Describe how literary devices such as alliteration and internal rhyme or frame stories and narrative interruption contribute to the overall effect of coleridge's poem.

coleridge uses alliteration to create lyrical rhythm and mood. for example, the speaker repeats sounds to describe the perils faced by the ship in antarctic waters: "the ice was here, the ice was there, / the ice was all around: / it cracked and growled, and roared and howled."

he also uses internal rhyme, or rhyming words within the same line, such as "the ice did split with a thunder-fit; " and repetition ("and round and round it flew"). this literary device lends the poem a singsong quality and contributes to the seafaring theme of the poem.

the frame story and narrative interruption techniques add to the suspense of the poem. the reader discovers the mariner's real identity along with the guest. every time the guest interrupts the mariner, a new facet of the seaman's identity is revealed.

in contrast to wordsworth's lofty language and complex rhythm, in "the rime of the ancient mariner," coleridge uses alliteration to create lyrical rhythm and mood. for example, the speaker repeats sounds to describe the perils faced by the ship in antarctic waters: "the ice was here, the ice was there, / the ice was all around: / it cracked and growled, and roared and howled."

coleridge also uses internal rhyme, or rhyming words within the same line, such as “the ice did split with a thunder-fit; " and repetition ("and round and round it flew"). this literary device lends the poem a singsong quality, which gives it the flavor of an old "sailor’s song" and contributes to the seafaring theme of the poem. much like a lively sailor’s song, the poem can be read aloud and enjoyed.

the frame story and narrative interruption techniques add to the suspense of the poem. the reader discovers the mariner’s real identity along with the guest. every time the guest interrupts the mariner, a new facet of the seaman’s identity is revealed. that keeps the story interesting.

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)

we should all just get dogs.