This techniques might have different purposes in this poem. For example, they might create an specific rhythm that makes the reader a bit lost throughout the poem. The reader might stop and start several times. On the other hand, they pull him/her form one line to the other by keeping up the momentum, what makes the reader mover faster in order to understand what is being read.
EXAMPLE
To him<span> | who </span>in<span> | the </span>love<span> | of </span>Na<span>|ture </span>holds
Commun<span>|ion </span>with<span> | her </span>vis<span>|ible </span>forms<span>, | she </span>speaks
<span>A </span>var<span>|ious </span>lang<span>|uage; </span>for<span> | his </span>gay<span>|er </span><span>hours</span>
The word in the sentence that is predicate nominative is D. Fish, seahorse basically means fish.
He gets made because the raven only says nevermore
Not sure if this is the answer you want, but here it is!
Nights and Dragons, by Abigail Prynne talks about a pre-teen who as a little girl, was obsessed with dragons, and at the age of 13, wanted to find out if dragons are, or were actually real? As she started researching the topic, she found that many scientists gave many reasons why dragons couldn’t exist. Remembering encouraging words from her grandmother, she kept researching dragons and found some interesting facts. With seeing that many cutlers wrote or talked about dragons, and included them with other “real” animals, she started to have hope that dragons might be real. With newfound hope, she started looking for new theories, and found many people that had the belief that dragons were real! They have many theories, that if dragons existed they could produce gas to fly; however, many disagreed with these theories. We might not know if dragons were ever real, but there might always be people disagreeing over the subject, but I will still smile at the idea of dragons being real.
Anyway, brainliest please! and I might have the answers for some other lessons.
(I don't know if I spelled brainliest right)
