Rhetorical Devices and Literary Techniques Essay Example for Free

Rhetorical Devices and Literary Techniques Essay Rhetorical devices and literary techniques are closely related to tone and style. In fact, an author’s style partly consists of selecting and using certain devices; an author’s tone is partially determined by the type of techniques an author uses. Many SAT books will list lots of Greek terms you don’t need to know, such as synecdoche and anaphora. But the Critical Reading section won’t require that you know the names of rhetorical devices or literary techniques. Rather than bombard you with dozens of unfamiliar terms, we’ll categorize and clump the most common types of devices and techniques below and provide some examples and commentary. As we said, you won’t be specifically tested on these concepts, but they do lurk beneath the surface in the passages. Having a solid understanding of these devices and techniques will improve your ability to handle RPs. Focus on absorbing the similarities and differences between and among them. As you read through the list, note the one key feature all of these techniques and devices share: they allow words and sentences to carry more than only their literal meaning. Here is a list of the most important devices and techniques. We’ve included examples along with commentary on each one: Hyperbole I’m as hungry as a starving lion. Hyperbole is a synonym for exaggeration. Clearly, the speaker is not really as hungry as a starving lion. A hyperbole is just a figure of speech we use to emphasize a point. The opposite device is understatement: I’m a little tired is a purposeful understatement if the speaker has been up for 48 hours. Repetition Duty does not trump honesty. Duty does not trump common sense. And duty, my friends, does not trump morality. Repetition is the conscious and purposeful replication of words or phrases in order to make a point. In this example, it’s clear that the limits of duty are being sketched out. The speaker is trying to show that duty is not the only or even the most important virtue. Imagery and Figurative Language Simile Her eyes were like stars. Her eyes are literally human eyes. Figuratively, they are being compared to stars, meaning, most likely, that they are bright and shiny and cause wonderment. This is an example of a simile. Similes use like and as to make explicit comparisons between unlike things, such as eyes and stars. Metaphor Her eyes were pools of liquid light. Again, her eyes are literally human eyes. Figuratively, they are being compared to pools of liquid light. However, the comparison is implied, not stated. This is an example of a metaphor. Unlike similes, metaphors compare unlike things without explicitly stating the comparison with â€Å"like† or â€Å"as. † Personification Her eyes followed me up the stairs. Can eyes follow someone up the stairs? Not literally, but in this case an eye—which is not a person—is given a person’s abilities, namely, following someone else up the stairs. This is an example of personification. Symbolism Her eyes looked but did not see. All was dark. Literally speaking, eyes either see (healthy eyes) or they don’t see (blind eyes). An eye that looks but does not see is blind in a figurative sense. Very often, vision and light are symbols for understanding and enlightenment. In this example, the woman is most likely unaware of—or â€Å"in the dark†Ã¢â‚¬â€about something. This is an example of symbolism. Sound Patterns Her eyes were rippling pools of liquid light in which I splashed playfully. This metaphor also uses sound patterns to underscore its meaning. Note that the letters l and p repeat: rippling pools of liquid light†¦splashed playfully. The author may have repeated â€Å"l† and â€Å"p† sounds to evoke the sound of water (like in the word splash itself) or simply to link together the words that make up the metaphor—or both. There are many types of sound-pattern devices, each with its own difficult Greek name that you certainly won’t need to know. Rhetorical Questions Can poverty ever be eradicated? Rhetorical questions are not meant to be answered. A rhetorical question is used to present what’s taken to be an unanswerable question, such as these questions: Can a repeat offender ever be trusted not to commit another crime? Can a person ever have too much love? A rhetorical question can also be one in which the author’s answer is clearly intended to be â€Å"no† or â€Å"yes. † In these two examples, the author’s answer is clearly intended to be â€Å"no† (whether you agree with those answers or not). Idioms and Cliches That’ll cost you an arm and a leg. Idioms are inherited quirks of language that native speakers understand without question but which cause nonnative speakers endless trouble. Only a native speaker knows that if something costs an arm and a leg that means it’s expensive, not that you actually need to lose your limbs to purchase it. Many overused idioms and symbols are cliches, and cliches themselves can be used ironically (see irony below). Irony [Said to a mean boss]: â€Å"You’ve been so kind to me. † The SAT loves irony. A statement is ironic if it expresses something different from or opposite to the literal meaning of the words. This example is called verbal irony or sarcasm, which can be thought of as â€Å"heavy-handed irony†: The overuse of antibiotics has led to the rise of resistant strains of many diseases. A statement or situation can be ironic or paradoxical when the words accurately report events that seem to be contradictory but which have actually occurred, as in this example: A soldier has returned from a war. He crashes his motorcycle and dies. His war experiences are told in flashback. Whenever he thinks about death, a motorcycle drives by. A specific literary use of irony is called dramatic irony. In the example above, the audience knows that the soldier will die in a motorcycle crash. The soldier himself, of course, doesn’t know how he will die. (A flashback, by the way, is another literary device made popular by the movies. Flashbacks jump back in the story’s chronology to give background information. For example, the opening scene of the film Lord of the Rings: Return of the King shows Gollum before he found the ring. ) Foreshadowing A soldier goes to war. He survives many brutal battles, just barely missing being killed several times. The soldier becomes obsessed with his â€Å"good luck†Ã¢â‚¬â€why does he survive when so many others die? Every time the soldier has a brush with death, the author makes some subtle mention of a black motorcycle. Eventually, the soldier’s best friend is killed in a motorcycle crash the day after the war has ended. The soldier himself comes home and not too long afterward, he dies by crashing his motorcycle. In this example, the audience and character are equally ignorant about the outcome of the story. However, by using foreshadowing, the author begins to clue in his audience. The character’s fate is slowly revealed to the audience but not necessarily to the character himself. Note that the ending to this story is doubly ironic—was the soldier â€Å"meant† to die in a motorcycle crash or did he bring it about through his own guilt about surviving while others perished? The theme of free will versus predetermination underlies this little story. Motif The motorcycle in the last two examples. A motif is a symbol that is carried through an entire work of fiction. The motorcycle symbolized death throughout both stories. In the Lord of the Rings, the One Ring is a motif for the corrupting nature of power. Now that you have all these concepts under your belt, it’s time to learn the most efficient way to use your knowledge on testlike items and sets.

Preparing for Death While Embracing Life Essay -- essays research pape

The process of dying begins at birth. Each of us know that someday we will die, but we don't generally like to think or talk about it. The topic of death is often taboo in our society. Because of this, we are often unprepared when we are faced with the final stages of the dying process with someone we love. Attitudes and concepts about death and dying vary greatly. Death refers to the actual physical ending of life, while dying refers to the process of coming to that end. Most people do not simply stop breathing. It is often a slow, lingering, unwinding process that can take days, weeks, or months. Even the actively dying process can occur over a period of hours or days. Observing this process can be extremely difficult for loved ones. Some people experience the symptoms of being close to death and then, for some unexplained reason their condition may begin to improve a little. The family's hopes soar, only to be dashed again, as the loved one's condition deteriorates. These roller-coaster changes can be emotionally and physically exhausting for caregivers. Most of the fear of death is really fear of the unknown. Education and open discussion about the events that will occur can relieve much of the fear patients and families experience. Each death is different, a touching and special drama, just as each birth is. And usually the act of dying requires some assistance, just as the act of giving birth does. Because each person's death is unique, it is difficult to state exactly what will happen in each situation. This particular period of time is one of the most difficult times you and your family will experience. Some people believe that preparing for a death is the most difficult part of losing a loved one. Friends and family members may feel helpless as their loved one comes closer to death. Fear of the inevitable, sorrow, and anticipating the grief to come are common and can be completely exhausting. Many people who have a serious illness may anticipate their own passing and experience a range of emotions as well. A grief counselor can help an ill person work to resolve issues and, perhaps, achieve a level of peace with the inevitable. On a more practical note, there are issues that can be resolved during the period of physical decline that may lead to greater peace of mind. The person's will should be drawn up or updated and any other personal matter... ...son whom you have named as "successor Trustee" takes over your Trust. This person is in charge of taking care of the property under the Trust or of distributing the property to the beneficiaries you specified within the Trust. Remember, before you take the legal action of creating a trust, it is almost always in your best interest to consult a lawyer for more information and guidance. So as you can see, there are many ways to deal with death while one is still alive. It is important that one realizes that these means are not there to â€Å"rattle Death’s cage† as some people have put it, but for more practical means, such as taking care of the one’s left behind. Bibliography Ø Mannino, Davis J. Grieving Days, Healing Days. Allyn and Bacon Ø Kubler-Ross, E. On Death and Dying. Simon and Schuster Ø http://www2.seniorcareweb.com/senior/legal/guardianship/default.htm Ø http://www2.seniorcareweb.com/senior/legal/living_wills/default.htm Ø http://www2.seniorcareweb.com/senior/legal/power_of_attor/default.htm Ø http://www2.seniorcareweb.com/senior/legal/wills/default.htm Ø http://www2.seniorcareweb.com/senior/legal/assets_and_tru/default.htm

Composition and Seperations Essay

When a kernel of popcorn is heated, pressure builds and, depending on the percent of water in the kernel, the kernel pops open and popcorn is produced. The percentage of water in each kernel differs between brands of popcorn. If the steam produced fails to pop the kernel, the kernel becomes hard and burns. The purpose of Part 1, â€Å"Popcorn Composition†, of the â€Å"Composition and Separations Lab was to determine whether premium popcorn brands display desirable qualities when measured and compared with cheaper brands of popcorn. The experimental relevance of Part 1 of the experiment was to demonstrate the effects of water in a popcorn kernel when heated and converted to heat. Differences in water percentage determine whether or not the kernel will burst and create popcorn. In Part 2, â€Å"Separating a Solid Mixture†, the purpose was to work with supplies in the lab to separate a solid mixture of popcorn, sand, salt and iron filings into the four separate components to eventually learn the percent composition of the solid mixture. By developing a plan to separate the mixture, the group should have ended up with four separate items with weights that added up to the original weight of the mixture. The experimental relevance of Part 2 of the experiment was to learn how to separate each component in a four part solid mixture from each other. Procedure: In part 1 of this week’s lab three popcorn kernels of a one brand were given to each group. A Bunsen burner was set up by each group and the three kernels were each weighed separately on an electric balance. The Bunsen burner was then lit following the instructions given. (ch185) A 100mL beaker was obtained and filled with a half inch of clean sand. The beaker was placed on a ring stand and one kernel of popcorn was submerged into the sand. The beaker was then covered with a watch glass and heated over the Bunsen burner until the kernel popped. After popping, the kernel was removed and weighed and the moisture content was measured. This procedure occurred for all three kernels. After the moisture content of all three kernels were measured, an average was deduced for the three and written on the board. Each of the other four groups also wrote their averages for their individual brand on the board to give the class a better understanding of the differences in moisture content for each of the five brands. In part 2 of this week’s lab, a 50mL beaker was filled with a solid mixture consisting of popcorn, sand, salt and iron filings. The group then got the mass of the entire mixture and began sketching a plan to separate the mixture properly into its original four contents. First the group separated the popcorn from the mixture by using a drainer. The popcorn was then weighed. Second, the iron filings were separated using a magnet after pouring the remaining mixture onto a piece of paper. After the magnet collected all iron, the iron was scraped into a beaker and the weight was recorded. The third and final separation used a beaker and a filter paper. The filter paper was weighed and put into a filter that spilt into the beaker. The remaining salt/sand mixture was then poured into the filter paper using water to dissolve the salt. After the solution was put into the filter paper and the salt had dissolved, the filter paper and sand was dried and then weighed. After subtracting the filter paper weight from the weight of the filter paper and sand together, the weight of the sand was known. Once you had the weight of the sand, iron and popcorn, the weight of the salt was found by subtracting the three combined weights from the original weight of the mixture. To find the percent composition of each component, the weight of each was divided by 100 and, in the end, each components percent added up to 100% of the initial mixture. Results/ Data/ Calculations: Part 1: Each group determined the moisture percentage of their brand of popcorn. Table 1 shows the moisture content of each brand. Table 1: Moisture Percentage of Popcorn Brands Group Number| Popcorn Brand Used| Percent Moisture| 1| Act III| 6.24 %| 2| Food Club| 8.35 %| 3| Jolly Time| 12.2 %| 4| Orville Redenbacher| 7.47 %| 5| Pop Perfect| 6.22 %| Jolly Time popcorn was measured for weight and the moisture content was then measured. Table 2 shows the initial weights, final weights, moisture contents and percent moistures of each of the three trials performed. Table 2: Moisture Percentage by Weight of Jolly Time Popcorn Kernels Kernel| Initial Weight (g)| Final Weight (g)| Moisture Content| % Moisture| 1| 0.105 g| 0.086 g| 0.019 g| 17.8 %| 2| 0.138 g| 0.140 g| -0.003 g| -1.89 %| 3| 0.113 g| 0.106 g| 0.007 g| 6.55 %| AVERAGE| 0.109 g| 0.096 g| 0.013 g| 12.2 %| Sample Calculations: Find weight= (cupcake holder + kernel – cupcake holder) = (.263 g – .177 g) = 0.086 g Moisture Content= Initial weight – final weight = 0.105 g – 0.086 g = 0.019 g % Moisture= Moisture content x 100 Initial weight of kernel = 0.019 g = 17.8% 0.105 g Average % moisture = 17.8 + 6.55 = 12.2% 2 Part 2: The weight and eventually percentage composition was measure in a mixture of corn, iron, sand and salt and then with each component individually. Table 3 shows the weight and % compositions. Table 3: Percent composition of Mixture Material| Weight (g)| % Composition| Full Mix| 42.2 g| 100 %| Corn| 3.26 g| 7.79 %| Iron| 19.0 g| 45.0 %| Sand| 15.7 g| 32.5 %| Salt| 6.25 g| 14.8 %| Sample Calculations: Percent Composition:Initial Weight x100 Total Mixture Weight Beaker with nothing: 59. 95 g Beaker with mix: 102.1 g W/ Mix:102.1 g W/O Mix: – 59.95g 42.98 g Discussion: The experiment in part 1 was done to show that even slight differences in moisture content in popcorn make a big difference when it comes to the popcorn’s â€Å"popping† abilities. Before the experiment, the moisture content and its effect on popcorn were unknown. After the experiment each group left with the knowledge of moisture content in both preferred brands and cheap brands of popcorn. This experiment gave insight into the importance of exactness for popcorn companies pertaining to the moisture content in each kernel. The experiment in part 2 was performed to show that most solid mixtures can be separated if using the right tools. Each group had to propose a solution to separating the mixture and then weighing each of the four components afterwards to conclude if they added up to the initial weight of the solid mixture. This experiment allowed students to use their brains to separate any solid mixture that they come in contact with, which will be helpful for the future in this lab and others. Throughout the two parts of this experiment several specific errors were found and dealt with. In part 1 of this experiment several popcorn kernels were burnt and did not pop. These kernels may have affected our experiment by giving us false data, as we did not include these kernels in any final data. With burnt popcorn kernels, we were shown that the moisture content in the popcorn brand given may have resulted in one of the â€Å"cheap† brands given. In part 2 of our experiment, the initial weight was supposed to be taken before separating any part of the mixture. Unfortunately, the initial weight was skipped before the popcorn was separated. The popcorn then had to be put back into the mixture and the mixture was then weighed for the initial weight. This may have affected the final data, although it was a small error. In part 2 another error occurred when the group began to separate the salt and sand in an incorrect manner. This, however, did not affect final data, as the salt would have been eliminated anyway. Conclusions: The goals in this experiment for part 1 were to determine the moisture content in a brand of popcorn, compare the given brand with others in the lab and then find out if moisture content affects the ‘popping’ or corn and which brand or brands has a better likelihood of popping (i.e. preferred vs. cheap brands). In part 2 of the experiment the goals were to separate a solid mixture and then find the percent composition of each of the four materials within the mixture. The average moisture percentage for Jolly Time popcorn was 12.2 %. To get to this point, the group popped three separate kernels and found the moisture percentage for each and then averaged them. The percent composition for part 2 of the solid mixture was 7.79 % for corn, 45.0 % for iron, 32.5 % for sand and 14.8% for salt. These measurements added up to the 100% solid mixture and the weights added up correctly. References: Ch185. How to Light and Adjust a Bunsen Burner. http://ch185.semo.edu/labsafe/bunsen.html (accessed Feb 12, 2013). Composition and Separations. http://linus.chem.ku.edu/genchemlab/184SP13/Download184_Labs/Composition%20and%20Separations%20Chem%20184%20Spring%202013.pdf (accessed Feb 12, 2013) Guidelines for Laboratory Reports http://linus.chem.ku.edu/GenChemLab/184SP13/guidelines%20for%20lab%20reports.htm (accessed Feb 12, 2013)

Essay on History of the Olympics - 1625 Words

While watching the 2002 Winter Olympic Games in Salt Lake City this year I became interested in how the games started and what they were like in previous years. The Olympic Games as we know them have only been around since the first modern Olympiad, which was held in Athens in 1896. However, the tradition of athletic competition has been around longer than history itself. Athletics in Ancient Civilization nbsp;nbsp;nbsp;nbsp;nbsp;Athletic competition was always an integral part of life for the members of ancient Egypt, Mesopotamia, and Greece. Physical fitness was extremely important, and children would start being trained to compete at a young age. Kings, pharaohs, and nobles spent much of their time training and preparing to†¦show more content†¦The events the athletes participated in were all related to war tactics, such as boxing, wrestling, etc. These small tournaments were the beginning of what would become the ancient Olympics. The Ancient Olympics nbsp;nbsp;nbsp;nbsp;nbsp;Long before Nike was a sponsor and NBC had the television rights, the Olympics were very different. The ancient Greek Olympics were religious festivals designed to celebrate the gods. The competitors trained rigorously not for their own personal glory, but instead to impress and please their gods through a demonstration of strength and agility. To win an Olympic contest was regarded more highly than winning a battle and proved the individuals virtue. nbsp;nbsp;nbsp;nbsp;nbsp;There are many legends related the beginning of the ancient Olympics. One such tale is that of Hercules winning a race at Olympia and he decreed that races should be instituted every four years. The most popular of the legends tells of Zeus originating the games after he defeated Cronus in battle. Records of the ancient Olympics date back to 776 BC, which was when the first official Olympiad was held. From then on they were held every four years in honor of Zeus, in accordance with the four-year time periods which the Greeks called Olympiads. The majority of the events were held at the Olympic stadium near the temple of Zeus just southwest of Athens. nbsp;nbsp;nbsp;nbsp;nbsp;The ancient games were the most sacred of events, defined by solemn openingShow MoreRelatedOlympic Diving and Olympic History1023 Words   |  5 PagesAnything related to the Olympics sports in today’s modern era dates clear back to 776 BC; however, some sports that are in the twenty-first-century Olympic Games have only just started. A sport like diving reached the Olympic level in 1904 at the Summer Olympic Games. Both springboard and platform diving have had an interest in my life, since, indeed I am a diver myself. As diving had began to evolve from just a simple â€Å"swan dive† to a 109 B (Forward 4 and  ½ somersaults, pike). 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