The professor responded in this way, as he felt disrespected by Westover's question and did not like the situation.
We can arrive at this answer because:
- Westover asked a question about the Holocaust, stating that he didn't know what it meant.
- As the holocaust was a highly known event today and that it caused great suffering to the Jews, being one of humanity's worst moments, the professor thought she was making fun of the class and the holocaust itself.
- The teacher felt disrespected and lubricated so he replied "Thanks for that," angrily.
Westover didn't really know what the holocaust was, as she was raised with no access to any information, so she asked the meaning of the word, but no one in the class knew about it.
You can find out more about the holocaust here:
brainly.com/question/308446
The correct answer is A.
In F. Scott Fitzgerald's novel "The Great Gatsby", the narrator, Nick, is often cosidered to be biased.
Throughout the novel, he seems to favour Gatsby over the rest of the characters, speacially over Tom.
Nick thinks Gatsby is admirable and sees that he is driven by love; this to him is praise-worthy.
In the quote: "There was something gorgeous about him [gatsby], some heightened sensitivity to the promises of life..." we can sense Nick's admiration and esteem for Gatsby.
T-title: The meaning of the title without reference to the poem. Ponder the title before reading the poem. Make up questions about the title. There are two kinds of titles: interactive titles and naming titles. Interactive titles are
have some sort of interplay with poem itself and can affect its meaning. Naming titles may give less crucial information. If a poem lacks a title, you can do this step with the first line of the poem or skip it.
P-paraphrase: Put the poem, line by line, in your own words. DO NOT READ INTO
THE POEM. Only read on surface level. Translate the poem into your own words. And I mean translate!
Word for word! Find synonyms for every possible word. Summarizing is NOT paraphrasing!
C-connotation: Look for deeper meaning. Contemplate the poem for meaning beyond the literal. Identify and figure out the figurative language.
Diction (word choice) and symbolism
Imagery
Metaphors and similes
Rhyme scheme
End rhymes and internal rhymes
End stop
Alliteration
Assonance
Consonance
Mood
Allusions
Punctuation
Personification Onomatopoeia Apostrophe
Etc., etc., etc.
A-attitude: Look for the author’s tone. How is the writer speaking? After identifying a subject/topic of the
poem, figure out how the speaker (and/or the poet) feels about it.
S-shifts: Look for shifts in tone, action, and rhythm. Don’t just write the line number. Discuss how the shift(s) affects the poem. Note transitions in the poem. Shifts in subject,
attitude, mood, or motif.
T-title: Reevaluate the title as it pertains to the poem. Examine the title again, this time on an interpretive level. Answer your questions. Figure out how the title illuminates the poem. Remember a "naming title" may not mean much. Remember you can do this with the first line of a poem if it lacks a title or you can skip this step altogether.
T-theme: What does the poem mean? What is it saying? How does it relate to life? After identifying a subject/topic of the poem, determine what the poet thinks about the subject. What is hi
If this is how you've presented the question, Its a bit hard to answer it when one hasn't read these books. It'd be best if you'd put both books into a summary for us to go based off of, at most.