Commons
“How did Faulkner pull it off?” is a question many a fledgling writer has asked themselves while struggling through a period of apprenticeship like that novelist John Barth describes in his 1999 talk "My Faulkner." Barth “reorchestrated” his literary heroes, he says, “in search of my writerly self... downloading my innumerable predecessors as only an insatiable green apprentice can.” Surely a great many writers can relate when Barth says, “it was Faulkner at his most involuted and incantatory who most enchanted me.” For many a writer, the Faulknerian sentence is an irresistible labyrinth. His syntax has a way of weaving itself into the unconscious, emerging as fair to middling imitation.
While studying at Johns Hopkins University, Barth found himself writing about his native Eastern Shore Maryland in a pastiche style of “middle Faulkner and late Joyce.” He may have won some praise from a visiting young William Styron, “but the finished opus didn’t fly—for one thing, because Faulkner intimately knew his Snopses and Compsons and Sartorises, as I did not know my made-up denizens of the Maryland marsh.” The advice to write only what you know may not be worth much as a universal commandment. But studying the way that Faulkner wrote when he turned to the subjects he knew best provides an object lesson on how powerful a literary resource intimacy can be
Nikki Giovanni is the author of the poem “My First Memory (of Librarians).”
Nikki Giovanni was born in 1943, Nikki Giovanni is the author of numerous collections of poetry and was the first poet awarded with the Rosa Parks Woman of Courage Award.
in the following excerpt from the poem:
"In the foyer up four steps a semicircular desk presided To the left side a card catalogue On the right newspapers draped over what looked like a quilt rack Magazines face out from the wall"
The reader is provided with:
A. implicit details about how the speaker feels about books.
This is better understood by reading the next lines of the poem, for example:
"The <u>welcoming smile of my librarian</u>
<u>The anticipation in my heart</u>
All those books—another world—just waiting
At my fingertips."
so the final answer to this question is :
A. implicit details about how the speaker feels about books.
Answer:
Modal of permission: Students may be allowed to use their personal computers in class to take notes and read digital books.
Modal of obligation: Students and teachers have to recycle papers.
Modal of prohibition: The school does not have to leave the lights on when no one is in the classroom
Explanation:
Modals of permission are used in a sentence to inform or ask if an action is allowed. These modals are can, may, and could. May and could are more formal than can.
Modals of obligation are used in a sentence to inform of something compulsory. Must is a modal of obligation use for a personal obligation like I must study for the exam, or rules like you must wear gloves in the laboratory. Have to, is also a modal of obligation, but it expresses general obligation like Students have to study hard for the exam.
Modals of prohibition are in sentences that express something that is not allowed. They are can not and must not. For example, you can not smoke inside this building.
Answer:
B. Word Count
Tone shows purpose, intended audience shows purpose, word choice shows purpose but word count does it.
Explanation:
Answer: I would say Admired
Explanation:
