How vs what

How vs. What

Please read the three essays for this week (LeGuinn, Angelou, Orwell) and compose a discussion post that addresses the following questions:

Each of these pieces raises very powerful and quintessentially human questions; however, the content of each piece (the events described) is, at least on the surface, seemingly addressing something much more specific, even unique. In each essay, the message comes across much more clearly when we examine how it is written as opposed to what it is written about. Please compose a paragraph for each essay which explains the style of the writing and how the author uses that style to make their point. (Please don't address content directly; only address how the author writes about the content.)

How does each author use emotion to connect with their readers?

Identify two elements of each piece that you found particularly effective in communicating a larger truth; provide examples.

Your post length should be 900 words (approximately 300 words for each question). Use MLA citations as needed. Additionally, respond substantively (300-400 words) to the posts of two peers.

these are the articles

Articles:

"The Ones Who Walk Away From Omelas"

By Ursula LeGuinn

"Graduation"

By Maya Angelou

"Shooting an Elephant"

By George Orwell

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    ******* ***** is ********* *** * ****** ******* ** express ******* or herself ** the readers ******* ******* It is ** ******** as someone’s ***** ******* ** is ********** or natural ***** ** ******* ** **** Ordinarily ***** are **** **** ****** of ******* ****** expository ********** *********** *** ********* ** *** ***** ******** examination ** how *** ******* *** ********* styles of ******* ** express the ******* ***** *** ******* more clearly **** *********** ** **** *** ******** are ******* ***** ***

    instance in *** ******* The **** *** **** **** **** ****** *** ****** **** ********* ***** to ******* *** ******* ** *** ******* ** *** ******* *** ****** ** ********* * ***** to *** ******* *** mostly **** ** ********* the ******* *** not through the ****** of *** language **** ***** is ************* ** *********** ******** ** ******* *** ******** *** ***** capture *** ********** *********** For ******** ** says “With * ****** ** ***** **** *** *** ********** ******* *** ******** ** ****** **** ** the **** ** ****** bright-towered ** the ****** **** **** ** *********** ***** *** ****** imagine *** ********* *** ********** ** *** city ** ****** *** **** *** live *** ****** ****

    ******* also **** ********* style ** express *** content of *** ***** ** the ******* *** ****** ** ********** **** this ***** ** capture *** reader’s *********** ** ** ****** ** make them understand the plot ** the ***** *** makes *** ******* ******* *** characters ****** *** *** ******* ***** descriptive ******** and ******* *** **** *** ******* *** ****** * **** of *** story ***** ** ***** ** ********** *** **** ** *** ***** *** ******* *** ******* *** graduation ******* ******* a keen *********** of ************ *** *********** ** *** ******** *** **** ********** and also *** **** *** ** graduate **

    *** third ******* *********** an *********** *** ****** **** narrative style ** ******* *** ********* ** *** readers and ***** in ** ******** way *********** his ******* ** *** ******* ******** error ** ** ******* **** most ****** ***** **** ******** get bored reading ********** ******* Through * *********** language the ****** ** **** ** **** the ******* ******* *** ********** ***** *** setting ** *** ***** by ********* **** ** *** ********* ***** It *** ** ******* **** *** ******** ** a ******* ****** *** does *** **** *** ******** *********** *** still the ****** people ************ *** ** *** basis ** ***** *** *********** *** author **** ***** choppy sentences ** ***** up ** *** most exciting moment which ** *** solution ** *** imperialism ** ***** thus creating a *********** ****** **

    the ******** of ** ******** *** author **** ******* ** ******* ** *** readers in a number ** ways He tries ** **** sympathy from *** readers by explaining his ********* in ******** ***** ** ****** **** ** ** * ******* ************** ****** ******* *** that *** ******* ******* *** ********** *** ***** attract ****** *** animosity ** ********* his ****** to *********** but *** *** people ** *** appreciate *** for **** *** *** ** ******* him ***** **** he ** * **** ******** **** ** ***** ** ******* ** the ******** ***** ***** the ******* ******* **** ** ** ****** by * ****** ****** *** the ***** ****** ** *** *** *** ** ** ** their side **** way ** ******** the ********* of *** readers *** **** *** and *** **** ********* ** **** *** *** *** ****** ** his **** ****** **

    the ********** ***** the ****** **** emotion ** ******* *** ********* ** readers ** slowly ********** *** ****** ** the black ******** ** their ********* life The ********** ******* ** swayed to **** *** support *** ***** ******** education and **** their attention ** ******* ** they *** to **** *** **** ***** *** ******** ***** by *** black children ** education *** starts by ********** that *** country was faced ** ****** segregation *** ********** ** *** education ****** *** ******** and contrasts *** ********* ** * ***** high ****** *** an old ***** **** school which *** ** ****** or ****** ** any recreational ******** ***** **** *** ********* standing on a pit ** **** ** *** ** that only a *** ** *** ********* ***** ******* ** ******** and **** only ******* to be carpenters farmers ******** ****** ***** cooks *** **** ******* **

    opposed ** the *** ********** ***** *** author ** ****** **** who **** away from ********* **** ********* *** ******* ** *** **** ** ****** ** attract ********** ******** ** starts **** ***** smiles ********* ***** and Festival ** *** ****** ** *** * **** for *** ***** *** **** readers *** **** to *** ********* in ***** ** **** out **** ***** this ******* **** ** ****** In addition ** all the ***** ******* *** ******** ********* in ****** ***** ** **** He proposes * **** **** ******** *** no clergy ** **** beautiful **** clergy *** ****** ****** *** **** ******** ********** **** ****** ********** In

    *** Shooting an Elephant ******* *** *** main ******** **** ** ****** the larger ***** are ******** *** character *** **** **** *********** and *** ********** The ******** of *** ***** is * representative ** a ****** ********** trait **** *************** *** tries ** teach ****** ** ****** ******* ** **** ** *** subjected to ** ********** if ** is wrong The ***** ******** ****** **** ********* ***** the ******* ********* ******* the ******** The ******** ** **** metaphorically ** represent *** ********** ** *** ****** in ****** The

    ****** ** ********** **** ******* ** ****** *** ***** ***** *** ********* of *** ***** schools *** *** ***** schools *** attempts to ****** a ****** ******* ** *** poor old ********* County ******** school in contrast to *** ***** schools ***** *** ***** hedges ****** courts and ******** ***** *** ***** of **** in **** ********* is *** ***** ****** in **** *** narrator is ******** ******** *** ******** ******* on ****** *** ********** ** the ***** schools ****** *** ***** ******* ** ** observer *******

    in *** *** *** ***** away **** Omelas The ****** **** ******* to ****** *** reader to ****** * ****** ******* ** the city ** ********* *** instance the reader *** *** *** ******* of boats in harbor ******** **** ***** ** *** or her mind ** ** ** *** reads *** ***** ************ *** ****** uses **** to ******* *** ******** *** mood of the story *** **** ** **** ***** ** happy and ******* as ***** by *** ***** parades **** *** ******* References

    ***

    ** Apr ***** ******

    Orwell Shooting ** ******** **** ****** ****

    Angelou ********** **** Print Guin

    ****** ** *** Ones Who Walk **** from ****** *****

    Buy

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