Chorus line

Albert Einstein once said, “Life is like riding a bicycle, in order to keep your balance, you must keep moving.” The summer of 2016, I moved here from Southeastern Wisconsin. Focusing on being positive was rough. Leaving friends and family felt like the end of the world for me. I have always thought moving here was a mistake, that I could do something about it. I have learned that I cannot do anything about it, so I might as well take Einstein’s advice and keep moving forward. I made a goal on the

the poem as having the closed form. The poem is regular, symmetrical, and falls into stanzas. The first five stanzas have three lines and the last stanza contains four lines. A longer peruse of "One Art" will help the reader identify the villanelle form. The first line of the poem is repeated in the 2nd, 4th and 6th stanzas, while the last word of the first stanza (3rd line) is repeated in the 3rd, 5th, and 6th stanzas. The poem appears to have the powerful music effect that is usually associated with

there is different body gesture, action and facial expression between two groups of people. We can see that both of them are well organized in order to show a parallel pattern between left and right side of the painting. Thirdly, there is a horizontal line created in between the soldiers, they are all in the same posture with their hat located on similar level, continuing with the posture of their legs. Fourthly, repeating the existence of soldiers in the painting creates rhythm, and it leads to movement

Have you ever just gotten so bored that there just seems like there is nothing to do? Maybe you’ve had the same thought at school while your teacher is up and about doing teacher stuff. You’re just itching to find something to do so you can pass the time or just want to do something fun in general. “What do I do” you tell yourself, “what can I do that will satisfy my needs of enjoyment?” You try looking around to see what you can do but nothing seems to grasp you that feeling of fun you once had

29-inch art is drawn on a paper of what looks like an architectural plan. John drew a big 3-D, old school television with an antenna right in the center of it with black paint. On the left side of it, he drew with red paint, repetition of circles and lines with an arrow on the top. With the same red paint, he drew a simplified outline of a house. Rectangle shaped house with a triangle roof top.

My field placement is at a public school in an urban setting right outside of Philadelphia. The student body is just shy of 300 students, largely compromised of minority students. Furthermore, almost one third of the student body is visually impaired. I work in a mixed classroom of second and third graders all of whom have varying degrees of visual impairments. When I started there were nine students, but one student recently joined our class, so the class has grown to ten students. Two of these

readers are drawn to certain poems such as From The Nursery. Jane Kenyon’s From The Nursery is the first segment of nine in a poem about depression. When I began to dissect this poem, I learned more about myself and the poet with the way she uses her line breaks, her use of metaphors and images, style, and word choice. The analysis doesn’t begin with the actual poem but, instead, with the title itself. “From The Nursery” is the first section. It is the beginning of a fight with depression that visits

Roger Rosenblatt developed an article to publish in the Time Magazine titled, "The Man in the Water." After flight ninety, which carried seventy-four individuals, dove into the Fourteenth Street bridge in Washington DC, there was one person whose heroic act stood out from the rest. As he and five other survivors clung on to the wing of the plane, instead of saving himself, this anonymous man, with an extravagant mustache, aided the others. Every time the lifeline came down, he would pass it over

title: I am not what you see I am Ashlynn I am 17 I am a sister, a daughter I am not my height, all 200 cm of it I am not my brown eyes that cry only sad tears and I am not my wild hair tangled with waves and curls, and red when the day is long I am the way I slouch in hopes of appearing shorter, more petite I am the bags under my tired eyes, evidence of my hard work I am the messy bun atop my head, or perhaps a half up hairstyle if I am feeling adventurous I am stronger than I appear I am the

childhood at his aunt’s house when he was a kid. The poem also weaves in a lot of imagery and symbolism with its six stanzas, nine lines per stanza, and unusual meter. Although the poem may represent the romantic period with innocence, the poem has much more volume and meaning when you look at it closely. The poem first opens up with, “Now as I was young and easy...,” line 1. We can see that the speaker is an adult male, most likely Dylan Thomas himself, recalling his childhood. In the first two stanzas