Imagery and Structure in Women by Mary Swenson
In May Swenson’s poem, Women, the imagery and structure work very well with the content of the poem. Swenson writes a poem about women and what they should be. At first glance, the image of the poem could be a play on women and their curves. However, once the reader examines the content of the poem, it is clear that Swenson is using the image of the poem to play on what women should be, or perhaps what they are perceived to be.
The first stanza says that women should be moving to the motions of men. This is clearly seen in how the poem is moving across the page. However, the perplexing part of this stanza is that Swenson says that women should be pedestals. When thinking of a pedestal, the reader might imagine that a woman should be held as a position of high regard and adoration. This seems to be an impossible task to undertake when Swenson suggests that a woman should be reliant upon the man for her movement.
The last part of this stanza discusses how women should be little rocking horses. This seems to portray an image that a woman is merely a childish prize. This relates back to childhood and how the prettiest toy is always the best, and children always want the best toy or prize. Still, this part of the stanza gives another image of how women should be moving, just like the poem.
The second stanza, which is swaying back in the opposite direction form the first, seems to take a different turn to how women should be. This middle stanza possesses an almost a negative connotation, which is very hard to interpret. However, this negativity seems to be only sarcasm. Swenson writes about the ears of a horse, which a child might hold onto while riding. This could be interpreted to have a sexual content, but this may not be how the author meant to come across to the audience. The imagery of this stanza, which seems to be rocking back in the opposite direction of the first, is shown in the words of a young child riding their rocking horse.
The last part of this stanza brings more of an insight to the structure of the poem.
To begin, the poem presents gender and their associated stereotype with items usually linked to one gender. As the poem opens Redel addresses her sons “scarlet nails” that are decked with “rings’ and “jewels.” As nail polish and jewelry are typically feminine items, one can sense the challenge in Redel’s tone as she describes her son wearing them. Additionally, Redel presents the items “a truck with a remote that revs” and “Hot wheels” to introduce items that generally young boys own. These toys are described since society would prefer her son to play with such toys rather than to “love the glitter.” Thus, gender stereotypes are presented in mundane items that typically the opposite sex does not experiment with. This interaction is looked down upon by others, but Redel is
The readers are apt to feel confused in the contrasting ways the woman in this poem has been depicted. The lady described in the poem leads to contrasting lives during the day and night. She is a normal girl in her Cadillac in the day while in her pink Mustang she is a prostitute driving on highways in the night. In the poem the imagery of body recurs frequently as “moving in the dust” and “every time she is touched”. The reference to woman’s body could possibly be the metaphor for the derogatory ways women’s labor, especially the physical labor is represented. The contrast between day and night possibly highlights the two contrasting ways the women are represented in society.
She questions “why should I be my aunt / or me, or anyone?” (75-76), perhaps highlighting the notion that women were not as likely to be seen as an induvial at this time in history. Additionally, she questions, almost rhetorically so, if “those awful hanging breasts -- / held us all together / or made us all just one?” (81-83). This conveys the questions of what it means to be a woman: are we simply similar because of “awful hanging breasts” as the speaker of the poem questions, or are we held together by something else, and what is society’s perception on this? It is also interesting to note Bishop’s use of parenthesis around the line “I could read” (15). It may function as an aside for the reader to realize that the six year old girl can in fact read, but also might function as a wink to the misconstrued notion throughout history that women were less educated and didn’t
The poem starts with the line, “This girlchild was born as usual,” which suggests that as soon as a girl is born, society already expects her to learn the role she will soon play in when she hits puberty (1). Thus, showing why we are given dolls as little girls to illustrate how we should act and appear according to society. After we learn all the roles we will soon take part in, “the magic of puberty,” hits and girls immediately begin applying the ideals to their own lives (5). As if this attempt to conform is not enough we have other people telling us we are not to perfect. “You have a great big nose and fat legs,” says a classmate to the girl (6). This type of pressure can slowly but surely destroy even the little confidence women do have in themselves.
Opening the poem, the siren introduces her song as “the one everyone would like to learn: the song that is irresistible” (Charters 914). Many people, leaders or middle-class, would love to use the song to control over others and defeat their enemies. Grazing the surface of the poem, the siren appears to have a tone that is mocking, sarcastic, and condescending towards her victim as she sings her song. The men know that death awaits them if they fall for the song, “they see the beached skulls, but they still “leap overboard” (Charters 914). The Siren entices her victim by promising to tell them the secret of the song in return for helping her escape from her “bird suit”. There are two version of the siren, one with a mermaid tail and the other with harpy wings (Charters 914). Women are very often associated with birds and their songs. These women, just like pets, are sometimes locked up in a cage made of different stereotypes of what a woman could or should be. It was thought that is women were allowed to do wha...
Women had to fight for their rights to vote and hold public office. In many countries women are looked at as objects and still don’t have equal rights and this song brings light to this topic.
At different points throughout the poem Notley repeats the thesis of the story. The poem reads, “the holy men,” “the wise men,” “are frivolous” “and cruel” Here Notley is blatantly addressing the brutality of patriarchy. (Notley 90) Alette is being told that powerful men and those that are labeled as “holy” are also cruel. Unless this immorality is stopped there will be no truth in this world. Notley is trying to make the reader understand the need for gender equality. In society women are looked at as inferior to men when it comes to strength and power. She is challenging that idea through Alette’s journey to take down the tyrant. Alette is a heroin in this poem, and portrays characteristics far different than how society has identified femininity. Femininism is not a bad thing, it simply calls for gender equality, and that is what Alette is chasing in this story.
The influential roles of women in the story also have important effects on the whole poem. It is them that press the senses of love, family care, devotion, and other ethical attitudes on the progression of the story. In this poem the Poet has created a sort of “catalogue of women” in which he accurately creates and disting...
‘The woman’ of the poem has no specific identity and this helps us even further see the situation in which the woman is experiencing, the lost of one’s identity. Questions start to be raised and we wonder if Harwood uses this character to portray her views of every woman which goes into the stage of motherhood, where much sacrifice is needed one being the identity that was present in society prior to children.
...en a woman conforms to a society’s standards she is not as beautiful as someone who is unrestricted of these limitations. Consequently, comparing her to a “goldenrod ready to bloom” (19) draws implications of flowers blooming in springtime, which are lovely. This allows the reader to see natural life growing from the woman and beginning to break free of the shell society creates. She shows resistance to the ideas of how women should act be look like. The poem ends with potential: the women can change how she is viewed in the world but she has to take the first step.
The time that began the poem is completely shattered and served as a jolt of reality to the reader. Yet that raises a pertinent question: why is, in line 4, she is weaving a garland for “your living head”? In the 1930s, who would have perpetrated violent acts against women in the name of sexual gratification yet still hold expectations that women take care of them? By making men in general the placeholder for “you” in the poem, it creates a much stronger and universal statement about the sexual inequality women faced. She relates to women who have had “a god for [a] guest” yet it seems ironic because she is criticising the way these women have been treated (10). It could be argued, instead, that it is not that she sees men as gods, but that is the way they see themselves. Zeus was a god who ruled Olympus and felt entitled to any woman he wanted, immortal or otherwise. He encapsulates the societal mindset that men were dominant and women were there to benefit them. In all the allusions to the Greek myths, Zeus disguises himself in order to trick the women of his desires. The entitlement men felt towards women and their bodies was easily guised as the “social norm”. Embracing a wider meaning to “you” than just as a reference to a single person adds complexity to the poem; it creates a sense of universality. Not all women can identify with an act of violence
...sed society with religious overtones throughout the poem, as though religion and God are placing pressure on her. The is a very deep poem that can be taken in may ways depending on the readers stature yet one thing is certain; this poem speaks on Woman’s Identity.
... after reading the phrases “dirty smock” (11), or “careless wench” (108), forget about the context in which it was written and immediately form opinions if not beliefs on those phrases alone. In modern times, this poem still withholds its true meaning because we constantly judge women on their looks. If a woman is attractive, we immediately assume her as successful or high-class. This also holds true for women who now more than ever are applying make-up and other things to make themselves look more physically attractive. Women also believe that enhancing their appearance will give them more value amongst society. The true meaning of the poem is that we all do routinely things that make us who we are and we should not judge others for the same things that we do. Essentially the authors point was to say that men and women are the same and should be treated equally.
Society has redefined the role of woman by their works thru poetry that has changed their life
In chapter two, the narrator goes to the British Museum in search of answers. During research, she uncovers that women are common topics of literature. However, none of the literature written about them is penned by women. When she reveals her findings for the definition of woman, she uses words such as weak, inferior, vane, and etc. that define woman. I think the narrator uses these words to emphasize the way men perceive women as being the weaker sex.