How does keats use sensory language to readers understand his appreciation for autumn in "to autumn"? a. he describes ripe fruits, overflowing granaries, and hives full of honey. b. he contrasts the natural music of spring and fall. c. he lists the plants that grow during the fall. d. he addresses the sun, the wind, and the evening.

Antony refers to brutus and his co conspirators as honorable.what effect does the continued repetition of this word have on the tone of the words around it?

Ineed it now in this discussion you will use what you learned about the poems "will there really be a 'morning'? ", "i dwell in possibility", and "ozymandias" to compare how both dickinson and shelley used form - lines, capitalization, and punctuation - to bring meaning to the poems. let's check out one of your classmate's posts: in both "will there really be a 'morning'? " and "i dwell in possibility," emily dickinson capitalizes the words in the poem that tell the reader what to focus on in the poem. shelley also capitalizes words that are not names. these must be important to the meaning of the poem. create one post that compares how both dickinson and shelley use form - lines, capitalization, and punctuation - to bring meaning to the poems "will there really be a 'morning'? ", "i dwell in possibility", and "ozymandias".

I’m shakespeare’s plays lower class characters often speak in a.blank verse b.free verse c.purple prose d.prose