Listen to We Real Cool and My Papa’s Waltz. These clips demo.docx
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Listen to We Real Cool and My Papa’s Waltz . These clips demonstrate the importance of performance, rhythm, and musicality in the poetic form. Describe your listening experience of one or more of the poems. (If you prefer, you may find a recording of another poem from the course readings and describe your listening experience of it instead. If you choose this option, be sure to provide a link to the audio of the chosen poem.) How did hearing the text(s) recited aloud compare to a silent reading of it/them? Did the performance in any ways add to or detract from your experience of the text? Did the performance change your perception of the poem or its content in any ways? Explain how (or how not). Support your ideas with textual details and analysis. When applicable, address how specific literary techniques and/or devices contributed to your experience? Your initial post should be at least 150 words in length. Support your claims with examples from the text/poems, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7. .
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Recommended
listen to We Real Cool and My Papa’s Waltz. These clips demo.docx
listen to
We Real Cool
and
My Papa’s Waltz
. These clips demonstrate the importance of performance, rhythm, and musicality in the poetic form.
Describe your listening experience of one or more of the poems. (If you prefer, you may find a recording of another poem from the course readings and describe your listening experience of it instead. If you choose this option, be sure to provide a link to the audio of the chosen poem.) How did hearing the text(s) recited aloud compare to a silent reading of it/them? Did the performance in any ways add to or detract from your experience of the text? Did the performance change your perception of the poem or its content in any ways? Explain how (or how not).
Support your ideas with textual details and analysis. When applicable, address how specific literary techniques and/or devices contributed to your experience?
Initial posts must be 200 to 300 words in lengthl
Clugston, R. W. (2014).
Journey into literature
(2nd ed.). San Diego, California: Bridgepoint Education, Inc.
.
Poetry Creative Writing
The document provides an overview of different elements of poetry including characterization, point of view, plot, setting, theme, diction, imagery, figurative language, rhythm, sound, structure, symbolism, and free verse. It also provides tips for analyzing poems based on these different elements and outlines assignments for students to write poems using various poetic techniques.
TP-CASTT Poetry AnalysisT Title Before you even think abou.docx
TP-CASTT Poetry Analysis
T Title Before you even think about reading the poetry or trying to analyze it, speculate on what
you think the poem might be about based upon the title. Often time, authors conceal
meaning and give clues in the title. Jot down what you think this poem will be about
P Paraphrase Before you begin thinking about meaning or trying to analyze the poem, don't overlook the
literal meaning of the poem. One of the biggest problems that students often make in
poetry analysis is jumping to conclusions before understanding what is taking place in the
poem. When you paraphrase a poem, write in your own words exactly what happens in
each line of the poem. Look at the number of sentences in the poem—your paraphrase
should have exactly the same number. This technique is especially helpful for poems
written in the 17th and 19th centuries that use language that is harder to understand.
C Connotation Although this term usually refers solely to the emotional overtones of word choice, for this
chart the term refers to any and all poetic devices, focusing on how such devices contribute
to the meaning, the effect, or both of a poem. You may consider imagery, figures of speech
(simile, metaphor, personification, symbolism, etc), diction, point of view, and sound
devices (alliteration, onomatopoeia, rhythm, and rhyme). It is not necessary that you
identify all the poetic devices within the poem. The ones you do identify should be seen as
a way of supporting the conclusions you are going to draw about the poem.
A Attitude Having examined the poem's devices and clues closely, you are now ready to explore the
multiple attitudes that may be present in the poem. Examination of diction, images, and
details suggests the speaker's attitude and contributes to understanding. Think about the
tone of the poem and how the author has created it. Remember that usually the tone or
attitude cannot be named with a single word - think complexity.
S Shifts Rarely does a poem begin and end the poetic experience in the same place. As is true of
most us, the poet's understanding of an experience is a gradual realization, and the poem is
a reflection of that understanding or insight. Watch for the following keys to shifts:
• key words, (but, yet, however, although)
• punctuation (dashes, periods, colons, ellipsis)
• stanza divisions
• changes in line or stanza length or both
• irony
• changes in sound that may indicate changes in meaning
• changes in diction
T Title Now look at the title again, but this time on an interpretive level. What new insight does
the title provide in understanding the poem.
T Theme What is the poem saying about the human experience, motivation, or condition? What
subject or subjects does the poem address? What do you learn about those subjects? What
idea does the poet want you take away with you concerning these subjects? Remember that
the theme of any work of literature is stated in a complete sentence an ...
Literary devices lesson
The document outlines a lesson plan for teaching literary devices and figurative language to students through popular music. It begins by assessing students' prior knowledge of poetry and vocabulary. Students then analyze lyrics from songs like "Mean" by Taylor Swift to identify devices like metaphor and simile. They practice in groups identifying devices in other songs before choosing their favorite example. The lesson aims to show students that songs are like poems set to music to improve their view of poetry.
Imagery in PoetryBy Thursday, post your response of at least 1.docx
This document provides instructions for an assignment asking students to analyze imagery in an assigned poem. Students are instructed to choose a poem from the readings, identify and discuss key images, and explain how the images contribute to the overall meaning of the poem. A 150-200 word response is required, including evidence from quotations, and citations formatted in APA style. An example response analyzing Robert Frost's poem "The Oven Bird" is also provided.
Poetry ExplicationWorld Literature Poetry Explication Assignment.docx
Poetry Explication
World Literature Poetry Explication Assignment
Due: 12/02/16 (end-of-day)
The Assignment:
Write a four-page explication of two short poems from our assigned texts in Week 5 (research optional). Choose two poems that you think will work well together, but offer contrast on some levels (either in form or in content). Poems covered deeply in class discussion are not eligible for this assignment. Pick poems we did not cover in depth.
About Explication:
Explication is the unraveling of a poem (or story or play), analyzing the poem word-by-word, line-by-line, or stanza-by-stanza. In unfolding the poem, address any literary devices you see: simile and metaphor, allusion, rhyme, rhythm, repetition, onomatopoeia, form, and other techniques (see Poetry.org). How do these all contribute to the overall message of the poem?
An explication is a way for you to slow down and focus on the detail. Often, a poem that you find confusing will make sense once you take some time to examine it piece by piece.
Cite all sources according to MLA and include a Works Cited page.
Introduction: Include title (in quotation marks), author, dates, brief background of the author if necessary and relevant, a brief summary of the plot (situation), or literal level of the poem, and your thesis, which is an interpretation (argument) of the meaning you see.
Body Paragraphs: Systematically go through the poem showing the techniques stated in your thesis and showing how they relate to the poet’s argument. Brief quotes should be incorporated into your sentences to clarify your point. Do not, under any circumstance, quote the entire poem within the paper. If you quote three or fewer lines, an inline quote, you should introduce the quote with a signal phrase, and then quote the section of the poem, indicating line breaks with a “/” and stanza breaks with a “//”.
Author writes, “quoted line/quoted next line” (871).
To quote more than three lines, use a block quote. In either case, follow the quote with a parenthetical reference of the line number(s). And then, make sure that you follow the quote with a close analysis/unpacking of the meaning. If you quote there must be a reason, and it is your job to “unpack” what is inside the quote—don’t expect readers to see your points only based on the quote.
Conclusion: Here you pull the paper together and reaffirm your thesis. You could discuss how the poem relates to real life and/or use this paragraph to disagree with the poet’s argument if you wish. Avoid, “I think…” or “I feel…” language. Be specific with word choice and avoid vague words like unique, interesting, amazing, etc.
Style: Keep your sentences focused on the poem itself. Include transitions where appropriate to avoid jumping quickly from one topic to the next.
Additional Style Tips: While the explication tends to be a chronological progression, consider the organization of the paper. How can you group your observations? This, as any other formal paper, shoul.
Ashford 4 - Week 3 - Discussion 2Your initial discussion .docx
Ashford 4: - Week 3 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
Body Paragraph Workshop
Prepare: First, read the information on the Ashford Writing Center’s web page, Thesis Statements. Then, read the ENG125 Sample Literary Analysis. Pay close attention to the body paragraphs and thesis statements.
Reflect: Compare your working thesis statement to the thesis statement in the Sample Literary Analysis. Does your thesis address relevant points like the example thesis? Then, look at a body paragraph in the Sample Literary Analysis. Compare its construction to a body paragraph in your own paper.
Write: Post your working thesis and your strongest body paragraph into the discussion by Thursday (Day 3) at midnight; do not attach it as a separate document. For the purposes of this discussion only, signify your working thesis by including it in bold type and italicize the topic sentence of your body paragraph. Your body paragraph should include at least three examples of paraphrases and/or quotations (there should be at least one of each) with correct citations in APA format. After the body paragraph, be sure to include reference page citations for the paraphrased and cited sources. Then, in a separate paragraph, answer the following three questions:
· Explain the connection between the topic sentence and your working thesis. Would this connection be clear to someone without your explanation? If so, why? If not, how can you modify your topic sentence and/or thesis statement to make this connection more clear?
· Explain the choice of reference material. How do the references support the topic sentence? Would this connection be clear to someone without your explanation? If so, why? If not, what information should you add to the paragraph to make this connection more clear?
· Does the paragraph contain any unnecessary information? Does everything in it work to support the topic sentence? What information could be added or removed? In essence, you are being asked to evaluate the cohesion of your paragraph.
· Note any other specific challenges faced or successes experienced when writing this paragraph or completing this discussion post.
Respond to Peers: Be sure to respond to at least two of your classmates’ posts by Sunday at midnight. In your responses, post at least 100 words and evaluate your colleague’s paragraph and/or self‐evaluation. Do you agree with his/her responses to the questions? What else could he/she do to develop stronger body paragraphs?
Ashford 4: - Week 3 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality.
36310 Topic the purpose of Alpha Kappa Alpha Sorority, IncNum.docx
The purpose of Alpha Kappa Alpha Sorority, Inc. is to cultivate high academic and ethical standards among college women, promote unity and friendship, study and alleviate problems facing girls and women to improve their social status, maintain active involvement in college life, and serve all mankind. The founding members established the sorority to support less fortunate communities through goods, services, and opportunities beyond their reach, with a commitment to scholarship, leadership, civic engagement, and public service bonded by lifelong sisterhood. My talents in volunteer work helping and inspiring young girls will help ensure Alpha Kappa Alpha maintains its status as the premier organization for college-trained women.
Recommended
listen to We Real Cool and My Papa’s Waltz. These clips demo.docx
listen to
We Real Cool
and
My Papa’s Waltz
. These clips demonstrate the importance of performance, rhythm, and musicality in the poetic form.
Describe your listening experience of one or more of the poems. (If you prefer, you may find a recording of another poem from the course readings and describe your listening experience of it instead. If you choose this option, be sure to provide a link to the audio of the chosen poem.) How did hearing the text(s) recited aloud compare to a silent reading of it/them? Did the performance in any ways add to or detract from your experience of the text? Did the performance change your perception of the poem or its content in any ways? Explain how (or how not).
Support your ideas with textual details and analysis. When applicable, address how specific literary techniques and/or devices contributed to your experience?
Initial posts must be 200 to 300 words in lengthl
Clugston, R. W. (2014).
Journey into literature
(2nd ed.). San Diego, California: Bridgepoint Education, Inc.
.
Poetry Creative Writing
The document provides an overview of different elements of poetry including characterization, point of view, plot, setting, theme, diction, imagery, figurative language, rhythm, sound, structure, symbolism, and free verse. It also provides tips for analyzing poems based on these different elements and outlines assignments for students to write poems using various poetic techniques.
TP-CASTT Poetry AnalysisT Title Before you even think abou.docx
TP-CASTT Poetry Analysis
T Title Before you even think about reading the poetry or trying to analyze it, speculate on what
you think the poem might be about based upon the title. Often time, authors conceal
meaning and give clues in the title. Jot down what you think this poem will be about
P Paraphrase Before you begin thinking about meaning or trying to analyze the poem, don't overlook the
literal meaning of the poem. One of the biggest problems that students often make in
poetry analysis is jumping to conclusions before understanding what is taking place in the
poem. When you paraphrase a poem, write in your own words exactly what happens in
each line of the poem. Look at the number of sentences in the poem—your paraphrase
should have exactly the same number. This technique is especially helpful for poems
written in the 17th and 19th centuries that use language that is harder to understand.
C Connotation Although this term usually refers solely to the emotional overtones of word choice, for this
chart the term refers to any and all poetic devices, focusing on how such devices contribute
to the meaning, the effect, or both of a poem. You may consider imagery, figures of speech
(simile, metaphor, personification, symbolism, etc), diction, point of view, and sound
devices (alliteration, onomatopoeia, rhythm, and rhyme). It is not necessary that you
identify all the poetic devices within the poem. The ones you do identify should be seen as
a way of supporting the conclusions you are going to draw about the poem.
A Attitude Having examined the poem's devices and clues closely, you are now ready to explore the
multiple attitudes that may be present in the poem. Examination of diction, images, and
details suggests the speaker's attitude and contributes to understanding. Think about the
tone of the poem and how the author has created it. Remember that usually the tone or
attitude cannot be named with a single word - think complexity.
S Shifts Rarely does a poem begin and end the poetic experience in the same place. As is true of
most us, the poet's understanding of an experience is a gradual realization, and the poem is
a reflection of that understanding or insight. Watch for the following keys to shifts:
• key words, (but, yet, however, although)
• punctuation (dashes, periods, colons, ellipsis)
• stanza divisions
• changes in line or stanza length or both
• irony
• changes in sound that may indicate changes in meaning
• changes in diction
T Title Now look at the title again, but this time on an interpretive level. What new insight does
the title provide in understanding the poem.
T Theme What is the poem saying about the human experience, motivation, or condition? What
subject or subjects does the poem address? What do you learn about those subjects? What
idea does the poet want you take away with you concerning these subjects? Remember that
the theme of any work of literature is stated in a complete sentence an ...
Literary devices lesson
The document outlines a lesson plan for teaching literary devices and figurative language to students through popular music. It begins by assessing students' prior knowledge of poetry and vocabulary. Students then analyze lyrics from songs like "Mean" by Taylor Swift to identify devices like metaphor and simile. They practice in groups identifying devices in other songs before choosing their favorite example. The lesson aims to show students that songs are like poems set to music to improve their view of poetry.
Imagery in PoetryBy Thursday, post your response of at least 1.docx
This document provides instructions for an assignment asking students to analyze imagery in an assigned poem. Students are instructed to choose a poem from the readings, identify and discuss key images, and explain how the images contribute to the overall meaning of the poem. A 150-200 word response is required, including evidence from quotations, and citations formatted in APA style. An example response analyzing Robert Frost's poem "The Oven Bird" is also provided.
Poetry ExplicationWorld Literature Poetry Explication Assignment.docx
Poetry Explication
World Literature Poetry Explication Assignment
Due: 12/02/16 (end-of-day)
The Assignment:
Write a four-page explication of two short poems from our assigned texts in Week 5 (research optional). Choose two poems that you think will work well together, but offer contrast on some levels (either in form or in content). Poems covered deeply in class discussion are not eligible for this assignment. Pick poems we did not cover in depth.
About Explication:
Explication is the unraveling of a poem (or story or play), analyzing the poem word-by-word, line-by-line, or stanza-by-stanza. In unfolding the poem, address any literary devices you see: simile and metaphor, allusion, rhyme, rhythm, repetition, onomatopoeia, form, and other techniques (see Poetry.org). How do these all contribute to the overall message of the poem?
An explication is a way for you to slow down and focus on the detail. Often, a poem that you find confusing will make sense once you take some time to examine it piece by piece.
Cite all sources according to MLA and include a Works Cited page.
Introduction: Include title (in quotation marks), author, dates, brief background of the author if necessary and relevant, a brief summary of the plot (situation), or literal level of the poem, and your thesis, which is an interpretation (argument) of the meaning you see.
Body Paragraphs: Systematically go through the poem showing the techniques stated in your thesis and showing how they relate to the poet’s argument. Brief quotes should be incorporated into your sentences to clarify your point. Do not, under any circumstance, quote the entire poem within the paper. If you quote three or fewer lines, an inline quote, you should introduce the quote with a signal phrase, and then quote the section of the poem, indicating line breaks with a “/” and stanza breaks with a “//”.
Author writes, “quoted line/quoted next line” (871).
To quote more than three lines, use a block quote. In either case, follow the quote with a parenthetical reference of the line number(s). And then, make sure that you follow the quote with a close analysis/unpacking of the meaning. If you quote there must be a reason, and it is your job to “unpack” what is inside the quote—don’t expect readers to see your points only based on the quote.
Conclusion: Here you pull the paper together and reaffirm your thesis. You could discuss how the poem relates to real life and/or use this paragraph to disagree with the poet’s argument if you wish. Avoid, “I think…” or “I feel…” language. Be specific with word choice and avoid vague words like unique, interesting, amazing, etc.
Style: Keep your sentences focused on the poem itself. Include transitions where appropriate to avoid jumping quickly from one topic to the next.
Additional Style Tips: While the explication tends to be a chronological progression, consider the organization of the paper. How can you group your observations? This, as any other formal paper, shoul.
Ashford 4 - Week 3 - Discussion 2Your initial discussion .docx
Ashford 4: - Week 3 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
Body Paragraph Workshop
Prepare: First, read the information on the Ashford Writing Center’s web page, Thesis Statements. Then, read the ENG125 Sample Literary Analysis. Pay close attention to the body paragraphs and thesis statements.
Reflect: Compare your working thesis statement to the thesis statement in the Sample Literary Analysis. Does your thesis address relevant points like the example thesis? Then, look at a body paragraph in the Sample Literary Analysis. Compare its construction to a body paragraph in your own paper.
Write: Post your working thesis and your strongest body paragraph into the discussion by Thursday (Day 3) at midnight; do not attach it as a separate document. For the purposes of this discussion only, signify your working thesis by including it in bold type and italicize the topic sentence of your body paragraph. Your body paragraph should include at least three examples of paraphrases and/or quotations (there should be at least one of each) with correct citations in APA format. After the body paragraph, be sure to include reference page citations for the paraphrased and cited sources. Then, in a separate paragraph, answer the following three questions:
· Explain the connection between the topic sentence and your working thesis. Would this connection be clear to someone without your explanation? If so, why? If not, how can you modify your topic sentence and/or thesis statement to make this connection more clear?
· Explain the choice of reference material. How do the references support the topic sentence? Would this connection be clear to someone without your explanation? If so, why? If not, what information should you add to the paragraph to make this connection more clear?
· Does the paragraph contain any unnecessary information? Does everything in it work to support the topic sentence? What information could be added or removed? In essence, you are being asked to evaluate the cohesion of your paragraph.
· Note any other specific challenges faced or successes experienced when writing this paragraph or completing this discussion post.
Respond to Peers: Be sure to respond to at least two of your classmates’ posts by Sunday at midnight. In your responses, post at least 100 words and evaluate your colleague’s paragraph and/or self‐evaluation. Do you agree with his/her responses to the questions? What else could he/she do to develop stronger body paragraphs?
Ashford 4: - Week 3 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality.
36310 Topic the purpose of Alpha Kappa Alpha Sorority, IncNum.docx
The purpose of Alpha Kappa Alpha Sorority, Inc. is to cultivate high academic and ethical standards among college women, promote unity and friendship, study and alleviate problems facing girls and women to improve their social status, maintain active involvement in college life, and serve all mankind. The founding members established the sorority to support less fortunate communities through goods, services, and opportunities beyond their reach, with a commitment to scholarship, leadership, civic engagement, and public service bonded by lifelong sisterhood. My talents in volunteer work helping and inspiring young girls will help ensure Alpha Kappa Alpha maintains its status as the premier organization for college-trained women.
The poems are attached!!!!Poetry Explication--AssignmentInstruc.docx
The poems are attached!!!!
Poetry Explication--Assignment/Instructions
Assignment for the Poetry Explication
An
Explication
is a complete and detailed analysis of a work of literature, often proceeding word-by-word or line-by-line through the work. For this paper, you will be writing an explication of a poem. You may choose any of the poems listed in this module.
Technical Requirements for Explication:
The paper must be typed and double-spaced, conforming to proper manuscript
MLA
format. Please review the MLA documentation module for more information on MLA format.
The final draft of the paper must be at least two (2) pages.
This is not a research essay; therefore, you will not (and should not) use outside sources.
In the Explication you will be presenting your "reading" of the poem you have chosen. Such a reading will require you to understand all aspects of the poem and to have a grasp of the meaning of individual parts of the poem in relation to the entire work.
You are not, however, striving to be exhaustive in your "explanation" of the poem, but rather
you should strive to be selective in considering only those details that are significant to your own thematic understanding of the poem
.
General Questions to Consider for Poetry Explication
These questions will assist you to experience the poem more critically.
You do
NOT
need to address all of the following questions.
What does the title contribute to the reader's understanding of the poem?
Who is the speaker? Where is the speaker when the poem is happening?
What is the situation? What has happened in the past, or what is happening in the present, that has brought about the speech/poem?
Is there a specific setting of time and place?
Is the speaker addressing anyone in particular?
How do you respond to the speaker? Favorably? Negatively? Are there any special circumstances that inform what the speaker says?
What is the theme/meaning of the poem? Is the theme of the poem presented directly or indirectly? What details make possible the formulation of the main idea?
Do any allusions enrich the poem's meaning? What references need explaining? How does an explanation assist in the understanding of the poem?
What difficult, special, or unusual words does the poem contain? How does the diction reveal meaning? Are any words repeated? If so, do any words carry evocative connotative meanings? Are there any puns or other forms of verbal wit?
Do any objects, persons, places, events, or actions have allegorical or symbolic meanings? What other details in the poem support your interpretation?
Is irony used? Are there any examples of situational irony, verbal irony, or dramatic irony? Is understatement or paradox used?
What is the tone of the poem? Is the tone consistent?
Does the poem use onomatopoeia, assonance, consonance, or alliteration? How do these sounds affect you?
What sounds are repeated? If there are rhymes, what is their effect? Do they seem forced or na.
Tpcastt
The document outlines the steps of a TPCASTT poetry analysis:
1) Examine the title and determine if it provides contextual information or names the poem.
2) Translate each line of the poem into your own words without interpretation.
3) Identify figurative language, imagery, musical devices, and symbols used in the poem.
4) Determine the speaker's and author's attitudes or tones toward the subject matter.
Teens talk poems-2010
The document provides an introduction to poetic devices commonly used in poetry such as metaphor, simile, personification, imagery, oxymoron, hyperbole, tone, mood, allusion and repetition. It then discusses different types of poems including rhyming poems, free verse, narrative poems, and sonnets. The workbook aims to help teens analyze poems by having them answer comprehension questions, visualize images, and respond with their own writing.
What is poetry??
Poetry is a genre that uses various literary devices and figurative language to convey powerful feelings, emotions, and ideas in a rhythmic way. It utilizes elements like stanzas, imagery, metaphor, rhyme and rhythm. Poems can be interpreted on both a literal and figurative level and use devices such as simile, alliteration and assonance to establish mood, tone and evoke sensory experiences for the reader. Characteristics include the use of figurative language, sound devices, and evoking intense emotions through themes, style, and imagery.
English1.1(8 activities)
The document discusses different types of rhyme schemes in poetry, including end rhyme, internal rhyme, cross rhyme, and broken rhyme. It provides examples of each type using short poems and analyzes the rhyming words. The purpose of rhyme is also discussed, noting that it adds musicality and helps with memorization. In total, the document covers classification of rhymes, examples of different schemes, and the function of rhyme in poetry.
Poetry assessment
This document provides information and criteria for assessing poetry. It discusses word usage, form, mechanics, poetic devices, and rubrics for grading poetry at the 7th-8th and 9th-10th grade levels. The rubrics evaluate poems based on word usage, form, mechanics, poetic devices, rhythm, presentation, and effort. Poetic forms discussed include acrostic, limerick, haiku, free verse, tercet, quatrain, quintrain, sestet, and septet. Poetic devices that intensify mood include alliteration, assonance, and devices that enhance meaning include simile, metaphor, and imagery.
Choose a poem or song lyric about.pdf
This document provides instructions for analyzing a poem or song lyric about love. Students are asked to:
1) Choose a work that speaks to them and read it closely, paying attention to language, structure, and themes.
2) Consider the context of when it was written and how this informs its meaning.
3) Analyze the narrator's perspective on love and how it is conveyed through language and form.
4) Consider the intended audience and how the work addresses them.
5) Reflect on how the work resonates personally in relation to their own experiences with love.
6) Write a critical analysis of at least 550 words exploring the work's themes, language, structure, and context,
The Mary Ellen Carter 2
The document provides instructions for the first part of a poetry project. Students are asked to write three synopses, each one paragraph summarizing a poem and the next explaining its significance to the student. Examples are given of how to include the title, author, theme, and a concluding sentence to interest the reader. Students are advised to use sentence combining and paraphrasing to concisely summarize the key details and theme in one introductory sentence for each poem. The next lesson will cover using evidence from the poems to support the identified theme.
Writing about poetry
Explication is an analysis of a poem that describes possible meanings and relationships between its words, images, and other elements. To write an explication, one should read the poem silently and aloud, consider it as a dramatic situation, and identify the voice, conflicts/ideas, and language. Key questions to consider include who is speaking, what is being dramatized, when and where the action occurs, and why the speaker feels compelled to speak. The analysis should also consider the form, rhetoric, syntax, vocabulary, and patterns in the poem like rhyme, sound, visual presentation, rhythm, and meter.
Writing about poetry2
Explication is an analysis of a poem that describes possible meanings and relationships between its words, images, and other elements. To write an explication, one should read the poem silently and aloud, consider it as a dramatic situation, and identify the voice, conflicts/ideas, and language. Key questions to consider include who is speaking, what is being dramatized, when and where the action occurs, and why the speaker feels compelled to speak. The analysis should also consider the form, rhetoric, syntax, vocabulary, and patterns in the poem like rhyme, sound, visual presentation, rhythm, and meter.
parts of speech
This document presents an overview of the eight parts of speech in English: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. It defines each part of speech and provides examples to illustrate how words function within each category. The document is a presentation on parts of speech given by Moazzam Yasin and assigned by Professor Tahira Aalam at Concordia College in Allahabad.
Poetic devices
The document discusses various poetic devices including alliteration, assonance, consonance, enjambment, imagery, repetition, rhyme, and rhythm. It defines each device and provides examples to illustrate how writers use these techniques purposefully to create pleasing and impactful effects in poetry and other writing. The document suggests teaching poetic devices separately from other figurative language skills so students can digest the concepts in smaller bites.
How to Close reading poetry
Poetry requires close reading of every word and syllable to understand the meaning conveyed through rhythmic patterns. A poem's overall meaning is not obvious and requires multiple readings to understand the nuances. When analyzing a poem, one should consider its tone, structure, imagery, language use, and perspective of the poet to interpret the full meaning across its various elements. Close examination of poetic techniques like rhythm, meter, and form provide insight into the content and intent of the work.
English (8 Activities)
The document discusses different types of rhyme schemes in poetry, including end rhyme, internal rhyme, cross rhyme, and broken rhyme. It provides examples of each type using short poems and analyzes the rhyming words. The purpose of rhyme is also discussed, noting that it adds musicality and helps with memorization. In total, the document covers classification of rhymes, examples of different schemes, and the function of rhyme in poetry.
Poetry Presentation
This document provides an introduction to poetry, including important terminology like diction, imagery, mood, and theme. It discusses tips for reading poetry like slowing down, multiple readings, and using SALTT (Speaker, Audience, Life message/Theme, Topics, Techniques). Poetic techniques are defined, including the use of lines, images, sound, rhythm, and creative density. Song lyrics are to be analyzed for how they are similar to poetry in their use of these elements.
Poetry Presentation
This document provides an introduction to poetry, including important terminology like diction, imagery, mood, and theme. It discusses tips for reading poetry like slowing down, multiple readings, and using SALTT (Speaker, Audience, Life message/Theme, Topics, Techniques). Poetic techniques are defined, including the use of lines, images, sound, rhythm, and creative density. Students are asked to analyze how song lyrics demonstrate these poetic elements and terms.
Poetry Terms To Know
This document provides definitions and examples of various poetry terms including poetic devices, forms, and structures. It defines onomatopoeia, rhythm, rhyme, assonance, alliteration, metaphor, simile, personification, hyperbole, imagery, couplet, meter, rhyme scheme, and stanza. Examples are given for most terms to illustrate their usage and application in poetry. The document aims to familiarize readers with essential terminology used in analyzing and discussing poetic works.
Poetry
Poetry is a literary form that combines precise word meanings with emotional associations, sounds, and rhythms. It uses figurative language like metaphor, simile, personification, and onomatopoeia to express ideas or feelings in a fresh way. Poets employ various poetic devices including rhyme schemes, repetition, imagery, and sound devices to craft their work. This document defines and provides examples of many common poetic elements, forms, and techniques.
Writing a commentary
The document provides an overview of literary devices and poetic forms and techniques. It begins with definitions of common literary devices such as metaphor, simile, imagery and rhyme scheme. It then provides guidance on analyzing a poem, including reading it multiple times to understand meaning, structure and devices. It suggests potential structures for a poetry commentary and includes an example commentary analyzing William Wordsworth's "I Wandered Lonely as a Cloud". The summary focuses on outlining the key aspects covered in the lengthy document.
Analyzing Free Verse
This document provides an overview of analyzing free verse poetry. It defines free verse as modern poetry without rhyme or regular rhythm. It then lists several poetic elements commonly used in free verse like alliteration, assonance, imagery and symbolism. The document proceeds to explain these elements in more detail and provides examples. It concludes by outlining 10 specific steps for analyzing a free verse poem, such as identifying unfamiliar words, focusing on the voice and theme, and reflecting on the poet's approach.
make sure to discuss the following•your understanding of t.docx
make sure to discuss the following
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
make sure to discuss the following•your understanding of .docx
make sure to discuss the following:
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
More Related Content
Similar to Listen to We Real Cool and My Papa’s Waltz. These clips demo.docx
The poems are attached!!!!Poetry Explication--AssignmentInstruc.docx
The poems are attached!!!!
Poetry Explication--Assignment/Instructions
Assignment for the Poetry Explication
An
Explication
is a complete and detailed analysis of a work of literature, often proceeding word-by-word or line-by-line through the work. For this paper, you will be writing an explication of a poem. You may choose any of the poems listed in this module.
Technical Requirements for Explication:
The paper must be typed and double-spaced, conforming to proper manuscript
MLA
format. Please review the MLA documentation module for more information on MLA format.
The final draft of the paper must be at least two (2) pages.
This is not a research essay; therefore, you will not (and should not) use outside sources.
In the Explication you will be presenting your "reading" of the poem you have chosen. Such a reading will require you to understand all aspects of the poem and to have a grasp of the meaning of individual parts of the poem in relation to the entire work.
You are not, however, striving to be exhaustive in your "explanation" of the poem, but rather
you should strive to be selective in considering only those details that are significant to your own thematic understanding of the poem
.
General Questions to Consider for Poetry Explication
These questions will assist you to experience the poem more critically.
You do
NOT
need to address all of the following questions.
What does the title contribute to the reader's understanding of the poem?
Who is the speaker? Where is the speaker when the poem is happening?
What is the situation? What has happened in the past, or what is happening in the present, that has brought about the speech/poem?
Is there a specific setting of time and place?
Is the speaker addressing anyone in particular?
How do you respond to the speaker? Favorably? Negatively? Are there any special circumstances that inform what the speaker says?
What is the theme/meaning of the poem? Is the theme of the poem presented directly or indirectly? What details make possible the formulation of the main idea?
Do any allusions enrich the poem's meaning? What references need explaining? How does an explanation assist in the understanding of the poem?
What difficult, special, or unusual words does the poem contain? How does the diction reveal meaning? Are any words repeated? If so, do any words carry evocative connotative meanings? Are there any puns or other forms of verbal wit?
Do any objects, persons, places, events, or actions have allegorical or symbolic meanings? What other details in the poem support your interpretation?
Is irony used? Are there any examples of situational irony, verbal irony, or dramatic irony? Is understatement or paradox used?
What is the tone of the poem? Is the tone consistent?
Does the poem use onomatopoeia, assonance, consonance, or alliteration? How do these sounds affect you?
What sounds are repeated? If there are rhymes, what is their effect? Do they seem forced or na.
Tpcastt
The document outlines the steps of a TPCASTT poetry analysis:
1) Examine the title and determine if it provides contextual information or names the poem.
2) Translate each line of the poem into your own words without interpretation.
3) Identify figurative language, imagery, musical devices, and symbols used in the poem.
4) Determine the speaker's and author's attitudes or tones toward the subject matter.
Teens talk poems-2010
The document provides an introduction to poetic devices commonly used in poetry such as metaphor, simile, personification, imagery, oxymoron, hyperbole, tone, mood, allusion and repetition. It then discusses different types of poems including rhyming poems, free verse, narrative poems, and sonnets. The workbook aims to help teens analyze poems by having them answer comprehension questions, visualize images, and respond with their own writing.
What is poetry??
Poetry is a genre that uses various literary devices and figurative language to convey powerful feelings, emotions, and ideas in a rhythmic way. It utilizes elements like stanzas, imagery, metaphor, rhyme and rhythm. Poems can be interpreted on both a literal and figurative level and use devices such as simile, alliteration and assonance to establish mood, tone and evoke sensory experiences for the reader. Characteristics include the use of figurative language, sound devices, and evoking intense emotions through themes, style, and imagery.
English1.1(8 activities)
The document discusses different types of rhyme schemes in poetry, including end rhyme, internal rhyme, cross rhyme, and broken rhyme. It provides examples of each type using short poems and analyzes the rhyming words. The purpose of rhyme is also discussed, noting that it adds musicality and helps with memorization. In total, the document covers classification of rhymes, examples of different schemes, and the function of rhyme in poetry.
Poetry assessment
This document provides information and criteria for assessing poetry. It discusses word usage, form, mechanics, poetic devices, and rubrics for grading poetry at the 7th-8th and 9th-10th grade levels. The rubrics evaluate poems based on word usage, form, mechanics, poetic devices, rhythm, presentation, and effort. Poetic forms discussed include acrostic, limerick, haiku, free verse, tercet, quatrain, quintrain, sestet, and septet. Poetic devices that intensify mood include alliteration, assonance, and devices that enhance meaning include simile, metaphor, and imagery.
Choose a poem or song lyric about.pdf
This document provides instructions for analyzing a poem or song lyric about love. Students are asked to:
1) Choose a work that speaks to them and read it closely, paying attention to language, structure, and themes.
2) Consider the context of when it was written and how this informs its meaning.
3) Analyze the narrator's perspective on love and how it is conveyed through language and form.
4) Consider the intended audience and how the work addresses them.
5) Reflect on how the work resonates personally in relation to their own experiences with love.
6) Write a critical analysis of at least 550 words exploring the work's themes, language, structure, and context,
The Mary Ellen Carter 2
The document provides instructions for the first part of a poetry project. Students are asked to write three synopses, each one paragraph summarizing a poem and the next explaining its significance to the student. Examples are given of how to include the title, author, theme, and a concluding sentence to interest the reader. Students are advised to use sentence combining and paraphrasing to concisely summarize the key details and theme in one introductory sentence for each poem. The next lesson will cover using evidence from the poems to support the identified theme.
Writing about poetry
Explication is an analysis of a poem that describes possible meanings and relationships between its words, images, and other elements. To write an explication, one should read the poem silently and aloud, consider it as a dramatic situation, and identify the voice, conflicts/ideas, and language. Key questions to consider include who is speaking, what is being dramatized, when and where the action occurs, and why the speaker feels compelled to speak. The analysis should also consider the form, rhetoric, syntax, vocabulary, and patterns in the poem like rhyme, sound, visual presentation, rhythm, and meter.
Writing about poetry2
Explication is an analysis of a poem that describes possible meanings and relationships between its words, images, and other elements. To write an explication, one should read the poem silently and aloud, consider it as a dramatic situation, and identify the voice, conflicts/ideas, and language. Key questions to consider include who is speaking, what is being dramatized, when and where the action occurs, and why the speaker feels compelled to speak. The analysis should also consider the form, rhetoric, syntax, vocabulary, and patterns in the poem like rhyme, sound, visual presentation, rhythm, and meter.
parts of speech
This document presents an overview of the eight parts of speech in English: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. It defines each part of speech and provides examples to illustrate how words function within each category. The document is a presentation on parts of speech given by Moazzam Yasin and assigned by Professor Tahira Aalam at Concordia College in Allahabad.
Poetic devices
The document discusses various poetic devices including alliteration, assonance, consonance, enjambment, imagery, repetition, rhyme, and rhythm. It defines each device and provides examples to illustrate how writers use these techniques purposefully to create pleasing and impactful effects in poetry and other writing. The document suggests teaching poetic devices separately from other figurative language skills so students can digest the concepts in smaller bites.
How to Close reading poetry
Poetry requires close reading of every word and syllable to understand the meaning conveyed through rhythmic patterns. A poem's overall meaning is not obvious and requires multiple readings to understand the nuances. When analyzing a poem, one should consider its tone, structure, imagery, language use, and perspective of the poet to interpret the full meaning across its various elements. Close examination of poetic techniques like rhythm, meter, and form provide insight into the content and intent of the work.
English (8 Activities)
The document discusses different types of rhyme schemes in poetry, including end rhyme, internal rhyme, cross rhyme, and broken rhyme. It provides examples of each type using short poems and analyzes the rhyming words. The purpose of rhyme is also discussed, noting that it adds musicality and helps with memorization. In total, the document covers classification of rhymes, examples of different schemes, and the function of rhyme in poetry.
Poetry Presentation
This document provides an introduction to poetry, including important terminology like diction, imagery, mood, and theme. It discusses tips for reading poetry like slowing down, multiple readings, and using SALTT (Speaker, Audience, Life message/Theme, Topics, Techniques). Poetic techniques are defined, including the use of lines, images, sound, rhythm, and creative density. Song lyrics are to be analyzed for how they are similar to poetry in their use of these elements.
Poetry Presentation
This document provides an introduction to poetry, including important terminology like diction, imagery, mood, and theme. It discusses tips for reading poetry like slowing down, multiple readings, and using SALTT (Speaker, Audience, Life message/Theme, Topics, Techniques). Poetic techniques are defined, including the use of lines, images, sound, rhythm, and creative density. Students are asked to analyze how song lyrics demonstrate these poetic elements and terms.
Poetry Terms To Know
This document provides definitions and examples of various poetry terms including poetic devices, forms, and structures. It defines onomatopoeia, rhythm, rhyme, assonance, alliteration, metaphor, simile, personification, hyperbole, imagery, couplet, meter, rhyme scheme, and stanza. Examples are given for most terms to illustrate their usage and application in poetry. The document aims to familiarize readers with essential terminology used in analyzing and discussing poetic works.
Poetry
Poetry is a literary form that combines precise word meanings with emotional associations, sounds, and rhythms. It uses figurative language like metaphor, simile, personification, and onomatopoeia to express ideas or feelings in a fresh way. Poets employ various poetic devices including rhyme schemes, repetition, imagery, and sound devices to craft their work. This document defines and provides examples of many common poetic elements, forms, and techniques.
Writing a commentary
The document provides an overview of literary devices and poetic forms and techniques. It begins with definitions of common literary devices such as metaphor, simile, imagery and rhyme scheme. It then provides guidance on analyzing a poem, including reading it multiple times to understand meaning, structure and devices. It suggests potential structures for a poetry commentary and includes an example commentary analyzing William Wordsworth's "I Wandered Lonely as a Cloud". The summary focuses on outlining the key aspects covered in the lengthy document.
Analyzing Free Verse
This document provides an overview of analyzing free verse poetry. It defines free verse as modern poetry without rhyme or regular rhythm. It then lists several poetic elements commonly used in free verse like alliteration, assonance, imagery and symbolism. The document proceeds to explain these elements in more detail and provides examples. It concludes by outlining 10 specific steps for analyzing a free verse poem, such as identifying unfamiliar words, focusing on the voice and theme, and reflecting on the poet's approach.
Similar to Listen to We Real Cool and My Papa’s Waltz. These clips demo.docx (20)
The poems are attached!!!!Poetry Explication--AssignmentInstruc.docx
The poems are attached!!!!Poetry Explication--AssignmentInstruc.docx
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make sure to discuss the following•your understanding of t.docx
make sure to discuss the following
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
•
any problems you see in the research study
•
what the researchers might have done differently to improve their study
•
future research that might be conducted in this particular research area
.
make sure to discuss the following•your understanding of .docx
make sure to discuss the following:
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
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any problems you see in the research study
•
what the researchers might have done differently to improve their study
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future research that might be conducted in this particular research area
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make sure to discuss the following:
•
your understanding of the purpose of the research
•
what the researchers found (i.e., the results of the research study)
•
the broader implications or practical application of the research
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any problems you see in the research study
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what the researchers might have done differently to improve their study
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future research that might be conducted in this particular research area
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Major DiseasesCHAPTER 10Chapter 10Maj.docx
Major Diseases
CHAPTER 10
*
Chapter 10
Major Diseases
Learning Outcomes:Identify agents and vectors involved in the spread of infectious diseasesDescribe the process of infection, and the role of the body’s immune systemDiscuss prevention and treatments for colds and influenzaName and describe common infectious diseasesEvaluate your personal infectious disease risk factors, and strategies to decrease risk
Infectious Diseases
Infection is triggered by a pathogen (disease-causing organism) that is transmitted to the host (person or population) by a vector (biological or physical vehicle)
Types of microbes that can cause infection are:
Viruses Fungi
Bacteria Protozoa
Helminths (Parasitic Worms)
Agents of Infection: VirusesThe most common viruses are as follows:Rhinoviruses and Adenoviruses: which get into the mucous membranes and cause upper respiratory tract infections and coldsInfluenza viruses: can change their outer protein coats so dramatically that individuals resistant to one strain cannot fight off a new oneHerpes viruses: take up permanent residence in the cells and periodically flare upPapillomaviruses: may be responsible for a rise in the incidence of cervical cancer among younger womenHepatitis viruses: cause several forms of liver infection, ranging from mild to life threateningSlow viruses: give no early indication of their presence but can produce fatal illnesses within a few years
Agents of Infection: Viruses cont’dRetroviruses: named for their backward (retro) sequence of genetic replication compared to other viruses. One retrovirus, human immunodeficiency virus (HIV), causes acquired immune deficiency syndrome (AIDS)
Filoviruses: resemble threads and extremely lethal
Coronavirus 2019-COVID-19CDC is responding to a pandemic of respiratory disease spreading from person-to-person caused by a novel (new) coronavirus. The disease has been named “coronavirus disease 2019” (abbreviated “COVID-19”)
COVID-19 is caused by a coronavirus. Coronaviruses are a large family of viruses that are common in people and many different species of animals, including camels, cattle, cats, and bats. Reported illnesses have ranged from very mild (including some with no reported symptoms) to severe, including illness resulting in death. Older people and people of all ages with severe chronic medical conditions — like heart disease, lung disease and diabetes, for example — seem to be at higher risk of developing serious COVID-19 illness
Agents of InfectionBacteria: are the most plentiful microorganisms as well as the most pathogenic. Bacteria harm the body by releasing either enzymes that digest body cells or toxins that produce the specific effects of diseases such as diphtheria or toxic shock syndromeFungi: consist of threadlike fibers and reproductive spores. Fungi lack chlorophyll and must obtain their food from organic material, which may include human tissueProtozoa: single-celled, microscopic animals release enzymes.
Main questions of the essay1. What are types of daily-lived situat.docx
Main questions of the essay
1. What are types of daily-lived situations that confront undocumented youth sense of identity and belonging?
2. What types of psychological trauma impacts gow undocumented youth negotiate their daily lived situations?
3. How do undocumented youth respond to their daily psychological trauma that they experienced?
Use some examples to describe those experiences happened to those undocument youth, it can be made up.
In the Conclusion, provide some solution. Picture yourself as a policy maker.
.
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Make a simple plan to observe and evaluate a facility in your school or surrounding community , and recomond somethings in order to improve it ( write an essay about this article )
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Major Approaches to Clinical Psychology PresentationSelect one.docx
Major Approaches to Clinical Psychology Presentation
Select
one of the following psychological diagnoses:
·
Depressive disorder
·
Generalized anxiety disorder
·
Attention deficit hyperactivity disorder
·
Obsessive-compulsive disorder
Create
a 9-12 slide Microsoft
®
PowerPoint
®
presentation, with Speaker Notes;
You have been asked to provide a presentation regarding psychological issues for a local community organization. Your audience is made up of adults within the community who are
not
mental health professionals, and who are interested in learning more about a specific mental health issue.
Provide
a brief explanation of the mental health issue chosen, including primary symptoms, diagnostic criteria, populations most affected, and prevalence within the U.S.
Discuss
each of the major theories in Psychology: psychodynamic, cognitive-behavioral, humanistic, and family systems approaches.
Compare and contrast
the major approaches in relation to your selected psychological issue.
Include the following:
When, how, and why each approach developed, and identify psychologists most associated with the approach.
Terms and concepts associated with the psychological approach.
The techniques and strategies used by each approach, and the goals of treatment.
The effectiveness of each approach towardtreating yourselected diagnosis, based on treatment outcome research.
Incorporate
information from at least five peer-reviewed, professional publications.
Cite
each source you have relied upon throughout the body of your presentation, and list them on a separate slide titled
References
. Use direct quotes only sparingly.
Format
your paper consistent with APA guidelines.
Submit
a signed Certificate of Originality document.
.
Make a powerpoint presentation. At least 4 to 6 pages. Your pape.docx
Make a powerpoint presentation. At least 4 to 6 pages.
Your paper should include a cover page (setting forth the title of the paper, your name, the course number, and the date), and a bibliography.
Your paper should include an introductory paragraph, a comprehensive but concise analysis of the topic, and a conclusion paragraph.
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Make a 150 word response to the following. Incorporarte what was sai.docx
Make a 150 word response to the following. Incorporarte what was said in 1.In your response. Discuss some of the qualities that can make art "great." Use texbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Chapters 1-5
1. Although beauty is in the eye of the beholder, certain criteria should be looked at or met to consider something art. The same applies to calling someone an artist. Getlein first discusses that artists create places that fulfill a purpose for humans. Examples of this include Stonehenge and the Vietnam Memorial. Artists also exaggerate or give new perspective on ordinary objects to make them seem extraordinary. Another thing artists accomplish is using their art to record history. Their art could remind people of a different time or era in human history. For example, a painting for an ancient Chinese dynasty gives us insight into that era. Artists give form to things that cannot be seen or understood. This mostly includes statues, paintings, etc. of various deities. This same idea can also be applied when artists give form to feelings or ideas. This is shown in Van Gogh's famous painting called The Starry Night. Lastly, artists can give us a new or refreshing perspective on the world.
An artist or their art must meet one of these criteria to be considered art. These six criteria show how influential and important art has been to human culture and society for a very long time. Art gives us glimpses into times that are long gone and clues to a different culture.
Make a 150 word response to the following. Incorporate what is said in 2. In your response. What factors make a work of art valuable in different ways to different people? Use texbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Chapters 1-5
2. Unity is when pieces come together in art to form a cohesive whole. Variety is the difference in these pieces to be more interesting. An example of these concepts is figure 3.8 on page 56. Guernica by Pablo Picasso is a painting of disfigured animals and people that seem chaotic. Different images can be seen throughout the painting. Unity is shown because all the individual objects and people come together to give you a large picture. Variety is also shown because many of the animals like the horse are disfigured and almost cartoonish. I chose this work because looking at the individual pieces of the picture seem strange but they come together to show some kind of conflict.
Symmetrical balance is when the center of gravity in a piece of art is vertical. The two sides of the art must also correspond to each other. An example of this is figure 3.1 on page 51. A picture of interior upper chapel of the Sainte-Chappelle in Paris is shown. This artwork in the chapel shows symmetrical balance because there is an implied line down the middle of the design where a door is and both sides mirror each other perfectly. Asymmetrical balance is when two sides of the art do not correspond w.
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Major dams and bridges were built by the WPA during the "New Deal" of President Franklin Roosevelt in the 1930s and 1940s and have withstood decades. The American Interstate Highway system came into being during the Eisenhower presidential years over 60 years ago. Sewers were built several generations ago. In more exact terms, the United States' infrastructure system is old and beginning to rapidly deteriorate. How do you feel about the aging of United States' infrastructure? Explain.
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In your own words, please post a response to the Discussion Board and comment on at least two other postings. You will be graded on the quality of your postings.
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Major Paper #1--The Point of View EssayWe will be working on this .docx
Major Paper #1--The Point of View Essay
We will be working on this paper for the next three units. The final draft of the paper--with all three sections described below--will be due at the end of Unit #4.
Purpose:
This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process.
The Assignment:
1. Pleasant/Unpleasant Description of the Place:
Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write two descriptions of the place: one positive, one negative (at least 1-2 well-developed paragraphs or a minimum of 125-150 words each). Both descriptions should be factually true (same real time and real place), but you will want one description to be clearly positive in terms of tone and the other to be clearly negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible.
2. Rhetorical Analysis:
Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's T.
Major Essay for Final needs to be 5 pages long on the topic below an.docx
Major Essay for Final needs to be 5 pages long on the topic below and in Mla format with wroks citied AFTER he five pages due at 12:15 today
Requriements: 5 pages long
secondary sources 2 credible , 2 academic
Mla format (in-text ciations + works cited page)
focused specific paper topic
Identifiable methods of compostion choosen wisely
Topic Propsal:
The Media’s Influences on Society
The topic I chose to write my major essay on is the media’s influences on society.
This includes both positive and negative influences that the media portrays which plays a big part in society. I will explain how and why the media is used for much more than just entertainment purposes for society and how the media affects the choices society makes and its outcomes. The media affects society with these influences because it alters the way people think and it plays a role in the choices the people make. The change in peoples thoughts do to influences from what they see creates an opportunity for them to either make a good or bad choice depending on the type of influence that is shown. I believe that most of time the media portrays negative influences upon society. A positive influence from the media would be a commercial or show/clip about stopping bullying that informs people about the topic and why bullying is wrong and how it affects the lives of the victims. This type of media would influence society in a positive way because it would actually get society thinking about the situation and for the bullies some of them will actually realize the harm they are causing there victims and they would probably stop bullying people. A negative influence of the media would be a song with someone talking about how they murder people and take drugs and make it in a way to make people think it’s “cool” and then people who listen to it start imitating the things talked about in the song because they want to be “cool”. What I hope to accomplish with this essay is to open people eyes and help them see that the things they watch and listen to as in media actually alter the way they think and the choices they make so hopefully they change what they listen to and watch to more positive things.
The reason I chose to write about the media and its influences on society is to inform people that media has a bigger purposes than just entertainment for society and to hopefully help people make better choices and actually pay attention to the things they watch and listen to. I see how the media influence our modern society everywhere, at the basketball courts at the park at stores. Some of the people at the basketball courts I go to start listening to music that talk about drugs, gangs, murder and they start acting tough, being stupid and talking reckless and they get into arguments or even worse end up getting into fights and someone gets hurt I see this all the time. My paper is important because it will help shed light on the media motives and hopefully start making people m.
Major AssignmentObjectivesThis assignment will provide practice .docx
Major Assignment
Objectives
This assignment will provide practice and experience in:
·
Writing a program – Topic 2
·
Debugging– Topic 3
·
Stepwise Refinement& Modularisation – Topic 4 and Topic 10
·
Selection – Topic 5
·
Iteration – Topic 6
·
Arrays – Topic 7
·
File handling – Topic 9
·
Structs – Topic 11
NB Depend
i
ng on when you start this assignment you may need to read ahead especially on how to use files andstructs.
Suggestions:
Read the assignment specifications carefully first.Write the first version of your program in Week 4 and then create new versions as you learn new topics. Do NOT leave it until Week 11 to start writing the program. Review Topic 4 on stepwise refinement. This is how you should approach the major. Also note that though your program must do something and must compile it does not have to be complete to earn marks.
Specifications
One of the many tasks that programmers get asked to do is to convert data from one form to another. Frequently data is presented to users in well-labelled, tabular form for easy reading. However, it is impossible or very difficult to do further processing of the data unless it is changed into a more useful form.
For the purposes of this assignment I have downloaded and will make available the undergraduate applications to the 37 Australian universities from the Department of Education for 2009 – 2013 data file as a text file.
Your program will load this data into an array of structs, save the data in a form that is directly usable by a database (see below), display the data on the console in its original form and in its database form. It will also allow the user to display the highest number of applications for a given state and year.
Your program will use a menu to allow the user to choose what task is to be done. You will only be required to handle the Applications data. You can ignore the Offers and Offers rates data (see below).
Data
See “undergraduateapplicationsoffersandacceptances2013appendices.txt” for the original data.
This is the data your program should produce and save:
New South Wales Charles Sturt University 4265 4298 4287 4668 4614
New South Wales Macquarie University 6255 6880 7294 7632 7625
New South Wales Southern Cross University 2432 2742 2573 2666 2442
New South Wales The University of New England 1601 1531 1504 1632 1690
New South Wales The University of New South Wales 10572 10865 11077 11008 11424
New South Wales The University of Newcastle 9364 9651 9876 10300 10571
New South Wales The University of Sydney 13963 14631 14271 14486 15058
New South Wales "University of Technology, Sydney" 10155 9906 9854 10621 9614
New South Wales University of Western Sydney 11251 11.
magine that you are employed by one of the followingT.docx
magine
that you are employed by one of the following:
The social services division of a state or city government
A citizen action committee made up of community members
A police or fire department
A school or educational organization (public or private)
Develop
a 1,050- to 1,400-word needs statement and management plan that will be part of a proposal for a fictitious, grant-funded project of your choosing on behalf of your agency or organization. Include the following sections in your submission:
Paragraph One: Describe the characteristics of your fictitious agency or organization.
Paragraph Two: Discuss the possible funding sources you might contact for this grant proposal.
Needs Statement: Establish the specific problem the proposed project will address.
Management Plan: Describe the responsibilities of the project director (you) and any staff you will employ to implement the grant.
Format
your paper in accordance with APA guidelines.
Submit
your assignment.
Resources
Center for Writing Excellence
Reference and Citation Generator
Grammar and Writing Guides
Copyright 2018 by University of Phoenix. All rights reserved.
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M4D1 Communication TechnologiesIn this module, we have focused .docx
M4D1: Communication Technologies
In this module, we have focused on understanding and using new communication technologies to be more competent communicators.
Respond to the following:
What social media strategy would you recommend for your current (or previous) workplace?
What areas do you think your organization can still improve?
How would you explain the importance of social media to your employer?
.
M A N N I N GRobert I. KabacoffSECOND EDITION IN A.docx
M A N N I N G
Robert I. Kabacoff
SECOND EDITION
IN ACTION
Data analysis and graphics with R
http://www.allitebooks.org
Praise for the First Edition
Lucid and engaging—this is without doubt the fun way to learn R!
—Amos A. Folarin, University College London
Be prepared to quickly raise the bar with the sheer quality that R can produce.
—Patrick Breen, Rogers Communications Inc.
An excellent introduction and reference on R from the author of the best R website.
—Christopher Williams, University of Idaho
Thorough and readable. A great R companion for the student or researcher.
—Samuel McQuillin, University of South Carolina
Finally, a comprehensive introduction to R for programmers.
—Philipp K. Janert, Author of Gnuplot in Action
Essential reading for anybody moving to R for the first time.
—Charles Malpas, University of Melbourne
One of the quickest routes to R proficiency. You can buy the book on Friday and
have a working program by Monday.
—Elizabeth Ostrowski, Baylor College of Medicine
One usually buys a book to solve the problems they know they have. This book
solves problems you didn't know you had.
—Carles Fenollosa, Barcelona Supercomputing Center
Clear, precise, and comes with a lot of explanations and examples…the book can
be used by beginners and professionals alike, and even for teaching R!
—Atef Ouni, Tunisian National Institute of Statistics
A great balance of targeted tutorials and in-depth examples.
—Landon Cox, 360VL Inc.
http://www.allitebooks.org
ii
http://www.allitebooks.org
R in Action
SECOND EDITION
Data analysis and graphics with R
ROBERT I. KABACOFF
M A N N I N G
SHELTER ISLAND
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iv
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Publications was aware of a trademark claim, the designations have been printed in initial caps
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Manning Pub.
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Luthans and Doh (2012) discuss three major techniques for responding to political risk. Should an international organization always use all three techniques? Why or why not?
Your response should be at least 150 words in length. All sources used must be referenced; paraphrased and quoted material must have accompanying citations.
www.obm.nsaem.ru/.../International%20Management_
Main
Textbook.pd
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Lyddie by Katherine Paterson
1. If you were Lyddie how would you have handled the incident with mr marsen?
2. Explain how Charlie's visit is a turning point in the story
3. How does Paterson show how important it is for a person to have goals in life
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Luthans and Doh (2012) discuss feedback systems. Why is it important to consider an effective feedback system as an international manager?
Your response should be at least 150 words in length. All sources used must be referenced; paraphrased and quoted material must have accompanying citations.
www.obm.nsaem.ru/.../International%20Management_
Main
Textbook.pdf
use pages 212-215
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Luthans and Doh (2012) discuss factors affecting decision-making aut.docx
Luthans and Doh (2012) discuss factors affecting decision-making authority. Briefly describe at least three factors that affect decision-making authority.
I attached chapter 11 to the reflection paper assignment so you can use that to answer this question
thank you
Your response should be at least 200 words in length. All sources used must be referenced; paraphrased and quoted material must have accompanying citations.
[removed][removed][removed][removed]
.
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