"An Irish Airman Foresees His Death" is a poem by William Butler Yeats whereas "Do not go gentle into that good night" is a poem by Dylan Thomas. Both these poems discuss the topic of death.
The above two excerpts differ in how they address the topic of death as can be seen in option D: The excerpt from "An Irish Airman Foresees His Death" reveals an acceptance of death, while the main idea in the excerpt from "Do not go gentle into the good night" is to fight death at all costs.
<h3>Comparison of the concept of death in above poems</h3>
Further description of the answer is as follows:
- The poems above address the topic of death but the perspective of handling it is different.
- In the first poem, the poet is talking about acceptance of the concept of death, whereas in the second poem, the poet urges to fight death until the last breath.
Therefore, the correct answer is option D.
Learn more about "An Irish Airman Foresees His Death" here:
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The main idea of this poem "When You Are Old" written by Willian Butler Yeats is about "Love, Loss, and Regret". The guy who is was very in love the woman who keeps rejecting him for many times already even if he's love is pure and unconditional. He said that the woman will regret of not marrying him.
Answer:
oxymoron: Is a group of contradictory words placed as a pair in a sentence.
personification: This is the assignment of a human characteristic to a non-living thing.
Explanation:
An oxymoron in a sentence contains a set of contradictory words placed together in a sentence. For example in the sentence; <em>Driving is a necessary evil</em>, the pair of words necessary evil are contradictory because they seem to be the opposite of themselves.
Personification gives the attribute of humans to things that have no life in them. For example, in the sentence, <em>The sun smiled at him</em>, the sun is given the quality of a human which is, smile.
Answer:
I would join an all-girls school.
Explanation:
At an all-girls school, it's hard to fully appreciate the environment of encouragement and inspiration that is created. When a school is limited to only educating girls, the pedagogy changes, and the science behind how a female brain works and how girls grow and mature all become part of the core educational paths set forth for students. Students report feeling more free to speak and express themselves, which leads to a stronger development of a love of learning. According to the National Coalition of Girls Schools, nearly 80% of girls school students report feeling challenged to the point of achieving their full potential, and more than 80% of graduates from all-girls schools report that they consider their academic performance as highly successful. Education is an essential part of a living being, whether it’s a boy or a girl. Education helps an individual to be smarter, to learn new things, and to know about the facts of the world. Education plays one of the most important roles in Women Empowerment. It also helps to put a stop to discrimination based on gender. Education is the first step to give women the power to choose the way of life she wants to lead. Single gender education is powerful, particularly during the middle school years. The most impactful schools are the ones that have an established single gender culture. Girls’ schools create a culture of achievement in which academic progress is of great importance, and the discovery and development of a girls individual potential is paramount. “Time in the classroom is spent learning. Girls’ schools are a place where girls take center stage. And we think that is where they belong. Simply put, girls’ schools teach girls that there is enormous potential and power in being a girl. By subtracting boys an all-girls’ education adds opportunities. At a girls’ school, a girl occupies every role: every part in the play and every position on every team. Not only does she have a wealth of avenues for self-exploration and development: she also has a wealth of peer role models. The best, most effective, girls’ schools are the ones created specifically for the sole purpose of educating girls in the living and learning skills necessary to succeed in school and in life. These schools were created with girls in the forefront, and with girls occupying each and every role. These girls are taught by 21st century role models well-versed in the philosophy of how girls learn best, and the passion to bring that to the girls. In the end, girls’ schools should not be judged by the absence of boys, but rather by the presence—the self-assurance, poise, and deering-do—of the girls themselves.
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