APA STYLE, AT LEAST TWO PARAGRAPHS, 1 REFERENCEPick one of the three questions:1.How does Dos Passos use technique in "The Body of an American" to convey the upheavals of war? 2. What is Faulkner saying about the division between rich and poor in "Barn Burning"?3. What is Steinbeck saying about American expansionism in "The Leader of the People"?

1.(03.01 MC)Which of these subjects would most likely be written about in a narrative poem? (10 points)Excitement about a new lovePraise for a championLife experiences of a writerStyle and color of a woman's shoes2.(03.01 LC)Which type of poem is not classified as a narrative? (10 points)LimerickSonnetEpicBallad3.(03.01 LC)A somber poem written in mourning for the dead is called: (10 points)a balladan epica sonnetan elegy4.(03.01 MC)What is the rhyme scheme in this excerpt from Frost's, "The Road Not Taken?" (10 points)Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;ababaabcababccaabaab5.(03.01 LC)Poems that do not follow specific rules are called: (10 points)iambic versefixed versefree versesyllable verse6.(03.01 MC)What type of rhyme is used by Shakespeare in these lines from "Sonnet 34?" (10 points)Why didst thou promise such a beauteous day, And make me travel forth without my cloak, To let base clouds o'ertake me in my way, Hiding thy bravery in their rotten smoke?Internal rhymeSlant rhymeIdentical rhymeEnd rhyme7.(03.01 LC)What type of rhyme is illustrated by this word pair? (10 points)laughter/slaughterEye rhymeSlant rhymeIdentical rhymeEnd rhyme8.(03.01 MC)What type of rhyme is illustrated by this word pair? (10 points)female/retailSlant rhymeIdentical rhymeEnd rhymeEye rhyme9.(03.01 LC)Stanzas containing three lines are called: (10 points)quintainssestetstercetscouplets10.(03.01 MC)Which of these lines from Shakespeare's "Sonnet 103" ends with an enjambment? (10 points)O! blame me not, if I no more can write! 1 Look in your glass, and there appears a face 2 That over-goes my blunt invention quite, 3 Dulling my lines, and doing me disgrace. 4Line 1Line 2Line 3Line 41.(03.02)Which of these lines contains imagery that appeals to sight? (10 points)Time, above me, within me, crashed its gongsThe dark wood stands in the mist like a somber islandWhere your face burns and tickles with the cobwebsAnd, numb with sudden pangs, each arm hangs slack.2.(03.02)Which of these lines contains imagery that appeals to touch? (10 points)And the echoes jump, and tinkle, and swellWe've none of us very much chance at a leaf.And, numb with sudden pangs, each arm hangs slack.And the clouds float away in a red-splashed light.3.(03.02)Which of these lines contains imagery that appeals to hearing? (10 points)Sweet-scented stuff when the breeze drew across it.And green and blue his sharp eyes twinkled,The buzz-saw snarled and rattled in the yardThe dark wood stands in the mist like a somber island4.(03.02)Which sense does the imagery in this line appeal to? (10 points)The wounding cords that bind and strainSightTouchTasteHearing5.(03.02)Which word best describes the mood of this stanza from Edgar Allen Poe's "The Raven?" (10 points)Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore, While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping, rapping at my chamber door. "'Tis some visiter," I muttered, "tapping at my chamber door— Only this, and nothing more."PainfulTenderGloomyWarm6.(03.02)Which lines best depict a gloomy mood? (10 points)The sun is bright,—the air is clear,/The darting swallows soar and sing.All things rejoice in youth and love,/The fulness of their first delight!The day is cold, and dark, and dreary/It rains, and the wind is never weary;A pair of night-hawks windily sweep, or fall,/Booming, toward the trees.7.(03.02)Which word best describes the tone of this stanza from Blake's "Laughing Song?" (10 points)When the green woods laugh with the voice of joy, And the dimpling stream runs laughing by; When the air does laugh with our merry wit, And the green hill laughs with the noise of it;BitterCasualWhimsicalRomantic8.(03.02)Which word best describes the tone of these lines written by Thomas Hardy? (10 points)O sweet To-morrow!— After to-day There will away This sense of sorrow. Then let us borrow Hope, for a gleaming Soon will be streaming, Dimmed by no gray— No gray!OptimisticSeriousHumorousSkeptical9.(03.02 MC)The LambLittle lamb, who made thee? Does thou know who made thee, Gave thee life, and bid thee feed By the stream and o'er the mead; Gave thee clothing of delight, Softest clothing, woolly, bright; Gave thee such a tender voice, Making all the vales rejoice? Little lamb, who made thee? Does thou know who made thee? Little lamb, I'll tell thee; Little lamb, I'll tell thee: He is called by thy name, For He calls Himself a Lamb. He is meek, and He is mild, He became a little child. I a child, and thou a lamb, We are called by His name. Little lamb, God bless thee! Little lamb, God bless thee!The TygerTiger, tiger, burning bright In the forests of the night, What immortal hand or eye Could frame thy fearful symmetry? In what distant deeps or skies Burnt the fire of thine eyes? On what wings dare he aspire? What the hand dare seize the fire? And what shoulder and what art Could twist the sinews of thy heart? And, when thy heart began to beat, What dread hand and what dread feet? What the hammer? what the chain? In what furnace was thy brain? What the anvil? what dread grasp Dare its deadly terrors clasp? When the stars threw down their spears, And watered heaven with their tears, Did He smile His work to see? Did He who made the lamb make thee? Tiger, tiger, burning bright In the forests of the night, What immortal hand or eye Dare frame thy fearful symmetry.Although "The Lamb" and "The Tyger" address the same concept, the tone is different in each.Explain how they differ using supporting evidence from the poems (5-8 sentences)1.(03.03)A literary device that uses extreme exaggeration is a (10 points)metaphorsimileparadoxhyperbole2.(03.03)"I wandered lonely as a cloud/That floats on high o'er vales and hills" is an example of a: (10 points)paradoxhyperbolemetaphorsimile3.(03.03)"Your fancies are the gold-and-black striped wasps buzzing among red apples" is an example of (10 points)paradoxsimilehyperbolemetaphor4.(03.03)"An hundred years should go to praise/Thine eyes, and on thy forehead gaze" is an example of (10 points)hyperbolesimileparadoxmetaphor5.(03.03)"Dark with excessive bright" is an example of (10 points)similemetaphorhyperboleoxymoron6.(03.03)Write a simile to describe your best friend. (10 points)7.(03.03)Write a metaphor to describe someone in your family. (10 points)8.(03.03)Write a hyperbole to complete this sentence. (10 points)The flowers _____________________________________9.(03.03)Identify the figurative language used by Amy Lowell in "Prime."In complete sentences, explain how it is used to convey meaning in the poem. (20 points)Your voice is like bells over roofs at dawn When a bird flies And the sky changes to a fresher color. Speak, speak, Beloved. Say little things For my ears to catch And run with them to my heart.

Over the course of your teaching career, you will come in contact with many students. Certainly, that contact has an impact on their lives. However, can you make a difference in the world beyond the influence your teaching has on individual students? How might your teaching contribute to social change?For this Discussion, review and study this week’s Learning Resources. Consider how your view of the teaching of psychology might relate to social change beyond the individual-student level. Then think about examples that illustrate the relationship between social change and teaching.With these thoughts in mind: a brief description of how teaching of psychology might relate to social change beyond the individual student level. Then describe two examples that illustrate the relationship between social change and teaching.Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.ResourcesStavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.Chapter 18, “Developing an Online Teaching Philosophy” (pp. 241–243)Svinicki, M., & McKeachie, W. J. (2014). Vitality and growth throughout your teaching career. In McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 331–337). Belmont, CA: Wadsworth.University Center for the Advancement of Teaching. (n.d.). Guidance on writing a philosophy of teaching statement. Retrieved March 22, 2013, from http://ucat.osu.edu/read/teaching-portfolio/philosophy/guidanceWeinberg, A. S. (2002). The university: An agent of social change? Qualitative Sociology, 25(2), 263–272.Retrieved from the Walden Library databases.Yorio, P. L., & Ye, F. (2012). A meta-analysis on the effects of service-learning on the social, personal, and cognitive outcomes of learning. Academy Of Management Learning & Education, 11(1), 9–27.Retrieved from the Walden Library databases.TemplateStatement of Teaching Philosophy TemplateBased upon (Chism, 1998), “Developing a Philosophy of Teaching Statement,”See for additional guidance: http://ucat.osu.edu/read/teaching-portfolio/philosophy/guidance TitleYour name1. Conceptualization of learningAsk yourself such questions as “What do we mean by learning?” and “What happens in a learning situation?” Think of your answers to these questions based on your personal experience. Chism (1998) points out that some teachers have tried to express and explain their understanding of learning through the use of metaphors because drawing comparisons with known entities can stimulate thinking, whether or not the metaphor is actually used in the statement. On the other hand, most instructors tend to take a more direct approach in conceptualizing learning, i.e., they describe what they think occurs during a learning episode, based on their observation and experience or based on current literature on teaching and learning. 2. Conceptualization of teachingAsk yourself questions such as “What do we mean by teaching?” and “How do I facilitate this process as a teacher?” Chism (1998) suggests that personal teaching beliefs as to how the instructor facilitates the learning process would be appropriate for this section. Again, the metaphor format can be used, but a common practice is a more direct description of the nature of a teacher with respect to motivating and facilitating learning. Along with the questions above, you may also address such issues as how to challenge students intellectually and support them academically and how the teacher can respond to different learning styles, help students who are frustrated, and accommodate different abilities. Furthermore, you may talk about how you, as a teacher, have come to these conclusions (e.g., through past experience as a student or teacher, or as a result of reading the literature or taking classes). 3. Goals for studentsThis section should entail the description of what skills you, as the teacher, expect your students to obtain as the result of learning. You may address such issues as what goals you set for your classes, what the rationale behind them is, what kind of activities you try to implement in class in order to reach these goals, and how the goals have changed over time as you learn more about teaching and learning. For instance, you can describe how you have expected students to learn not only the content but also skills such as critical thinking, writing, and problem solving, followed by elaboration on how you have designed/planned individual sessions toward accomplishing the goals. 4. Implementation of the philosophyAn important component of the statement of a teaching philosophy should be the illustration of how your concepts about teaching and learning and goals for students are transformed into classroom activities. Ask yourself, “How do I operationalize my philosophy of teaching in the classroom?” and “What personal characteristics in myself or my students influence the way in which I approach teaching?” To answer these questions, you may reflect on how you present yourself and course materials; what activities, assignments, and projects you implement in the teaching-learning process; how you interact with students in and outside class; and the consequences.5. Professional growth planIt is important for teachers to continue professional growth; and to do so, teachers need to set clear goals and means to accomplish these goals. Think about questions such as “What goals have I set for myself as a teacher?” and “How do I accomplish these goals?” You can elaborate this plan in your statement of teaching philosophy. For instance, you can illustrate how you have professionally grown over the years, what challenges exist at the present, what long-term development goals you have projected, and what you will do to reach these goals. Chism (1998) suggests that writing this section can help you think about how your perspectives and actions have changed over time. Consider professional conferences that might help your growth.References