Answer:
In traditional poetry, a regular rhyme aids the memory for recitation and gives predictable pleasure. A pattern of rhyme, called a scheme, also helps establish the form. ... In modern free verse, rhyme breaks the pattern and adds unpredictable spice, giving special emphasis to the lines that rhyme.
Explanation:
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In her "Letter to Napoleon III," Elizabeth Barrett Browning employs several rhetorical strategies to urge Napoleon III to forgive the author Victor Hugo and free him from his imprisonment.
Browning uses ethos when she presents herself as a fair person. Ethos refers to an appeal to credibility, and Browning employs it when she agrees with Napoleon about the wrong nature of Victor Hugo's actions. She also employs a paradox to force Napoleon to pay close attention to her argument. The paradox is that, even though Victor Hugo acted against the emperor, he deserves to be free. Browning employs anaphora when she repeats the phrase "what touches you" in order to convince Napoleon of the importance of his reputation. Finally, she uses pathos (an appeal to emotion) when she highlights how grateful and admiring Napoleon's subjects will be if he pardons Victor Hugo.
A perfectionist is someone who tries to be the best at everything.
Answer:
homeroom
Explanation:
In Avi's novel "Nothing But The Truth" we meet Mr. Lunser in Phillip Mallory's school. Mr. Lunser is Phillip's homeroom teacher for a time. He is a easy-going guy who is not very disciplined with his class. He tries to be humorous (he calls his students Bozos) and he is always cracking jokes with the class. During the opening of the novel morning announcements are being made, and Dr. Doane tells the students that on "this day Julius Caesar was assassinated. Mr. Lunser replies, " And right after that they all sat down and ate a Caesar salad." Phillp ends up having to transfer to Margaret Narwin's homeroom and she is extremely disciplined and very strict. This does not work out well for Phillip.
Student: My desk sat in the back corner, it was tarnished and broken with chipped wood and old drawings from previous students, scribbled deep into the wood with pencils or needles. I felt bad for it. The desk held me up on days I didn't want to be there. It supported my hard work. I wanted to thank it, I wanted to thank the tree that became the steed for so many students.
I had an Idea, I want to start a refurbished desk drive. After school I would bring the idea up to my teacher, I would give the desks a fresh coat of paint and a big thanks for carrying students all day long, for years.
After receiving approval I would drive to home depot and pick up all the materials I would need. I came to school sunday and got to work repainting and refinishing. I fixed wobbly legs and loose drawers. And finally I wrote notes for each desk and glued them to the underneath of the tables each saying thank you for everything you do.
Desk: I was brought out of the class room I can't remember the last time I left that filth nest. Then a student began to take me apart; I guess it was my time to leave the world.
But once I was apart I was not placed in a trash bin, I was sanded painted and given a nice shiny finish, the student even fixed my broken leg. They them put me back together and place a piece of paper on the underside of my table that said thank you. If a desk could cry I would have. I think of that student every day when they sit on my chair I want to support them and all of their kindness.
