Discussion #1 Patients in the intensive care unit (ICU) often are unable to give informed consent because of cognitive or physical impairments due to illness, trauma, or sedation.1,2 In such circumstances, a patient’s family member or proxy is asked to serve as a surrogate and provide informed consent on behalf of the patient.3,4 With increasing frequency, surrogates of ICU patients are being asked to provide consent for crucial genomics research (Shelton, 2015). This article addressed computer based teachings on informed consent by these family members. I understand that in the time we live in, it is important to include computer based training based on technological dependence by much of the population. I do see a few issues with this type of teaching, however. First of all, during a very stressful time such as a family member being in the ICU someone like me is not going to have the patience to read through 30 plus slides on a computer that is explaining the consent process. On top of that, if the surrogate is in a very emotional state, which is highly likely in the ICU, patients could read all the slides and either not understand or even remember what they read because they are concerned about their family member. Lastly, if the surrogate is an older family member, they might not want to do anything on a computer. I do believe that the computer based teaching is an important tool to have, but there should always be a trained informed consent specialist that would be able to sit and talk to the patient and answer any questions they may have. I can't speak for everyone, but being in the medical field I feel research is very important. I would not mind at all if someone studying my medical records could help someone else further down the road as long as confidentiality/ anonymity was maintained.  Discussion #2 Research a historical experiment that impacted or helped shape the development of ethical codes and regulations. Discuss the experiment and discuss the rights violated within the study (if any). Discuss any outcomes or legislature associated with the study. What type of consent would have been needed to make the study ethical and valid? The Tuskegee Study, an observational study of over 400 sharecroppers withuntreated syphilis, was conducted by the U.S. Public Health Service to documentthe course of the disease in African American males and racial differences in theclinical manifestations of syphilis (Jones, 1981). The study began in 1932 inMacon county, Alabama and its purpose was to document the course of thedisease. Despite the availability of treatment, (initially arsenic and bismuth, thenpenicillin in 1947), the men were not told they had the disease, not givencounseling on the spread of the disease, and not given treatment during the 40 year course of the study (Heller, 1987). At the end of the trial more than 100 menhad passed away to syphillis or related complications. The study ended in 1972, when a front page newspaper a.

1. Discussion #1
Patients in the intensive care unit (ICU) often are unable to give
informed consent because of cognitive or physical impairments
due to illness, trauma, or sedation.1,2 In such circumstances, a
patient’s family member or proxy is asked to serve as a
surrogate and provide informed consent on behalf of the
patient.3,4 With increasing frequency, surrogates of ICU
patients are being asked to provide consent for crucial genomics
research (Shelton, 2015). This article addressed computer based
teachings on informed consent by these family members. I
understand that in the time we live in, it is important to include
computer based training based on technological dependence by
much of the population. I do see a few issues with this type of
teaching, however. First of all, during a very stressful time such
as a family member being in the ICU someone like me is not
going to have the patience to read through 30 plus slides on a
computer that is explaining the consent process. On top of that,
if the surrogate is in a very emotional state, which is highly
likely in the ICU, patients could read all the slides and either
not understand or even remember what they read because they
are concerned about their family member. Lastly, if the
surrogate is an older family member, they might not want to do
anything on a computer. I do believe that the computer based
teaching is an important tool to have, but there should always
be a trained informed consent specialist that would be able to
sit and talk to the patient and answer any questions they may
have. I can't speak for everyone, but being in the medical field I
feel research is very important. I would not mind at all if
someone studying my medical records could help someone else
further down the road as long as confidentiality/ anonymity was
maintained.

2. Discussion #2
Research a historical experiment that impacted or helped shape
the development of ethical codes and regulations. Discuss the
experiment and discuss the rights violated within the study (if
any). Discuss any outcomes or legislature associated with the
study. What type of consent would have been needed to make
the study ethical and valid?
The Tuskegee Study, an observational study of over 400 sharecr
oppers withuntreated syphilis, was conducted by the U.S. Public
Health Service to documentthe course of the disease in African
American males and
racial differences in theclinical manifestations of syphilis (Jone
s, 1981). The study began in 1932 inMacon county, Alabama
and its purpose was to document the course of thedisease. Despi
te the availability of treatment,
(initially arsenic and bismuth, thenpenicillin in
1947), the men were not told they had the disease, not givencou
nseling on the spread of the disease,
and not given treatment during the 40 year course of the study (
Heller, 1987). At the end of the trial
more than 100 menhad passed away to syphillis or related compl
ications. The study ended in
1972, when a front page newspaper article detailed ethical conc
erns promptingnumerous investigations to review existing feder
al regulations aimed at theprotection of research subjects. As
a result of this unethical study the NationalCommission for the
Protection of Human Subjects of Biomedical and BehavioralRes
earch and the National Research Act were created in 1974
(93rd Congress,
1973). This Act requires the establishment of Institutional Revie
w Boards todetermine if the proposed selection of patients is eq
uitable and to protect therights and welfare of human subjects.
The Tuskegee syphillis study raises a
host of moral issues emanating from itsviolation of the ethical p

3. rinciples guiding research involving human subjects. Thisstudy
violated major ethical issues including informed consent (the re
searchesknew that these men were not educated, poorly cared fo
r, with no access tohealthcare and
in dire economical conditions), withholding of treatment as well
as maleficence and racism (Heintzelman, 1996).
GOALS The purpose of this assignment is to give you the
chance to demonstrate the language analysis skills that we have
been practicing all semester. This assignment is intended to
help you develop a deeper understanding not only of how
language can construct different kinds of meanings, but also of
how literature can reflect a variety of usages, ideologies,
cultures, time periods, and locations that may be similar to or
different from your own.
TASKS This assignment is divided into two main parts, each
part worth up to 100 pts (for a total of 200 available points).
The first part is to select four works of literature and annotate a
minimum of 20 language aspects in them (see directions for
PART 1 below). The second part is to answer five questions
about each of your four selected literary works (see directions
for PART 2 below).
PART 1: ANNOTATIONS (up to 100 points) Choose one poem,
one song lyric, one short story, and one fairy tale—these cannot
be any text that we have used at any point in this course. You
will earn one point two points for each of your 10 complete
annotations(for up to 20 points per text). A complete annotation
is as follows: you must clearly
NUMBER each part 1-20
MARK which part of the text you are marking
LABEL each part (metaphor, oppositional binary, rhyme

4. pattern, etc.)
EXPLAIN the meaning of each part marked
Obviously, 4 texts X 20 points each = 80 possible points. You
will receive the other 20 points if you follow all directions. In
other words, you are being given 20 points simply for following
directions. Please understand: this is the ONLY way to earn
these remaining 20 points, and they are an all-or-nothing
criterion. Because 20 points = 10% of your grade (a letter
grade), then turning this assignment in late means that it will be
lowered a latter grade (20 points) for every day it is late. For
example, if your work is five days late, you will have already
lost half of the points.
PART 2: WRITTEN RESPONSES TO ANALYSIS QUESTIONS
(up to 100 points) Once you have collected and annotated your
4 chosen texts, write (at least) one well-developed paragraph
that responds to each of the following 5 questions for each of
your 4 selected texts. In other words, this should add up to a
minimum of 20 paragraphs. While this might seem like a lot of
writing, it is actually information that can be worked on a little
bit at a time. Plus, you are being given over 5 WEEKS to
complete this work.
How is color used in the text?
How is emotion used in the text?
How is figurative language used in the text?
How are patterns used in the text?
How are oppositional binaries used in the text?
In each case, include (at least) two examples per question.
Remember that these need to be well-developed paragraphs; this
means that you will need to pay attention to your writing so that
you can be as clear as possible, incorporate the language-
analysis terminology that we have been studying all semester,
and explain the meaning of EVERY SINGLE ELEMENT that
you are discussing. NOTE: if your particular text does not
include, say, ANY references to color, then simply explain this.
However, it is usually possible to identify colors even when

5. they are not named outright. Remember that being able to read
closely to find meanings that are not so obvious is part of the
point of this course.
FINAL THOUGHTS While I will provide models in class (and
on eLearn) that will show you how to format your information,
you will basically have two options:
annotate your texts by hand on hard copies and turn in BOTH
the scans/digital photos (on eLearn)and hard copies (to me) of
the annotations
annotate your texts in a digital document (Word, pdf) and turn
in BOTH the digital documents (on eLearn) and printed copies
(to me)
Please note that in both options, regardless of whether you
choose to annotate your literary texts by hand or in a digital
document (for PART 1) in either Word or pdf, your answers to
the five questions (for PART II) MUST be turned in as a Word
document.
Surname 15
Student’s Name
Tutor
Course
Date
World Literature II Final Project: Part 1 Annotations
A. Poem: The Road Not Taken By Robert Frost
1. 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
Language Aspect: Anaphora
Explanation:And is repeated severally to continue the sentences
and emphasize their meaning.
2. And both that morning equally layA

6. In leaves no step had trodden black. B
Oh, I kept the first for another day! A
Yet knowing how way leads on to way, A
I doubted if I should ever come back. B
Language Aspect: End Rhyme Scheme
Explanation: There are two types of patterns of sound in the
words at the end of each line in the stanza.
3. Two roads diverged in a wood, and I—
I took the one less traveled by,
Language Aspect: Inversion
Explanation: The right sentence is supposed to be: “the one
travelled by less”. Inversion emphasizes meaning.
4. Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
Language Aspect: Symbol
Explanation: The two roads discussed here represent two
courses in life that someone can take and the road travelled by
less represents the hardest but most rewarding of them.
5. Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
Language Aspect: Conflict
Explanation: The notion that every text is supposed to be
characterized by a conflict is present in the poem as the author
has to make a difficult decision that is life changing.
6. I shall be telling this with a sigh
Somewhere ages and ages hence
Language Aspect: Deixis
Explanation: “This” is used to refer to the story is a manner that
is not usual for the pronoun since it is commonly used to show
direction.
7. Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

7. Language Aspect: Connotation
Explanation: The meaning of two roads is hidden since they do
not actually mean physical roads but hard and opposing life
choices. The audiences have to work out the meaning beyond
the dictionary meaning.
8. Because it was grassy and wanted wear
Language Aspect: Personification
Explanation: The road under question is given the human
attribute of wanting something.
9. Two roads diverged in a yellow wood
Language Aspect: Syntax
Explanation: The words yellow and wood have unique meanings
but when put together someone can definitely tell the author is
referring to a yellow colored forest.
10. And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim
Language Aspect: Contrast
Explanation: The author brings out the differences between the
two roads he is talking about by simply looking at their
figurative differences for the audiences to decipher the deeper
meaning.
11. And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Language Aspect: Time (Chronological)
Explanation: The word morning is a normal term for
chronological time.
12. Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
Language Aspect: Enjambment
Explanation: The sentences that follow each previous line are a

8. continuation of the ideas presented in the ones above.
13. And looked down one as far as I could
To where it bent in the undergrowth
Language Aspect: Imagery
Explanation: The author uses clear description to create a
mental picture in the audience.
14. Two roads diverged in a wood, and I—
I took the one less traveled by
Language Aspect: Twist
Explanation: Given two roads, the author chooses the less
attractive road to travel by creating a twist in the reader’s
expectations.
15. Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
Language Aspect: Theme of hard life choices.
Explanation: Dilemma or tough life choices is emphasized by
being offered two difficult paths to choose only one.
16. Two roads diverged in a yellow wood
Language Aspect: Nouns
Explanation: The use of nouns as part of speech permits
narration.
17. Two roads diverged in a yellow wood
Language Aspect: Verbs
Explanation: The use of verbs as parts of speech equally permits
narration.
18. In leaves no step had trodden black.
Oh, I kept the first for another day!
Language Aspect: Hyperbole
Explanation: The author exaggerates the action of leaving out
the bad life choice by indirectly stating that he would revisit it
later.
19. Two roads diverged in a yellow wood,
And sorry I could not travel both
Language Aspect: Time (Historical)
Explanation: Yellow wood is a characteristic of long gone

9. spring wood in Europe associated with period before industrial
revolution.
20. Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
Language Aspect: Didactic Text
Explanation: The poem uses too much figurative language to
drive moral lesson of making hard but rewarding life choices
and avoiding shortcuts or easy ways out of a situation.
B. Song Lyrics: Angels Cry by Mariah Carey
1. I shouldn't have walked away
Language Aspect: Literal language
Explanation: The use of literal language is used to directly drive
meaning in the text.
2. The final blow hit so low
Language Aspect: Figurative language
Explanation: The figurative language used is meant to
underscore the direct meaning in literal language to get the
audience to ponder more on the message that the song is aiming
to send. The blow referred here is heartbreak and it hitting so
low emphasizes its adverse impacts.
3. I shouldn't have walked away A
I would've stayed if you'd sayA
We could've made everything okayA
Language Aspect: End Rhyme Scheme
Explanation: As a song, the end rhyme scheme is a salient sound
pattern that adds to the musicality and attractiveness of the
lyrics.
4. Baby, I'm missin' you, don't allow love to lose
We gotta ride it through, I'm reaching for you
Baby, I'm missin' you, don't allow love to lose
We gotta ride it through, I'm reaching for you
Language Aspect: Direct Repetition
Explanation: Direct repetition of the lines emphasizes the
meaning that they are trying to pass.
5. I couldn't have prepared myself for this fall

10. Shattered in pieces, curled on the floor
Language Aspect: Imagery
Explanation: it is an emotional song hence the use of images
add to the weight of the issue being discussed.
6. I shouldn't have walked away
I would've stayed if you'd say
Language Aspect: Anaphora
Explanation: Anaphora is achieved through the repetition of the
world “I” in the introduction to emphasize that it is the singer
who is speaking about herself in the song.
7. But we just threw the blame back and forth
Language Aspect: Oppositional binary
Explanation: The two words are complete opposites that do not
make sense on their world but have to be combined to bring out
the real meaning.
8. When you and I said goodbye I felt the angels cry
Language Aspect: Juxtaposition
Explanation: The singer achieves the effect of positioning
herself and the person she is talking about, her lover, through
juxtaposition to show the negative emotional effects of
separation.
9. True love's a gift but we let it drift in a storm
Every night I feel the angels cry
Language Aspect: Personification
Explanation: In the song, true love is not an object or a living
thing but it is said to drift in a storm. The giving of human
attributes to an emotion shows the magnitude of heartbreak or
separation.
10. Here I am walkin' on this narrow rope wobbling
But won't let go, waitin' for a glimpse of the sun's glow
Language Aspect: Symbol
Explanation: The narrow rope represents the desperate state of
separation while the sun’s glow represents the hope of making
up.
11. But we just threw the blame back and forth
We treated love like a sport

11. The final blow hit so low
I'm still on the ground
Language Aspect: Conflict
Explanation: Mariah’s song is built on the premises of the
argument that any literal text should be founded on a conflict
that has to be resolved in one way or another.
12. Baby, we can get back that shine
Language Aspect: Deixis
Explanation: “That” is used in an unusual context to refer to a
intangible item while normally it is used in reference of
tangible things.
13. Limitless omnipresent, kind of love couldn't have guessed
Language Aspect: Connotation
Explanation: The two words represent abstract concepts whose
meaning require the deeper interpretation of the audience
especially tapping into the idea that true love is supposed to be
eternal or infinite.
14. We treated love like a sport
Language Aspect: Simile
Explanation: There is direct comparison of love to a sport using
the word “like”.
15. Super natural love conquers all
Language Aspect: Syntax
Explanation: The three words could not make meaning on their
own without the specific arrangement that gives them the real
meaning.
16. Here I am walkin' on this narrow rope wobbling
But won't let go, waitin' for a glimpse of the sun's glow
Language Aspect: Twist
Explanation: Although the singer is suffering from a heartbreak
or separation she is adamant to make up with her lover and see
their love through.
17. Every night I feel the angels cry
Language Aspect: Time (Chronological)
Explanation: Time is referred using a normative term “night” to
describe a specific chronological state.

12. 18. Here I am walkin' on this narrow rope wobblingBut won't let
go, waitin' for a glimpse of the sun's glow
Language Aspect: Enjambment
Explanation: The continuation of the singer’s idea to the next
lines enables her capture the attention of the audience.
19. Every night I feel the angels cry
Language Aspect: Hyperbole
Explanation: Instead of simply saying that she misses her lover,
she exaggerates that angels cry every night in opposition to the
separation.
20. Like there ain't no hurricane it's just us
Language Aspect: Inversion
Explanation: Inversion in the sentence is used to achieve both
musicality and capture the attention of the audiences through
placing a deeper emphasis of the meaning.
C. Short Story: A Dead Woman's Secret by Guy de Maupassant
1. Now she was resting in her bed, lying on her back, her eyes
closed, her features calm, her long white hair carefully arranged
as though she had done it up ten minutes before dying.
Language Aspect: Imagery
Explanation: The author creates a mental picture so vivid to
incite imagination of the audience.
2. Kneeling beside the bed, her son, a magistrate with inflexible
principles…
Language Aspect: Syntax
Explanation: The two words would not make real meaning on
their own without the particular arrangement observed.
3. He, the man, had become a judge and handled the law as a
weapon with which he smote the weak ones without pity
Language Aspect: Simile
Explanation: The law is compared directly using the word “as”
to a weapon.
4. She, the girl, influenced by the virtue which had bathed her
in this austere family, had become the bride of the Church
through her loathing for man.
Language Aspect: Allusion

13. Explanation: Instead of simply saying a nun, the author alludes
to being the bride of the church for the audiences to figure out
from real life experience his meaning.
5. The nun was wildly-kissing the dead woman's hand, an ivory
hand as white as the large crucifix lying across the bed.
Language Aspect: Metaphor
Explanation: The hand of the dead woman is compared directly
to an ivory without using words like “as” “like” and so on.
6. They had hardly known their father, knowing only that he had
made their mother most unhappy, without being told any other
details.
Language Aspect: Conflict
Explanation: The text is founded on the principle that all literal
texts must be built on conflict. In this case it is separation
between the father and mother of the children whose aging
mother is dying.
7. He was red and out of breath from his interrupted digestion…
Language Aspect: Symbol
Explanation: “Red” is a color used to symbolize anger.
8. … for he had made himself a strong mixture of coffee and
brandy in order to combat the fatigue of the last few nights and
of the wake which was beginning.
Language Aspect: Personification
Explanation: Fatigue is given the human attribute of being
involved in a warfare.
9. … the sweet smell of hay and of woods.
Language Aspect: Alliteration
Explanation: The use of words with consecutive “S” letters adds
to the musicality and meaning of the sentence.
10. "Mamma, mamma, mamma!"
Language Aspect: Direct Repetition
Explanation: “Mamma” is repeated directly to emphasize the
idea that the son is mourning.
11. And his sister, frantically striking her forehead against the
woodwork, convulsed, twitching and trembling as in an
epileptic fit, moaned: "Jesus, Jesus, mamma, Jesus!" And both

14. of them, shaken by a storm of grief, gasped and choked.
Language Aspect: Anaphora
Explanation: The use of “And” in consecutive sentences is
meant to emphasize their meanings.
12. … just as on the sea when a calm follows a squall.
Language Aspect: Decoding
Explanation: Two symbols calm/SQUAIL are used in succession
for the audience to decode their meaning resulting from the
combination.
13. And the memories, those distant memories, yesterday so
dear, to-day so torturing, came to their minds with all the little
forgotten details…
Language Aspect: Deixis
Explanation: The pronoun “those” is used to refer to intangible
thing, memories, instead of tangible things as is the norm.
14. And the memories, those distant memories, yesterday so
dear, to-day so torturing, came to their minds with all the little
forgotten details…
Language Aspect: Twist
Explanation: The author uses a sudden twist in ideas where
memories of yesterday are said to be dear and today torturing to
emphasize the grief that the children are undergoing.
15. It was their bond with life, their mother, their mamma, the
connecting link with their forefathers which they would
thenceforth miss.
Language Aspect: Repetition
Explanation: The idea of a mother is repeated in the sentence by
use of another word “mamma” having same meaning. Note, the
kind of repetition achieved here is not direct repetition.
16. He was red and out of breath from his interrupted
digestion…
Language Aspect: Figurative language
Explanation: The meaning of the sentence is not direct and the
audiences have to figure out what the author implies.
17. It was one of those old-fashioned letters which one finds in
old family desk drawers, those epistles which smell of another

15. century.
Language Aspect: Reference
Explanation: Epistles are the letters of Paul in the holy bible.
The audiences have to know about them to refer their meaning.
18. Since yesterday I have been suffering the tortures of the
damned,
Language Aspect: Time (Chronological)
Explanation: “Yesterday” is a term that describes a certain
chronological state.
19. "She was a saint!"
Language Aspect: Hyperbole
Explanation: The priest uses exaggeration in an attempt to
describe how high her children held her morally yet she was just
a normal person with ordinary struggles to meet religious or
moral expectations.
20. They remained alone, the dead woman and her children.
Language Aspect: Nouns and Verbs
Explanation: The use of parts of speech, specifically nouns and
verbs, permit the author to transmit meaning in his sentences.
D. Fairy Tale: Aladdin and the Wonderful Lamp by Disney Inc.
1. … a careless, idle boy who would do nothing but play all day
long…
Language Aspect: Syntax
Explanation: The three words could not make out the meaning
attained without the particular arrangement.
2. … a careless, idle boy who would do nothing but play all day
long…
Language Aspect: Juxtaposition
Explanation: The words “nothing” and “play” describe two
unrelated things that the author positions together to describe
Aladdin’s laziness.
3. … Aladdin did not mend his ways.
Language Aspect: Figurative language
Explanation: The audiences have to figure out the meaning of
the phrase as it is not directly or literally stated.
4. There once lived a poor tailor, who had a son called Aladdin,

16. a careless, idle boy who would do nothing but play all day long
in the streets with little idle boys like himself. This so grieved
the father that he died; yet, in spite of his mother's tears and
prayers, Aladdin did not mend his ways.
Language Aspect: Didactic Text
Explanation: The text uses an extreme way of emphasizing the
need for hard work and avoiding laziness by saying that
Aladdin’s father died due to his idleness.
5. Next day the magician led Aladdin into some beautiful
gardens a long way outside the city gates. They sat down by a
fountain and the magician pulled a cake from his girdle, which
he divided between them.
Language Aspect: Imagery
Explanation: The sentences create a vivid mental picture in the
mind of the audiences to capture their attention to the plot.
6. At last they came to two mountains divided by a narrow
valley.
Language Aspect: Personification
Explanation: The narrow valley is given the human attribute of
being able to divide the two mountains.
7. Next day he bought Aladdin a fine suit of clothes and took
him all over the city, showing him the sights, and brought him
home at nightfall to his mother, who was overjoyed to see her
son so fine. Next day the magician led Aladdin into some
beautiful gardens a long way outside the city gates…
Language Aspect: Anaphora
Explanation: The use of “next day” to begin two consecutive
sentences is supposed to emphasize their meaning.
8. These halls lead into a garden of fine fruit trees… "Princess,"
he said, "blame your beauty for my boldness if I have
displeased you."
Language Aspect: Alliteration
Explanation: Alliteration in the sentences adds both musicality
and emphasis on their meaning.
9. He had picked out the foolish Aladdin for this purpose,
intending to get the lamp and kill him afterwards.

17. Language Aspect: Twist
Explanation: The author uses a twist by saying the evil
magician wanted to use Aladdin to get the magic lamp then kill
him afterwards to capture the attention and interest of the
audience.
10. "Whence comes this splendid feast?"
Language Aspect: Time (historical)
Explanation: The word “whence” is archaic English associated
with earlier centuries before the current modern world.
11. … he Princess his daughter went to and from the bath.
Language Aspect: Oppositional Binary
Explanation: The two opposite words “to” and “fro” do not
make meaning on their own but when combined they do.
12. She went every day for a week, and stood in the same place.
Language Aspect: Time (Chronological)
Explanation: The term “week” is used to refer to specific
chronological state.
13. Breathless she ran and told Aladdin…
Language Aspect: Inversion
Explanation: The part of the sentence is supposed to read she
ran breathlessly. The use of inversion is used to make the story
more interesting and emphasize the meaning.
14. For three days he wandered about like a madman…
Language Aspect: Simile
Explanation: Aladdin’s wandering is directly compared to a
madman’s using the word “like”.
15. He is forever speaking ill of you, but I only reply by my
tears.
Language Aspect: Hyperbole
Explanation: The use of the word “forever” to mean all the time
is rather exaggerative.
16. After this Aladdin and his wife lived in peace. He succeeded
the Sultan when he died, and reigned for many years, leaving
behind him a long line of kings.
Language Aspect: Theme of living happily ever after
Explanation: The story is founded on a classic theme that after a

18. long struggle against all odds, couples are supposed to live
happily ever after.
17. A ten days' feast was proclaimed, and it seemed as if
Aladdin might now live the rest of his life in peace; but it was
not meant to be.
Language Aspect: Conflict
Explanation: The text is founded on the notion that conflict is
inevitable in any situation being described.
18. … handing him her cup in exchange for his, as a sign she
was reconciled to him.
Language Aspect: Sign
Explanation: The exchange of cups is clearly stated as a sign of
reconciliation in the text.
19. The African magician had a younger brother, who was, if
possible, more wicked and more cunning than himself.
Language Aspect: Direct Repetition
Explanation: The direct repetition of the word “more” is used to
emphasize the increased viciousness of the foe encountered
compared to the previous one.
20. The African magician had a younger brother, who was, if
possible, more wicked and more cunning than himself.
Language Aspect: Nouns (Part of Speech)
Explanation: The use of nouns makes it possible for the author
to convey meaning in his story.
Works Cited
Carey, Mariah. Angels Cry Lyrics. AzLyrics.
de Maupassant, Guy. A Dead Woman’s Secret. American
Literature.
Disney Inc. Aladdin and the Wonderful Lamp. Disney Tales.
Frost, Robert. The Road Not Taken. Poetry Foundation.