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Metaphors we live by analysis
The metaphor essay
The metaphor essay
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Introduction and Body Paragraph One Scientists are perpetually astounded by the ability of plants to withstand environmental restrictions. Plants deprived of enough access to sunlight will grow in a direction towards the sun, an adaptation that often results in odd angles of stems or trunks, but ultimately allows the plant to receive the nourishment necessary to survive. In Mary Oliver’s poem The Black Walnut Tree, thee speaker must decide between selling her walnut tree to relieve a financial burden and keeping her walnut tree to reinforce her familial ties. Though the burdens of remaining connected to family are emotionally and financially warping, the basic human need to love conquers all obstacles. However, a measure of regret always remains …show more content…
hidden in the shadows, as it is only natural to imagine a life without worldly struggles.
In the first half of the poem, the tone of the speaker reinforces a one-sided argument until a simile signals a fundamental shift in the direction of the ideas of the speaker. At the beginning of the poem, the speaker and her mother argue over what should be done with their walnut tree, for the family could cut down the tree in order to sell it for profit. The speaker justifies this decision, stating, “Likely some storm anyway/will churn down its dark boroughs” (ll. 6-7). The tone during this section is acquiescent and practical. The speaker is definite about her decision regarding the tree, but slivers of doubt lurk in the background, threatening to destroy the plan the speaker has crafted. The speaker justifies her decision, for she is aware that selling the tree is financially advantageous. Not only is the tree a threat to the financial stability of the mother and daughter, it also represents a very real threat to their safety. By presenting arguments in support of selling the walnut tree, the speaker creates a grand illusion, convincing the reader that this is the only sensible option. The reader accepts the sale of the walnut tree as an unavoidable outcome, and the discussion appears to be closed.
However, towards the middle of the poem, the slivers of doubt increase in magnitude, bursting with the potential to reverse the speaker’s decision. The speaker shifts from a literal discussion of the logical reasons the tree needs to be sold to a figurative representation of the emotional reasons the tree needs to remain standing. The speaker experiences a new internal sensation, which she describes as “sharp and quick as a trowel” (l. 18). The simile likens two seemingly different objects: doubt and a shovel. Similar to a shovel uncovering something buried in dirt, doubt appears suddenly, and often painfully, out of nowhere. Furthermore, just as a shovel is strong and powerful, the feelings of doubt will not dissipate. The introduction of a contradictory idea connects the decision to the larger, more important role of family in this instance. The speaker seeks to preserve her familial ties, which are strong but wavering due to financial struggles. Doubt hinders the speaker from moving forward, for she now realizes that there is more to be lost than money should she begin to cut down the tree. The speaker cannot move blindly forward without uncovering additional details about her family, about this integral part of her life. Deeply wishing to somehow preserve the tree instead of contributing to its destruction, the speaker renews her dedication in support of something greater. Therefore, during this first section of the poem, the speaker attempts to only consider the financial disadvantages of keeping the tree, but she fails to confine the tree to this inhibitory box of practicality. The reader recognizes that the tree is only one part of the entire image, although the whole meaning remains unknown. Statement of theme for conclusion paragraph: While there is a great burden associated with remaining connected with family, it is more fruitful to prioritize these unbreakable bonds which unite people.
It shows that similes have to be compared universally so everyone can understand. This poem is a really funny read and I
“Don’t judge a book by its cover.” This is a phrase that has been uttered numerous times to children by their parents. This aphorism has been used to not only apply to books but also people. In The Black Walnut Tree by Mary Oliver, the speaker faces a conflict between the literal and figurative meaning of a tree in her yard. In the beginning of the poem, the mother and daughter “debate” selling the tree to “pay off their mortgage.” But with a shift from literal language to figurative language comes a symbolic representation of the tree, one that represents family heritage and their ancestors’ hard work.
At the beginning of the poem, the speaker starts by telling the reader the place, time and activity he is doing, stating that he saw something that he will always remember. His description of his view is explained through simile for example “Ripe apples were caught like red fish in the nets of their branches” (Updike), captivating the reader’s attention
There are multiple examples of visual imagery in this poem. An example of a simile is “curled like a possum within the hollow trunk”. The effect this has is the way it creates an image for the reader to see how the man is sleeping. An example of personification is, “yet both belonged to the bush, and now are one”. The result this has is how it creates an emotion for the reader to feel
The poem opens upon comparisons, with lines 3 through 8 reading, “Ripe apples were caught like red fish in the nets/ of their branches. The maples/ were colored like apples,/part orange and red, part green./ The elms, already transparent trees,/ seemed swaying vases full of sky.” The narrator’s surroundings in this poem illustrate him; and the similes suggest that he is not himself, and instead he acts like others. Just as the maples are colored like apples, he
The novel, ‘A Tree Grows in the Brooklyn’ by Betty Smith explores the story of Francie’s fall from innocence and her coming of age. Francie eventually learns to value life more as she grew up. She experiences an assertion of life when the Americans initially enter the war that she must live each day the best she can. Francie aptly realizes that the minor issues in life that most people overlook constitute the much-needed happiness. The author underscores that Francie espouses desirable qualities from both her father and mother. Mary Frances Nolan is the daughter of second-generation Americans staying in Brooklyn and is the protagonist of the novel. Katie Nolan is Francie’s mom and hails from a family of strong women. Katie’s oldest sister, Aunty Sissy, is the only daughter of Mary Romney 's who has not learned to read and write. Aunty Sissy has the reputation of being perceived as an easy woman. Aunty Evy is Katie’s older sister and is portrayed as hard working and practical. Mary Rommely is Francie’s maternal grandmother who immigrated to America from Poland. Mary is a devout Catholic and believes in the supernatural. The paper lays a discussion about a heavenly tree, a tree of familial love that grows in Brooklyn, and that survives in any condition no matter how favorable or harsh it may be.
When the poem is read aloud, the explicit rhyme and rhythm of the lines becomes extremely obvious. In fact, the bouncy rhythm is so uplifting, it occasionally makes the audiences feel like it is too predictable and straight-forward. An example would be “bright with chrysolite”, the word “chrysolite” feels like it is forcefully implemented for the sake of the rhyme. This is somewhat similar to a children’s tale. Most children’s tale as we know it, conveys messages straightforwardly and are easily understood by children, it also has an amiable tone and a merry mood that engages the children 's attention. Similarly, the rhyme and rhythm of this poem is very obvious and explicit, creating a delightful, casual mood that appeals to a young audience. Even though the legend dealt with deep insights about parenting that are intricate and puzzling, the father delivered it in such a gratifying, simple manner that made even the most dark and dreadful matters: like the description of precarious beasts and vicious monsters to sound like a blissful adventure of friendly animals. The sole purpose of this contradiction between the tone and message is to make this seemingly strong and serious topic more tolerable and captivating to the son of the father. Unsensible, impulsive youth is very similar to restless children, a long insipid lecture about deep insights is very difficult for them to buy into. In the same time, a harsh, threatening warning will only make them obey unwillingly, and creating a doubtful relationship will make them uncomfortable to communicate or appeal to their parents. Clearly, the percipient father recognized the ineffectiveness of these unsuitable parenting methods. Instead, he conveyed the message in a uncomplicated, friendly way that made his son to accept his teachings more comfortably. A
This piece of evidence represents the dynamic between the child and the father where he makes logical comments in response to the child’s comments that are riddled with imagination. After the continuous demonstration of logic versus supernatural, as this exchange occurs several times and is paralleled throughout the poem, the reader finds out that “In his arms the child was dead”(“Erlking” 32). The death of the child effectively ends the supernatural versus logic argument because the death of the child symbolizes the death of imagination, which is essentially the enlightenment, while also displaying that those who exhibit those traits and submit to the supernatural will not survive. Each time the child saw something that his imagination altered, the dad would proceed to explain, through logic and reasoning, how they were actually inanimate objects. This process occurs three times throughout the poem, with each instance paralleling the last, the child bringing up a supernatural presence and then the father discounting it.
Indeed, the satirical tone of this poem suggests that the speaker is somewhat critical of his father. The whiskey smell, the roughness, the inconsiderate and reckless actions are under scrutiny. The mother's frowning countenance suggests she too is rather unhappy with the scene. However, the winning tone of the poem is the light and comical one.
Not only the words, but the figures of speech and other such elements are important to analyzing the poem. Alliteration is seen throughout the entire poem, as in lines one through four, and seven through eight. The alliteration in one through four (whisky, waltzing, was) flows nicely, contrasting to the negativity of the first stanza, while seven through eight (countenance, could) sound unpleasing to the ear, emphasizing the mother’s disapproval. The imagery of the father beating time on the child’s head with his palm sounds harmful, as well as the image of the father’s bruised hands holding the child’s wrists. It portrays the dad as having an ultimate power over the child, instead of holding his hands, he grabs his wrists.
To begin, the reader may gather that the poem has a very dark and saddened tone. Due to Lowell's vivid imagery, a mental image of a dark urban setting is created. It also seems very cold, with the mentioning of wind and nighttime. Readers may be able to relate to urban places they know, adding to the reality of the poem. Connections can be made. The imagery is left in such a way that the reader can fill in the gaps with their own memories or settings. Also, since the poem uses free verse, the structure is left open to interpretation. This makes the poem more inviting and easier to interpret, rather than reading it as a riddle. However, though simple in imagery, the poem still captures the reader's interest due to the creation it sparks, yet it never strays away from the theme of bei...
This change in tone echoes the emotions and mental state of the narrator. At the beginning of the poem, the narrator starts somewhat nervous. However, at the end, he is left insane and delusional. When he hears a knocking at the door, he logically pieces that it is most likely a visitor at the door.
A rhetorical strategy that this poem has is dialogue. The whole poem contains dialogue between the boy and girl who plan to meet each other in the orchard to be alone.
... is a metaphor in many respects. It forces, or in some cases allows, characters to move on in their lives and let go of a past that they had held on to and nurtured for so long. Firs is the last character to speak in the play. He is a character of the past who has remained in the past and it is ironic that in the end he says “life has gone by as if I’d never lived,” because he is always telling stories about the old days. Firs’s assumed death and the cutting of the cherry orchard is clearly the release of the past because they are the major representations of that time. As the characters leave and take their separate paths, the success of their lives is unknown but there is a slight sense of opportunity and freedom for each of them. They can now continue their lives in present day. The Cherry Orchard is ultimately about remembering the past but living in the present.
In that instance, she would be acting like her ancestors and planting another tree and growing that would be a plausible theory of her intentions when she says “that wants us to dig and sow”. Yet at the end of the poem the tree still remains for another year. Still the risk that the tree will fall on the house, remains for another year. Which does not help their situation, because if the tree falls then they will lose both of their