Blinking Hell: Article Analysis

Imagine what it would be like to live with a disease in which there’s no diagnosis and nobody can even allude to a possible conclusion? John Elder wrote Look Me In The Eye to tell the reader stories of his life, whether it be family struggles or hardships he felt on his own. Through writing, he had hoped to give a reader insight to his life; he wanted to give all people and people with Asperger’s information on a topic to see what it’s like. Elder uses pathos, ethos and logos, along with the use of detail and diction to tie his rhetorical strategies together and to create a story which a reader will remember and learn something valuable from.

The neighbour remembers that the mother informed her that her, “child smacks his cheeks on the floor” (15) yet he does not look clumsy. It is not possible for both cheeks to be hit on the floor at the same time while falling on the floor therefore the mother is lying. It represents her dishonest and how she would neglect her child to fabricate a suitable image of herself and family in front of others to protect her reputation. Not to mention, the mother veils her son’s burns by stating, “sparks burn starts in his skin” (22). Sparks cannot burn star shapes into skin and it shows the destruction of a vulnerable life. The abuse does not benefit anyone and will influence the child emotionally and physically yet she is not doing anything to support him. Moreover, things are not always the way they seem, which is proven through, “the cast that holds his small bones” (24-25). The injuries that the mother utilizes to conceal the abuse would not break his bones, but damage his skin. The mother does not give her child the proper care to heal from the abuse nor does she show concern. The description portrays his weakness and innocence because he does not deserve it yet other children are supported by their kinds mothers. His mother chooses to act as if there is everything is perfect and ignores her child and mistake of abusing

The societal expectations for beauty are an ingrained concept amongst the minds of almost every individual, who in turn project these standards on each other and their own children. Throughout her adolescence, Walker seeks for validation of her beauty through others. “When I rise to give my speech I do so on a great wave of love and pride and expectation.” (Walker 2). Walker was seeking a reaction from her audience as she read her Easter speech to her church; a reaction of approval and admiration, which then confirmed her “cuteness”. The emotional toil brought upon by the accident caused Walker to go into a dark place of unacceptance of herself. She did poorly in school, was bullied in school, and kept her head down for several years of her life because of the shame she felt from the appearance of her eye. “I tell it I hate and despise it. I do not pray for sight. I pray for beauty.” (Walker 5). At twelve years-old, Walker talks about the eye that has gone blind and development of her self-unacceptance can be seen here. The lack of concern she had about the function of her eye, but rather the aesthetics, shows how dependent Walker was on in achieving societal standards.

To provide social commentary regarding the dismal, yet realistic possibility of government surveillance, a human’s capacity for violence, and loss of self, James Dashner creates a futuristic society in which children are under manipulation through supervision. In The Maze Runner, children are stripped from everything they have. This includes materialistic possessions, family, friends, and their memory of all of those things. The teenagers’ reality is living in an experiment and fighting for their lives by the result of a disease. In the world today, there are are a plethora of diseases, but even with advanced medical technology, a lot remain incurable. The Maze Runner presents a possible outcome of a terribly contagious disease. James Dashner uses social commentary to explain the negative aspects of a world which the government is almost in complete control.

Fear is also generated in this piece of propaganda in that it plays on the emotions of the viewer by making them aware of what may be left behind if they die by a thoughtless and preventable accident. This further prompts safe driving, that it reveals to the viewer real life accidents, and promotes concern to the viewer. It also gives a sense of pity for the child that has been abandon by its deceased parents.

“‘We’re looking at a highly sophisticated organism, aren’t we?’” The filoviruses are dangerous. They are responsible for the deaths of thousands, nation-wide panic, and the abandonment of homes and villages. But although the book describes the filoviruses with gruesome scenes filled with blood and terror, it also depicts the calm, quiet moments as well, letting the reader fall back and appreciate how peaceful it can be between the moments of panic. “ I heard a ball bounce, and saw a boy dribbling as basketball on a playground. The ball cast rubbery echoes off the former monkey house. Children's shouts came from the daycare center through the trees.” The reader gradually understands that no matter how peaceful the world can seem to be, it will always revert briefly back into its times of chaos and confusion, and that we should appreciate the moments of peace more because of this. It gives the reader a sense that the world is fragile in its balance of the two spectrums, and it horrifies and thrills them. Ultimately, the author’s purpose is to let the reader appreciate the fragility, beauty, and horror of the world and the things that make up

Blatantly, word choice is the foremost scare tactic used in the writing. From the opening of the article to the end, the author uses words such as “severe” and “danger”, to describe the effects after extensive operation of headphones. By using such powerful words as these, Heffernan can impact the tone of the passage, making it sound much more intense. With the newfound intense tone of the story, the author can intimidate the reader, thus persuading them not to use headphones. Altogether, proving just how compelling word choice can be when attempting to influence the audience. Due to the asperity of the word choice, the audience and their thoughts can be easily manipulated.

This symbolizes the darkness of a world without hope, without decency and without humanity. This challenges my experiences, as I have witnessed the harsh environments of a war-torn country, however, the novel presents scenes that even exceed my own imaginations of fear and trepidation. And as a result, the novel forces me to

For Cici published a note. Persuasive speech regarding Childhood Cancer Awareness Specific Purpose: To convince my audience that childhood cancer is much more common than widely believed, and that action must be taken to increase awareness and funding for research Introduction I.

Children’s literature has always been marked by its darkness. From Perrault’s fairy tales to today’s classics, stories for children have themes of violence, sex, and even cannibalism. It seems that darkness is introduced to acclimate young kids to the ways of our often times very dangerous world. A book like Bridge to Terabithia has many of these dark themes at its core, but uses them teach adolescent children. This book has been banned many times for its truly sad ending. Death is one of the major themes, and readers see the protagonist Jess Aarons deal with his best friend Leslie’s death. This is the most recognizable dark theme, but a more troubling one is the suppression of children and their thoughts and actions. In the story, we see Jess

In 2006 a young and slightly theatrical Julianna Klimeck was begrudgingly brought to the hospital after two days of incessantly bellyaching that her right eye was bothering her. Soon after, her parents, who had originally only made the trip in a desperate attempt to silence their often-overdramatic little girl’s conniption, were horrified to find out that their 8 year old had sliced her cornea. If they had thought their daughter’s “tantrum” before was unbearable, nothing could prepare them for the hysterics she would burst into when the ophthalmologist walked into the emergency room and announced that there was a fair chance that she could go blind in her right eye permanently.

Once they had the rickety chair in place they climbed up and stood on their tiptoes and craned their necks a little so that they could see out. Below in the cold and lonely gray street, they saw men with yellow stars pinned to their breast coat pockets being beaten with clubs and mothers in anguish clutching tightly to their children. Some even tried to hide them under their skirts. But the soldiers in black uniforms arrested all the people in the street and pushed them through piles of dead leaves and into the backs of trucks before hauling them away. Once they were gone the children noticed that bright red blood had begun to pool and stain the stones below. Anna jumped down in tears and covered her eyes no longer able to gaze at the sickening

While Explaining Death in Child’s terms contradicts a lot of the mother’s behaviour in the third text, a part of the content of the article is shared with Patricia Person’s. It is implied in each that the children have a literal view on things as concepts and places. Similarly, both texts share themes and a lexical field of attitude towards death. We can detect words such as fearful, scary, afraid, shivering, cold, tremulous, etc. Hence, it is validated by both extracts that death is a subject that can be frightful for the parents but also the children. In addition, we meet the classic response to deal with the undesired scare, which is punctuated of euphemisms. The Nemours Foundation’s strictly discourages their use because it induces false explanations to the kid who’s currently building his own opinion. To support the latter, it would be adequate to use as an example Lester’s mother’s explanation when she awkwardly tells her son that dead people go up. This kind of inexperienced answer is exactly what the fourth text points out. In the child mind, he connects death with people literally going up. It can startle them, confuse them even more and even terrify them unnecessarily. Thus, both texts acknowledge the usage of euphemism; one by using, the other by banning

The negative connotation of the author’s highly graphic diction creates a dangerous and misfortunate tone. Throughout the setting

The boy stood with his hands balled into fists at his sides and his eyes tightly shut. His white shirt was stained with blood from the deep wounds on his stomach and arms as well as dirt from running through the haunting dark forest behind the abandoned cabin. One thing was clear in his muddled mind, and it was that he had to keep his eyes shut. No matter how much the pain he was in took over his thoughts, he had to remember to keep his eyes closed. It was the only thing keeping him and his friends alive. He was the key to getting rid of the morbid creature that has been destroying his town and killing innocent people, and if he could resist opening his eyes and looking at the creature, he could defeat it. But it isn’t as easy as it