For this discussion we’re going to be taking a look at the work of Irish poet W.B. Yeats, specifically “Leda and the Swan” and “The Second Coming.”
“Leda and the Swan” is Yeats’ musing on the infamous rape in Greek Mythology while “The Second Coming” is an apocalyptic vision and probably his most famous poem. They rely on the reader to have a basic understanding of classical mythology in the first and Christianity in the second. How does this need for a wide breadth of knowledge affect how you read the poems? Is Yeats asking to much from his reader or is he aiming his work at a more educated audience? Do all poets aim higher than the lowest common denominator?
Explain what you think of the poems and answer the questions above. Respond to two other posts.
conversion, returned formation, clipping, blending, and so forth.) and inflection of morphologically complicated phrases also can determine the syntactic structure of the sentence, which doubles probabilities to extract word and phrase that means. it is, therefore, a prerequisite for readers to study English morphological formation rules and affixation of an element to a base morpheme, in addition to knowing the meaning of affixes. on this respect, there are three factors of English morphological cognizance: the relational factor (the capability to decide whether a phrase can be divided into smaller units just like the relation between train and educator), the syntactic thing (maneuvering segmented gadgets of a phrase depending on their syntactic categories, as in the case of including agentive suffix -or to make terminator) and the distributional component (to have an expertise of distributional constraints of segmented devices of a phrase, as in understanding that growing phrases like printable and readable requires including the suffix -capable of the verb, now not to the noun; and creating words like unlawful, not possible, fantastic, and ineffective requires including the prefix(es) il/im/un/in to the adjective to obtain its contrary meaning). it's miles part of the morphological know-how of a learner to recognize that English morphemes are either loose morphemes (which could characteristic in isolation, as inside the unfastened morpheme sleep) or sure morphemes (which can handiest characteristic in conjunction with as a minimum one other morpheme, as in the certain morpheme much less). for example, the phrase sleeplessness is composed of one unfastened morpheme (sleep) and sure morphemes (-less, -ness). free morphemes contain two kinds: lexical morphemes (nouns, verbs, adjectives, and adverbs) and useful morphemes (e.g. prepositions and pronouns that serve a function in preference to deliver meaning). in addition, bound morphemes include types: derivational morphemes (which form new phrases, e.g., care-careless) and inflectional morphemes (which signal grammatical courting, e.g., care- cares/cared/worrying). it would be instrumental to understand the that means of certain affixes including those displayed in desk 2 beneath (Al-Najjar, 2007:a hundred-119): desk 2: Affixes and meaning Prefixes Suffixes Prefix meaning Suffix that means be- affect, provide (e.g. bedevil) motive to, deal with as (e.g. befriend) -in a position/-ible match for (e.g. cleanable) liable to (e.g. contemptible) de- do away with (e.g. defrost) -an/-ian referring to (e.g. asian) dis- deprive of (e.g. discourage) -ance/-ence action (e.g. dependence) country (e.g. excellence) in- fill with (e.g. inspirit) -ary vicinity of the movement (e.g. dispensary) relating to (e.g. imaginary) un- dispose of (e.g. unsex, unearth) -ation action, procedure (e.g. flirtation) a- with out (e.g. asymmetric, apolitical) -ative tending to (e.g. resourceful) arch- fundamental (e.g. archenemy) -ee recipient of an movement (e.g. escapee)>GET ANSWER