Answer:
Foreshadowing
Explanation:
Foreshadowing is a literary device in which an author gives the reader a hint of what is going to happen later in the story. Foreshadowing is a very common device in literature, and it serves several purposes. It allows a reader to guess what the later events will be, and in this way, engage deeper with the text. It also allows the author to create suspense and hold the reader's attention.
Answer:
I met my best friend in 6th grade. We were friends even up to now. In 7th grade, I found out her parents are democrats. (I'm the opposite...but I do support a lot of stuff.) I was kind of surprised, because she never really brought up anything political. I knew now, I have to accept and listen o others because they want different things ran than others. I learned now to listen and be open eared to others, even when I might disagree, because who knows? Maybe what they have to say is smart.
Answer:
I cant see clear but if you take a claer pic i can help you.
Answer:
Frankenstein by Mary Shelley (1818)
The Narrative of Arthur Gordon Pym of Nantucket by Edgar Allan Poe (1838)
The Fall of the House of Usher and Other Tales by Edgar Allan Poe (1839)
Gothic Tales by Elizabeth Gaskell (1851-1861)
Carmilla by J. Dracula by Bram Stoker (1897)
The Turn of the Screw
Boys are wild animals, rich in the treasures of sense, but the New England boy had a wider range of emotions than boys of more equable climates. He felt his nature crudely, as it was meant. (10)To the boy Henry Adams, summer was drunken. Among senses, smell was the strongest—smell of hot pine-woods and sweet-fern in the scorching summer noon; of new-mown hay; of ploughed earth; of box hedges; of peaches, lilacs, syringas1; of stables, barns, cow-yards; of salt water and low tide on the marshes; nothing came amiss. Next to smell came taste, and the children knew the taste of everything they saw or touched, from pennyroyal and flagroot2 to the shell of a pignut and the letters of a spelling-book—the taste of A-B, AB, suddenly revived on the boy's tongue sixty years afterwards. Light, line, and color as sensual pleasures, came later and were as crude as the rest. The New England light is glare, and the atmosphere harshens color. (15)The boy was a full man before he ever knew what was meant by atmosphere; his idea of pleasure in light was the blaze of a New England sun. His idea of color was a peony, with the dew of early morning on its petals. The intense blue of the sea, as he saw it a mile or two away, from the Quincy hills; the cumuli3 in a June afternoon sky; the strong reds and greens and purples of colored prints and children's picture-books, as the American colors then ran; these were ideals. The opposites or antipathies, were the cold grays of November evenings, and the thick, muddy thaws of Boston winter. With such standards, the Bostonian could not but develop a double nature. (20)Life was a double thing. After a January blizzard, the boy who could look with pleasure into the violent snow-glare of the cold white sunshine, with its intense light and shade, scarcely knew what was meant by tone. He could reach it only by education.
Winter and summer, then, were two hostile lives, and bred two separate natures. Winter was always the effort to live; summer was tropical license.
(1918)
1Syringas are ornamental shrubs.
2Pennyroyal is a mint plant; flagroot is the root of a particular herb.
3Cumuli are thick clouds.
The excerpt is an autobiography, but Henry Adams chose to write it in third person. In a response of approximately 150 words, explain how Adams used this point of view to convey the relationship between nature and childhood discovery. Use evidence from the passage to support your analysis.
Answer:
Adams wrote with a third-person point of view to express a panoramic and ubiquitous view of the effects of nature on his childhood.
Explanation:
Third-person narration allows the reader to have a panoramic view of the events being narrated. This allows the reader to have access to all aspects and elements that compose and influence the characters and the scenarios.
Because of this panoramic capacity, Adams decided to write his autobiography with third-person narration, which is unusual, since autobiographies are usually narrated in the first person. This allowed Adams to explain the transformations and influences of nature in his childhood in a more complete way, not only informing what this relationship caused in himself, but how the environment was shaped and modified simultaneously. We can see this, through the lines:
"To the boy Henry Adams, summer was drunken. Among senses, smell was the strongest—smell of hot pine-woods and sweet-fern in the scorching summer noon; of new-mown hay; of ploughed earth; of box hedges; of peaches, lilacs, syringas1; of stables, barns, cow-yards; of salt water and low tide on the marshes; nothing came amiss. Next to smell came taste, and the children knew the taste of everything they saw or touched, from pennyroyal and flagroot to the shell of a pignut and the letters of a spelling-book—the taste of A-B, AB, suddenly revived on the boy's tongue sixty years afterwards. "
Answer:
I would choose A
Explanation: