Blog #7
Theme Statement: In chapter 7 of The Other Wes Moore, through personification, the author Wes learns how military school will affect the rest of your life.
Literary Device: Personification
"I realized that I had to make sure these schools knew my name regardless of what I did on the ninety feet of hardwood that had brought me to their attention. Just as military school had slowly grown on me, so had academic life. I actually liked reading now... I was riveted by that book. The characters jumped off the page, and I felt myself as engulfed in their destiny as I was in my own." (Moore 130)
Analysis: In chapter 7, the author Wes is in military school. He learns many things and inspires him to do more with his life. Moore uses personification to show how Wes has really learned from this school because he says: "just as military school had slowly grown on me." This is personification because a school cannot grow on you, therefore using human characteristics to define something. This also shows that Wes really took military school seriously and it's a part of his life. He begins reading books, that later allow him to become an amazing writer. This changes the plot and Wes's character because you can see that he has really changed from attending military school. He went from selling drugs to reading books. Finally, this affects the rest of his life because as we now know he became a great scholar.
Monday, October 26, 2015
Monday, October 19, 2015
Blog #6
Theme Statement: In chapter six of The Other Wes Moore the author shows how not everyone accomplishes their goals.
Literary Device: Foreshadowing
"When it was Woody's turn, he practically danced up to the principal. The crowed laughed as Woody shook the principal's hand and looked up at his family, throwing his arms in the air in a triumphant stance. He carefully jogged down the steps at the end of the stage. As he turned the corner and looked at the dozens of folding chairs where the graduates were sitting, his mind wandered to the people who weren't there." (Moore 109)
Analysis: In chapter six, the other Wes Moore's friend, Woody, and other people are graduating high school except for some students like Wes. Woody is happy until he realizes that Wes isn't there to celebrate the joyous occasion with him. The author uses foreshadowing in this quote because at the end he writes "his mind wandered to the people who weren't there," allowing the reader to wonder just who didn't graduate. The quote supports the theme statement because those people, or Wes, who weren't graduating didn't accomplish their goal of successfully completing high school. Foreshadowing advances the plot by allowing the reader to develop a deeper understanding of the story. Specifically, it allows them to see Wes's future without a high school diploma. A connection between the story line and real world knowledge reveals that students who fail to graduate have fewer opportunities in life than those who do.
Theme Statement: In chapter six of The Other Wes Moore the author shows how not everyone accomplishes their goals.
Literary Device: Foreshadowing
"When it was Woody's turn, he practically danced up to the principal. The crowed laughed as Woody shook the principal's hand and looked up at his family, throwing his arms in the air in a triumphant stance. He carefully jogged down the steps at the end of the stage. As he turned the corner and looked at the dozens of folding chairs where the graduates were sitting, his mind wandered to the people who weren't there." (Moore 109)
Analysis: In chapter six, the other Wes Moore's friend, Woody, and other people are graduating high school except for some students like Wes. Woody is happy until he realizes that Wes isn't there to celebrate the joyous occasion with him. The author uses foreshadowing in this quote because at the end he writes "his mind wandered to the people who weren't there," allowing the reader to wonder just who didn't graduate. The quote supports the theme statement because those people, or Wes, who weren't graduating didn't accomplish their goal of successfully completing high school. Foreshadowing advances the plot by allowing the reader to develop a deeper understanding of the story. Specifically, it allows them to see Wes's future without a high school diploma. A connection between the story line and real world knowledge reveals that students who fail to graduate have fewer opportunities in life than those who do.
Monday, October 12, 2015
Blog #5
Theme Statement: In chapter five of The Other Wes Moore, the author Wes reveals his feelings of how love conquers all.
Literary Device: Diction
"The burn consumed the entire left side of my face. Not willing to show fear or weakness, I stood there looking back at her. I guess she was expecting tears or apologies. When neither came, she reached back and unloaded another slap to my face. She looked at me again, waiting for a reaction. My jaws clenched, and my hands balled into fists. By this time, I was five ices taller than she was, and my recently defined shoulders, biceps, and triceps made me look older than my age. Every reflex inside said to strike back, but I didn't. How could I? She was my everything, the person I loved and respected most in my world. I had no idea what to do. Neither did my mother, it seemed. Her almond- shaped eyes were overflowing with anger, disappointment, and confusion, and maybe even a little fear. I would never hit my mother." (Moore 88)
Analysis: In chapter five, the author Wes accidentally hits his little sister in the face, and she ends up telling their mom. The mother storms into Wes's room scaring him which provokes a theme of how love can conquer all. The author uses diction, in the quotation, like the words slap, clenched, balled, strike, and overflowing to evoke emotions of fear among the reader of what will happen next. The quote also supports the theme statement because the author Wes Moore is saying that he loves his mom more than anything therefore he decided not to hit her. This advances the plot because the reader sees how Wes reacts to other characters, in this case his mother. This is known as a complex character (level B). Most people say that love conquers all because if you love someone you would do anything not to hurt them.
Literary Device: Diction
"The burn consumed the entire left side of my face. Not willing to show fear or weakness, I stood there looking back at her. I guess she was expecting tears or apologies. When neither came, she reached back and unloaded another slap to my face. She looked at me again, waiting for a reaction. My jaws clenched, and my hands balled into fists. By this time, I was five ices taller than she was, and my recently defined shoulders, biceps, and triceps made me look older than my age. Every reflex inside said to strike back, but I didn't. How could I? She was my everything, the person I loved and respected most in my world. I had no idea what to do. Neither did my mother, it seemed. Her almond- shaped eyes were overflowing with anger, disappointment, and confusion, and maybe even a little fear. I would never hit my mother." (Moore 88)
Analysis: In chapter five, the author Wes accidentally hits his little sister in the face, and she ends up telling their mom. The mother storms into Wes's room scaring him which provokes a theme of how love can conquer all. The author uses diction, in the quotation, like the words slap, clenched, balled, strike, and overflowing to evoke emotions of fear among the reader of what will happen next. The quote also supports the theme statement because the author Wes Moore is saying that he loves his mom more than anything therefore he decided not to hit her. This advances the plot because the reader sees how Wes reacts to other characters, in this case his mother. This is known as a complex character (level B). Most people say that love conquers all because if you love someone you would do anything not to hurt them.
Monday, October 5, 2015
Blog #4
Theme Statement: People often try to get others to do what they want them to do, but rarely can they force them to do such things.
Literary Device: Metaphor
"'You know what, dude,' he said, 'I'm good'. Tony was exhausted. Tired from the beating he just gave Wes. Tired from repeating himself. 'If you won't listen, that's on you. You have potential to do so much more, go so much further. You can lead a horse to water, but you can't make him drink, right?'" (Moore 71-72)
Analysis: This quotation is very powerful because it sends a beautiful message. It proves the theme statement because it shows how Tony was trying so hard to make Wes do what he wanted him to do, but gave up because Wes refused to listen. As the plot unfolds, Tony finally reveals a change of character. We see how he surrenders his fight of trying to be a good older brother to Wes. This advances the plot because a new dilemma has occurred, allowing the reader to foreshadow what will happen next. This citation is a metaphor because it's representing how Tony relates his situation to the metaphor "you can lead a horse to water, but you can't make him drink it".
Theme Statement: People often try to get others to do what they want them to do, but rarely can they force them to do such things.
Literary Device: Metaphor
"'You know what, dude,' he said, 'I'm good'. Tony was exhausted. Tired from the beating he just gave Wes. Tired from repeating himself. 'If you won't listen, that's on you. You have potential to do so much more, go so much further. You can lead a horse to water, but you can't make him drink, right?'" (Moore 71-72)
Analysis: This quotation is very powerful because it sends a beautiful message. It proves the theme statement because it shows how Tony was trying so hard to make Wes do what he wanted him to do, but gave up because Wes refused to listen. As the plot unfolds, Tony finally reveals a change of character. We see how he surrenders his fight of trying to be a good older brother to Wes. This advances the plot because a new dilemma has occurred, allowing the reader to foreshadow what will happen next. This citation is a metaphor because it's representing how Tony relates his situation to the metaphor "you can lead a horse to water, but you can't make him drink it".
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