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Similarities Between 'Experience And She's Cred Weep'?

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In the “Chimney Sweep” poems “Experience” and “Innocence” the tone is Loneliness and Madness because of the pain and harsh life they were living as children because of the disaster that burned out the whole city in London in 1875. These poems describe the feelings that the children carried every single day as chimney sweepers workers. There is differences and similarities by both poems and i will be describing in the following paragraphs . At the same time that in poems experience and innocence it shows shifts that both of them had for example it would go from positive and hope to negative and sadness . In “Experience” we have a powerful tone and how it mentions that the kids cred “weep! Weep! Weep! “ you would normally think it would be them crying but no it’s the attempt to say sweep but since their very young and it's complicated for them to pronounce the S correctly and this will be mentioned in both poems as well. The starting age for some of these kids were from age 4 years old to 6 years old that's just incredible and sad to hear . However in poem Innocence it gives us more details of how God was there for them at all times . In paragraph 5 it says “And the Angel told Tom , if he’d be a good boy, He’d have God for his father , and never want joy .” and that tone is strong and depth because of the innocence there …show more content…

When in reality they were just trying to get through the day and see the bright side out of it .And i'm sure that side was to still be alive another day and be thankful for that . Towards the end in the last two lines it says “And are gone to praise God and his Priest and King , Who make up a heaven of our misery.” That part of the poem was very emotional and religious because they wanted for their misery to be over

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This made both the poem and story similar in some way. The main character, both kept their troubles to themselves making the situation fester and allowing it to flourish to something so much crueler.

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This diptych poem is essentially engrossed with the loss of innocence through experience. Part One of Father and Child, Barn Owl, explores the innocence of childhood and the bewilderment towards the nature of death. The line “my first shot struck” consists of monosyllables which creates an emphasis on the shock that is contained within the persona for committing such an act. Part Two of Father and Child, Nightfall, is fast forwarding to a role reversal between the father and child, the child now being the carer and nurturer of the father. “Your passionate face is grown to ancient innocence”, this line reflects the fathers attitude to his surroundings at the present time, taking in the nature and once ordinary things around him, that all become extraordinary with this last inevitable walk.

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"They left my hands like a printer’s or thieves before a police blotter" (line1-2), which begins the poem with an unforeseen dull meaning. This makes an unmistakable picture of his hands recolored purple, in each niche and wrinkle on his hand. The words in this poem influences it to appear that the boy considers himself nothing superior to a criminal. The boy fending for himself denies him of that sweet youth purity. However, "almost needful as forgiveness"(line 12-13), gives the feeling that the boy is waiting for pardoning.

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This poem helped provide comfort to the people during the

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He writes powerful, meaningful sentences that give emotion. When he first arrives at the camp he sees fire and says he smelled burning flesh, which causes sadness, because he could see the dead people burning in the fire and he could smell the burning flesh. Later on, he mentions he sees bodies of children dumped into a pile, which gives him great pain and gives the readers pain because he writes in details to give off emotion. By the age of fourteen, he had seen unspeakable things and he was scared. He had seen so many things that he loses faith in God, he cursed at Him, he was angry.

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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”.

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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.

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In this piece they’re seen as the people you don't want to be, unsuccessful, obsolete and vulgar. The poet is writing to be the opposite of these low-lifes and to live your life out to the full potential, Though in the beginning being pessimistic the poem has an overall optimistic tone. Another way optimism is displayed in this poem is towards the end when the poet writes that you shouldn't “Live not for battles won.” (10), or “Live not for the-end-of-the-song.” (11), but to “Live in the along.”

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In the beginning he evokes the emotion of heart warmth and love because when one thinks about home and happy memories that is something a lot of people feel. He uses positive words like “health and prosperity” to get readers that can relate to really feel a sense of mellowness and gratefulness. Then as the reading went on there was a shift in the tone of the text. He mentions children starving and not having enough to eat. His mention of children really is what draws the reader's in because many people see children as innocent and to know and see them starving, really pulls on peoples’ heart strings.

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Within the two passages given, both authors offer different approaches towards tone, use of dialogue and questions, and overall structure to illustrate the attempts of adults to preserve childhood innocence, with two very different outcomes. Richard Wilbur’s poem, “A Barred Owl,” opens with a sort of narrative, lyrical quality with its subject and use of rhyming couplets. This, along with the “warping night air” of the starting sentence and the mention of the owl as a “forest bird,” add further to the song-like flow that is established and mimics a sort of nursery rhyme or bedtime story to help “a small child” go “back to sleep at night.” By the end of the first stanza, the caring tone of the passage also becomes clear through the responses and actions of the narrators, who are

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The poem, written by Todd Hearon, relates to a larger idea about injustice and lack of care about injustice. The corpses he writes about are people who are discriminated against or who are in lower classes of society. Our world beats them down with prejudice and hate, but doesn’t want to admit it, and people try to ignore the problem because it isn’t happening to them. Hearon also capitalizes on the point that the beaten down will eventually come back against this discrimination. If outsiders refuse to help these corpses, then they will find a way for themselves.

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1318 Words | 6 Pages

Rhymes are intentional and when rhymes are placed, the narrator is emotionally stable and able to concentrate. But, throughout the poem, she stops using rhymes when she loses control of her emotions and is instead ranting. “The mother” uses rhymes, similar to those of children’s nursery rhymes, to momentary bring the aborted children back to life, and make them able to concentrate on what the narrator is saying to make her children further understand why she made the decision that she did regarding getting an abortion. She ponders about, “If I stole your births and names, your straight baby tears and your games”, imagining her aborted children as real kids(17-18). She is discussing how she stripped them of their “tears” and “games” that they could have had in their lives if they were born, and she is blaming herself for these losses.

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In this poem, we are taught to value everyone because we don’t know their stories and we don’t know what they have been through. An example of this is “He tried to kill himself in grade ten when a kid who could still go home to mom and dad had the audacity to tell him “get over it” as if depression is something that can be remedied by any of the contents found in a first aid

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In “The Chimney Sweeper”, the little boy imagines: And by came an Angel who had a bright key, And he open’d the coffins & set them all free; Then down a green plain, leaping, laughing they run, And wash in a river and shine in the Sun

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