Comparative Essay of Shooting an Elephant and Death of a Pig

The two prose works I choose are [Shooting an Elephant] by George Orwell and [Death of a Pig] by E.B White. And please write it in grade 1 level.

Humanities 1VV3 Final Essay Assignment Due Date: Week 12, 11:59pm, Dec 5, uploaded into the assignment folder Length: Four pages, double spaced, 1” margins, 12 pt font Upload your essay into the Final Essay assignment folder. No hard copy required. Choosing two prose works from the Broadview Reader, write an essay comparing and contrasting their styles. The criteria from the elements of style listed below may serve as your guide. Use one other scholarly resource in your essay that supports or challenges your argument. Elements of Style A. The Tone of the Composition as a Whole B. Paragraph Development C. Sentence Structure D. Sentence Rhythm E. Diction F. Punctuation The Tone of the Composition as a Whole This list represents an array of possible tones in a work. Choose one tone for your discussion. If you don’t choose from this list, speak with your instructor about an alternative. 1. Flexible – the author is not bound by the conventions of writing; she is free to explore all avenues. 2. Varied – the author chooses more than one kind of style to make her point – these may be used for purposes of comparison or contrast or for purposes of emphasis. 3. Rigid, mannered – one style is maintained throughout the composition perhaps to convey a sense of completeness, or to restrict thought to that convention. 4. Conventional – adheres to the rules of general usage and conforms to established practices. 5. Traditional – customs are based on time-honoured practices. 6. Individual – has characteristics which relate to the personality of the author or one of her characters. 7. Original – unprecedented practices created by the author. 8. Fresh – a new outlook on an established idea. 9. Tense – the overall tone of the passage is strained or suspenseful. 10. Relaxed – conveys an effortless atmosphere in a loose, less formal manner. 11. Simple – portrays characters or ideas candidly with few chances for misunderstanding. 12. Complex – the subject is many-faceted, with figures of speech, longer sentences, use of analogies, etc. 13. Literal – communicates on one level, a primary meaning, concerned with facts; exaggerates or embellishes very little. 14. Figurative – makes use of figures of speech, metaphorical, or literary devices. 15. Direct – straightforward, candid, frank, does not deviate. 16. Involved – takes an in-depth look at the subject, exploring feelings and behaviours at length; patient and pain-staking in its developments. 17. Abstract – favours the theoretical over the concrete; deals in abstractions, concepts. 18. Concrete – relies heavily on specific facts and instances to flesh out ideas. 19. Ponderous – heavy and dull 20. Epigrammatic – containing wise sayings smartly expressed 21. Didactic – instructive (teaching) 22. Dogmatic – positive, assertive 23. Colloquial – using the vernacular (common speech) 24. Pompous – pretentious, affecting a false dignity 25. Gushing – without reserve, usually without reflection 26. Coy – a pretense of bashfulness 27. Ironical – the use of words to convey the opposite of their literal meaning 28. Humorous – funny, laughable, comical 29. Gay – merry, cheerful, jolly 30. Solemn – deeply earnest, serious, grave 31. Wistful – pensive, wishful 33. Romantic – extravagantly emotional, idealistic 34. Religious – conscientious devotion to topic 35. Serious – sober, earnest, sincere 36. Melancholy – thoughtfully sad 37. Sad – sorrowful, unhappy, dispirited 38. Whimsical – oddly funny 39. Reminiscent – things remembered 40. Sentimental – cloying or overdone in its emotions 41. Pensive – musing, thoughtful 42. Reverent – showing respect 43. Sportive – mischievous 44. Reflective – thoughtful 45. Somber – gloomy 46. Sinister – boding evil 47. Nostalgic – longing for home or country, or for something that is absent Paragraph Development The development of paragraphs within a composition is dependent on the author’s depiction of her topic. Paragraphs may be developed: 1. Sequentially – organized by steps or through time 2. Spatially – organized through distance or space 3. Logically – reasoning from one supposition to another 4. Systematically – according to a method 5. Haphazardly – to convey a sense of confusion C. Sentence Structure Clues to an author’s style may rest in the structure of her sentences. 1. Short – giving a staccato effect for excitement or speed. 2. Long – characterizes formal styles, especially discussions of ideas, also common in fiction (i.e., descriptive passages). 3. Varied in length – figures of speech may be used in order to embellish ideas. 4. Loose – makes sense if brought to a close at one or more points before the end. 5. Periodic – makes complete sense only when one reaches the end (or period). This may add to suspense or variety. 6. Parallel – two or more parts of a sentence follow the same grammatical construction. Use for emphasis. 7. Balance, antithesis, inversion, repetition and subordinate construction adds emphasis to ideas discussed in passage. 8. Simple and compound sentences lend simplistic tone and style, subject is not meant to be portrayed in a complex manner. 9. Complex sentences may help to convey a conflict of ideas. 10. Logical connectives between sentences solidify the argument. 11. Rhetorical questions – used to make the reader supply additional material for the passage, and to motivate reader to consider implications of passage. D. Sentence Rhythm An author’s style may be enhanced by the rhythm of her sentences. This rhythm can convey a sense of regularity or an evolving process; it may be achieved through length, repetition, symmetry, parallelism; look for clues in punctuation. E. Diction Examine the words in the composition. They may be: 1. Monosyllabic – one syllable – this style may be used to effect simplicity or it may be used for the purposes of austerity. 2. Polysyllabic – two or more syllables – a more formal, serious style which may make use of any of the constructions mentioned previously. 3. Archaic – belonging to ancient times – in this case, the style is obviously meant to transport the reader into a different era. 4. Connotative – suggesting more than the plain meaning – a figurative style meant to be emotive or reflective. Other words to consider when analyzing the style based on a study of the words in a passage are: 1. Rare words – the intent may be lofty, lighthearted, informative or comparative. 2. Technical and scientific words – serious writing with a referential intent. 3. Slang and colloquialisms – may be used for humour or for realism. 4. Abstractions – intended to make reader reflect or accept alternate ideas. 5. Dialect words – used to portray a definite group of people, to convey realistic flavour. 6. Allusions – formal writing; the author supposes readers can make comparative judgements. 7. Onomatopoeic words – to convey realism, a sense of presence, a re-enactment of the original. 8. Vivid verbs – convey a sense of action. 9. Alliteration – helps bind phrases and thus thoughts together, lends completeness to passage. 10. Vivid imagery – takes reader away from the commonplace. F. Punctuation Often punctuation, or the lack of it, will help to define the author’s style. 1. Exclamation points – an abundance of these may help to establish an excited tone, a farcical situation, or a satirical attitude. 2. Question marks – frequent use may mean the author wishes reader to reflect on what has been written or to supply further information which would illuminate the subject. 3. Commas – slows the movement of the sentences, emphasis is on thought rather than action. 4. Semi-colons – these may signal balanced or parallel constructions. 5. Little or no internal punctuation – may suggest compactness or completeness of ideas. General Comments on Style 1. Style helps to characterize the speaker. 2. Style creates tone, which can be used to facilitate a writer’s goals. 3. Style can convey an author’s attitude towards her material. 4. Style can be a means of persuasion. 5. Style results from choices; the more frequently these choices are exercised, that is, the more they stand out, the higher the probability that they express the writer’s unique style. 6. Style is not mere ornament; it conveys important subtleties of meaning and judgement, especially as they define the goals and practices of the writer, her basic attitudes, presuppositions, moral stance, and her relation to her subject and her reader. In trying to analyze style, look for unusual or unique features in the writing. Sources: 1. Hans P. Guth, Words and Ideas, Wadsworth Publishing Co., 1980. 2. Robert G. Perrin, Writer’s Guide and Index to English, Scott, Forseman & Co., 1959. 3. Kane, Peters, Jackel, Legris, Writing Prose, Oxford University Press, 1981. Source for Elements of Style: Bow Valley College crib sheet on style https://stormschoonover.weebly.com/uploads/9/4/3/6/94361761/writing_analy_style__1_.pdf