How does the author create atmosphere in Zero Hour and Examination Day Essays

How does the author create atmosphere in Zero Hour and Examination Day Essays How does the author create atmosphere in Zero Hour and Examination Day Paper How does the author create atmosphere in Zero Hour and Examination Day Paper flying in circles, climbing trees, laughing. This creates a joyful atmosphere where the author uses pleasant and positive words to describe the opening scene. Ray also uses short sentences too make it more interesting and the reader can also visualize to what the children were doing ie. Climbing trees. He uses a lot of verbs to explain to what is going on this makes the story flowing and fascinating, as if he never used a lot it would be simple and boring. Later on, the setting slowly changes as it goes indoors inside Mrs. Morriss home. When it goes indoors the atmosphere becomes tense. This can be clearly seen Mink shows Mrs. Morris a yo-yo: Reaching the end- it vanished, See? said Mink. Ope! Dibbling her finger, she made the yo-yo reappear From this you can see strange events are happening as Mink first the yo-yo vanishes then reappears. This makes us think to what is going on. The writer uses a lot of punctuation to create atmosphere. The punctuation used is question marks, exclamation marks and commas all combine to create atmosphere. In this story the main character is the young girl called Mink. She is very passionate and is imaginative. She keeps mentioning the word invasion in the story and also has an imaginary friend called drill. This is obvious when the author writes: its real funny to hear Drill talk and Martians invading Earth From the two quotes above you can see Ray makes us imagine. The first quote tells the reader that Mink has strange humour. The second quote is quite unbelievable and the writer uses shocking tactics and exaggeration to create atmosphere. This story uses language to create atmosphere. This is emphasized by the use of question marks: Drill says youre dangerous. Know why? The sentence above shows when the writer uses question marks, by inserting the question mark he creates atmosphere. This is because he wants us to know why he is dangerous, the writer couldve not inserted the question mark and that could have been okay. Due to him inserting it makes us want to read on and see why he is so dangerous. Another example of question marks and short sentences can be seen when Mink says: Mom? A hesitation. Dad? A waiting, a silence. The quote above shows emotive words and clever speech to get the attention of the parents. It has question marks to make the atmosphere tense by calling their names out separately. Also uses short sentences to make it more exciting, Examination Day is set in a house and is also set on the main characters birthday, Dick who is going to become twelve. In this story the house is similar to Zero Hour full of suspense and is tense. This can be because it is very quite and both parents have one child, making them the main character and focus on them and create atmosphere. This story is tense all throughout just like an exam would be. This can be seen when the Dicks father mentions about exam: Its just a sort of Government intelligence test they give at the age of twelve. Youll be taking it next week. After the childs father has mentioned the exam the atmosphere of the story changes. This causes the boy to ask more questions and therefore increases the suspense in the story. This can be seen when he says: What exam? he asked. By the parents keeping it quiet and the child not knowing until his father asks, this causes the boy to ask questions. By asking these unusual questions atmosphere is created. The main focus point of the story is the examination room where the child will be tested. The author uses short sentences to increase tension. This can be clearly seen when he has the medication that was given: He sat in silence, feeling drowsy, while the man wrote busily on a piece of paper. This shows us that by using short sentences the suspense increases and a lot of movement is happening in the story. A lot of description is used by the author. He describes the building of the Government Educational Building in great detail. This can be clearly seen when he describes the building: They crossed the marble floors of the great, pillared lobby, passed beneath an archway This shows that it is a big building and is very futuristic as you would not have buildings like this in the 1950s, so its trying to make the readers imagine what it would be like. He does this to create atmosphere by making us think harder. There is also lots of description when writing about the woman working there: and a thin-lipped woman with cropped black hair was passing out sheets of paper. It is said if you have thin lips you are not talkative and to have cropped hair is said to be sharp. This creates atmosphere by describing the woman to be strict and can create tension. Similes and metaphors are also used. This can be seen when Henry writes: The room was as cold and as a official courtroom, This creates atmosphere by making us think of what the room would have looked like, and make us feel whether it was really cold. Before entering the Government Educational Building the boy is known as Dick. When he goes in the building he is called by a different name: Your names Richard Jordan? Yes sir. This shows us that the people in the building are very formal and take everything carefully. This can also create tension by calling him by a more formal way. By calling him formally it can be strange as they could be strangers and he does not know who they are. He is probably not use to being called by that name. The boy also asks a lot of questions in the story. This could be due to his intelligence. This can be seen when: How far is the sun away? This shows the boy is clever and asking questions leads to answers. As the father does not answer a few questions this creates atmosphere. After analyzing both stories I found both stories were well written. I found in Zero Hour .The atmosphere changes a lot ie. Being cool at the start and then changing it to becoming panicky, frightening to create atmosphere. In Examination Day it remains tense and is full of suspense and is very much like and exam day. Zero Hour and Examination Day both have a lot of language used ie. Question marks, exclamation marks, similes, metaphors and imagery. However I did not find any similes or metaphors in Zero Hour .Both stories have good endings. For Zero Hour it is left on a cliffhanger and the ending to Examination Day is very dramatic. After reading both stories I prefer Examination Day as it is easier to read and there is more language used.

French Subjunctive Irregular Conjugations

French Subjunctive Irregular Conjugations While not as difficult as using the French subjunctive, conjugating irregular and stem-changing verbs into the subjunctive can be a little tricky.Stem-changing verbs and most irregular verbs follow the same pattern as regular verbs for the singular conjugations (je, tu, il/elle/on) as well as the third person plural (ils/elles): the subjunctive stem is derived from the present tense conjugation of ils. boire envoyer prendre venir present tense: ils boivent envoient prennent viennent stem boiv- envoi- prenn- vienn- subjunctive endings: boire envoyer prendre venir ... que je -e boive envoie prenne vienne ... que tu -es boives envoies prennes viennes ... quil/elle/on -e boive envoie prenne vienne ... quils/elles -ent boivent envoient prennent viennent However, the nous and vous forms of the subjunctive find their stems in the present tense conjugation of nous: present tense: nous buvons envoyons prenons venons stem buv- envoy- pren- ven- subjunctive endings : ... que nous -ions buvions envoyions prenions venions ... que vous -iez buviez envoyiez preniez veniez This two-stem subjunctive pattern applies to all stem-changing verbs as well as all but seven irregular verbs.Five verbs have irregular subjunctive stems but take the same endings as above: One stem Two stems* faire pouvoir savoir aller vouloir stem(s) fass- puiss- sach- aill- / all- veuill- / voul- ... que je (j) fasse puisse sache aille veuille ... que tu fasses puisses saches ailles veuilles ... quil/elle/on fasse puisse sache aille veuille ... que nous fassions puissions sachions allions voulions ... que vous fassiez puissiez sachiez alliez vouliez ... quils/elles fassent puissent sachent aillent veuillent *These two verbs have different stems for je/tu/il/ils and nous/vous.And finally, two verbs have irregular stems as well irregular endings: avoir tre ... que je (j) aie sois ... que tu aies sois ... quil/elle/on ait soit ... que nous ayons soyons ... que vous ayez soyez ... quils/elles aient soient