Because i could not stop for death – he kindly stopped for me – the carriage held but just ourselves – and immortality. we slowly drove – he knew no haste and i had put away my labor and my leisure too, for his civility – we passed the school, where children strove at recess – in the ring – we passed the fields of gazing grain – we passed the setting sun – or rather – he passed us – the dews drew quivering and chill – for only gossamer, my gown – my tippet – only tulle – we paused before a house that seemed a swelling of the ground – the roof was scarcely visible – the cornice – in the ground – since then – 'tis centuries – and yet feels shorter than the day i first surmised the horses' heads were toward eternity – in the poem dickinson uses several different symbols to represent death. what are those symbols? how do these different symbols you understand her overall view of death? make sure that your paragraph includes: a topic sentence (restate the question) 2 pts details from the text which may include quotations but should also contain your own observations. be specific! 4 pts. a concluding statement 2 pts proper grammar, spelling, and punctuation 1 pt transitional words to organize your ideas 1 pt 6-8 sentences at least question 7 options: question 8 (10 points) in this block you read whitman's poem on lincoln's death and looked at a painting of this event as well. compare these two interpretations. what mood does the poet create? what mood is created in the painting? how do the author and the painter achieve this effect? make sure that your paragraph includes: a topic sentence (restate the question) 2 pts details from the text which may include quotations but should also contain your own observations. be specific! 4 pts. a concluding statement 2 pts proper grammar, spelling, and punctuation 1 pt transitional words to organize your ideas 1 pt 6-8 sentences at least