Bus Queue by Anges Owens
In this story Bus Queue by Anges Owens
I am going to discuss how the writer conveys moods through his use of language.
The moods created are made by his choice of words, the dialect and dialogue, by the people at the bus stop. The moods can also be detected by the sentence structure.
He expresses these moods by giving detailed sentences of the boy out of breath and the harsh cold weather.
The scene in which the story is set is in an area that is poor and rough, the broken glass at the bus stop shows this; also the wire fence emphasises a poor area.
The boy that arrives at the bus stop had been running, this was shown because he was gasping for air as he was out of breath, the boy must have felt like his heart was sinking from the amount of hard running he had been doing.
The boy was alone, as he had no one to talk two. He could have tried to make conversation with the other person at the bus stop but whenever he looked up and tried to make conversation she drew her collar up, so that she was blocking him out as such.
The woman was regarding him coldly as if to say; I want nothing to do with you so just leave me alone, but to be fair to the woman she might of just been cold as the bus shelter wasn’t really a shelter as the panes of glass were broken.
The chilling wind is rushing through the holes and is getting colder as the night grows older. He starts to feel this cold bitterness in his lungs.
The boy is anxious as he keeps glancing up and down the street. Here the author is describing the boy and the surroundings so that the reader of the story can sense and imagine the area around the bus stop and the essentially the people at the bus stop.
Nobody cares about other people or other things that are happening around them, if you feel ok then that’s all that matters.
The boy lent against the wire fence and two females approached the shelter and stood within the shelter they then started talking and created some friendly atmosphere so the boy felt welcome.
They were talking about the buses and how they haven't been on time for years now and that they have been complaining for years and that nothing had been done because the area was poor and nobody cared about the people that lived there.
Owens and Sawhill use pathos to evoke the feelings of their readers. This method establishes
Co. and the dead moon," reinforces the description of winter once again, because there is no life during winter as opposed to a harvest moon in fall when it is warm, life is good, and food is plenty. "The filaments of cold light bulbs tremble," gives a very cold image and it is like music, but he can not listen to it.
The tone of a piece of literature is directly dependent upon the word choice with which it is written. Word choice factors into the development of an important idea in the text and how that idea is developed throughout the text. The type of word choice used impacts the way with which both the tone and important ideas are developed in writing. The tone of a piece of literature changes with the word choice of the writer of the piece. If the word choice of the writer conveys a certain feeling or emotion, whether it is happy or sad, the tone will be directly impacted by this and changed accordingly.
Kristeva, Julia. "A Question of Subjectivity--an Interview." Modern Literary Theory: A Reader. Ed. Philip Rice and Patricia Waugh. New York: Routledge, Chapman, and Hall, 1989.
That same night, I walked by Hannah’s cell and I saw her staring down at a newspaper clip out of a young teenager shaking hands with another man. I recognized that the boy was the man who visited today. Could he be Hannah’s son? If he is, then why hadn’t he visit her all this time? Hannah brushed her fingers across the books on her shelf, and took out a sheet of paper and started writing in it. This time, her eyes turned grey and they were empty, but free.
Lowe, Peter J. Texas Studies in Literature & Language; Spring2007, Vol. 49 Issue 1, p21-44, 24p Academic Search Complete Ebesco. Web. 23 July 2011
Carver develops the narrator’s tone chronologically from disdainful to cautious to introspective by deepening his relationship with Robert to express the false perception of strangers that assumptions can produce.
A man named Bilal Nasir Khan once said, “The most painful goodbyes are the ones never said and never explained”. In the poem “Changes” by D. Ginette Clarke, the speaker is eager to understand the reasoning behind the end of his friendship with someone who he seems to have been very close with. As one reads through the poem, the strong connection that the persona feels between him and his friend becomes quite obvious. Granting the persona’s endeavour to express his feelings towards his failed friendship in a calm manner, he essentially comes off as a curious, eager, and desperate man. Clarke represents these specific characteristics of the speaker through the use of repetition, word choice, and punctuation.
My analysis over the development of my writing throughout this semester. I will assess many aspects of my experiences with English 1301 up to this point in the semester. I will explain the ways by which I have blossomed as a writer during this time. I will provide brief examples of my work to show what I am basing the evaluation of my writing on. What my conceptions of writing were, at the start of, the semester and compare it to what they are now. I will clarify how my work this semester reflects the concepts of writing and reading we have been working on and studying in class. I will tell about what and how particular reading assignments have been influential in my growth of creative ideas. Lastly, my interpretation of what it means to be a writer, and how my experiences this semester has influenced my opinion on writing.
Rosa Parks said, “Racism is still with us. But it is up to us to prepare our children for what they have to meet, and, hopefully, we shall overcome.” Racism has troubled people for hundreds of years and has not solved. It seems as a chameleon; people may hardly to detect it, but it not means it does not exist. As Mary Mebane states in her article, “The Back Of The Bus”, she experienced how white people segregate black people in her lifetime. As Martin Luther King JR shows in his speech, “I Have a Dream”, he awakened black people struggle to against inequality with government and society. John Blake demonstrates in his article, “The New Threat: Racism Without Racists”, black people are still being treated unfairly in reality. “In 'Born free'
The language used in the first two paragraphs outlines the area to which the book is set, this depicts that it is almost perfect and an. an idyllic place to be. The mood is tranquil and takes the reader to a place “where all life seems to live in harmony”. In the first two paragraphs. Carson uses language of melodrama to inspire the reader’s.
Their child is disable and has a delayed learning in physical activities. Brother nicknames him Doodle because he crawls like a doodle bug. Doodle learns to crawl at three, at age six Brother teaches him how to walk. To motivate Doodle brother says, “You can do it. Do you want to be different from everybody else when you start school?” Doodle replies, “Does it make any difference?” Brother responds, “It certainly does” (182). This shows how determined Brother is to make Doodle normal and avoid embarrassment at school. This also shows the standards of society and how it puts pressure on kids to be normal and fit in. Society puts pressure on everyone, it’s impossible to go somewhere and not be judged for not fitting society’s standards. Some people, like Brother will go to extremes to not stand out. Brother eventually teaches Doodle how to walk and on his sixth birthday they reveal Doodle’s walking abilities. Brother explains, “Everyone began to hug me, and I began to cry. “What are you crying for? Asked Daddy, but I couldn’t answer. They didn’t know that I did it for myself; that pride, whose slave I was, spoke to me louder than all their voices, and that Doodle walked only because I was ashamed of having a crippled brother” (180). This shows how Brother’s pride is taking over him, the only thing that matters is fitting in at school. He is crying because he is ashamed that he has no power over his pride. Brother explains how he is a slave to his pride and that he has no control over his actions regarding the protection of his pride. All of this leads to Brother pushing Doodle to his limits. Brother and Doodle are running home in the rain, Doodle can’t keep up with Brother and Doodle falls
Wood, Tahir. Author's Characters and the Character of the Author: The Typical in Fiction." Journal of Literary Semantics 40.2 (2011): 159-176. Academic Search Complete. Web. 10 Mar. 2012." Print.
Tan, Amy. "Two Kinds". Literature, Reading Reacting,Writing. 5th ed. Ed. Laurie G. Kirszner and Stephen R. Mandell. Boston: Heinle, 2004.
he talks to her. Then the next day the young boy who William followed continued to