Personification The tree in the poem has human-like qualities. The quote: “Hard bitumen around your feet”. The quote is trying to give the message that the land has been built over the land and it is not like it was before. The tree represents what is left of their land and tradition, the concrete represents modernisation that the English brought with them.
The speaker likes the radiant colors of autumn. In the text it states, “Is a pictur’ that no painter has the colorin’ to mock.” By saying this, the speaker is telling us that no modern art can capture the beauty or feeling of the colors of fall mornings. Lastly, the
There are many differences that can be highlighted between a hawk and a dog. However, in “Hawk Roosting” and “Golden Retrievals” the use of specific elements helps the reader to understand the characters themselves and how they view the world around them. Respectively, Hughes and Doty each use specific sentence structure, tone, and strong diction to characterize the speakers and present differing views of the world. The use of specific sentence structure throughout the poems further underlines the differences in the two characters and the attitude towards the world. Hughes’s use of sentences which exemplify complete thoughts illustrates to the reader that the hawk will take its time when completing a task and gives its full and absolute attention.
From “Living Like Weasels”, by Annie Dillard, To “The Sky Tree” by the Huron Tradition, these separate texts and the times they have been told have a lot of things in common. They represent each other on how these two really different text styles the perform in. The first text is “Living Like Weasels”, by Annie Dillard. One day she was sitting by a pond and enjoying nature.
By comparing the tresses to leaden clouds, Davis shows that not only has the hair grayed, but it has become stagnant and less joyful, less full of life. Time has taken much more than color out of the hair, just as it has caused more significant changes between October and November than simply less sunlight. In fact, the meaning of this poem transcends the rudimentary transition of weather in many
Alexander uses a multitude of tones ranging from boredom, concealment, justification, unrest, impurity, wisdom, to a striking realization. Each of these tones elicits a specific response in correspondence to Alexander’s youth. The opening tone of boredom is viewed when, “That Summer in Culpepper, all there was to eat was white: cauliflower, flounder, white sauce, white ice-cream” (lines 1-2). Alexander’s tone of boredom from the uneventful activity is clear, by using the visual sense of the color white, as there is not any type of variety or favor to life regardless of the season of summer being present. This contradiction of a colorful eventful season of summer to the white boring foods being consumed issues an immediate hook for the reader to engage with and it is critical to being the attention to the start of the poem.
The attitude, or tone, of the poem is exemplified by the speaker's skillful word choice. Some of the words chosen were: louring, low, delight, and gleams. The words louring and low force the reader to empathize and visualize the speaker's distraught
This can be seen in the structure of the poem. In the second stanza of the poem it states that the quilt has a “sweet gum leaf in each square.” (L:18 ) With this image the reader can see the freshness of a soft, green, spring leaf. This start of the leaf of a tree can represent the first memories that the speaker had with her sisters and her Meema.
Wordsworth also uses imagery to expresses a similar experience. In the first stanza he describes “A host, of golden daffodils; /beside the lake, beneath the trees, /Fluttering and dancing in the breeze.” (Wordsworth Ln 4-6). Words such as “host”, “golden”, “Fluttering” and “dancing”, all appeals to the reader’s sense of sight, hearing, and smell. It brings us into the scene.
The agony the writer is feeling about his son 's death, as well as the hint of optimism through planting the tree is powerfully depicted through the devices of diction and imagery throughout the poem. In the first stanza the speaker describes the setting when planting the Sequoia; “Rain blacked the horizon, but cold winds kept it over the Pacific, / And the sky above us stayed the dull gray.” The speaker uses a lexicon of words such as “blackened”, “cold” and “dull gray” which all introduce a harsh and sorrowful tone to the poem. Pathetic fallacy is also used through the imagery of nature;
Despite the guilt inside, the speaker chooses to let the feeling consume her rather than share it with her beloved grandmother. When the leaf changes colors, it will symbolize the balance of the two worlds of college and the speaker’s Appalachia
Many people in power have used fear as a weapon and also to gain control of their country and of their people. In Greg Orwell’s Animal Farm and in real-life history, someone in power used fear as a weapon. They use fear to scare their people and to have control over them. In Animal Farm Napoleon is the one who uses fear as a weapon, and in real-life history, Hitler and Vladimir Putin use fear as the most important weapon. Fear is a scare tactic that can be the most important weapon when used by those in power.
The calming light that speckles onto the ground through the leaves of the tree enchants the speaker. It captivates the poet to become under nature’s spell by its enchanting beauty. The power and mystery behind nature is unbelievable as humans continue to explore the wonders of how nature works at its
Erdrich’s use of strong imagery and sensory language leads to striking and vivid diction in her poem. Painting a picture of what this tragic scene looked like while she also gives light to the actual situation going on, asserts the story Erdrich is trying to get across. She begins with “The stream was
One of the aspects of “Wild Geese” that truly struck my fifth-grade self was its use of imagery—I was drawn in particular to the extensive visual imagery in lines 8-13 (“Meanwhile the sun…heading home again”) and awed by the ability of text to evoke images of such clarity. Moreover, in addition to the intrigue of its use of literary devices and the complexity of its recitation, interpreting “Wild Geese” and finding meaning within it was a process that continued well beyond the end of my fifth-grade year, and the connotations of that poem continue to resonate with me. While the entirety of this story is too personal to share herein, “Wild Geese” was a poem that spoke to me on a very personal level. As I sometimes have a tendency to hold myself to unrealistic standards, “Wild Geese” was to me a reminder of the relative insignificance of the trivial matters with which I would preoccupy myself; nature became a symbol of that which existed beyond my narrow fixations and the wild geese a reflection of the inexorable passage of time—in essence, a reminder that “this too shall
