1. What is the overall perspective of the story? 2. What types of imagery does the author use to depict the students

Валентинович

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1. The overall perspective of the story is that of a narrative or fictional perspective. This means that the events and characters in the story are depicted in a way that is not based on real-life events, but rather constructed by the author for the purpose of telling a specific story. The perspective can vary depending on the author"s intention, but it often provides a unique viewpoint through which readers can experience the events and emotions of the story.

2. In order to depict the students" anticipation of the exams, the author uses vivid and descriptive imagery. For example, the author might describe the students" racing hearts, trembling hands, or restless pacing as they wait for the exams to begin. Additionally, the author might employ sensory imagery, such as the smell of sweat in the classroom, the sound of anxious whispers, or the sight of students biting their nails. By using such imagery, the author effectively conveys the heightened emotional state of the students as they anticipate the exams.

3. Similes are a type of figurative language used to make comparisons between two different things using the words "like" or "as." By analyzing six examples of similes from the text, we can see their effectiveness in describing the exams.

Example 1: "The exams were like looming mountains."
This simile effectively conveys the idea that the exams seem daunting and immense, emphasizing the magnitude of the challenge the students face.

Example 2: "His mind was as blank as a white canvas."
This simile highlights the student"s inability to recall information, suggesting a state of mental confusion and anxiety.

Example 3: "She ran out of the exam room like a startled deer."
This simile vividly portrays the student"s sudden and panicked reaction to the exam, emphasizing their fear and desire to escape the situation.

Through these similes, the author effectively enhances the reader"s understanding and emotional connection to the students" experience, providing vivid and relatable descriptions that engage the reader"s imagination.

4. The allusion to "judgment day" is an effective literary device employed by the author to portray the students" anxiety towards the exams. "Judgment day" refers to a biblical concept where individuals are judged for their actions. By using this allusion, the author implies that the exams carry great significance and that the students" performance will be evaluated and possibly determine their future success or failure. This creates a sense of pressure and fear among the students, as they feel that their academic reputation or even their self-worth is at stake. Thus, the allusion to "judgment day" effectively heightens the emotional intensity and portrays the students" anxiety towards the exams in a powerful and relatable way.

5. The author depicts the contrast between the psychological characteristics of students during the exams by contrasting their external behavior with their internal thoughts and emotions. For example, the author might describe a student sitting calmly at their desk, appearing composed and focused, while internally they are experiencing a flurry of anxious thoughts and doubt. This contrast between the outward appearance and inner emotional state effectively conveys the complex and often contradictory internal struggles that students may face during exams.

Additionally, the author might use dialogue or inner monologues to provide insights into the students" thoughts and feelings. For example, the author could depict one student"s thoughts of self-doubt, comparing themselves unfavorably to their peers, while another student might exude a sense of confidence and determination. By portraying such contrasting psychological characteristics, the author highlights the diverse range of emotions and experiences that students go through during exams, ultimately adding depth and realism to the story.