or expressions with a meaning that is different or a variation from the literal interpretation. Literal language, in comparison, is very direct and straightforward in approach by simply conveying facts. When a writer or author uses literal language, he or she is stating the facts as they are. Figurative language, on the other hand, is very common in poetry and verses and is used in prose and nonfiction writing using creativity and imaginative expression conveyed through personal ideas or opinions. Figurative language is often used as a literary device that many authors use to bring the reader into the actual writing. The language is written in such a way that what is being said or stated is different from the actual literal meaning of the words. Some common types of figurative languages are defined and explained below. Idiom:...
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...Annie Salinas Professor King English 1302 May 3,2012 Literary Research Paper In the late 1800’s there was a great legend made in the history of poetry. Emily Dickinson, a famous American Poet who resided in Amherst Massachusetts, was born to a successful family who was thought of highly by many members of the community. Although, her reluctance to meet and greet people and her reputation of keeping to herself, made people think of her as strange and anti-social. Dickinson studied at the Amherst Academy in Massachusetts. However, even though Dickinson did not have many relationships with friends or people, this did not stop her from making the best out of her career. As a private prolific poet, Dickson was blessed with great success dealing with her poetry. She has had about one thousand eight hundred of her poems published in her life time, including After great pain, a formal feeling comes, and I heard a Fly buzz-when I died-; two poems which Dickinson is popular for today. These two poems strongly illustrate a theme of death and dying, to assist the reader understand and analyze the depth of this theme; Dickinson uses strong symbolism, tone, and figurative language throughout her works. Dickinson’s symbolism throughout these two poems is strong and magnificent. In After great pain, a formal feeling comes the author uses many objects to symbolize feelings having to relate with the major theme of death and dying. “The nerves sit ceremonious, like Tombs” (line...
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...comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]SPEAKING AND LISTENING STANDARDS Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. [SL.8.1a,b,c,d] | Students, with scaffolding as needed: * read and actively engage in comprehending appropriately complex...
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...yMacmillan Study Companions Sharon R. Wilson-Strann POETRY FOR THE CSEC® ENGLISH B EXAMINATION Second edition Prescribed list for 2012–2017 CSEC® is a registered trademark of the Caribbean Examinations Council (CXC) POETRY FOR THE CSEC® ENGLISH B EXAMINATION is an independent publication and has not been authorised, sponsored, or otherwise approved by CXC. CSEC Study Comp Poetry 2nd Ed_2011.indd i 9/6/11 4:31 PM Macmillan Education Between Towns Road, Oxford OX4 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN: 978-0-230-41802-8 Text © Sharon R. Wilson-Strann 2011 Design and illustration © Macmillan Publishers Limited 2011 First published 2008 This edition published 2011 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them. Designed by Mike Brain Graphic Design Ltd Typeset by E Clicks Enterprise, Malaysia Cover design by Clare Webber Cover photo by Jenny Palmer The author and publishers are grateful for permission to reprint the following copyright material: Bloodaxe Books for the poem...
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...Figurative language versus literal language Jordan Clemons Critical Thinking 210 Dr. McGeehan 11/01/2013 Abstract Language and the way it is used today can be misconstrued, misused, often leading to the misjudgment of someone or something’s character. When we factor in popular slang, slang abbreviations, and other choice words, it seems fairly easy to be judgmental of certain people who use this variety of language on a daily basis. Older words that have been “Grandfathered” into the English language are becoming more obsolete by the minute, and the fact that they are not being used commonly makes an argument for English scholars of old in comparison to these modern day English teachers. This paper will explore ten words that are not commonly used in today’s conversations or taught in today’s English classes. Figurative language versus literal language Idiom – a group of words established by usage as having a meaning not deducible from those of the individual words. An idiom can be confused for a metaphor, if used in certain ways. I watch a lot of sports and one idiom that is commonly in most sports is that a certain player or team is playing with a “chip on their shoulders”. Playing with a chip on your shoulder, means that you are trying to make a statement with your play, it also means that you think that you know a lot. Idioms are used to enhance and make whatever the topic of discussion is more colorful and relatable. Idioms...
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...of Moldova State Pedagogical University “Ion Creangă” Foreign Languages and Literature Faculty English Philology Department DIPLOMA PAPER Figurative Language, Language Shaped by Imagination in Katherine Mansfield’s Short Stories Submitted by: the 4th year student Paşcaneanu Mariana Group 404 Scientific adviser: Tataru Nina Senior Lecturer Chişinău 2012 Contents INTRODUCTION 2 CHAPTER I: SHORT STORY AS A FORM OF FICTION 5 I.1.Common Characteristics of a Short Story as a Form of Fiction. Its Plot and Structure. 5 I.2. Figurative Language. Definition. Function. 9 I.3. Imagery – Language that Appeals to the Senses 11 I.3.1. Simile, Metaphor and Personification. 13 1.3.2. Symbol and Symbolism. 26 I.3.3 Allegory. 30 CHAPTER II: LANGUAGE SHAPED BY IMAGINATION IN K. MANSFIELD’S SHORT STORIES 36 II.1. Figurative Language, Symbolism and Theme in "Her First Ball": 37 II.2. Katherine Mansfield – Techniques and Effects in A Cup of Tea. 41 II.3. Literary Colloquial Style in “Miss Brill” by K. Mansfield. 49 II.3.1. Lexical features—Vague Words and Expressions 49 II.3.2 Syntactical and Morphological Features 52 II.3.3 Phonological Schemes of the Figures of Speech 55 II.4. Simplifying Figurative Language in K.Mansfield’s Short Stories 60 CONCLUSION 64 BIBLIOGRAPHY 66 APPENDIX 70 INTRODUCTION Figurative Language is the use of words that go beyond their ordinary meaning. It requires...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...nforeman@nvcc.edu Office: CN 128 E Office Hours: Mondays, Wednesdays- 7:20-7:50 am, 4:30-5:00 pm*; Tuesdays, Thursdays- 1:00-2:30 *I will also be available by appointment with 24 hours notice. Required Texts: Literature: Reading Reacting, Writing Required Materials: • Loose leaf paper • Folder or 3-ring notebook for class and reading notes • A composition or spiral-bound notebook (one subject only, please) for a journal • Writing Utensils (pens, pencils, and highlighters) • Disk or USB port • A good pocket dictionary Method of Instruction: Your participation in this class is essential to your success. You will be asked to engage the text, your peers' ideas, and the writing of others in this class. Does the conclusion of the writer you are reading necessarily correlate with the evidence presented? Be aware that when you present your own evidence you must be logical, as well. Course Description: English 125 is an introduction to literature. Students will be responsible for reading the texts critically and offer contributions based on textual evidence of patterns using proper literary terms. This is a writing intensive course; therefore, you will be responsible for inventing, drafting, and revising multiple papers varying in length from short reader responses to longer essays. I expect that because you have already taken English 111 you will know how to devise a formal argument based on evidence, so you will not be allowed to leave behind what you already know about college-level writing...
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...Literature: A Reflection of Life Phase 5 Individual Project February 11, 2014 As defined by thefreedictionary.com, literature is “Imaginative or creative writing, especially of recognized artistic value” literature. (n.d.), now many could say that literature is anything that is printed on paper so it could be coupons, flyers, an invoice, a novel, a poem; however I am of those that believe like the definition above that literature is an art. Throughout this class “Literature: A Reflection of Life”, I have learned to study, examine and dissect literary art to search for its deepest treasures and meanings. The first literary art studied was short stories and we were given the following tools to analyze it: setting, characters, point of view, plot, symbolism, themes, tone and irony. Setting could be further divided into two types: physical and chronological setting. The physical setting as the name implies is the place where the story takes place. For example in the story “Trifles” the setting takes place in a kitchen as describe by the author “The kitchen in the now abandoned farmhouse of John Wright, a gloomy kitchen, and left without having been put in order — unwashed pans under the sink, a loaf of bread outside the breadbox, a dish towel on the table — other signs of incompleted work” Meyer, M. (2011), this specific description of the physical setting creates the ambience or the atmosphere for the rest of the story to develop upon. On the other hand chronological...
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...DEPARTMENT OF ENGLISH AND FOREIGN LANGUAGES AND LITERATURE College of Arts and Sciences San Beda College COURSESYLLABUS First Semester, AY2014-2015 San Beda College, a Catholic educational institution, is committed to the Christian formation of the Bedan Community as its service to the Church, the Philippine society, and the world. Vision : San Beda College envisions a community that is Fully Human, Wholly Christian, Truly Filipino, and Globally Competitive. Mission : San Beda College aims to form its members in Faith, Knowledge, and Virtue Core Values : Inculcate in the students the Benedictine core values of Study, Community, and Pursuit of Peace ____________________________________________________________________________________________________________________________________ ____________________________________________ Course Title Course Code Pre- requisite Credits : : : : World Literature Lit 02 Lit 01 3 Units Vision-Mission Statement : Instructor : Email : Office : Consultation Hours: MWF Venue : Consultation Rm. I. Course Description: Socorro D. De Jesus, Ph.D. Associate Professor 1 socorro_dejesus@hotmail.com General Education Faculty Rm, 2 nd floor, St. Anselm's Building 1 The course will introduce students to the writings of persons from selected countries across the different continents of the world. Students will gain an understanding of literary concepts to be able to interpret, analyze and evaluate various genres. Furthermore, students will have the opportunity...
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...time writing poetry and letters so that is where the descriptive comes from and that is what works best for me. For example, I enjoy reading this kind of work just for enjoyment so it is often how I write on a daily basis. Throughout the narrative portion of writing I like to tell a story. I enjoy expressing my thoughts. Furthermore, I tend to use more adjectives and adverbs as well as figurative language and imagery, to create detail that allows the reader to envision the scenery and events in their minds. I learned that by using this process it allows me to get my point across easier for I and the reader to grasp the concept of what I am discussing at the time. I have tried other writing styles as well, others such as persuasive writing don’t work for me because with real life experiences I am never trying to persuade someone to purchase or do anything. First semester and throughout the second semester I have noticed a lot of improvement in my writing. For example, I have understood the importance of keeping my reader interested in what I am talking about from beginning to end and also allowing it to flow and by that I simply learned to not make my essay or paper choppy, I break up the different arguments or points that I am trying to get across in subtopics and that makes my work easier to understand and read. As far as critical thinking I simply make my judgments clear and well thought out. I know that I was not always this way when it came to writing papers; I often jumped...
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...English 175-‐02: Introduction to Literary Genres Instructor: Aaron Schab aschab@uidaho.edu 209 Brink Hall Department of English University of Idaho Course Meets: Life Sciences South 163 Monday/Wednesday/Friday 9:30 am – 10:20 am January 9, 2013 – May 10, 2013 Course Description In this class, we will learn about the basic conventions and terms used to understand and discuss the three major genres of literature: fiction, poetry, and drama. This class will help you understand the sometimes baffling world of literature, and is intended to provide the general student with basic experience in literary analysis. Additionally, I hope this class will lead you to a lifelong appreciation for (and engagement with) reading literature. Although this class features extensive reading and writing, it is not necessary for you to be a bookworm or a writing superstar to succeed in this class – if you ...
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