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Essay death in literature
Essay death in literature
Essay death in literature
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“You Were You Are Elegy” written by Mary Joe Bang is an elegy which dedicated to her son who passed away from overdosed of sedatives. Apostrophe is figure of speech that the poet uses in this poem because there is only one speaker and addresses to absent person. This poem is free verse seeing that there are no pattern such as iambic or rhyme scheme to follow, the poet just expresses her sadness by using colloquial language.
This elegy is full of senses of lament, grief, love, and motherhood and also guilty which can be seen as concept of self-accusation in line 34-36, “Everything Was My Fault / Has been the theme of song I’ve been singing”. The first four lines is the definition of child which is every child have to grow up and die one day as a mortal in order to imply that her son has already passed away because she does not mention it directly throughout the poem. From line 5 to 20, the poet describe that she is sitting on a chair and thinking about his good which she
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I believe the chair refers to life which need an action to perform living, in the poem it is sitting – the poet describes herself sitting and thinking about her son who does not sit beside her because he is already dead – while, in line 22, the chair is experience. In my opinion, life is a huge collection of experiences and it can shape oneself and behavior because everyone learns from their own experience. Thus, the experience is shaped into the chair and that it would support us when to live our lives. Another repetition that very important to this poem is “you were you are”, the name of this elegy, I believe the poet repeats these words in order to describe her son that he is one of rarely beauty, the brightest things in her life, he is always best for her no matter what he have done and to tell him that he always be
The title has one line, representing the son’s age as one and the first stanza has two lines, representing the son’s age as two – this continues until stanza five when the child is five. At the age of five, the son “waits in [his father’s] lap” (3) and awaits a new story; this is when the father realizes that he is unable to come up with a new story and begins to fear his son’s disappointment. The following stanza has four lines, representing how the father wishes to go back to a time where he was able to entertain the son with the “alligator story” or the “angel story” (13) without the sons desire for something new. The final stanza has five lines, this is because it is the reality which the father has to face because his son will not ‘become younger’ or interested again in the stories that he has heard before. The structure of the poem expresses the complexity of the internal struggle of the father to fill his son’s desire as he reaches an age in which stories that he has already heard do not entertain him through the purposefully structured stanzas that represent the son’s growth along with the father’s wish to go back rather than
Hence, the poem's tone contains elements of remorse as well as impassivity. The traveler's detached description of the mother, "...a doe, a recent killing; / she had stiffened already, almost cold" (6-7), and the wistful detail with which he depicts her unborn offspring, "...her fawn lay there waiting...
Stanza three again shows doubtfulness about the mother’s love. We see how the mother locks her child in because she fears the modern world. She sees the world as dangers and especially fears men. Her fear of men is emphasized by the italics used. In the final line of the stanza, the mother puts her son on a plastic pot. This is somewhat symbolic of the consumeristic society i.e. manufactured and cheap.
In the last stanza it is explained how, even when she was a child, she
The speaker uses “legs” and “towers” to show her reader the opening of her child’s new beginning in life. The speaker then includes “new World was passing” to include how her child was going to be creating new identities in her by her birth and development. Thus, as part of a human being into a world there will be new creations of identities so this is where her child will be developing her/himself as opposed being in the speaker’s fetus. Here the speaker brings up an interesting symbolic figure by the use of “passing” since it relates back to the earlier part of the poem in relationship to time. In lines one and seven the speaker speaks of the time being of her child’s pregnancy process which illustrates the “passing” in line seventeen to demonstrate all the identities she will come upon as the her child moves forth into the world as she continues to distinguish this possibility of her own
...fair haired son, my shame, my pride” We are told she has a son, and that not only is it a memory of her shame but he is her pride. He’s all she has. Then the last three lines on stanza six are switched. The narrator is now talking to her son, her pride. “Your father would give lands for one” she is telling her son that if his father really wanted to, he would take him and would leave her (the narrator) with nothing.
Although the little girl doesn’t listen to the mother the first time she eventually listens in the end. For example, in stanzas 1-4, the little girl asks if she can go to the Freedom March not once, but twice even after her mother had already denied her the first time. These stanzas show how the daughter is a little disobedient at first, but then is able to respect her mother’s wishes. In stanzas 5 and 6, as the little girl is getting ready the mother is happy and smiling because she knows that her little girl is going to be safe, or so she thinks. By these stanzas the reader is able to tell how happy the mother was because she thought her daughter would be safe by listening to her and not going to the March. The last two stanzas, 7 and 8, show that the mother senses something is wrong, she runs to the church to find nothing, but her daughter’s shoe. At this moment she realizes that her baby is gone. These stanzas symbolize that even though her daughter listened to her she still wasn’t safe and is now dead. The Shoe symbolizes the loss the mother is going through and her loss of hope as well. This poem shows how elastic the bond between the daughter and her mother is because the daughter respected her mother’s wish by not going to the March and although the daughter is now dead her mother will always have her in her heart. By her having her
These lines demonstrate the stage of adulthood and the daily challenges that a person is faced with. The allusions in the poem enrich the meaning of the poem and force the reader to become more familiar with all of the meaning hidden behind the words. For example, she uses words such as innocence, imprisonment and captive to capture the feelings experienced in each of the stages. The form of the poem is open because there are no specific instances where the lines are similar. The words in each stanza are divided into each of the three growth stages or personal experiences.
In the last lines of the poem the woman attempts to reassure the child that she loved it with all her heart.
There are a couple of similes the author uses in the poem to stress the helplessness she felt in childhood. In the lines, “The tears/ running down like mud” (11,12), the reader may notice the words sliding down the page in lines 12-14 like mud and tears that flowed in childhood days. The speaker compares a...
The poem becomes personal on line 10 when she uses the first person and says “I lost my mother’s watch”. She is letting the reader know what she has lost in reality. Then she gets sidetracked to mention other things she has lost; she then mentions other things she has lost of much more importance such as houses, continents, realms, and cities, but then again mentions it was not so hard to lose those things. But in the end, mention the loss that really matters. She remembers the qualities of the lover she lost.
Starting with the first stanza, Blake creates a dark and depressing tone. He uses words such as died, weep, soot, and cry to support this tone. In the first two lines the child shares his family with us, stating his mother’s death and the fact that his father sold him sharing that the child must come from a poor background “When my mother died I was very young, And my father sold me while yet my tongue”(Lines 1-2). The image of a poor child getting tossed into another unhappy place sets the tone for the beginning of this poem. Blake uses the word “weep”, instead of “sweep” in the first stanza to show the innocence of the child “Could scarcely cry weep weep weep weep”(3). The fact that the child cried “weep” instead of sweep shows that the child could not be any older than four. Blake describes that they sleep in soot also meaning they are sleeping in their death bed. The average life span of children who work in chimneys is ten years due to the harsh work environment. The child portrays sorrow in the last line of the first stanza “So your chimneys I sweep & in soot I sleep.”(4)
The speaker in the poem uses images to help to support the theme. For example the statement that "sometimes the woman borrowed my grandmother's face" displays the inability of the children to relate the dilemma to themselves, something that the speaker has learned later on with time and experience. In this poem, the speaker is an old woman, and she places a high emphasis on the burden of years from which she speaks by saying "old woman, / or nearly so, myself." "I know now that woman / and painting and season are almost one / and all beyond saving by children." clearly states that the poem is not written for the amusement of children but somebody that has reached the speaker's age, thus supporting the idea of the theme that children cannot help or understand her or anybody of her age. In addition, when the speakers describes the kids in the classroom as "restless on hard chairs" and "caring little for picture or old age" we can picture them in our minds sitting, ready to leave the class as soon as possible, unwilling and unable to understand the ethics dilemma or what the speaker is feeling.
His description of the young child is one of his techniques that helped the audience have a better understanding of the events in the poem and the overall era of the Chinese Cultural Revolution. Also, the poem was answering the beginning question in the first line in the first stanza, “Childhood? Which childhood?” This is another technique that gives a different, more thinking process and a different sounds when reading the poem. The amount of literary elements is well known in Lee’s writing techniques. For example, in line nine, Lee uses a personification, “While loudspeakers declared a new era.” Lee might have added this personification in the poem to paint a picture in the audiences mind. This image of how the child might have interpret the soldiers, that were marching down the streets shouting out the laws of communism to the Chinese people. Not only is it a personification, but a emotional imagery of chaos that was taken place. Another example of literary elements is “Death from childhood, and both of them from dreaming.” This is a metaphor but it does not mean that the child died from dreaming, but in a sense from the situation that the child was in and what they saw. This ended up causing him to become mature quicker and had to stop being a child. In reality the effect of the Chinese Cultural Revolution on the child was that the innocence and faith was gone. Lee’s literary terms were helpful in the poem and gave it strength in a emotion sense and as an overall
Funeral Blues by W. H. Auden is a short poem that illustrates the emotions that he is dealing with after the love of his life passes away. The tone of this piece evokes feelings that will differ depending on the reader; therefore, the meaning of this poem is not in any way one-dimensional, resulting in inevitable ambiguity . In order to evoke emotion from his audience, Auden uses a series of different poetic devices to express the sadness and despair of losing a loved one. This poem isn’t necessarily about finding meaning or coming to some overwhelming realization, but rather about feeling emotions and understanding the pain that the speaker is experiencing. Through the use of poetic devices such as an elegy, hyperboles, imagery, metaphors, and alliterations as well as end-rhyme, Auden has created a powerful poem that accurately depicts the emotions a person will often feel when the love of their live has passed away.