How does the rhythm of iambic pentameter contribute to the meaning of "Sonnet 130”? The unbalanced rhythm emphasizes the subject’s lack of beauty.
The stressed syllables highlight the speaker’s dislike for the subject.
The consistent rhythm softens the speaker’s unkind words about the subject.
The up-and-down rhythm adds to the comical descriptions about the subject.

Now poetry is a genre of literature that offers readers a great variety of stories, thoughts, and images using different formats and rhyme schemes. this variety allows readers to experience a vast array of literary mediums. you could say that the different forms have their own elements, terms, and definitions. you could also say that different forms of poetry require different approaches and methods for deriving meaning. think about specific works of poetry that you have read, including the reading selections for this unit. discuss particular elements or types of poetry that you begin to understand the different parts of a poem. what are some of the challenges you have faced when reading poetry? explain the strategies that have with your reading comprehension.

Read the lines from "there was a child went forth" and answer the question. and the apple-trees cover'd with blossoms, and the fruit afterward, and wood-berries, and the commonest weeds by the road; and the old drunkard staggering home from the out-house of the tavern, whence he had lately risen, and the school-mistress that pass'd on her way to the school, and the friendly boys that pass'd—and the quarrelsome boys, and the tidy and fresh-cheek'd girls—and the barefoot negro boy and girl, and all the changes of city and country, wherever he went. which poetic device is exemplified in this stanza? select all that apply. allegory anaphora imagery metaphor

Read the excerpt from the land. in the late afternoon i did the same, but all the time i was on the stallion, i was aware that mitchell was watching me. he had appeared on the edge of the woods and had just stood there watching ghost wind and me as we went round and round the meadow. finally, on one of our turns past him, he said: "s'pose you thinkin' you a real somebody 'cause you can ride that stallion." i looked down at mitchell and stopped, knowing that despite our understanding, he was itching for a fight with me. now, i don't know what possessed me in that moment to say the next thing i did. maybe i was feeling guilty that because i was my daddy's son, i could ride ghost wind. maybe it was that, but it wasn't out of fear i said what i said. i no longer was afraid of mitchell. "you want to ride him? " i asked. mitchell took a step backward. it was obvious he hadn't expected me to say that. "you know i can't ride him," he said. "your white daddy'd kill me." "you want to ride him? " i asked again. mitchell looked at the stallion, then at me. "so, what if i do? " what intrinsic motivation does the author most likely intend the reader to infer from the passage? paul is motivated by his need to have mitchell praise his riding skills. mitchell is motivated by his need to have paul praise his riding skills. paul is motivated by jealousy and wishes he had free time like mitchell. mitchell is motivated by jealousy and wishes he could ride the horse.