I will pay for the following essay Directions for Resisting the SAT by Richard Hague. The essay is to be 4 pages with three to five sources, with in-text citations and a reference page.Download file t

I will pay for the following essay Directions for Resisting the SAT by Richard Hague. The essay is to be 4 pages with three to five sources, with in-text citations and a reference page.

This research will begin with the biography of Richard Hague. He was born and raised in Steubenville, Ohio, and educated in Cincinnati, where he teaches writing. He is the author of five volumes of poetry, including Ripening (1984) and Possible Debris (1988).” &nbsp.In “Directions for Resisting the SAT”, Hague urges the students to renounce the dogmas and peer-pressure by listening to their inner voice and to carve out their own worlds. His message of breaking the traditions and the limitations imposed by time or convention is conveyed strategically in free-verse that suits the mood and tempo of the poem. Apparently, the voice in the poem is an authoritative figure who is urging the students to stand for their personal freedom and challenge the prevailing system and governing laws. This poem doesn’t follow any specific meter as it is written in free verse. In free verse poems, the idea(s) of the poet flow in a natural manner and various other techniques are used to create rhythm in the poem. In ´Directions for Resisting the SAT´, Richard Hague uses alliteration, repetition, and consonance to produce a unique rhyme scheme. An example of alliteration is `clubs and committees`. and repetition of words is ´ Go down with the ship- any ship´. The title of the poem ´Directions for Resisting the SAT´ is also a perfect example of alliteration, in which the letters ´s´ and ´t´ create the rhythm....

ung generation to create and live in their own world, according to their preferred ways of life and not be influenced by the external world under any circumstances. From a psychological perspective, this relationship between human behavior and oysters or snails is explained in the following way: “The human corollary or its main theme is protection of the individual physical and mental structure against external and internal influences that might dissolve and overwhelm it.” (Withers, 232) This is one of the hardest challenges faced by human beings as it is quite easy to give up personal choices in favor of popular culture and be lost in the maze of this system. Peer-pressure or social pressure emanating from various sources is not merely destructive to the creative process of learning but also creates a sense of dissatisfaction. Even if they abide by the accepted social or educational norms, they have to continually face inner conflict, which only breeds dissatisfaction and confusion. He urges them to realize what is important to them and prioritize their personal sense of fulfillment rather than something that is imposed on them, like preparing for SAT or other such exams. By referring to snails and oysters, the poet emphasizes upon developing resistance to external pressure and yielding to personal goals and aspirations, even if they are not confirmed by society. The message he conveys to the young generation is of self-discovery, as it opens new and hitherto unexplored avenues for them. The process of self discovery is antithesis of stagnation and decay, which is the natural end of abiding by social pressure and forgetting about the needs and desires of the self. The assessment test SAT is only used as a metaphor in this poem.