Judgment, insolence, and isolation festered in Europe because of differences. People fill with lament as they are dragged hopelessly from their homes, taken to impenetrable camps, and forced to endure pain and misery. People fought against injustice, yet many turned their backs and looked away. Philanthropists and righteous humans fought for the salvation and right of man kind. On the journey to winning a world war cities crumbled, gas filled chambers, and children ended in the ground. European authors express the inhumanity and lack of moral values during World War II by connecting to their readers emotions. Comparatively, writers present the intolerance by using literary devices that displaying sadness, contrasting inhumane societies and
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When the author accomplishes to make the readers feel emotions, the writer has caught their attention. Authors make fearful statements that have a relatable appeal. For example, “hunched in pain, no flashlight in the dark” (Szymborska 491). If the reader does relate and has a response to the writing, then he or she has relieved strong or repressed emotions. They will generally continue reading the poem. Another way the writers create a specific mood is by relating themselves to their purpose of the poem or story. By including themselves, the readers also experience those sentiments. Czesaw writes about the fear of standing up against a higher power. He writes, “I was driven because I wanted to be like others. I was afraid of what was wild and indecent in me.” (Milosz, Czeslaw 495). When the author has the capability to display his own faults and wrong doings, the audience can also confess or realize that these sins have been committed by others. Lastly, a scene of pain and horror during this time can be told to connect to the readers’ emotions. The readers feel sympathy and sadness. “In this world shaken every day more deeply by the omens of its nearing end, amidst new terror and hopes, with intervals of exasperated slavery” (Levi, Primo 397). Catharsis will be present if the reader feels sympathy and want to stop the conflict. Levi’s objective is to express the issue and show his experience in the situation. When including so much diction, antithesis, theme, and many other literary devices the author accomplishes his
When the author accomplishes to make the readers feel emotions, the writer has caught their attention. Authors make fearful statements that have a relatable appeal. For example, “hunched in pain, no flashlight in the dark” (Szymborska 491). If the reader does relate and has a response to the writing, then he or she has relieved strong or repressed emotions. They will generally continue reading the poem. Another way the writers create a specific mood is by relating themselves to their purpose of the poem or story. By including themselves, the readers also experience those sentiments. Czesaw writes about the fear of standing up against a higher power. He writes, “I was driven because I wanted to be like others. I was afraid of what was wild and indecent in me.” (Milosz, Czeslaw 495). When the author has the capability to display his own faults and wrong doings, the audience can also confess or realize that these sins have been committed by others. Lastly, a scene of pain and horror during this time can be told to connect to the readers’ emotions. The readers feel sympathy and sadness. “In this world shaken every day more deeply by the omens of its nearing end, amidst new terror and hopes, with intervals of exasperated slavery” (Levi, Primo 397). Catharsis will be present if the reader feels sympathy and want to stop the conflict. Levi’s objective is to express the issue and show his experience in the situation. When including so much diction, antithesis, theme, and many other literary devices the author accomplishes his