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Czeslaw Milosz My Creative Project

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My creative project is a poem inspired by Second Space by Czeslaw Milosz, specifically, the poem ‘Classmate’. I discovered my idea in class as I thought of what Milosz was experiencing while writing his poem. I’ve never written a poem, besides maybe in early grade school, so I asked a couple of English majors for help in making sure my poem was structured. I also chose a location for this poem that reflected Milosz’s poem. My poem is a reflection of life inspired by Milosz. To write the poem, I decided the best location would be the graveyard. ‘Classmate seemed very reflective of life with lines such as: “Does the dream mean I desired her?/ Or just felt pity for her former body?” & “She should have been buried at Rossa…” (13) I don’t think there there is a better place to reflect on living than among the dead. The cemeteries respectful silence offered a great setting for focus and reflection. I didn’t know how to write a poem so I called my two friends, who both have English degrees, to …show more content…

I started by sitting in a spot and using my senses to know what was around me. The first thing I noticed was M-60 being very loud and distracting from a peaceful environment. With that, the noise coming from SAU was also distracting as some type of sports game must’ve been happening. Every few minutes their would be an outburst of cheering that made me lose some thoughts. Around me were tombstones that had markings on the top showing religious significance, but not in the way i've experienced at a visit to Arlington Cemetery. Many tombstones had a hand pointing upwards. The ribbons above the hands, possibly explaining its significance, were too worn to read. Other tombstones, weren’t legible, the weather taking the memory of a person away with each year, similar to life. Looking around, it seemed we lost our personhood after death, leaving only our name and date of death carved into

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It is the middle of the night and a loud harsh knock, followed by a rough man’s voice barking orders awakes a young girl from her peaceful sleep. Confusion sets in, and she exchanges glances with her siblings and parents. They tell her to do as the man says. He shouts to grab a small bundle of luggage and head to the railroad cars waiting outside. She does not want to go peacefully.

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Marcus Tullius Cicero once said “The life of the dead is placed in the memory of the living”. With figurative language and tone a poem communicates the theme and consists of more information than even a 300 page novel could. These things can be seen in both “Whose Mouth Do I Speak With” by Suzanne Rancourt and “My Father’s Hats” by Mark Irwin. Both speakers share a common theme of nostalgia through different uses of figurative language and tone. “Whose Mouth Do I Speak With” by Suzanne Rancourt reveals the memories that the narrator experienced with their father with a tone of admiration.

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Poetry is used as a completely separate language on how someone can prompt him or herself, voice their opinions on topics, as well as generate something a person can enjoy reading and writing. What formulates poetry exclusive is that it takes ideas and puts them into humble linguistic that the bookworm can understand and relate to via emotion and imagery. It can also use techniques such as personification, apostrophe, repetition, rhythm etc. in order to form a comprehensible and innovative poem. However, poetry in its form can also be a mystery in how to interpret what the poem’s involvement is or what the connotation behind or the subject of the poem.

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Writer’s Statement I decided to write about year 12, as it is currently a very imposing part of my life which will decide the future I take. I decided a poem would allow me to best express my views to the reader on such a personally important topic with the use of imagery and language techniques. The pressure of school work combined with social and sport commitments lead to a very stressful experience. I decided to write a poem which reflected some of the beliefs, attitudes and feelings expressed by a year 12 throughout the year.

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My visit to the cemetery was very interesting. When I first read the assignment sheet, I didn’t want to visit the cemetery. I thought it was scary to visit a stranger; it turned out to be very fascinating. When I got to Kewanee Cemetery I got the goosebumps all over my body; six crows following me around, watching every step I took. After a while, I was more intrigued about the headstones that I even forgot about the crows.

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Growing mold and cracking signified the oldness of the stones. While in the cemetery I was very skittish because I was there alone, then I walked up to the church. Two large, brown doors tower down showing the entrance. As soon as I stepped in the doors a stale smell hits my nostrils reminding me of my great-grandmother’s. The creaking of the floors makes me jumpy, even though I should expect this.

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I instantly began to sympathize with her. It is kind of ironic, that in this ballad, the one place deemed sacred, turned out to be, an untimely, grave. It is also

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The scene, outlined only through the air tremor that vibrates for artillery attacks, is that which upsets the front. There, in the night, two groups of soldiers intersect, on the street; shivering in the dark a few words are enough to create a sense of mutual pity, then, of solidarity. The same feeling of love for their comrades, inspired from the contemplation of death, in this poem is expressed with a delicate tone that acquires prominence by the simplicity of the means: the repetition of the word " Fratelli ", instinctively uttered by fellow soldiers, the analogy between the word ‘Fratelli’ and ‘Foglia appena nata’, recalling the precariousness of human life. The essentiality of the poetic message is a precise feedback, as well as the essentiality of language. In fact, the draft breakdown of the poem in brief verses and breaks creates evocative musical pauses in which the words stand out in their true meaning describing the wars positives and negatives, which can be both shown as praise and condemnation of war.

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