Isosbestic point

Peer Review of Writing in Process 1. The point of this essay was to reflect over the personalities and situations of the characters in a different point of view. To make the point clearer, I would not use excessive words and be straightforward. 2. The strongest aspect of this essay was that the author really puts their selves into the characters' position and reflects over the situation in another point of view. A quote from the essay that proves this aspect is: "Honestly, if I were in Joanna's

The Beauty with the Beast Chekhov’s The Lady with the Dog title seems to point to how the main characters first meet each other, though the capitalization of the words Lady and Dog might point that it actually has another meaning. The title then would not be about how Anna was first known to Dmitri, but what their roles are at the beginning of the story. Dmitri was a dog, a man who seduces women and when he gets what he wants leaves with just memories of the encounter and no remorse. While Anna is

My sister and I are crossing the creek. My mom is with us too. Nana is already ahead of us, smiling back through relaxed lips and fond eyes. We’re all excited to have our feet in the sand. I’m excited that I’m not the only one excited. Madeline isn’t one to play; neither in sand, water, nor outdoor setting. She populates her mind with clutter and insecurities in all weeks but this one, and takes her time here to notice the footprints she leaves behind as she steps over wet and dry and rocky sand

It was a cool fall day, the pleasant cool breeze against my face, as I make my way down the road to the rendezvous point. I arrive at the high school, and realize I’m slightly early. I put the skateboard on the ground and proceed to attempt to ride it, thankful that no one was there to see. Though I enjoy skating, the point of meeting at the high school was so that no one had to see our novice attempts at it. After five minutes of failing to get the board to leave the ground with me remaining on

We would be loud, make jokes, and always work together. It got to the point where the teacher was getting mad and saying “i'm going to put you at one end of the room and you at the other”. Which he did end up splitting us up when he changed seats again, but that didn't change anything. We just talked over the room which made him say “just sit next to each other it will be quieter”. Me and him became very good friends to the point we started hanging out after school. He invited me out to swim so I

As a child I was very active. Participating in gymnastics, dance, soccer, and volleyball. This was a very enjoyable time in my life. School was not very difficult considering I was only in grade school. My greatest passion was dance. At this point in my life I had been dancing for six years. Dancing was something I took pride in. Getting the opportunity to perform in front of hundreds of people excited me. This love of dance started when I was three. My mother had brought me to the Ozark Dance

harsher realities of life. In “A Barred Owl”, Wilbur conveys his point that children should be shielded from these harsh realities, through the use of personification and understatements. However, in “The History Teacher”, Collins conveys his point that protecting the students’ innocence is a lost cause, through his use of metaphors as well as understatements. Both poets use similar and different devices to convey their respective points. In “A Barred Owl”, Wilbur uses personification to soothe

the window of his tenth story apartment due to a draft. In this moment, readers discover how obsessed Tom really is with work: “He knew he was going out there in the darkness, after the yellow sheet fifteen feet beyond his reach” (page 4). At this point in time, Tom is willing to risk everything, including his life, to ensure that he can elevate above his coworkers. This perilous behavior is the complete opposite from the Tom we read about in the above passage from the end of the story. Tom transitions

portrayed in this story is how the destruction and chaos of war destroys this young adolescence’s innocence by being introduced to war first hand. To characterize and depict this, Ambrose uses literary elements such as imagery and symbolism to further his points. He really wants to drive home how this boy’s romanticism for war can be turned upside down, especially when directly affected by war. Ambrose puts the boy’s disconnection with reality into perspective by initially describing him as a “child [who]

progress the learning process. Several of the points stood out to me, and they all drew connections in my life as well. I loved how he started everything talking about a Shakespearean character Ophelia and her father Polonius. Ophelia herself didn’t have a firm opinion about anything and listened to what everyone said. Polonius, just believed his point was right, even though it could be very wrong, and was very dominant in his supposed knowledge. One great point in the article, included an excerpt from