“Telephone Poles” by John Updike.
They have been with us a long time.They will outlast the elms.Our eyes, like the eyes of a savage sieving the treesIn his search for game,Run through them. They blend along small-town streetsLike a race of giants that have faded into mere mythology.Our eyes, washed clean of belief,Lift incredulous to their fearsome crowns of bolts, trusses, struts, nuts, insulators, and suchBarnacles as composeThese weathered encrustations of electrical debris¬Each a Gorgon’s head, which, seized right,Could stun us to stone.
Yet they are ours. We made them.See here, where the cleats of linemenHave roughened a second barkOnto the bald trunk. And these spikesHave been driven sideways at intervals handy for human legs.The Nature of our construction is in every wayA better fit than the Nature it displacesWhat other tree can you climb where the birds’ twitter,Unscrambled, is English? True, their thin shade is negligible,But then again there is not that tragic autumnalCasting-off of leaves to outface annually.These giants are more constant than evergreensBy being never green.
Initial Impression-
The poem is talking about the ubiquitous use of telephone poles in modern day society. When looking at the poem as a whole, the author, John Updike, lauds the use of telephone poles. For most parts of the poem, Updike seems to complement the useful aspects of the telephone poles. However, Updike also states some undesirable features alongside the desirable features of telephone poles. Updike, for example, makes allusion to the Gorgons’s head when he is talking about the wires of the telephone poles. This allusion has an unfavorable connotation that makes the readers think about the harmful aspects of telephone pole. Additionally, the central message of the poem is that humans are taking over nature and making an artificial environment. Updike makes it clear that although the human designed environment has some bad qualities, it also has many favorable qualities that society should embrace.
Paraphrase-
They have been beside us for a while now.
They will stay longer than elm trees.
Our eyes savagely look through them, searching for food.
They exists alongside our streets like big creatures of mythology
Our eyes, in disbelief, open and see big bolts, trusses, struts, nuts, insulators and other such things; the wires on the poles are electrical debris that represent the snakes on Gorgon’s head, which aggressively move and could kill us.
Yet, all these creations are ours; we made them.
The marks left by lineman show were the poles are and will go.
Human replacement of Nature is good for humanity; the Nature that is created by human construction allows for us to listen to English rather than birds tweeting. How amazing is that?
The shade from the poles isn’t that great, but then again, it’s better than autumn leaves annually falling onto the ground
These telephone poles more common than evergreens, but they are never green.
SWIFTT-
SW- The poem has an interesting syntax. There are two stanzas of roughly the same length. In each stanza, there are complex and simple sentences. Additionally, in the second stanza, the writer includes an interrogative sentence. Throughout the poem, the author never directly says the words telephone poles. However, through the author’s word choice, it is evident that the author is describing telephone poles. For instance, the author says, “electrical debris…bald trunk… these giants.” All of these words make the readers think about telephone poles.
I- Throughout the poem, Updike creates vivid images of telephone pole. When Updike says, Our eyes, washed clean of belief, “their fearsome crowns of bolts, trusses, struts, nuts, insulators, and such barnacles as compose these weathered encrustations of electrical debris¬each a Gorgon’s head,” the writer sees a city filled with large telephone pole that are connected with active electrical wires.
F- Updike uses an allusion in the poem. He calls the wires Greek mythological Gorgon heads. In addition, the allusion is also a metaphor because it implicitly compares Gorgon heads to wires. The poem also consist of a simile that compares the eyes of humans today and the eyes of a savage: “like the eyes of a savage sieving the trees in his search for game.”
T- The tone in the poem is that of intrigue and appreciation. Updike seems to be fascinated with human ingenuity in shaping the environment.
T- Although the narrator only uses telephone poles to convey his theme, the scope of the poem reaches far beyond telephone poles in modern day society. In fact, the central theme of the poem is that humans should be embracing human ingenuity, instead of being discouraged by human induced changes to the natural environment.
Conclusion-
The poem is embracing the changes that human’s have brought to Nature. Throughout the poem, Updike vividly describes the ingenuity of the man-made environment. When I first read the poem, I thought that Updike was simply appreciating telephone poles. However, after having analyzed the poem, I clearly see that Updike had much more on his mind than telephone poles when he was writing the poem. In fact, Updike portably was thinking about industrialization when he wrote the poem. Additionally, I find it interesting that in the poem, Updike praising human ingenuity as well as encouraging its progress.
Friday, January 27, 2012
Thursday, January 26, 2012
On Reading Poems to a Senior Class at South High
On Reading Poems to a Senior Class at South High
By D.C. Berry
Before
I opened my mouth
I noticed them sitting there
as orderly as frozen fish
in a package.
Slowly water began to fill the room
though I did not notice it
till it reached
my ears
and then I heard the sounds
of fish in an aquarium
and I knew that though I had
tried to drown them
with my words
that they had only opened up
like gills for them
and let me in.
Together we swam around the room
like thirty tails whacking words
till the bell rang
puncturing
a hole in the door
where we all leaked out
They went to another class
I suppose and I home
where Queen Elizabeth
my cat met me
and licked my fins
till they were hands again.
Initial Impression-
The story is about someone reading a poem at a high school. The person reading the poem notices that he is captivating his audience with his riveting poetry. The other students in the class are moved by the person reading the poetry. Then, once the bell rings, everything changes and the all students abruptly leave the classroom. Once the narrator, the person reading to the class, leaves to go home, his cat approaches him. The cat, it can me perceived, licks the narrator to his senses.
Paraphrase-
Before speaking, I noticed them sitting down, emotionless and orderly.
The students began to listen carefully. But, I had no idea until their reactions reached my ears.
I suddenly became aware of their enthusiasm for poetry. The students were opening up to me and enjoying the poetry.
The students in the class were slowly becoming interested in poetry. The thirty students were lively in the classroom. Then, the bell rang.
Swiftly, the students walk out of the classroom.
The students walked out from the room like water escaping from a leak
I think the students went to another class while I went home.
My cat, Queen Elizabeth, liked me, until I wasn’t a fish anymore. I became human again.
SWIFTT-
SW- The poem does not follow a strict format, for the format is very natural and standard. The author’s choice of words, however, is unique. The author’s purpose is to make a metaphorical comparison with fish and humans. The author uses words that create powerful figurative images with fish. For example, he says: “Opened up like gills for them and let me in.” By using the word “gills” when describing the students’ reactions, the author is able to effectively express his message.
I- The visual imagery created by the author of the poem provides the readers with a vivid picture of the situation, in addition to providing the readers with a tactile. One example of imagery is when the author says, “licked my fins till they were hands again.” The readers imagine a man, disguised as an exuberant fish, being excessively licked by a cat until human hands appear in place of the fins; the licking cat creates sensory image.
F- Figurative language is present in many aspects of the poem. The entire poem is an extended metaphor, or a conceit. The characters in the poem are represented as fish. In the beginning of the poem, the narrator uses the simile, “as orderly as frozen fish in a package.” The compassion to frozen fish makes the students appear apathetic towards learning. However, as the poem continues, the narrator metaphorically refers to the students as “fish in an aquarium.” The narrator continues with the fish metaphor by giving the students traits of fish. He says, “Together we swam around the room like thirty tails whacking words.” Not only does this metaphor create a powerful image, but it also effectively describes the sudden liveliness of the students.
T- As the narration of the poem progresses, the tone changes. In the first two stanzas of the poem, the narrator is neutral towards the students. However, as the students begin to slowly become interested in the narrator’s poems, the tone becomes appreciative. The narrator describes the children as being lively and open. Finally, when the poem reaches the last stanza, the author starts to take on an inward tone.
T- The students become lively when the narrator teaches about poetry in class. The students’ freely express their opinion while having a stimulating discussions with the narrator. Watching others enthusiastically embrace poetry brings joy and excitement to the narrator. The theme of the poem, therefore, is that poetry is indeed a powerful learning tool.
Conclusion-
After analyzing the poem, my appreciation for the poem has increased. Not only does the author tell a story about a specific experience, but the poem also implements various literary techniques. Initially, I assumed that the narrator was throwing around metaphors and similes into the poem to keep the readers interested. However, after discovering that poem is a conceit, the figurative language throughout the poem makes more sense. For the most, my interpretation of the poem stayed the same. The narrator is poetically telling about a time when he witnessed the enthusiasm for poetry in younger generations. The poem uses the powerful metaphor of fish swimming and whacking words to express the eagerness of the student’s to hear and learn about poetry.
By D.C. Berry
Before
I opened my mouth
I noticed them sitting there
as orderly as frozen fish
in a package.
Slowly water began to fill the room
though I did not notice it
till it reached
my ears
and then I heard the sounds
of fish in an aquarium
and I knew that though I had
tried to drown them
with my words
that they had only opened up
like gills for them
and let me in.
Together we swam around the room
like thirty tails whacking words
till the bell rang
puncturing
a hole in the door
where we all leaked out
They went to another class
I suppose and I home
where Queen Elizabeth
my cat met me
and licked my fins
till they were hands again.
Initial Impression-
The story is about someone reading a poem at a high school. The person reading the poem notices that he is captivating his audience with his riveting poetry. The other students in the class are moved by the person reading the poetry. Then, once the bell rings, everything changes and the all students abruptly leave the classroom. Once the narrator, the person reading to the class, leaves to go home, his cat approaches him. The cat, it can me perceived, licks the narrator to his senses.
Paraphrase-
Before speaking, I noticed them sitting down, emotionless and orderly.
The students began to listen carefully. But, I had no idea until their reactions reached my ears.
I suddenly became aware of their enthusiasm for poetry. The students were opening up to me and enjoying the poetry.
The students in the class were slowly becoming interested in poetry. The thirty students were lively in the classroom. Then, the bell rang.
Swiftly, the students walk out of the classroom.
The students walked out from the room like water escaping from a leak
I think the students went to another class while I went home.
My cat, Queen Elizabeth, liked me, until I wasn’t a fish anymore. I became human again.
SWIFTT-
SW- The poem does not follow a strict format, for the format is very natural and standard. The author’s choice of words, however, is unique. The author’s purpose is to make a metaphorical comparison with fish and humans. The author uses words that create powerful figurative images with fish. For example, he says: “Opened up like gills for them and let me in.” By using the word “gills” when describing the students’ reactions, the author is able to effectively express his message.
I- The visual imagery created by the author of the poem provides the readers with a vivid picture of the situation, in addition to providing the readers with a tactile. One example of imagery is when the author says, “licked my fins till they were hands again.” The readers imagine a man, disguised as an exuberant fish, being excessively licked by a cat until human hands appear in place of the fins; the licking cat creates sensory image.
F- Figurative language is present in many aspects of the poem. The entire poem is an extended metaphor, or a conceit. The characters in the poem are represented as fish. In the beginning of the poem, the narrator uses the simile, “as orderly as frozen fish in a package.” The compassion to frozen fish makes the students appear apathetic towards learning. However, as the poem continues, the narrator metaphorically refers to the students as “fish in an aquarium.” The narrator continues with the fish metaphor by giving the students traits of fish. He says, “Together we swam around the room like thirty tails whacking words.” Not only does this metaphor create a powerful image, but it also effectively describes the sudden liveliness of the students.
T- As the narration of the poem progresses, the tone changes. In the first two stanzas of the poem, the narrator is neutral towards the students. However, as the students begin to slowly become interested in the narrator’s poems, the tone becomes appreciative. The narrator describes the children as being lively and open. Finally, when the poem reaches the last stanza, the author starts to take on an inward tone.
T- The students become lively when the narrator teaches about poetry in class. The students’ freely express their opinion while having a stimulating discussions with the narrator. Watching others enthusiastically embrace poetry brings joy and excitement to the narrator. The theme of the poem, therefore, is that poetry is indeed a powerful learning tool.
Conclusion-
After analyzing the poem, my appreciation for the poem has increased. Not only does the author tell a story about a specific experience, but the poem also implements various literary techniques. Initially, I assumed that the narrator was throwing around metaphors and similes into the poem to keep the readers interested. However, after discovering that poem is a conceit, the figurative language throughout the poem makes more sense. For the most, my interpretation of the poem stayed the same. The narrator is poetically telling about a time when he witnessed the enthusiasm for poetry in younger generations. The poem uses the powerful metaphor of fish swimming and whacking words to express the eagerness of the student’s to hear and learn about poetry.
Tuesday, January 24, 2012
War is Kind
War is Kind
Do not weep, maiden, for war is kind,
Because your lover threw wild hands toward the sky
And the affrighted steed ran on alone,
Do not weep.
War is kind.
Hoarse, booming drums of the regiment,
Little souls who thirst for fight,
These men were born to drill and die.
The unexplained glory flies above them.
Great is the battle-god, great, and his kingdom--
A field where a thousand corpses lie.
Do not weep, babe, for war is kind.
Because your father tumbles in the yellow trenches,
Raged at his breast, gulped and died,
Do not weep.
War is kind.
Swift blazing flag of the regiment,
Eagle with crest of red and gold,
These men were born to drill and die.
Point for them the virtue of slaughter,
Make plain to them the excellence of killing
And a field where a thousand corpses lie.
Mother whose heart hung humble as a button
On the bright splendid shroud of your son,
Do not weep.
War is kind!
Initial Impression-
War cannot ever be kind, so the writer is must obviously be providing a deeper meaning to the poem by titling it “War is Kind.” The writer seems to be talking about the absurdity of war while also taking on a promising, cheerful tone. The writer is very cynical and calls war “kind” because that is the direct opposite of war. The issue of poem is not about the kindness of war. Rather, the poem is about the obliterating nature of war and the way humans accepted war as a resolution. Although the author continues to say “war is kind,” he also continually lists the harsh nature of war, without ever blatantly stating that war is not kind.
Paraphrase-
Do not cry, maiden, as war is kind. Do not cry because your lover threw his hands in the sky before dying and his horse came back alone. War is kind.
The soldiers march their little souls into war; these soldiers fight and die. They don’t understand the meaning of Glory. God watches his kingdom fill with corpses.
Do not cry, as war is kind. Your father dies from getting hurt in the chest and retreating into the trenches. Still, do not cry, for war is kind.
With their flag they proudly wave, these soldiers are meant only to fight and die. Explain to the troops the glory they receive in fighting and killing, and make them understand the reason for the death of the dead who lay in front of them.
As the mother sees her dead son, she is upset but proud. Do not cry. War is kind!
SWIFTT-
SW: There are five stanzas and no noticeable rhyme scheme. The author uses repetition by constantly saying “war is kind” and “do not weep.” Using words like battle-god make the readers think about the archaic nature of war.
I: Crane’s diction creates powerful imagery about the gruesome nature of war. He says, “ragged at his breast, gulped, and died.” This creates an image of a helpless man in the midst of war, afraid because of the inevitability of death. Crane further depicts war through stark images of a battle field: “A field where a thousand corpses lie.”
F: Crane uses personification when he say, “glory flies above them.” When Crane says this, he is giving meaning to the abstract concept of glory.
T: The tone of the passage is sarcastic. Crane says that war is kind, but subsequently describes the harshness of war and the losses that result from war.
T: The theme of the story is that war is miserable and meaningless.
Conclusion-
My initial reaction to the meaning poem is nearly the same as my conclusion: war is not kind. Now, after analyzing the poem, I see that the writer is extremely contempt with war. While men march into their deaths, women lose their husbands, sons, and fathers. The loss of war goes far beyond the battlefield, as families are gravely affected by their dead loved ones. Crane implies that war should not continue and that war should be avoided. He asks for the audience to explain to the soldiers why war is just: “Point for them the virtue of slaughter.” He knows that it is impossible to virtuously fight in war; so, by telling people to point out the virtues of war, he is letting people find out for themselves that there is no virtue in soldiers killing and being killed during war.
.
Do not weep, maiden, for war is kind,
Because your lover threw wild hands toward the sky
And the affrighted steed ran on alone,
Do not weep.
War is kind.
Hoarse, booming drums of the regiment,
Little souls who thirst for fight,
These men were born to drill and die.
The unexplained glory flies above them.
Great is the battle-god, great, and his kingdom--
A field where a thousand corpses lie.
Do not weep, babe, for war is kind.
Because your father tumbles in the yellow trenches,
Raged at his breast, gulped and died,
Do not weep.
War is kind.
Swift blazing flag of the regiment,
Eagle with crest of red and gold,
These men were born to drill and die.
Point for them the virtue of slaughter,
Make plain to them the excellence of killing
And a field where a thousand corpses lie.
Mother whose heart hung humble as a button
On the bright splendid shroud of your son,
Do not weep.
War is kind!
Initial Impression-
War cannot ever be kind, so the writer is must obviously be providing a deeper meaning to the poem by titling it “War is Kind.” The writer seems to be talking about the absurdity of war while also taking on a promising, cheerful tone. The writer is very cynical and calls war “kind” because that is the direct opposite of war. The issue of poem is not about the kindness of war. Rather, the poem is about the obliterating nature of war and the way humans accepted war as a resolution. Although the author continues to say “war is kind,” he also continually lists the harsh nature of war, without ever blatantly stating that war is not kind.
Paraphrase-
Do not cry, maiden, as war is kind. Do not cry because your lover threw his hands in the sky before dying and his horse came back alone. War is kind.
The soldiers march their little souls into war; these soldiers fight and die. They don’t understand the meaning of Glory. God watches his kingdom fill with corpses.
Do not cry, as war is kind. Your father dies from getting hurt in the chest and retreating into the trenches. Still, do not cry, for war is kind.
With their flag they proudly wave, these soldiers are meant only to fight and die. Explain to the troops the glory they receive in fighting and killing, and make them understand the reason for the death of the dead who lay in front of them.
As the mother sees her dead son, she is upset but proud. Do not cry. War is kind!
SWIFTT-
SW: There are five stanzas and no noticeable rhyme scheme. The author uses repetition by constantly saying “war is kind” and “do not weep.” Using words like battle-god make the readers think about the archaic nature of war.
I: Crane’s diction creates powerful imagery about the gruesome nature of war. He says, “ragged at his breast, gulped, and died.” This creates an image of a helpless man in the midst of war, afraid because of the inevitability of death. Crane further depicts war through stark images of a battle field: “A field where a thousand corpses lie.”
F: Crane uses personification when he say, “glory flies above them.” When Crane says this, he is giving meaning to the abstract concept of glory.
T: The tone of the passage is sarcastic. Crane says that war is kind, but subsequently describes the harshness of war and the losses that result from war.
T: The theme of the story is that war is miserable and meaningless.
Conclusion-
My initial reaction to the meaning poem is nearly the same as my conclusion: war is not kind. Now, after analyzing the poem, I see that the writer is extremely contempt with war. While men march into their deaths, women lose their husbands, sons, and fathers. The loss of war goes far beyond the battlefield, as families are gravely affected by their dead loved ones. Crane implies that war should not continue and that war should be avoided. He asks for the audience to explain to the soldiers why war is just: “Point for them the virtue of slaughter.” He knows that it is impossible to virtuously fight in war; so, by telling people to point out the virtues of war, he is letting people find out for themselves that there is no virtue in soldiers killing and being killed during war.
.
Wednesday, January 18, 2012
Musee des Beaux Arts
Musee des Beaux Arts
About suffering they were never wrong,
The Old Masters; how well, they understood
Its human position; how it takes place
While someone else is eating or opening a window or just walking dully along;
How, when the aged are reverently, passionately waiting
For the miraculous birth, there always must be
Children who did not specially want it to happen, skating
On a pond at the edge of the wood:
They never forgot
That even the dreadful martyrdom must run its course
Anyhow in a corner, some untidy spot
Where the dogs go on with their doggy life and the torturer's horse
Scratches its innocent behind on a tree.
In Breughel's Icarus, for instance: how everything turns away
Quite leisurely from the disaster; the ploughman may
Have heard the splash, the forsaken cry,
But for him it was not an important failure; the sun shone
As it had to on the white legs disappearing into the green
Water; and the expensive delicate ship that must have seen
Something amazing, a boy falling out of the sky,
had somewhere to get to and sailed calmly on.
Paraphrase-
The poem “Musse des Beaux Arts” by Auden makes an allusion to the Greek mythological story of Icarus. The story of Icarus, just like this poem, is about suffering and failure. Auden’s poem is about failure being both ignored and noticed by people. In the end of the poem, Auden says that the ship noticed a boy, Icarus, falling from the sky, and then, the ship had somewhere to go; the ship is presumably headed in a direction far from the boy. At the same time, the boy is also being ignored by the ploughman, who believes the boy’s failure is not important. The message in the poem is that life, no matter how extraordinary, will simply continue.
Initial Impression-
Suffering the same as they say
Elders understand suffering
For each person, the situation is different
It happens when you least expect it, whether it be eating, walking, or opening a window
The elders are patiently waiting for something to strike while the children who don’t really care ponder along
Things go on, but people never forget that the people will risk their lives no matter the situation
An example is what happens with Icarus: people ignore the man falling from the sky.
The ploughman hears the splash but doesn’t bother to see the failure of Icarus
The made the failure very clear to the naked eye
The ship saw the failure, but had somewhere to go.
SWIFTT-
SW- The poem is composed of one long stanza that consists of two sentences. The author words choice creates a vivid picture of a specific situation.
I- The imagery the author creates with his choice of words creates a picture. The author, for example, says, “he sun shone as it had to on the white legs disappearing into the green water.” The author is very effective at using adjectives as a manner to describe certain objects. Additionally, the author describes specific objects fluently in order for the readers to visualize the scene clearly. When he uses words like “expensive” and “delicate” to describe the ship, the author creates a concrete image of an elegant ship sailing with the wind.
F- Although figurative language is not omnipresent throughout the poem, the author presents the readers with metaphorical interpretation of the continuation of life. Also, the poem has an allusion to the the Greek myth of Icarus.
T- The author observes the scene while using an appreciative, reflective tone. He makes some personal comments that create appreciation for the events in the picture he is describing. For instance, he says “amazing” when describing the epic failure of Icarus.
T- The theme of the poem is that as extraordinary events unfold, people are only temporarily affected, and soon after the events, people will continue with their lives.
Conclusion:
Having analyzed the poem, I now clearly understand the deeper meaning behind the poem: Life will continue regardless of the events of the day. My initial impression was not far off from my conclusion. But after analyzing the imagery and tone present in the poem, I have come to appreciate the effort the author puts towards his work. The author, at first glance, seems to only describe a scene; but in fact, the author is making a deep comment about life through a well-thought-out interpretation of a painting.
About suffering they were never wrong,
The Old Masters; how well, they understood
Its human position; how it takes place
While someone else is eating or opening a window or just walking dully along;
How, when the aged are reverently, passionately waiting
For the miraculous birth, there always must be
Children who did not specially want it to happen, skating
On a pond at the edge of the wood:
They never forgot
That even the dreadful martyrdom must run its course
Anyhow in a corner, some untidy spot
Where the dogs go on with their doggy life and the torturer's horse
Scratches its innocent behind on a tree.
In Breughel's Icarus, for instance: how everything turns away
Quite leisurely from the disaster; the ploughman may
Have heard the splash, the forsaken cry,
But for him it was not an important failure; the sun shone
As it had to on the white legs disappearing into the green
Water; and the expensive delicate ship that must have seen
Something amazing, a boy falling out of the sky,
had somewhere to get to and sailed calmly on.
Paraphrase-
The poem “Musse des Beaux Arts” by Auden makes an allusion to the Greek mythological story of Icarus. The story of Icarus, just like this poem, is about suffering and failure. Auden’s poem is about failure being both ignored and noticed by people. In the end of the poem, Auden says that the ship noticed a boy, Icarus, falling from the sky, and then, the ship had somewhere to go; the ship is presumably headed in a direction far from the boy. At the same time, the boy is also being ignored by the ploughman, who believes the boy’s failure is not important. The message in the poem is that life, no matter how extraordinary, will simply continue.
Initial Impression-
Suffering the same as they say
Elders understand suffering
For each person, the situation is different
It happens when you least expect it, whether it be eating, walking, or opening a window
The elders are patiently waiting for something to strike while the children who don’t really care ponder along
Things go on, but people never forget that the people will risk their lives no matter the situation
An example is what happens with Icarus: people ignore the man falling from the sky.
The ploughman hears the splash but doesn’t bother to see the failure of Icarus
The made the failure very clear to the naked eye
The ship saw the failure, but had somewhere to go.
SWIFTT-
SW- The poem is composed of one long stanza that consists of two sentences. The author words choice creates a vivid picture of a specific situation.
I- The imagery the author creates with his choice of words creates a picture. The author, for example, says, “he sun shone as it had to on the white legs disappearing into the green water.” The author is very effective at using adjectives as a manner to describe certain objects. Additionally, the author describes specific objects fluently in order for the readers to visualize the scene clearly. When he uses words like “expensive” and “delicate” to describe the ship, the author creates a concrete image of an elegant ship sailing with the wind.
F- Although figurative language is not omnipresent throughout the poem, the author presents the readers with metaphorical interpretation of the continuation of life. Also, the poem has an allusion to the the Greek myth of Icarus.
T- The author observes the scene while using an appreciative, reflective tone. He makes some personal comments that create appreciation for the events in the picture he is describing. For instance, he says “amazing” when describing the epic failure of Icarus.
T- The theme of the poem is that as extraordinary events unfold, people are only temporarily affected, and soon after the events, people will continue with their lives.
Conclusion:
Having analyzed the poem, I now clearly understand the deeper meaning behind the poem: Life will continue regardless of the events of the day. My initial impression was not far off from my conclusion. But after analyzing the imagery and tone present in the poem, I have come to appreciate the effort the author puts towards his work. The author, at first glance, seems to only describe a scene; but in fact, the author is making a deep comment about life through a well-thought-out interpretation of a painting.
Friday, January 13, 2012
The Lamb
“The Lamb”
Little Lamb who made thee
Dost thou know who made thee
Gave thee life & bid thee feed.
By the stream & o'er the mead;
Gave thee clothing of delight,
Softest clothing wooly bright;
Gave thee such a tender voice,
Making all the vales rejoice:
Little Lamb who made thee
Dost thou know who made thee
Little Lamb I'll tell thee,
Little Lamb I'll tell thee:
He is called by thy name,
For he calls himself a Lamb:
He is meek & he is mild,
He became a little child:
I a child & thou a lamb,
We are called by his name.
Little Lamb God bless thee.
Little Lamb God bless thee.
Initial Impression-
While reading William Blakes poem, “The Lamb,” I am initially notice the archaic language. It sounds archaic because Blake uses “thee,” “thou,” and “dost,” all of which are words likely to appear in archaic texts such as the bible. The poem also has a distinct rhyme scheme, which is composed of couplets in two stanzas. The poem appraises the lamb for all it does, and goes on to bless the lamb. The narrator asks the lamb about its origins, for the narrator is curious about how the lamb has come to be. Then, the narrator goes on to answer the questions about the lamb in the second stanza. Throughout the poem, the narrator calls the lamb “little,” which makes the lamb seem young and innocent. The narrator may be referring to the lamb as “little” because he feels lambs, just like children, are inherenlty innocent.
Paraphrase-
He wonders about the creation of the little lamb. He asks the little lamb about who gave him life and who fed him. There are more questions the narrator has; he asks the little lamb who has given him the fur the lamb wears. The questions praise the little lamb’s voice but he continues to wonder where the little lamb gets its qualities from. His final questions to the lamb are questions he has already asked the lamb. He starts to answer the question. The little lamb comes from a lamb, he says. The lamb is just like the little lamb, for both appear to be are gentle and innocent. The man reveals himself to actually be a child. The child ends the poems with blessings to the little lamb.
SWIFTT-
SW- The poem is composed of two stanzas, each consisting of rhyming couplets. The writer, William Blake, uses archaic words to ask and answer the questions posed. The diction of the poem contributes to the imagery that is developed.
I- The diction of the poem contributes to the imagery that is developed. For example, the child describes the little lamb as having wooly bright clothing and a tender voice. This makes me imagine a very gentle, friendly lamb.
F- Seeing as the poem a relatively clear, figurative language is not really used. However, in the seventh line, the author uses a metaphor: “Give thee a tender voice.”
T- The soft language in which the child describes the little lamb creates a tone of innocence and compassion. The tone creates
T- Although the questions posed by the child seem simple, the questions are actually very deep and have profound interpretations. Additionally, the questions about life are inherently complex. Thus, the simple answers the child provides are not ideal; rather, the answers are vague and rudimentary. As evident from the answers provided by the child, the theme is that of simplicity and innocence in children.
Conclusions-
Since I have analyzed the poem and determined the theme of the poem to be about innocence and simplicity, I haven’t significantly changed my conclusions from my initial impression. I also still believe that since the poem mentions God and a lamb, it has a religious significance to it. The religious aspect of the poem relates the lamb to the innocence of a child. The child and the lamb are both innocent and blindly following a path. Further, the child in the poem poses profound questions that are answered with a simple statement: “Little Lamb God Bless thee.”
Little Lamb who made thee
Dost thou know who made thee
Gave thee life & bid thee feed.
By the stream & o'er the mead;
Gave thee clothing of delight,
Softest clothing wooly bright;
Gave thee such a tender voice,
Making all the vales rejoice:
Little Lamb who made thee
Dost thou know who made thee
Little Lamb I'll tell thee,
Little Lamb I'll tell thee:
He is called by thy name,
For he calls himself a Lamb:
He is meek & he is mild,
He became a little child:
I a child & thou a lamb,
We are called by his name.
Little Lamb God bless thee.
Little Lamb God bless thee.
Initial Impression-
While reading William Blakes poem, “The Lamb,” I am initially notice the archaic language. It sounds archaic because Blake uses “thee,” “thou,” and “dost,” all of which are words likely to appear in archaic texts such as the bible. The poem also has a distinct rhyme scheme, which is composed of couplets in two stanzas. The poem appraises the lamb for all it does, and goes on to bless the lamb. The narrator asks the lamb about its origins, for the narrator is curious about how the lamb has come to be. Then, the narrator goes on to answer the questions about the lamb in the second stanza. Throughout the poem, the narrator calls the lamb “little,” which makes the lamb seem young and innocent. The narrator may be referring to the lamb as “little” because he feels lambs, just like children, are inherenlty innocent.
Paraphrase-
He wonders about the creation of the little lamb. He asks the little lamb about who gave him life and who fed him. There are more questions the narrator has; he asks the little lamb who has given him the fur the lamb wears. The questions praise the little lamb’s voice but he continues to wonder where the little lamb gets its qualities from. His final questions to the lamb are questions he has already asked the lamb. He starts to answer the question. The little lamb comes from a lamb, he says. The lamb is just like the little lamb, for both appear to be are gentle and innocent. The man reveals himself to actually be a child. The child ends the poems with blessings to the little lamb.
SWIFTT-
SW- The poem is composed of two stanzas, each consisting of rhyming couplets. The writer, William Blake, uses archaic words to ask and answer the questions posed. The diction of the poem contributes to the imagery that is developed.
I- The diction of the poem contributes to the imagery that is developed. For example, the child describes the little lamb as having wooly bright clothing and a tender voice. This makes me imagine a very gentle, friendly lamb.
F- Seeing as the poem a relatively clear, figurative language is not really used. However, in the seventh line, the author uses a metaphor: “Give thee a tender voice.”
T- The soft language in which the child describes the little lamb creates a tone of innocence and compassion. The tone creates
T- Although the questions posed by the child seem simple, the questions are actually very deep and have profound interpretations. Additionally, the questions about life are inherently complex. Thus, the simple answers the child provides are not ideal; rather, the answers are vague and rudimentary. As evident from the answers provided by the child, the theme is that of simplicity and innocence in children.
Conclusions-
Since I have analyzed the poem and determined the theme of the poem to be about innocence and simplicity, I haven’t significantly changed my conclusions from my initial impression. I also still believe that since the poem mentions God and a lamb, it has a religious significance to it. The religious aspect of the poem relates the lamb to the innocence of a child. The child and the lamb are both innocent and blindly following a path. Further, the child in the poem poses profound questions that are answered with a simple statement: “Little Lamb God Bless thee.”
The Tyger
“The Tyger”
Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?
In what distant deeps or skies
Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare sieze the fire?
And what shoulder, & what art.
Could twist the sinews of thy heart?
And when thy heart began to beat,
What dread hand? & what dread feet?
What the hammer? what the chain?
In what furnace was thy brain?
What the anvil? what dread grasp
Dare its deadly terrors clasp?
When the stars threw down their spears,
And watered heaven with their tears,
Did he smile his work to see?
Did he who made the Lamb make thee?
Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Dare frame thy fearful symmetry?
Initial Impression-
The poem appears to question why an immortal being would create such a fearful, powerful creature—the tiger. William Blake asks what immortal hand or eye would have created the tiger. Blake refers to the tiger as burning bright in the forest night and having a fearful symmetry. This clearly represents the wretchedness of the tiger. Further, Williams Blake constantly refers to an immortal being, presumably God, with an apprehensive tone. For example, Blake asks, “dread hand and what dread feet” could have created the tiger. The poem, in a broad sense, is a comment on the contrasting creations of God. The question about the lamb, “Did he who made the Lamb make thee?,” is a rhetorical question that brings up the point of God’s contrasting creations. Unlike the Lamb, the tiger is not gentle or innocent. But like the lamb, the tiger is God’s creation.
Paraphrase-
The tiger stands out with its bright skin while in the darkness of the forest
How could God create such a fearful creature?
Where in the sky or ground did the creator give the tiger life through the tiger’s eyes?
How has he been inspired to do such evil?
Why doesn’t he stop the fearful creature?
What God, with reference to specific body parts, could create the tigers heart?
The tiger became alive and was born with dreaded hands and feet as fierce weapons
What machines were used to create the tiger?
What hands were involved in allowing for the tiger to be created?
Even after the killings, how did the creator (God, the immortal being) still smile?
Did this creator also really give birth to the Lamb?
The tiger stands out with its bright skin while in the unknown of the forest
How could God allow such a vile creature to live?
SWIFTT-
SW- The poem is composed of rhyming couplets and six stanzas. The poem consists of rhetorical questions that accuse the creator for being very harsh and possibly just as evil as the tiger. The poet’s diction highlights the anger he feels. Words such as dread, fearful, and bringing show the contempt that the poet has towards the tiger and its creator.
I- The imagery created in Blake’s poem provides a stark image of the tiger. The tiger is described as “bringing bright in the forest of the night” and as having “fearful symmetry.” This makes me imagine a terrible, fearless tiger. When Blake says, “When the stars threw down their spears,
And watered heaven with their tears,” he creates a scene of chaos that has ensued because tiger.
F- In the fourth stanza, Blake compares the creation of the tiger as a process that might be used to create metals.
T- The tone of the poem is cynical and accusatory. Blake continually questions the creator of the tiger about how he has been compelled to create such evil.
T- The theme of the poem is that God creates both evil and good. The tiger represents the evil God has created, while the lamb represents the good and innocence God has created.
Conclusion-
Blake makes the point that although the tiger contrast the innocent lamb, the tiger and the lamb are created by the same being. Blake continually asks God how he could have allowed for such evil on Earth. The cynicism shown by Blake is evident from his contempt of the fearful tiger. He blames the immortal being, God, for creating the evil tiger. The rhetorical questions asked by Blake reveal Blake’s critical viewpoint towards God and his creations. Further, my conclusion is very similar to my initial impression of the poem. I still believe that through the contrast of the lamb and the tiger, Blake is arguing with God about good and evil.
Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?
In what distant deeps or skies
Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare sieze the fire?
And what shoulder, & what art.
Could twist the sinews of thy heart?
And when thy heart began to beat,
What dread hand? & what dread feet?
What the hammer? what the chain?
In what furnace was thy brain?
What the anvil? what dread grasp
Dare its deadly terrors clasp?
When the stars threw down their spears,
And watered heaven with their tears,
Did he smile his work to see?
Did he who made the Lamb make thee?
Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Dare frame thy fearful symmetry?
Initial Impression-
The poem appears to question why an immortal being would create such a fearful, powerful creature—the tiger. William Blake asks what immortal hand or eye would have created the tiger. Blake refers to the tiger as burning bright in the forest night and having a fearful symmetry. This clearly represents the wretchedness of the tiger. Further, Williams Blake constantly refers to an immortal being, presumably God, with an apprehensive tone. For example, Blake asks, “dread hand and what dread feet” could have created the tiger. The poem, in a broad sense, is a comment on the contrasting creations of God. The question about the lamb, “Did he who made the Lamb make thee?,” is a rhetorical question that brings up the point of God’s contrasting creations. Unlike the Lamb, the tiger is not gentle or innocent. But like the lamb, the tiger is God’s creation.
Paraphrase-
The tiger stands out with its bright skin while in the darkness of the forest
How could God create such a fearful creature?
Where in the sky or ground did the creator give the tiger life through the tiger’s eyes?
How has he been inspired to do such evil?
Why doesn’t he stop the fearful creature?
What God, with reference to specific body parts, could create the tigers heart?
The tiger became alive and was born with dreaded hands and feet as fierce weapons
What machines were used to create the tiger?
What hands were involved in allowing for the tiger to be created?
Even after the killings, how did the creator (God, the immortal being) still smile?
Did this creator also really give birth to the Lamb?
The tiger stands out with its bright skin while in the unknown of the forest
How could God allow such a vile creature to live?
SWIFTT-
SW- The poem is composed of rhyming couplets and six stanzas. The poem consists of rhetorical questions that accuse the creator for being very harsh and possibly just as evil as the tiger. The poet’s diction highlights the anger he feels. Words such as dread, fearful, and bringing show the contempt that the poet has towards the tiger and its creator.
I- The imagery created in Blake’s poem provides a stark image of the tiger. The tiger is described as “bringing bright in the forest of the night” and as having “fearful symmetry.” This makes me imagine a terrible, fearless tiger. When Blake says, “When the stars threw down their spears,
And watered heaven with their tears,” he creates a scene of chaos that has ensued because tiger.
F- In the fourth stanza, Blake compares the creation of the tiger as a process that might be used to create metals.
T- The tone of the poem is cynical and accusatory. Blake continually questions the creator of the tiger about how he has been compelled to create such evil.
T- The theme of the poem is that God creates both evil and good. The tiger represents the evil God has created, while the lamb represents the good and innocence God has created.
Conclusion-
Blake makes the point that although the tiger contrast the innocent lamb, the tiger and the lamb are created by the same being. Blake continually asks God how he could have allowed for such evil on Earth. The cynicism shown by Blake is evident from his contempt of the fearful tiger. He blames the immortal being, God, for creating the evil tiger. The rhetorical questions asked by Blake reveal Blake’s critical viewpoint towards God and his creations. Further, my conclusion is very similar to my initial impression of the poem. I still believe that through the contrast of the lamb and the tiger, Blake is arguing with God about good and evil.
Wednesday, January 11, 2012
Siren Song
Siren Song
This is the one song everyone
would like to learn: the song
that is irresistible:
the song that forces men
to leap overboard in squadrons
even though they see beached skulls
the song nobody knows
because anyone who had heard it
is dead, and the others can’t remember.
Shall I tell you the secret
and if I do, will you get me
out of this bird suit?
I don’t enjoy it here
squatting on this island
looking picturesque and mythical
with these two feathery maniacs,
I don’t enjoy singing
this trio, fatal and valuable.
I will tell the secret to you,
to you, only to you.
Come closer. This song
is a cry for help: Help me!
Only you, only you can,
you are unique
at last. Alas
it is a boring song
but it works every time.
The song cause makes people
to jump overboard in groups
and go towards the dead near the beach
No one knows the song
because anyone who has heard the song is either dead or doesn’t remember it.
SWIFTT-
SW- The poem doesn’t follow a strict format. The syntax, however, is unique in that all the stanzas consist of three lines except for the second stanza. The author’s uses words that flatter the readers. For instance, the author calls the readers “unique,” making the readers feel special. Further, the author’s repeats many of the same phrases, making the poem lyrical as well as dramatic and compelling.
I- The description of the island creates a grimacing image, for the writer claims that “they can see beached skulls.” Skulls on an island make me think about an area filled with death and sadness. The imagery is indeed powerful, as it brings the readers into a vividly grim world.
F- The author does not use much figurative language. However, throughout the poem, the author alludes to the Greek mythological creature, a Siren.
T- Throughout the poem, the author’s diction creates a swaying, compelling tone. The narrator continually says “only you,” as if reader is unique. Throughout the poem, the narrator uses a persuasive tone to try to draw the readers in, just as a siren draws in her prey.
T- The theme can be inferred to be about the deceit and slick persuasion of a spire. Further, on a larger scale, the theme is about false appearances.
Conclusion-
The author, like the spire, is trying to sway the readers into a wretched world. The narrator in the poem says that she will tell the readers a secret; but really, she is deceitfully drawing the readers into the darkness in which she lives. When I initially read the poem, I understood that the author was acting as a spire, but I did not realize the true deceit the author was portraying until after I analyzed the poem. Also, after analyzing the poem, my understanding of how tone can help shape the theme has improved. In this poem, the narrator appeals to the reader using a persuasive tone; however, even though the tone of the narrator is sweet and compelling, it doesn’t necessarily mean that the narrator is a nice person.
This is the one song everyone
would like to learn: the song
that is irresistible:
the song that forces men
to leap overboard in squadrons
even though they see beached skulls
the song nobody knows
because anyone who had heard it
is dead, and the others can’t remember.
Shall I tell you the secret
and if I do, will you get me
out of this bird suit?
I don’t enjoy it here
squatting on this island
looking picturesque and mythical
with these two feathery maniacs,
I don’t enjoy singing
this trio, fatal and valuable.
I will tell the secret to you,
to you, only to you.
Come closer. This song
is a cry for help: Help me!
Only you, only you can,
you are unique
at last. Alas
it is a boring song
but it works every time.
Initial Impression-
The poem, “Siren Song,” seems to tell the story of a character who is a member of a crew. A siren usually signals danger, so the siren that that the character hears must be an ominous symbol. The siren may also be referring to the mythological creature. Seeing as the character in the poem says she is on an island and she doesn’t enjoy it, one can assume that the character is sadly attempting to drag others in her misery.
Paraphrase-
There is a song
that everyone wants learn and hear: the song
is mesmerizing .
The poem, “Siren Song,” seems to tell the story of a character who is a member of a crew. A siren usually signals danger, so the siren that that the character hears must be an ominous symbol. The siren may also be referring to the mythological creature. Seeing as the character in the poem says she is on an island and she doesn’t enjoy it, one can assume that the character is sadly attempting to drag others in her misery.
Paraphrase-
There is a song
that everyone wants learn and hear: the song
is mesmerizing .
The song cause makes people
to jump overboard in groups
and go towards the dead near the beach
No one knows the song
because anyone who has heard the song is either dead or doesn’t remember it.
I will tell you the secret about the song,
and if I do,
will you help me escape from this feathery bird suit?
The island is not enjoyable
sitting here all day
the view is charming and mythical .
With my two feathery partner,
I’m not happy singing all the time,
we are fatal yet we are valuable together.
Listen to my secret,
it is only for you, only you.
Continue coming towards me. This song
is a plea for help: Please help me!
Only you can truly help me,
you are special
finally. Alas
this is a boring song
but somehow it works everytime.
and if I do,
will you help me escape from this feathery bird suit?
The island is not enjoyable
sitting here all day
the view is charming and mythical .
With my two feathery partner,
I’m not happy singing all the time,
we are fatal yet we are valuable together.
Listen to my secret,
it is only for you, only you.
Continue coming towards me. This song
is a plea for help: Please help me!
Only you can truly help me,
you are special
finally. Alas
this is a boring song
but somehow it works everytime.
SWIFTT-
SW- The poem doesn’t follow a strict format. The syntax, however, is unique in that all the stanzas consist of three lines except for the second stanza. The author’s uses words that flatter the readers. For instance, the author calls the readers “unique,” making the readers feel special. Further, the author’s repeats many of the same phrases, making the poem lyrical as well as dramatic and compelling.
I- The description of the island creates a grimacing image, for the writer claims that “they can see beached skulls.” Skulls on an island make me think about an area filled with death and sadness. The imagery is indeed powerful, as it brings the readers into a vividly grim world.
F- The author does not use much figurative language. However, throughout the poem, the author alludes to the Greek mythological creature, a Siren.
T- Throughout the poem, the author’s diction creates a swaying, compelling tone. The narrator continually says “only you,” as if reader is unique. Throughout the poem, the narrator uses a persuasive tone to try to draw the readers in, just as a siren draws in her prey.
T- The theme can be inferred to be about the deceit and slick persuasion of a spire. Further, on a larger scale, the theme is about false appearances.
Conclusion-
The author, like the spire, is trying to sway the readers into a wretched world. The narrator in the poem says that she will tell the readers a secret; but really, she is deceitfully drawing the readers into the darkness in which she lives. When I initially read the poem, I understood that the author was acting as a spire, but I did not realize the true deceit the author was portraying until after I analyzed the poem. Also, after analyzing the poem, my understanding of how tone can help shape the theme has improved. In this poem, the narrator appeals to the reader using a persuasive tone; however, even though the tone of the narrator is sweet and compelling, it doesn’t necessarily mean that the narrator is a nice person.
Monday, January 9, 2012
To Marguerite
To Marguerite by Matthew Arnold
YES: in the sea of life enisled,
Between him and his companion, the is separation.
Dotting the shoreless watery wild,
We mortal millions live alone.
The islands feel the enclasping flow,
And then their endless bounds they know.
But when the moon their hollow lights,
And they are swept by balms of spring,
And in their glens, on starry nights,
The nightingales divinely sing;
And lovely notes, from shore to shore,
Across the sounds and channels pour;
O then a longing like despair
Is to their farthest caverns sent!
For surely once, they feel, we were
Parts of a single continent.
Now round us spreads the watery plain--
O might our marges meet again!
Who order'd that their longing's fire
Should be, as soon as kindled, cool'd?
Who renders vain their deep desire?--
And bade betwixt their shores to be
The unplumb'd, salt, estranging sea.
YES: in the sea of life enisled,
Between him and his companion, the is separation.
Dotting the shoreless watery wild,
We mortal millions live alone.
The islands feel the enclasping flow,
And then their endless bounds they know.
But when the moon their hollow lights,
And they are swept by balms of spring,
And in their glens, on starry nights,
The nightingales divinely sing;
And lovely notes, from shore to shore,
Across the sounds and channels pour;
O then a longing like despair
Is to their farthest caverns sent!
For surely once, they feel, we were
Parts of a single continent.
Now round us spreads the watery plain--
O might our marges meet again!
Who order'd that their longing's fire
Should be, as soon as kindled, cool'd?
Who renders vain their deep desire?--
And bade betwixt their shores to be
The unplumb'd, salt, estranging sea.
Original Reaction-
The poem “To Marguerite” appears to comment on the nature of human beings to estrange each other through a metaphor. The human beings are represented as islands that once used to be connected. These islands, like most islands, are moving apart from each other, just as the author continues to stray away from another human being. In the poem, the author says he hopes one day to see the marges of the island come together and remake the continent that once existed. The island metaphor appears to represent the current situation with the author and his companion, who, from the title, can be inferred to be Marguerite.
Paraphrase:
He starts with 'Yes,' meaning he accepts some sort of offer. Between him and his companion, there is separation. The separation makes them distant. Islands are alone and separated just as individuals are. The distant between each other is marked by constant clashed. The time of day and seasons have an effect on the relationship. The music from the different islands is blocked by the motion of water. He yearns to see his companion once more while he continues to be saddened by not having the opportunity. He believes that at one point, both of them were content with each other. He is questioning a greater beings power over him and his love life. He feels God is being cruel to him by not letting him be with his companion.
SWIFTT-
The words that the author uses give the poem a longing, sad tone. The words enisled, glen, estranging, and betwixt stand out when read the poem. These words, along with the structure of the poem, make give the poem an interesting flavor. One unique aspect of the sytax is that the author asks questieions, namely in the last stanza, and then offers an answer to his own question. Further, the author uses an extensive metaphor throughout the poem. The separation of the continent into islands represents the author’s estrangement from his former companion. Finally, all of the elements discussed develop a distinct tone in the writing. The tone appears to be almost depressing with aspects of desperation and disappointment. The theme of the poem is that life is not fair and that hope may be futile.
Conclusions-
My conclusion differs from my first reaction in that I originally didn’t realize the powerful tone expressed in the poem. For the most part, however, I continue to believe that the author makes an extensive use of figurative language, namely metaphors. After completely analyzing the poem, I realized that there is actually a powerful theme and tone. The despair in the author’s voice created by a unique blend of words makes the readers feel sorry for the author.
Paraphrase:
He starts with 'Yes,' meaning he accepts some sort of offer. Between him and his companion, there is separation. The separation makes them distant. Islands are alone and separated just as individuals are. The distant between each other is marked by constant clashed. The time of day and seasons have an effect on the relationship. The music from the different islands is blocked by the motion of water. He yearns to see his companion once more while he continues to be saddened by not having the opportunity. He believes that at one point, both of them were content with each other. He is questioning a greater beings power over him and his love life. He feels God is being cruel to him by not letting him be with his companion.
SWIFTT-
The words that the author uses give the poem a longing, sad tone. The words enisled, glen, estranging, and betwixt stand out when read the poem. These words, along with the structure of the poem, make give the poem an interesting flavor. One unique aspect of the sytax is that the author asks questieions, namely in the last stanza, and then offers an answer to his own question. Further, the author uses an extensive metaphor throughout the poem. The separation of the continent into islands represents the author’s estrangement from his former companion. Finally, all of the elements discussed develop a distinct tone in the writing. The tone appears to be almost depressing with aspects of desperation and disappointment. The theme of the poem is that life is not fair and that hope may be futile.
Conclusions-
My conclusion differs from my first reaction in that I originally didn’t realize the powerful tone expressed in the poem. For the most part, however, I continue to believe that the author makes an extensive use of figurative language, namely metaphors. After completely analyzing the poem, I realized that there is actually a powerful theme and tone. The despair in the author’s voice created by a unique blend of words makes the readers feel sorry for the author.
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