literary elements transparency reading...

F O R U S E W I T H F O C U S L E S S O N 1 : E L E M E N T S O F F I C T I O N

Copyright © The McGraw-Hill Companies, Inc.World Literature

Setting is the time and place in which the events of a literarywork occur. Plot is the sequence of events in a story. Charactersare the people, animals, or beings in a work. The theme is themain idea or message a work conveys. Choose a story you haveread and fill in the chart.

1a1aR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y

Setting:

Characters:

Theme:

Plot:

1

2

3

4

5

6

7

F O R U S E W I T H F O C U S L E S S O N 1 : E L E M E N T S O F F I C T I O N


Conflict is the central struggle between opposing forces in astory or drama. An external conflict exists when a characterstruggles against an outside force, such as nature, anothercharacter, society, or a political or social situation. An internalconflict exists when a character struggles against somethingwithin himself or herself.

Decide which type of conflict exists in these plot summaries.

1b1bR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y

An

sw

ers

: 1

. In

tern

al

2.

Ext

ern

al

3.

Ext

ern

al

4.

Inte

rnal

5.

Inte

rnal

6.

Ext

ern

al

7.

Ext

ern

al

8.

Ext

ern

al

Summary Internal External

1. Natalie works to regain her self respect.

2. Colin and his mother argue about a curfew.

3. Two children must find their way home through a severe snowstorm.

4. Brent learns to conquer his fear of flying.

5. Peggy tries to control her temper.

6. Kiarra writes a letter to the governor to protest the building of a new highway.

7. The platoon valiantly holds off the enemy.

8. Adina speaks out against what she believes is an injustice.

F O R U S E W I T H F O C U S L E S S O N 2 : P O I N T O F V I E W

2a


2aR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y

Point of view is the standpoint from which a story is told. Infirst-person point of view, the narrator is a character in thestory who uses the words I and me to relate the tale. In third-person point of view, the narrator is a character in the story or someone who stands outside the story who describes thecharacters and events without participating in them.

Choose two stories you have read. Select a section from eachstory, and rewrite each one using a different point of view.

Section 1

Section 2

F O R U S E W I T H F O C U S L E S S O N 2 : P O I N T O F V I E W


Third-person point of view can take two different forms. In third-person limited, the narrator describes events as they areperceived by only one character. In third-person omniscient,the narrator is not a participant in the story and relates thethoughts and actions of several characters.

Read the passage below. Decide whether it is written in a third-person limited or third-person omniscient point of view. Thenrewrite the passage from a different third person point of view.


Rick frowned as he passed by the grimy, gray houses, vowingthat one day he would live in a brightly lit city, high up off themoldy ground. As he shuffled along, he looked at the brokenpieces of concrete along the sidewalk. He hated his torn back-pack, but he dragged his heavy books home every night so hecould read everything in them, undisturbed. When he lived in the city, he would buy all the books he wanted and never againbe burdened by the heavy weight of poverty.

Point of view:

city

, an

d t

hey w

ou

ld h

ave b

een

cert

ain

he w

as j

ust

an

oth

er

fool

mu

mb

lin

g t

o h

imself

. T

he b

ooks h

eb

ore

ben

t h

is b

ack

in

half

, b

ut

no o

ne h

ere

walk

ed

wit

h a

pro

ud

, str

aig

ht

postu

re.

Th

e h

eavy w

eig

ht

of

povert

y g

rou

nd

th

em

all

dow

n.

An

sw

er:

Th

ird

-pers

on

lim

ited

. Possib

le r

evis

ion

:R

ick f

row

ned

as h

e p

assed

th

e g

rim

y, g

ray h

ou

ses.

Had

th

ey t

rou

ble

d t

o l

ook o

ut

of

their

yell

ow

ed

win

dow

s,

their

occ

up

an

ts w

ou

ld h

ave s

een

Ric

km

urm

uri

ng

to h

imself

a v

ow

to l

ive i

n a

bri

gh

tly l

it

F O R U S E W I T H F O C U S L E S S O N 3 : D I A L O G U E


Dialogue is written conversation. Fiction writers use dialogue toadvance the action, characterize and contrast characters, imitatenatural talk between people, and break up long passages of solidprose.

Read the dialogue below, and answer the questions that follow.

33R E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y

“Look at that poor cat, all wet and scared,” said Robin.“It’s just another mangy stray,” answered Kelly, “and it’s

probably got diseases and worms. It’s really gross.”“Well, maybe,” Robin said, “but to me it looks abandoned.

Let’s take it home and feed it and then see if it’s lost.”“I’m not touching it,” Kelly announced. “It could snag my

sweater or ruin my makeup. I’m not ruining my stuff for a wet cat.”

1. What action does this dialogue reveal?

2. What phrases and details capture the way people inthis situation talk?

3. What does the dialogue reveal about the characters?

sp

eakin

g i

n a

more

sooth

ing

ton

e.

3.

Th

e d

ialo

gu

ere

veals

th

at

Rob

in i

s s

ym

path

eti

c an

d w

arm

-h

eart

ed

, an

d K

ell

y i

s s

elf

ish

an

d v

ain

.

Possib

le a

nsw

ers

: 1

. T

he d

ialo

gu

e r

eveals

th

ed

isco

very

of

a s

tray c

at.

2.

“Dis

eases a

nd

worm

s”

an

d “

gro

ss”

su

gg

est

that

Kell

y s

ou

nd

s d

isg

uste

d.

“Take i

t h

om

e a

nd

feed

it”

su

gg

ests

th

at

Rob

in i

s

F O R U S E W I T H F O C U S L E S S O N 4 : F L A S H B A C K



A flashback is a memory or account of an event that took placeat an earlier time. A flashback usually interrupts the chronologicalsequence of a story, but the flashback often reveals importantinformation.

Read the brief outline of a story. Identify the part of the story thatis the flashback.

b. The argument continues,and the dog begins to barkand whine.

d. They turn off the tele-vision, and both girls goout together to take himfor a long walk in the rain.

c. The girls’ mother entersthe room and remindsthem that both hadpromised faithfully to walk the dog. The girlsremember how he playedfrisbee and retrieved sticksfor hours when they hadmoved and knew no oneelse in town.

a. On a rainy night, twosisters are arguing aboutwho should walk the dog. Neither wants to be interrupted fromwatching TV.

An

sw

er:

Part

c.

F O R U S E W I T H F O C U S L E S S O N 5 : F O R E S H A D O W I N G



The use of clues that tell the reader what will happen in a story iscalled foreshadowing. Foreshadowing helps prepare the readerfor what will happen in a story. Foreshadowing can also helpcreate suspense.

Read each example of foreshadowing, taken from different stories.Tell what you think may happen later on.

1. “If you stray from the trail, you could fall into quicksand.”

2. Only one person has ever attempted that perilous climb. She has never been heard from again.

3. Storm clouds loomed overhead as the group decided tochallenge nature, ignoring the nervous dogs and the oldman’s warnings.

pre

vio

us c

lim

ber.

3.

Th

e g

rou

p p

ays i

n s

om

e w

ay

for

its d

eci

sio

n t

o i

gn

ore

th

e a

pp

roach

ing

sto

rm.

Possib

le A

nsw

ers

: 1

. A

ch

ara

cter

str

ays f

rom

th

ep

ath

an

d f

all

s i

n q

uic

ksan

d.

2.

A c

hara

cter

en

cou

nte

rs l

ife–t

hre

ate

nin

g d

an

ger

wh

ile c

lim

bin

gan

d d

isco

vers

in

form

ati

on

ab

ou

t th

e f

ate

of

the

F O R U S E W I T H F O C U S L E S S O N 6 : D R A M AT I C A N D S I T U AT I O N A L I R O N Y


Irony is a contrast between appearance and reality. Situationalirony exists when the actual outcome of a situation is the oppositeof what is expected. Dramatic irony exists when readers areaware of events or circumstances of which the characters in thestory have no knowledge.

Identify the kind of irony used in the following passages.


Justine, an outgoing and career-oriented young woman, knewDiego, a shy music lover, in high school. She thought he wasout of touch; he thought she was boring and conventional.After having little contact during school, they meet again tenyears later. Justine has been unable to keep a steady job.Diego is a highly successful songwriter and musician. They fallin love when they meet again.

Kind of irony:

How you know:

Knowing that he is a much faster runner than the tortoise, thehare challenges the tortoise to a race. Overconfident, the hareboasts, wastes time, and takes a nap while the tortoise plodsalong. The tortoise wins the race, much to the surprise of thehare, but not to the readers.

Kind of irony:

How you know:

un

exp

ect

ed

by t

he c

hara

cters

bu

t exp

ect

ed

by

the r

ead

ers

.Possib

le a

nsw

ers

:1

. Sit

uati

on

al

iron

y:

Th

eou

tcom

e i

s u

nexp

ect

ed

by t

he c

hara

cters

an

d

the r

ead

ers

.2

. D

ram

ati

c ir

on

y:

Th

e o

utc

om

e i

s

F O R U S E W I T H F O C U S L E S S O N 7 : S T Y L E



Style is the author’s choice and arrangement of words to create acertain effect. Long sentences and many adjectives create a verydifferent style than do short sentences and few adjectives.

Read the following paragraph and write a sentence describing itsstyle. Then rewrite it in a style that is precise and factual.

The trio of cottages stood gracefully in a stand ofmajestic pine and willow trees, a stone’s throw from the river bank. In that shady, welcoming expanse, they seemed to breathe calm and contentment. Their neatly painted shutters and fence framed theirimage of it: Here is a place of peace and caring.

Author’s Style:

Rewritten in Factual Style:

of

the r

iver.

Th

e a

rea i

s s

had

y. T

he s

hu

tters

an

dfe

nce

are

neatl

y p

ain

ted

.Possib

le a

nsw

ers

: 1

. T

he a

uth

or

uses l

on

g,

rela

xed

sen

ten

ces w

ith

man

y a

dje

ctiv

es.

2.

Th

ree d

om

esti

cstr

uct

ure

s s

it a

mon

g t

wo s

peci

es o

f tr

ees.

Th

estr

uct

ure

s a

re a

pp

roxi

mate

ly 5

0 f

eet

from

th

e e

dg

e

F O R U S E W I T H F O C U S L E S S O N 8 : T O N E



Tone suggests a writer’s or speaker’s attitude toward the subject.To identify an author’s tone, consider the imagery, syntax, sounddevices, and connotations or words in each work.

Think about the tone in two selections with similar subjects. Fill inthe diagram below to compare the tone of the two works. Writewords or phrases you think describe the tone. In some ways, youmay think the tone of the two works is similar. Put words thatillustrate the similarities in the area where the two circles overlap.

Selection A Selection BBoth

F O R U S E W I T H F O C U S L E S S O N 8 : T O N E



Diction is the writer’s choice of words. It is an important elementof tone.

Study each excerpt and describe its tone. Underline words in theexcerpt that help establish this tone.

Possib

le a

nsw

ers

:1

. Ton

e:

pla

yfu

l, l

igh

t-h

eart

ed

.W

ord

s:lo

ved,

Flick

, ra

ck u

p,

wild b

irds.

2.

Ton

e:

dis

mis

siv

e,

bit

ter.

Word

s:w

et

bro

wn b

ag,

use

d

to b

e.

Excerpt ToneWords That Help

Create Tone

1. . . . The ball loved Flick. I saw him rack up thirty-eight or

forty pointsin one home game. His hands were like

wild birds.

2. When I watch youyou wet brown bag

of a womanwho used to be

the best lookinggal in Georgia . . .

F O R U S E W I T H F O C U S L E S S O N 9 : H Y P E R B O L E



Identify an example of hyperbole from a story you have read orfrom a movie or television program you have seen. What effectdid the hyperbole have?

Hyperbole is a figure of speech in which an obviousoverstatement or exaggeration is made for effect. Theexaggeration heightens a situation or adds humor.

For each statement below, create a hyperbole that emphasizes the situation or makes it humorous.

1. A professional baseball player has to be physically fit.

2. A good pitcher must have quick reflexes and precise timing.

3. The pitcher and the base runner wage their own private battle apart from the game.

un

ivers

e,

two g

od

s e

qu

all

y s

ure

of

them

selv

es a

nd

read

y t

o d

o b

att

le.

Possib

le a

nsw

ers

:1

. T

he p

ros a

re g

ian

ts w

ith

th

estr

en

gth

to m

ove m

ou

nta

ins.

2.

A g

ood

pit

cher

is a

kin

d o

f m

iracl

e—

half

cob

ra a

nd

half

clo

ck.

3.

Th

eb

ase s

teale

r an

d p

itch

er

op

era

te i

n t

heir

ow

n

F O R U S E W I T H F O C U S L E S S O N 1 0 : A R C H E T Y P E


An archetype is a specific kind of symbol or motif that recurs inliterature and art in the form of an image, character type, or plot.An archetype might appear in slightly different forms in differentstories, but the underlying meaning of that archetype is alwayssimilar.

Think of an archetypal character in a story or play you have read.In the web below, write down some of the traits that make thischaracter an archetype.


Character’sName

F O R U S E W I T H F O C U S L E S S O N 1 1 : A L L U S I O N


Allusion is a literary technique in which a brief reference is madeto a specific person, place, thing, other literary work, or eventunconnected with the immediate framework of the subject beingdiscussed. Allusions may be literary, mythological, historical, orreligious.

Identify the allusions and their meanings in the followingpassages.


hu

man

in

terf

ere

nce

Possib

le a

nsw

ers

:1

. A

tlas;

bears

a g

reat

bu

rden

2.

Wolf

gan

g M

ozart

; is

a c

hil

d m

usic

al

pro

dig

y3

. H

en

ry D

avid

Th

ore

au

; w

an

ts t

o e

sca

pe t

osoli

tary

pla

ce i

n n

atu

re4

. Ed

en

; p

red

ate

s

Passage Allusion Meaning

Rodrigo felt burdened with endless guilt and sorrow for his family’s situation. He felt like a modern day Atlas, holding up the world.

Her mother beamed and called her daughter Little Girl Wolfgang, as the child sat down at the piano.

Sometimes he wanted to get away from everything and live, like his namesake—an earlier Henry, in his own little Walden.

The garden was lush with trees and flowers and an absence of human forms, an Eden only ten miles from the city.

F O R U S E W I T H F O C U S L E S S O N 1 2 : S Y M B O L I S M


Symbolism is a literary technique in which a person, place, orthing is used to represent something in addition to itself. Asymbol always has a literal meaning. Some symbols are universal:spring symbolizes rebirth; night represents death. Often, however,writers invent their own symbols.

What does the American flag symbolize to you? Write your ideas inthe web below.


The American Flag

Possib

le a

nsw

ers

:fr

eed

om

, p

atr

ioti

sm

, h

isto

ry,

pow

er,

eq

uali

ty

F O R U S E W I T H F O C U S L E S S O N 1 3 : F I G U R AT I V E L A N G U A G E


One of the main types of figurative language is a simile. By usingthe words than, like, or as, a simile compares two things. Thesethings are essentially unlike each other, but they are similar in atleast one way.

For each description, select the comparison you think is valid andmost interesting. In the space at the right, explain how the thingsare similar.


the l

ook o

f su

pp

le w

illo

w b

ran

ches.

3.

Lik

eacc

usi

ng e

yes

su

its t

he a

nta

gon

isti

c to

ne

esta

bli

sh

ed

by t

he w

ord

s s

hard

san

d g

lare

.

Possib

le a

nsw

ers

:1

. Lik

e p

lants

kept

too l

ong i

n a

close

tp

oin

ts o

ut

how

both

are

sic

kly

an

d s

tarv

ed

for

lig

ht.

2.

As

a m

ast

er

crack

s a w

hip

cap

ture

sth

e s

harp

ness a

nd

vio

len

ce o

f th

e s

torm

as w

ell

as

1. Pale people attracted by spring sunshine like❑ bees longing for honey.❑ plants kept too long in a closet.❑ moths drawn to a flame.

2. A storm tosses the willow branches as

❑ a girl tosses her hair.❑ a master cracks a whip.❑ a ballplayer whips the ball

to home plate.

3. The shards of a broken vase glare up like

❑ accusing eyes.❑ mournful faces.❑ angry hearts.

Simile Similarity

F O R U S E W I T H F O C U S L E S S O N 1 3 : F I G U R AT I V E L A N G U A G E


A metaphor is a type of figurative language in which a writercompares two unlike things. Unlike a simile, a metaphor does not use than, like, or as. A metaphor implies the comparisonrather than states that one thing is like another.

For each metaphor, identify the things being compared and howthey are alike.


to A

pri

l, J

un

e,

an

d D

ece

mb

er,

resp

ect

ively

. T

he

meta

ph

ors

im

ply

th

at

sh

e i

s o

utw

ard

ly w

arm

bu

tw

ith

ou

t em

path

y o

r fe

eli

ng

.

Possib

le a

nsw

ers

:1

. A

sp

eech

an

d r

ou

gh

ed

ges

are

com

pare

d.

2.

Th

e m

eta

ph

or

imp

lies t

hat

the

sp

eech

is e

ssen

tiall

y c

om

ple

te a

nd

sim

ply

need

s t

ob

e r

efi

ned

.3

. Tears

, sm

ile,

an

d h

eart

are

com

pare

d

Metaphor: He was working to smooth out the rough edges in his speech.

1. What is compared?

2. What does the metaphor imply?

Metaphor: Her tears are April rain; her smile is sunlit June; buther heart is December ice.

3. What is compared?

4. What do the metaphors imply?

F O R U S E W I T H F O C U S L E S S O N 1 4 : I M A G E R Y



Imagery is the use of details that appeal to readers’ senses ofsight, touch, taste, smell, and hearing. Writers use precise nounsand vivid modifiers to create appealing imagery and make theirwriting lively.

Find images in poems you have read that appeal to your senses.Then complete the diagram below.

Sight

Taste

Touch

Hearing

Smell

Imagery

F O R U S E W I T H F O C U S L E S S O N 1 4 : I M A G E R Y A N D M O T I F


A motif is a recurring idea, image, or group of images that unifiesa work of literature.

Read the following passage. Underline the words and images thatrepresent a motif.

What is the motif?


An

sw

ers

: d

an

cin

g,

walt

zin

g,

ball

eri

nas,

sta

ge,

barr

e,

tem

pera

men

tal,

in

str

uct

ors

, p

erf

orm

ers

,d

an

ces,

pir

ou

ett

e,

leap

ing

; T

he m

oti

f is

ball

et

dan

cin

g.

The dancing leaves whirled across the path like waltzingballerinas. Alone now, her life seeming like an emptystage, Cecilia thought of the summer and the long hoursof practice at the barre, the temperamental instructors andperformers, the gold and red costumes. The images ofleaves and dancers blurred into a frenetic whirlwind. Herlife seemed changed, and yet she couldn’t say how. Maybeat some point in the coming year she would know as shefaced new challenges. Would she still feel as though shewere doing an endless pirouette and getting nowhere, orwould she feel more directed, more in control, leapingacross obstacles and reaching greater heights?

F O R U S E W I T H F O C U S L E S S O N 1 5 : S E T T I N G A N D M O O D



The mood is the feeling or emotional quality of a story or poem.Often, the setting—the time and place in which the literary worktakes place—helps create the mood, as does the writer’s choice of words.

Read the excerpt below. Identify the mood. Then identify thedetails of the setting that help create the mood.

gh

astl

y i

n t

he e

xtre

me.

An

sw

ers

:eeri

e,

terr

ifyin

g,

biz

arr

e,

gh

astl

y;

closely

sh

rou

ded

in

bla

ck v

elv

et

tap

estr

ies t

hat

hu

ng

all

over

the c

eil

ing

an

d d

ow

n t

he w

all

s;

pan

es h

ere

were

sca

rlet—

a d

eep

blo

od

colo

r;

The seventh apartment was closely shrouded in blackvelvet tapestries that hung all over the ceiling and downthe walls, falling in heavy folds upon a carpet of the samematerials and hue. But in this chamber only, the color ofthe windows failed to correspond with the decorations.The panes here were scarlet—a deep blood color. . . . Butin the western or black chamber the effect of the fire-lightthat streamed upon the dark hangings through the blood-tinted panes was ghastly in the extreme, and produced sowild a look upon the countenances of those who entered,that there were few of the company bold enough to setfoot within its precincts at all.

Mood:

Details:

F O R U S E W I T H F O C U S L E S S O N 1 6 : S O U N D D E V I C E S



Writers often use the sound of words for effect. Severaltechniques, or sound devices, can achieve sound play in aliterary work. One of these is alliteration: the repetition ofconsonant sounds at the beginning of words. Alliteration is amusical effect that adds to the appeal and underscores themeaning of a poem.

Read these lines from well-known poems. Identify the words inwhich alliteration is found.

Look for examples of alliteration in other poems you have read.What sounds form the alliteration?

An

sw

ers

:1

. gaily

an

d g

allant;

sunsh

ine

an

d s

hadow

2.

single

, se

nt,

an

d s

ince

3.

fair

an

d f

air

; ch

ance

an

d c

hangin

g4

. m

usi

can

d m

elo

dio

us

1. Gaily bedight,A gallant knightIn sunshine and in shadow,

2. A single flow’r he sent me, since we met.

All tenderly his messenger he chose;

3. And every fair from fair sometime declines,

By chance, or nature’s changing course untrimmed;

4. And in her voice, the calling of the dove;

Like music of a sweet, melodious part.

F O R U S E W I T H F O C U S L E S S O N 1 6 : S O U N D D E V I C E S



Assonance repeats vowel sounds within words. Consonancerepeats consonant sounds within words or at the ends of words.Assonance and consonance are both used by poets to create themusical effects in their poems.

Underline the repeated vowel or consonant sounds in thefollowing sentences. Then indicate if the repetition is an exampleof assonance or consonance.

4.

Jam

es,

takes,

an

d g

rap

es—

con

son

an

ce;

Teen

a,

eats

, ch

eese,

meat,

an

d s

weets

—asson

an

ce5

. b

lood

, fl

ow

ed

, an

d r

oad

—asson

an

ce

An

sw

ers

:1

. sou

nd

, h

ow

lin

g,

dro

wn

ed

, an

d t

ow

n—

asson

an

ce2

. g

aze

an

d d

ays—

asson

an

ce;

gra

nd

fath

ers

, b

roth

ers

, an

d b

ett

er—

con

son

an

ce3

. on

ly,

lon

ely

, kn

ow

, w

oe,

an

d s

orr

ow

—asson

an

ce

1. The sound of howling drowned the sleepy town.

2. The gaze of wise grandfathers and older brothers who know better days.

3. Only the lonely know the woe and sorrow.

4. James takes some grapes; Teena eats cheese, meat, and sweets.

5. Blood flowed red along the highland road.

F O R U S E W I T H F O C U S L E S S O N 1 6 : O N O M AT O P O E I A


16c16cR E A D I N G S T R A T E G I E S A N DL I T E R A R Y E L E M E N T S T R A N S P A R E N C Y

Onomatopoeia is the use of a word or phrase that imitates ordescribes the sound it names. Words like tick-tock, whirr, andsizzle are onomatopoetic; they not only add sound effects but alsoadd liveliness and enhance mood in a poem.

For each situation or action, pick one or more onomatopoeticwords from the list that match. List at least two more of yourown. Pick one of the situations or actions and write a coupletusing onomatopoetic words.

1. bells ringing in the night

2. sirens heard in the distance

3. a motor running

Couplet:

Search for onomatopoetic words in a poem you have read.Analyze their effects.

beat, blow, bray, bubble, buzz, clomp, clang, cluck, crack,

crackle, ding-dong, fizzle, groan, hiss, jingle, jangle, moo,

meow, neigh, pound, pow, purr, roar, shrill, sigh, slam,

thump, tinkle, whoosh, whisper, zoom

Possib

le a

nsw

ers

:1

. ja

ng

le,

clan

g,

tin

kle

; b

on

g,

peal,

pli

nk

2.

bra

y, s

hri

ll,

gro

an

; w

all

s,

scr

eam

,h

ow

l, w

heee

3.

pu

rr,

wh

isp

er,

or

zoom

; p

ock

eta

-p

ock

eta

, ch

ug

-ch

ug

, vro

om

F O R U S E W I T H F O C U S L E S S O N 1 7 : P E R S O N I F I C AT I O N


Personification is a figure of speech that describes an animal, aninanimate object, an idea, or a force of nature as if it were alive orhad human traits or feelings.

Tell what is being personified and what human trait is given ineach of the following examples.


“Nor shall Death brag thou wand’rest in his shade,”

Thing Personified:

Human Trait:

“Of morning blushing in the early skies”

Thing Personified:

Human Trait:

I know the language of music. Sometimes it speaks lovingly tome. Other times it scolds and torments me.

Thing Personified:

Human Trait:

An

sw

ers

:1

. d

eath

, b

oastf

uln

ess

2.

morn

ing

,sh

yn

ess

3.

mu

sic

, sp

eakin

g k

ind

ly a

nd

cru

ell

y

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