Literary Techniques
The author uses a lot of imagery throughout the book. “I mean, how often do a woman dressed in full Shakespearean regalia, a seven-year-old, and a humiliated eighth grader traipse through the middle of a junior high school on the first day of classes?” (Dionne 1). “I hadn't figured out a way to stop time, join the circus, or make myself invisible. I hadn't been able to contract a serious (but not life-threatening) illness, change my identity, or get into the witness protection program” (Dionne 1). “Instead I had to follow Mom--dressed like a Elizabethan-era superhero with purple velvet cloak billowing and bells a'tinkling--down the hall. I had to escort my sisterto the main office. I had to act like this was normal.I had to start eighth grade” (Dionne 1).
Because she uses so much imagery, the reader can clearly visualize what the reader is trying to say. It also makes the book better and more entertaining to read. The author also uses emphasis in her words. “The three of them marched around the room saying their lines, Mom banging on the tambourine in rhythm to the words: Wea-VING [clang!] spi-DERS [clang!] come NOT [clang!] . . . The bells on Mom’s providing a lightly tinkling accompaniment, Carter dragging his feet as much as he could, face as red as my mom’s costume” (Dionne 227). And there is a lot of suspense in the book. It really made me want to keep reading.
Because she uses so much imagery, the reader can clearly visualize what the reader is trying to say. It also makes the book better and more entertaining to read. The author also uses emphasis in her words. “The three of them marched around the room saying their lines, Mom banging on the tambourine in rhythm to the words: Wea-VING [clang!] spi-DERS [clang!] come NOT [clang!] . . . The bells on Mom’s providing a lightly tinkling accompaniment, Carter dragging his feet as much as he could, face as red as my mom’s costume” (Dionne 227). And there is a lot of suspense in the book. It really made me want to keep reading.