Anglo-American

Literature
Quarter 1 Module

For Grade 9
By
Anie Rose I. Vallende
BSED-III English

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 1. Explain the literary devices used
2. Express appreciation for sensory images used
3. Analyze literature as a means of discovering the self
4. Explain how the elements specific to a selection build its theme

1. _________ is a Late Latin prefix used to denote English.

a. Angle
b. Angles
c. Angol
d. Anglo
2. ____________ is the literature written or produced in the area of the United States and its
preceding colonies.
a. Anglo-Saxon Literature
b. American Literature
c. British Literature
d. England Literature
3. ______________ highlight important concepts in a text, strengthen the narrative, and help readers
connect to the characters and themes.
a. Literature
b. Literacy
c. Literature Devices

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 d. Literary Devices
4. ___________ be defined as a series of words, occurring close together in the phrases or lines of
poetry, that have the same first consonant sound.
a. Assonance
b. Alliteration
c. Deliberation
d. Consonace

5. __________ is a poetic device where animals, plants or even inanimate objects, are given human
qualities – resulting in a poem full of imagery and description.

a. Hyperbole
b. Personification
c. Deliberation
d. Metaphor

6. It is the author's use of description and vivid language, deepening the reader's understanding of the
work, by appealing to the senses.

a. Visuals
b. Image
c. Imagery
d. Imerge

7. This is what you can taste, and includes flavors. This can include the five basic tastes—sweet,
salty, bitter, sour, and umami—as well as the textures and sensations tied to the act of eating.

a. Visual Imagery
b. Imagery of Sound
c. Gustatory Imagery
d. Emergence of taste

8. It is a pair of lines in a poem which have both the same rhythm (meter) and that rhyme.

a. Coufles

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 b. Couple
c. Couplets
d. Coupets

9. This is what you can feel, and includes textures and the many sensations a human being
experiences when touching something.

a. Auditory Imagery
b. Tactile Imagery
c. Gustatory Imagery
d. Visual Imagery

10. This can be similar to tactile imagery but deals more with full-body sensations, such as those
experienced during exercise.

a. Auditory Imagery
b. Tactile Imagery
c. Gustatory Imagery
d. Olfactory Imagery

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 LETTER SEARCH RIDDLE GAME

NOTE: Every letter corresponds to the number of the boxes below the riddles.

1. I am the First Letter of Right

2. You’ll find me in boar but not in bear
3. I’m in the middle of ceiling
4. You’ll find me in ore but not in our
5. I have the sound of sea

Put the letters together to come up with the answer to this riddle.

What is it in Life that I have to perform? ___ ___ ___ ___ ___

Reserve your answer because that has a connection with the literary text that is presented below.

ANGLO OR ENGLISH LITERATURE

Anglo is a prefix indicating a relation to the Angles, England, the English people, or the English
language, such as in the term Anglo-Saxon language. It is often used alone, somewhat loosely, to refer to
people of British Isles descent in The Americas, New Zealand and Australia. 

Anglo is a Late Latin prefix used to denote English. The word is derived from Anglia, the Latin name
for England, and still the modern name of its eastern region. Anglia and England both mean land of the
Angles, a Germanic people originating in the north German peninsula of Angeln.

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AMERICAN LITERATURE
American literature is the literature written or produced in the area of the United States and its
preceding colonies. During its early history, America was a series of British colonies on the eastern coast of
the present-day United States. Therefore, its literary tradition begins as linked to the broader tradition of
English literature. However, unique American characteristics and the breadth of its production usually now
cause it to be considered a separate path and tradition.

In understanding literature, literary texts used literary devices to comprehend the message of the author in
a particular literary piece. To be specific, poetic devices are used when it comes to covering any written
expression at any literary piece. Poetic Devices could encompass devices under literary and rhetoric.

Literary Devices vs. Poetic Devices vs. Rhetorical Devices

Literary devices are techniques that writers use to express their ideas and enhance
their writing. Literary devices highlight important concepts in a text, strengthen the narrative, and help
readers connect to the characters and themes. These devices serve a wide range of purposes in literature.

At its most basic, a poetic device is a deliberate use of words, phrases, sounds, and even shapes
to convey meaning. That sounds so broad that it could basically encompass any form of written expression,
but poetic devices are generally used to heighten the literal meaning of words by considering sound, form,
and function.

There are a lot of poetic devices, just as there are a lot of literary and rhetorical devices. Anything
that impacts the way a poem or other written work looks or sounds is a type of poetic device, including
devices that are also classified as literary or rhetorical devices. In rhetoric, a rhetorical device, persuasive
device, or stylistic device is a technique that an author or speaker uses to convey to the listener or reader
a meaning with the goal of persuading them towards considering a topic from a perspective, using
language designed to encourage or provoke an emotional display of a given perspective or action.
Rhetorical devices evoke an emotional response in the audience through use of language, but that is not
their primary purpose. 

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Most Used Poetic devices:

1. Alliteration

Alliteration can be defined as a series of words, occurring close together in the phrases or lines of
poetry, that have the same first consonant sound.
The term itself derives from the Latin word “Latira”, meaning “letters of alphabet”.

A strong example of alliteration is in the tongue twister Peter Piper.

Peter Piper Picked a Peck of Pickled Peppers

2. Assonance

Assonance is the repetition of the vowel sound across words within the lines of the poem creating
internal rhymes.

Examples of assonance across words include: crying time; hop-scotch; great flakes; between trees;

and, the kind knight rides by.

Look at this stanza from John Agard’s poem 'Hopaloo Kangaroo': 

If you can boogaloo

boogaloo
I can do
the boogaloo too
for I’m the boogiest
hopaloo kangaroo

from The Puffin Book of Fantastic First Poems  (Puffin, 2000)

There are examples of the repeated /oo/ sound within the 1st, 4th and 6th lines (assonance), as well as it
being used as a rhyme at the end of all the lines, except the 5th line.

3. Metaphor

Metaphor is a common poetic device where an object in, or the subject of, a poem is described as
being the same as another otherwise unrelated object.

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A beautiful example can be seen in the first stanza of The Highwayman by Alfred Noyes, in the line:

The moon was a ghostly galleon tossed upon cloudy seas…

4. Onomatopoeia

Onomatopoeia, according to the Oxford Dictionary, is the 'formation of a word which describes its
sound'. Examples of onomatopoeic words include sizzle, clap, moo, roar, etc.

It is a common feature in many poems written with children in mind. The onomatopoeia can sometimes
form a refrain, that repeats through the poem, providing structure.

5. Simile

Simile is common poetic device. The subject of the poem is described by comparing it to another object
or subject, using 'as' or 'like'. For example, the subject may be 'creeping as quietly as a mouse' or be 'sly,
like a fox.'

6. Repetition

Repetition either of a word or a phrase is used in poetry for emphasis. Some poetic forms such as
Villanelles rely on repetition to create their structure.

7. Personification

Personification is a poetic device where animals, plants or even inanimate objects, are given human
qualities – resulting in a poem full of imagery and description.

Consider the first stanza of Jackie Kay's poem Way Down below in the Streets of Paris:

I spied a small lonely boy.

I was his beautiful red balloon,
from morning through to noon,

In this example, the poet is the red balloon, and the poem continues by describing the boy and the poet (as
the balloon) sharing a walk through Parisian streets.

8. Rhyme

Rhyme is the repetition of syllables, typically at the end of a verse line. Rhymed words conventionally
share all sounds following the word's last stressed syllable.

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Rhyme is one of the first poetic devices that we become familiar with but it can be a tricky poetic device to
work with. Matching content to a rhyming pattern takes a lot of skill.

As James Carter says…

A lazy rhyme is a poetry crime!

There are different types of rhyme and many poems, especially sonnets and sestinas, follow strict rhyme
schemes with regular patterns.

Types of rhyme include:

Full rhyme – cat/hat/, dog/log.
Half or para-rhyme –  cat/hit, lover/river.
Internal rhyme – rhyme that does not occur at the end of the line (the usual place rhyme is found) – Today,
as I walked, the large black cat, tipped his hat at me and smiled .

Rhyming patterns can be in couplets where pairs of lines rhyme or can be alternate where every other line
rhymes. 

9. Couplets

A couplet is a pair of lines in a poem which have both the same rhythm (meter) and that rhyme. The
lines can be independent sentences (closed form) or can run on from each other (open form).

This example from Rachel Rooney's Post shows the open form and consists of  2 rhyming lines with 10
beats each.

A queen in a palace, slumped on a throne,

Surrounded by servants but all alone.

10. Refrain

In poetry, a refrain is a word, line or phrase that is repeated within the lines or stanzas of the poem
itself.

There are three common types of refrain:

 the repetend – where particular words are repeated throughout the poem;

 the chorus – usually read by more than one person '_in unison_', and sometimes can be
considered the theme of the poem;

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  the burden – the most common form of refrain, in which a whole word or phrase is repeated a
regular intervals.

11. Irony

Irony has a few different meanings. The most common is the use of tone or exaggeration to convey a
meaning opposite to what's being literally said. A second form of irony is situational irony, in which a
situation or event contradicts expectations, usually in a humorous fashion. A third form is dramatic irony,
where the audience of a play, movie, or other piece of art is aware of something that the characters are not.

Basic irony, where what someone says doesn't match what they mean, might look something like this:

"Yeah, I love dogs," she said dryly, holding the miniature poodle at arm's length as hives sprang up along
her arms.

12. Consonance

Consonance is the repetition of specific consonant sounds in close proximity.

“Tyger Tyger, burning bright,

In the forests of the night;
What immortal hand or eye,
Could frame thy fearful symmetry?” - William Blake, “The Tyger”

13. Imagery

Imagery, in a literary or poetic sense, is the author's use of description and vivid language, deepening
the reader's understanding of the work, by appealing to the senses.

There are different types of imagery. These include:

 Visual imagery which refers to sights and allows the reader to visualise the subject, objects or
events in the poem.
 Auditory imagery refers to sounds and reminds the reader of common or specific sounds as a point
of reference to deepen understanding.

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  Kinaesthetic imagery is related to movement and reminds the reader of body movement or
positions that are familiar or imagined – such as the feeling of flying.
 Smells and tastes can be referred to as Olfactory or Gustatory imagery respectively.
 Tactile imagery refers to texture and feeling.

All imagery is aided through the use of other poetic devices, such as simile, metaphor, personification,
onomatopoeia, etc.

Proceeding to Sensory Images:

Sensory imagery involves the use of descriptive language to create mental images.

In literary terms, sensory imagery is a type of imagery; the difference is that sensory imagery works by
engaging a reader's five senses. Any description of sensory experience in writing can be
considered sensory imagery.

Sensory imagery is a literary device writers employ to engage a reader’s mind on multiple levels.
Sensory imagery explores the five human senses: sight, sound, taste, touch, and smell.

What Is the Purpose of Sensory Imagery in Writing?

Most writing contains some level of imagery. One reason fiction writers deal in significant concrete detail
is to permit the reader the pleasure of arriving at their own judgments and conclusions through
perceptual clues. However, writers don’t have to always resort to describing the way things look to create
mental images.

Describing how something tastes, smells, sounds, or feels—not just how it looks—makes a passage or
scene come alive. Using a combination of imagery and sensory imagery arms the reader with as much
information as possible and helps them create a more vivid mental picture of what is happening.

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 6 Different Types of Sensory Imagery

A passage of writing can contain imagery that appeals to multiple senses. It is useful to break
down sensory imagery by sense.

1. Visual imagery engages the sense of sight. This is what you can see, and includes
visual descriptions. Physical attributes including color, size, shape, lightness and
darkness, shadows, and shade are all part of visual imagery.
2. Gustatory imagery engages the sense of taste. This is what you can taste, and
includes flavors. This can include the five basic tastes—sweet, salty, bitter, sour, and
umami—as well as the textures and sensations tied to the act of eating.
3. Tactile imagery engages the sense of touch. This is what you can feel, and includes
textures and the many sensations a human being experiences when touching
something. Differences in temperature is also a part of tactile imagery.
4. Auditory imagery engages the sense of hearing. This is the way things sound.
Literary devices such as onomatopoeia and alliteration can help create sounds in
writing.
5. Olfactory imagery engages the sense of smell. Scent is one of the most direct
triggers of memory and emotion, but can be difficult to write about. Since taste and
smell are so closely linked, you’ll sometimes find the same words (such as “sweet”)
used to describe both. Simile is common in olfactory imagery, because it allows
writers to compare a particular scent to common smells like dirt, grass, manure, or
roses.
6. Kinesthetic imagery (a.k.a kinesthesia) engages the feeling of movement. This can
be similar to tactile imagery but deals more with full-body sensations, such as those
experienced during exercise. Rushing water, flapping wings, and pounding hearts are
all examples of kinesthetic imagery.

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 Why do writers use Imagery?

Imagery is essential to nearly every form of writing, and writers use imagery for a wide
variety of reasons:

It engages readers: Imagery allows readers to see and feel what's going on in a story. It

fully engages the reader's imagination, and brings them into the story.

It's interesting: Writing without imagery would be dry and dull, while writing with
imagery can be vibrant and gripping.

It can set the scene and communicate character: The description of how a person or
place looks, moves, sounds, smells, does as much to tell you about that person or place
as any explanation can. Imagery is not just "window dressing," it is the necessary
sensory detail that allows a reader to understand the world and people being described,
from their fundamental traits to their mood.

It can be symbolic: Imagery can both describe the world and establish symbolic
meanings that deepen the impact of the text. Such symbolism can range from the
weather (rain occurring in moments of sadness) to symbolism that is even deeper or
more complex, such as the way that Moby-Dick layers multiple meanings through his
descriptions of the whiteness of the whale.

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 Here is an example of Anglo-American literary piece that will further give clear instances
of poetic devices as well as deepen your appreciation of yourself and the literature. Of course,
reading a literary text, let’s say a poem, paves the way to making meaning in life. It allows you
to share certain experiences. Oftentimes, you find you share something in common to those
experiences that makes the poem meaningful. This in when you think back and recall a time
when you have much in common with the same experience than what you originally thought.
The poem speaks to you as you explore human condition.

Introduction:

The Seven Ages of Man, also known as “All the world’s a stage” is a dialogue from the English playwright
William Shakespeare’s comedy ‘As you like it.’ The dialogue takes place in Scene VII of Act 2 where the
dreamy philosopher Jacques is talking to Duke Senior and Orlando in the forest of Arden. They’re having
dinner when Duke Senior confesses to Jacques that he and his men are alone and unhappy whereas the
whole world is full of joy.
The ‘Seven ages of man’ is the reply Jacques gives to Duke Senior. The purpose of this reply is partly to
console the sad Duke Senior and partly to tell the audience of the play that unhappiness is a part of life and
that we all go through certain stages of life. The extract is also regarded as the character’s comment on the
futility of life.

The ‘ages of man’ was already a beaten-up topic in Shakespeare’s time, so this verse didn’t really have the
kind of popularity it has today. Aristotle had proposed four ages of man and the idea was around for a long
time since then. What’s new in Shakespeare’s version of the ages of man is that he divides them in seven
ages, whereas it was common for earlier writers and philosophers to divide life in three and four ages.

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 The Seven Ages of Man by William Shakespeare

All the world’s a stage,

And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.

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 Summary

The poet compares the world to a stage in a theater and men and women to players. Each player
has his/her exit and entrance. Similarly, men and women enter the world on birth and exit from it
on death. They come to this stage, play their different roles and bid good-bye. These parts, acts
or stages are normally seven.

The birth of a child is the first act of the drama of human life. The human baby cries and vomits
in the nurse’s arms. Soon he starts going to school. He has a shining face and carries a bag of
books. He goes to school unwillingly, creeping like a snail. This is the second act of his life. The
third role that he plays is of a lover. The young lover sighs like a furnace and sings some
mournful songs praising the beauty of his beloved.

The fourth stage is that of a soldier. He sports a beard like that of a leopard. He is quick-
tempered in matters of honor. He seeks reputation even at the risk of his life. He is not afraid of
death and danger while fighting for reputation. However, his reputation is short-lived. It is
hollow like a bubble.

Then comes the middle age. The fifth stage is that of a judge. He is fat with a round and fleshy
stomach as a result of eating chickens. He has a beard of formal cut. His eyes are now harsh-
looking. He becomes strict in his behavior. He uses many sayings and modern instances to
support his arguments of wisdom.

The sixth age takes a person to old age. Man becomes weak in health and thin in body. He wears
slippers, spectacles and clothes of his youth. These clothes are now too loose for his shrunk and
thin legs. His voice becomes unmanly. He pipes and whistles. He lisps like a child as he is
toothless. He looks a comic figure.

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The last role is that of an extremely old person. This ‘act’ shows him as helpless as a baby. He is
toothless, hard of hearing, weak in eyesight and forgetful. In fact he loses control over all his
senses. He departs from this world after playing these roles of life.

The poem is a philosophical reflection on life and our role in it. It breaks down the complexities
of human life into exceedingly simple stages and makes a sweeping generalization as to the
manner in which an individual progresses in life. The entirety of Human life and the poet’s view
on it is covered in the dialogue of Jacques in merely seven sentences.

There are two themes clearly emerging:

1. Life always changes. Once you have mastered something, you have to move on to the next
stage and experience it's problems afresh. It refers to the parts or roles we play at various stages
just like you see in a play.

2. Life is a cycle. You could say it ebbs and flows or goes back and forth, but from the beginning
to the end of this you see a pattern. In the beginning, the infant is "mewling and puking in the
nurses arms." By the end of life we get to some of that second "childishness" with the old man
oblivious or senile, and missing all kinds of things (taste, eyesight, teeth, and everything).  These
two "parts" men play throughout their lives are literally the same.

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Example Poetic Devices used in the poem:

Metaphor: The dialogue starts with the phrase ‘All the world’s a stage’ which is a widely acclaimed example
of a metaphor where this world is compared to a stage and the people are to actors.

There is also a great deal of imagery in the poem.  For example, there is the visual and auditory image of
the infant "mewling and puking in the nurse's arms"

A simile to describe the lover, who is "Sighing like a furnace": we can hear the puffing of a furnace and
imagine the lover to be sighing over his love.  

Alliteration:
Alliteration is the close repetition of the consonant sounds at the beginning of words to facilitate narration.
Example of alliteration in the poem is, *shrunk shrank.

Personification:
“Seeking the bubble reputation
Even in the cannon’s mouth”
The cannon is an object, so obviously, cannot have a mouth.

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Activity 1: Highlight the Literary Device

Direction: Write a 4-stanza poem containing 4 lines in each stanza. You are free to choose your own topic
but make sure to at least have two metaphors on the first stanza, two simile on the second, two
personification on the third and two hyperboles on the last stanza. Highlight or quote the literary devices in
your composed poem.

Answer Sheet:

Name:
Grade and Section

(Title of the Poem)

_______________________________
_______________________________
_______________________________
_______________________________

_______________________________
_______________________________
_______________________________
_______________________________

_______________________________
_______________________________
_______________________________
_______________________________

_______________________________
_______________________________
_______________________________
_______________________________

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Activity 2: Define ME!

In your own understanding, write a short description on each letter of the word “SENSORY IMAGERY”. The
Description should only be about sensory imagery and its concepts. Then identify what is being asked
related to the given Sensory Imageries listed below from the Poem Seven Ages of Man.

Answer Sheets:

Activity 2.1

Name:
Grade and Section:

S
E
N
S
O
R
Y

I
M
A
G
E
R
Y

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 Activity 2.2

Name:

Imagery on the Seven Ages of Man:

1. Words/ Line: creeping like a snail

Example Answers:

      Images Created: a schoolboy forced to go to school

       Feeling Evoked: unwilling

   2. Words/ Line: sighing like furnace

      Images Created: 

       Feeling Evoked: 

   3. Words/ Line: a woeful ballad

       Images Created: 

      Feeling Evoked: 

   4. Words/ Line: bearded like the pard

      Images Created: 

       Feeling Evoked: 

   5. Words/ Line: sans teeth, sans eyes, sans taste, and sans everything

      Images Created: 

      Feeling Evoked: 

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ACTIVITY 3: Word Cloud Analysis

Using the Word Cloud presented, try to answer the following questions below.

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 Answer Sheet:

Name:
Grade and Section:

a. Under what circumstances it may be better to be young rather that to be old, or vice versa,
in performing roles in life?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

b. Why is it acceptable or better to recognize and perform your role in life?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

c. What are the advantages and disadvantages of not recognizing and performing your roles
in life?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

d. What would be the most effective way of performing your role in life?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Name:

Year and Section:

Test I. Multiple Choice Test

Instruction: Give the correct answer for the following questions.

1. The poet compares the world to ______________.

a. story book
b. b. a film
c. c. a stage 
d. d. a playground
2. The poem compares “exit” to _______________.
a. Birth
b. life
c. Doors
d. death
3. “And all men and women are merely players” is an example of ________.
a. Simile
b. Metaphor
c. Personification
d. hyperbole

4. How was the young lover described in the poem?

a. learns to dance
b. composes ballads for his beloved
c. goes hunting in the forest

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 d. does exercises to build his muscles
5. The poet describes man as a soldier in the _________.
a. 3rdstage
b. 4th stage
c. 5th stage        
d. 6th stage
6. In the line “Sans teeth, sans eyes, sans taste, sans everything”, "sans everything" is an
example of ___________.
a. Simile
b. Metaphor
c. Hyperbole
d. personification
7. The 7th stage of man is also described as ___________.
a. infancy
b. childhood
c. second childhood      
d. adulthood
8. “Creeping like a snail” is an example of ____________.
a. Metaphor
b. alliteration
c. personification            
d. simile
9. The poem, “The Seven Ages of Man”, is written by ____________.
a. William Wordsworth
b. William Shakespeare
c. William Golding                     
d. Alfred Lord Tennesy

10. “All the world’s a stage and all the men and women merely ________”.
a. puppets

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 b. actors
c. players            
d. dummies

11._________ is a Late Latin prefix used to denote English.

e. Angle
f. Angles
g. Angol
h. Anglo

12.____________ is the literature written or produced in the area of the United States and its
preceding colonies.

e. Anglo-Saxon Literature
f. American Literature
g. British Literature
h. England Literature

13.______________ highlight important concepts in a text, strengthen the narrative, and help
readers connect to the characters and themes.

e. Literature
f. Literacy
g. Literature Devices
h. Literary Devices
14. ___________ be defined as a series of words, occurring close together in the phrases or
lines of poetry, that have the same first consonant sound.
a. Assonance
b. Alliteration
c. Deliberation
d. Consonace

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 15. __________ is a poetic device where animals, plants or even inanimate objects, are given
human qualities – resulting in a poem full of imagery and description.

a. Hyperbole
b. Personification
c. Deliberation
d. Metaphor

16. It is the author's use of description and vivid language, deepening the reader's
understanding of the work, by appealing to the senses.

a. Visuals
b. Image
c. Imagery
d. Imerge

17. This is what you can taste, and includes flavors. This can include the five basic tastes
—sweet, salty, bitter, sour, and umami—as well as the textures and sensations tied to the
act of eating.

a. Visual Imagery
b. Imagery of Sound
c. Gustatory Imagery
d. Emergence of taste

18. It is a pair of lines in a poem which have both the same rhythm (meter) and that rhyme.

a. Coufles
b. Couple
c. Couplets
d. Coupets

19. This is what you can feel, and includes textures and the many sensations a human
being experiences when touching something.

a. Auditory Imagery

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 b. Tactile Imagery
c. Gustatory Imagery
d. Visual Imagery

20. This can be similar to tactile imagery but deals more with full-body sensations, such
as those experienced during exercise.

a. Auditory Imagery
b. Tactile Imagery
c. Gustatory Imagery
d. Olfactory Imagery

Test II. Identification

__________1. It is the first act of the drama of human life.

__________2. It is the repetition of syllables, typically at the end of a verse line.

__________3. It is the author's use of description and vivid language, deepening the reader's
understanding of the work, by appealing to the senses.

__________4. It is used in poetry for emphasis. Some poetic forms such as Villanelles rely on
this to create their structure.

___________5. It is related to movement and reminds the reader of body movement or positions
that are familiar or imagined – such as the feeling of flying.

Test III. Modified True or False

_________1. The Seven Ages of Man, also known as “All the world’s a stage” is a dialogue
from the English playwright William Shakespeare’s comedy ‘As you like it.’

_________2. In the poem Seven ages of man, the dialogue starts with the phrase ‘All the
world’s a stage’ which is a widely acclaimed example of a hyperbole where this world is
compared to a stage and the people are to players.

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_________3. Imagery can both describe the world and establish symbolic meanings that deepen
the impact of the text.

_________4. Imagery is not just "window dressing," it is the necessary sensory detail that allows
a reader to understand the world and people being described, from their fundamental traits to
their mood.

_________5. Sensory imagery involves the use of descriptive language to create mental images.

In literary terms, sensory imagery is a type of imagery; the difference is that sensory
imagery works by engaging a reader's five senses.

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 A. Pre-Test
1. D
2. B
3. D
4. B
5. B
6. C
7. C
8. C
9. B
10. B

B. Activity 2.2
Possible Answers:

Imagery on the Seven Ages of Man:

1. Words/ Line: creeping like a snail

      Images Created: a schoolboy forced to go to school

       Feeling Evoked: unwilling

   2. Words/ Line: sighing like furnace

      Images Created: a hot and unpredictable person

       Feeling Evoked: confusion

   3. Words/ Line: a woeful ballad

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       Images Created: a radio playing sad music

      Feeling Evoked: sorrowful

   4. Words/ Line: bearded like the pard

      Images Created: an old man

       Feeling Evoked: isolation

   5. Words/ Line: sans teeth, sans eyes, sans taste, and sans everything

      Images Created: very old man

      Feeling Evoked: futility

C. Assessment

Test I

1. C
2. D
3. B
4. B
5. B
6. C
7. D
8. D
9. D
10. C
11. D
12. B
13. D
14. B
15. B
16. C
17. C

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 18. C
19. B
20. D

Test II.

1. The Birth of a child

2. Rhyme
3. Imagery
4. Repetition
5. Kinesthetic Imagery

Test III.

1. True
2. False
3. True
4. True
5. True

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https://www.litcharts.com/literary-devices-and-terms/imagery

https://clpe.org.uk/poetryline/poetic-forms-and-devices

https://englicist.com/notes/the-seven-ages-of-man-william-shakespeare

https://www.masterclass.com/articles/sensory-imagery-in-creative-writing

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