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garri49 [273]
3 years ago
7

Match the term with the correct example. 1. Logos 2. Pathos 3. Ethos It is my belief that music education instills a sense of co

nfidence and discipline in students they would not otherwise receive. Studies show that schools with music programs have a 30 percent higher rate of graduation than schools without music programs. Music has the ability to feed the soul.
English
1 answer:
worty [1.4K]3 years ago
5 0

By following the essential elements of persuasion,

<em>Logos</em> is an statement used to persuade by means of logic and reason, thus,

1. Logos: "<em>Studies show that schools with music programs have a 30 percent higher rate of graduation than schools without music programs"</em>

<em>Pathos</em>, the seek of the audience emotions in order to convince, therefore  

2.Pathos: <em>"Music has the ability to feed the soul"</em>

<em>Ethos</em>, or the use of arguments built on the credibility of the author, so,

3.Ethos: <em>"It is my belief that music education instills a sense of confidence and discipline in students they would not otherwise receive" </em>

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Answer:It's the year 2081, and George and Hazel Bergeron have a son, Harrison. Unfortunately for them, the government took him away when he was fourteen years old. See, someone once decided that George Bergeron is of above-average intelligence, so he's had a radio implanted in his ear. Piercing sirens, crashes, and booms go off periodically to hinder his thought process. (His wife, Hazel, on the other hand, is spectacularly average. No handicaps on her.)

Anyway, one night in 2018, the Bergerons are sitting in front of the TV watching ballet—bad ballet, with ballerinas wearing masks to hide their beauty and weights to hinder their grace and strength. This sounds like a bad episode of Minute to Win It, and no one wants to see that.

Ballet is interrupted when one of the ballerinas has an urgent government news announcement to make. Harrison Bergeron has escaped! An escaped convict is just what any boring ballet, opera, or interpretive dance routine needs to liven things up a bit, and boy does it get lively when Harrison himself rips off the door to the stage and storms on screen.

He declares himself Emperor and takes one of the ballerinas as his Empress. Just what this society needs to pull it from its homogenized doldrums: a crazed monarchy.

Anyway, the two of them dance, fly through the air, kiss the ceiling, then kiss each other. There's a whole lot of kissing. But the Handicapper General, Diana Moon Glampers, doesn't seem to care much for kissing (in addition to discouraging strength, intelligence, and beauty), since she shoots them both dead with a shotgun.

The Bergerons' television blows out and goes dark. Must have been a faulty bulb—no way it was government intervention, right? But then it turns out that George had gone to get a beer, so it appears he missed the whole thing. Hazel cries, but soon can't remember why. Life quickly returns to normal

Explanation:

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3 years ago
What can you hear touch smell taste see in the forest
Kamila [148]
Hear :
Birds singing
Sticks cracking
Animals scurrying
(Sometimes) Water flowing
Leaves blowing

Touch :
Rough bark
Smooth grass
Thin sticks
Slim leaves
Berries

Smell:
Fresh leaves
Fruit
Mixture of bark and animals
That's it.

Taste :
Berries and fruit
Fresh air
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Elanso [62]
The answer you are looking for is accept
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Can some one help me with this English assignment i'll give 25 points.<br> thanks
tester [92]

A.

It is a first-person voice, which can be seen on the use of first-person pronouns from the beginning through the end.

B.

The speaker presents as civillian and the poem adresses a soldier. This can be seen both in the poem and in the title of it.

C.

Not only tries to conserve the same rhythm and meter by linking the end of a verse with the following, it also emphasizes a phrase or word and shows the relation of the phrase or word to what has gone before (almost like sentence diagramming). This adds richness to the poem and its images, like in the first indentation between ‘quarrel’ and ‘stood still’.

D.

That image of shooting but shooting ‘goods’, food and comfort, produces an effect of surprise, of slight shock due to the inversion: in this case, the civillian does the shooting, not the soldier. The image is unexpected, but it also further describes this civillian by describing the items that are going to be shot: items that are tied to life, they can prolonge life (it’s food) and not end it, like bullets.

E.

The question poised at the end can be read as being ‘shot’ by the civillian to both the soldier and also the reader. The question proposes a reflection about war, about what is the purpose or intent of it, what is the ulterior meaning behind it. Can a soldier find meaning on it? Can a civillian do it? The decision of ending with a question ties to this idea of keeping the poem open and alive in the memory of its readers, instead of a firm or concrete affimartion.

F.

The poet finds war to be something incomprehensible, something that doesn’t make sense or have a real meaning behind it. It’s senseless, it is “impartial death”, “confusion” and incomprehensible to both the civillians and the soldiers. While the poet has this attitude about war, it shows empathy and consideration for the soldier, for its “plight”, as one can see at the end. The poet has hope and wants the soldier (and the reader by extent) to reflect on war, to form a sort of empathy link with the civillian(s).

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