Graduation Speech - Original Writing - 1607 Words

This was the first week of school and I completed this thesis quite hurriedly. I was NOT prepared for the amount of summer reading (AP History, English, and Sacraments), so I ended up spending most of the first week in a zombified state of sleepwalking from class to class. I was taken aback when I accidentally submitted two versions of the assignment to Poll EV and both were voted to the top of our class. I hadn’t much time for proofreading and I barely remembered what happened in the novel at that point due to the fact that I was going on about half an hour of sleep. As for the actual thesis, I look back on it fondly. It isn’t my best piece of writing by any means, but I often refer to the standards you set for us as a guide: original,†¦show more content†¦I had no idea what to expect for a grade because I wasn’t yet familiar with your system, but talk from other students had me worried. â€Å"Oh man, Mr. Damaso is a real toughy on those comic projects,† was a commonly uttered phrase. Getting a 90 was a big confidence boost. I spent a lot of time on this because it interested me and a solid grade was an encouraging affirmation. In several categories, I believe this to be my most accomplished work. In others, however, it seems to be my most immature as a writer. For example, the introduction paragraph is a personal favorite, full of scope and depth. Then there is the ending, which contains the dreaded phrase, â€Å"[i]n conclusion,† which may very well be the definition of laziness with a pen. My original plan for a motif was â€Å"music† but your emphasis on originality pushed me towards something more personal. I assumed when I elected to write about my brother that I would have to force profound moments and intricacies. Instead, I discovered more than I ever would have expected about our relationship. As I said in my response to your comments, I intend to return to this in the future â€Å"Look on my works ye Mighty, and despair,† by Ozymandias, King of Kings. What an intriguing pseudonym and title I used for this one†¦ foreshadowing for Poetry Out Loud? In all seriousness, this essay was a mess. Achingly, it has incredible potential. As you said on Canvas, each paragraph needs additional analysis to be great. I

The Freedom And Freedom Of The United States - 1499 Words

Knowing the Meaning of Freedom Freedom and liberties are the most popular and significant topic in the United States. However, what’s the freedom and who can enjoy the freedom became the controversial arguments in America during its post-civil war period. Since people with different gender, different race, and even different customs may have their own opinions and prospects of the rights they should have, white Americans, African Americans, immigrants and even women were trying to define and strive for their own freedom. Compared African American and American women, after the reconstruction of the United States, the former one mainly strove for their personal liberty such as free marriage and political rights like voting because of their previous cruel life of slavery, whereas women not only strove for their equal rights but also their social respect due to their low social condition before war. Africa American is one of the largest ethnic groups in the United States. In the 18th and 19th century, African Americans were also the major part of the slave —people who were owned and controlled by slave-holders (people who decide where slave live and at what they work.) Slaves’ rights were strongly limited. They were not allowed to move freely, but always be monitored. They were denied rights of education, and there even did not exist the law to support slaves’ marriages. They could not have any economic/social independence and political right in the country. African AmericanShow MoreRelatedThe Freedom And Freedom Of The United States1415 Words   |  6 Pages The Meaning of Freedom Freedom and liberties are the most popular and significant topic in the United States. However, what’s the freedom and who can enjoy the freedom became the controversial arguments in America during its post-civil war period. Since people with different gender, different race and even different customs may have their own opinions and prospects of the rights they should have, white Americans, Africa Americans, immigrants and even women were trying to define and strive for theirRead MoreThe Freedom Of The United States1501 Words   |  7 PagesWhen United States was founded, it was signified as the most progressive and political movement in Western Civilization, which has continued to change and form from all the racial, ethnic, and religious diversities within society. Through the freedom that was first generated from the separation of the church and state to the manifestation of the Constitution on December 15, 1791, it has changed the course of history forever. The expression of the people’s legal rights was the First Amendment to theRead MoreThe Freedom And Freedom Of The United States Of America1603 Words   |  7 PagesAmericans, in this rightfully proud nation of The United States of America, have freedom and liberty set amongst the highest of our ideals. Generations were born and raised in this country. They were taught to always respect and cherish the rights and liberties given to us, the people, that were earned and are still being bravely defended to this day. Our rights were earned and are defended by our courageous, gun wielding soldiers. Currently, in this turbulent time of politics in our nation,Read MoreThe Freedom Of The United States759 Words   |  4 Pagesgreat country should be incredibly thankful for the freedoms and opportunities we have been afforded because many individuals that we have had the privilege of knowing and many individuals that we haven’t had the honor of knowing have all sacrificed their lives to protect our freedoms. Due in part to this great sacrifice, America can and is considered to be a country with a great sense of equality, opportunity, and freedom. The United States of America as stated before is a country were individualsRead MoreThe Freedom Of The United States Essay854 Words   |  4 PagesFreedom House was established in 1941 in the United States and focused first on the threat to freedom represented by Nazism. After the war, in its own words, it â€Å"took up the struggle against the other great twentieth century totalitarian threat, Communism† and defined its mission as working for the spread of democracy and human rights in the world. Indeed, one of the instruments developed by Freedom House in order to spread its mission is the’s press freedom index, which has not changed practicallyRead MoreThe Freedom Of The United States Essay2413 Words   |  10 Pagesthe United States among the other freedoms that were automatically granted to whites when they were born. Freedom is defined as, â€Å"The power or right to act, speak or think as one wants without hindrance or restraint.† The 13th Amendment technically freed the slaves, but for a slave in 1864, African American’s vision of freedom was limited because they had been seen as property for such a long time. Slaves didn t know what was out there and there were many whites against this new freedom theyRead MoreThe Freedom Of The United States901 Words   |  4 PagesAs we all know, freedom is a very meaningful word, and it has a variety expressions and definitions. I can define the word freedom as liberty, independence, acting spontaneously, expressing yourself with no fears, being positive and making your own choices. All people in the entire world like to be free with no barrier or any kind of obstacles, emotionally and physically. Human beings deserve to be free and live their life with no struggles. The most moment I felt entirely free is when I went backRead MoreFreedom Of Speech : The United States1654 Words   |  7 PagesHonors English Period 7 14 March 2016 Freedom of Speech We the People of the United States, in order to form a perfect union and establish justice, created a Constitution for the good of all in the year of 1789. Two-hundred years later these composition of laws are still relevant to our lives. In these, the First Amendment, which was established into the constitution for the purpose of being conformed and to grant the citizens a guarantee of their basic freedom of speech; however, it appears thatRead MoreThe Freedom Of Speech By The United States Essay1530 Words   |  7 PagesThere are many phrases and use of words that can be considered controversial in the past as well in todays society. The first amendment states that â€Å"congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.† (Volokh, 2016.). Throughout hist ory, congress has kept up their end of the dealRead MoreReligious Freedom Of The United States1113 Words   |  5 PagesIn the United States, religious freedom is a unique right that not all countries allow. The founding fathers instilled this idea although they predominately followed the Christian faith. Several documents and common American morals have Christian roots; some of which include the establishment of God given rights and basic human decency. The words â€Å"In God We Trust† on our currency and â€Å"One Nation Under God† in our pledge represent the guiding principles that the United States was established on. Although

Rate and Sequence of Development Free Essays

string(162) " will learn to walk | | |up the stairs holding on to the hand rail; this will develop into the child confidently | | |climbing stairs and outdoor play equipment\." Babies are born at 40 weeks. If a baby is born before the due date, they will be classed as premature. Premature babies generally take longer to meet the early development milestones, Newborn babies spend more time sleeping than being awake. We will write a custom essay sample on Rate and Sequence of Development or any similar topic only for you Order Now It is very important to a newborn baby to spend quality time bonding with their primary carer. Babies develop fast during the first four weeks; feeding and sleeping patterns can start to form and will start to communicate through smiling and crying. As from 3 months old, babies are much more alert, and generally settled into a day and night routine and cry less often. Being more settled and interacting with people around them, and can recognise their primary carer. From 6 months babies can express enjoyment through laughing and smiling. They can reach for objects; this heightens the need for exploration. From 9 months babies are usually becoming more mobile, they can explore their environment. Cognitive and communication development is improving and babies are aware of words. From this age, the emotional lesson is being learnt, as babies begin to understand that carers who leave the room will return. At 12 months babies are much more mobile. The baby is becoming much more vocal and babbling to the carer. Fine motor skills are developing and the baby is becoming more interested in feeding themselves, also the baby starts to remember things. From 15 months a child’s language is really developing, and can start to put together a small key worded sentence. Walking is steadier, and as the sense of independence develops, so does the frustration within the child, and prevention is usually the cause. From 18 months, a child will understand most of what is being said to them, so communication is important. Children of this age still cannot control their emotions and need a lot of sensitivity from their carers when they become overwhelmed by their feelings. From 2 years, a child’s personality is evident and become more apparent every day. Cognitive and behavioural development is continuing during this stage, short sentences are spoken and walking and movement is confident, leading to trying new things, like climbing and jumping. The child will begin to understand emotion and consequences. At 3 years, children start to take an interest in peers, this is suitably timed as at this as children start pre-school, and can enjoy playing with others of a similar age. Children learn to express themselves through speech, in doing so, this reduces the child’s frustration. At 4 years, children will make the transition to school, which marks a massive change in their lives. When starting school the child will be fluent talkers, confident movers and will already have a social group of friends. Their concentration span will be increasing all the time. At 5 years old children will be settled into formal schooling. Many children will enjoy the challenge of the classroom and independence of playtimes. Others however can find it all very difficult because learning doesn’t interest them or find the learning difficult. This can cause a negative feeling towards school. Friends are very important now. At 6-7 years old, physical development has now slowed down to previous years, but confidence levels increase, as does learning within the school. Between the ages of 8-12 years, Children will be reading and writing well. Children have learnt what it is they enjoy and dislike. During this stage of life, it can be a emotional time, children will be moving on to new school and leaving old friendship groups and starting to make new friendship groups. Puberty can start around this age (mainly girls). Technology often causes a child to be less active in this age group and so a balanced diet is required. Between the ages 13 – 19 years, there is a lot happening, puberty, relationships, exams, leaving school, career choices. [pic] [pic] [pic] [pic] New Born CryingHappyPrimary carer [pic] [pic] [pic] [pic] In prone SittingCrawling Walking [pic] [pic][pic] [pic] [pic] Learning through play (18 months – 4 years) [pic] [pic] [pic] [pic] Learning through play (5 years – 19 years) Physical Development |Age Range |Development within the age range | |0 – 3 months |Babies hands are tightly closed most of the time. The baby will lay with head to one side | | |(in supine position) and legs pulled up toward the abdomen (in prone position), head falls| | |forward (head lag) and the back curves. As the baby gets older they are aware of faces, | | |more so when fed and talked to. | |3 – 6 months |Â  The baby’s head in central position (in supine), the head and chest can be lifted from | | |the floor and can supported themselves with their forearms (in prone). The back is | | |straighter and slight head lag remains. The baby will have found their arms and can be | | |waved and brought together; legs can be kicked separately and together. The baby is alert | | |and will move their head to watch others. The baby has found their fingers and can engage | | |in hand and finger play and briefly are able to hold objects before dropping. | |6 – 12 months |Â  During this age, babies develop fast and start to learn big movements like, rolling over | | |to going onto their hands and knees to progressing to taking a few steps. Sitting unaided | | |is also developed during this age. Also a number of fine motor skills develop during this | | |age, the palmar grasp to and inferior pincer grasp to then recognising and controlling the| | |release of this grasp. The hand – eye coordination is more defined and now able to feed | | |with a spoon and finger foods. | |1 yr- 2yrs |Â  The child’s walking has become more confident and will attempt to run. The child will | | |start to crawl the stairs, and will walk them if hand is held by a carer. The marks on | | |paper progress into scribbles, a small tower of block will progress into a tall tower. The| | |child can now push themselves along on ride-on-toys, and is able to kick and throw balls. | |The child will now be able to thread cotton reels using the delicate pincer grasp. | |2 yrs – 4 yrs |Â  During this age, the physical activity becomes independent. The child will learn to walk | | |up the stairs holding on to the hand rail; this will develop into the child confidently | | |climbing stairs and outdoor play equipment. You read "Rate and Sequence of Development" in category "Essay examples" The child will develop from riding large | | |wheeled toys without peddles to using peddles and steering confidently. Kicking a | | |stationary ball will develop into kicking moving balls in straight lines. Drawing becomes | | |an interest, faces and letters are often attempted, using the preferred hand. | |4 yrs – 7 yrs |Â  From the age of 4 years, children will be learning how to fasten buttons, zips, use | | |scissors and cut out basic shapes. Writing becomes more familiar and will be learning how | | |to write his/her name and other short familiar words. A Child’s coordination will increase| | |and will be able to play games with rules. General balance is good; bikes stabilisers will| | |start to be removed. By the time a child is 7 years, they will be able to hop, skip and | | |use larger outdoor play equipment in schools and parks. The child will be able to catch | | |with one hand and be able to tie up their shoe laces. | |7 yrs – 12 yrs |Â  Physical growth slows down during this age group. The development of coordination and | | |speed of movement along with physical strength develops during this time. The child’s | | |interest in TV, computers and games consoles over take the physical play. The child’s | | |writing becomes more adult like, as does the use of computer equipment. | |12 yrs – 16 yrs |Â  Generally puberty begins between 11-13yrs. The bodies of both boys and girls change | | |throughout puberty. There is a variation in age in which this occurs; girls usually enter | | |puberty by 13 years and boys 14 years. Sporting talents become more apparent during this | | |time. | |16 yrs – 19 yrs |Â  A girl’s body can become more woman-like by 16 years old, and a boy becomes manlier by | | |16-17 years. Intellectual and Cognitive Development |Age Range |Development within the age range | |0 – 3 months |From birth a baby can be soothed by a familiar voice, usually the primary carer. Through | | |the use of senses, the baby starts to understand that he/she is a separate person. The | | |baby will begin to notice object in their immediate environment | |3 – 6 months |Â  From 3 months a baby will show interest in bright shiny o bjects. The baby will be very | | |alert and will watch things going on around them keenly. The baby will explore by putting | | |objects into their mouth | |6 – 12 months |Â  The baby will explore the immediate environment, the primary carer staying within close | | |proximity. During this age, the child will start to look for items which have fallen. | |1 yr- 2yrs |Â  From 1 year, the baby’s memory develops. Remembering past events will highlight the | | |anticipation of future familiar events. The baby will also start to look for objects that | | |have fallen out of sight, knowing they still exist, but can’t be seen. At this young age, | | |child will look for, and return familiar things in there right places. The child will use | | |toys in a way they are familiar with e. g. putting a doll in a bath. The child becomes | | |aware of peers and takes an interest in their activities. A child will use trial and error| | |in a way to explore and discover the world around them. | |2 yrs – 4 yrs |Â  A child from 2 years will understand that actions have consequences. He/she will be able | | |to complete simple jigsaw puzzles and build a tower of bricks; creativity within imaginary| | |and creative play is developed. The child will start asking what and why question and | | |using speech of thinking and reporting. The child can name colours and sort items into | | |simple sets. The child will now be able to recognise his/ her own written name | |4 yrs – 7 yrs |Â  At 4 years old, a child’s memory has developed, and can recall many songs and stories. | | |The child is now able to problem solve, number correspondence improves, reading and | | |vocabulary develops. The child will learn from new experiences at school, and learning | | |style preferences may be apparent. | |7 yrs – 12 yrs |Â  The child now understands mathematical questions and is able to find the answers in | | |number calculations, measuring nd weighing. Many children can read and write simple text | | |by the age of 7. A child will learn a new range of subjects at secondary school, and might| | |follow their own individual interests out of school. A sense of logic develops. | |12 yrs – 16 yrs |Academic knowledge increases as exam curriculum is followed. | |16 yrs – 19 yrs |Towards the age of 16 years, future career decisions are made . e. g. further educati on, | | |career choices. | Communication Development Age Range |Development within the age range | |0 – 3 months |A newborn baby communicates through sound, crying and physical closeness. The baby will | | |begin to coo and gurgle with the primary carer when talked to. The baby starts to | | |recognise and link familiar sounds such as the face and the voice of a carer. He/she will | | |copy high and low sounds and will return a smile when smiled at. | |3 – 6 months |Â  Sounds are used primarily to call for a carers attention. The baby is babbling frequently| | |and enjoys rhymes and the rhyme actions. The baby plays tunefully with the sounds he/she | | |can make. | |6 – 12 months |Â  The baby now recognises his/her own name and recognises familiar words, including ‘no’. | | |The baby will makes longer strings of babbling sounds and intentionally uses volume | | |vocally. The baby will increasingly understand basic messages communicated by carers and | | |older siblings. |1 yr- 2yrs |Â  The babbling increasingly starts to sound like speech and lead to single words being | | |spoken. The child shows an understanding that particular words are associated with people| | |and objects, by using a few simple words in context. Labelling such as ‘you’ ‘me’ ‘mine’ | | |is understood and the use of single words increases and begins to use people’s names. The | | |child understands a great deal of what carers say. | |2 yrs – 4 yrs |Â  At 2 yea rs, the child will point to items and name them. Vocabulary increases and | | |sentences are used. Some sentences can be used incorrectly, but by 42 months most language| | |is used correctly. The child enjoys stories and rhymes and will use plurals, pronouns, | | |adjectives, possessives and tenses. | |4 yrs – 7 yrs |Â  From 4 years, a child uses language fluently and is clear and understood to all. He/ she | | |have an understanding of language, and can enjoy rhymes, stories and nonsense. The child’s| | |vocabulary is growing each day, and will be learning to read, he/she will recognise small,| | |key words. At the age of 6 years, the child’s language becomes more adult like and enjoys | | |word play and jokes. | |7 yrs – 12 yrs |Â  The child enjoys social chats with friends and family, the conversation becomes more | | |adult like. Both verbal and written communication is fluent and the correct grammar is | | |used. The child may read as a leisure pass time. |12 yrs – 16 yrs |Â  The child may be reluctant to ask adults for advice or information required. It may be | | |sourced anonymously. | |16 yrs – 19 yrs |At this age the child will enjoy socialising with friend and having catch up chats with | | |friends and family. | Social, Emotional and Behavioural Development |Age Range |Development within the age range | |0 – 3 months |A new born baby will smile from about 5 weeks, the baby will discover what he/she can do, | | |a nd create a sense of self. The baby may cry if the primary carer leaves the room because | | |the baby doesn’t understand that the person still exists and will return. The baby is able| | |to show excitement and fear. The baby responds positively to a kind soothing carer, If a | | |carer doesn’t respond to the baby, the baby will stop trying to interact. | |3 – 6 months |Â  The baby can now clearly tell people apart, showing a preference for a primary carer and | | |siblings. During this age the baby shows a wider range of feeling clearly and vocally. | |He/she will reach out to be held and may stop crying when spoken to. The baby enjoys | | |attention from others and seeing themselves in the mirror. | |6 – 12 months |Â  During this time the baby becomes increasingly mobile which allows the child to approach | | |people. The baby understands that when a carer leaves the room, they will return. Baby’s | | |offer objects in their hands but do not let go. The sense of self ide ntity increases as | | |self-esteem and self-confidence develop. The child will start to wave goodbye, prompted at| | |first, then freely. The child is now happy to play alongside other children for increasing| | |lengths of time. | |1 yr- 2yrs |Â  The child becomes more curious to the world around them. The child may signs of | | |separation anxiety and can be jealous of attention or toys given to other children. | | |Emotions are changeable; they quickly alternate between wanting to do things alone, and | | |then requiring their carers help. The child becomes frustrated easily when not able to | | |carry out their chosen task. The child show angry defiance and resistance to adults At | | |this age the child likes to follow their carer and like to help with the activities, | | |imitating them. | |2 yrs – 4 yrs |Â  At this age a child is beginning to understand his/her own feeling and identifies happy | | |and sad faces. The child is also aware of other people’s feelings. They will be able to | | |tell others how they feel. Children will respond to carers lovingly, and is affected by | | |their mood. The child may use language to protest verbally, causing them to be less | | |rebellious. The child will now be using the toilet and washes own hands, He/she will also | | |be able to dress them self. | |4 yrs – 7 yrs |Â  The child may be socially confident and self-esteem is apparent and responds well to | | |praise for behaviour, encouragement and responsibility. The control over emotions | | |increases but as imagination increases the child can become more fearful. At this age the | | |child will be keen to ‘fit in’ with other and approval from adults and peers is desired. | | |Friends are important; most of these are made in school. The managing of behaviour is best| | |carried out and often responds best to ‘time out’ method. The child will enjoy games and | | |activities. | |7 yrs – 12 yrs |Â  Around the age of 7 years, a child will doubt their learning ability and often say ‘I | | |can’t do it’. This leads them to becoming frustrated easily. Personality is established | | |more firmly as attitudes to life are developed. The child is more susceptible to peer | | |pressure, solid friendships are formed and ‘best friends’ are important. The child may | | |feel unsettled when making the transition from primary school to secondary school and as | | |puberty approaches. Strong friendships are relied upon and usually the same sex. The child| | |may be reluctant to go to clubs unless a friend is there too. At this age the child is | | |more independent and able to make more decisions. | |12 yrs – 16 yrs |Â  The child will now travel to school alone. Mood swings become more apparent due to | | |puberty. There will be a desire for the child to ‘fit in’ with peers and express | | |individuality this can be through art/ music/ dance or creative writing and possibly | | |through dress and hairstyles. The child may prefer to spend time with friends rather than | | |family, and may tend to spend more time in their bedroom at home. A balance of school and | | |leisure time is important. | | 16 yrs – 19 yrs|Â  The child becomes interested in own sexuality and feels attracted to others and may | | |develop romantic and sexual relationships. The child may experiment with smoking, drugs or| | |alcohol, this behaviour is linked with low self-esteem. The child may self experiment with| | |identity through appearance . e. g. piercings and tattoos. A child may start a new job, it | | |is important that a home, work and social life balance is taken on. | Moral Development Age Range |Development within the age range | |0 – 3 months | | |3 – 6 months |Â   | |6 – 12 months |Â   | |1 yr- 2yrs |Â   | |2 yrs – 4 yrs |Â  The child is increasingly able to understand consequence of behaviour and the concept of | | |‘getting in trouble’. The child understands the concept of saying sorry and ‘making up’ | |4 yrs – 7 yrs |Â  The child has a good understa nding of familiar, basic rules. If he/she are in an | | |environment where swearing is happening, it is likely the child will use in their own | | |language. The child will have experienced blaming and blame, and feels shame/guilt when | | |adults disapprove. The child will be keen to win and be ‘right’. | |7 yrs – 12 yrs |Â  Attitudes to life are being developed – these are the basis of future moral codes. The | | |child can understand increasingly complex rules, impacting on the sense of right and | | |wrong. Conflict with parents arise due to wanting independence, home rules are unfair, and| | |refuse to wear clothing that parents have bought. | |12 yrs – 16 yrs |Â  The child will now develop personal morals, beliefs and values outside of parents’ | | |influence . e. g. egetarian | |16 yrs – 19 yrs |Â  The child may protest to make their feelings know and to act on a desire to change the | | |world . e. g. petitions, student protests | All tables are guides and development ages groups are approximate. Question: What is the difference between Sequence of development and Rate of develop ment? Why is the difference important? |Sequence |Rate | |The sequence is the order on which children develop. For |The rate is the speed or age on which children develop. For | |example, a child will learn to sit up before they can walk. |example, children of the same age will not reach all of the | |There are exceptions to this; children or young adults with a |milestones at the same age. | |disability may develop differently. | | It is importance to identify the difference and how each one plays a role in identifying the accomplishments of a child, what milestones have been reached and when. They enable charting of a child or young person’s development to happen and provide a structure or picture that can measure where a child might be in need of support. How to cite Rate and Sequence of Development, Essay examples

Poetic Devices Argumentative Essay Example For Students

Poetic Devices Argumentative Essay A symbolic narrative in which the surface details imply a secondary meaning. Allegorically takes the form of a story in which the characters represent moral qualities. The most famousness In English is John Banyans Pilgrims Progress, in which the name of the central character,Pilgrim, epitomizes the books allegorical nature. Alliteration: Repetition of initial consonant sounds in a group or words close together. P tater p kicked a eek of sickle peppers. Antagonist A character or force against which another character struggles. For instance, Incorporates O Othello , Ago is the antagonist. Assonance Repetition of a vowel sound. He glee lived FRR and sys. 3 lads: A narrative poem written in four-line stanzas, characterized by swift action and narrated in direct style. B lank verse: A line of poetry or prose In unrushed Iambic pentameter. Shakespearean sonnets,Millions epic poem Paradise Lost, and Robert Frosts meditative poems such 1 OFF of Birches: W en I see brandished to left and right / Across the lines of straighter darker trees, / I like to think some boys bioengineering them. C caesura : A strong pause within a line of verse. The following stanza from Hardys The Man He Killed countersignatures in the middle two lines: He thought hed list, perhaps,Off-hand-likeJust as IWas out of work-had sold his trapsNo other reason why. Chi react: An imaginary person that inhabits a literary work. Literary characters may be major Orrin, static (unchanging) or dynamic (capable of change). In Shakespearean Othello, Desman is major character, but one who is static, like the minor character Bianca. Othello is a major character is dynamic, exhibiting an ability to change. Chi ratiocination: The means by which writers present and reveal character. Although techniques of characterization are complex, writers typically reveal characters through their speech, dress,manner, and actions. C lima: The turning point of the action in the plot of a play or story. The climax represents the point greatest tension in the work.