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 "Their hands were shaking uncontrollably as they lit cigarette after cigarette."

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This textual evidence creates the image of a man trying his best to calm himself down but unable to which is what the image shows. Lighting cigarette after cigarette means that they are in constant tremble and use cigarettes as a coping mechanism but they are not as effective so they use more.

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"And it was as if a magnet drew us irresistibly towards each other....The mission was successful, but he didn’t return."

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The textual evidence and picture correlate to the conflict of the loss of a loved one with the evidence stating that the loss of the loved one hurt so much because of the strong attraction towards each other. The picture correlates to the conflict because it shows the deep sorrow and loneliness that the author endured after the loss of her loved one, wishing that he was still here with her.

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"Like Bill, they gave their youth, their joie de vivre, their hopes and dreams for the future.They gave their all, for us."

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The connection between this image and the evidence in relation to the theme is that the textual evidence showcases what people gave up for the freedom that is showcased in the picture. The theme of this short story was that great sacrifices had to be made for the freedom of others.

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"Can you picture what it’s like to be terribly in love, and know that all you have is a few hours, this moment in time?"

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This textual evidence relates to the picture in relation to the tone because the tone of this short story is very affectionate and suspenseful with the evidence supporting this through the use of words like "terribly in love" and creates suspense through the possibility of never seeing each other and only having a few moments with each other. The picture shows affection through the holding of hands and suspense through the background color being grey/black which could symbolize something suspenseful.

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The author uses both explicit and implicit language throughout the text. For example, when describing the dangers of what a spy radio operator had to go through the author was straightforward and to the point. In the text it states " A radio operator was the most stressful, hazardous, and dangerous mission of all." Proving that the author uses explicit language in the text because she uses to the point words like hazardous and dangerous. The author also uses implicit language when describing the life of a spy in the text. For example, In the text it states "He was infiltrated that night. I never saw him again. The mission was successful, but he didn’t return." This proves that the author uses implicit language because the is trying to show or tell the reader that her lover as died without directly telling the reader. So she instead lets the reader assume that her lover has died through the evidence of her not seeing him again after infiltration. The text relates to the text because the life of a spy is dangerous no matter what, where, or when.

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The author mainly tell this story in first person but on occasion switches to 2nd person point of view which is done so to make a better connection to the reader. For example, In the text it states "I imagine you’ve all been in love. Can you picture what it’s like to be terribly in love, and know that all you have is a few hours, this moment in time?" The author directly talks to the reader to make a better connection on the topic of love. Another example in the text is "They gave their all, for us. They gave their todays, so that we might have our tomorrow." This was also written in second person point of view for a purpose, which was to better connect the reader to why they have a current present that is safer. The reason I chose the photo above is because the upcoming examples are constantly shown in the story, love is what drives people to do what they do, love is powerful enough to bring sorrow when lost, and love can keep us safe and comfortable even if its for a brief moment.

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The author explains to the reader the relationship that she had that really opened her eyes. For example, in the text it states "They told me I should be proud. He was incredibly courageous—a wonderful man, who realized that there was a force of evil in the world that had to be annihilated, but that freedom has a price tag." This here evidence shows that the love she had for him was cut short but for a greater cause which was the freedom and safety of the future. This then opens her eyes on why most of the spy's on her team were taking these great risks. For the freedom and safety of the loved ones they had back home. I like to believe that the author's lover took this great sacrifice to ensure the safety of her back home. The image symbolically represents an element of the text because it shows that the spy's took great sacrifice to protect their loved ones back home.

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The common word that stood out the most is non other than the word love itself.

By definition this word is defined as an "intense feeling of deep affection."

The author uses this word throughout the entire text and describes the ways love should and should not be seen. For example in the text it states "To truly love we must learn to mix various ingredients- care, affection, recognition, respect, commitment, and trust, as well as honest and open communication." This describes how love should be seen. In the text the author describes that abuse and neglect cannot coexist with love and proves that love is not true when there is abuse and neglect.

This image depicts what looks like a grandmother and her granddaughter showing great care and affection for one another. This image demonstrates and proves that love does not have to be a sexual attraction between two people, as stated in the text.

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A supporting detail in the text is

"No definition ever appears in her book that would help anyone in trying to learn the art of loving."

This supporting Detail supports the thesis statement because it proves and demonstrates a reason why nobody has an equal definition of love. No real definition commonly appears in books about Love in which they could educate the population to have an equal understanding of what love truly is, and because nobody has that equal definition the act of love is so mystifying to them.

The image supports this because it demonstrates a person who is being abused and emotionally neglected but it still trying to put on a happy face because they are supposed to feel "Loved"

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Thesis a sentence that tells you what the text is about.

The thesis sentence is "Our confusion about what we mean when we use the word "love" is the source of our difficulty in loving."

The actual thesis sentence is "if our society had a commonly held understanding of the meaning of love, the act of loving would not be so mystifying."

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The word that stood out to me from the text is "Dysfunctional"

This word by definition means "not operating normally or properly."

The author uses this word to describe and define what is feels like to live in a family or area where you are constantly shamed, neglected, and abused but still admired and told you are loved. This creates an awful demonstration and meaning of love for the person which is a reason why most people don't have an equal understanding of the true meaning of love.

This image depicts someone who has most likely been emotionally neglected and does not feel loved. He most likely comes from a dysfunctional family and a dysfunctional area surrounding him.

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The tone of this piece "All about Love" is very formative and educational.

The author in this piece works to educate the reader about the true meaning of love and that love should be demonstrated a certain way. She does this in a very informative and educational tone for her narration. For example, in the text it states "Abuse and neglect are, by definition, the opposites of nurturance and care." The one here is demonstrated because it is very knowledgeable in which the author uses this to educate the reader and inform them in the same way.

This image depicts an educator, someone who knows more than the students trying to learn. This is a reference and comparison to the author and reader in all about Love. The author being the teacher and the readers being the students.

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Another supporting detail that could support the thesis is "For most folks it is just too threatening to embrace a definition of love that would not longer enable us to see love as present in our families" This supporting detail proves and demonstrates that a common reason why most people don't have an equal definition of love is because of their background or current state with dysfunctional families. Most were taught that they were loved but were still constantly abused and emotionally neglected, in which these two cannot coexist. Coming from these dysfunctional families, hurt their own meaning and definition of love and most have trouble finding that true meaning. This causes the act of loving to be so mystifying to them.

The image demonstrates a person who has been abused but is still told that they are loved. Proving that love and abuse can not coexist in the dysfunctional families.

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The theme that is evident in this prologue is that nothing can change the fate of anyone . In the text the author labels Romeo and Juliet as "Star Crossed Lovers" but also states their doom and demise of eventually dying to end the conflict between the families. In the text, it also states 'The fearful passage of their death-marked love," Which also supports the theme of that fate cannot be changed.

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Two opposites placed very close to each other to create comparison

Love between the two lovers and hate between the families.

Death and life

In the text, It states "And the continuance of their parents’ rage,

Which, but their children’s end, naught could remove,"

This evidence proves that the distinct difference and comparison evident in the text where their parents rage could be ended with the end of the love between Romeo and Juliet.

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The two characters that I chose are Tybalt and lady Capulet.

The reason I chose these two characters is because they best support my theme of "Nothing can change the fate of anyone."

Tybalt is frustrated and is filled with anger at the sight of seeing Juliet love another man, and tries to change the love of Romeo for Juliet by killing Romeo, but is stopped.

Lady Capulet, Juliets mother, tries to decide for Juliet who she is to get married with and that she should learn to love this man because of his status with another kingdom, but Juliet and Romeo meet at the ball and fall in love with each other.

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1. Discuss the moral and ethical dilemmas faced by characters in pursuit of love across these texts.

In the texts Price of Freedom, All About Love, and Romeo and Juliet, all of the characters face moral and ethical dilemmas of some sort that would try and stop their pursuit of love.

For example, in Price of Freedom, it states " The mission was successful, but he didn’t return. And I was left with a little cameo of a perfect love. Perfect, perhaps, because it had been so brief."

The dilemma faced by the author is the tragedy of a death in war that would end their ability to love one another.

In the text Romeo and Juliet, the dilemma that they face is their culture and their parents. Juliet is expected to marry someone who has a strong royal status, but falls in love with Romeo who is not, which causes conflict between them.

The dilemma that the author of All about Love was faced with was abuse and neglection, shes states that this can not coexist with love.

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Examine the use of literary devices (e.g., metaphor, imagery) to enhance the theme of love in these works.

The use of literary devices in the work of Romeo and Juliet is the use of metaphors by Romeo to describe his strong love for Rosaline, and then uses the same literary devices to describe Juliet and his love for her.As well as, in Price of freedom the author uses metaphors and imagery to compare the love for the man. In the text, "Price of Freedom" it states " And it was as if a magnet drew us irresistibly towards each other." She as well uses imagery as stated in the text "Our eyes locked across a crowded room." Uses descriptive details like crowded room to provide a image for the reader.

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Discuss the evolution of love from infatuation to deep love in "Romeo and Juliet" and how this progression is mirrored or contradicted in "All About Love."

The evolution of love from infatuation to deep love in Romeo and Juliet is very quick. Romeo is infatuated at the sight of Juliet, but quickly realizes he is in deep love with her when he starts to get to know her and dance with her, while in All about Love, the development of infatuation to deep love is built up throughout the text as the author continues to work at true meaning of love and what that looks like. The author of this starts off the text with details such as "We use love in such a sloppy way that It can mean almost nothing or absolutely everything." The author analyzes infatuation compared to deep love how infatuation can mean almost nothing while deep love can be absolutely everything.