In the passage, “Clover,” there is a man named Graham. In many different ways, he interacts with his students. For example, when Graham states, “Before I begin with a poem, I might just talk about my hair a moment.” The author then says that everyone in the class starts to smile at Graham. According to the passage, Graham loves to interact with his students, and he also has very unique characteristics in the classroom and at home. In the passage, “Clover,” Graham interacts with his students. One example is, when Graham talks about the home he bought two years ago. In paragraph 6, it says, “Of course they knew about his house.” It also says that “They knew about the plumbing issues and the crumbling chimney, the gutter debacle, the
The informal language and intimacy of the poem are two techniques the poet uses to convey his message to his audience. He speaks openly and simply, as if he is talking to a close friend. The language is full of slang, two-word sentences, and rambling thoughts; all of which are aspects of conversations between two people who know each other well. The fact that none of the lines ryhme adds to the idea of an ordinary conversation, because most people do not speak in verse. The tone of the poem is rambling and gives the impression that the speaker is thinking and jumping from one thought to the next very quickly. His outside actions of touching the wall and looking at all the names are causing him to react internally. He is remembering the past and is attempting to suppress the emotions that are rising within him.
Throughout the novel, Fitzgerald uses many scenes to display imagery. “I spent my Saturday nights in New York because those gleaming, dazzling parties of his were with me so vividly that I could still hear the music and the laughter faint and incessant from his garden and the cars going up and down his drive.” This quote displays how the narrator is still visualizing these images when he is not present at his house. The words “gleaming” and “dazzling” portray the parties as bright and remarkable. From the extract, the reader learns that the narrator is avoiding his neighbor’s house. “… when I left—the grass on his lawn had grown as long as mine.”
She begins the chapter by explaining the importance of invisibility in the classroom. “Don’t be too noticeable is the rule” that is commonly known by most students (91). She elaborates by explaining that a student should not add new information into a conversation yet ask a question that would concern all students about upcoming work or tests. Later in the chapter, she highlights that the instructor 's main role in the classroom is “getting [students] to say something” because students felt pressured into remaining silent (94). This pressure came from personal self-doubt and the desire to not be defined as unintelligent. In conclusion to these points, Nathan states that “despite official assertions about the university as a free marketplace of ideas, the classroom doesn’t often work that way in practice” (95). In addition to in class discussions being intellectually weak, conversations outside of class rarely involved academics, but when academics were mentioned, there was a limited set of a few questions like “‘Did you do the reading for today?’ and ‘Did we have anything due today?’” (96). She explains that no students ever asked question about how interesting assignments were because they “weren’t acceptable or normative topics to introduce” while outside the classroom (96). Based on the lack of intellectual discussions in and out of class, Nathan concluded that academics play a minor role in the life of
In a passage named “Clover” a teacher named Graham Write interacts with his students in a very unique way. The students seem to enjoy listening to their teacher, while he tells them about his life at home.
In Stage 1, the epigraph states that “everything is new, exciting, and interesting for your students. It is fun for your students to explore their new environment” (pg. 237). Claudette shows adaption in Stage 1 when the story says “the deacon handed out some stale cupcakes” which
Set in modern time, the play Haiku written by Kate Snodgrass is a thirty-minute drama with themes of unconditional love and deception, in the play Haiku, the audience looks on the life of a mother and her two daughters. In the play, the mother, Nell, is described as a woman in her 50’s who has been taking care of her daughter Louise, who is in 20’s and has some form of autism (possibly Tourette’s). During her time taking care of Louise, Nell discovers that sometimes Louise is more present, and when so, she is able to communicate with Nell by reciting haikus. After allowing this to go on for three years, Nell’s other daughter Billie comes to visit. During this visit, Billie is told the truth about her sister and how she has episodes of normalness
He mentions many everyday examples that tie back to his main idea of decaying friendship. He states that there is no greater disappointment than to meet an old friend and discover how they have changed. He thoroughly explains how the overall renovation of friendship is basically hopeless, and how one should try to keep his friends close in order to remain joyful. Lastly, he reminds us of the greatest novelty in the world, the gift of friendship, and the lengths we need to achieve in order to keep it.
In the passage Clover, Graham, a teacher, seems to have playful interactions with his students. This is explained throughout the passage and is expressed the dialogue of the characters. The author creates Graham to be a quirky, yet hard working character. This was shown when Graham did not have a mirror to do his hair and came to school with it looking not up to standard, yet only because he was doing renovations to his home and forgot to get a new mirror when he was to replaced his other one.
By what he tells his students and what other teachers think about him. Form this information the author has given. Graham is a very carefree guy, he is adventuress, and goes with the flow. In paragraph six, “There were teachers who complained incessantly about the lack of classroom time, about the visits away of the day, about the bathroom visits and early dismissals for swim and soccer games. Also in paragraph six, “plumbing issues and the crumbling chimney...early in his teaching career.” The author of Clover tells us what he is like at home. Graham tells his students about his weekend, which he spends in his house. Graham is a hard-working person at his house. In paragraph ten and twelve, “‘well,” Graham said, “I’ve finally taken the mirror down.” And “‘Anyway,” Graham said. “I realized late last night that it would have to wait until another
In his first year of school, he is only interested in Megan Murray, the first girl Paul has ever lusted for. However in his second year, he meets Rosie. Rosie watches him practise in the Music Room during lunch. Initially, Paul feels intimidated by Rosie as he thinks that she is too much like himself. He is afraid that he now has competition as she is the other smart kid in the class, yet he still chooses to teach her some piano. Choosing to spring lines from Herr Keller’s teachings, he makes himself sound smarter and more accomplished at the piano than he actually is. The characters show the development of Paul through the way they act with Paul and the language and content used in conversation. This enables us to see Paul’s “plumage” being presented to the world as Paul develops through time to become the swan that he is at the end of the novel.
Not only do the people that students socialize with influence the way scholars think, but so do the instructors. In W.D. Snodgrass's poem "The Examination", the people who are mutilating this person are actually instructors, and th...
The school mates are are implored to be straight forward “by the rights of fellowship” and “the consonancy of [their] youth.” He asks them to “be direct and even
As the story begins, Cather describes Neil Herbert as, ¡°a handsome boy of twelve whom she liked.¡± This description gives us a mental picture of this boy with a smile on his face and always being courteous. In his younger years, the reader can assume that Herbert was very energetic and always merry. He¡¯d even try to catch a bird in a tree so Ivy Peters couldn¡¯t kill it with a rock. ¡°If I can get it now, I can kill it and put it out of its misery.¡± Through Cather¡¯s details the reader can tell that Herbert had a strong determination to catch the bird. Herbert ends up falling from the tree and breaking his arm of which he gets treated at Mrs. Forrester¡¯s house. ¡°What soft fingers Mrs. Forrester had,¡± and he though, ¡°what a lovely lady she was.¡± The author states that ¡°The little boy was thinking that he would never be in so nice a place again.¡± Through Cather's description the reader can tell that Neil had a yearning passion for Mrs. Forrester and that her house was like heaven on earth.
Women are free to explore higher education, travel around the world, and to marry whomever. “We had to be sure...that this was more than any old professor-student romance; that it was the Real Thing, because the longer the indecision went on the longer Mrs. Piper would be left dangling in uncertainty and distress”. In this line of the story, the reader can see that the narrator, a young woman in college, is away having an affair with her married professor. (172-173) “Mr. and Mrs. Peter Piper had been married for twenty-four years...no longer in love with each other... I loved him... and so far I was winning hands down”. (173) “I love you, I said to Peter...How much do you love me?...Inordinately! I love you with inordinate affection”. (174) These lines bring ones attention to the great amounts of love the narrator has for her lover. “Peter said...Your Ind aff is my wife 's sorrow, that 's the problem”. (175) Peter has put the blame for his marriage falling apart on the narrator. While waiting at the restaurant for their lunch “Two waiters stood idly by and watch us waiting...one was young and handsome...about my age...he smiled... I smiled back, and instead of the pain in the heart I 'd become accustomed to as an erotic sensation, now felt, quite violently, an associated yet different pang which got my lower stomach...The true pain of Ind Aff...I stood up...Where are you going? He asked, startled...Home”. (176) The young waiter helped the narrator to realize that she is young and there are so many men her age that would really love her not just use her for
Even as a young boy, Stephen experienced rejection and isolation at school. On the playground Stephen "felt his body [too] small and weak amid the [other] players" (Joyce 8). His schoolmates even poked fun at his name. In response to his rejection by the other boys Stephen makes a conscious decision to "[keep] on the fringe of his line, out of sight of his prefect" and the other boys. Stephen is later depicted as choosing the "warm study hall" rather than the playground with his friends outside (Joyce 10). His rejection at school leads him to isolate himself in his schoolwork, thus putting himself on a scholarly path that will give him the intellectual skills necessary for the artist within him to achieve adulthood.