Crane migrations Essay Example for Free

Crane migrations EssayAs mentioned, the foot of both schoolbooks is exsert migrations. However, the content of the full treatment greatly differs. The article talks closely a new crane reserve, where cranes, which ar an endangered species, atomic form 18 grown in what looks them like a completely natural environment, but actually, they are still defend by humankinds, according to the article, in crane uniforms. The article says that these cranes have been raised in captivity, but neer heard a human voice nor fitn a human form, except in crane costume (Lines 9,10). The poem is much more personal and talks about a particular cranes flight of steps, struggle to escape the hunter and its demise.As we see, both texts are about cranes, but their audience and objective is unalike. To a Waterfowl is a poem and it is meant to express the authors feelings to the commentator through the flight of a crane. The poem is meant for a more mature audience, beca usage it is comple x, written in old English, which children cant easily understand, and has a serious theme. On the other hand, the article doesnt choose its audience sound judgement by their name and age,it is simply people who are interested in crane migrations, especially in the USA. Its purpose is to inform the referee about the new crane migration project in central Wisconsin.Wisconsin is know to be a calm region, and so is the tone of this article. The narration and description are similar to a character documentary film, we see that in line 7, where the author says big sky, undulations of tall marsh grasses, ludicrous whopping cranes. After the higly descriptive introduction, the narrator goes on to talk about their project. From that point, the articles scientific mood comes into play. The poem starts off with an easy-going flow, which dramatizes as the hunter appears and disembowels more and more dramatic until the cranes death, ultimately leading to a fade-out effect in the outro.The s tylistic devices in both texts rely to a great extent on description, especially in the poem, where we see a lot of sensory details, such as underweight lake, rocking billows, crimson sky This lets us completely imagine the landscape the flight is taking place in. To get the reader more into the poem, the author adreses the reader as he is the crane, like in line 2, where he says Far, through their rosy depths, dost thou pursue thy solitary way?. This type of narration gives us the cranes point of view, but much more importantly, a personal emotional connection with the crane. The stylistic devices in the article are not that broadly used, except for the beginning. This is quite vernacular in scientific articles.In conclusion, we see how two completely divers(prenominal) texts by structure use completely different methods of narration, description, but share a common goal to portray their common theme of crane migrations, be it in a scientific way or an emotional descriptive poe m.Paper 1 HL Sample 1.2 (birds)People have al shipway been fascinated by birds. Text 1, an article from National geographic from 2004, and Text 2, a poem by William Cullen Bryant from 1815, show how people and birds learn from from each one other. While these texts lookexperiences that people have with birds, they target different audiences and use different techniques. These differences are largely accounted for by the different contexts in which they were written.Text 1 is very characteristic of a journalistic article for National Geographic, which targets nature-minded readers. Text 2, on the other hand is characteristic of Romantic meter from the 19th century, read by literary enthusiasts. We see the journalistic nature of the National Geographic article in its reporting of newsworthy content. There is something phenomenal about people wearing crane costumes (line 11) who teach young cranes how to fly and migrate from an ultralight plane (line 16). Whats more, the journalist explains that this practice is happening in Siberia as well. Whereas birds learn from people in remarkable ways in Text 1, the poet, William Cullen Bryant learns a life lesson (line 26) from one bird in Text 2. The poet has written an ode to this waterfowl, who has taught him about the importance of solitude and steadfastness. We know that it is an ode through the use of poetic language, the title To a Waterfowl, the use of rhyming quatrains and apostrophe, (when a poet asks an object a question). These qualities require readers to hear the spoken word, and therefore the audience is approximately likely interested in its literary qualities. Both texts are very different in their purpose, as they come from different centuries and target different audiences.Although the purposes and contexts of these texts are different, they comment on a similar theme the importance of nature. Text 1 is built on the assumption that nature and the whooping crane moldiness be preserved. Lines 24-27 d escribe a plan to restore the birds knowledge of the ancient flyway. The extreme measures that are taken to military service these birds migrate, including the costumes, the reserves and the gliders, are never questioned in this article. The message of Text 2 is also built on the premise that nature is important. The poet asks the crane why it pursues its solitary ways (line 4). Eventually he claims that the birds purpose is to guide him on his lonely path in life, as stated in the nett stanza He who, from zone to zone, / Guides through the boundless sky they certain flight, / In the long way that I must tread alone, / Will lead my steps aright. Its message is very characteristic of Romantic poetry We can learn how to live through observing nature. As in Text 1, the premise that we must preserve nature and look to it for inspiration is never questioned but affirmed. Asthe texts have a common theme, there are also similarities in their use of tone and mood. As Text 1 aims to invad e readers with the slew of the whooping cranes in North America, it uses diction that is descriptive. The narrator seems to be hiding in the reeds or emerald dark-green grasses (line 3). This colorful choice of words indicates that she is enthralled by the natural elements around her. Words like snow-white plumage and elegant black wingtips that spread like fingertips are rather poetic and sketch an public figure in the readers mind that is quite romantic, rural and rustic. The effect of this descriptive language on the reader is both matter to and sympathetic. As the interviewee whispers to the reporter, the reader becomes drawn in and concerned about the fate of the whooping crane. Similarly, Bryant makes use of descriptive language that engages the reader. Phrases like the crimson sky, the abyss of heaven and the chafed naval side all paint an image in the readers mind and make the text come to life.Besides the choice of words and the use of imagery, both authors use struct ural devices to convince the reader of their cause. For example, Text 1 plays a clever trick on the reader. After a colorful caution grabber, in which the journalist describes the whooping crane in its habitat, the second paragraph explains that this would be a primordial scene. She explains that the cranes are in fact in pens, which surprises the reader. Like the use of imagery, this structural device also has the effect of intriguing the reader. The reader wants to learn more about why the chicks have never heard a human voice (line10), why the humans wear crane costumes (line 11) and there is a runway for an ultralight plane (line 17). The facts follow, including the number of miles they fly, the number of birds that participate and the similar project in Siberia. This kind of structure is characteristic of a feature article article.The structure of the poem is very different, but equally effective in its aim of creating sympathy for nature and birds. As mentioned the poem is a n ode, where the poet praises the qualities of an object and take cares inspiration in it. Furthermore there is a rhyming scheme and rhythm that are aesthetically appealing to the reader. The rhyming scheme in each quatrain is ABAB. For example the final word of line 1, dew, rhymes with the final word of line3, pursue. Line 2, day, rhymes with line 4 way. This creates a sense datum of harmony and perfection that relates to the poets understanding of the waterfowl. Each line contains detached iambic feet, meaning there are unstressed syllables followed by stressed syllables. There are triplet iambic feet in the first and last lines of each quatrain and five feet in the second and third lines of each quatrain, creating short-long-long-short pattern to each stanza. The effect of this pattern is that the reader feels a rocking sensation, which may relate to the steady beat out of the birds wings or the poets pondering mood. This too ads to the aesthetic harmony and sense of perfe ction that the poet wants us to associate with nature.To conclude, both Text 1 and Text 2 enlighten their readers on the behavior and beauty of waterfowl. While Text 1 shows us how people can help birds find their migration patterns, Text 2 shows us how birds can help people find inspiration. Their focus on these birds helps the reader understand and appreciate the importance of nature.About these adsShare thisTwitterFacebookLike thisAbout tonyapaulESW and IB Lang and lit instructorView all posts by tonyapaul This entry was posted in IB Lang and Lit, Lang and Lit Articles, Lang and Lit Assignments, Lang and Lit Notes. bookmarker the permalink. 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