William Stafford employs sounds and word choice to evoke feelings of a carefree, happy morning. Elizabeth Bishop uses punctuation and allusions in order to pass on how hard mornings are for her. “Five A.M.” paints a picture of easy going mornings. Here, the speaker is joyous on his morning run, celebrating the peaceful atmosphere. There are no troubles as the speaker literally asks “Where are my troubles?” This happy go lucky attitude is the set up for Stafford’s theme that mornings are good times to get ready for the day and are new beginnings. Sounds are one of the devices he uses to create this peace. Both octaves have harsh and soft sounds and yet both end on softer sounds. While there are always worries a foot, it is best for one …show more content…
Through punctuation and allusions, Bishop manifests her theme that one can be hiding anxiety that no one else but the early mornings see. By using dashes, ellipses, and parentheses, Bishop conveys that the poem is simply what the speaker is thinking. “Questions- if that is what they really are-” proves that she is doubting everything running through her mind. While in “Five A.M.” the speaker release his worries as they occurred to him, here the speaker clings to her worries and multiplies them, a sure sign of anxiety that not everyone sees. “Of glassy veins…” shows getting lost in one’s own head. Everyone has done this at some point or another but for the speaker, she is constantly lost. Losing oneself to thoughts that often means never being present and always second guessing. Then, in using parentheses in the last line, Bishop shows the speaker’s true thoughts. Her yesterday is “impossible to lift,” meaning that yesterday is a hard reality that she can not deal with. This pattern of being ridden with anxiety, losing herself in thought, and struggling to deal with yesterday proves the theme that one does not always knows what goes on behind doors. With allusions, Bishop implies the speaker is jealous of the birds. Outside, a bird chirps “ once or twice” but does not need and answer. The New Testament has Jesus constantly saying that the birds do not need to worry about tomorrow as God takes care of them.
In “The History Teacher” he describes his students going out to recesses. “The children would leave his classroom for the playground… mussing up their hair and breaking their glasses...and walked home passing flower beds and white picket fences.” Creating and using the senses for the audience that the bullies are scaring the children meaning they take their innocence away from them because it creates fear for the children who are playing. Also at the end of the poem he describes what is a group of soldiers sitting and knowing their enemies are doing the same. In “A Barred Owl” the poet also uses imagery to create an ambitious tone.
In his pom entitled “Evening Hawk”, Robert Penn Warren characterizes human nature by a transition between the flight of the hawk during the day and that of the bat, or the “Evening Hawk” during the night. The hawk, as it soars in daylight, portrays how humans appear in clear light of their peers, while the bat, cruising the night sky, symbolizes what humans hide within themselves. Warren effectively expresses the meaning of this poem and its serious mood by the use of diction and imagery to appeal to the reader’s perception of sight and sound. Throughout the first part of the poem, Warren describes the journey of the hawk in the daytime to symbolize how one’s character may seem to other beings.
In “The Great Scarf of Birds” by John Updike, the speaker concludes that his heart has been lifted by the image of a gray scarf. The poem is marked with joy and reverence to the natural world around the speaker, but there is sadness in his last few words. The speaker prepares the reader for this conclusion through an abundance of imagery, similes, and poem structure. The speaker opens the poem by describing his setting through a series of individual but connected natural images. The reader is immediately shown ripe red apples from Cape Ann in October, and one after another, the speaker uses similes to compare one part of nature to another.
The short story “A White Heron” by Sarah Orne Jewett expresses a dynamic character named Sylvia who loves to adventure the woods but is normally afraid of people. However, one day she meets a stranger who she connects with and starts to change how she feels towards people and the shyness of her personality. In the beginning, Jewett explains that Sylvia had came to live with her grandma on the farm to get away from the crowded manufacturing town. Mrs. Tilley tells that Sylvia is afraid of people.
This quote shows that the bird is treated very unfairly and that the bird no longer has power. Also, the bird’s wings give it freedom to fly and survive in the wild, which it no longer has. This is an example of how power can be often abused, when put in the hands of the wrong people. Thus, the birds power and freedom has been taken away from it, becasue someone could not control their
This leaves the reader under the impression that the birds are symbols of love because the author writes, “[We used] birds to stimulate [our] hearts” (Reed). Their hearts were disappearing and to gain back what they were about to lose they used birds to fill that void. However, the author decides to make a quick turn and establishes that the use of birds is no longer needed. They decided to let their birds fly into the sun, and they
Furthermore, the superficial simplicity of Hughes’ poems is not meant to deceive, but to encourage readers to engage in poetry from different perspectives because there is more to the poem than meets the eye. Additional questions remain, however. Does Hughes’ experimentation with form threaten to mischaracterize or further objectify the subjects of his poetry? Does Hughes ascribe too much value to these ordinary objects and places? Are there limitations to Hughes’ experimentation?
She utilises a diptych structure which portrays the contrast of a child’s naive image of death to the more mature understanding they obtain as they transition into adulthood. This highlighted in ‘I Barn Owl’ where the use of emotive language, “I watched, afraid/ …, a lonely child who believed death clean/ and final, not this obscene”, emphasises the confronting nature of death for a child which is further accentuated through the use of enjambment which conveys the narrator’s distress. In contrast, ‘II Nightfall’, the symbolism of life as a “marvellous journey” that comes to an end when “night and day are one” reflects the narrator’s more refined and mature understanding of mortality. Furthermore the reference to the “child once quick/to mischief, grown to learn/what sorrows,… /no words, no tears can mend” reaffirms the change in the narrator’s perspective on death through the contrast of a quality associated with innocence, “mischief”, with more negative emotions associated with adulthood, “sorrows”.
The birds had been more restless than ever this fall of the year, the agitation more marked because the days were still. (52) This quote shows that there is something strange happening with the birds and hints towards something more later in the story. In one scene, Nat askes Mr. Trigg if he has boarded up his windows yet. He replied, saying that the birds were a bunch of nonsense and that he had nothing to worry about.
Poetry is an effective means used to convey a variety of emotions, from grief, to love, to empathy. This form of text relies heavily on imagery and comparison to inflict the reader with the associated feelings. As such, is displayed within Stephen Dunn 's, aptly named poem, Empathy. Quite ironically, Dunn implores strong diction to string along his cohesive plot of a man seeing the world in an emphatic light. The text starts off by establishing the military background of the main protagonist, as he awaits a call from his lover in a hotel room.
Bishop uses metaphors in her poem such as material
In the poem by Sax, he uses anaphoras in the end of the poem by using “this is … this is…” (l. 9-11) in the beginning of each sentence to describe the likeliness of each object to his emotion. The setting of his poem is more ambiguous than Levine’s poem but it could be inferred that it’s at night during winter it could also be in the character’s house during that time as the character remembers the memories that cause him to grieve. Levine’s poem uses symbolism to describe the character’s time of revelations during his process of grieving which is mentioned as a dance but is really the time spent walking in the woods (l. 19). The setting of Levine’s poem is in the woods which can be inferred from the imagery of pinecones and mountain
Additionally, the motif of birds characterizes the bishop as wasteful as he left the roosters that the people of the town offered him.
(Orr, line 12). It is this line that dramatically changes the mood of the poem, shifting it from curiosity to a feeling of distraught
“Bishop’s carefully judged use of language aids the reader to uncover the intensity of feeling in her poetry.” Elizabeth Bishop’s superb use of language in her introspective poetry allows the reader to grasp a better understand of feeling in her poetry. Bishop’s concentration of minor details led to her being referred to as a “miniaturist”, however this allows her to paint vivid imagery, immersing the reader in her chosen scenario. Through descriptive detail, use of metaphor, simile, and many other excellently executed stylistic devices, the reader can almost feel the emotion being conveyed. Bishop clearly demonstrates her innate talent to communicate environments at ease.