Answer:
agreed i listen to Lisa she has her own music lol 2
Answer:
The narrator in Blake's "The Tyger" expresses:
D. disturbed awe.
Explanation:
The speaker in William Blake's poem "The Tyger" is in awe of the tiger. He fears and admires the tiger at the same time. The animal's aura is filled with terror and wonder. It was made to kill. Its pace, it gaze, all of it shows how terrible it is. Yet, it was created by God, just like the innocent and harmless lamb. That is what disturbs the speaker the most. How can the same creator come up with such different creatures? One that is a natural murderer, and one that is completely meek? Having that in mind, we can say the narrator in the poem expresses D. disturbed awe.
Answer:
We have always had stories. They were first told orally as fairy tales, folklore, and epic poems, and were eventually written down. And for as long as we have had stories, we’ve had literature. Stories are usually considered literature when they have long-lasting artistic or social value. Epic poems like The Odyssey or novels like To Kill a Mockingbird are considered literature because they have deeper meanings that go beyond the story. Both stories are meant to do more than just amuse the reader. A pop novel, like a James Patterson book you can buy at the airport, would not traditionally be considered literature because it is not meant to do much more than entertain the reader.
As we’ve transitioned from hearing stories to reading them, our ideas have changed about what kinds of stories have merit. We have always made a point to pass on the stories we value to next generation, regardless of their form. Therefore, it should not be so outrageous to declare that a new form of literature has been forged and needs to be passed on: television shows.
Television shows can be as complex as novels and can provide students with opportunities to learn that novels do not. Yet, there are legitimate concerns about using classroom time to dissect1 television. One issue is that complex television shows tend to have adult or graphic themes not suitable for the classroom. Another concern involves how much time students spend on television. Plenty of students already watch and discuss television in their own time, so is television needed in the classroom, too? Finally, the written word teaches cognitive2 skills that television cannot.
