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Sarcasm and irony in emily dickinson poems
The effects of poetry
The importance of poetry in this modern society
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We will be answering the question between the two text. Who has more control fate and destiny or do we control it. First we need to know what is fate or destiny? Well it's something that you believe that control your life and it's unavoidable and inevitable. This is one side to what people believe but in the side they believe that fate and destiny doesn't control our lives we do. The two text Invictus by William Earnest Henley and Luck Is Not Chance by Emily Dickinson where they both support that you have control of your own fate and destiny. Invictus idea of control is you don't have control of the obstacles thrown at you but you have the ability to control how you react and handle the situation. While Luck Is Not Chance idea of control …show more content…
In line 1 and 2 Dickinson states "Luck is not chance- it's toil-." The author is building the theme by saying Luck can't be just given at any random moment, it must be earned. Then the author uses ironic statement to throw you off in line 5-7. Dickinson states "The father of the mine, is that old-fashioned coin, we spurned-." It throws you off by saying if you are give the pot of gold coins and mines reject it. This ironic statement throws you off to make you think and hard to find that it connects to lines 1 and 2. It connects by even if you are given the pot of fortune and luck reject because it's the right way to do. This even goes into lines 3 and 4 when Dickinson states "Fortune's expensive smile is earned." It's connects to line 3 and 4 because saying if you reject the pot of fortune and luck and instead earned you will be rewarded with fortune and smiles because it's earned. Dickinson also uses nontraditional rhyme but instead uses slant rhyme. The line with the last word ending with the stance rhyme like toil-smile, mine-coin and spurned-earned. These at first may not look or sound like they rhyme at all, but Dickinson does this on purpose to make the reader work hard to find the slant rhyme. Dickinson does this to make you work hard to find the reward of the rhyme and leave you with an expensive smile to prove her …show more content…
While Invictus prove his point by brighten up the mood and countering his statement to show you can control how you handle things. Dickinson unusual tactics causes the reader to work hard to find the rhyme and how the stanzas connect. This answer the question better because once the reader finds out what connect and what doesn't, it provide them with a clear view and understanding of the poem. Since Dickinson gave the reader a clear view, understanding and how it connects it allows the reader to know how it connects to their real life because she gave them a experience where they have to work hard to clear understand. Luck Is Not Chance by Emily Dickinson best answer the question who has more control because she not only make the reader understand her poem easier by improve the readers understanding, view and how it connects but it also give the reader a real life experience to further prove her
In this essay I am going to discuss who is responsible for the tragic ending of the play, by talking about how each character interacts with the one that dies and see if any of their actions could have resulted in the death of the main characters. During the essay I am going to eliminate characters that I think did not influence people enough to resort in the killings from my list below, whether it was Romeo, Juliet, Tybalt, Friar Lawrence, the Nurse, both the feuding families, Fate or other influential characters including the writer, Shakespeare himself. At the end I will draw a conclusion of who I think is most to blame for the deaths at the end of the play, although I do think each person added their own little bit to the cause, and explain why to answer the initial question that I was set.
Many believe that our choices in life are already made for us and we have no control to what happens to us, although others believe that this life is like an epic journey and we can change our fate at any moment. It´s hard to choose which side you believe in my honest opinion I believe that our lives do not ¨lie in the fate of God¨ as stated by in the Iraq War Post by Faiza Al-Araji however I believe instead that our life is an odyssey, that we must travel through and make important choices by ourselves not by fate. But with many edvidence and claims in both story the question ¨How much in our lives do we actually controls?¨ wanders through our mind.
She chooses this arrangement of verse in order to ordain a religious aspect into the poem, which does well to suite the theme and what she is fond of. As the recollection of the speaker’s death progresses, Dickinson uses the stanzas to mark the stages of the
In this class one key point kept coming up in the readings for me, and that was fate. Fate is an idea that nothing you do will change your final out come in life. Are we able to truly have free will in the way we live and die? Or is it fate and our life’s outcome is out of our control? Is the characters desire to go against fate what truly lead them to this path? In the readings I was never able to say either way but I lean in favor of fate. My three examples of this are the charters Loki, Odin and Oedipus. These three are said to have been fated on how they live, die and even kill in a way that is predestined.
This work shows a number of things about Dickinson's style of writing. Firstly, it is another example of Dickinson's style of structure, with a loose ABCB rhyme and iambic trimeter. Its theme is of hope which hints at a cry for help signifying further isolation and depression. The poem seems to have an audience of just herself. This could be a poem that she wrote in an attempt to cheer herself up in a time of sadness with an uplifting verse or just a poem written because of how she felt that day; either way it is clear that this poem was not designed for a large audience.
Emily Dickinson is one of the great visionary poets of nineteenth century America. In her lifetime, she composed more poems than most modern Americans will even read in their lifetimes. Dickinson is still praised today, and she continues to be taught in schools, read for pleasure, and studied for research and criticism. Since she stayed inside her house for most of her life, and many of her poems were not discovered until after her death, Dickinson was uninvolved in the publication process of her poetry. This means that every Dickinson poem in print today is just a guess—an assumption of what the author wanted on the page. As a result, Dickinson maintains an aura of mystery as a writer. However, this mystery is often overshadowed by a more prevalent notion of Dickinson as an eccentric recluse or a madwoman. Of course, it is difficult to give one label to Dickinson and expect that label to summarize her entire life. Certainly she was a complex woman who could not accurately be described with one sentence or phrase. Her poems are unique and quite interestingly composed—just looking at them on the page is pleasurable—and it may very well prove useful to examine the author when reading her poems. Understanding Dickinson may lead to a better interpretation of the poems, a better appreciation of her life’s work. What is not useful, however, is reading her poems while looking back at the one sentence summary of Dickinson’s life.
Vendler, Helen. Dickinson: Selected Poems and Commentaries. President and Fellows of Harvard College, 2010. 118-20. Google Books. Google. Web. 5 April. 2014. .
Fate may state what will be in one's life however, how that destiny comes about is a matter of man's own choice. In other words, incidents don't occur because our destinies are written. In the play Macbeth, Shakespeare expertly uses the theme of fate vs. free will and raises the pre-eminent question of which holds power over the characters. In Shakespeare’s tragedy, fate is not the cause of his downfall, his own desires and choices prove to be the deciding factor.
Alliteration is a key aspect to how the reader experiences the poem; it especially gives interest toward alliteration of the letter T. This alliteration begins in the very first line “Tell all the Truth but tell it slant-” (1.1). The alliteration on the T is used three times within the first line; however, it does not stop there. Dickinson uses the “T” sound to continually draw back to the theme of truth. Dickinson, through the use of two stanzas, four lines each, uses quite a distinct rhyme scheme to organize her poem. The second and fourth lines of each stanza are clearly examples of end rhyme, by using words such as “lies” (1.2) and “surprise” (1.4). However, every single line is not an example of end rhyme. The first and third lines rhyme words such as “slant” (1.1) and “delight” (1.3); which can be described as near rhymes for they give a small sensation of rhyming. This rhyming pattern continues for the second stanza as well. The sequence of rhyming is not arbitrarily put into practice, rather, it also adds on to the truth theme. The near rhymes Dickinson stresses to not tell the truth in its entirety, but rather, convey a little bit of truth. This is being directly compared to the almost rhyming sensatio...
Dickinson begins the first line of her poem by writing in iambic tetrameter. In the second line she switches to iambic trimeter and proceeds to alternate between the two. This rhyme scheme proves to be particularly effective in complimenting the subject of the poem-- the ocean. When a reader looks at the poem it is easy to see the lines lengthening then shortening, almost in the same fashion that the tide of the ocean flows and ebbs.
The average reader cannot help but be affected by Dickinson’s style. The capitalized words draw the reader’s attention. They highlight important key words of the poem. The dashes set apart specific words and phrases, forcing the reader to slow down while reading. The dashes compel the reader to contemplate and ponder over the lines. Thus, whether or not Dickinson had a conscious purpose in her unconventional capitalization and punctuation, they have an undeniable effect on the rhythm of the poem and the perception of the reader.
Dickinson’s poem lives on complex ideas that are evoked through symbols, which carry her readers through her poem. Besides the literal significance of –the “School,” “Gazing Grain,” “Setting Sun,” and the “Ring” –much is gathered to complete the poem’s central idea. Dickinson brought to light the mysteriousness of the life cycle. The cycle of one’s life, as symbolized by Dickinson, has three stages and then a final stage of eternity. “Schools, where children strove” (9) may represent childhood; “Fields of Gazing Grain” (11), maturity; and “Setting Sun” (12) old age. In addition to these three stages, the final stage of eternity was symbolized in the last two lines of the poem, the “Horses Heads” (23), leading “towards Eternity” (24). Dickinson thought about the life cycle in terms of figurative symbols.
Webster defines fate as a “ a power thought to control all events and impossible to resist” “a persons destiny.” This would imply that fate has an over whelming power over the mind. This thing called fate is able to control a person and that person has no ability to change it.
In our world today, fate and free will remains the biggest mystery of all; is everything we do controlled or do we have the freedom of choice? In the story "Oedipus the King" by Sophocles, the author uses the idea of fate and free will to explain the struggle of Oedipus's life. Fate and free will is explained as; fate is controlled by an outside supernatural force, and there is no way of controlling it. Free will is when each of us is responsible and controls all aspects of our own life. The author of "Oedipus the King" uses ironic devices to convey a tragic attitude toward the struggle of fate and free will.
Emily Dickinson was a nineteenth – century American writer whose poems changed the way people perceive poetry. She is one of the most mysterious writers of all times. Her personal life and her works are still the cause of debates and are not fully solved. Her poems are dedicated to life and finding the real truth. Her two poems: “Tell all the truth but tell it slant” and “Much madness is divinest sense” represent Dickinson’s quest to reveal the mystery and truth of life. In order to fully understand Dickinson’s poems, one must learn about her personal and historical event such as “The Second Great Awakening” and “The United States women’s suffrage movement “surrounding her life that contributed to the creation of her works.