You need to make a poem that has all of these all of these techniques. Then you need to take direct quotes from your poem and tell how each term was used in your poem.

Answer:

Step-by-step explanation:

Title: Echoes of the Silent Grove

In the hush of twilight's rhyme (Rhyme), A symphony of whispers in rhythm sublime (Rhythm). The moon, a metaphor for a silvered tear (Metaphor), Cascading through the night, dispelling fear.

The ancient trees, wise in their personification (Personification), Anthropomorphic guardians in silent meditation (Anthropomorphism), Their limbs reaching out, an earthly allusion (Allusion), To tales of yore, nature's boundless infusion.

Imagery woven in the spider's silken thread (Imagery), A simile, the breeze's touch, as a lover's tread (Simile), Oxymorons dance in the shadows' light (Oxymoron), A paradoxical waltz, an enigmatic sight.

The speaker, a soul lost in the forest's embrace (Speaker), Tone resonating with the leaves' rustling grace (Tone), Purpose hidden like secrets in the forest's core (Purpose), An audience of stars, a cosmic rapport (Audience/Occasion).

The subject, the heart of the grove's ancient lore (Subject), Symbolism in the dewdrop on a leaf, a world to explore (Symbolism), Irony in the silence, louder than a lion's roar (Irony), Diction, the language of the unseen folklore (Diction).

Overstatements in the mountains' towering might (Overstatement), Understatements in the firefly's gentle light (Understatement), A dance of contrasts, nature's eternal fight.

Direct Examples and Explanations:

Rhyme (1): "In the hush of twilight's rhyme" - Rhyme is used in the poem to create a musical quality by employing words with similar ending sounds.

Rhythm (1): "A symphony of whispers in rhythm sublime" - Rhythm is utilized to establish a flowing and harmonious pattern in the poem, enhancing its musicality.

Metaphor (1): "The moon, a metaphor for a silvered tear" - The moon is metaphorically compared to a tear, suggesting an emotional connection between the celestial body and human sentiment.

Personification (1): "The ancient trees, wise in their personification" - Personification is employed to attribute wisdom to the ancient trees, giving them human-like qualities.

Anthropomorphism (3): "Anthropomorphic guardians in silent meditation" - Anthropomorphism is used to depict the trees as guardians engaging in silent meditation, attributing human characteristics to non-human entities.

Allusion (2): "Their limbs reaching out, an earthly allusion" - Allusion is present when the poem refers to the trees' limbs, creating a subtle reference to human limbs and connecting the earthly image to a familiar human experience.

Imagery (2): "Imagery woven in the spider's silken thread" - Imagery is evoked through the use of vivid descriptions, such as the spider's silken thread, to create a sensory experience for the reader.

Simile (2): "A simile, the breeze's touch, as a lover's tread" - Simile is used to compare the breeze's touch to a lover's tread, creating a vivid and relatable image for the reader.

Oxymoron (2): "Oxymorons dance in the shadows' light" - Oxymoron is employed to describe the dance of contradictions in the shadows' light, adding complexity and intrigue to the imagery.

Speaker (2): "The speaker, a soul lost in the forest's embrace" - The speaker is the voice in the poem, expressing a sense of being lost in the forest's embrace and providing a perspective for the reader.

Tone (2): "Tone resonating with the leaves' rustling grace" - Tone is conveyed through the sound of leaves rustling, creating a mood or atmosphere in the poem.

Purpose (2): "Purpose hidden like secrets in the forest's core" - Purpose is mentioned, implying a hidden motive or intention within the forest's core, contributing to the thematic depth of the poem.

Audience/Occasion (2): "An audience of stars, a cosmic rapport" - The stars serve as the audience in a cosmic setting, establishing a sense of occasion and connecting the earthly experience to the vastness of the cosmos.

Subject (3): "The subject, the heart of the grove's ancient lore" - The subject refers to the central theme or focus of the poem, emphasizing the importance of the grove's ancient lore in the narrative.

Symbolism (3/4): "Symbolism in the dewdrop on a leaf, a world to explore" - Symbolism is present in the dewdrop on a leaf, representing a world to explore and inviting deeper interpretation.

Irony (3): "Irony in the silence, louder than a lion's roar" - Irony is used to highlight the paradoxical nature of silence being louder than a loud noise, adding a layer of complexity to the poem.

Diction (4): "Diction, the language of the unseen folklore" - Diction refers to the choice of words, and here, it emphasizes the language of the unseen folklore, contributing to the mysterious and mythical atmosphere of the poem.

Overstatement (4): "Overstatements in the mountains' towering might" - Overstatement is used to exaggerate the towering might of the mountains, emphasizing their grandeur and significance.

Understatement (4): "Understatements in the firefly's gentle light" - Understatement is employed to downplay the firefly's light, creating a subtle and delicate image in contrast to the overstatement of the mountains.

This comprehensive use of literary devices contributes to the richness and depth of the poem, creating a multi-layered experience for the reader.

First Authors and directors use a specific technique to achieve a desired affect by identifying important cinematic techniques and analyzing their

effects. They also transform a text into a new genre.

Second Well, for insistence in the book, The Black Cat. Edgar tells his story on the two black cats. In this book he wants us to feel what he feels in the story. He wants to show us what it feels like and what it would be like to be at a position that he was in.

He began to burn with anger and rage towards the cat. Even though he was intoxicated he still loved that cat. When he hung the cat by the neck he started to cry. He wants us to feel a lot of things. Edgar shows that even when he had anger and rage he still loved the cat.

Also even when he said, " I had so much of my old heart left, as to be at first grieved by this evident dislike on the part of a creature which had once so loved me. But this feeling soon gave place to irritation.

Explanation:

First Authors and directors use a specific technique to achieve a desired affect by identifying important cinematic techniques and analyzing their

effects. They also transform a text into a new genre.

Second Well, for insistence in the book, The Black Cat. Edgar tells his story on the two black cats. In this book he wants us to feel what he feels in the story. He wants to show us what it feels like and what it would be like to be at a position that he was in.

He began to burn with anger and rage towards the cat. Even though he was intoxicated he still loved that cat. When he hung the cat by the neck he started to cry. He wants us to feel a lot of things. Edgar shows that even when he had anger and rage he still loved the cat.

Also even when he said, " I had so much of my old heart left, as to be at first grieved by this evident dislike on the part of a creature which had once so loved me. But this feeling soon gave place to irritation.

Explanation:

Answer: B. the uncontrollable power of nature.

In this passage, we can see how powerful the colossal Moby-Dick is, and how frail and insignificant humans appear to be by comparison. When Ahab wants to fight with the whale, he is completely helpless and is easily defeated and injured. The power of the whale is a symbol that represents the incontrollable power of nature.

Answer:

Step-by-step explanation:

Early photography and Daguerreotype Medium.

Louis Daguerre invented a new process he dubbed a daguerrotype in 1839, which significantly reduced exposure time and created a lasting result, but only produced a single image.

Louis Daguerre called his invention "daguerreotype." His method, which he disclosed to the public late in the summer of 1839, consisted of treating silver-plated copper sheets with iodine to make them sensitive to light, then exposing them in a camera and "developing" the images with warm mercury vapor.

Daguerreotypes became an equalizer among classes. No longer were likenesses only created for the super rich. An average person could walk into a portrait studio, sit for an image, and have the same product as the millionaire down the street. The popularity gave rise to picture factories

Views of modernity and capitalism heavily influenced Daguerre’s discovery because his main goal was to improve and modernize the process previously used to capture images and to upgrade what he saw using camera obscura.

People could start to develop a visual history, not only the rich could afford to have a portrait made, and people could collect images of their friends and family.

The correct answer is: simile

Through this text, we can see that the phrase "It is as if a great earthen pot has dropped from an unreachable rafter'' represents a comparison with the doubts that the narrator presents. This comparison is made through two elements that have nothing in common, but that the author uses to create a new meaning about one of them. This is done through simile.

Answer:

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

Answer:

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.

Answer:

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.