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Diction, Imagery, Detail, and Syntax (DIDS) in Poetry—Worksheet

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    Instruction manuals:

    Analyze the text you selected and make full out the following worksheet in item. Provide specific illustrations from the text that back up your analysis.

    1. Write the rubric of the text you have analyzed here:“When I Was Fair and Young” by Queen Elizabeth I circa 1585

    2. List at least three illustrations of enunciation in the text that add to the overall tone. Explain how each word contributes to the emotional power of the piece.

    “Fair” and “Young” are good picks of words as it conveys o the audience that the Author was extremely attractive. “Scorn” Conveys a strong negative emotion. it is stronger than utilizing the word “dislike.” Importune is another word that conveys strong emotion ; it is an pressing, relentless and intense petition. “Fair” and “Young” Gives the verse form a more soft and light tone which straight contrasted the strength involved with the words “Scorn” and “Importune”

    3. List at least three illustrations of imagination in the text that add to the overall tone. Explain how each description contributes to the emotional power of the piece.

    Fair and immature gave a visual image of Queen Elizabeth I’s physical properties when she was vernal. Scorn gives an image of a difficult face and attitude, which once more straight contrast the softer, gentler image of immature and just. With “weeping eyes” and “sighing hearts” I could see Elizabeth I’s rejected and dejected suers. Where the writer could hold chosen more moderate, wild words, she used stronger words to pass on her terrible emotions

    4. List the illustrations of of import inside informations the writer chose to include. Explain how these inside informations contribute to the emotional power of the piece?

    Fair and immature gives item about her physical properties and Tells us why she was so lusted after ; lending an heartfelt emotion to the verse form. How much work forces she badly brought to woe and desperation by her contempt communicated a slightly sorrowful emotion.

    5. List the illustrations of of import inside informations the writer chose to exclude. Explain how these losing inside informations contribute to the emotional power of the piece.

    The writer did non include how her attitude changed after she was no longer carnival, immature and favored by grace to avoid hindering a Moon nowadays in the verse form. Additionally, the writer did non include how she was changed to no longer carnival, immature, and favored by grace ; perchance to avoid hindering the temper excessively.

    6. Analyze the author’s usage of sentence structure in this text. Are the sentences long or short? Does the writer usage punctuation to decelerate down the gait, or short phrases to accelerate it? Explain how the sentence construction contributes to the emotional power of the piece.

    The Sentences in the verse form are medium. Her use of punctuation and short phrases set a composure and consistent temper in the verse form.

    7. Choose a tone ( or multiple tones ) from the list of Tone Words. Explain why this tone is the best manner to depict this text.

    I say fatalistic, and dry tones best fit the text. It was fatalistic for the writer to see her haughty and disdainful attitude ruin her beauty, and dry, as pride comes before the autumn ( dramatic sarcasm )

    This essay was written by a fellow student. You may use it as a guide or sample for writing your own paper, but remember to cite it correctly. Don’t submit it as your own as it will be considered plagiarism.

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    Diction, Imagery, Detail, and Syntax (DIDS) in Poetry—Worksheet. (2017, Jul 31). Retrieved from https://graduateway.com/diction-imagery-detail-and-syntax-dids-in-poetry-worksheet-essay-1336-essay/

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