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Alla [95]
3 years ago
8

Both “Letter from Birmingham Jail” and “Ballad of Birmingham” give readers a picture of the civil rights movement and its cause,

but they do it in very different ways. Use the following table to compare and contrast some elements of the two pieces. Audience- Purpose- Tone- Theme- Genre-
English
1 answer:
vekshin13 years ago
5 0
<span>On the “Letter from Birmingham Jail” side I have: Audience-Wanting to have a better future for the people. Purpose-To show that he cared about what was going on. Tone-Calm and hopeful Theme-At a funeral I couldn't figure out the Genre for it though </span>
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What is the meaning of ethos
steposvetlana [31]

<u>Meaning of ethos:</u>

Aristotle’s Rhetoric talks about the art of persuasion to influence the judgements of the listeners. One among the three modes of persuasion that may be adopted by a speaker is ‘ethos’. The other two are ‘pathos’ and ‘logos’. ‘Ethos‘ refers to the character of the speaker and is considered to be of supreme value among the three.

To persuade the listener, the persona of the speaker is of utmost importance. His character should be believable and this aim is achieved through verbal and paraverbal factors.

Verbal factors include vocabulary and language as a whole that he uses to appeal to the listener and paraverbal factors include the inflection and tone of speech, pauses and emphasis.  If the character of the speaker appeals to the listeners, it makes it easier for him to make them see eye to eye.

4 0
3 years ago
HII i need to make a little character and at the end write a little suspenseful story
Gala2k [10]

Answer:Costumes are such a fabulous part of theatre – they help tell the story, they help actors get into character, and they immediately tell the audience something about what’s going on. For many student actors, receiving their costumes is a really exciting day. However, once students are actually in their costumes challenges can crop up. Many directors request that students come to rehearsal wearing comfortable clothes that they can move in. While that is useful for learning choreography and blocking, it’s less useful if the students will be wearing costumes that are not workout-gear-esque. Costumes definitely affect an actor’s performance – for better or worse. Let’s look at some ways that costumes can affect performances and character portrayal, starting from the feet and working our way up to the head.

1. Feet and Lower Body

Shoes

People walk differently in boots vs. sneakers vs. heeled shoes vs. sandals vs. bare feet.

In general, avoid wearing flip-flops on stage, as they are super noisy and do not provide good traction.

Heeled shoes can be noisy both onstage and off. Students should practice walking in them to avoid looking and sounding clumpy.

If some students are wearing shoes and some are barefoot, the students with shoes on must take extra care not to step on the barefoot students’ feet.

While this should be done before every show regardless, it is especially important to sweep the stage of any debris before the show if any of your students will be barefoot onstage.

Solution – Get your shoes early and practice with them during rehearsals.

Skirts and Dresses

People sit, stand, and move differently depending on the length and fit of the skirt. Larger and longer skirts can be a tripping hazard. Shorter and tighter skirts can impede movement.

Students frequently will try to wear older-style period skirts down lower on their hips (modern) rather than at their natural waists.

It is important that students wearing skirts and dresses wear appropriate undergarments, to avoid “wardrobe malfunctions.”

Also be sure to give special consideration to accessories such as bustles, petticoats, and crinolines, which can be noisy (lots of rustling) and make it difficult to sit down. As well, the more layers of clothing you add, the hotter and potentially heavier the costume is going to be.

2. Upper Body

Shirts

Some shirts can impede arm movement, depending on how tight or billowy the sleeves are.

Jackets, coats, capes, and shawls

How do you put them on and remove them?

Gloves

Gloves can make it more challenging to grip props (could be slippery or tight enough to impede hand movement).

Jewelry

Putting on and removing jewelry can be challenging, particularly if it is being done onstage.

Jewelry is easily lost and/or broken.

Solution – Use necklaces/bracelets/chains with magnetic clasps.

Solution – Have multiples/backups available just in case.

3. Head and Face

Hats and Headpieces

Hats fall off easily if not secured properly.

Caps and wide-brimmed hats throw shadows on actors’ faces.

Large brims can hide actors’ faces entirely.

Headpieces (such as fascinators and tiaras) can get tangled in long hair making them difficult to remove.

Wigs and Facial Hair

Wigs are in constant danger of falling off.

Care must be taken to keep wigs looking fresh and tidy.

Wigs and wig caps should not be shared between cast members.

Both hats and wigs can affect or interfere with body mics worn at the hairline or on the cheek.

Fake facial hair must be applied with spirit gum (a special adhesive), which can be challenging to put on and requires a special product to remove.

Masks and Specialty Makeup

Masks can impede actors’ vision and facial movements.

Masks also force students to emote differently, since the face is hidden.

Some masks can muffle the voice.

Makeup can pose allergy concerns.

Makeu.

Solution – Have costume team members available to assist. Be sure to practice any quick changes before technical and dress rehearsals.

Movements such as dancing, stage combat, and even sitting or standing can be affected by any of your costume pieces.

Storage

Ensure that all costumes are neatly hung up and taken care of (rather than left all over the floor or in a random pile, where they can get stained, stinky, or wrinkled.)water.

Rule – Any mending, cleaning, or maintenance needs must to be reported to the costume team immediately for them to deal with. Don’t try to fix a broken item yourself without consulting the costume team. Don’t wait until the day of the performance to speak up – it is most likely the team will not be able to do anything at that time.

Explanation:

4 0
4 years ago
Joe, you are wrong." This example is written in third person. Asap<br><br> True or False
8_murik_8 [283]

Answer:

it can be written in third person

Explanation:

if his name i joe then yes it is third person, if someone elses name is joe it is first person

8 0
3 years ago
In the following sentence, which word is the adverb?
bonufazy [111]
C) completely

As I am sure you know, adverbs are basically “helping” words that “add” to the understanding and/or imagery of a verb. (One thing to look out for, too, is the suffix “ly” because “ly” is the suffix (ending) that an adverb will typically have though it is important to remember that this will not absolutely be always the case.) That said, let’s first look at the word with the “ly”—“completely.” At this point, we must ask ourselves whether or not completely” adds to the an action word. Completely what? Completely answered. Thus, we have a better understanding of how things were answered—completely. Though, however, there is another verb in the sentence—“leaving”—there is not a word that helps or adds to it.
4 0
4 years ago
Read 2 more answers
Read the sentence from the passage. Hurricanes with the number 1 are the least dangerous. Based on the suffix -ous, what does th
LuckyWell [14K]

Answer:

danger

Explanation:

3 0
3 years ago
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