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  • Cherrybombessay

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    api-305726270
    19 vues2 pages
    "Cherry bomb" is a retelling of a story that helped shape a fifthgrader's memories. The author uses descriptive language, imagery, and comparative language. The story is about a girl revisiting the days of her fifthgrade summer.

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    cherrybombessay

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    "Cherry bomb" is a retelling of a story that helped shape a fifthgrader's memories. The author uses descriptive language, imagery, and comparative language. The story is about a girl revisiting the days of her fifthgrade summer.

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    © All Rights Reserved
    Téléchargez comme PDF, TXT ou lisez en ligne sur Scribd
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    19 vues2 pages

    Cherrybombessay

    Transféré par

    api-305726270
    "Cherry bomb" is a retelling of a story that helped shape a fifthgrader's memories. The author uses descriptive language, imagery, and comparative language. The story is about a girl revisiting the days of her fifthgrade summer.

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 2

    KarliLewis

    APLiterature
    Bernhard
    30November2015
    CherryBomb
    InthestoryCherryBombbyMaxineClair,awomanrevisitsthedaysofherfifthgrade
    summerintheretellingofastorythathelpedshapeher.Clairemploysseveralliterary
    techniquestocharacterizeandenhancethememoriesofafifthgrader.Sheusesdescriptive
    language,imagery,andcomparativelanguagetodoso.
    Clairsdescriptivelanguageiscolorfulandunique,usingmanyhyphenatedand
    compoundwordstoaddayouthfulinterpretationtothememory.Therearephrasessuchasa
    helphimoutblockofice,andDaddysaidsofact,thatemulatethewayanineortenyearold
    maydescribetheworld,witharegurgitationofwordsandphrasestheyhaveheardbecominga
    multiwordeddescriptor.Itoccursrepeatedlythroughthepassage,andthewayClairinserts
    thesephrasesthroughoutaddstothecharacterandbelievability.Itsanartfulandsubtlewayto
    revealtoareaderthecharactersage,asidefromrepeatedlyannouncingit.
    Theimageryinthestoryisalsosuperb.Therearemanyimaginativevisualdescriptions
    ofallthepeopleandeventsmentioned.ClairmentionsTheHairyMan,amadeupmonster
    thatshescaresheryoungcousinwith,describinghimaswoolyheadedandbearded.She
    thenspeaksaboutthepeacefullightbluewindowsownedbyanursekindofwomanwitha
    bandana.Allofthesearevisual,butshealsousesimagerytodescribeothersenses.Among
    themarethestrongsmellingcigarbox,smoothcoolplaster,andakeloidlikeapieceof
    twine.Withvividandspecificwordslikethese,thememoriesandcharacterizationofthegirlare
    moreeasyforthereaderhimselftoexperience.


    ThelastmajorliterarytechniqueClairemploysisheruseofcomparativelanguage.She
    usessimileandmetaphorextensivelythroughoutthetext.Inthefirstparagraph,shesaysthat
    itwasthesummerthattheBiblesplagueoflocustscame,directlyassociatinghersummer
    withtheprophesiedlocusts.Itemphasizesandexaggeratestheseverityofthelocustswarms,
    totheextentofthemetaphorbecominghyperbole.Shealsotalksaboutherparentscavedark
    closetandtheputridcoloredjacketinside.Whiletheseconstituteimageryaswell,the
    phrasesClairusessuchasthesearegreatexamplesofhowshecompareseverydayobjectsin
    herchildhoodtoother,moreexcitingthings.Ithelpscapturethewonderoftheworldthatcomes
    withbeingsoyoung.Shealsocallsuponherfathersdescriptionofwomenasfineaswinein
    thesummertime,whichisanodtothedaughtersappreciationofherfathersstories,aswellas
    revealingsomesettingtothereader.
    ThereareothertechniquesthatClairuses,butshemainlyreliesonthesethreein
    CherryBomb.Allofthedescriptiveandstylizedlanguage,imagery,andcomparisonsdrawnin
    thistexthelpdevelopcharacterizationofthefifthgrader.Theyalsohelptransportthereader
    intothesettingandmindsetofthecharacter,makingthestoryasawholemorebelievable,and
    thereforemoreenjoyable.

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