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The evolution of writing
The evolution of writing
Similes and metaphors
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1. Lederer writes about short words in paragraph 5-7 to explain that, the structure helped Lederer focus on the power of the message he was trying to put across. He wanted to explain to people the importance of writing with short words instead of using big words.
2. Lederer gives certain examples to inform the reader that authors also use short words. The variety he uses gives the reader a clearer picture of how short words have been used in the text for decades. Short words are simple to use and most everyone knows short words. Authors use words to connect with the reader and many times the author tries to make clear to the reader. Each illustration gains impact from the inclusion of the others because there are similar words being used.
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In this simile Lederer is comparing words we learned since birth to a warm, familiar home. “Small words are the ones we seem to have known from the time we were born, like the hearth fire that warms the home (Lederer. 161).”
In this metaphor he is implying to make the short words the spine and heart of what we speak and write (Lederer. 161). Our spine and heart is what keeps our body supported and alive
4. The pressure Lederer’s students feel when they have to write polysyllables using small words comes from the students not knowing how to use small words. Lederer’s students felt as if they had no clue what they were going to write about. But in the end result the students feel as if they have accomplished something great. It relates to the central purpose of the essay because many people are like Lederer’s ninth grade students (Lederer. 162). We do not know how to write with short words. The way we speak is the way we write.
5. Lederer closes his final paragraph with a reminder that short words are used everywhere, even on the highway. We should tell ourselves to use short words as much as we can.
6. Short words are bright like sparks that glow in the night (Lederer.
The first chapter in the book At The Dark End of the Street is titled “They’d Kill Me If I Told.” Rosa Park’s dad James McCauley was a expert stonemason and barrel-chested builder. Louisa McCauley was Rosa Park’s grandmother, she was homestead and her husband and oldest son built homes throughout Alabama’s Black Belt. In 1912 James McCauley went to go hear his brother-in-law preach. While there, he noticed a beautiful light named Leona Edwards. She was the daughter of Rose Percival and Sylvester Edwards. Sylvester was a mistreated slave who learned to hate white people. Leona and James McCauley got married a couple months after meeting and Rosa was conceived about nine months after the wedding. In 1915, James decided to move North with all
In Patricia Limerick’s article “Dancing with Professors”, she argues the problems that college students must face in the present regarding writing. Essays are daunting to most college students, and given the typical lengths of college papers, students are not motivated to write the assigned essays. One of the major arguments in Limerick’s article is how “It is, in truth, difficult to persuade students to write well when they find so few good examples in their assigned reading.” To college students, this argument is true with most of their ...
Another technique Franklin uses to maintain the audience’s attention is her sentence structure. She uses very long sentences throughout paragraph 4 and has 2 short sentences in the middle of the paragraph.
“He uses similes to compare the curtains that danced in response to the breeze to pale flags gliding back and forth caught in the wind. The shadow from the curtains on the wine colored rug is related to the image of wind on the
This gives the readers a clue that what is to happen in the upcoming text is a
Michaela Cullington, a student, wrote a paper “Does Texting Affect Writing?” in 2010 for an English class. The paper is an examination of texting and the belief that it negative effective student’s writing. Cullington goes into detail about textspeak- “language created by these abbreviations”- and their use in formal writings. She organizes the paper in a way that is confusing to understand at first (pg. 1). At the end of the paper, she discusses her finding in her own research which comes to show that texting does not affect writing. But this is contradicting to the information she received from the teachers. The students and the teachers were seeing differences in the use of textspeak in formal writing. Cullington has good support for her
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 contrast, syntax provides a new perspective to the narrator s behavior as sentence structure draws attention to her erratic behavior. By her last entry, the narrator s sentences have become short and simple. Paragraphs 227 through 238 contain few adjectives resulting in limited descriptions yet her short sentences emphasize her actions providing plenty of imagery. The syntax quickly pulls the reader through the end as the narrator reaches an end to her madness.
In this passage, Mairs presents herself as a self-aware, tough, and capable person. She chooses to describe herself as a “cripple;” she feels that it is a “clean word, straightforward and precise.” Mairs uses rhetorical features such as simple, loose, and inverted sentences, repetition, zeugma, juxtaposition, and semantics, to advance her narrative.
Smith likes to leave the reader with the possibility of more intrigue to an already verbose tale or anecdote. No explanation (or rather exploration) is left simply explained in full, the reader is given a nugget of something else to think about as well: “So there existed fathers who dealt in the present, who didn’t drag ancient history around like a ball and chain. So there were men who were not neck-deep and sinking in the quagmire of the past” (271). Smith is certainly keen on using metaphor and simile as there will often be two or sometimes three metaphors or similes all packed in a single elongated sentence. “He wanted it to be perfectly quiet and still, like the inside of an empty confessional or the moment in that brain between thought and speech” (4). Simile is Smith’s most used literary device, one used affectively
will be included in each specific paragraph. This will help to avoid getting off of the subject and
In spite of the fact that she composes the verse, clearly, the lyric is a great deal more convoluted than it at first appears. It offers many intriguing bits of knowledge into the part of the female artist, her brain science, and the verifiable setting of the work. Bradstreet composed the lyric in measured rhyming. The lyric communicates Bradstreet 's emotions about her brother by marriage distribution of some of her sonnets in 1650, which she didn 't know about until the volume was discharged. Utilizing the allegory of parenthood, she depicts the book as her youngster. Like a defensive mother, she noticed that the volume was "sick formed" and grabbed far from her before it was prepared for freedom. The "companions" who took it were "less astute than genuine," implying that while their activities were imprudent, these individuals absolutely did not have malignant goals. Since the work has been distributed without giving the artist time to redress any blunders, it is out on the planet while it is back in her grasp. At initially, she depicts the recently bound volume as "maddening in my sight," not able to overlook the blemishes she wished she had the chance to address. She wishes she could show her work in its best form yet that is presently inconceivable - she portrays washing its face yet at the same time observing soil and stamps. Be that as it may, the artist can 't resist the
The narration is broken up into paragraphs of various lengths, all of which contain long and detailed sentences. E...
Writing can have many goals: to inform, to persuade, or to entertain, but in each section of writing the major
The transition between high school writing and college writing marked a difficult time for me. In high school, I never had the motivation required to develop my writing skills and writing essays was not my forte. I would express my jumbled thoughts on a paper and turn them in for a decent grade. Upon coming into English 1101 with this lax mindset, I immediately encountered many weaknesses in my writing, struggling with constructing an essay with a proper direction, style and grammar. As I began reviewing my problems, I started understanding these issues and eventually learned to improve upon them. From my portfolio, I hope to demonstrate my improvement upon these weaknesses in English 1101.