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Have you ever wanted to throw rocks at an old lady? When Roger’s teacher leaves on furlough, his class stumbles upon Ms.Orville, an uncompromising authoritarian who leaves nothing up for negotiation, his classmates sure do. After a week with her, the better part of the class abhorred their substitute, execrating her as inequitable and barbarous. The author uses these events and several techniques to show that people can change you, no matter how long you're with them. The author, Arthur Cavanaugh, uses irony to reinforce the theme. An example of this is when Ms.Wilson tells the class that she will be absent and that they will have a substitute. Knowing this, Roger convinced his father to take him to the park, owing to the fact that in Roger’s mind, that homework would not be collected. After a day with Ms.Orville, however, Roger completed his nightly assignments forthwith after school. Even though Roger expected to enjoy an easy few days with a substitute, he got the most discipline he’s ever experienced. …show more content…
The world needs good citizens”(380). In return, the better part of the students sought retribution, and they razed Ms.Orvilles’ beloved plant to the ground. Notwithstanding Ms.Orvilles’ best intentions, her students went from a docile group engaged in a vapid curriculum, to an assemblage of enraged animals out for
The article, “Girl Moved To Tears By 'Of Mice And Men' Cliffs Notes,” published by The Onion, argues through its satire that people shouldn’t cry over the dry, analyzed parts like the summaries and that they should read the book instead. The type of satire used to develop the thesis is horatian and a satirical device used to develop the thesis is irony. The article is filled with verbal irony with direct quotes from Weaver like “‘I never wanted the synopsis to end’” and from her professor that said, “this was not the first time one of his students has expressed interest in the novel’s plot summary.” The target of the satire are students who read summaries rather than the entire book and the purpose is to encourage students to read the book rather than Cliff Notes to get all the information. The opposing argument is that sources like Sparknotes and Cliff Notes can actually help a student if they don’t understand something they just read or if they are under a time crunch.
Because many people who read this poem were once in a student’s role, they start to relate more and more as the poem continues. The speaker talks of “sweating the final” and “reading disorganized essays” (Lines 9 and 11). Much like any school-goer, the scenes depicted in this section of the work are humorous because almost everyone can relate to them. The speaker mentions “the boy who always had his hand up” (Line 14). Everyone has had the geeky poindexter know-it-all kid that sits in the front of the classroom, eager to answer all of the teacher’s questions. “While he seldom makes actual puns, his wit is of the punning kind: he makes idioms ridiculous through inflation, hyperbole, and repetition” (Kirsch). Kirsch also says that , “...part of Collins's talent is knowing when to stop”(Kirsch). Collins does not overdo his puns and witty remarks ,which could become quite cheesy to some readers, but he knows how to make them work. Through the use of humor, Collins brings a lightheartedness to the work that appeals to readers.“The poem also alternates between humor (jokes about teachers and students) and pathos (sad aspects of some students’ later lives or some teachers’ later lives)” (Prinsky). He even goes on to make a reference to Nathaniel Hawthorne’s The Scarlet Letter. By using this analogy, Collins touches on the social crowd platform. He says, “The A’s stroll along with other A’s” and “The D’s honk
Someone might’ve had an intention to do nothing but good, and then ends up doing a terrible deed. Situational irony can completely shock and surprise the reader and their expectation of the story. This could be an easy and entertaining way for the author to show a character’s failure, or even a character’s unexpected success. The narrator had said,”I ran as fast as I could, leaving him far behind with a wall of rain dividing us.” (pg.425) This quote helps to represent the stories theme because it talks all about irony and how things don’t end up as they are supposed to. It was obviously ironic when the Narrator caused the breakdown of Doodle while he was the one trying to build Doodle up the most. Or even how the Narrator thought he would be stuck with Doodle his whole life, and then he becomes the reason why Doodle is gone from his life permanently. The Narrator does something completely unexpected and leaves Doodle behind in the rain. Throughout the whole story we knew the Narrator didn’t really like Doodle in the beginning, but he still stuck with him. Now when the Narrator and Doodle are at their closest point yet, the Narrator decides to abandon him. It is ironic how if Doodle wasn’t pushed towards societal betterment, he would still be
For example, near the end of the passage the author uses sarcasm when telling the reader some of their favorite things to do when she has the time. “Stand over the sink and eat the rest of your child’s dinner while he or she pulls at your pant leg asking for it back.”In other words, take your child’s food and don’t give it back. The writer uses verbal irony, by being sarcastic because she doesn’t really want you to do this, but rather actually spend your time in a useful way. When you have a child or baby, it is hard to find time just to yourself, and the author is just telling you what not to do to make it more humorous. All of the ridiculous ways she spends her time makes the story very
Arthur Miller, one of America's greatest playwrights, living or dead, is a master of verbal irony. An examination of three strong examples of verbal irony in Millers play, The Crucible, will prove this out. While Miller started the genre of the tragedy of the common man, and is also know for his thoughtful and decisive plot lines, much of his fame, possibly can be attributed to his brilliant use of language generally, and his use of verbal irony in particular.
One way Avi presents the theme of the novel is through change in the main characters. Originally, Miss Narwin, Phillip’s homeroom teacher, was opposed to the suspension of Phillip. In a conversation with Dr. Panelli she said, “Did you really have to suspend him?...He’s a really nice boy.” (Avi 90) Later in the book, on page 206,
In 'The Stone Boy';, the title of the story is a good example of irony.
Thomas Corwin, former U.S. Senator and governor of Ohio, opposed the Mexican- American war. As a legislator, he spoke a speech as it is written in this document. In the beginning, he is questioning the president about whether the land they are fighting for has a right to be theirs. He claims that if they continue with the war, it is treason, and that the north and the south would collide. The irony of this is that he believes it was treason for going through with the war; however, most people believed he was committing treason for not going through with the war.
The rational facility of man cannot successfully be revealed, in its entirety, through literal and direct language. Recognizing this reality generated by the nature of such a faculty, Wright utilizes a variety of rhetorical devices, indirect in their capabilities, to establish a realistic and all-encompassing paradigm throughout his story. Consequently, Wright uses irony to shape his characters. Such a methodology is primarily revealed when the writer, assuming the ignorance of his wife, discuss the circumstances intended for her untimely end. Developing exceptional situational qualities, irony is used once more during Lucy’s execution of her dead husband’s plot. Furthermore, that same situational irony is present at the murder of her husband.
The author uses literary devices to deepen the readers understanding. According to, “the fun they had” “On the page headed May 17, 2157, she wrote, “Today, Tommy found a real book!” This represents the setting because it states the date, “May 17, 2157” showing its futuristic setting. Equally as important, according to “All summer in a day” “Margie was thinking about how the kids must have loved it in the old days. She was thinking about the fun they had.” This explains, the theme of don’t be ungrateful of what you have because she wishes her schooling could be like the past. In addition, the point of view is third person limited. In other words, the point of view provides a perspective for the reader to see from.
The short story, “The Cask of Amontillado” written by Edgar Allan Poe is about a man named Montresor who is seeking revenge after allegedly being insulted by Fortunato. The revenge Montresor is seeking is death, and after planning for some time, he decided the best time to kill Fortunato would be during carnival time. While Fortunato was in a jester costume and intoxicated Montresor informs Fortunato that he was on his way to ask Lucchesi, a fool who knew nothing about wine, to check if the shipment of Amontillado was indeed Amontillado wine. Montresor told this to Fortunato this because he knew he would get jealous and volunteer to test the wine. Montresor then leads Fortunato to his catacombs and kills him. Poe uses the literary techniques of dramatic and situational irony to demonstrate that Montresor was a malicious person who found Fortunato's pain humorous.
Irony is the most significant technique that the author uses in this story. It shows the contrast between Louise's expectation and her limited reality. It also gives the story more twists and turns. The reader knows Louise's desire. However, her sister and her friend do not know.
In general, the discrepancy between appearances and reality is ironic. Irony is encountered throughout our daily activities and comes in many forms; verbal, situational. and the cosmic. Verbal irony is the most familiar kind, this occurs when we understand that.
Many human beings have been involved in a power struggle of some sort since the beginning of time. Between power in the business world, classroom, and government it is often clear who is subordinate and who is dominant. Subordinates may at times feel powerless; however, they can gain satisfaction out of aesthetics and hidden transcripts because of the personal freedoms it represents to them.
Whereas Brown is attempting to inform educators on an essential issue, he does so in a way that discloses his sarcastic and vexed tone simultaneously. Brown carries on his rhymes by means of using humor and sarcasm to highlight his impression of irrationality in what is neglected in the system. He appeals to his audience in a way that uses a mocking rhythm in order to compare his idea of a strong program of study to a customary one. He does so by means of revealing irony during his lines, such as “I wasn’t taught how to look after my health, but mitochondria is the powerhouse of the cell.” This rhetorical strategy helps Brown achieve his purpose by establishing ironic language in that he compares what he should know, with what he does, while