In the book, the language used could really strike the reader and truly show the misery they experienced. “The morning was cold and wet. They had not slept during the night, not even for a few moments, and all three of them were feeling the tension as they moved across the field toward the river.” ( O’Brien, p.105) The author uses imagery to show first hand what the soldiers encountered on that wet rainy day.
“Nineteen”, by Elizabeth Alexander uses language and tone to form a multi-sensory poem about remembering her youth and desire to connect to her past Vietnam vet lover. These aspects of language and tone are embedded in the outer form of the poem, as the author forms an imaginative recreation of her young adult life, which directly impacts the reader to allow for an enjoyable simple read. The elements of language and tone formation ensure the translation of Alexander’s emotions or feelings of her youth for the audience to relate and understand. In the first place, the language within “Nineteen” is casual and not really poetic.
Through pathos, the reader feels as if they are responsible and must help. Imagery was regularly used throughout the book to describe what it was like to see how others lived. Imagery was also used to arouse emotion in the reader. The author vividly described scenes like the wars and villages he saw. This helped the reader get a better understanding of what those countries are like and how their citizens live.
Some poems are lengthy, and some poems can be very short, however when analyzed, they all express a deeper message. For example, when examining the poem, "The Changeling," by Judith Ortiz Cofer, the reader can easily spot the important message which the author is trying to reveal to the reader through the use of poetic devices. When closely reading this poem, the language and the terminology applied by Cofer enhances the readers ability to make connections between the theme of this poem and how it can be applied to real world scenarios. The poetic devices incorporated into the poem, "The Changeling," reflect on how young children interpret gender roles in their own way.
The most noticeable liberty that Walhouse took with Sappho’s poem was when he changed the pronoun “she” to “he” in the sixth stanza. I suspect this is due to the historical norms of the Victorian Era where women are not supposed to educate themselves on current events and that those educational magazines such as this one would be read by men only so Walhouse changed the pronoun to suite his audience during this time. This change alters the interpretation of the poem greatly, in Carson’s translation with the pronounce she, the message seems to be that Sappho is either contemplating fleeing her relationship even though she can’t or she has a female lover that she wants to ensnared. Walhouse only left one message in his poem, which is Sappho
1) Sappho’s occasion It is possible that the work of any archaic
Secondly, the authors use figurative language to help the reader understand the subject of family separation. The section of ‘The Red Umbrella’ that shows the technique of figurative language is, “She sat frozen in place.”, which shows Mama’s deep grave that her family is being separated, through telling us her behaviors. In ‘A Band-Aid for 800 Children’, the sentence, ““Every child is also a job,”” shows us that Sandigo
Using distinctively visual, sensory language and dramatic devices in texts allows the reader and audience to view as well as participate and relate to different emotions. In the fictional play “Shoe Horn Sonata” written by John Misto, 1995, Misto sets the scene by using dramatic devices to address the extremely confronting circumstances that the protagonists, Sheila and Bridie experience. Similarly, in the poem “Beach Burial” by Kenneth Slessor, 1944, Slessor too uses extremely strong visual language on the subject of war to overcome the gruesome realities of the subject matter. Misto’s play “Shoe Horn Sonata” shares the impacting journey two young women are forced to face, spending 1287 days in captivity in a Sumatran war camp, during world war two.
Intro Thesis: If Anaktoria would have stayed with Sappho, would she have written poetry like this? Desire The ancient poet Sappho expresses her feelings in her work.
The language in Plato’s symposium and the expression of Sappho’s poetry are similar in that they both deal with homoerotic love. Sappho, the only ancient Greek female author whose work survived, talks from the female point of observation, where as Plato’s work concentrates on the idea of love among males. In spite of the fact that both of their points of view are comparative in courses, for example, their thoughts of physical fascination and want, Plato’s work creates a better understanding of the nature of love then Sappho’s ideas. This understanding will be shown with three arguments and counter- arguments in order to demonstrate the dominance of Plato over Sappho. It will than be concluded with an overview of the main idea and a recap of the three arguments made for Plato.
While the meaning of her words is equivalent across translations, Dido’s heartbreak, spite, and vengefulness vary in shades within each translator’s
By using easily understood English and short sentences, Tan is humbling herself before her audience and makes the text immediately intimate. It is a text that her mother could comprehend and read with ease. To allow the readers to connect to her story even further, Tan quotes her mother in her broken English. This shows the reader how difficult it can be to understand Tan's mother's English and how different it is from the English Tan has learned through formal
Similarly both works expresses a fervent desire towards someone. In Sappho’s fragment 130 we see can see love and desire has took a hold on Sappho. A feeling that can be described as either pleasant or even painful yet she has a hard time fighting off the overcoming feeling. What’s interesting is
The vivid imagery contrasts considerably with the speaker’s identity, highlighting the discrepancy between her imagined and true personas. The speaker undergoes a symbolic transformation into a boy, but in order to do so, she must cast away her defining features as a woman. One way she does this is by repositioning
The poem begins with the speaker looking at a photograph of herself on a beach where the “sun cuts the rippling Gulf in flashes with each tidal rush” (Trethewey l. 5-7). The beach is an area where two separate elements meet, earth and water, which can represent the separation of the different races that is described during the time that her grandmother was alive and it can also represent the two races that are able to live in harmony in the present day. The clothing that the two women wear not only represent how people dressed during the different time periods, but in both the photographs of the speaker and her grandmother, they are seen standing in a superman-like pose with their hands on “flowered hips” (Trethewey l. 3,16). The flowers on the “bright bikini” (Trethewey l. 4) are used to represent the death of segregation, similar to how one would put flowers on a loved one’s grave, and on the “cotton meal sack dress” (Trethewey l. 17) it is used to symbolize love and peace in a troubled society.
