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Essay on writing styles
Essay on writing styles
Essay on writing styles
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The Importance of Language in Richard Wright’s Novel, Black Boy
Words are powerful things. They can be used to construct or destruct. In the novel Black Boy, Richard Wright discovers this fact after reading inspirational works written by a man named Mencken. It is at this point in his life where he understands the importance of words. Wright qualifies the idea that language is an important key to identity and social acceptance using figures of speech and warrants.
A rhetorical technique used by Wright is this passage is that of metaphors. For example, when describing Mencken’s effectiveness he uses phrases such as “he was using words as a weapon.” This simile conveys to the reader just how powerful the new experience was for Wright. Richard wondered if he would ever be able to create something so significant. Although the idea seemed frightening at first, Wright was able to fight using his words in the end. In addition, to extend the metaphor of words being weapons, the language on the page is so full of disgust that Wright imagines Mencken had “slash[ed] [it] with his pen.” This image gives convincing evidence that Mencken was extremely irate with his society. His sword is the pen and his words are the blow. Those who are witness to this ‘duel’ are those who are effected by its cuts. Readers begin to realize just how important language is to identity and beliefs.
Richard Wright utilizes evidence to create an ethos appeal for his readers. For instance, he doubts his literary choice once he reads the title of the book given to him: Prejudices. In his personal experience those that had spoken this word were not entirely right, according to him. He toys with the idea that this man (Mencken) is mistaken; he, himself, looked to have been mistaken. Wright made an unjustified conclusion about this writer judging by the single word on the cover of a book. If one word could bring up such emotion from this boy, imagine what a whole slew of these words would create in their wake. Mencken was not accepted by his race due, impart, to his beliefs.
In his autobiographical work, Black Boy, Richard Wright wrote about his battles with hunger, abuse, and racism in the south during the early 1900's. Wright was a gifted author with a passion for writing that refused to be squelched, even when he was a young boy. To convey his attitude toward the importance of language as a key to identity and social acceptance, Wright used rhetorical techniques such as rhetorical appeals and diction.
Boy was written as a scripture of one's coming of age as well as a seized
more or less at my elbow when I played, but now I began to wake up at night
Richard Wright "Whenever I thought of the essential bleakness of black life in America, I knew that Negroes had never been allowed to catch the full spirit of Western civilization, that they lived somehow in it but not of it. And when I brooded upon the cultural barrenness of black life, I wondered if clean, positive tenderness, love, honor, loyalty, and the capacity to remember were native to man. I asked myself if these human qualities were not fostered, won, struggled and suffered for, preserved in ritual from one generation to another." This passage written in Black Boy, the autobiography of Richard Wright, shows the disadvantages of Black people in the 1930's. A man of many words, Richard Wright is the father of the modern American black novel.
This essay, though seeming a little weird at first, is sophistically written and brilliantly uses rhetorical strategies to hint at the personality and style of the author. Throughout the essay there are many examples that go undetected, but leaves one with subconscious thoughts of the author. The writer’s personality saturates this article as he uses a passionate tone, but uses words and phrases that suggest his introverted personality and desire to sound superior.
He repeats this several times to emphasize the strength of his desire . He states, “Now it surged up again and I hungered for books, new ways of looking and seeing. It was not a matter of believing or disbelieving what I read, but of a feeling something new, of being affected by something that made the look of the world different.” (38). Wright is not satisfied after reading one book. He becomes attached to each new book he reads because it sheds a new outlook on life for him. Reading enlightens him to see the world in a different angle and it helps him to relate to others. He later claims, “But a vague hunger would come over me for books, books that opened up new avenues of feeling and seeing, and again I would forge another note to the white librarian” (39). Wright’s “hunger” becomes so repetitive, that he can emphasize how reading has deeply impacted his life. At the same time, this continuous hunger feeds into his motivation to keep forging notes and taking risky trips to the library. Repetition in Wright 's narrative helps to explain how his desires for reading does not stop after reading one book. He never is content, yet always wants
Black Boy is a denunciation of racism and his conservative, austere family. As a child growing up in the South, Richard Wright faced constant pressure to submit to white authority, as well as to his family’s violence. However, even from an early age, Richard had a spirit of rebellion. His refusal of punishments earned him harder beatings. Had he been weaker amidst the racist South, he would not have succeeded as a writer.
Patient with lupus erythematosus, dysphagia. I am to rule out esophageal stricture, rule out reflux esophagitis, and consider esophageal motility disorder.
As a caregiver of a client in this condition, setting goals and outcome is needed. The goal and outcome for a client suffering from dysphagia are; the client can effectively swallow without choking within seven days, and the client will be free from aspiration evidence by clear lung sound within five days (Ackley & Ladwig, 2011).
Writers are able to convey personal messages through their own pieces of literature and address readers about issues. In Margaret Atwood’s essay, she speaks about how authors hold such power in provoking and changing readers
The construction of the text here stems from how the reader is trying to present the knowledge derived from the text, about the text. This concept harkens to Bleich’s discussion of interpretive knowledge as the motivated construction of someone’s mind (200); this is still valuable knowledge but it is dependent on the mind of the reader at the time of the engagement with the text. For example, when one discusses a story with a close friend, one can often use colloquial terminology and be honest with reactions to a text in discussion. A discussion with a friend usually focuses not on asserting a critical point, but rather as a method of sharing one’s positive or negative thoughts, feelings, or reactions to a text. The very act of discussion is allowing the reader to construct the text because she is actively participating within the reading
The purpose of this assessment to to observe the different signs and symptoms of the disorder considering the different factors such as fatigue during meal, posture, and conditions within the environment. There are many ways of assessing dysphagia on an individual using a non-instrumental. The most common ones are: an oral mechanism examination which includes the cranial nerve assessment, structural assessment of face, jaw, lips, tongue, oral pharynx, hard and soft palate,; functional assessment of of muscles structures used in swallowing including symmetry, sensation; identification of signs and symptoms of penetration and/or aspiration such as throat clearing or coughing before/during and after the swallow; and observing a patient eating or being fed food items with different consistencies; and assessing the alteration in bolus delivery (ASHA). One of the reason why a non-instrumental may be used to assess dysphagia is due to lack of equipment required in an institution (Yoko 7).. In the study done by Yoko (7), the participants who were suspected of having dysphagia was given a cough test were they inhaled a mist of citric acid-physiologic saline orally for 1 minute with an ultrasonic
GABA is an inhibitory neurotransmitter in the Central Nervous System (CNS), critical in regulating anxiety and reducing stress. It does this by preventing overstimulation in the brain, and subduing excitatory neurotransmitters, which have the ability to cause anxiety when the brain is overstimulated. Hence, GABA deficiency results in overstimulation in the brain, and consequently, anxiety. Not only that, but those who experience anxiety due to GABA deficiency, often develop anxiety disorder/s. Additionally, as GABA induces relaxation, analgesia, and sleep, “dysfunction of the GABA system is implicated in the pathophysiology of several neuropsychiatric disorders, including anxiety and depression” (Neurotransmitters, Depression and Anxiety, 2008). GABA is synthesised by the amino acid glutamate decarboxylase (glutamine); thus, glutamine deficiency will result in GABA deficiency (Graham, n.d.). Whilst glutamine deficiency can be caused by diets lacking protein, excessive stress, menopause, and diets rich in sugar and starch (GABA Deficiency- Anxiety and Depression, n.d.), it is also commonly a result of Epilepsy (Glutamate decarboxylase deficiency, 2012?). Therefore, Epilepsy inheritance is a familial factor that contributes to an
Like other brain illnesses, anxiety disorders may be caused by problems in the functioning of brain circuits that regulate fear and other emotions. Studies have shown that severe or long-lasting stress can change the way nerve cells within these circuits transmit information from one region of the brain to another. Other studies have shown that people with certain anxiety disorders have changes in certain brain structures that control memories linked with strong emotions. In addition, studies have shown that anxiety disorders run in families, which means that they can at least partly be inherited from one or both parents, like the risk for heart disease or cancer. Moreover, certain environmental factors -- such as a trauma or significant event -- may trigger an anxiety disorder in people who have an inherited susceptibility to developing the
It informs us that some of the common symptoms of anxiety are rapid breathing, dry mouth, and increased heart rate that plague people during stressful moments. Although some people experience anxiety that is so severely intense and chronic, it creates conflicts in their everyday life. Feeling threatened, unable to cope, unhappy, and insecure in a world that seems dangerous and hostile can put a burden on many people thus raising their anxiety level to new lengths. There are four types of anxiety disorders: generalized anxiety disorder, panic disorder, phobias, and obsessive-compulsive disorder. Though these anxiety disorders are sightly different, the main components are the inability to keep breathing under control, dizziness and fear. Psychological contributions of anxiety disorders are in the form of faulty cognitive and maladaptive learning. “People with anxiety disorders have habits of thinking, or cognitive habits, that make them prone to fear”(pg.352). They tend to watch out for signs of danger, identify threats and be very hypersensitive although its all being controlled in their mind, not logically. “According to the learning theorists, anxiety disorders generally result from conditioning and social learning”(352). Something as small as a spider would be paired with a frightening event thus becoming a conditioned stimulus that triggers