Essay on Acceptance Speech commentary

My fellow classmen, as we look back on our years here at school we should remember the meaningful words of a fellow class member of mine when she said, "Dude, where's my iPod?" It's hard for me to think of a better way to describe the many layers of adolescence, because deep down aren?t we all "dudes?" Do we not all have our inner "iPods", and are we not constantly searching for them? Now, we're leaving our childhood behind to study the vast sphere we call planet Earth, into the notorious world of high school, where things will be so much different. Of course we will still have our varied studies, Geometry, Biology, maybe even Forensics or an Accelerated English class here and there. We will still struggle with the daily setbacks formed by

Later in the story Ascher starts talking about the “Soup lady”, a lady who hasn't yet accepted loneliness. She orders soup every night and is so lonely that she “Drags it out as long as possible”(Ascher 9). The author then throws in some Imagery by saying “Fall from dry fingers and burst onto the soups shimmering surface”(Ascher 9). We get a visual of the lonely old soup lady. Ascher explains to us she is miserable and has no family whatsoever. Ascher states “ no memories linger there”(Ascher 9). As she explains her life, us the readers begin to feel bad for the soup lady. Ascher portrayed the rhetorical strategy “Pathos” while giving us this example.

The setting of the poem is in the kitchen. In this case the speaker is saying

The poem hints that a woman lived with the man in the old farmhouse and that she appeared to be a homemaker. Kooser makes this known when the speaker mentions “the bedroom wall papered with lilacs and the kitchen shelves covered with oilcloth” (10-11). The food choices that the woman had available to feed the family really makes the reader think about the poverty that they may have lived: “money was scarce say the jars of plum preserves and canned tomatoes sealed in the cellar hole” (13-14). What food they had needed to last, as the man had failed to produce any food for his family in his untended fields.

WOW! So much has happened since June. The SV FFA and ag department had a rough start to our year losing three of our students who were on the FFA officer team to other schools. Even with this bump in the road, the four officers that remained visited Mt. Shasta City and had a blast bonding and learning more about each other at their officer retreat in August. Once school started we found three new officers and attended COLC (Chapter Officer Leadership Conference) where the entire team learned about their diverse leadership styles and were able to bond together as the official Surprise Valley FFA Chapter Officer Team for the 2017-2018 school year. If you see them around, congratulate President Cindy Hinze, V.P. Maddison Seely, Secretary Maya

In the second stanza, the speaker says, “and I felt, in my pocket, for my ticket” (line 7). This is just a stopping point in the speaker’s trip, and she knows she needs to get going. This also is when the speaker is at a loss for words. “Disgust argued in my stomach” (line 6), and she is reaching for something to say, reaching for something to make sense of this encounter. However, the ticket that she is reaching for cannot be found as easily as “feeling in her pocket”, yet it lies right in front of her, in the face of the woman laboring over the toilet. The lesson the speaker learned from the encounter with the cleaning lady is something that holds such a great value. As strongly as the speaker feels that, “a poem should always have birds in it” (line 8), she also feels that we should have a broader range of social acceptance. The entirety of the encounter symbolizes what the speaker wishes to stand for, as well as what she hopes

Well, the dog days of summer are upon us and I hope you are surviving the heat with plenty of cool things to do. I wanted to take a moment through this correspondence and touch base on a few items that I find important for your agency business as we transition from the summer into the fall.

Imagine what you would all be like if, despite adversity and poverty, you still had a positive outlook on life? What would happen if you lived every day to the fullest? You would probably look back on life fondly despite all your hardships that you may have faced. Gwendolyn Brooks addressed the issues of poverty and living to the fullest in “The Bean Eaters” and “Sadie and Maud.” Both these poems have similar themes and some differences as well. This paper is about the contrasts between the two poems.

When I was younger, I would often return home to a familiar question: So, what did you learn today? My answer would always be "nothing" or "stuff." As I look back, I never lied, yet, I never told the whole truth. Many people think that you don't know anything with only 18 years of experience; I think they're wrong. I've learned a lot about myself and others from the relationships I have built throughout the years. I believe my most important lessons were "people" lessons. Those are the ones which could never be taught out of a book or in a lecture; you have to go out and experience them for yourself.

The poem is sectioned into six quatrains, which follow the following pattern: reality, reality, dream, dream, dream, and reality. Through use of this poetic device, the poet presents the impression to the reader that it is inevitable that reality must always be returned to, and that the children will have no escape from their labour. Though the dream may present the impression that it is a welcome escape, it only serves to further emphasise the cruel conditions of the child’s life. ‘The Chimney Sweeper’ falls into the category of a lyrical poem, which presents it to the reader as a song of sorts, almost akin to a nursery rhyme. Traditionally, nursery rhymes are sung to young children, emphasising the narrator’s naive tone. The irony in this must also be noted, as the child ought to be protected by his parents singing to him as he falls asleep; he should not be partaking in the dangerous occupation he has been forced

This descriptive stanza takes readers to the setting that the speaker is talking about. For example, the author describes the objects within the setting by using words like, “skillets”, “carvings”, “shelves”, “closets”, “silks”, “innumerable goods” (Line 9, 10). From this word choice the readers can get a better idea of the setting. From this, we can learn that the author may have been a traditional housewife. In line 11 says that the housewife, “fixed the suppers for the worms and the elves.” The worms and the elves are a metaphor for her family that she is feeding and taking care of. In the final lines of the stanza, it seems that she is unhappy and lonely while she is a housewife, in line 12 she describes herself as, “misunderstood.” This simple word changes the tone of the stanza, and it tells the readers that the speaker is indifferent and not fully devoted to being a housewife. Most women of the era were expected to be housewives and they enjoyed taking care of their home and families. The speaker was one of the few that did not want to have this responsibility, and that is why she felt

The women’s is not nearly as long as the men’s. Her short unfilled sentences reflected the life’s the women had to face. “Dinner was ready. Here was the soup.” The change in style changes the whole mood of the story. It makes it gloomy and depressing following the previous passage which was lush. The food served was “plain gravy soup”, “sprouts curled and yellowed at the edge”, shows the dramatic shift in the description. Only some of the food the women were given was described in little detail but when described it was in a bad manner. They received “uncharitable vegetable (fruit they are not), stringy as a miser’s heart and exuding a fluid such as might run in misers’ veins’”. When the meal was reaching its end, “everybody scraped backed their chairs”. None of the women paused to look back on how great their life was and how they can’t wait to come back next meal. Instead, “the swing-doors swung violently to and fro” and the dining hall was emptied and being arranged for the next

The poem’s theme is that when the strangers convince the people in the town to add a small amount of ingredients to the soup, then everyone will, and everyone will enjoy what they made. The passage’s main idea is when the man is out looking for shelter, and he finds a house and is offered the floor, but with nothing to eat. So the man makes a broth with a nail and water.

Well, this is it, the day all of us have been waiting for has finally arrived. It seems like only yesterday we were picking our noses and flicking them at innocent bystanders or yelling childish phrases like, "Liar, liar, pants on fire!" or, wait, that was yesterday. Never mind. Anyways.

The children are the ‘we’ of the first half of the poem. They “loved it” (5) when the mother kicked out their father and were “glad” (1) at the result of divorce. When their father lost his job they “grinned” (4) and were “tickled” (line 7) with pleasure as they watched their father’s world crash down around him. The sympathy conveyed through the narrative sits with the mother and children during the first half of the poem. As the daughter begins to speak in present terms, and the “you” (1,3) suddenly is now “father” (17), the poem undertakes a dramatic shift. Sympathy begins to surface, from the reader, for the “bums in doorways” (18) who begin to take on a victimized persona with their hands depicted as useless “flippers” (21) attached to their “slug” (19) bodies. It is not to say that the speaker has forgotten the cruel insensitive man that she recalls in the first part of the poem, but the father is now not the only villain and the mother and children are not the only sufferers.