Can you identify literary conventions in each paragraph such as similes, metaphors,hyperbole,symbolism,alliteration, personification, imagery, and allusion

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Step-by-step explanation:

Note - Since you have asked multiple questions, I will solve the first three for you. To get the rest of the questions solved, please repost the other questions.

7. In the first paragraph, there is a simile used when Kenneth is compared to a “big boy”, suggesting he was growing up quickly. There is also allusion to the hardships Kenneth and his family have faced.

In the second paragraph, symbolism is used to suggest Kenneth's father is not around anymore and that Kenneth is now on his own. Personification is also used when Kenneth's father is said to not listen to him anymore.

In the third paragraph, there is a metaphor used to compare the loss of Kenneth’s father to that of his brother. Hyperbole is used to suggest that Kenneth’s personality had changed drastically due to his father being gone. Finally, there is imagery used to describe the situation Maria was facing.

8. 
In this passage, the author uses several literary conventions that bring the scene to life. Similes and metaphors are used to compare the MTA bus and the short yellow bus to siblings, with the MTA bus being the bigger and more experienced one, and the short bus being feisty and claiming space it was not entitled to. Personification is used to describe the subway train, as it is described as a metal monster “spitting out” old passengers and “devouring” new ones. Alliteration is used to describe the drivers’ horns “blowing” in frustration, and imagery is used to create a vivid picture of the scene. Finally, allusion is used to indicate that the street action is interrupted by the subway train.

9. Kenneth's dejection is represented through the imagery of the winter sun shining through colorless clouds and the loud pops of a muscle car engine in the city streets. The powerful symbolism of the father's black Dodge Charger brings back memories of the father, even though he had died in it months prior. Kenneth's attempt to cope with his loss is portrayed through the tactile sensation of his fingers analyzing the texture of the Hot Wheels car and the promise to place it in a deeper, darker place. Similes and metaphors are used to describe the sound of the engine and the texture of the car, tying the events of Kenneth's past to his present reality. The allusion to the Hot Wheels car as a relic of his lost father serves as an allusion to Kenneth's emotional connection to his father.

neither black nor white but they were called Colored people 

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Step-by-step explanation:

Thoreau states, “… When an acorn and a chestnut fall side by side… bothobey their own laws…” (3). This can be interpreted as success being obtainable withoutthe assistance of another. The acorn and the chestnut are two individuals that are uniquein their own way yet had the same result. The same goes for people; for those reachingthe same goal as another, it is much better to do it under your qualities and your own way.The purpose of this passage was for Thoreau to inform his audience on his viewson the government and its negative affects on civilization. With its restrictions, peoplecannot fully live up to their potential because the bureaucracy will always limit them.Thoreau wants his audience to become successful in their own manor and uses theserhetorical devices to sync with his readers

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Step-by-step explanation:

●''Owl Creek Bridge'' isn't a first-person narration, meaning that it's not told from the perspective of the main character, meaning Farquhar. Instead, the text comes from a third-person narrator, or told by an external force or character.

●In some sense, Bierce presents readers with an unreliable third-person narrator. The narrator knows, the entire time, that Peyton is dreaming, but tricks readers into thinking that Peyton has escaped. By representing the scenes of Peyton's dream as reality, the narrator toys with the reader's emotions.

●In “An Occurrence at Owl Creek Bridge” a couple of shifts throughout the story change the entire story's point of view essentially bewildering readers. For instance, in paragraph five, a shift occurs when Peyton Farquhar closes his eyes right before he is to be hung.

●In paragraph 36 of "An Occurrence at Owl Creek Bridge," Bierce shifts from past tense to present tense. Bierce writes that "now he sees another scene . . . he stands at the gate of his own home." The effect here is that the reader believes Farquhar has truly escaped and made it home.

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Step-by-step explanation:

In the passage "Boston Navy Yard and the 'Great War,' 1914-1918," the author presents a detailed account of the history of the Boston Navy Yard, specifically focusing on its transformation during World War I. The author develops the significance of this transformation by providing historical context, describing specific events and changes at the Navy Yard, and highlighting the impact of the Yard's actions on the war effort.

The author begins by providing historical context for the Boston Navy Yard, describing its establishment in 1801 and its role as a major naval shipyard for the United States. This sets the stage for the significance of the Yard's transformation during World War I, as it was a key player in the war effort.

The author then describes specific events and changes that occurred at the Navy Yard during the war. For example, the author notes that the Yard's workforce grew from 2,500 workers to over 20,000, and that the Yard's production of ships and submarines increased dramatically. The author also describes how the Yard adapted to the changing needs of the war, such as by building subchasers and convoy escort ships.

The author also highlights the impact of the Yard's actions on the war effort. For example, the author states that the Yard's production of destroyers and submarines helped to tip the balance of the war in favor of the Allies. The author also notes that the Yard's actions played a significant role in the success of the convoy system, which helped to protect supplies and troops being transported across the Atlantic.

Overall, the author develops the significance of the Boston Navy Yard's transformation during World War I by providing historical context, describing specific events and changes at the Navy Yard, and highlighting the impact of the Yard's actions on the war effort. This information provides a clear understanding of the importance of the Navy Yard in the war and its impact on the outcome of the war.

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Step-by-step explanation:

The term student refers to learn the knowledge and the development of the body. They also the gain the experience. The students are the learn as the under the guidance of the teacher. The teacher is the teach to the students. The student is the learn on the different ways to the consumption of the different knowledge.

According to the student are the learn on the different ways are;

Animation video to the easily describe the concept and the remember to the easy in the task.

Games are the learn to mistakes not to repeated.

Family are the firstly teach to the student.

School are the teacher to the guide in the career.

As a result, the student is the learn on the different in the way.

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Step-by-step explanation:

make necessary changes as required to make the points better

Lange’s work was significantly influenced by her experiences.

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Step-by-step explanation:

The phrase above was uttered by the Canadian in the book, "Twenty Thousand Leagues Under the Seas Revised" By Jules Verne. He meant that the venture which they had undertaken was fruitless and unwise.

He criticized the journey because at that time the Nautilus was stuck in the ice and could no longer move forward.