Multiple choice!

like to the lark at break of day arising
from sullen earth, sings hymns at heaven's gate;
for thy sweet love remember'd such wealth brings
that then i scorn to change my state with kings.

the figurative language in these lines convey the theme that being in love:

a. makes a person feel like royalty.
b. is not as joyful as being royalty.
c. brings a person the greatest joy.
d. can cause a person to feel confused.

Twenty years gone, and i am back again on my own island. as for my change of skin, that is a charm athena, hope of soldiers, uses as she will; she has the knack to make me seem a beggar man sometimes and sometimes young, with finer clothes about me. it is no hard thing for the gods of heaven to glorify a man or bring him low. —the odyssey, homer based on what odysseus says in the passage, what has he learned? humans can become like gods. humans are under the gods’ control. humans can change from beggars to soldiers.

What does the author see as the main cause for why students don’t really see shakespeare as a real, flawed human being? we shouldn’t shy away from discussing our literary heroes’ flaws. if nothing else, the knowledge of their failures us appreciate what success and greatness these authors did achieve. often our hero-worship keeps us from truly seeing the complexity of a great author. thus, i would argue, nothing would be better for high school students than to take shakespeare down a peg or two. a) the fact that students never learn enough about shakespeares biography b) the fact that students only read shakespeare’s comedies while in school c) the fact that students are never assigned to read any shakespeare while in high school d) the fact that students only read shakespeare’s greatest works in school and thus never see his weaknesses

Compare and contrast author charlotte brontë with her heroine jane eyre. how did bronte’s life experiences influence the development of jane? what aspects of brontë herself do we see in jane? your answer should be at least one hundred words.