{"id":434927,"date":"2018-05-02T19:11:10","date_gmt":"2018-05-02T19:11:10","guid":{"rendered":"https:\/\/essaypaper.org\/writing-a-thesis-flocabulary-figurative-language\/"},"modified":"2018-10-24T09:20:11","modified_gmt":"2018-10-24T09:20:11","slug":"writing-a-thesis-flocabulary-figurative-language","status":"publish","type":"post","link":"https:\/\/www.benedictsol.com\/blogs\/writing-a-thesis-flocabulary-figurative-language\/","title":{"rendered":"Writing a thesis flocabulary figurative language"},"content":{"rendered":"
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\n\t\t\t \"Order\n\t\t<\/div>\n

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At Flocabulary, there\u2019s one resource we could never live without: teachers. Our teachers are always inspiring us with the new and creative ways they implement Flocabulary in their classrooms. Here is a unique and super fun lesson plan that comes to us from Yvonne Maisel of Wake County Public Schools in NC. [jwplayer file=flocabulary.s3.amazonaws.com\/media\/ecosystems-media.mp3 image=flocabulary.s3.amazonaws.com\/images\/ecosystems-image.jpg] For printable lyrics, a test and more, click here. Teaching Ecosystems Through Music Grade Level: 3-5 1. Initiate and facilitate discussion regarding ecosystems using Flocabulary\u2019s \u201cEcosystems\u201d song. Pause to discuss concepts such as food webs and animals that would live in various biomes 2. Review challenge questions and<\/p>\n

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BROOKLYN (AUGUST 15, 2013) Flocabulary, an online library of educational hip-hop videos, today announced the launch of a revamped site with new features designed to help teachers implement Common Core State Standards. The product release also includes 17 new CCSS-aligned videos for English Language Arts. With the new deployment, all Flocabulary units for math and ELA are aligned to Common Core Standards. Teachers can now navigate based on grade, subject and standard, and search using key words. \u201cOur goal is to make educational content more accessible for teachers and more engaging for students,\u201d says Alex Rappaport, Flocabulary\u2019s Co-Founder and CEO. \u201cThese<\/p>\n

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We are SO excited to finally share our new website, which is lookin\u2019 fresh from its back-to-school makeover. You\u2019ll probably notice that everything is prettier, but there have been some major feature upgrades as well.\n<\/p>\n

\"Writing<\/div>\n

Make sure you check out all of the handy new tools in our toolbox. 1. CCSS Alignment Guide We know that Common Core alignment is a major concern for many of our teachers. That\u2019s why we made it easier than ever to browse Flocabulary units by Common Core standard. With our new Standards Alignment guide, you can browse by ELA or math as well as<\/p>\n

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[jwplayer file=flocabulary.s3.amazonaws.com\/media\/public-speaking-media.mp4 image=flocabulary.s3.amazonaws.com\/images\/public-speaking-image.jpg] Click for missing lyrics, activities and more on Public Speaking. You asked, we listened. The Flocab hive has been buzzing with worker bees and the honey is going to be scrumptious. Here\u2019s a sneak peek at the new songs we\u2019ll be rolling out for next school year: Upcoming ELA Songs Fiction vs. Nonfiction The Writing Process (POWER mnemonic) Plot Elements Point of View (1st, 2nd 3rd person) Persuasive Language Who, What, When, Where, Why Using Descriptive Language Word Choice (connotation denotation) Five Paragraph Essay The Research Process Context Clues Main Idea Source Credibility Note-Taking<\/p>\n

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Assigning enjoyable summer reading titles can help keep those literary gears turning over vacation and hopefully introduce kids to new favorite books. We\u2019ve assembled a summer reading list for all grade levels based on various recommended reading lists. Give summer reading a multimedia twist by using Flocabulary videos to supplement!\n<\/p>\n

\"Writing<\/div>\n

For each book, we handpicked a Flocabulary video that explores similar themes, so you can give your students a sneak peek and get them excited before they leave. Pre-K\/K What Do You Do With a Tail Like This? By Steve Jenkins This 2004 Caldecott Honor Book takes us on<\/p>\n

Figurative Language<\/h2>\n

Some definitions and examples<\/h3>\n

Metaphor. A metaphor speaks of something as though it were something else. There are three kinds of metaphor:<\/p>\n

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  1. The descriptive metaphor speaks of something concrete by referring to something else concrete. Take for example: \u201cIt was a fine day. The trees swayed like dancers lost in reverie. As they waltzed the afternoon away the breeze continued to wind its mournful tune.\u201d<\/li>\n
  2. ( The abstract metaphor explains an abstract principle by comparing it to something more concrete. For example: \u201cMy cup runneth over.\u201d (The writer of this biblical Psalm speaks of the life that submits to divinity in terms of a cup that is full and continues to be filled.)<\/li>\n
  3. The embedded metaphor uses a verb or a noun in a non-literal fashion. For example: \u201cThe darkness threw itself upon the land with a sigh of relief.\u201d (Obviously darkness cannot really throw itself upon the land\u2013 it only seems to do so. The metaphor \u201cThe darkness threw itself upon the land\u201d is embedded because it merely suggests that the night is like a lover overwhelmed after a long absence or a man exhausted after a hard day at work.)<\/li>\n<\/ol>\n

    Simile. A simile is a particular kind of metaphor that speaks of something as similar to something else. You can usually recognize similes by the presence of the word \u201clike\u201d or \u201cas.\u201d For example: Alice is a very beautiful young woman: she is as pretty as a rose.<\/p>\n

    Hyperbole. A hyperbole is an exaggeration so great that no one could possible take it literally. For example: \u201cHe made my skin crawl.\u201d (We don\u2019t expect that the speaker in such a case be physically affected by her encounter with another person: she simply doesn\u2019t like him and has expressed the extent of her dislike by exaggerating).<\/p>\n

    Understatement. An understatement seeks to express a thought or impression by underemphasizing the extent to which a statement may be true. Understatement is the opposite of hyperbole and is frequently employed for its comedic value in articles, speeches, etc. when issues of great importance are being discussed. For example: \u201cJen had stolen his watch, put a dent in his car, and kept him from spending time with his buddies. Needless to say, Jack had acquired a less than favorable opinion of his ex-girlfriend.\u201d<\/p>\n

    Irony. Irony involves making a statement that means the opposite of what it states literally. Suppose you happen to be experiencing a streak of bad luck: your house has been robbed, your cat just died, your best friend is mad at you, and this morning you backed your car into a tree. You cry in exasperation: \u201cWell that\u2019s just great!\u201d Clearly you don\u2019t mean that you\u2019re happy about this sequence of events: you have just made an ironic statement. You may also encounter irony in pieces of literature or anecdotes. One of the most famous examples of literary irony is Shakespeare\u2019s Romeo and Juliet: it is ironic that the lovers die as a result of the plan that was meant to ensure their spending the rest of their lives together.<\/p>\n

    Synecdoche. In synecdoche a part of something represents the whole. For example: \u201cOne does not live by bread alone.\u201d The statement assumes that bread is representative of all categories of food. Or: \u201cAll hands on deck!\u201d The statement equates the workers with the part of the body that performs much of their work\u2013 the hands.<\/p>\n

    Metonymy. In metonymy some attribute of what is being described is used to indicate the whole. When referring to a king, for example, one may instead say \u201cthe crown\u201d\u2013 that is, the physical attribute that is usually identified with royalty.<\/p>\n

    Some things to watch out for when employing figurative language:<\/h3>\n

    Beware of clich\u00e9s. Clich\u00e9s are usually forms of figurative language (\u201cdead as a doornail,\u201d \u201ccutting edge,\u201d \u201can axe to grind,\u201d \u201ca bone to pick,\u201d etc.). Clich\u00e9s often contain antiquated or obscure terms that do very little to clarify topics of discussion. If you say that an issue is as \u201cdead as a doornail\u201d what does that mean? What does a dead doornail look like? Is a reader who has heard the phrase a thousand times going to take the time to make a comparison between the issue and the clich\u00e9? \u2022 Avoid extended metaphors. Occasionally you will come up with a metaphor that illustrates your point so completely that you want to share your ingenuity with the reader. A metaphor should make one point very quickly: its purpose is to clarify and stimulate. Extended metaphors tend to make readers less and less impressed with the comparison the longer it lasts. The same imagery just gets redundant and uninteresting after a while.<\/p>\n

    Avoid mixed metaphors. If you attempt to explain a point using a string of three or four metaphors the reader is likely to get either (1) confused as to which model is the most accurate, or (2) exhausted by reiterations of an idea that they understood the first time through. If the reader is examining your argument critically it is also possible that he will observe inconsistencies among the various metaphors. In any case, you ought to be more interested in discussing the topic directly; figurative language can help you along, but should never become more important than the argument itself.<\/p>\n

    Thus, you should never base an argument on figurative language. No analogy is flawless. Things can be compared on certain levels but there is a point at which every analogy breaks down. If your reader is paying attention to your rhetoric he will be able to refute the thesis of your paper quite easily.<\/p>\n

    BIBLIOGRAPHY (for more information)<\/h3>\n

    Marius, Richard. A Writer\u2019s Companion. New York: McGraw-Hill Inc. 1995. 171-90.<\/p>\n

    Also Online<\/h3>\n

    UVic Guide to rhetorical terms (index of terms, including concise definitions of figurative language terms discussed above)<\/p>\n