Poetry Analysis Once the poem “History Lesson” was written numerous poetry foundations celebrated it for many reasons. “History Lesson” not only makes an impact on literature today it has also impacted people also. This poem inspires people and moves them to the point to where they can find a personal connection to the poem itself and to the writer. Not only does it hold emotional value for those who were victimized and those whose family were victimized by the laws of segregation, but the poem is also celebrated for its complexity. The poem uses many techniques to appeal to the reader. In this poem the writer uses imagery to create logos, uses connotation convey ethos, …show more content…
When an individual reads something historical they cannot fully comprehend the story because they did not live in that time period nor did they experience the event in the character’s shoes. In this story the writer uses imagery to make the reader feel as if they were present during the event. The entire story takes place on a beach where the author is a young child posing for a picture her grandmother is taking. While narrating this event in her life the writer describes the ocean, she says “The sun cuts the rippling Gulf in flashes with each tidal rush” The way in which she described the sunset on the ocean illustrates the event in a descriptive way in which the reader can imagine it and feel as if they were there. She also uses forms of imagery to create nostalgia, for example she states “ I am four in this photograph…My hands on the flowered hips of a bright bikini.” This can transport a reader to a time where they were young and visited the beach so that they may better understand this …show more content…
The poem “History Lesson” written by Natasha Trethewey has a unique form of style and rhythm that causes the reader to rely more on their comprehension of the story than the presented facts. Specifically, in the beginning of the poem the writer describes herself standing, with her hands on her hips in a flowered bikini while her grandmother, beaming, takes a photograph of her. In the middle of the poem she states that the beach has recently been opened to people like her and her grandmother. Finally, at the very end of the poem she says “Forty years since the photograph where she stood on a narrow plot of sand marked colored, smiling, her hands on the flowered hips of a cotton meal-sack dress.” The writer formatted this poem in a way where she did not put the information together in order to create ambiguity. The poem was formatted in this way so that the reader would have to logically assume that the grandmother was not only taking a picture of her granddaughter at the beach, but was reflecting back to her past and admiring the opportunity that her granddaughter was getting to have that she did
The author’s use of imagery presented her memories in a way that her audience could either relate or feel empathy towards
Vivid and memorable images produce certain emotions within the audience, through their interpretation of distinctively visuals to create particular perspectives. ‘The Shoe-Horn Sonata’ a multimedia presentation composed by John Misto, is a highly evocative play exploring the history and treatment of women in the Japanese prisoner of war camps, by looking at real life experiences of these women told through a story about two characters, Bridie and Sheila. Kenneth Slessor’s 1942 poem ‘Beach Burial’ similarly comments on the horrifying scenes of war and the significant sacrifice of those who fought. Through the use of distinctly visual techniques, both composers create memorable images immersing the reader into a new understanding of war allowing
The intense word choice of “huge” to describe the hat may further be seen as a symbol of grief and the mourning of her son’s death. Coral and her husband, Roy’s journey to the Gold Coast can also be seen as both a physical and emotional venture as we can see the assumed release of anguish and mourning of Roy and Coral through the use of the beach’s shells. The physical metaphor of the “Shells” and them being placed in her hat may act as an emotional going ‘Away’ of grief and loss. Further the beach is often associated with relaxation and “letting go” of all worries which is also seen as a parallel to coral as her and her husband after the
This poem conveys the importance of literacy to the oppressed (slaves)and its power. “Learning to Read” gives us an up close and personal look into the lengths slaves would go to learn how to read. In the poem, Chloe, a former slave, is expressing her account of how slaves were educated before and after slavery. She speaks in detail about the cleaver ways slaves would hide pages of books and ease drop, in the name of what we call “Education”. Back then, something as simple as reading, was a level of freedom and self-empowerment for slaves.
“Incident” by Natasha Tretheway brings to life the horrors African Americans faced during the time the Ku Klux Klan was rampant in the United States. Fear and secretiveness was an everyday part of African American lives. They were unable to live like white Americans were due to the racism they faced. This poem, however, symbolizes the idea that life continues through the fear of it crumbling. The narrator is still alive to tell his or her story; therefore, this is evidence that life continues.
In “The Trouble with Poetry”, and “Introduction to Poetry” Billy Collins focuses on the issue of forced inspiration, and the lack of appreciation readers, and aspiring poets have for the feel of poetry. In “Introduction to Poetry”, Collins mentions that some poetry enthusiasts try too hard to find the meaning of a poem; to try and decipher it like some ancient hieroglyphics, that they forget that poetry is not an essay and does not necessarily have to have a distinct message. In stanza’s seven and eight, the speaker states that poetry should be felt, and that what one poem means to a group of people could have a completely different effect on another group. In stanza eight “Feel the walls” is the speaker’s ways of saying that one should feel a poem and let the poem speak to them, instead of searching for what they believe to be its true meaning.
Contrasting images are used between the beginning and end of the poem. At first, the speaker is described as standing on a “wide strip of the Mississippi beach,” (Trethewey l. 2) while her grandmother is standing on a “narrow plot of sand.” It symbolizes the freedom the speaker now compared to the confinement and limited opportunities her grandmother experienced. Natasha Trethewey uses mood, symbolism, and
This paper will discuss one of the themes that have been seen throughout this semester. One of the reoccurring themes seen throughout this semester’s readings is the different influences brought on by families. Every story read throughout the class would display their own family outlooks on different situation. Not all of the occurrences in the families would be positive, some would also display a negative sense and also have a sense of both positive and negative. Family is not always just defined by blood, it is also through the love and commitment from an individual as well.
More than 12,000 children under the age of 15 passed through the Terezin Concentration Camp, also known by its German name of Theresienstadt, between the years 1942 and 1944. Out of all the children, more than 90% lost their lives during the time of the Holocaust. Additionally, throughout this time, children would write poetry describing how they would like to be free and their faith in believing they would one day be free again and see the light of the sun. They would also write about the dreadful experiences they suffered through. To add on, the poet’s word choice helps to develop the narrator’s point of view.
After leaving the audience questioning the identity of “their, ”the speaker opens the poem by describing the scenery of the ocean at night, the ocean being one of the most significant forces of nature. He first proclaims that the sight of the beautiful ocean was seen yesterday, hinting to the reader that the past would be different from today. He then illustrates that the, “ enormous the moon hung low on the ocean,” (Line 1-2). By using personification to describe the moon as hanging low, the speaker is accentuating the
A lyrical poem is all about the thoughts and feelings of the speaker. The speaker of “Dover Beach” is, therefore, expressing his interpretations on how
A quote that can be used to support this is: “The Tide Rises, The Tide Falls. The twilight darkens, the curlew calls.” After most readers who have read this, they could try to imagine this scene happening in the poem. It could be a visual thought or they can picture themselves there. This quote exemplifies shows that the author wants us to use our mind and imagination to picture ourselves there.
The scent of saltwater lingered in the air, and the turquoise waters with the sun sparkling on the surface caught my eye. Beyond the sandy-pink beach small sailboats cut effortlessly through the waves as the gusty wind carried them. Our car gently coasted down the left side of the road through the rolling hills. Every once in awhile I would attain another peak at the precious blue Atlantic Ocean. My legs were relieved we had stopped, so they could stretch after the many hours of sitting.
Shortly afterwards the poet refers to the hand as 'a dozing whale on the sea bottom'(78) in comparison to the face which is a 'tiny, self-important ship / On the surface' (79-80), describing the gesture of the hand as 'neither embrace nor warning / But which holds something of both in pure / Affirmation that doesn't affirm anything' (98-100). There is a growing sense of frustration with the impossibility of reaching the distanced soul within the face of the portrait when, quite unexpectedly, the contemplative mood is interrupted by 'The balloon pops' (101) followed by the almost conversational 'I think of the friends / Who came to see me, of what yesterday / Was like' (104-106).
In the poem, "When I Was Growing Up”, Nellie Wong relates the struggles of a Chinese girl growing up, searching to find her voice in a predominantly white cultural majority. The speaker begins the poem with, “I know now that once I longed to be white,” (1). This speaker longs for the privileges she attributes to being a member of the cultural majority. Ashamed of her darker Asian skin and Chinese culture, the speaker laments, “…I could not change, I could not shed / my skin…” (49, 50).