Writing and Literature in the Secondary SchoolEdward J. Gordon Holt, Rinehart and Winston, 1965 - 295 ページ |
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... language . I trust I have made it reasonably clear also , at least by implication , that I re- gard the English language as neither an analytical one primarily , nor a positional one , but a semantic one — that is , a language in which ...
... language . I trust I have made it reasonably clear also , at least by implication , that I re- gard the English language as neither an analytical one primarily , nor a positional one , but a semantic one — that is , a language in which ...
194 ページ
... language which includes a number of simple and universal metaphors . You may ask , if her metaphorical language is so closely related to the language of everyday speech how then does it exhibit the poet's extraordinary power over language ...
... language which includes a number of simple and universal metaphors . You may ask , if her metaphorical language is so closely related to the language of everyday speech how then does it exhibit the poet's extraordinary power over language ...
199 ページ
... language . Throughout the poem we find paired words , phrases , lines , and stanzas of parallel form set side by side . I have considered the words of the four poems , of passages from them , first in themselves , and then as they are ...
... language . Throughout the poem we find paired words , phrases , lines , and stanzas of parallel form set side by side . I have considered the words of the four poems , of passages from them , first in themselves , and then as they are ...
目次
Introduction | 3 |
a committee | 18 |
The Subject Matter of Writing Hart Leavitt | 33 |
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answer appears assignment become begin believe better called character comes completely composition context course criticism deal death describe detail discussion effect English essay example experience express fact feeling final girls give given grade hand human idea important interesting kind language least literary literature lives look lovers matter meaning metaphor mind move nature never novel once organization paragraph perhaps person play poem poet poetry possible practice present problem produce question reader reason result seems sense sentence simple situation sound speak specific story student style suggest sure symbol talking teacher teaching tell theme thing thought tion truth turn understand Whitman whole words writing written young