Additionally, the structure of the poem creates a sense of
The writer and teacher, Lindsay Rosasco, creates strong diction through the use of informal word choice. Her diction style relates to her audience, who are teenagers in high school. She is trying to convince them that she is not out to get them, she just wants the best for all of them. Rosasco doesn’t use a higher level of vocabulary or more grandiose style because if she did, then teenagers could turn away from the text and she is writing like how the students talk. By doing this, she lets the readers know that she understands how they live.
This causes the speaker to eventually start reading at a fast tone, which eventually shows the urgency the author is trying to portray. As the reader reads faster and faster, one can sense the author’s frustration. While the speaker reads the poem aloud, one can sense the violence and anger the author would like to portray about the issue and how it affects them. The tone of the poem also helps to set the emotional appeal that occurs, and as the speaker reads the poem and the frustration occurs to them while reading, they can relate the Earl’s frustration.
While constructing this poem, I struggled with the diction because my writing style typically uses more sophisticated vocabulary, but I gave my best effort to imitate Reynolds’ language for the purpose of demonstrating my understanding of his novel. However, I am proud of my ability to play with the structure of this piece similar to the authors’ abnormal
Diction is an important literary device used to shape Melinda’s character and mannerism. Diction is the author’s choice of phrases to express ideas in their work. Anderson uses this to depict Melinda’s thoughts, such as,“ I grab a seat. Another wounded zebra turns and smiles at me.” The author’s word choice of “wounded zebra” communicates Melinda’s thoughts; or voice, through her clouded interpretations of her peers.
This free-flowing language usage is seen through the three stanzas, as modern and allow ease in terms of reading for
The elements that Cummings uses are designed specifically to help both the meaning and the rhythm of the poem. For example; the patterns of the poem are without punctuation and fast. Therefore creating a pulling effect on the reader. Forcing them to read without pause. This tells us that the poem is in the point of view of a child.
It appears as one large paragraph, to be read straight through. The sparing use of periods and absence of stanzas eliminates the use of a steady rhythm in the poem and limit breaks. The jarring words support the straightforward tone. Smith does not ease the reader into this emotional lifestyle but instead uses her poem as a way to throw the reader into the life of a black girl.
It also pulls the reader into her message and gets them to believe her a little more every time its written. Her use of Anaphora also complements her symbolism in her poem. It shows the growing power in her words. The confidence with in her writing is helped by these two literary devices and is completed by the last major one when she uses a synecdoche. Clifton’s use of a synecdoche is very powerful in how she applies it.
She chose to write the words as she felt her characters would talk; which makes spellchecker mad, but gives them individual personalities and the reader some intuitive insight to their
In detailing the events that led up to her change in perspective, she made note of the honeysuckle that covered the walls of the well-house, the warm sunshine that accompanied going outdoors, and the cool stream of water that she felt as she placed her hand under the spout. These details kept the reader with her in the moment as she felt something less simple, but still universal; the returning of a, “ misty consciousness as of something forgotten.” In using rich diction, she maintained a sense of intimacy with the reader which allowed her to call on personal details from her own life and theirs. Later in the passage, she described how, once the reality of language was opened to her, and she returned to the house, “every object which I touched seemed to quiver with life.” She had gone through a complete shift of perspective, one that, to her, was felt entirely through senses other than sight or sound.
The poem does not really have any kind of a rhyme scheme that I noticed. She is using personification to describe
My plan is to go to A&M University to get a degree in business because it seems interesting to know and most of my relatives work in a big business and they like it. After college I am hoping to be a product manager to be a product manager so I can make a good amount of money and make a good living. The main reason why I want to have that kind of job is because a lot of my family members work in big businesses and they enjoy it a lot and they play a big part in their company. The requirements for getting into A&M are being in the top certain percentage if your class and a certain ACT score and SAT score.
The author makes a point of incorporating inclusive diction in her piece as well which also helps strengthen the bond the reader feels with the author. It is much closer and intimate of an exchange that maters specifically to us and here’s why. This style is very effective and draws in a wider
She uses many sound patterns, all the while sticking to a fairly strict meter. An example of sound pattern used in the poem “In a Library” includes alliteration. “A precious, mouldering pleasure ‘t is… / A privilege I think,” (1 and 4).
