Forever Blowing Bubbles Always a child - seems to have more fun. Seeing things - which to an adult don’t mean much. Children are forever blowing bubbles, that rise high into the sky, glittering and shimmering like diamonds. Watching them blown by the wind, reflecting rainbow colors, so simple, so full of joy, to be forever a child - blowing bubbles into the wind. In my child’s mind, sometimes these bubbles, where butterflies and other times, birds. When they splashed and sprinkled, breaking up above, laughing with pure joy, just blowing more bubbles back. To imagine them flying, to places unseen, to watch them land, on the grass and glisten there. So simple to treasure, such a joy - I do believe I won’t leave, to just a child’s pleasure.
The poem “Always Something More Beautiful” by Stephen Dunn is certainly about running a race, but the speaker is also arguing that pursuing something beautiful can help guide us through life. Through the title, we can see that we should constantly look for more beautiful things in life. The poem begins with the speaker describing his experience before a race. He uses words like “best” and “love.” The tone is extremely enthusiastic. In the first line, he talks about coming to the starting place. This can be a metaphor for beginning our lifelong journey. The speaker also implies that we need to approach it with a positive attitude. In the next few lines, the speaker indicates being tested in excellence
In Drea Knufken’s essay entitled “Help, We’re Drowning!: Please Pay Attention to Our Disaster,” the horrific Colorado flood is experienced and the reactions of worldly citizens are examined (510-512). The author’s tone for this formal essay seems to be quite reflective, shifting to a tone of frustration and even disappointment. Knufken has a reflective tone especially during the first few paragraphs of the essay. According to Drea Knufken, a freelance writer, ghostwriter and editor, “when many of my out-of-town friends, family and colleagues reacted to the flood with a torrent of indifference, I realized something. As a society, we’ve acquired an immunity to crisis. We scan through headlines without understanding how stories impact people,
Stanza six shows how toys and presents mark the child’s life rather than love and affection.
Lucille Clifton's poem "Move" deals specifically with an incident that occurred in Philadelphia on May 13, 1985. On that date, Mayor Wilson Goode, Philadelphia's first African American mayor, authorized the use of lethal force against fellow African Americans living at 6221 Osage Avenue. In her introduction to the poem, Clifton says that there had been complaints from neighbors, who were also African American, concerning the "Afrocentric back-to-nature" group that called itself "Move" and had its headquarters at this address (35). The members of this group wore their hair in dreadlocks and they all used their surname of "Africa." Clifton's poem suggests that it was these differences that cost the lives of eleven people, including children, and the loss of sixty-one homes, as authorities bombed the neighborhood rather than tolerate such diversity. In this poem, Clifton emphasizes the word "move," giving it a layered meaning that encompasses it not only as the name of the organization of the people who were bombed, but also as the imperative command to take action and "move" away from harm. Ultimately, however, the word becomes a command that is directed toward the African American major who caused the tragedy. Clifton points an accusing finger, saying that it is he that should "move" and not the people to whom he directed such violence.
But as concerns you, my daughter, who are so dear to me / I would be liable to great blame and reproach / If I were to lead you on the beaten path, / Seeing that your heart is born into virtue.
It also explains that the child has perhaps grown too big for his baseball pajamas. “And he says “Are you loving and snuggling? May I join”/ He flops down between us and hugs us and snuggles himself to sleep/ his face gleaming with satisfaction at being this very child” (Kinnell 669l Lines 16-19) these lines describe what happens when the little boy enters their bedroom to interrupt them, the tone still remains playful and cheerful. These lines also show the love the boy has for his parents. The free form pattern continues. “In the half darkness we look at each other/ and smile/ and touch across his little, startlingly muscled body- this one whom habit of memory propels to the ground of his/ making/ sleeper only the mortal sounds can sing awake/ this blessing loves gives again into our arms” (Kinnell 669 Lines 20-25) these lines shows the reader how happy the parents are once they look at their son and sees what their love has created, and what a blessing he is to them. There were not much visual
The poems “Sea Rose” by H.D and “Vague Poem” by Elizabeth Bishop were both written by two women who took over the Victorian era. H.D’s works of writing were best known as experimental reflecting the themes of feminism and modernism from 1911-1961. While Bishop’s works possessed themes of longing to belong and grief. Both poems use imagery, which helps to make the poem more concrete for the reader. Using imagery helps to paint a picture with specific images, so we can understand it better and analyze it more. The poems “Sea Rose” and “Vague Poem” both use the metaphor of a rose to represent something that can harm you, even though it has beauty.
"Poetry is the revelation of a feeling that the poet believes to be interior and personal [but] which the reader recognizes as his own." (Salvatore Quasimodo). There is something about the human spirit that causes us to rejoice in shared experience. We can connect on a deep level with our fellow man when we believe that somehow someone else understands us as they relate their own joys and hardships; and perhaps nowhere better is this relationship expressed than in that of the poet and his reader. For the current assignment I had the privilege (and challenge) of writing an imitation of William Shakespeare’s "Sonnet 87". This poem touched a place in my heart because I have actually given this sonnet to someone before as it then communicated my thoughts and feelings far better than I could. For this reason, Sonnet 87 was an easy choice for this project, although not quite so easy an undertaking as I endeavored to match Shakespeare’s structure and bring out his themes through similar word choice.
“We start with an image—a tiny, golden child on hands and knees, circling round and round a spot on the floor in mysterious, self-absorbed delight. She does not look up, though she is smiling and laughing; she does not call our attention to the mysterious object of her pleasure. She does not see us at all. She and the spot are all there is, and though she is eighteen months old, an age for touching, tasting, pointing, pushing, exploring, she is doing none of these. She does not walk, or crawl up stairs, or pull herself to her feet to reach for objects. She doesn’t want any objects. Instead, she circles her spot. Or she sits, a long chain in her hand, snaking it up and down, up and down, watching it coil and uncoil, for twenty minutes, half an hour--- until someone comes, moves her or feeds her or gives her another toy, or perhaps a book.”
Literary elements are the components of a written piece formed by an author. For example, a poem or short story, in which all of them have settings, plots, and themes that are used to help elaborate their compositions. They help depict the author’s intentions and encourage insight or understanding of the overall meaning even if it’s not easily understood by the reader. “Blue Winds Dancing” by Tom Whitecloud and “The Victims” by Sharon Olds both show examples of conflicts that evolve dynamic characters as a product of growth from their previous experiences.
Li-Young Lee’s poem, A Story, explores a complex relationship between a father and his five year old son. Although the poem’s purpose is to elaborate on the complexity of the relationship and the father’s fear of disappointing his son, the main conflict that the father is faced with is not uncommon among parents. Lee is able to successfully portray the father’s paranoia and son’s innocence through the use of alternating point of view, stanza structure, and Biblical symbolism.
In the poem, Honeybees by Paul Fleischman, it is written to show two different perspectives. This is an interesting poem because the two perspectives come from a Queen Bee and a Worker Bee which are completely different levels of authority. Also in this poem the viewpoints talk about how their lives are such opposites. For example, the Queen talks about when she wakes up she is fed by her servants and the worker talks about when he wakes up super early he is immediately put to work guarding the hive. But some compelling sections of the poem is when the two viewpoints say the same statements.
In E.E. Cummings poem “dying is fine) but Death”, the poet talks about the the ever discussed topic about dying and Death itself. Cummings talks about how dying is something to look forward to and how it is inevitable, from the moment we are born, to the fateful day it occurs. I agree with this analysis and the author’s analysis of the poem. Cummings uses his legendary shape style to form “dying is fine) but Death” to show how life begins. He may have wanted to symbolize the start of life with “o baby” which if you look at the paper version of the book, “o baby” is split up and very small compared to other sentences in the poem, signifying the start of someone’s life. When the middle of the poem starts to appear, the word “why?” pops up. This could signify the middle of someone’s life, or the “why” that many of us began to ask ourselves this question when we realize that not
In the eyes of a child, there is joy, there is laughter. But as time ages us, as soon as we flowered and became grown-ups the child inside us all fades that we forget that once, we were a child.
“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