When we read a story, what all of us expect to read is visual words written in a certain language; instead, in the Ladle Rat Rotten Hut story, we encounter some sort of audio words that does not make sense at all. Right at the beginning - when reading the story title – I began my frustration and difficulty of understanding the meaning of it because I had no clue to the words that was read. I asked myself that what in the world is the language that the story had been written in?!! My frustration level was elevating as I was trying to read through the whole story; I realized that I was much more frustrated with the big pile of plain texts - that do not make sense to me at all - than the meaningless words that only make more sense to loudly get
the sound out of them. Later on, I started thinking about why this story had been written in the way of using audio words; that could be because the story had been written, not only for people who can understand by what they can see, but also for people who can understand by what they can hear. The XHTML version of the story does help greatly. With hyperlinks embedded in the texts connecting to images, they help readers understand more about what are read using clues from images – for example when clicking on the hyperlink “Want pawn term”, the image helps me understand that it is the phase “Once upon a time” – how great it is if the story has more of hyperlinks like such. Even though, the difficulties of understanding words by words are still persistent in the story – both versions, but by far the XHTML version is easier to follow than the plain text version of the story.
Ishmael conveys the full horror by consistently revealing descriptive language used throughout the text. It conducts a sort of shock to the reader. Also when we are ...
Last but not least, O’Connor confirms that even a short story is a multi-layer compound that on the surface may deter even the most enthusiastic reader, but when handled with more care, it conveys universal truths by means of straightforward or violent situations. She herself wished her message to appeal to the readers who, if careful enough, “(…)will come to see it as something more than an account of a family murdered on the way to Florida.”
In the first two lines, an aural image is employed to indicate a never-ending anger in the girl's father. Dawe uses onomatopoeia to create a disturbing and upsetting description of his enraged "buzz-saw whine." An annoying, upsetting sound, it gives the impression of lasting ceaselessly. His anger "rose /murderously in his throat." Because "murderously" begins on a new line, a greater emphasis is placed on it and its evil and destructive connotations. An image of a growling lion stalking its prey is evoked in the reader, as it threateningly snarls from its throat. The girl is terrified as it preys on her persistently "throughout the night." Furthermore, because there is no punctuation, these few lines are without a rest, and when reading out aloud, they cause breathlessness. This suggests that the father's "righteous" fury is ceaseless and suffocating the girl.
Within every story or poem, there is always an interpretation made by the reader, whether right or wrong. In doing so, one must thoughtfully analyze all aspects of the story in order to make the most accurate assessment based on the literary elements the author has used. Compared and contrasted within the two short stories, “Girl” by Jamaica Kincaid, and John Updike’s “A&P,” the literary elements character and theme are made evident. These two elements are prominent in each of the differing stories yet similarities are found through each by studying the elements. The girls’ innocence and naivety as characters act as passages to show something superior, oppression in society shown towards women that is not equally shown towards men.
Malouf effectively uses images to reinforce attitudes, feelings and emotions. Though the descriptions are long and detailed, they are worthwhile and evocative. Many of the descriptions are symbolic, such as the descriptions of the garden. Malouf’s use of language is casual, which enhances the story, causing it to come alive. Through Malouf’s descriptions of each house he creates an atmosphere to reflect the characters’ feelings.
With an evident attempt at objectivity, the syntax of Passage 1 relies almost entirely on sentences of medium length, uses a few long sentences for balance, and concludes with a strong telegraphic sentence. The varying sentence length helps keep the readers engaged, while also ensuring that the writing remains succinct and informative. Like the varying sentence length, the sentence structures vary as complex sentences are offset by a few scattered simple sentences. The complex sentences provide the necessary description, and the simple sentences keep the writing easy to follow. Conversely, Passage 2 contains mostly long, flowing sentences, broken up by a single eight word sentence in the middle. This short sentence, juxtaposed against the length of the preceding and following sentences, provides a needed break in the text, but also bridges the ideas of the two sentences it falls between. The author employs the long sentences to develop his ideas and descriptions to the fullest extent, filling the sentences with literary elements and images. Coupled...
In this book everyone knew what was going on, but nobody wanted to say anything. They knew what was going on but did nothing to prevent it. The reader on the other hand doesn’t know what is happening and only learning piece by piece each chapter. Not knowing what’s going on is tortuous for the reader but makes them want more, so they keep reading.
Transforming a story through the use of sensory details enriches the content and creates a realm in which the plot line corresponds with the visual, auditory, and olfactory elements from the text. Both Ivan Turgenev and Nikolai Gogol make use of language that is richly descriptive of the story’s surroundings. This type of language is used to describe characters, landscapes, as well as structures and places. As a result of this, another level of complexity is added to the plot and the author has the ability to reveal certain aspects of the plot. An example of this is found in The Knocking when Turgenev describes a part of the rising in action, where the clatter of the cart is synonymous with the uncertainty of the situation and fear that they
Mary Shelly brings to live the human struggle, and a complex social satire and commentary in the form of her own patchwork creature of language, diction, and metaphors. She portrays to the reader the struggles f her creature in the face of adversity through the use of a story within a story; Victor’s letter’s to Walton, The monster’s recounting of his moment of epiphany and fall, and even Safi’s story, told through the letters the monster found and told Victor who wrote about it and sent it to Walton.
...gh also trying to interpret as many words as possible through the complex sentence structure of translated old Greek. This took a ginormous amount of effort, yet it was very well worth it in the end as the story gave me new perspectives on writing, books, literature and the many adventures that might come from life.
In this essay, I have compared the different types of language choices and how they conveyed their two similar plots but extremely different respective themes.
The absence of a specific rhyme pattern also contributes chaos to the tone. The structure of the poem is abstract, much like the characters thoughts and feelings. The rhymes are all over the place and the rhythm is often broken up with words that make it unbalanced and add tension. Another technique the author uses is lots of repetition. This helps to add emphasis and give a more dramatic effect to certain phrases. “Ich, ich, ich, ich,” (932) adds emphasis to her being unable to speak. At some points the repetition sounds a bit childlike showing her inner child. This is evident when she says “and get back, back, back to you” (933). The repetition along with the abundant use of “--oo” sounds and when the author uses terms like “achoo”, “daddy”, “freakish”, “neat”, and “gobbledygoo,” seems to create a Dr. Seuss effect on the poem. It is apparent the naïve child within her is influencing her thoughts and writings. Then, when the dark metaphors and the negative connotation towards her father are added, the tone is set. The internal conflict becomes apparent between the child who loved her “daddy” and the woman who has learned to see the man for what he truly was, a monster.
The vocabulary of the poem is remarkable in several ways. First of all, about one-third of the vocabulary is compound words. For the concept of “the sea” there are 50 different compounds; likewise there are 50 compounds for the concept of “a battle;” and 30 words for “king” (Chickering 5). It is truly amazing that in this poem of about 3000 lines there are 4000 vocabulary entri...
The short story is an ideal length for students who struggle with reading long texts and the narrative itself is straightforward, with added assistance in the classroom students should be able to understand key themes and the literary devices used in the story. Furthermore this short story also generates interaction outside of the classroom with parents or other family members (Sturgess, & Locke, 2009), this is further supported in Derewianka and Jones “Ideally, children initially learn about narrative by being immersed in stories from early childhood… As students progress into secondary [school]… they should be increasingly guided towards an explicit awareness of how the story works – its structure and language features.” (Derewianka and Jones, 2012). This is essentially what this lesson aims to do, as a continuation from the previous lesson students will summarise a well-known fairy story -such as The Little Mermaid - into their own words students confirm to themselves and the teacher their understanding of the cultural contexts of the story and allusions to the characters' motivations. This is a form of active learning and as asserted in the 2014 article Recent Pedagogical Approaches and Methodologies in English Language Teaching " This approach endorses the learners to think individually and respond differently by active involvement and
When a reader becomes absorbed in a text, he or she is living each moment of the story as if the world, events, and characters are real; and in the reader’s mind, they are. Reading can be an escape, and a distraction, to take people away from the troubles of this Earth into an adventure of another world that is not their own. Lewis Carroll does an excellent job of this, especially in his descriptions. For example, he has an outstanding description of the Jabberwock, “with eyes of flame, / Came whiffling through the tulgey wood, / And burbled as it came!” This creature is a terrifying sight that strikes fear into all those that look up on it. Carroll makes the danger quite clear in order to show the bravery that went into the hero’s actions when he slays