The document contains a poem titled "Telephone Conversation" by Wole Soyinka. It describes a phone call between a man and a landlady, in which the landlady asks inappropriate questions about the man's race and skin color when inquiring about renting a property. The man responds with humor and metaphor to deflect the landlady's questions, comparing his skin tone to foods like "plain or milk chocolate" and describing how friction has lightened or darkened parts of his skin to different tones.
The story follows a teenage boy in 1930s Philippines who buys pandesal (bread of salt) every morning from a bakery near the house of his classmate Aida, of whom he has grown fond. He joins a private band in hopes of earning money to buy Aida a gift. However, during a performance, he embarrasses himself in front of Aida. Humiliated, he realizes he is still too immature to face reality, like the pandesal that is not yet ready in the bakery. The story explores themes of young love across social classes and the boy's coming of age.
Prose is written language without a formal rhyme or verse structure, while poetry uses formal patterns of verse. Prose uses sentences as its basic unit rather than lines. It does not use line breaks in writing. Some key elements of stories are characters, the setting which is when and where the story takes place, the plot which is the sequence of events, the point of view of the narrator, the theme or message of the story, and the mood or feeling created by the author.
This document provides an overview of prose and poetry as literary genres. It defines prose as everyday written language that flows like conversation. Prose is divided into fiction, like short stories and novels, and non-fiction works based on facts such as essays. Poetry is defined as written verse using techniques like rhyme and meter. Poetry genres include lyric poetry, narrative poetry which tells a story, and dramatic poetry using dramatic forms. The document provides examples and definitions of different types within each genre.
Knowing the critic's specific purpose may be to make value judgments on a work, to explain his or her interpretation of the work, or to provide other readers with relevant historical or biographical information and the critic's general purpose, in most cases that is to enrich the reader's understanding of the literary work presented.
This document provides an overview of speech choirs, including what they are, their history, and key elements. Speech choirs are performance groups that recite speeches, poems, or other literary works in unison, often with choreography and costumes. The document discusses the two main types of speech choirs and lists the typical components like members, pieces, choreography, costuming, and voice qualities. It provides tips for conducting a speech choir, such as teaching pronunciation, stress, and intonation. The goal is for members to feel and clearly deliver the piece with the intent of being understood by the audience.
Philippine Literature during the Precolonial Periods. moralejo
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Being a critical reader also involves understanding that texts are always developed with a certain context. A text is neither written nor read in a vacuum;
its meaning and interpretation are affected by a given set of circumstances.
Creative writing differs from technical writing in several key ways. Creative writing is fictional in nature, such as poetry, novels and short stories, and allows for more personal expression and imagination. It does not need to adhere to strict guidelines. Technical writing conveys factual information to a specific audience for a specific purpose in an objective manner according to guidelines. Creative writing aims to entertain through techniques like character development and vivid descriptions that engage the senses, while technical writing focuses on informing through specialized vocabulary and facts.
The story follows a teenage boy in 1930s Philippines who buys pandesal (bread of salt) every morning from a bakery near the house of his classmate Aida, of whom he has grown fond. He joins a private band in hopes of earning money to buy Aida a gift. However, during a performance, he embarrasses himself in front of Aida. Humiliated, he realizes he is still too immature to face reality, like the pandesal that is not yet ready in the bakery. The story explores themes of young love across social classes and the boy's coming of age.
Prose is written language without a formal rhyme or verse structure, while poetry uses formal patterns of verse. Prose uses sentences as its basic unit rather than lines. It does not use line breaks in writing. Some key elements of stories are characters, the setting which is when and where the story takes place, the plot which is the sequence of events, the point of view of the narrator, the theme or message of the story, and the mood or feeling created by the author.
This document provides an overview of prose and poetry as literary genres. It defines prose as everyday written language that flows like conversation. Prose is divided into fiction, like short stories and novels, and non-fiction works based on facts such as essays. Poetry is defined as written verse using techniques like rhyme and meter. Poetry genres include lyric poetry, narrative poetry which tells a story, and dramatic poetry using dramatic forms. The document provides examples and definitions of different types within each genre.
Knowing the critic's specific purpose may be to make value judgments on a work, to explain his or her interpretation of the work, or to provide other readers with relevant historical or biographical information and the critic's general purpose, in most cases that is to enrich the reader's understanding of the literary work presented.
This document provides an overview of speech choirs, including what they are, their history, and key elements. Speech choirs are performance groups that recite speeches, poems, or other literary works in unison, often with choreography and costumes. The document discusses the two main types of speech choirs and lists the typical components like members, pieces, choreography, costuming, and voice qualities. It provides tips for conducting a speech choir, such as teaching pronunciation, stress, and intonation. The goal is for members to feel and clearly deliver the piece with the intent of being understood by the audience.
Philippine Literature during the Precolonial Periods. moralejo
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Being a critical reader also involves understanding that texts are always developed with a certain context. A text is neither written nor read in a vacuum;
its meaning and interpretation are affected by a given set of circumstances.
Creative writing differs from technical writing in several key ways. Creative writing is fictional in nature, such as poetry, novels and short stories, and allows for more personal expression and imagination. It does not need to adhere to strict guidelines. Technical writing conveys factual information to a specific audience for a specific purpose in an objective manner according to guidelines. Creative writing aims to entertain through techniques like character development and vivid descriptions that engage the senses, while technical writing focuses on informing through specialized vocabulary and facts.
The key elements of poetry include rhythm, meter, stanza, rhyme, rhyme scheme, theme, symbolism, and imagery. Rhythm refers to the stressed and unstressed syllables that create musicality. Meter is the basic structural pattern of syllables in each line. A poem is organized into stanzas of lines that have a consistent meter or rhyme pattern. Rhyme is the repetition of similar sounds within the poem. The rhyme scheme establishes the pattern of rhyming lines. A poem's theme conveys its central idea. Symbolism and imagery allow poets to represent ideas in a non-direct manner that engages the senses.
This document provides biographical information about Alejandro Reyes Roces, a prominent Filipino author. It discusses that he was born in 1924 in Manila, served as Secretary of Education from 1961-1965, and was known for his short stories. The document also shares details about Roces' education and career as a writer, columnist, and government official. It presents an excerpt from one of his short stories called "We Filipinos Are Mild Drinkers" that describes an interaction between the narrator and an American soldier in the Philippines after World War II.
The document discusses the purpose and structure of an entertainment speech. An entertainment speech aims to amuse an audience rather than inform or persuade. It often uses humor, jokes, and anecdotes. To prepare, a speaker should know their audience, learn from experienced speakers, and understand techniques for incorporating humor. An effective entertainment speech introduces the topic in an amusing way, includes jokes and witty comments to engage the audience in the body, and concludes with a creative restatement of the thesis.
There are 3 types of claims: claims of fact, which assert something exists/existed/will exist and can be proven true or false; claims of value, which make judgments about whether something is good/bad; and claims of policy, which assert what should/should not be done. Claims state positions, not questions, and are made against the status quo. The type of claim determines the focus and structure of the argument.
2. The Elements of Drama
The elements of drama, by which dramatic works can be analyzed and evaluated, can be categorized into three major areas:
- literary element
- technical Element
- performance element
3. Aristotle’s Six Elements of Drama--Literary Elements--
4. plot
5. theme
6. character
7. dialogue
8. music/rythm and spectacle
9. Elements of Drama in The Modern Theater
--Literary Elements--
10. convention, genre, audience
11. --Technical Elements--
12. scenery set, costume and properties
13. light, sound and make up
14. --Performance Elements--
15. acting, character motivation, character analysis and empathy
17. conclusion
Manuel E. Arguilla was a writer from La Union who wrote the short story "How My Brother Leon Brought Home a Wife". The story follows Baldo as he accompanies his brother Leon and new sister-in-law Maria on their journey home. Upon arriving, they discover that their father is upset with Leon for bringing home a wife from the city without his permission. Arguilla went on to study at the University of the Philippines and secretly organized against the Japanese during their occupation before being captured and executed at age 33.
Creative non-fiction is a genre that uses storytelling techniques to deliver factual information in an engaging way. It requires the research skills of journalism combined with the narrative skills of fiction writing. By making information vivid and emotional, creative non-fiction aims to give readers a deeper understanding than just presenting verifiable facts. Examples show how it uses vivid language, emotions, and the reader's imagination to stimulate thought and arrive at larger truths beyond mere facts. Creative non-fiction has applications in history, travel writing, profiles, memoirs, journalism, and even business where storytelling can be persuasive.
This document provides a plot analysis of O. Henry's short story "Last Leaf" in 5 parts: exposition, rising action, climax, falling action, and resolution. It introduces the main characters of Sue, Johnsy, and Mr. Behrman, and summarizes the key events of the story, including Johnsy believing she will die when the last ivy leaf falls, Sue and Behrman working to save her, and the resolution where Behrman sacrifices himself for Johnsy.
This document provides a detailed lesson plan for a 9th grade English class on Anglo-American literature. The plan covers figures of speech through classroom activities including identifying figures of speech in sample sentences, grouping common meanings for literal and figurative words, presenting on 15 figures of speech, and applying them through group activities like composing poems, songs, and role plays. Students will also complete individual assignments to identify figures of speech and research drama.
Edith L. Tiempo was a Filipino writer known for her poems and fiction works written in English. She was born in 1919 in Bayombong, Nueva Viscaya. Tiempo received the National Artist Award for Literature in 1999 for her intricate poems that explored significant experiences. Together with her husband, she founded the influential Silliman National Writers Workshop in 1962, which has produced many of the Philippines' best writers.
1. This document discusses identifying explicit and implicit claims made in written texts. It provides examples of claims of fact ("The oldest known disease in the world is leprosy"), claims of policy ("The death penalty does not deter crime"), and claims of value ("It is wrong to use social media to bully people").
2. The document then provides a knowledge test asking the reader to identify 10 statements as claims of fact, value, or policy. It concludes by crediting several sources for the information presented.
The document outlines a play set in 1930s Philippines that follows a boy who has affection for a girl named Aida. It describes the main characters and several scenes: 1) The boy buys bread at a bakeshop and passes Aida's house, 2) At school, he is invited to join a band and learns Aida will be away for Christmas, 3) At a school party, the band is hired to play at Aida's house for a surprise party, 4) At the party, Aida plays the harp and the boy stuffs himself with food, 5) After Aida offers to wrap him food, his affection disappears and he throws the food away, 6) The party ends and the boy
Readers theater is a technique where readers read parts from a script aloud to an audience without memorization or blocking. It focuses on expressive reading to help audiences understand and enjoy the story. There must be at least two readers - one to read character lines and another to read narration. An engaging readers theater presentation varies the readers' voices and keeps the audience interested so they can imagine what is happening. Chamber theater is similar but allows some movement and memorization. It uses narrative works adapted for stage with a narrator and actors having dual roles of interacting characters and narrators.
The commercial uses humor and stereotypes to associate the Mercedes Benz car with luxury, status and beauty.
9. How effective was the commercial in
getting its message across using humor
and stereotypes? Justify your answer.
10. Do you think humor and stereotypes
should be used in advertising? Why/Why
not? Justify your answer.
The document contains a daily prayer and reminders for health and safety protocols for students returning to school. It includes guidelines such as wearing a mask, maintaining social distancing, bringing personal belongings and food, and participating in handwashing. The prayer asks God for guidance and protection as the students learn and interact with each other.
Philippine Literature During Spanish ColonizationVenus Carbonel
1. Spanish colonization of the Philippines began in 1565 under Miguel Lopez de Legazpi.
2. During this period, Spanish missionaries introduced Christianity and the Roman alphabet, replacing the indigenous writing system. They also established the Spanish language as the literary language.
3. Some of the earliest and most significant works published in the Philippines included religious texts in local languages translating Catholic doctrines, as well as dictionaries, grammars and folk songs that helped preserve local cultures in writing.
This document discusses formalism, also known as New Criticism, which is a literary theory that focuses exclusively on analyzing the literal elements within a text without consideration of external contexts like the author's biography. It examines the relationship between a text's form and content. The document also provides a glossary of major formalist literary terms used to analyze elements like characters, imagery, plot, point of view, setting, and theme.
The document discusses the difference between facts and opinions. It provides examples of facts, such as "Pizza is a type of food" and "Mount St. Helens erupted in 1980", which can be proven true or false. In contrast, opinions express personal beliefs that cannot be proven, like "Pepperoni pizza is delicious" and "Everyone should visit Mount St. Helens." The document emphasizes the importance of distinguishing facts from opinions to make intelligent judgements. It then provides a practice activity where readers determine whether sentences describe facts or opinions.
Sensory imagery is a literary device writers employ to engage a reader's mind on multiple levels. Sensory imagery explores the five human senses: sight, sound, taste, touch, and smell.
Hello! Kindly click like button if the article/presentation is helpful. Thank you :)
The document contains several short stories and poems from Korean and other East Asian folklore traditions:
- The first story describes a Korean folktale about a woodcutter who convinces a tiger not to eat him by claiming the tiger is his long lost brother, sparing his life. In subsequent years, offerings appear at the woodcutter's mother's grave on her memorial day from the tiger.
- The second section contains three short poems or passages about wine, a tree, and pomegranates.
- The last story describes a man helping his elderly father use the bathroom, comforting him with gentle words, as the father's body was failing with age but his mind remained sharp.
- The speaker, an African man, is looking to rent a room from a landlady over the phone. When asked about his race, the conversation takes an uncomfortable turn as the landlady asks "how dark" he is and whether he is "light or very dark." The speaker tries to deflect by comparing his skin tone to types of chocolate. Frustrated by her lack of understanding, he humorously describes different parts of his body as different shades to show the complexity of race.
The key elements of poetry include rhythm, meter, stanza, rhyme, rhyme scheme, theme, symbolism, and imagery. Rhythm refers to the stressed and unstressed syllables that create musicality. Meter is the basic structural pattern of syllables in each line. A poem is organized into stanzas of lines that have a consistent meter or rhyme pattern. Rhyme is the repetition of similar sounds within the poem. The rhyme scheme establishes the pattern of rhyming lines. A poem's theme conveys its central idea. Symbolism and imagery allow poets to represent ideas in a non-direct manner that engages the senses.
This document provides biographical information about Alejandro Reyes Roces, a prominent Filipino author. It discusses that he was born in 1924 in Manila, served as Secretary of Education from 1961-1965, and was known for his short stories. The document also shares details about Roces' education and career as a writer, columnist, and government official. It presents an excerpt from one of his short stories called "We Filipinos Are Mild Drinkers" that describes an interaction between the narrator and an American soldier in the Philippines after World War II.
The document discusses the purpose and structure of an entertainment speech. An entertainment speech aims to amuse an audience rather than inform or persuade. It often uses humor, jokes, and anecdotes. To prepare, a speaker should know their audience, learn from experienced speakers, and understand techniques for incorporating humor. An effective entertainment speech introduces the topic in an amusing way, includes jokes and witty comments to engage the audience in the body, and concludes with a creative restatement of the thesis.
There are 3 types of claims: claims of fact, which assert something exists/existed/will exist and can be proven true or false; claims of value, which make judgments about whether something is good/bad; and claims of policy, which assert what should/should not be done. Claims state positions, not questions, and are made against the status quo. The type of claim determines the focus and structure of the argument.
2. The Elements of Drama
The elements of drama, by which dramatic works can be analyzed and evaluated, can be categorized into three major areas:
- literary element
- technical Element
- performance element
3. Aristotle’s Six Elements of Drama--Literary Elements--
4. plot
5. theme
6. character
7. dialogue
8. music/rythm and spectacle
9. Elements of Drama in The Modern Theater
--Literary Elements--
10. convention, genre, audience
11. --Technical Elements--
12. scenery set, costume and properties
13. light, sound and make up
14. --Performance Elements--
15. acting, character motivation, character analysis and empathy
17. conclusion
Manuel E. Arguilla was a writer from La Union who wrote the short story "How My Brother Leon Brought Home a Wife". The story follows Baldo as he accompanies his brother Leon and new sister-in-law Maria on their journey home. Upon arriving, they discover that their father is upset with Leon for bringing home a wife from the city without his permission. Arguilla went on to study at the University of the Philippines and secretly organized against the Japanese during their occupation before being captured and executed at age 33.
Creative non-fiction is a genre that uses storytelling techniques to deliver factual information in an engaging way. It requires the research skills of journalism combined with the narrative skills of fiction writing. By making information vivid and emotional, creative non-fiction aims to give readers a deeper understanding than just presenting verifiable facts. Examples show how it uses vivid language, emotions, and the reader's imagination to stimulate thought and arrive at larger truths beyond mere facts. Creative non-fiction has applications in history, travel writing, profiles, memoirs, journalism, and even business where storytelling can be persuasive.
This document provides a plot analysis of O. Henry's short story "Last Leaf" in 5 parts: exposition, rising action, climax, falling action, and resolution. It introduces the main characters of Sue, Johnsy, and Mr. Behrman, and summarizes the key events of the story, including Johnsy believing she will die when the last ivy leaf falls, Sue and Behrman working to save her, and the resolution where Behrman sacrifices himself for Johnsy.
This document provides a detailed lesson plan for a 9th grade English class on Anglo-American literature. The plan covers figures of speech through classroom activities including identifying figures of speech in sample sentences, grouping common meanings for literal and figurative words, presenting on 15 figures of speech, and applying them through group activities like composing poems, songs, and role plays. Students will also complete individual assignments to identify figures of speech and research drama.
Edith L. Tiempo was a Filipino writer known for her poems and fiction works written in English. She was born in 1919 in Bayombong, Nueva Viscaya. Tiempo received the National Artist Award for Literature in 1999 for her intricate poems that explored significant experiences. Together with her husband, she founded the influential Silliman National Writers Workshop in 1962, which has produced many of the Philippines' best writers.
1. This document discusses identifying explicit and implicit claims made in written texts. It provides examples of claims of fact ("The oldest known disease in the world is leprosy"), claims of policy ("The death penalty does not deter crime"), and claims of value ("It is wrong to use social media to bully people").
2. The document then provides a knowledge test asking the reader to identify 10 statements as claims of fact, value, or policy. It concludes by crediting several sources for the information presented.
The document outlines a play set in 1930s Philippines that follows a boy who has affection for a girl named Aida. It describes the main characters and several scenes: 1) The boy buys bread at a bakeshop and passes Aida's house, 2) At school, he is invited to join a band and learns Aida will be away for Christmas, 3) At a school party, the band is hired to play at Aida's house for a surprise party, 4) At the party, Aida plays the harp and the boy stuffs himself with food, 5) After Aida offers to wrap him food, his affection disappears and he throws the food away, 6) The party ends and the boy
Readers theater is a technique where readers read parts from a script aloud to an audience without memorization or blocking. It focuses on expressive reading to help audiences understand and enjoy the story. There must be at least two readers - one to read character lines and another to read narration. An engaging readers theater presentation varies the readers' voices and keeps the audience interested so they can imagine what is happening. Chamber theater is similar but allows some movement and memorization. It uses narrative works adapted for stage with a narrator and actors having dual roles of interacting characters and narrators.
The commercial uses humor and stereotypes to associate the Mercedes Benz car with luxury, status and beauty.
9. How effective was the commercial in
getting its message across using humor
and stereotypes? Justify your answer.
10. Do you think humor and stereotypes
should be used in advertising? Why/Why
not? Justify your answer.
The document contains a daily prayer and reminders for health and safety protocols for students returning to school. It includes guidelines such as wearing a mask, maintaining social distancing, bringing personal belongings and food, and participating in handwashing. The prayer asks God for guidance and protection as the students learn and interact with each other.
Philippine Literature During Spanish ColonizationVenus Carbonel
1. Spanish colonization of the Philippines began in 1565 under Miguel Lopez de Legazpi.
2. During this period, Spanish missionaries introduced Christianity and the Roman alphabet, replacing the indigenous writing system. They also established the Spanish language as the literary language.
3. Some of the earliest and most significant works published in the Philippines included religious texts in local languages translating Catholic doctrines, as well as dictionaries, grammars and folk songs that helped preserve local cultures in writing.
This document discusses formalism, also known as New Criticism, which is a literary theory that focuses exclusively on analyzing the literal elements within a text without consideration of external contexts like the author's biography. It examines the relationship between a text's form and content. The document also provides a glossary of major formalist literary terms used to analyze elements like characters, imagery, plot, point of view, setting, and theme.
The document discusses the difference between facts and opinions. It provides examples of facts, such as "Pizza is a type of food" and "Mount St. Helens erupted in 1980", which can be proven true or false. In contrast, opinions express personal beliefs that cannot be proven, like "Pepperoni pizza is delicious" and "Everyone should visit Mount St. Helens." The document emphasizes the importance of distinguishing facts from opinions to make intelligent judgements. It then provides a practice activity where readers determine whether sentences describe facts or opinions.
Sensory imagery is a literary device writers employ to engage a reader's mind on multiple levels. Sensory imagery explores the five human senses: sight, sound, taste, touch, and smell.
Hello! Kindly click like button if the article/presentation is helpful. Thank you :)
The document contains several short stories and poems from Korean and other East Asian folklore traditions:
- The first story describes a Korean folktale about a woodcutter who convinces a tiger not to eat him by claiming the tiger is his long lost brother, sparing his life. In subsequent years, offerings appear at the woodcutter's mother's grave on her memorial day from the tiger.
- The second section contains three short poems or passages about wine, a tree, and pomegranates.
- The last story describes a man helping his elderly father use the bathroom, comforting him with gentle words, as the father's body was failing with age but his mind remained sharp.
- The speaker, an African man, is looking to rent a room from a landlady over the phone. When asked about his race, the conversation takes an uncomfortable turn as the landlady asks "how dark" he is and whether he is "light or very dark." The speaker tries to deflect by comparing his skin tone to types of chocolate. Frustrated by her lack of understanding, he humorously describes different parts of his body as different shades to show the complexity of race.
This document contains a summary of a telephonic conversation poem by Wole Soyinka. It discusses how the speaker, a dark-skinned West African man, has a phone call with a landlady about renting an apartment. The landlady, trying to be polite, repeatedly asks about the color of the speaker's skin in indirect ways. The speaker uses irony and humor to point out the landlady's thinly veiled racism. The document provides context about the author, poem, and topic being discussed in a literature class.
This poem is a satirical conversation between a black man and a white landlady. The landlady refuses to rent an apartment to the man based on his race, asking intrusive questions about how dark his skin is. Through irony and symbolism, the poem critiques the social evil of racial prejudice and highlights the landlady's ignorance and shallow judgments based on skin color alone. It uses the lyrical retelling of the phone call to ridicule racist attitudes and assumptions during the 20th century.
The poem depicts an interaction between a Nigerian man searching for an apartment and a potential landlady. Through their telephone conversation, the landlady focuses solely on discussing the man's skin color rather than apartment details. The man responds with wit and subtle irony to highlight the absurdity of her racism. While appearing polite, the landlady is revealed to be shallowly judging the man based on his race alone. The man's intelligence shown through his vocabulary contrasts with the savage stereotype the landlady assumes based on his skin color.
The Highwayman and Annabel Lee: Forms and Structuresamyjmcmillan
This document provides information about two poems: "The Highwayman" by Alfred Noyes and "Annabel Lee" by Edgar Allan Poe. It includes background on highwaymen, an analysis of the form and structure of "The Highwayman," and definitions of poetic devices used in both poems like metaphor, simile, and symbolism. Key details about the poems are analyzed through questions about rhyme schemes, themes, and literary techniques.
This summary provides the key details from the document in 3 sentences:
The poem describes a journey through different circles of hell, with references to figures like Dante and Poe. It mentions demons cheering and treating all souls the same as they are lashed with fire and have their sins peeled away. The poem was written by Hesam Hozori at 2:30 am on September 4, 2016.
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
1
P e b La H e
T e Ne S ea R e
By Langston Hughes (1921)
I e kno n i e :
I e kno n i e ancien a he o ld and olde han he flo of h man blood in h man ein .
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.
I built my hut near the Congo and it lulled me to sleep.
I looked upon the Nile and raised the pyramids above it.
I heard the singing of the Mississippi when Abe Lincoln en do n o Ne O lean , and I e een
its muddy bosom turn all golden in the sunset.
I e kno n i e :
Ancient, dusky rivers.
My soul has grown deep like the rivers.
https://www.poetryfoundation.org/poets/langston-hughes
2
M e S
By Langston Hughes (1922)
Well, on, I ll ell o :
Life fo me ain been no c al ai .
I had ack in i ,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I e been a-climbin on,
And eachin landin ,
And nin co ne ,
And ome ime goin in he da k
Whe e he e ain been no ligh .
So bo , don o n back.
Don o e do n on he e
Ca e o find i kinde ha d.
Don o fall no
Fo I e ill goin , hone ,
I e ill climbin ,
And life fo me ain been no c al ai .
https://www.poetryfoundation.org/poets/langston-hughes
3
I, T
By Langston Hughes (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I ll be a he able
When company comes.
Nobod ll da e
Say to me,
Ea in he ki chen,
Then.
Besides,
The ll ee ho bea if l I am
And be ashamed
I, too, am America.
https://www.poetryfoundation.org/poets/langston-hughes
4
T e Wea B e
By Langston Hughes (1925)
Droning a drowsy syncopated tune,
Rocking back and forth to a mellow croon,
I heard a Negro play.
Down on Lenox Avenue the other night
By the pale dull pallor of an old gas light
He did a lazy sway. . . .
He did a lazy sway. . . .
To he ne o ho e Wea Bl e .
With his ebony hands on each ivory key
He made that poor piano moan with melody.
O Blues!
Swaying to and fro on his rickety stool
He played that sad raggy tune like a musical fool.
Sweet Blues!
Coming f om a black man o l.
O Blues!
In a deep song voice with a melancholy tone
I heard that Negro sing, that old piano moan
Ain go nobod in all hi o ld,
Ain go nobod b ma elf.
I g ine o i ma f o nin
And ma o ble on he helf.
Thump, thump, thump, went his foot on the floor.
He played a few chords then he sang some more
I go he Wea Bl es
And I can be a i fied.
Got the Weary Blues
And can be a i fied
I ain ha no mo
And I i h ha I had died.
And far into the night he crooned that tune.
The stars went out and so did the moon.
The singer stopped playing and went to bed
While the Weary Blues echoed through his head.
He le like a ock o a man ha dead.
https://www.poetryfoundat ...
The document provides information on several influential African American writers of the Harlem Renaissance period, including Langston Hughes, Zora Neale Hurston, Countee Cullen, Claude McKay, and Ida B. Wells. It gives biographical details and examples of writings for most of the authors. It also discusses the historical context of Harlem in the 1920s and provides resources for further reading. The author of the document is Kierra Jones, a student studying English education.
The extracts utilize different narrative voices:
1. Extract One is a first-person narrator reflecting on his childhood.
2. Extract Two is a detached third-person narrator observing events unfold.
3. Extract Three shifts to an omniscient third-person narrator describing the setting and events from an exterior perspective.
4. Extract Four shifts back to a detached third-person narrator providing background on a character.
5. Extract Five shifts to a third-person narrator recounting a conversation between the narrator and another character.
THE COMETW.E.B. DuBoisHe stood a moment on the steps of .docxrtodd643
THE COMET
W.E.B. DuBois
He stood a moment on the steps of the bank, watching the human river that swirled down
Broadway. Few noticed him. Few ever noticed him save in a way that stung. He was outside the
world—"nothing!" as he said bitterly. Bits of the words of the walkers came to him.
"The comet?"
"The comet——"
Everybody was talking of it. Even the president, as he entered, smiled patronizingly at him, and
asked:
"Well, Jim, are you scared?"
"No," said the messenger shortly.
"I thought we'd journeyed through the comet's tail once," broke in the junior clerk affably.
"Oh, that was Halley's," said the president; "this is a new comet, quite a stranger, they say—
wonderful, wonderful! I saw it last night. Oh, by the way, Jim," turning again to the messenger, "I
want you to go down into the lower vaults today."
The messenger followed the president silently. Of course, they wanted him to go down to the
lower vaults. It was too dangerous for more valuable men. He smiled grimly and listened.
"Everything of value has been moved out since the water began to seep in," said the president;
"but we miss two volumes of old records. Suppose you nose around down there,—it isn't very
pleasant, I suppose."
"Not very," said the messenger, as he walked out.
"Well, Jim, the tail of the new comet hits us at noon this time," said the vault clerk, as he passed
over the keys; but the messenger passed silently down the stairs. Down he went beneath
Broadway, where the dim light filtered through the feet of hurrying men; down to the dark
basement beneath; down into the blackness and silence beneath that lowest cavern. Here with
his dark lantern he groped in the bowels of the earth, under the world.
He drew a long breath as he threw back the last great iron door and stepped into the fetid slime
within. Here at last was peace, and he groped moodily forward. A great rat leaped past him and
cobwebs crept across his face. He felt carefully around the room, shelf by shelf, on the muddied
floor, and in crevice and corner. Nothing. Then he went back to the far end, where somehow the
wall felt different. He sounded and pushed and pried. Nothing. He started away. Then something
brought him back. He was sounding and working again when suddenly the whole black wall
swung as on mighty hinges, and blackness yawned beyond. He peered in; it was evidently a
secret vault—some hiding place of the old bank unknown in newer times. He entered
hesitatingly. It was a long, narrow room with shelves, and at the far end, an old iron chest. On a
high shelf lay the two missing volumes of records, and others. He put them carefully aside and
stepped to the chest. It was old, strong, and rusty. He looked at the vast and old-fashioned lock
and flashed his light on the hinges. They were deeply incrusted with rust. Looking about, he
found a bit of iron and began to pry. The rust had eaten a hundred years, and it had gone deep.
Slowly, wearily, the old lid lifted, .
THE COMETW.E.B. DuBoisHe stood a moment on the steps of .docxcherry686017
THE COMET
W.E.B. DuBois
He stood a moment on the steps of the bank, watching the human river that swirled down
Broadway. Few noticed him. Few ever noticed him save in a way that stung. He was outside the
world—"nothing!" as he said bitterly. Bits of the words of the walkers came to him.
"The comet?"
"The comet——"
Everybody was talking of it. Even the president, as he entered, smiled patronizingly at him, and
asked:
"Well, Jim, are you scared?"
"No," said the messenger shortly.
"I thought we'd journeyed through the comet's tail once," broke in the junior clerk affably.
"Oh, that was Halley's," said the president; "this is a new comet, quite a stranger, they say—
wonderful, wonderful! I saw it last night. Oh, by the way, Jim," turning again to the messenger, "I
want you to go down into the lower vaults today."
The messenger followed the president silently. Of course, they wanted him to go down to the
lower vaults. It was too dangerous for more valuable men. He smiled grimly and listened.
"Everything of value has been moved out since the water began to seep in," said the president;
"but we miss two volumes of old records. Suppose you nose around down there,—it isn't very
pleasant, I suppose."
"Not very," said the messenger, as he walked out.
"Well, Jim, the tail of the new comet hits us at noon this time," said the vault clerk, as he passed
over the keys; but the messenger passed silently down the stairs. Down he went beneath
Broadway, where the dim light filtered through the feet of hurrying men; down to the dark
basement beneath; down into the blackness and silence beneath that lowest cavern. Here with
his dark lantern he groped in the bowels of the earth, under the world.
He drew a long breath as he threw back the last great iron door and stepped into the fetid slime
within. Here at last was peace, and he groped moodily forward. A great rat leaped past him and
cobwebs crept across his face. He felt carefully around the room, shelf by shelf, on the muddied
floor, and in crevice and corner. Nothing. Then he went back to the far end, where somehow the
wall felt different. He sounded and pushed and pried. Nothing. He started away. Then something
brought him back. He was sounding and working again when suddenly the whole black wall
swung as on mighty hinges, and blackness yawned beyond. He peered in; it was evidently a
secret vault—some hiding place of the old bank unknown in newer times. He entered
hesitatingly. It was a long, narrow room with shelves, and at the far end, an old iron chest. On a
high shelf lay the two missing volumes of records, and others. He put them carefully aside and
stepped to the chest. It was old, strong, and rusty. He looked at the vast and old-fashioned lock
and flashed his light on the hinges. They were deeply incrusted with rust. Looking about, he
found a bit of iron and began to pry. The rust had eaten a hundred years, and it had gone deep.
Slowly, wearily, the old lid lifted, ...
The Sharpeville Massacre occurred in 1960 when South African police opened fire on a crowd of black protesters, killing 69 people and injuring over 130. The protesters had intended to peacefully demonstrate against the apartheid pass laws through civil disobedience by refusing to carry their passes. However, a scuffle broke out with police and without orders, police opened fire indiscriminately into the crowd, causing mass panic and deaths. The massacre drew international condemnation and further strengthened the anti-apartheid movement.
1) A messenger goes down into the lower vaults of the bank he works at to search for some missing records. He discovers a secret vault containing gold and other valuables.
2) When he tries to leave, he finds that the large stone door has closed, trapping him inside. After freeing himself, he finds all the guards and other bank employees dead.
3) He goes outside and discovers everyone in the city is dead. The comet that had passed Earth earlier in the day released a deadly gas that killed everyone. The only other living person he finds is a wealthy white woman.
Please enjoy my novel. If you liked it a lot, I hope you'll go over to Amazon or another ebook retailer and buy it as an ebook. I'm trying a "busker" model....if you like it, in other words, please contribute some money by buying it and that will (hopefully) motivate me to write more novels. Without your support, I'm really not motivated, which is sad, but that's just the way it is.
https://www.amazon.com/Juliet-Sun-Gemma-Nishiyama-ebook/dp/B00BWVXYGS/ref=sr_1_1?ie=UTF8&qid=1499778269&sr=8-1&keywords=Juliet+is+the+Sun
The poem describes a dreary scene of a family in their home unable to dream or relax due to daily struggles. They are "gray" and dreams seem frivolous compared to responsibilities like paying rent and feeding their family. While they want to dream, responsibilities like one family member leaving the bathroom prevent it. They can only hope for lukewarm water and a brief chance to use the facilities.
This summary provides the key details from the document in 3 sentences:
The document is an introduction written by Thomas Hardy for his novel "A Pair of Blue Eyes" which describes the setting of the remote coastal area of western England and introduces the main characters. It explains that the story involves renovations to a local church that serve as a backdrop for exploring the emotions and passions of three human hearts. A list of main characters is then provided along with noting that most of the story takes place on the outskirts of Lower Wessex.
The document discusses different definitions and perspectives on what poetry is. It provides 7 definitions ranging from poetry being a form of art that conveys beauty and truth, to being a game that breaks conventional rules of language. It also includes two short poems as examples of poetry.
Securing BGP: Operational Strategies and Best Practices for Network Defenders...APNIC
Md. Zobair Khan,
Network Analyst and Technical Trainer at APNIC, presented 'Securing BGP: Operational Strategies and Best Practices for Network Defenders' at the Phoenix Summit held in Dhaka, Bangladesh from 23 to 24 May 2024.
HijackLoader Evolution: Interactive Process HollowingDonato Onofri
CrowdStrike researchers have identified a HijackLoader (aka IDAT Loader) sample that employs sophisticated evasion techniques to enhance the complexity of the threat. HijackLoader, an increasingly popular tool among adversaries for deploying additional payloads and tooling, continues to evolve as its developers experiment and enhance its capabilities.
In their analysis of a recent HijackLoader sample, CrowdStrike researchers discovered new techniques designed to increase the defense evasion capabilities of the loader. The malware developer used a standard process hollowing technique coupled with an additional trigger that was activated by the parent process writing to a pipe. This new approach, called "Interactive Process Hollowing", has the potential to make defense evasion stealthier.
Honeypots Unveiled: Proactive Defense Tactics for Cyber Security, Phoenix Sum...APNIC
Adli Wahid, Senior Internet Security Specialist at APNIC, delivered a presentation titled 'Honeypots Unveiled: Proactive Defense Tactics for Cyber Security' at the Phoenix Summit held in Dhaka, Bangladesh from 23 to 24 May 2024.
2. PRELIMINARIES
1) DLSZ Debate Varsity Team
2) Our first Scholastic session will be
on July 18, Monday.
3) Graded test papers of absentees
and special takers shall be returned
at the end of this class.
3. LITERACY PRO LIBRARY
• Go to Grade 10 English of Notes
and Homework.
• Look for the post entitled
SCHOLASTIC LOG IN URL.
• Enter the link.
• Enter your Scholastic Account
details:
USER NAME: CELINE (space) LAROZA
PASSWORD: scholastic1
4. LITERACY PRO LITERACY PRO LIBRARY
• If the webpage loads, it means your account can
access the online library. KEEP YOUR IPAD.
• If no webpage appears, please inform me.
7. • Poetry is a literary expression in which words
are used in a different way to convey
emotions and meanings.
• It applies creativity and measure to
language.
(Retrieved from: www.iclasses.org/assets/literature/literary_glossary.cfm)
9. The price seemed reasonable, location
Indifferent. The landlady swore she lived
Off premises. Nothing remained
But self-confession. "Madam," I warned,
"I hate a wasted journey--I am African."
Silence. Silenced transmission of
Pressurized good-breeding. Voice, when it came,
Lipstick coated, long gold-rolled
Cigarette-holder pipped. Caught I was foully.
"HOW DARK?" . . . I had not misheard . . . "ARE YOU LIGHT
OR VERY DARK?" Button B, Button A. Stench
Of rancid breath of public hide-and-speak.
Red booth. Red pillar box. Red double-tiered
Omnibus squelching tar. It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.
Considerate she was, varying the emphasis--
"ARE YOU DARK? OR VERY LIGHT?" Revelation came.
"You mean--like plain or milk chocolate?"
Her assent was clinical, crushing in its light
Impersonality. Rapidly, wave-length adjusted,
I chose. "West African sepia"--and as afterthought,
"Down in my passport." Silence for spectroscopic
Flight of fancy, till truthfulness clanged her accent
Hard on the mouthpiece. "WHAT'S THAT?" conceding
"DON'T KNOW WHAT THAT IS." "Like brunette."
"THAT'S DARK, ISN'T IT?" "Not altogether.
Facially, I am brunette, but, madam, you should see
The rest of me. Palm of my hand, soles of my feet
Are a peroxide blond. Friction, caused--
Foolishly, madam--by sitting down, has turned
My bottom raven black--One moment, madam!"--sensing
Her receiver rearing on the thunderclap
About my ears--"Madam," I pleaded, "wouldn't you rather
See for yourself?"
10. The price seemed reasonable, location
Indifferent. The landlady swore she lived
Off premises. Nothing remained
But self-confession. "Madam," I warned,
"I hate a wasted journey--I am African."
Silence. Silenced transmission of
Pressurized good-breeding. Voice, when it came,
Lipstick coated, long gold-rolled
Cigarette-holder pipped. Caught I was foully.
"HOW DARK?" . . . I had not misheard . . . "ARE YOU LIGHT
OR VERY DARK?" Button B, Button A. Stench
Of rancid breath of public hide-and-speak.
Red booth. Red pillar box. Red double-tiered
Omnibus squelching tar. It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.
Considerate she was, varying the emphasis--
"ARE YOU DARK? OR VERY LIGHT?" Revelation came.
"You mean--like plain or milk chocolate?"
Her assent was clinical, crushing in its light
Impersonality. Rapidly, wave-length adjusted,
I chose. "West African sepia"--and as afterthought,
"Down in my passport." Silence for spectroscopic
Flight of fancy, till truthfulness clanged her accent
Hard on the mouthpiece. "WHAT'S THAT?" conceding
"DON'T KNOW WHAT THAT IS." "Like brunette."
"THAT'S DARK, ISN'T IT?" "Not altogether.
Facially, I am brunette, but, madam, you should see
The rest of me. Palm of my hand, soles of my feet
Are a peroxide blond. Friction, caused--
Foolishly, madam--by sitting down, has turned
My bottom raven black--One moment, madam!"--sensing
Her receiver rearing on the thunderclap
About my ears--"Madam," I pleaded, "wouldn't you rather
See for yourself?"
The price seemed reasonable, location
Indifferent. The landlady swore she lived
Off premises. Nothing remained
But self-confession. "Madam," I warned,
"I hate a wasted journey--I am African."
11. The price seemed reasonable, location
Indifferent. The landlady swore she lived
Off premises. Nothing remained
But self-confession. "Madam," I warned,
"I hate a wasted journey--I am African."
Silence. Silenced transmission of
Pressurized good-breeding. Voice, when it came,
Lipstick coated, long gold-rolled
Cigarette-holder pipped. Caught I was foully.
"HOW DARK?" . . . I had not misheard . . . "ARE YOU LIGHT
OR VERY DARK?" Button B, Button A. Stench
Of rancid breath of public hide-and-speak.
Red booth. Red pillar box. Red double-tiered
Omnibus squelching tar. It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.
Considerate she was, varying the emphasis--
"ARE YOU DARK? OR VERY LIGHT?" Revelation came.
"You mean--like plain or milk chocolate?"
Her assent was clinical, crushing in its light
Impersonality. Rapidly, wave-length adjusted,
I chose. "West African sepia"--and as afterthought,
"Down in my passport." Silence for spectroscopic
Flight of fancy, till truthfulness clanged her accent
Hard on the mouthpiece. "WHAT'S THAT?" conceding
"DON'T KNOW WHAT THAT IS." "Like brunette."
"THAT'S DARK, ISN'T IT?" "Not altogether.
Facially, I am brunette, but, madam, you should see
The rest of me. Palm of my hand, soles of my feet
Are a peroxide blond. Friction, caused--
Foolishly, madam--by sitting down, has turned
My bottom raven black--One moment, madam!"--sensing
Her receiver rearing on the thunderclap
About my ears--"Madam," I pleaded, "wouldn't you rather
See for yourself?"
Silence. Silenced transmission of
Pressurized good-breeding. Voice, when it came,
Lipstick coated, long gold-rolled
Cigarette-holder pipped. Caught I was foully.
"HOW DARK?" . . . I had not misheard . . . "ARE YOU LIGHT
OR VERY DARK?" Button B, Button A. Stench
Of rancid breath of public hide-and-speak.
12. The price seemed reasonable, location
Indifferent. The landlady swore she lived
Off premises. Nothing remained
But self-confession. "Madam," I warned,
"I hate a wasted journey--I am African."
Silence. Silenced transmission of
Pressurized good-breeding. Voice, when it came,
Lipstick coated, long gold-rolled
Cigarette-holder pipped. Caught I was foully.
"HOW DARK?" . . . I had not misheard . . . "ARE YOU LIGHT
OR VERY DARK?" Button B, Button A. Stench
Of rancid breath of public hide-and-speak.
Red booth. Red pillar box. Red double-tiered
Omnibus squelching tar. It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.
Considerate she was, varying the emphasis--
"ARE YOU DARK? OR VERY LIGHT?" Revelation came.
"You mean--like plain or milk chocolate?"
Her assent was clinical, crushing in its light
Impersonality. Rapidly, wave-length adjusted,
I chose. "West African sepia"--and as afterthought,
"Down in my passport." Silence for spectroscopic
Flight of fancy, till truthfulness clanged her accent
Hard on the mouthpiece. "WHAT'S THAT?" conceding
"DON'T KNOW WHAT THAT IS." "Like brunette."
"THAT'S DARK, ISN'T IT?" "Not altogether.
Facially, I am brunette, but, madam, you should see
The rest of me. Palm of my hand, soles of my feet
Are a peroxide blond. Friction, caused--
Foolishly, madam--by sitting down, has turned
My bottom raven black--One moment, madam!"--sensing
Her receiver rearing on the thunderclap
About my ears--"Madam," I pleaded, "wouldn't you rather
See for yourself?"
Red booth. Red pillar box. Red double-tiered
Omnibus squelching tar. It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.
Considerate she was, varying the emphasis--
"ARE YOU DARK? OR VERY LIGHT?" Revelation
came.
"You mean--like plain or milk chocolate?"
13. The price seemed reasonable, location
Indifferent. The landlady swore she lived
Off premises. Nothing remained
But self-confession. "Madam," I warned,
"I hate a wasted journey--I am African."
Silence. Silenced transmission of
Pressurized good-breeding. Voice, when it came,
Lipstick coated, long gold-rolled
Cigarette-holder pipped. Caught I was foully.
"HOW DARK?" . . . I had not misheard . . . "ARE YOU LIGHT
OR VERY DARK?" Button B, Button A. Stench
Of rancid breath of public hide-and-speak.
Red booth. Red pillar box. Red double-tiered
Omnibus squelching tar. It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.
Considerate she was, varying the emphasis--
"ARE YOU DARK? OR VERY LIGHT?" Revelation came.
"You mean--like plain or milk chocolate?"
Her assent was clinical, crushing in its light
Impersonality. Rapidly, wave-length adjusted,
I chose. "West African sepia"--and as afterthought,
"Down in my passport." Silence for spectroscopic
Flight of fancy, till truthfulness clanged her accent
Hard on the mouthpiece. "WHAT'S THAT?" conceding
"DON'T KNOW WHAT THAT IS." "Like brunette."
"THAT'S DARK, ISN'T IT?" "Not altogether.
Facially, I am brunette, but, madam, you should see
The rest of me. Palm of my hand, soles of my feet
Are a peroxide blond. Friction, caused--
Foolishly, madam--by sitting down, has turned
My bottom raven black--One moment, madam!"--sensing
Her receiver rearing on the thunderclap
About my ears--"Madam," I pleaded, "wouldn't you rather
See for yourself?"
Her assent was clinical, crushing in its light
Impersonality. Rapidly, wave-length adjusted,
I chose. "West African sepia"--and as afterthought,
"Down in my passport." Silence for spectroscopic
Flight of fancy, till truthfulness clanged her accent
Hard on the mouthpiece. "WHAT'S THAT?" conceding
"DON'T KNOW WHAT THAT IS." "Like brunette."
"THAT'S DARK, ISN'T IT?" "Not altogether.”
14. The price seemed reasonable, location
Indifferent. The landlady swore she lived
Off premises. Nothing remained
But self-confession. "Madam," I warned,
"I hate a wasted journey--I am African."
Silence. Silenced transmission of
Pressurized good-breeding. Voice, when it came,
Lipstick coated, long gold-rolled
Cigarette-holder pipped. Caught I was foully.
"HOW DARK?" . . . I had not misheard . . . "ARE YOU LIGHT
OR VERY DARK?" Button B, Button A. Stench
Of rancid breath of public hide-and-speak.
Red booth. Red pillar box. Red double-tiered
Omnibus squelching tar. It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.
Considerate she was, varying the emphasis--
"ARE YOU DARK? OR VERY LIGHT?" Revelation came.
"You mean--like plain or milk chocolate?"
Her assent was clinical, crushing in its light
Impersonality. Rapidly, wave-length adjusted,
I chose. "West African sepia"--and as afterthought,
"Down in my passport." Silence for spectroscopic
Flight of fancy, till truthfulness clanged her accent
Hard on the mouthpiece. "WHAT'S THAT?" conceding
"DON'T KNOW WHAT THAT IS." "Like brunette."
"THAT'S DARK, ISN'T IT?" "Not altogether.
Facially, I am brunette, but, madam, you should see
The rest of me. Palm of my hand, soles of my feet
Are a peroxide blond. Friction, caused--
Foolishly, madam--by sitting down, has turned
My bottom raven black--One moment, madam!"--sensing
Her receiver rearing on the thunderclap
About my ears--"Madam," I pleaded, "wouldn't you rather
See for yourself?"
Facially, I am brunette, but, madam, you should see
The rest of me. Palm of my hand, soles of my feet
Are a peroxide blond. Friction, caused--
Foolishly, madam--by sitting down, has turned
My bottom raven black--One moment, madam!"--
sensing
Her receiver rearing on the thunderclap
About my ears--"Madam," I pleaded, "wouldn't you
rather
See for yourself?"
18. • Open Google Chrome.
• Type the following words into the search box:
blobla left or right brain test
• Click the first link. Read the instructions
carefully.
18
21. • The Persona is the
speaker in a poem and
the addressee is the one
to whom the poem is
dedicated.
Persona & Addressee
22. 22
A Wonderful Mother by Pat O’Reilly
God made a wonderful Mother,
A Mother who never grows old;
He made her smile of the sunshine,
And he made her heart of pure gold;
In her eyes He placed bright shining stars,
In her cheeks, fair roses you see;
God made a wonderful Mother,
And He gave that dear Mother to me.
1) Who is the
persona of the
poem?
a) Someone who feels
thankful for having a
wonderful mother.
b) Someone who has
hatred towards his/her
mother.
c) Someone who loves
God.
23. 23
A Wonderful Mother by Pat O’Reilly
God made a wonderful Mother,
A Mother who never grows old;
He made her smile of the sunshine,
And he made her heart of pure gold;
In her eyes He placed bright shining stars,
In her cheeks, fair roses you see;
God made a wonderful Mother,
And He gave that dear Mother to me.
2) Who is the
addressee of the
poem? To whom is
it being dedicated?
24. 24
My Heart Is Locked by Angel C.
My heart is locked with so much pain
Black tear drops fall from my face
Every teardrop leaves a puddle
with a memory that's hiding from space
Stuck behind my soul
Shattered into pieces with nowhere to go
Locked away to never get out,
to see the good side of my broken heart.
1) Who is the
persona of the
poem?
a) Someone who is in
love.
b) Someone who has
been hurt by someone.
c) Someone who wants
to be alone.
25. 25
My Heart Is Locked by Angel C.
My heart is locked with so much pain
Black tear drops fall from my face
Every teardrop leaves a puddle
with a memory that's hiding from space
Stuck behind my soul
Shattered into pieces with nowhere to go
Locked away to never get out,
to see the good side of my broken heart.
2) Who is the
addressee of the
poem? To whom is
it being dedicated?
26. • The Tone is the writer’s
attitude toward a
subject that he/she is
talking about.
• Tone refers to two
things:
• 1) the topic being
talked about
• 2) the writer's view
towards the topic
Tone
27. 27
Love is sweet like
the nectar of the
garden flower,
It’s soothing like the
buzzing of a bumble
bee,
It’s warm like the
rays
of the morning sun.
Source:
http://www.familyfriendpoems.com/poem
/love-so-pure#ixzz3E2x6iBFP
Darkness cannot
drive out darkness,
only light can do
that.
Hate cannot hate,
only love can do
that.
Source:
www.thedailyquotes.com
TONE
1) the subject/topic
2) the writer’s view
towards the
subject/topic
Both poems talk
about love.
Love is amazing.
Love is painful.
28. 28
Rock music
allows you to
escape this
world filled with
chaos and darkness.
It teaches you to
face your problems
and at the same,
dance with them.
Source:
http://www.poemhunter.com/poem/rock-
music#ixzz3E2x6iBFP
This loud music they
call rock and roll -
Put it away!
for the dark forces
are its companion
and every time its
rhythms are placed
into your ears,
you become one as
well.
Source:
www.allpoetry.com/faerea&21232s-a
TONE
1) the subject/topic
2) the writer’s view
towards the
subject/topic
Both poems talk
about rock music.
Rock music is meaningful.
Rock music is bad.
29. 29
Magic –
Indeed.
With you, it is!
Every single day
feels like a
fairytale.
PERSONA
The speaker of
the poem.
Someone who is
in love. He/she
considers every
moment with
his/her love as
magical.
ADDRESSEE
The receiver of
the poem’s
message.
The addressee of
the poem is the
person whom the
speaker is in love
with.
Also, he tries to
send this
message to
people who don’t
know how love
feels.
TONE
1) the subject/topic
2) the writer’s view
towards the
subject/topic
Being with
someone you love
When you are with
someone whom you really
admire, every moment with
him/her is magical. It feels
amazing.
31. Love became the reason I lied to my parents.
Love had terrible rhythm on the dance floor, but made sure
we never missed a slow song.
Love changed. Love disappeared,
Slowly, like baby teeth, losing parts of me I thought I needed.
Love vanished like an amateur magician, and everyone could
see the trapdoor but me.
When love finally reappeared, I barely recognized him.
Love smelt different now, had darker eyes, a broader back,
love came with freckles I didn’t recognize.
Love is messier now, not as simple.
Love chews too loud.
Love leaves the cap off the toothpaste.
And turns out, love sucks!
But love also cries.
Sarah Kay & Phil Kaye’s When Love Arrives
PERSONA
Someone who
has
experienced
love.
ADDRESSEE
For those who
haven’t
experienced
love yet.
TONE
Love is not
perfect.
32. You should know, bullying hurts.
It starts with one word, one word you blurt.
Fat, ugly, worthless. These are the words they hear.
Did you know, you're their biggest fear?
Day by day you torment them,
it takes so long for their hearts to mend.
All they ask for is one true friend,
but you make them want their lives to end.
Everyday they wake up with regret,
all they want to do is forget.
It's not just hitting and punching, it's the words you
say,
they hurt so much, they want to fade away.
Kaylynn Kennedy’s Words Hurt
PERSONA
• Someone who is
concerned about people
who get bullied.
• Someone who is an
advocate of anti bullying.
• Someone who has
experienced being bullied.
ADDRESSEE
This poem is dedicated to
those who torment people not
just physically, but also
emotionally.
TONE
Those who get bullied
suffer so much pain and
depression that they would
just rather kill themselves.
33. LET’S TRY!
• Prepare the following:
test folder
a pen
1/2 crosswise paper
TASK: Identify the poem’s persona, addressee,
and tone.
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34. OLD AGE by Anacreon
The women tell me everyday
That all my bloom has passed away,
"Behold," the pretty wantons cry,
"Behold this mirror with a sigh;
The locks upon thy brow are few,
And, like the rest, they're withering too!"
Whether decline has thinned my hair,
I'm sure I neither know nor care;
But I know and this I feel,
As onward to the tomb I steal,
That still as death approaches nearer,
The joys of life are sweeter, dearer,
and had I but an hour to live,
that little hour to bliss I'd give.
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