The poems I am comparing in this essay are Half-past two and
Reports by U.A. Fanthorpe and Leaving school by Hugo Williams.
All three of the poems are about school, and about the different
aspects of it. There are several points of view expressed in the
poems, such as that of a teacher, the confusion of a child starting
boarding school, and a child who cannot tell the time.
In the poem 'Half-past two', the poem tells of a child who, after
being told off as been told to stay inside until half-past two and
then he can go. To the dismay and confusion of the child, he cannot
tell the time and so wonders what to do when and if, half-past two
ever came. In this poem, the style is very much that of a child
speaking firsthand to himself and thinking in his head. The poem
begins with 'Once upon a' which is a harsh cliché of old fairytales
of which the majority of them started in this way. In the first
paragraph, as he is so young he did 'something very wrong' but then
carries on to say that he had forgotten what it was that he had done
to deserve his punishment.
At the end of the lines in the first verse, there is no punctuation so
that the reader doesn't pause and is forced to carry on reading to
reach the end of the sentence, and enable them to have a pause. This
is written just how a child would tell a story, by not taking a pause
until the most important bit of a story is told. When the child speaks
of phrases that he hears often, they are written as, 'Gettinguptime,
timeyouwereofftime.' As the child cannot tell the time, he classes
these as ways to tell the time.
U.A. Fanthorpe attempts to recreate the voice and thoughts of the
child by describing a clock as having 'little eyes' and 'two long legs
for walking' meaning the hands of the clock.
In the 8th verse, the deliberate repetition of the opening words of
each line 'Into the' are used to suggest a change of mood. The longer
lines suggest how his mind escapes and his imagination starts to
unwind. This contrasts with the other verses and situation.
When the child writes about his teacher, he uses capitals when
addressing 'Her'. U.A. Fanthorpe has done this to show how important
the child regards the teacher. When the teacher starts talking, U.A
Fanthorpe uses italics to show how he regards her, and also as a
contrast to the normal font used so that her speech catches the
In today’s modern view, poetry has become more than just paragraphs that rhyme at the end of each sentence. If the reader has an open mind and the ability to read in between the lines, they discover more than they have bargained for. Some poems might have stories of suffering or abuse, while others contain happy times and great joy. Regardless of what the poems contains, all poems display an expression. That very moment when the writer begins his mental journey with that pen and paper is where all feelings are let out. As poetry is continues to be written, the reader begins to see patterns within each poem. On the other hand, poems have nothing at all in common with one another. A good example of this is in two poems by a famous writer by the name of Langston Hughes. A well-known writer that still gets credit today for pomes like “ Theme for English B” and “Let American be American Again.”
For our essay this week, I want to compare and contrast two very similar poems by Hilary the Englishman. The poems themselves have very similar titles the first being Ad Puerum Anglicum and the second Ad Puerum Andegavenism. The first poem is about English boy and the second is a boy from Angers. In the year 1151, although very late in Hilary life, Anjou became part of the English empire when Henry inherited Anjou. Although these are two distinct places, their histories show much intertwining.
All the poems you have read are preoccupied with violence and/or death. Compare the ways in which the poets explore this preoccupation. What motivations or emotions do the poets suggest lie behind the preoccupation?
Compare and contrast the poems The Tyger and The Donkey and discuss which poet gives us the clearest depiction of humanity. William Blake is a wealthy, upper-class writer who separates himself from the rest of the wealthy community. Blake has a hate for the techniques used by many of the wealthy, company owners who gain and capitalise through cheap and expendable labour, supplied by the ever-growing poverty in the country. Blake makes a point to try and reveal this industrial savagery through his work. "The Tyger" is presented as a metaphorical approach to the struggle between the rich and the poor; good and evil.
Romanticism is a major concept used in the 18th-19th centuries in revolt against Enlightened thinkers of prior centuries. The writer, Wordsword, is a poet that uses romantic ideas in his writings. Wordsword wrote the poem, “Daffodils”, using the characteristics of romanticism to develop the theme of nature’s connection to humanity. Wordsword uses appropriate setting, imagery, speaker, literary techniques, and other writing tools. These tools help his readers grasp the beauty and personality of daffodils.
Explore how two of the poems you have studied deal with the theme of looking back on a relationship The two poems I have chosen to explain are Piano by D H Lawrence and In Mrs Tilchers Class by Carol Ann Duffy I have chosen these two. poems because they both tell us about the same sort of memory, i.e. of a good time in their childhood. Moving on to the mood of the poem. Both poems are very emotional and Although they are both happy memories, the emotions vary, for example. in Piano the poem is very sad and nostalgic 'till the heart of me.
The three sources I have selected are all based on females. They are all of change and transformation. Two of my selections, "The Friday Everything Changed" by Anne Hart, and "Women and World War II " By Dr. Sharon, are about women’s rites of passage. The third choice, "The sun is Burning Gases (Loss of a Good Friend)" by Cathleen McFarland is about a girl growing up.
The civil rights movement may have technically ended in the nineteen sixties, but America is still feeling the adverse effects of this dark time in history today. African Americans were the group of people most affected by the Civil Rights Act and continue to be today. Great pain and suffering, though, usually amounts to great literature. This period in American history was no exception. Langston Hughes was a prolific writer before, during, and after the Civil Rights Act and produced many classic poems for African American literature. Hughes uses theme, point of view, and historical context in his poems “I, Too” and “Theme for English B” to expand the views on African American culture to his audience members.
forced to watch one of his men die after failing to put his gas mask
“The Spring and the Fall” is written by Edna St. Vincent Millay. The poem is about two people, the poet and her significant other that she once had love for. The poem integrates the use of spring and fall to show how the poet stresses her relationship. Of course it starts off briefly by having a happy beginning of love, but the relationship soon took a shift for the worst, and there was foreshadow that there would be an unhappy ending. “I walked the road beside my dear. / The trees were black where the bark was wet” (2-3). After the seasons changed, the poet begins to explain why the relationship was dying, and all of the bad things she endured during the relationship. So, to what extend did the poet’s heart become broken, and did she ever
While in exile in France Léopold Sédar Senghor wrote a beautiful poem called Black Woman. This poem revolves around Senghor love, definition and praise of a natural black woman. In Senghor’s life and poetry women are viewed in a higher status, are held in high esteem and regard. Senghor poem is more than an individual black African woman, she is an antecedent of his race and thus a symbol of the African race. He takes pride in his race and in this poem especially Senghor completely showed his love and respect for the black woman. Senghor uses an accumulation of metaphors to show his love for African women, and how African black women by portraying them as being beautiful, comforting and emphasis on the black woman’s physical beauty.
Authors, William Wordsworth and William Blake convey different messages and themes in their poems, “The World is Too Much with Us” and “The Tyger” consecutively by using the different mechanics one needs to create poetry. Both poems are closely related since they portray different aspects of society but the message remains different. Wordsworth’s poem describes a conflict between nature and humanity, while Blake’s poem issues God’s creations of completely different creatures. In “The World is Too Much with Us,” we figure the theme to be exactly what the title suggests: Humans are so self-absorbed with other things such as materialism that there’s no time left for anything else. In “The Tyger” the theme revolves around the question of what the Creator (God) of this creature seems to be like and the nature of good vs. evil. Both poems arise with some problem or question which makes the reader attentive and think logically about the society.
Comparison of two poems “Shall I compare thee to a summer’s day?” written by William Shakespeare and “If thou must love me” written by Elizabeth Barrett Browning
The lack of punctuation in the last stanza is to show breathlessness and panic as the woman realises that she has come to a state of eternity, and also emphasises that this is a long time – forever. This is how Emily Dickinson shows her theory of eternity after death, which contradicts the values of the rest of society.
Narration is a form of discourse that describes a series of event. In its full form, it includes orientation (setting, participants), initiating event, and internal response by the protagonist, consequence, eventual resolution and evaluation. Narrative performance has been successfully used to discriminate language abilities in children with language impairment and children with learning disabilities from children with normally-developing communication skills (Blood & Seider, 1981; Bloodstein, 1987; Byrd & Cooper, 1989; Kline & Starkweather, 1979). The ability to narrate a story is fundamental to the development of overall communicative competence and involves the coordination of a variety of knowledge structures and linguistic abilities. One reason for narrative skills to be an integral part of language development is that it plays a critical role in skills underlying successful school achievement, including reading and writing (Snow, 1983; Snow & Dickinson, 1990; Watson, 1989).They have high ecological validity and it provides a test of language content form and use (Liles, 1993).