This document provides biographical information about English poet John Keats in 3 sentences:
Born in 1795 in London, England, John Keats was a renowned English Romantic poet who died young in 1821 in Rome, Italy at the age of 25. The document then discusses some linguistic elements of Keats' poetry and their influence on Urdu poetry, analyzing similarities between certain words and constructions in English and Urdu.
اردو کی آوازوں کا نظام اور لارڑ بائرن کی شعری زبانmaqsood hasni
The document discusses the linguistic system of sounds used in the Urdu language. It notes that Urdu has adopted many words and assimilated sounds from other major languages throughout history, giving it a unique status in South Asia. While progress cannot be made without overcoming challenges, superficial or foolish claims about a language's ability are misguided.
Poetry analysis requires both logical left brain skills like identifying rhyme schemes and creative right brain skills like interpreting meaning and imagery. The document outlines various literary devices used in poetry like metaphor, simile, onomatopoeia and provides examples of each from published poems. It emphasizes that poetry is meant to be read aloud to appreciate the rhythm, beat and sound elements incorporated by the poet.
O. Henry was a skilled user of stylistic devices in his works. He depicted different levels of American society in the early 20th century using satire and humor. His language was simple but he effectively used complex devices like puns, quotes from other authors, idioms, metaphors, epithets and personifications to create emotional depth. Stylistic choices like antithesis, hyperbole, archaisms and syntactic techniques helped establish his unique narrative style and outlook. Irony and paradox were also core parts of O. Henry's individual style.
The document discusses various figures of speech used in writing such as simile, metaphor, personification, apostrophe, antithesis, interrogation, exclamation, hyperbole, tautology, pun, alliteration, onomatopoeia, inversion, and repetition. Each figure of speech is defined and examples are provided to illustrate how each technique is used. The purpose of the document is to educate readers about different types of figures of speech and how they can be employed to enhance writing.
The document provides examples and formulas for several types of poems, including:
- Five Senses poems that describe a subject using the five senses
- Diamante poems that follow an ABBA ABBA pattern describing opposites
- Cinquain poems in a 1-2-3-4-1 line structure about a subject
- Color poems that describe a color using the five senses
- Anagram poems where each line starts with a letter of the subject
- Build-a-poem with a topic, colors, adjectives, verbs, and feelings
- Haiku using the 5-7-5 syllable structure about nature
- 8-line rhyming poems with an AABB
The document contains information about punctuation marks used in the English language. It discusses common punctuation such as periods, commas, semicolons, colons, question marks, exclamation points and apostrophes. It provides examples of how and when to use each punctuation mark correctly. The document also contains a paragraph that needs punctuation and the assistant's response punctuates the paragraph properly.
This document provides an overview of the challenges involved in translating poetry from one language to another. It discusses how poetry is an art form defined by elements like sound, rhythm, metrics, and syntax. The summary discusses three main challenges in translating poetry:
1) Maintaining the form of the original work, whether it be a sonnet, ode, or haiku. This is important to respecting the intentions of the original artist.
2) Accurately conveying meanings of words while capturing their connotations and the imagery/figures of speech used. Understanding the exact meaning the poet intended is difficult.
3) Preserving elements like alliteration that give poems musical qualities and make them more appealing and memorable
This document contains information from a presentation on lexical expressive means and stylistic devices in the English language given by Ekaterina Andreevna Volgina. It discusses various tropes or figures of speech such as metaphor, metonymy, irony, hyperbole, personification and epithets. It provides examples of each trope and discusses their semantic, structural and distributional aspects. It also lists sources that were consulted in preparing the presentation. The presentation aims to outline key tropes and analyze their functions in stylistic expression in English.
اردو کی آوازوں کا نظام اور لارڑ بائرن کی شعری زبانmaqsood hasni
The document discusses the linguistic system of sounds used in the Urdu language. It notes that Urdu has adopted many words and assimilated sounds from other major languages throughout history, giving it a unique status in South Asia. While progress cannot be made without overcoming challenges, superficial or foolish claims about a language's ability are misguided.
Poetry analysis requires both logical left brain skills like identifying rhyme schemes and creative right brain skills like interpreting meaning and imagery. The document outlines various literary devices used in poetry like metaphor, simile, onomatopoeia and provides examples of each from published poems. It emphasizes that poetry is meant to be read aloud to appreciate the rhythm, beat and sound elements incorporated by the poet.
O. Henry was a skilled user of stylistic devices in his works. He depicted different levels of American society in the early 20th century using satire and humor. His language was simple but he effectively used complex devices like puns, quotes from other authors, idioms, metaphors, epithets and personifications to create emotional depth. Stylistic choices like antithesis, hyperbole, archaisms and syntactic techniques helped establish his unique narrative style and outlook. Irony and paradox were also core parts of O. Henry's individual style.
The document discusses various figures of speech used in writing such as simile, metaphor, personification, apostrophe, antithesis, interrogation, exclamation, hyperbole, tautology, pun, alliteration, onomatopoeia, inversion, and repetition. Each figure of speech is defined and examples are provided to illustrate how each technique is used. The purpose of the document is to educate readers about different types of figures of speech and how they can be employed to enhance writing.
The document provides examples and formulas for several types of poems, including:
- Five Senses poems that describe a subject using the five senses
- Diamante poems that follow an ABBA ABBA pattern describing opposites
- Cinquain poems in a 1-2-3-4-1 line structure about a subject
- Color poems that describe a color using the five senses
- Anagram poems where each line starts with a letter of the subject
- Build-a-poem with a topic, colors, adjectives, verbs, and feelings
- Haiku using the 5-7-5 syllable structure about nature
- 8-line rhyming poems with an AABB
The document contains information about punctuation marks used in the English language. It discusses common punctuation such as periods, commas, semicolons, colons, question marks, exclamation points and apostrophes. It provides examples of how and when to use each punctuation mark correctly. The document also contains a paragraph that needs punctuation and the assistant's response punctuates the paragraph properly.
This document provides an overview of the challenges involved in translating poetry from one language to another. It discusses how poetry is an art form defined by elements like sound, rhythm, metrics, and syntax. The summary discusses three main challenges in translating poetry:
1) Maintaining the form of the original work, whether it be a sonnet, ode, or haiku. This is important to respecting the intentions of the original artist.
2) Accurately conveying meanings of words while capturing their connotations and the imagery/figures of speech used. Understanding the exact meaning the poet intended is difficult.
3) Preserving elements like alliteration that give poems musical qualities and make them more appealing and memorable
This document contains information from a presentation on lexical expressive means and stylistic devices in the English language given by Ekaterina Andreevna Volgina. It discusses various tropes or figures of speech such as metaphor, metonymy, irony, hyperbole, personification and epithets. It provides examples of each trope and discusses their semantic, structural and distributional aspects. It also lists sources that were consulted in preparing the presentation. The presentation aims to outline key tropes and analyze their functions in stylistic expression in English.
Simile is a figure of speech that explicitly compares two unlike things using words like "like" or "as". It adds beauty or humor to writing depending on the comparison. Figures of speech use creative language to convey meaning or have an impressive effect, including similes, metaphors, symbols, metonymy, synecdoche, hyperbole, personification, and more. Each figure of speech employs a specific technique such as comparing one thing to another, giving human traits to non-humans, exaggerating truth, or speaking directly to non-living objects.
The document lists and defines various poetic techniques that can be used to convey meaning in poetry. It defines imagery, sound, rhythm, form, simile, metaphor, onomatopoeia, personification, hyperbole, rhyme scheme, alliteration, and repetition. For each technique, it provides a definition and example to illustrate how that technique works in practice. The overall aim is to familiarize the reader with techniques that can be used in poetry and have them practice applying those techniques.
This document defines and provides examples of various stylistic devices used in writing. It discusses devices that involve repetition like alliteration and anaphora. It also covers imagery devices such as metaphor, symbol, and personification. Other devices covered are antithesis for contrasting ideas, rhetorical questions, irony, tone, ambiguity, and satire. Many of the devices are used to make the language more vivid or persuasive, to emphasize a point, or to produce a humorous effect.
The document provides an overview of a workshop on solo verse and prose speaking. It discusses various techniques for effective performance such as pronunciation, tone, meaning, enthusiasm and body language. It also covers specific aspects like handling lengthy poems, capturing sounds, and interpreting ambiguous poems. Tips are provided such as varying pace, stressing words and considering facial expressions. The document aims to improve participants' skills in performing speeches and readings.
The document discusses various literary devices and techniques used in writing. It defines stylistic devices as characteristics that make a text distinctive. It explains that writers use literary devices like figurative language and imagery to improve writing and make it more interesting. Some examples of literary devices provided include metaphor, simile, personification, and irony. The document also covers other concepts like tone, conflict, and forms of poetry like couplet and haiku.
This presentation showcases the PRACTICAL MECHANISM to extract the SEMANTIC and SYNTACTIC implication that a poem in particular and English literary works, in general, can offer.
Follow the STEP-AFTER-STEP method to attempt the critical appreciation of a poem
This document provides a stylistic analysis of two works: "The Broken Wings" by Khalil Gibran and William Blake's poem "The Tyger". For Gibran's work, it analyzes his use of literary devices like similes, metaphors and hyperbole at the semantic level and alliteration at the phonological level. For Blake's poem, it examines themes of good vs evil, symbolism of the tiger and lamb, uses of metaphor, alliteration, synecdoche and the poem's meter and rhythm. The document concludes by summarizing Gibran's figurative style and poetic prose techniques.
This document contains a table of contents for the English department of the Central Library at the International Islamic University, Islamabad. It lists 21 documents available in the library related to English language studies, including theses and dissertations on topics such as gender representation in textbooks, analyzing target needs of engineering students, and applying new historicist approaches to teaching English poetry. It provides contact information for the principal librarian.
This document outlines the six levels of learning according to Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. It presents an ascending order of complexity, with knowledge being the most basic level and evaluation being the highest level requiring abstract thinking and judgment.
The document is a brochure from MKFC Stockholm College from 2007 that promotes the college. It features the college logo and website repeatedly. Some images depict soap, gentlemen, women, and the college graphics designer Olle Lundberg. The brochure promotes MKFC Stockholm College and its website through repetitive branding and images.
There are several key points about play-based learning discussed in the document:
1) Play-based learning is defined as learning through play activities, though there is no single agreed upon definition.
2) Play contributes to brain development by shaping brain structure and strengthening pathways.
3) Both educators and parents recognize benefits of play-based learning for children's development of social, cognitive, and language skills, as well as independence and confidence.
4) However, some parents perceive play-based learning negatively and prefer more traditional, standardized testing approaches they believe better prepare children for academics.
This document provides an overview of safety orientation topics, including:
- Defining HSE (health, safety, environment)
- Emphasizing the importance of safety and possible consequences of not following safety protocols
- Discussing personal protective equipment like helmets, shoes, glasses
- Defining near misses and promoting safe work conditions and compliance with relevant acts
- Guidance on specific safety hazards and protocols for excavation work, working at heights, use of chemicals, electricity, tools, cranes, lifting and more
- Promoting clean housekeeping, driving safety, and avoiding horseplay or fighting on site
- Stressing that safety is everyone's responsibility to protect lives and health
This document discusses language in Pakistan. It begins with an introduction and table of contents. It then provides details on the demographics of languages spoken in Pakistan, including that Urdu is the national language but is only spoken natively by 7% of the population. Several other languages have over 1 million speakers each. It also discusses the role of English and Urdu in education and government. The conclusion recognizes the complex issues around language in Pakistan's social and educational environments. Support for early education in children's home languages and developing a national language policy are recommended.
Action research is conducted by teachers, administrators or other educational professionals to systematically investigate and address specific problems within educational settings. There are two main types: practical action research which aims to improve short-term practice, and participatory action research which involves stakeholders as equal partners to enact social change. The key steps involve identifying a research problem or question, gathering relevant information through methods like surveys or interviews, analyzing and interpreting the collected data, and developing an action plan to address the problem based on findings. Action research has advantages like improving practice at a local level and empowering educators to develop solutions collaboratively.
The document discusses the importance and benefits of play for children's development. It states that play is how children learn and mature as they grow. It then describes various values of play, including physical, intellectual, moral, creative, therapeutic, and social benefits. It also categorizes types of play based on social characteristics and content, ranging from unoccupied behavior to cooperative play. The document emphasizes that play is essential for children's well-being and learning.
This document provides a summary of a book titled "Sametalu" which contains Telugu proverbs with English translations. It includes details about the book such as the publishing company, editors, and copyright information. It also contains a preface and introduction section that discusses the origins and purpose of proverbs, and how they provide insights into human nature and culture. The summary highlights how proverbs are short, witty sayings that evolved from everyday life experiences and reflect the common values of a society. It also notes that understanding proverbs requires knowledge of the local culture and language.
This document compares the English Romantic poet William Wordsworth and the Gujarati poet Kalapi. It discusses their backgrounds, major works, and similarities. Both poets wrote extensively about nature, imagination, religion, humanity, and transcendence. They used simple language and drew from ordinary life. Examples provided show their deep appreciation for nature and ability to express intense human emotions. The document concludes that Romantic poets across continents, like Wordsworth and Kalapi, were highly influenced by Western Romanticism and that great poetry knows no boundaries.
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.
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.
The document provides definitions and examples of different poetic devices including simile, metaphor, personification, alliteration, consonance, line break, onomatopoeia, repetition, and rhyme. Key poetic devices are defined as comparisons using "like" or "as" (simile), comparisons stating one thing is another (metaphor), giving human qualities to non-human things (personification), words clustered with the same first sound (alliteration), repeating consonant sounds anywhere in words (consonance), where a line ends to add attention or emotion (line break), words that sound like the noise they describe (onomatopoeia), using the same words over and over (repetition), and two
This document provides pronunciation guidelines and information about special characters for a Tamil literary text. It notes that certain consonants are silent between words. It introduces two special Tamil characters, 'zha' and 'Ra', and explains their usage in Tamil and other South Indian languages. It also distinguishes between short and long vowels in Tamil versus Sanskrit/Hindi.
Simile is a figure of speech that explicitly compares two unlike things using words like "like" or "as". It adds beauty or humor to writing depending on the comparison. Figures of speech use creative language to convey meaning or have an impressive effect, including similes, metaphors, symbols, metonymy, synecdoche, hyperbole, personification, and more. Each figure of speech employs a specific technique such as comparing one thing to another, giving human traits to non-humans, exaggerating truth, or speaking directly to non-living objects.
The document lists and defines various poetic techniques that can be used to convey meaning in poetry. It defines imagery, sound, rhythm, form, simile, metaphor, onomatopoeia, personification, hyperbole, rhyme scheme, alliteration, and repetition. For each technique, it provides a definition and example to illustrate how that technique works in practice. The overall aim is to familiarize the reader with techniques that can be used in poetry and have them practice applying those techniques.
This document defines and provides examples of various stylistic devices used in writing. It discusses devices that involve repetition like alliteration and anaphora. It also covers imagery devices such as metaphor, symbol, and personification. Other devices covered are antithesis for contrasting ideas, rhetorical questions, irony, tone, ambiguity, and satire. Many of the devices are used to make the language more vivid or persuasive, to emphasize a point, or to produce a humorous effect.
The document provides an overview of a workshop on solo verse and prose speaking. It discusses various techniques for effective performance such as pronunciation, tone, meaning, enthusiasm and body language. It also covers specific aspects like handling lengthy poems, capturing sounds, and interpreting ambiguous poems. Tips are provided such as varying pace, stressing words and considering facial expressions. The document aims to improve participants' skills in performing speeches and readings.
The document discusses various literary devices and techniques used in writing. It defines stylistic devices as characteristics that make a text distinctive. It explains that writers use literary devices like figurative language and imagery to improve writing and make it more interesting. Some examples of literary devices provided include metaphor, simile, personification, and irony. The document also covers other concepts like tone, conflict, and forms of poetry like couplet and haiku.
This presentation showcases the PRACTICAL MECHANISM to extract the SEMANTIC and SYNTACTIC implication that a poem in particular and English literary works, in general, can offer.
Follow the STEP-AFTER-STEP method to attempt the critical appreciation of a poem
This document provides a stylistic analysis of two works: "The Broken Wings" by Khalil Gibran and William Blake's poem "The Tyger". For Gibran's work, it analyzes his use of literary devices like similes, metaphors and hyperbole at the semantic level and alliteration at the phonological level. For Blake's poem, it examines themes of good vs evil, symbolism of the tiger and lamb, uses of metaphor, alliteration, synecdoche and the poem's meter and rhythm. The document concludes by summarizing Gibran's figurative style and poetic prose techniques.
This document contains a table of contents for the English department of the Central Library at the International Islamic University, Islamabad. It lists 21 documents available in the library related to English language studies, including theses and dissertations on topics such as gender representation in textbooks, analyzing target needs of engineering students, and applying new historicist approaches to teaching English poetry. It provides contact information for the principal librarian.
This document outlines the six levels of learning according to Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. It presents an ascending order of complexity, with knowledge being the most basic level and evaluation being the highest level requiring abstract thinking and judgment.
The document is a brochure from MKFC Stockholm College from 2007 that promotes the college. It features the college logo and website repeatedly. Some images depict soap, gentlemen, women, and the college graphics designer Olle Lundberg. The brochure promotes MKFC Stockholm College and its website through repetitive branding and images.
There are several key points about play-based learning discussed in the document:
1) Play-based learning is defined as learning through play activities, though there is no single agreed upon definition.
2) Play contributes to brain development by shaping brain structure and strengthening pathways.
3) Both educators and parents recognize benefits of play-based learning for children's development of social, cognitive, and language skills, as well as independence and confidence.
4) However, some parents perceive play-based learning negatively and prefer more traditional, standardized testing approaches they believe better prepare children for academics.
This document provides an overview of safety orientation topics, including:
- Defining HSE (health, safety, environment)
- Emphasizing the importance of safety and possible consequences of not following safety protocols
- Discussing personal protective equipment like helmets, shoes, glasses
- Defining near misses and promoting safe work conditions and compliance with relevant acts
- Guidance on specific safety hazards and protocols for excavation work, working at heights, use of chemicals, electricity, tools, cranes, lifting and more
- Promoting clean housekeeping, driving safety, and avoiding horseplay or fighting on site
- Stressing that safety is everyone's responsibility to protect lives and health
This document discusses language in Pakistan. It begins with an introduction and table of contents. It then provides details on the demographics of languages spoken in Pakistan, including that Urdu is the national language but is only spoken natively by 7% of the population. Several other languages have over 1 million speakers each. It also discusses the role of English and Urdu in education and government. The conclusion recognizes the complex issues around language in Pakistan's social and educational environments. Support for early education in children's home languages and developing a national language policy are recommended.
Action research is conducted by teachers, administrators or other educational professionals to systematically investigate and address specific problems within educational settings. There are two main types: practical action research which aims to improve short-term practice, and participatory action research which involves stakeholders as equal partners to enact social change. The key steps involve identifying a research problem or question, gathering relevant information through methods like surveys or interviews, analyzing and interpreting the collected data, and developing an action plan to address the problem based on findings. Action research has advantages like improving practice at a local level and empowering educators to develop solutions collaboratively.
The document discusses the importance and benefits of play for children's development. It states that play is how children learn and mature as they grow. It then describes various values of play, including physical, intellectual, moral, creative, therapeutic, and social benefits. It also categorizes types of play based on social characteristics and content, ranging from unoccupied behavior to cooperative play. The document emphasizes that play is essential for children's well-being and learning.
This document provides a summary of a book titled "Sametalu" which contains Telugu proverbs with English translations. It includes details about the book such as the publishing company, editors, and copyright information. It also contains a preface and introduction section that discusses the origins and purpose of proverbs, and how they provide insights into human nature and culture. The summary highlights how proverbs are short, witty sayings that evolved from everyday life experiences and reflect the common values of a society. It also notes that understanding proverbs requires knowledge of the local culture and language.
This document compares the English Romantic poet William Wordsworth and the Gujarati poet Kalapi. It discusses their backgrounds, major works, and similarities. Both poets wrote extensively about nature, imagination, religion, humanity, and transcendence. They used simple language and drew from ordinary life. Examples provided show their deep appreciation for nature and ability to express intense human emotions. The document concludes that Romantic poets across continents, like Wordsworth and Kalapi, were highly influenced by Western Romanticism and that great poetry knows no boundaries.
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.
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.
The document provides definitions and examples of different poetic devices including simile, metaphor, personification, alliteration, consonance, line break, onomatopoeia, repetition, and rhyme. Key poetic devices are defined as comparisons using "like" or "as" (simile), comparisons stating one thing is another (metaphor), giving human qualities to non-human things (personification), words clustered with the same first sound (alliteration), repeating consonant sounds anywhere in words (consonance), where a line ends to add attention or emotion (line break), words that sound like the noise they describe (onomatopoeia), using the same words over and over (repetition), and two
This document provides pronunciation guidelines and information about special characters for a Tamil literary text. It notes that certain consonants are silent between words. It introduces two special Tamil characters, 'zha' and 'Ra', and explains their usage in Tamil and other South Indian languages. It also distinguishes between short and long vowels in Tamil versus Sanskrit/Hindi.
This document provides an introduction to poetry, discussing various poetic elements and techniques. It begins by defining poetry and noting that it uses musical language to capture intense experiences. It then explains that poetry has a speaker and is formatted differently than prose, often using lines and stanzas. The document goes on to discuss several key elements of poetry, including rhythm, sound devices like rhyme and alliteration, and imagery. It emphasizes that both the left and right brains are used in analyzing and understanding poetry.
On translating a Tamil Poem - A. K. Ramanujan..pptxHimanshiParmar4
~ The document discusses the difficulties in translating poetry from one language to another due to differences in phonology, grammar, syntax, and semantics between languages. It uses examples from translating Tamil poetry into English.
~ Some key challenges mentioned are the different sound systems, metrical structures, syntax patterns, cultural references, and taxonomies embedded in each language's poetic tradition. A literal translation is impossible, and the translator must find creative ways to map one system onto another without fully reproducing it.
~ The essay advocates approaching each poem as part of a complex network of related poems sharing themes, images, and conventions, to help suggest these intertextual connections in the translation. Faith in linguistic and human universals can aid
On Translating a Tamil Poem - A. K. Ramanujan.pptxNirav Amreliya
~ Translating poetry from one language to another is incredibly difficult due to differences in phonology, grammar, syntax, semantics, and cultural references between languages. A poem is defined by its unique language and cannot be perfectly reproduced in another.
~ When translating Tamil poetry to English, the translator faces many challenges due to differences in sound systems, metrical structures, syntax, and the cultural context embedded in the Tamil poems. Tamil poetry also relies on intertextual references that are difficult to convey.
~ While perfect translation is impossible, the translator can aim for "structural mimicry" by translating relationships, phrases, sequences, and patterns rather than individual words or lines. Focusing on universals, interiorized contexts
The document provides an introduction to poetry, discussing various elements of poetry including rhythm, sound devices, imagery, form, and poetic structures. It explains that poetry requires both creativity from the right brain and logic from the left brain. Key elements covered include rhythm, rhyme, repetition, alliteration, onomatopoeia, metaphor, simile, and form. Common forms of poetry like couplet, tercet, cinquain, haiku, and free verse are also mentioned.
This session emphasizes on communicative approach of teaching English language. It stresses on-
1. Communication
2. Basic skills of learning a language
Listening, Speaking, Reading & Writing
3. Expressions and phrases in Indian English
4. SMS language
This document provides an introduction to poetry, discussing various elements of poetry including the left and right brain, poet vs. speaker, traditional vs. organic forms, rhythm, sound devices, imagery, figurative language, and poetic forms. It explains concepts like iambic pentameter, defines common poetic devices like simile and metaphor, and provides examples of these devices in poems. The overall purpose is to introduce readers to the key components of poetry and how to analyze poems.
This document provides an introduction to poetry, discussing various elements of poetry including the left and right brain, poet vs. speaker, traditional vs. organic forms, rhythm, sound devices, imagery, figurative language, and poetic forms. It explains concepts like metaphor, simile, personification and provides examples of these from poems. It also discusses different types of poetic forms like couplets, tercets and cinquains. The overall document serves as a guide to understanding various components of poetry.
Here is a 3 line, 4 stanza poem with examples of the requested sound devices:
The Wind's Whispers
The wispy wind whispers through waving willows,
Willow branches brushing in a breezy ballet.
Whistling winds wander the woodland at will now.
Howling gusts gather great force as they flee,
Gusts growling gales grab grasses in green.
Ground groans as gusts grow ever more greedy.
Pattering precipitation plinks on pine planks,
Pitter pattering pine needles pleasantly play.
Plashing pools pull pondering poets' pranks.
Thunder rumbles in the
This document discusses various figures of speech and poetic devices. It begins by defining a figure of speech as using words in a non-literal way to compare or describe things. It then discusses specific figures of speech like similes, metaphors, alliteration and ballads. For similes, it provides examples like "as thin as a rail" and explains they use "like" or "as" to compare two unlike things. For metaphors, no connective words are used. It also discusses alliteration through examples and its use of repeated initial sounds. Ballads are described as narrative poems often set to music with quatrain stanzas.
This document discusses various figures of speech and poetic devices. It begins by defining figures of speech as words or phrases that have meanings beyond their literal definitions. It then discusses specific figures of speech like similes, metaphors, alliteration and onomatopoeia. It provides examples and explanations of each. The document also covers poetic forms like ballads, epics, dramatic monologues and their key features.
The document provides information about different types of poetry. It discusses couplet poetry, which uses pairs of rhyming lines of equal length. It also describes adjective poetry, poetry using onomatopoeia to imitate sounds, and poetry using repetition for emphasis. Examples are given for each type to illustrate their key features. The document is intended to teach readers about common poetic forms and techniques.
Outline of literary forms based on philippine historicalJesullyna Manuel
The document outlines various forms of Philippine literature categorized by historical period. It discusses ancient/folk literature including myths, epics, legends and folk tales. It also examines poetry forms such as narrative, lyric and dramatic poetry, providing examples like awit, sonnets, elegies and odes. Finally, it discusses corridos, which were octosyllabic narratives recited to a martial beat during the Spanish period. The document comprehensively surveys the major genres and styles of Philippine literature through history.
This document discusses language and expression. It argues that Urdu should be taught independently rather than through other languages like Arabic or Persian. It notes that while those languages influenced Urdu, Urdu now has its own rules and many words have taken on different meanings and pronunciations. The document also discusses how words are a tool for expression but meanings can vary based on context and understanding. It emphasizes the importance of understanding between people and avoiding conflicts that are often started by selfish powers.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Pandora was the first human woman created by the gods as a punishment for humanity. Zeus ordered Hephaestus to mold Pandora out of clay and each god gifted her with unique talents. Pandora was given a jar and told not to open it, but her curiosity got the better of her and she opened the jar, releasing all of humanity's evils - diseases, war, vice - into the world. Only hope remained inside once she closed it again. The myth seeks to explain the existence of evil in the world.
Japanese poetry has a long history and includes many forms. Some classical forms included waka, tanka, choka and sedoka. Renowned works from the Heian period include The Tale of Genji and The Pillow Book. Later forms included renga, haikai, haiku and senryu. Haiku evolved from hokku and focused on nature and seasons in 17 syllables. Senryu were similar but humorous. Haiga combined haiku with paintings.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document summarizes the geography and climate of Europe and Western Asia approximately 50,000 years ago during the Neanderthal age. At this time, vast areas that are now under water were dry land, including parts of the Irish Sea and North Sea. A large ice cap covered the polar regions, lowering sea levels and exposing additional land. The Mediterranean area was likely below sea level, containing inland seas. The climate was cooler than today, and the Sahara region was fertile rather than desert. Neanderthal humans and other early humans lived in this region, hunting mammoths and other large game and beginning to take shelter in caves as the climate deteriorated.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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9. تشبیہ میں اردو‘حامل کی حیثیت نمایاں میں شعر حسن
شے کسی ہے۔‘جگہ‘اور اجاگر کو معاملے اور شخص
میں کرنے نمایاں‘انگریزی ہے۔ کرتی ادا کردار اہم بڑا
ملتا استعمال سے طور اور غرض اسی کا اس میں شاعری
سا کا میں تشبیہ حرف ہے۔‘جیسا‘لیے کے طرح کی like
شعر حسن اس بھی نے کیٹس جان ہے۔ آتا میں استعمال
سے‘مالحظہ مثالیں چند میں ذیل اس ہے۔ لیا کام باکثرت
فرمائیں۔
Forlorn! the very word is like a bell
Like Nature's patient sleepless
Eremite,
Hold like rich garners the full
ripen'd grain;
شعرا اردو ہے۔ خدمت بڑی بہت کی زبان تشکیل کی مرکبات
انگریزی ہیں۔ پائے ترکیب مرکبات کے طرح کئی ہاں کے
شاعری کی کیٹس جان ہے۔ ملتا عام چلن یہ میں شاعری
ہوں۔ مالحظہ مثالیں چند سے
10. Not to the sensual ear, but, more
endear'd,
Fair youth, beneath the trees, thou
canst not leave
To what green altar, O mysterious
priest,
Or mountain-built with peaceful
citadel,
Is emptied of this folk, this pious
morn?
O Attic shape! Fair attitude! with
brede
Of marble men and maidens
overwrought,
With forest branches and the
trodden weed;
11. Thou, silent form, dost tease us out
of thought
And haply the Queen-Moon is on
her throne,
Where beauty cannot keep her
lustrous eyes
A flowery tale more sweetly than our
rhyme
And when I feel, fair creature of an
hour,
عام میں اردو کا بنانے لفظ کر مال کو لفظوں مرتبہ ہم دو
مثال ہے۔ ملتا رجحان
بزدل‘عینک
رجحان یہ میں اس نہیں۔ تر الگ سے رجحان اس انگریزی
کی اس ہاں کے کیٹس جان ہے۔ ملتا پر سطع عمومی
ہوں۔ مالحظہ مثالیں
12. And, little town, thy streets for
evermore
When I behold, upon the night's
starr'd face,
ہی پہلے
Already with thee! tender is the
night,
And leaden-eyed despairs;
The grass, the thicket, and the
fruit-tree wild;
میں مہارت جو ہے ہوتا تکیہءکالم ناکوئی کوئی کا زبان اہل
یہ بھی میں اردو ہے۔ لیتا کر اختیار شکل کی روزمرہ کر آ
تکیہءکالم اجتماعی اور شخصی ہے۔ موجود حال صورت
مثال ہیں۔ موجود صورتیں کی
ہوں رہی کہہ سے گھنٹے‘منٹ دوجاؤ۔ ٹھہر
یارمنٹ دورکو۔
14. What little town by river or sea
shore,
لفظی تکرار‘ہے بنتی سبب کا موسیقیت اور آہنگ جہاں‘
میں اردو ہے۔ بنتی موجب بھی کا بالیدگی فکری وہاں‘اس
یہ بھی میں انگریزی ہے۔ ملتا استعمال عام کا صنعت
سطور یہ کی کیٹس جان ہوئی۔ نہیں انداز نظر صنعت
ہوں۔ مالحظہ
Still, still to hear her tender-taken
breath,
"Beauty is truth, truth
beauty,--that is all
For ever piping songs for ever new;
Of deities or mortals, or of both,
Away! away! for I will fly to thee,
ہے۔ رکھتی درجہ کا شعر حسن تضاد صنعت میں اردو
15. ساتھ ساتھ کے کرنے واضح صورت تقابلی‘معنویت کی ان
کا صنعت اس بھی میں انگریزی ہے۔ کرتی نمایاں بھی
ہاں کے کیٹس جان ہے۔ ملتا استعمال‘بڑا استعمال کا اس
لیجیے۔ لطف اور پڑھیے الئنیں یہ ہے۔ بےتکلفانہ ہی
What men or gods are these? What
maidens loth?
A flowery tale more sweetly than
our rhyme:
فن کمال استعمال میں شاعری اردو کا لفظوں صوت ہم
ہے۔ موجود بھی میں انگریزی چلن یہ ہے۔ جاتا سمجھا
ہوں۔ مالحظہ الئنیں یہ کی کیٹس جان
Bold Lover, never, never canst thou
kiss,
A burning forehead, and a
parching tongue.
17. مثال ہیں۔ گیے ہو مستعمل میں اردو الفاظ انگریزی بےشمار
slow, time, god, pipe, ditties, song, Lover, kiss,
happy, love, green, age, pains,need, high
pen, hand, chance, high
October 31st 1795 to 23rd of February 1821
Ode On A Grecian Urn
Thou still unravish'd bride of quietness,
Thou foster-child of silence and slow time,
Sylvan historian, who canst thus express
A flowery tale more sweetly than our rhyme:
What leaf-fring'd legend haunts about thy shape
Of deities or mortals, or of both,
In Tempe or the dales of Arcady?
What men or gods are these? What maidens
loth?
What mad pursuit? What struggle to escape?
What pipes and timbrels? What wild ecstasy?
18. Heard melodies are sweet, but those unheard
Are sweeter; therefore, ye soft pipes, play on;
Not to the sensual ear, but, more endear'd,
Pipe to the spirit ditties of no tone:
Fair youth, beneath the trees, thou canst not
leave
Thy song, nor ever can those trees be bare;
Bold Lover, never, never canst thou kiss,
Though winning near the goal yet, do not grieve;
She cannot fade, though thou hast not thy bliss,
For ever wilt thou love, and she be fair!
Ah, happy, happy boughs! that cannot shed
Your leaves, nor ever bid the Spring adieu;
And, happy melodist, unwearied,
For ever piping songs for ever new;
More happy love! more happy, happy love!
For ever warm and still to be enjoy'd,
For ever panting, and for ever young;
All breathing human passion far above,
That leaves a heart high-sorrowful and cloy'd,
A burning forehead, and a parching tongue.
Who are these coming to the sacrifice?
To what green altar, O mysterious priest,
Lead'st thou that heifer lowing at the skies,
And all her silken flanks with garlands drest?
What little town by river or sea shore,
19. Or mountain-built with peaceful citadel,
Is emptied of this folk, this pious morn?
And, little town, thy streets for evermore
Will silent be; and not a soul to tell
Why thou art desolate, can e'er return.
O Attic shape! Fair attitude! with brede
Of marble men and maidens overwrought,
With forest branches and the trodden weed;
Thou, silent form, dost tease us out of thought
As doth eternity: Cold Pastoral!
When old age shall this generation waste,
Thou shalt remain, in midst of other woe
Than ours, a friend to man, to whom thou say'st,
"Beauty is truth, truth beauty,--that is all
Ye know on earth, and all ye need to know."
Ode To A Nightingale
My heart aches, and a drowsy numbness pains
My sense, as though of hemlock I had drunk,
Or emptied some dull opiate to the drains
One minute past, and Lethe-wards had sunk:
'Tis not through envy of thy happy lot,
20. But being too happy in thy happiness,---
That thou, light-winged Dryad of the trees,
In some melodious plot
Of beechen green, and shadows numberless,
Singest of summer in full-throated ease.
O for a draught of vintage, that hath been
Cooled a long age in the deep-delved earth,
Tasting of Flora and the country green,
Dance, and Provencal song, and sun-burnt
mirth!
O for a beaker full of the warm South,
Full of the true, the blushful Hippocrene,
With beaded bubbles winking at the brim,
And purple-stained mouth;
That I might drink, and leave the world unseen,
And with thee fade away into the forest dim:
Fade far away, dissolve, and quite forget
What thou among the leaves hast never known,
The weariness, the fever, and the fret
Here, where men sit and hear each other groan;
Where palsy shakes a few, sad, last gray hairs,
Where youth grows pale, and spectre-thin, and
dies;
Where but to think is to be full of sorrow
And leaden-eyed despairs;
Where beauty cannot keep her lustrous eyes,
21. Or new love pine at them beyond tomorrow.
Away! away! for I will fly to thee,
Not charioted by Bacchus and his pards,
But on the viewless wings of Poesy,
Though the dull brain perplexes and retards:
Already with thee! tender is the night,
And haply the Queen-Moon is on her throne,
Clustered around by all her starry fays;
But here there is no light,
Save what from heaven is with the breezes
blown
Through verdurous glooms and winding mossy
ways.
I cannot see what flowers are at my feet,
Nor what soft incense hangs upon the boughs,
But, in embalmed darkness, guess each sweet
Wherewith the seasonable month endows
The grass, the thicket, and the fruit-tree wild;
White hawthorn, and the pastoral eglantine;
Fast-fading violets covered up in leaves;
And mid-May's eldest child,
The coming musk-rose, full of dewy wine,
The murmurous haunt of flies on summer eves.
Darkling I listen; and for many a time
I have been half in love with easeful Death,
22. Called him soft names in many a mused rhyme,
To take into the air my quiet breath;
Now more than ever seems it rich to die,
To cease upon the midnight with no pain,
While thou art pouring forth thy soul abroad
In such an ecstasy!
Still wouldst thou sing, and I have ears in vain---
To thy high requiem become a sod
Thou wast not born for death, immortal Bird!
No hungry generations tread thee down;
The voice I hear this passing night was heard
In ancient days by emperor and clown:
Perhaps the self-same song that found a path
Through the sad heart of Ruth, when, sick for
home,
She stood in tears amid the alien corn;
The same that oft-times hath
Charmed magic casements, opening on the foam
Of perilous seas, in faery lands forlorn.
Forlorn! the very word is like a bell
To toll me back from thee to my sole self!
Adieu! the fancy cannot cheat so well
As she is famed to do, deceiving elf.
Adieu! adieu! thy plaintive anthem fades
Past the near meadows, over the still stream,
Up the hill-side; and now 'tis buried deep
23. In the next valley-glades:
Was it a vision, or a waking dream?
Fled is that music:---do I wake or sleep?
Ode To Autumn
1.
Season of mists and mellow fruitfulness,
Close bosom-friend of the maturing sun;
Conspiring with him how to load and bless
With fruit the vines that round the
thatch-eves run;
To bend with apples the moss'd
cottage-trees,
And fill all fruit with ripeness to the core;
To swell the gourd, and plump the
hazel shells
With a sweet kernel; to set budding
more,
And still more, later flowers for the bees,
Until they think warm days will never cease,
For Summer has o'er-brimm'd their
clammy cells.
2.
Who hath not seen thee oft amid thy store?
24. Sometimes whoever seeks abroad may
find
Thee sitting careless on a granary floor,
Thy hair soft-lifted by the winnowing wind;
Or on a half-reap'd furrow sound asleep,
Drows'd with the fume of poppies, while
thy hook
Spares the next swath and all its
twined flowers:
And sometimes like a gleaner thou dost keep
Steady thy laden head across a brook;
Or by a cyder-press, with patient look,
Thou watchest the last oozings hours
by hours.
3.
Where are the songs of Spring? Ay, where are
they?
Think not of them, thou hast thy music
too,—
While barred clouds bloom the soft-dying day,
And touch the stubble-plains with rosy
hue;
Then in a wailful choir the small gnats mourn
Among the river sallows, borne aloft
Or sinking as the light wind lives or
dies;
And full-grown lambs loud bleat from hilly
25. bourn;
Hedge-crickets sing; and now with treble
soft
The red-breast whistles from a
garden-croft;
And gathering swallows twitter in the
skies.
His Last Sonnet
Bright star, would I were steadfast as thou art! -
Not in lone splendour hung aloft the night,
And watching, with eternal lids apart,
Like Nature's patient sleepless Eremite,
The moving waters at their priestlike task
Of pure ablution round earth's human shores,
Or gazing on the new soft fallen mask
Of snow upon the mountains and the moors -
No -yet still steadfast, still unchangeable,
Pillowed upon my fair love's ripening breast,
To feel for ever its soft fall and swell,
Awake for ever in a sweet unrest,
Still, still to hear her tender-taken breath,
And so live ever -or else swoon to death.
26. When I Have Fears
When I have fears that I may cease to be
Before my pen has glean'd my teeming brain,
Before high-piled books, in charactery,
Hold like rich garners the full ripen'd grain;
When I behold, upon the night's starr'd face,
Huge cloudy symbols of a high romance,
And think that I may never live to trace
Their shadows, with the magic hand of chance;
And when I feel, fair creature of an hour,
That I shall never look upon thee more,
Never have relish in the faery power
Of unreflecting love;--then on the shore
Of the wide world I stand alone, and think
Till love and fame to nothingness do sink.