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Poetry can swerve emotions, positively or negatively, but the trench warfare poetry from World War One created an entire nation to feel emotions like never before. Because most Americans were fortunate enough to not experience [|trench warfare]first hand, they were left without a mental image of what the atrocities of war were like. However, the poets who wrote about their experiences in trench warfare, better known as Trench Poets, were able to depict the mayhem of World War One through writing. Two poets in particular, Wilfred Owen and Siegfried Sassoon, effectively depicted their personal experiences of Trench Warfare to the world, conveying strong emotions particularly those of loss and hopelessness. They did this by using unique and new writing styles, by writing from their hearts, and by depicting visual pictures through a small amount of rhythmical lines. The poetry these two men wrote swayed and continues to sway the hearts of Americans today.

During the time period in which Owen and Sassoon wrote their works, it was typical for there to be a traditional [|rhyming scheme]. Mr. Owen and Mr. Sassoon, however, used a new-verse form of writing where the last words of each couplet were [|imperfect rhymes] (Huebach 45). Both poets did this for specific reasons, one of which being that the uneasy endings and the disconnected word flow directly related to how they were feeling at that time. This was best used for an empty feeling in the reader and sparked the feeling of a loss or uncertainty. For example Sassoon wrote, “’How many dead? As many as ever you wish/ don’t count ‘em; they’re too many” (Sassoon). This verse clearly demonstrates how the reader can feel emotions of hopelessness and the feelings of loss through new-verse poetry. Clearly, the words //wish// and //many// do not rhyme; yet the two sentences flow through the structured rhythm.

In addition to imperfect couplets, both authors utilized short fragmented sentences in their writing which was atypical at the time. They did this for one clear reason: to get across the point as visibly as they could. Both authors did not want to over embellish what they were feeling, for, during war time, words and phrases came in short couplets which, in some opinion, gets the point across more effectively than over elaborating. For example Owen wrote, “I would have poured my spirit with out stint/ but not through wounds: not on the cess of war” (Huebach 45). This is extremely short and to the point, yet it gets the point of hopelessness and terror across successfully. Had he written a paragraph of flowing emotion on this topic, it would have become repetitive and status quo, for authors, or poets, traditionally over express a sequence of emotions, creating a slightly cheesy subsection. By using this new writing style they were able to portray the hopelessness and emptiness through fragments. The fragments symbolize the way the poet’s brains thought and processed; the [|mentality of a soldier] is one of despair, constantly thinking about different things all at once. Using short clauses also enforces the emptiness and hopelessness in their poetry. All of the examples above prove how Owen and Sassoon were able to convey the emotions of hopelessness and loss through short-clause writing.

Though the writing structure is an important part to poetry, the content that the poets wrote about had to be from their hearts. These two poets wrote directly from their hearts and stuck to exactly how they were feeling. For example Wilfred Owen wrote, “Peace would do wrong to our undying dead/ the sons we offered might regret they died/ if we got nothing lasting in their stead” (Owen). This excerpt from the poem, //[|Smile, Smile, Smile]//, demonstrates how Owen was truly feeling at the time. Looking closer into the meaning of this line, it is evident that he is torn between accepting peace and wanting the war to continue for his dying friends. It is his heart that tells him what to feel and how he can still possibly accept the war, though he wanted it to end at any cost. To be able to still want to fight a war for the dying and the dead, clearly shows how Owen wrote from his heart. Through these deep poems, the struggle between wanting and what your heart tells you, allows the poets to bring the emotions of sadness and hopelessness to another dimension.

Owen and Sassoon were notorious for their vivid pictures that they created in their works. Though their poems were short, they produced dramatic mental images of hopelessness and distress in only a few lines. By using the short fragmented lines to mimic their thoughts at the time, which came in short burst, they were able to hit the reader with quick blows of emotion. By writing things as bluntly as “they died” or phrases like “nothing lasting in their stead”, the authors were able to get their points across, yet, still, they were able to instill vivid mental images in their readers. Because of the use of the small couplets and phrases used to create a mental picture, Sassoon’s and Owen’s poetry continues, to this day, to make the reader feel a wide array of emotions.

Poetry has a way of creating an atmosphere of emotions in whom ever touches upon their words, and Owen and Sassoon certainly do a fantastic job at create that setting. They were able to express such emotions through using unique and new writing styles, by writing from their hearts, and by depicting visual pictures through a small amount of rhythmical lines. Each of these examples play key roles in both authors works, and, without it, the poems would not be as strong. Though their works were created decades ago, their poems are still read, analyzed, and treasured in the hearts of readers all over the world.

media type="youtube" key="qVMFB7mHVaI" height="344" width="425" This is a video of one of Wilfred Owen's most famous poem, Dulce et Decorum Est.

Works Cited

Huebach, B. W. “English Poets of Today.” New York Times 15 May 1921. 10 Dec. 2008 .

Owen, Wilfred. “Poetry of Wilfred Owen.” EveryPoet.com. 10 Dec. 2008 .

Sassoon, Siegfried. “The Effort.” AngelFire.com. 10 Dec. 2008 .

“Seigfried Sassoon.” Christian Science Monitor 10 June 1920. 10 Dec. 2008 .

“Wilfred Owen (1893 - 1918).” FullAdsl.com. 10 Dec. 2008 .


 * Assignment: Do memories hinder or help people in their effort to learn from the past and succeed in the present? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.**

Interestingly enough, I fall in the middle of these statements. I believe that one should remember the past and learn from those events. However, I also believe that many bad memories harm the present and the future. The only way to continue, many times, is to forget and forgive. My brother, who is college, has proved to me the importance of getting good grades and actively participating in extracorrecular activities. These two ideas helped him to get into the prestegious college of the University of Notre Dame. His education there will allow him to have a prosperous career as an adult. Reviewing these facts and ideas has led me to believe if I do the same, I will have a similar promising career. Consequently, I have gotten good grades and have seen interest from many prestigious programs. Through my knowledge, I have learned that in many bad instances, time to forget is very important. Ireland, for example, had been persecuted for many hundreds of years from 1000 AD to 1900 AD. After being granted the Irish Free State, they attacked many parts of Britain for retribution of those many years of being oppressed. Consequently there has been on going hostility between the two peoples. This hostility has cost the lives of many hundreds of people. A quote once said, "Violence begets violence" is the perfect phrase for this warfare. The only way to stop the loss of life is to forget and forgive; start anew. Different situations require different actions to proceed in a positive manner. Many times, people are required to use both elements. For example, let's forget this part and concentrate on how to bring this positive part into light. Both of the ideas on remembering and forgetting have their reasons for existing and both are positive.

- I would give this essay a three. The writer had many grammatical errors and the structure of the essay was poor. Also, this person did not pick a main argument; he went both sides of the argument, making the essay not as strong. This person's examples are also very poor and are unclear, especially his first example, and they, in some way, do not pertain to the topic at all; it's a major stretch. All in all, this person NEEDS to get to an SAT class and learn how to write.

_ Hitler's Reign

Adolph Hitler was one of the most powerful and ruthless dictators during [|World War II]. This Austrian native was directly associated with Germany, the country he led through WWII. Hitler was best know n for his racist views and his determination to create a perfect, or an Aryan, race. He did this by taking over neighboring countries and killing those “unfit” to his racial standards. Races such as the Jewish, Polish, Gays, Russians Czechs and Gypsies were seen as the ultimate scum of society.

Before World War Two, Germany was politically and economically a mess, and the Germans needed a strong leader. When Hitler stepped in, promising order and revenge, Germany welcomed him with open arms and hearts. By 1921 he was the unquestioned leader of what was now the National Socialist German Workers' Party, better known as the Nazi Party (Historic Figures, 3). Along with believing in the perfect race, he had the political mindset of no freedom of speech or press, imprisoning or getting rid of those who defied him. He was also wrote a book while imprisoned, [|Mein Kampf], where he states his political views like the Aryan is culturally superior (The History Place, 7).

The most extreme actions that were taken by Hitler and the Nazi’s were the creation of [|Concentration Camps]. These places were where Hitle __r sent all of the undesirable races to be tortured and/or killed. He starved__ millions, making them walk for months without food or water, and killed just as many by gas chambers or shooting lines in the town squares of Jewish communities. He also was interested in medical theories, like the connections between twins, and would test them by using cruel methods. Right before the German army fell to the American power in World War One, Hitler and his wife committed suicide. It is the hopes of millions that a reign similar to the one of Hitler will never occur in the world history to come.

Works Cited Adolf Hitler (1889 - 1945)__. BBC. 5 Feb. 2009 .

"Hitler's political beliefs - German Workers Party."__ Global Oneness__. 5 Feb. 2009 .

The Rise of Adolf Hitler."__ The History Place__ . 5 Feb. 2009 .

Picture Prompt
Directions Today you are going to take part of the High School Proficiency Assessment for Language Arts Literacy. The assessment contains different types of text and different writing tasks. In this activity, you have an opportunity to demonstrate how well you can organize and express your ideas in written text Refer to the Writers Checklist of important points to remember as you write. Educators who read your writing will consider these important points when they read and score your writing. You will have 30 minutes to complete the writing task. Take a few minutes to think about the task and to plan what you want to say before you begin to write. You may use the prewriting/planning space to plan your text, but your prewriting will not be scored. Only your writing on the lined pages of your answer sheet will be scored. Do your best to make your writing clear and well organized. Keep your purpose in mind as you write and use your checklist. You must use a NO. 2 pencil. You may either print or write our final copy. You may not use a dictionary or any other reference materials during the test. However, you may use the Writers Checklist. If you finish before the time is called, review what you may have written using the Writer’s Checklist to read critically and improve what you have written.



An ancient proverb says, “A picture is worth a thousand words.” Regardless of the artist’s original intent, what we see in the picture can be very different from what others see. What story does this picture tell you? Use your imagination and experience to speculate about hat is happening. Then write your story.

Persuasive Essay
Directions: In this part of the test, you will read a narrative passage and then respond to the multiple choice and open-ended questions that fallow it. You may look back at the passage and make notes in the margin if you like, but you must record your answers on your answer sheet. You will have 50 minutes for this part of the test.

Abortion is the ending of pregnancy before birth and is morally wrong. An abortion results in the death of an embryo or a fetus. Abortion destroys the lives of helpless, innocent children and illegal in many countries. By aborting these unborn infants, humans are hurting themselves; they are not allowing themselves to meet these new identities and unique personalities. Abortion is very simply wrong. Everyone is raised knowing the difference between right and wrong. Murder is wrong, so why is not abortion? People argue that it is not murder if the child is unborn. Abortion is murder since the fetus being destroyed is living, breathing and moving. Why is it that if an infant is destroyed a month before the birth, there is no problem, but if killed a month after birth, this is inhumane murder?

The main purpose abortion is immoral; they are viciously done. Everyday, innocent, harmless fetuses that could soon be laughing children are being brutally destroyed. One form of abortion is to cut the fetus into pieces with jagged forceps before being removed, piece-by-piece from the uterus by suction with a vacuum aspirator. Another form consists of bringing the fetus feet first into the birth canal, puncturing its skull with a sharp instrument and sucking out the brain tissue. The body parts, such as the head, are given letters, rather than refer to the parts as what they are. The remains of the fetus or embryo, as the case may be, are put into everyday, plastic buckets and then sent to a dumpster where these precious bones and limbs are disposed.

Abortion should not be allowed because it is morally wrong. "There is no morally relevant difference between deliberately killing a human being who has been born and deliberately killing a human being who is still inside his mother" (Foster 32). Abortion has become morally acceptable to some simply because it is currently legal. Legality does not necessarily imply morality. The taking of an innocent, defenseless human life is unacceptable and morally wrong. Killing innocent people is immoral and illegal in the United States; therefore, to be consistent, abortion should also be illegal. The moral aspects of abortion are clear. It is time for society to truly consider what it is doing to other humans.

Abortion is a horrible atrocity that should be illegal unless the mother's life is endangered by the pregnancy. Unborn babies need to be recognized as persons. The right to life that everyone takes for granted should be extended to the unborn. As long as the law reflects the pro-choice view, unborn babies will continue to be murdered. The laws need to be changed; babies' lives are depending on it.

1. This essay was meant to sway the views of the general public a. What key points were used to help change the opinions of Americans? b. What moral views did the writer show and were they effective in helping his/her argument? Why?

2. According to the writer, every human being, born or unborn, must have a chance to live life. a. What has the author done to effectively share the negative views of abortion? b. If faced with a counter argument, did this article have enough points to argue against the pro-abortion case? What main points could the counter argument display?

11. Persuasive essays are meant to change the view of the reader.; the main objective is to //persuade //  the reader to believe what the author is saying is factual and moral. This author did an excellent job of persuading the readers mind. He/she offered crucial evidence that would make the reader believe abortion was morally and ethically wrong. The text states, “One form of abortion is to cut the fetus into pieces with jagged forceps before being removed, piece-by-piece from the uterus by suction with a vacuum aspirator.” That statement makes people realize the harsh, inhumane factors of abortion. The following question was an astounding eye opener for those who were pro-abortion before: “Why is it that if an infant is destroyed a month before the birth, there is no problem, but if killed a month after birth, this is inhumane murder?” This article did an amazing job swaying the thoughts of the reader.  12. The writer used amazing adjectives and figures of speech to bring the simple argument to life. The statement, “Everyday, innocent, harmless fetuses that could soon be laughing children are being brutally destroyed,” simply uses words that would make one feel sorry for the “innocent, harmless” fetus “being brutally destroyed.” This article even had enough evidence to go against a pro-abortion article. In the last paragraph, the text says, “Abortion is a horrible atrocity that should be illegal unless the mother's life is endangered by the pregnancy.” Although the counter argument is only one short sentence, it states everything needed to be said against pro-abortionists. Pro-abortionists could argue that if a mother is unable to take care of the infant yet does not want to give it up, the child would grow up in an awful environment thus concluding with a worse upbringing and an awful life. I believe this article did enough to fight against a pro-abortion article, for it shows all of its views in a factual way.

Narrative
Directions: In this part of the test, you will read a narrative passage and then respond to the multiple choice and open-ended questions that fallow it. You may look back at the passage and make notes in the margin if you like, but you must record your answers on your answer sheet. You will have 50 minutes for this part of the test.

from "Hub Fans Bid Kid Adieu" by John Updike The afternoon grew so glowering that in the sixth inning the arc lights were turned on--always a wan sight in the daytime, like the burning headlights of a funeral procession. Aided by the gloom, Fisher was slicing through the Sox rookies, and Williams did not come to bat in the seventh. He was second up in the eighth. This was almost certainly his last time to come to the plate in Fenway Park, and instead of merely cheering, as we had at his three previous appearances, we stood, all of us, and applauded. I had never before heard pure applause in a ballpark. No calling, no whistling, just an ocean of handclaps, minute after minute, burst after burst, crowding and running together in continuous succession like the pushes of surf at the edge of the sand. It was a sombre and considered tumult. There was not a boo in it. It seemed to renew itself out of a shifting set of memories as the Kid, the Marine, the veteran of feuds and failures and injuries, the friend of children, and the enduring old pro evolved down the bright tunnel of twenty-two summers toward this moment. At last, the umpire signalled for Fisher to pitch; with the other players, he had been frozen in position. Only Williams had moved during the ovation, switching his bat impatiently, ignoring everything except his cherished task. Fisher wound up, and the applause sank into a hush. Understand that we were a crowd of rational people. We knew that a home run cannot be produced at will; the right pitch must be perfectly met and luck must ride with the ball. Three innings before, we had seen a brave effort fail. The air was soggy, the season was exhausted. Nevertheless, there will always lurk, around the corner in a pocket of our knowledge of the odds, an indefensible hope, and this was one of the times, which you now and then find in sports, when a density of expectation hangs in the air and plucks an event out of the future. Fisher, after his unsettling wait, was wide with the first pitch. He put the second one over, and Williams swung mightily and missed. The crowd grunted, seeing that classic swing, so long and smooth and quick, exposed. Fisher threw the third time, Williams swung again, and there it was. The ball climbed on a diagonal line into the vast volume of air over center field. From my angle, behind third base, the ball seemed less an object in flight than the tip of a towering, motionless construct, like the Eiffel Tower or the Tappan Zee Bridge. It was in the books while it was still in the sky. Brandt ran back to the deepest corner of the outfield grass, the ball descended beyond his reach and struck in the crotch where the bullpen met the wall, bounced chunkily, and vanished. Like a feather caught in a vortex, Williams ran around the square of bases at the center of our beseeching screaming. He ran as he always ran out home runs--hurriedly, unsmiling, head down, as if our praise were a storm of rain to get out of. He didn’t tip his cap. Though we thumped, wept, and chanted "We want Ted" for minutes after he hid in the dugout, he did not come back. Our noise for some seconds passed beyond excitement into a kind of immense open anguish, a wailing, a cry to be saved. But immortality is nontransferable. The papers said that the other players, and even the umpires on the field, begged him to come out and acknowledge us in some way, but he refused. Gods do not answer letters.

Directions for open-ended questions: Write your response in the space provided on the answer sheet.

1. In this narrative the author compares Mr. Williams to different figures in society. a. Identify two of the comparisons and explain what the purpose was for the use of these links. b. How can the modest attitude of Williams be compared to the “Gods”?

2. An element that the author primarily focused on was Williams modesty. a. In this situation, do you think the baseball player’s modesty could be looked at as rude or snotty? Why or Why not and please use specific examples from the text. b. In your life, how could you incorporate the execution of modesty to better a situation?

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">11. When writing a narrative, it is crucial to include comparisons – metaphors, similies, etc. – to make the reader believe they were there living the event that is occurring in the story. In the text the author states, “No calling, no whistling, just an ocean of handclaps…” The reader can depict the visual of the audience rising for a standing ovation for their beloved baseball player. The reader can hear the loud uncontaminated clapping as Ted Williams went up to bat for his last time. Throughout the crowd’s tribute, Williams simply stood still “ignoring everything except his cherished task” ahead. After his homerun hit, he retreated to the dugout without a simple wave of victory to his fans. The author recorded his modesty as that of the Gods. The word Gods can not only relate to the man’s talent in the sport, but also to his modesty. Williams showed more than enough character; any other baseball player would have waved their arms as they ran their victory lap. The modesty of Williams shows that he knows his power, yet he does not flaunt it; only a God would be as modest as Ted Williams.

12. Ted William’s modesty was one of the things that made him great; he was considered a God for this. Some fans could view this at snotty. The following text refers to a way Williams could be seen as snotty: “The papers said that the other players, and even the umpires on the field, begged him to come out and acknowledge us in some way, but he refused.” No matter what anyone does, it will always insult someone. There is no possible way any human could make everyone happy. I could take anything and be modest about it, yet someone could be mad at me for not showing my gift to the world and keeping it for myself. The difficulty with modesty is that people can see modesty as selfishness sometimes. A situation one could be modest about it when doing well in school. If a friend did poorer than me, I would not want to flaunt it, for I would make my friend feel bad. That plan could backfire though, for my friend could become frustrated when I refuse to tell him/her, or worse: he/she could feel bad knowing I didn’t tell them for a reason. Modesty is tricky when it comes to saying the right thing, yet I believe Williams’ modesty made him a God.

The NAACP, created in 1908, was founded after the 1908 black riots to address the needs of African Americans in society. The main objective of the NAACP was to protect the political, economic, and social rights for African Americans; during the 1950’s-70’s, the organization’s main focus was directed towards the Jim Crow/segregation laws negatively affecting blacks. Some of the main leaders were Joel and Arthur Spingarn; they were the co-founders and two of the organizations earliest leaders. Their missions included non-violent protests such as boycotts and sit-ins all involving passive methods.

The most iconic figures of the 1960’s were hippies—the fun loving, easy going, and peace loving “children of the earth”. The Counterculture, mostly consisting of college students and teenagers, rose in to its height in the sixties, spreading their liberal views while roaming the streets with bare feet. The Counterculture was mainly made up of teens or men and women in their twenties from the [|baby boom generation]. The iconic hippies were associated with rebellion; they rebelled against any institutions, middle class values, Wars (specifically the Vietnam War), and promoted sexual liberation.

Near the end of the sixties, the main focus of the nation was on the [|War in Vietnam]. The hippie’s main focus of disapproval was on the approval of the War; they testified its process by rebelling against all conformities, doing drugs and discussing sex openly. Along with rebellion, the stereotypical view of hippies can be applied to their characteristics; they were peace loving, easy minded, go with the flow type people. Their main focus was to revolt against conformity by their drastic actions, “flowery” wardrobe, and head banging music, but this culture’s characteristics did slightly die down. Over time, more people did accept their way of life and in return, their morals and ways were more widely accepted and assimilated in modern-day society. [|Rock and roll] was the music most typically associated with the Counterculture. The yelling, screaming, and over all appearance of these musicians and their music meshed with the ideas of the Counterculture children. All rock and roll lyrics portrayed messages of rebellion and discussed controversial topics like sex and drugs. This mirrored the mind frame of the counterculture by exemplifying their need to breakthrough against conformity and their involvement with drugs and sex. Along with the music, clothing and the Counterculture style played an important roll in representing the counterculture’s mind frame. Hippies grew their hair long, walked on feet without shoes, and wore shirts with the traditional tie-die, creating an all-natural, easy going, [|look].

Living the lifestyle of a hippie did have its disadvantages; they most traditionally lived in a [|commune], forcing the hippies to share the money they had, to live in the same area with the same people day after day, and forced them to share each other’s possessions. However, within living this way, you live in a tightly knit community with friends surrounding you 24/7.Today, we still experience the lasting effects of the Counterculture. We listen to music by artists that were categorized as “hippie” artists, and the use of birth control or any form of contraceptives made its breakthrough during the 60’s. Their lasting effects on the world will be remembered and appreciated for generations to come.