Woolf spoke this statement, as he believes that consciences get in the way of creativity and the writing process.
<h3>Why does Woolf believe this?</h3>
- To Woolf, unconsciousness is essential for writing.
- This is because she believes that conscience causes the reality, that the writer lives, to interfere in his/her texts.
- Thus, unconsciousness allows the writer to have great creativity, without letting anything interfere in his creation process, managing to compose efficient and meaningful texts.
With this kind of explanation, the reader can conclude that Woolf is correct since unconsciousness stimulates creativity. However, some texts reflect the real society and discuss relevant issues of reality, therefore, the conscience of its writers is necessary.
More information about Woolf at the link:
brainly.com/question/24781507
Answer:
Explanation:
you are correct the answer is B
Answer:
The author most likely includes this supporting text to <em><u>reinforce the case study's point that bird flu is dangerous</u></em>.
Explanation:
The book "When Birds Get Flu" by John DiConsiglio delves into real cases of how people contract the bird flu. The book discusses infection cases and how avian influenza or bird flu began in Washington.
In the statement from the book, the author remarks that <em>"one or two sick chickens could infect a whole town [which could in turn] infect the country—or even the world."</em> By emphasizing the seriousness and infection level of the flu, <u>John DiConsiglio seems to reinforce the dangerousness of the bird flu.</u>
Thus, the correct answer is the first option.
Answer:
The speaker of the poem is a young boy who's at school in the summer. He can't focus in class because he wants so badly to play outside and enjoy the weather; he feels like a songbird trapped in a cage. Towards the poem's end, the boy wonders how children can grow and thrive if they are not allowed to enjoy the summer.
Explanation:
“The School Boy” is a poem included in William Blake’s collection Songs of Innocence. It is told from the perspective of a young boy going to school on a summer day. The boy loves summer mornings, but to have to go to school when the weather is so nice is a misery to him. He sits at his desk in boredom and cannot pay one iota of attention to the lesson, so desperately does he wish to be playing outside. In the fourth verse, the speaker asks, “How can the bird that is born for joy / Sit in a cage and sing?” Here the poet is comparing young children, so full of energy and happiness, to songbirds, who deserve to tumble free and soar on the winds. But, like songbirds trapped in a cage, children trapped in a classroom cannot express themselves, cannot capitalize on all that excess energy, and therefore their potential is being wasted.
The speaker addresses parents in the final two verses, asking how, “…if buds are nipped / …and if the tender plants are stripped / of their joy...How shall…the summer fruits appear?” That is, if children are stripped of their ability to play and have fun in the summer season, how shall they grow and develop to the fullest extent?
This poem is about allowing children to be children – to run and play outside, to experience the benefits of nature and of the seasons. This practice is equally as beneficial to them as academic learning, and in times such as those in the poem, arguably more so, for on this beautiful summer day the speaker can pay no attention to his lessons – he would rather be outside.
