“Okefenokee is the swamp archetypal, the swamp of legend of racial memory of Hollywood.” There are two passages written about the Okefenokee swamp. Passage one is just a statement of facts. The author is providing information that one would find in the encyclopedia. Passage two creates an image for the swamp. The author creates vivid details and express the author’s feelings. Both passages have information in their passages, but passage one does it in a very plain manner while passage two creates a poetic image about the swamp. The use of diction between the two passages differ. In passage one, the diction is very plain and the author is just giving the facts plain and simple. For example, when the author is talking about the swamp the facts and statements are precise like the total amount of species. The author knows exactly that there are “175 species of birds and at least 40 species of mammals.” This passage would most likely be used when someone is looking for information about the swamp. Passage two has diction that is very vivid and detailed. The author uses words such as “unfathomable” and “seething” which reveals the author’s feelings towards the swamp. The author’s use of diction makes readers picture a swamp that is dark and …show more content…
unconquerable. By using diction in two different ways, both authors are setting their tone for the passages. Passages one and two have a similar type of structure.
The passages started with where it is located and then move onto the details such as the amount of animals that live there. The passages start to differ though, because passage one’s structure is organized and straight to the point. It is setup to provide information in an orderly manner and nothing else. The author hardly use any figurative language because of this. While passage two is also very organized, the reader can tell that there is more to the passage then just facts. The author uses figurative language to get that point across. For example, the author uses metaphors and similes such as “sodden as a sponge” and “place reverberates like some hellish
zoo”. Between the two passages, passage two has more imagery in the text. But both passages do have imagery in the text. In passage one, the author provides the imagery by making the facts as clear as they can be. The author uses words such as “sandy ridges” or “dark waters” to describe the environment around the swamp and to provide the readers with a clear image. Passage two uses vivid imagery when describing the swamp and uses phrases such as “soul of silt” or “misery of life.” The author also makes the animals appear more vicious than they really are, the author says that “they feed on one another” and “there all variously equipped with beaks,teeth,stingers and fangs.” By using those phrases the author is creating this vivid and almost negative image about the swamp. The author wants readers to imagine this vast wasteland, full of vicious creatures. Passage one is an informative type of passage and passage two is creating a picture about the swamp. Passage one and passage two both have imagery and diction in their passages. Passage one uses the diction and imagery to provide readers with an informative passage, that could help them with a research project. Passage two uses diction and imagery to sway readers a certain way and to make the passage more interesting to read. Both passages are effective in their own way.
In a passage from his book, Rising Tide: The Great Mississippi Flood of 1927 and How It Changed America, author John M. Barry makes an attempt use different rhetorical techniques to transmit his purpose. While to most, the Mississippi River is only some brown water in the middle of the state of Mississippi, to author John M. Barry, the lower Mississippi is an extremely complex and turbulent river. John M. Barry builds his ethos, uses elevated diction, several forms of figurative language, and different styles of syntax and sentence structure to communicate his fascination with the Mississippi River to a possible audience of students, teachers, and scientists.
Analysis: This setting shows in detail a location which is directly tied to the author. He remembers the tree in such detail because this was the place were the main conflict in his life took place.
First she begins by writing about elephant culture, and explaining their traditions within a few pages. Then she begins to describe either a flash-back going back in one of the 4 main characters lives, or she will start to portray one Mud’s highly descriptive psychic visions. The content and theme of this book is built/revolves around the use of multiple techniques to foreshadow upcoming events. It is almost as if the author wants the readers to be able to predict what occurs within the novel.
"The Loss of the Creature" starts off with the definition of beautiful, which is a key point throughout his essay. Next, he moves in to his example of a family of tourists, and their experience (through his eyes) at the Grand Canyon. He describes his theory of the sightseer, and the discoverer; "Does a single sightseer, receive the value of P, or only a millionth part of value P" (pg 1) Value P, being the experience, and the beauty in which that person collected. Following the sightseers was a couple who stumbled upon an undisturbed Mexican Village. The couple thoroughly enjoyed their first experience, but could not wait to return with their friend the ethnologist. When they did return with him, they were so caught up in what his reaction would be; there was a total loss of sovereignty. Due to their differences of interest in the village, the couples return trip was a waste. The second part of the essay includes a Falkland Islander who comes across a dead dogfish lying on the beach. Furthermore, he explains how a student with a Shakespeare sonnet, has no chance of being absorbed by a student due to the surrounding's or package of the class room. The two students are receiving the wrong messages, on one hand we have the biology student with his "magic wand" of a scalpel, and on the other hand the English student with his sonnet in its "many-tissued package". Both students are unaware of the real experience they could undergo, and the teacher might as well give the dogfish to the English student and the sonnet to the biology student because they will be able to explore and learn more within the different setting, and without the surroundings and expectations (pg 6).
In this poem called “Creatures” by the author Billy Collins there are three examples of figurative language helps convey the meaning that the author Billy Collins is conveying. The three examples of figurative language that the author Billy Collins uses are a metaphor, enjambment, and imagery. These three examples of figurative language help illustrate Billy Collins” theme in this poem called “Creatures” that he is writing because these three examples of figurative language help emphasize the theme of the poem. These three examples help emphasize this poem called “Creatures” meaning because it makes the theme of this poem have a deeper meaning. The theme of the author Billy Collins poem called “Creatures” is that the reader has to imagine
Her attention to the most miniscule detail and her grand explanations of spaces impacts her writing style and her reader’s reactions. This particularity is seen in this example: “I woke to a room of sunshine. A wispy-thin curtain veiled a multi paned sliding door of glass...The windows needed washing but slid easily apart and I stepped out onto a tilted balcony, a string mop on a hook to the left of me, and a half-missing board where I had planned to put my right foot. The breath went out of me...About 200 feet below was the sea… (151).” The authors account of this event could have been dull and simple as “There was a hole in the floor of the balcony”, but instead she chose to use detail and descriptors to engage the reader to imagine seeing the strange hotel room that almost turned her relaxing morning into a 200 foot
The author uses diction in the passages to signify the effect of the author¡¯s meaning in story and often sway readers to interpret ideas in one way or another. The man in the story arrives to a ¡°[dry] desert¡± where he accosts an animal with ¡°long-range attack¡± and ¡°powerful fangs.¡± The author creates a perilous scene between the human and animal in order to show that satisfaction does not come from taking lives. With instincts of silence and distrust, both of them freeze in stillness like ¡°live wire.¡± In addition, the man is brought to the point where animal¡¯s ¡°tail twitched,¡± and ¡°the little tocsin sounded¡± and also he hears the ¡°little song of death.¡± With violence ready to occur, the man tries to protect himself and others with a hoe, for his and their safety from the Rattler. The author criticizes how humans should be ¡°obliged not to kill¡±, at least himself, as a human. The author portrays the story with diction and other important techniques, such as imagery, in order to influence the readers with his significant lesson.
William Faulkner overwhelms his audience with the visual perceptions that the characters experience, making the reader feel utterly attached to nature and using imagery how a human out of despair can make accusations. "If I jump off the porch I will be where the fish was, and it all cut up into a not-fish now. I can hear the bed and her face and them and I can...
When describing the scenery, the author writes in a more elliptical style, allowing the reader to build the scene using the figurative language provided. One simile Lepore uses to help envelop the reader even further into the snails’s world is, “Fresh water from last night's rain was falling from the rustling leaves and sparkling like stars falling” (Ln. 2-3). The author also includes personification in her mission to bring people into the almost believable world of legged snails and armed slugs, in lines 17 through 19 with “Another lake reclined in front of him, lazily reaching out towards the new day. The light seemed to be reaching right back, leaving beautiful streams of fire throughout the immense body of water,”. Lines like these allow the reader to see life through the eyes of three hopeful snails running through beautiful landscapes and interacting in a realistic
Metaphors and Similes are often used in this story, so the reader has a better image of the setting, this is something, and I find Connell did incredibly well, for instance when he refers to the darkness of the night like moist black velvet, the sea was as flat as a plate-glass and it was like trying to see through a blanket.
Diction is shown throughout this book more than once and is more clearly used to show the two sides of the human nature. Harper Lee clearly shows this when she describes Aunt Alexandra arriving to the Finch household. She clearly uses diction multiple times to describe Aunt Alexandra’s good and bad nature. Another example of this is when Scout talks about Atticus Finch.
different styles of imagery and the diction, can change the way the reader interprets the
In his novel The Adventures of Huckleberry Finn, Mark Twain uses nature not only as ally, but as a deterrent in Huck Finn's search for independence and Jim's search for freedom. The most prominent force of nature in the novel was the Mississippi River. The river was not only their escape route, but perhaps it became their biggest enemy because it was always unpredictable. Nature is the strongest factor in the novel because in a completely different geographical setting the story would have had not only a different outcome, but Huck and Jim might never have found friendship and freedom. Twain changes his tone when describing the Mississippi River from wry and sarcastic to flowing and daydreaming. This change in tone illustrates his own appreciation for the beauty and significance that nature holds for him.
Mark Twain’s The Adventure of Huckleberry Finn is one of the most classic American Literature Book. It consists of historical backgrounds, universality, and timelessness. But one of the most outstanding chapters of the book is chapter 27 and 28.In the two chapters, Twain’s use of the literary device – Characterization builds the character of Huckleberry Finn and show the different aspects of his character.
In the Adventures of Huckleberry Finn, Twain satirizes the idiocy and cruelty of society in general. The language of the book, despite its accurate reflection of 19th century dialect, in and of itself is an illustration of misunderstanding.