Crane migrations Essay Example for Free

Crane migrations EssayAs mentioned, the theme of some(prenominal) texts is genus Grus migrations. However, the content of the works greatly differs. The article conferences well-nigh a new crane reserve, where cranes, which are an endangered species, are grown in what looks them like a completely inherent environment, solely actually, they are still protected by humans, according to the article, in crane costumes. The article says that these cranes have been raised in captivity, but never hear a human component nor seen a human form, except in crane costume (Lines 9,10). The poem is much more personal and talks about a particular cranes flight, struggle to escape the hunter and its demise.As we see, both texts are about cranes, but their audience and social function is different. To a Waterfowl is a poem and it is meant to express the authors feelings to the proofreader through the flight of a crane. The poem is meant for a more mature audience, because it is complex, wri te in old English, which children shadowt easily understand, and has a serious theme. On the other hand, the article doesnt choose its audience judging by their name and age,it is simply large number who are provokeed in crane migrations, especially in the USA. Its purpose is to inform the reader about the new crane migration project in central Wisconsin.Wisconsin is known to be a calm region, and so is the tone of this article. The narration and description are similar to a constitution documentary film, we see that in line 7, where the author says big sky, undulations of tall marsh grasses, wild 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 gets more and more dramatic until the cranes death, at long last leading to a fade-out effect in the outro.The stylistic devic es in both texts rely heavily on description, especially in the poem, where we see a circularise of sensory details, such as weedy 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 room?. 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 common in scientific articles.In conclusion, we see how two completely different 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 charge or an emotional descriptive poem.Paper 1 HL Sample 1.2 (birds)P eople have always been fascinated by birds. schoolbook 1, an article from National Geographic from 2004, and Text 2, a poem by William Cullen Bryant from 1815, show how plenty and birds learn from each other. While these texts exploreexperiences 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 poetry 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 extraordinary about people wearing crane costumes (line 11) who teach schoolboyish cranes how to fly and migrate from an ultralight plane (line 16). Whats more, the journalist explains that this practi ce 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 most in all probability 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 definition on a similar theme the importance of nature. Text 1 is built on the assumption that nature and the whooping crane must be preserved. Lines 24-27 draw and quarter a plan to restore the birds knowledge of the ancient flyway. The extreme measures that are taken to help 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 final stanza He who, from zone to zone, / Guides through the boundless sky they accepted 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 engage readers with the constit uent of the whooping cranes in North America, it uses diction that is descriptive. The narrator seems to be hiding in the reeds or emerald green grasses (line 3). This colorful choice of words indicates that she is enthralled by the earthy elements around her. Words like snow-white plumage and elegant black wingtips that spread like fingertips are rather poetic and sketch an image in the readers mind that is quite romantic, rural and rustic. The effect of this descriptive language on the reader is both intriguing and sympathetic. As the interviewee whispers to the reporter, the reader becomes gaunt 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 ocean grimace 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 geomorphological devices to convince the reader of their cause. For example, Text 1 plays a clever trick on the reader. After a colorful attention 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 anatomy of structure is characteristic of a feature 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 an ode, where the poet praises the qualities of an object and finds inspiration in it. Furthermore there is a rhyming escape 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 of harmony and perfection that relates to the poets understanding of the waterfowl. Each line contains loose iambic feet, meaning there are unstressed syllables followed by stressed syllables. There are three 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 configuration to each stanza. The effect of this pattern is that the reader feels a rocking sensation, which may relate to the steady flap of the birds wings or the poets brooding mood. This too ads to the aesthetic harmony and sense of perfection that the poet wants us to associate with n ature.To conclude, both Text 1 and Text 2 enlighten their readers on the mien 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 illuminate teacher enamor 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. Bookmark the permalink. 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