Fredrich Douglass uses logic in his writing. His ideas are clear, neat and uses sophisticated vocabulary and avoiding prejudices.
The correct matching are as follows:
1. PERSONIFICATION: Attributing human characteristics to inanimate objects.
Personification is a part of speech which attribute personal nature to a non human object. It may also represents an abstract quality in human form. Personification is usually used in sentences in order to present situations more vividly so that others can understand clearly. Here is an example of personification: My alarm clock usually spring to life at exactly five o'clock every morning. In this sentence, 'spring to life' is a human characteristic, but in this sentence it is been attributed to an alarm clock.
2. HYPERBOLE: Blatant exaggeration.
A hyperbole is a part of speech which expresses exaggerated claims that are not suppose to be taken literary. In hyperbole, exaggeration is always used in order to emphasis the point that is been made. Here is an example of hyperbole: My car moves faster than light. The speed of light in a vacuum is the fastest in the universe at the rate of 186282 miles per second. Thus it a big exaggeration to say that a car is faster than light.
3. SIMILE: Comparison using 'like or as'
Simile is a figure of speech that compares two things which are not alike. Simile is typically used in sentences in order to make descriptions more emphatic. In sentences, simile usually use connecting words such as like, as,so, than, etc to make comparison. An example of simile is this: Jenny is as tall as a giraffe.
4. IRONY: Discrepancy between what is said and what is meant.
Irony is a figure of speech that uses words in such a way that their intended meaning is totally different from the actual meaning of the words. Irony usually shows the difference between what is seen and the actual reality. An example of irony is this: The bricklayer's hand was as soft as a rock.
5. METAPHOR: Comparison without using 'like or as'.
Metaphor is a figure of speech that is used to compare two things that are not totally unalike. Metaphor used direct comparison without employing words such as 'like'and 'as'. Here is an example of metaphor: Jenny's mother is the light of her life. This sentence is comparing Jenny mother to light and it means that she is the source of happiness for her daughter.<span />
The correct answer of the given question above would be option B. In David Brown’s biography, “Nolan Bushnell,” the author uses the following quotes to describe Bushnell as a teenager: <span> “…he was one of the youngest ham radio operators in the country, and he did science experiments in his garage.” Hope this helps.</span>
The correct answer is B.
In this passage from "Narrative of the Life of Frederick Douglass" we can see that, by banning his wife from teaching him how to read, Mr. Auld gave Frederick what he had been looking for his whole life.
The manner in which he spoke, which was meant to impress his wife, caused a different reaction on Frederick. He knew that if his master was against him leargning how to read, it must be important. He understood that the only way he could ever gain his freedom was through education.
Answer:
It is that time of year again when South Africans celebrate National Senior Certificate results, ushering a generation of youth out of the school system and into the world. Of the 788,717 who successfully completed these exams, 186,058 achieved passes that potentially open the doors of university study.
As we read about the results, we take delight in the success stories, like the student from a poorer background scoring multiple distinctions despite having no properly qualified maths or science teacher. Or the rural student who earned a university entrance despite walking long distances to school each day. These achievements should be celebrated, as they are truly exceptional.
But the problem with these stories, uplifting as they may be, is that they often carry a subtext.
The presumption that hard work alone leads to success – and that laziness leads to failure – follows the student into the university. Here, despite a wealth of careful research that proclaims otherwise, most people believe that success emerges from the intelligence and work ethic of the individual.
In a recent journal article, we have argued that academics often ignore the research on student failure that shows it emerges from a number of factors. Many of these factors are beyond the attributes inherent in the student. Instead, most hold on to the simplistic common sense assumption that success comes to those who deserve it. Academics who hold this view are prone to assume that students are successful because of what an individual student does or does not do.
But the reality is a far more complex interplay of individual attributes with social structures which unfairly affect some more than others.
Explanation:
