My Thoughts on “My mistress’ eyes are nothing like the sun” Gabrielle Willis Dr. Ingo Stoehr English 1302.V99 27 February 2013 Outline I. Introduction II. Purpose a. Love Parody b. To show he loves her III. Form c. Sonnet d. Iambic Pentameter e. “Turn” f. Alternating pairs g. Couplet Conclusion IV. Content h. Description i. Comparison j. Satire k. Hyperbole of the Allusion V. Conclusion William
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that each line consists of five individual feet‚ each following the pattern of an unstressed then a stressed syllable. Each of these feet is called an iamb. This means that every line ends with a stressed syllable‚ one that will rhyme with the following line‚ creating a series of couplets. Thus‚ the end rhyme of this poem follows the pattern of “a‚ a‚ b‚ b‚ c‚ c‚ …” and so on. This pattern of unstressed and stressed syllables and couplet end rhymes is what gives this poem its musical feel and rhythm
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Lesson One: Differentiating between /r/ and /l/ Target group: This lesson targets students learning English who speak Chinese‚ Japanese‚ and Korean as a native language. Additionally‚ this lesson probably works best as a remedial response to observed difficulties in perception or production of these sounds. Time: 50 minutes 1. Introduction: This section involves introducing the sounds to the students using learner friendly explanations. In this section‚ I will also model the sounds
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CLASSIFICATIONs OF LITERATURE I. Divisions of Literature Literature Prose Poetry Fiction Nonfiction Dramatic Narrative Lyric Drama Short Story Novel Tale Fable Myth Legends Folktales Essay Biography Autobiography Diary History Chronicle News Anecdote Tragedy Comedy Opera Operetta Ballad Epic Metrical Tale Metrical Romance Ode Sonnet Song Elegy POINT OF COMPARISON | PROSE | POETRY | Form | Paragraph | Verse | Language | Words and rhythms of ordinary and everyday language | Metrical‚
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Loss and the pain of loss are explored in Elizabeth Bishop’s villanelle‚ “One art‚” as the persona attempts to control the grief that manages to resurface after every repeat of the refrain. The unstressed ends of these refrains negate the motive of the persona and shows “...a poignant recognition of the pathos of human [attempting] to control the uncontrollable” (Cowell‚ 1997). The iambic nature of the poem connotes to a persona posing to be detached from the objects they have lost. The melody is
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END-OF-TERM TEST ON ENGLISH PHONETICS & PHONOLOGY Time allotted: 30 minutes Please read the questions provided with four choices‚ marked A‚ B‚ C‚ and D in this reading paper. Then‚ on your answer sheet‚ tick the correct box for the letter that corresponds to the answer you have chosen. ** ** Please do not write anything in this reading paper. 1. Which of the following groups contains a segment that differs in voicing from the other segments ? A. [z‚ d ‚ ð‚ b ] B. [ m‚ n‚ ŋ
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combination of iambs ("the frost‚" "and not‚" "the sound‚" "that is")‚ trochees ("winter‚" "glitter‚")‚ anapests ("to regard‚" "to behold‚" "of the land")‚ dactyls ("junipers")‚ and others that are not of those kind ("that is blowing" - unstressed‚ unstressed‚ stressed‚ unstressed). Also‚ each line has either 3 or 4 feet‚ and the variation per stanza is not even regular. This very structure actualizes the opening line of the poem‚ which calls for "one [to] have the mind of winter." The title suggests that
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through the dialogue. The ending‚ and the revelation of the theme‚ is shown through the thoughts of the man‚ an inner dialogue. The rhythm of the poem is in trochaic octometer‚ meaning the syllables are in the following pattern: “stressed‚ unstressed‚ stressed‚ unstressed…” The second and third last lines of each stanza rhyme every time‚ and sometimes repetition is employed‚ communicating the importance of certain elements; the word “Lenore” is used as the last word in the second and third last lines
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An analysis of Who’s for the Game? By Jessie Pope War is a highly debatable topic that has influenced many poets. An issue that is important in Jessie Pope’s 1914 poem Who’s for the game? This essay will explore a range of literary devices used within the poem to help analyse the explicit and implicit meanings. Furthermore‚ it will use appropriate literacy terminology to back up quotes within the poem. Additionally‚ this essay will analyse the structure of the poem to show how meaning is conveyed
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other hand‚ “I heard a Fly buzz--when I died--” relies heavily on it’s prose. It is organized into four stanzas with four lines per stanza‚ with lines alternating between eight and six syllables. Each line starts with an unstressed syllable and then alternates stressed-unstressed till the end. This pattern is melodic and calming‚ just as the speaker expected death to be‚ but also sounds like the “uncertain stumbling Buzz” of a fly. The meter makes sure that even when the fly is not being mentioned
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