Childrens literature

ILDREN'S LITERATURECH 1. In your study of style, you read that writers make use of several language devices to achieve their individual styles. Discuss four of these devices that you think are effective in children's literature and explain what they contribute that makes them valuable. 2. You have learned that feet and meter are responsible for the rhythm of poetry. While this course doesn't require you to memorize these feet--iambic (Marie), trochaic (Steven) , anapestic (Cindy Sue), or dactylic (Timothy)--you should remember that we use these terms to identify the number of stresses in each kind. To show that you understand how this works, divide the names used as examples in parentheses above into syllables and identify which of these syllables are stressed and which are unstressed. Also state how many beats (syllables) each foot contains. Finally, also write this line of poetry and mark its stresses: 'Raining, raining, all night long . _a What kind of foot is this? How many feet in the line? - Answer below: a Listening to Grownups Quarreling, standing in the hall against the wall with my little brother, blown like leaves against the wall by their voices, my head like a pingpong ball between the paddles of their anger; I knew what it meant to tremble like a leaf. Cold with their wrath, I heard the claws of rain pounce. Floods poured through the city, skies clapped over me, and I was shaken, shaken like a mouse between their laws. t. rarapnrase tne aDOVe poem to demonstrate your understanding or tne skill. Discuss how paraphrasing can aid a reader in studying poetry, using your paraphrases of words or phrases from the poem above as examples. As a final comment, mention at least one insight you gained from paraphrasing the poem that you did not recognize during your first reading of it. - Answer below: 4. By what specific characteristics should a reader evaluate a biography? Give examples from both your text and your own experience.