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Analysis of The Moose
Elizabeth Bishop's "The Moose" is a narrative poem of 168 lines. Its twenty-eight six-line stanzas are not rigidly structured. Lines vary in length from four to eight syllables, but those of five or six syllables predominate. The pattern of stresses is lax enough almost to blur the distinction between verse and prose; the rhythm is that of a low-keyed speaking voice hovering over the descriptive details. The eyewitness account is meticulous and restrained.
The poem concerns a bus traveling to Boston through the landscape and towns of New Brunswick. While driving through the woods, the bus stops because a moose has wandered onto the road. The appearance of the animal interrupts the peaceful hum of elderly passengers' voices. Their talk—resignedly revolving itself round such topics as recurrent human failure, sickness, and death—is silenced by the unexpected advent of the beast, which redirects their thoughts and imparts a "sweet sensation of joy" to their quite ordinary, provincial lives.
The poem is launched by a protracted introduction during which the speaker indulges in descriptions of landscape and local color, deferring until the fifth stanza the substantive statement regarding what is happening to whom: "a bus journeys west." This initial postponement and the leisurely accumulation of apparently trivial but realistic detail contribute to the atmospheric build-up heralding the unique occurrence of the journey. That event will take place as late as the middle of the twenty-second stanza, in the last third of the text. It is only in retrospect that one realizes the full import of that happening, and it is only with the last line of the final stanza that the reader gains the necessary distance to grasp entirely the functional role of the earlier descriptive parts.
Now the reader will be ready to tackle the poem again in order to notice and drink in its subtle nuances. Bishop's artistry will lie plain, particularly her capacity to impart life to a rather unnerving redundancy of objects and to project a lofty poetic vision from a humble, prosaic incident.
Forms and Devices
Description and narrative are the chief modes of this poem. Nevertheless, at critical moments the actual utterance of the anonymous characters is invited in ("Yes, sir,/ all the way to Boston"). The binder of these varied procedures is the speak...
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...such a dialogue by mocking the hooting of owls. To his delight, the birds responded in kind. In between the mystic silences, nature"'"s deeper secret motions flooded the boy's heart and soul. For the British Romantic, such a communion with nature could still be available to a few elected spirits whose purity and innocence had already marked them for intense experiences and an early death.
Hollander also noted a connection between Robert Frost's poem "The Most of It" and "The Moose." Frost had his male protagonist proudly call out to nature for something more than the "copy speech" that the Winander Boy had elicited from his owls. His wish for "counter-love, original response" was finally granted by the sheer chance appearance of a powerful buck that, lordlike, tore his way through tarn and wilderness without bothering at all to acknowledge the presence of the human intruder.
By contrast, Bishop's female moose has the curiosity to approach the trespassing bus in order to look it over and assess it in her mute, nonaggressive way. Finally, it is the bus that, pressed for time, leaves the spot—her territory—while the moose remains on the moonlit macadam road without budging.
Being chauffeured around in a white person’s car and being a Negro did not mix well. When the car took a bad turn and crashed, Ethel and one other girl were pinned inside the crashed car. Ethel had hoped that someone would stop, and she prayed and prayed, but deep down she knew what happened to Negros who was in a white man’s car – they wouldn’t make it. When two white folks walked passed and saw Ethel they laughed and called them “Nigger bitches”. Ethel defended herself, “I’m suffering. I am a human being, and so are you. You know that if two colored men came along and found two white women pinned under a car they’d help them. How can you be so inhuman?” (97). This passage practically shows the meaning behind His Eye is on the Sparrow. It shows that there is no difference between white and colored people, but it’s so hard for people to get past the physical features to realize inside we are all equal. Ethel was right when she said two colored men would help two white women, and those white men knew she was right. Those men knew Ethel had a point and now they had no choice but to help her and her friend. When Ethel was in the hospital, she had two doctors who mistreated her horrible leg injury. Her wound was severely infected because the two doctors never helped her, and her leg could have been amputated. Soon, an African American doctor met with Ethel and helped treat her
The essence of this poem is the author’s mastery of sound and rhythm and his excellent use of figurative language. Richard Wilbur purposely chose words that have few a syllables and require little to no change in mouth size and tongue movements to appease to the reader when read aloud. There is an ABAB rhythm scheme
This poem captures the immigrant experience between the two worlds, leaving the homeland and towards the new world. The poet has deliberately structured the poem in five sections each with a number of stanzas to divide the different stages of the physical voyage. Section one describes the refugees, two briefly deals with their reason for the exodus, three emphasises their former oppression, fourth section is about the healing effect of the voyage and the concluding section deals with the awakening of hope. This restructuring allows the poet to focus on the emotional and physical impact of the journey.
"The Bull Moose" by Alden Nowlan is a finely crafted poem which reminds us of how far man has strayed from Nature. Through a carefully constructed series of contrasted images, Nowlan laments, in true Romantic fashion, man's separation from Nature.
In the stanzas of Elizabeth Bishop’s poem, the speaker very honestly observes the scenes from outside her apartment. From her point of view, she sees a both a bird and a dog in the process of sleeping. The speaker views these animals as having simple lives unbothered by endless questions or worries. Instead, the two live peaceful, uninterrupted existences, rising every morning knowing that “everything is answered” (ln. 22). However, the speaker lives in contrast to this statement instead anxiously awaiting the next day where uncertainty is a likely possibility. Unlike the dog and the bird, the speaker cannot sit passively by as the world continues in its cycle and she carries a variety of emotions, such as a sense of shame. It is evident here that the speaker has gone through or is currently undergoing some sort of struggle. When she states that “Yesterday brought to today so lightly!” she does so in longing for the world to recognize her for her issues by viewing the earth’s graces as so light of actions, and in doing so, she fails to recognize that she can no longer comprehend the beauty of nature that it offers her. In viewing the light hitting the trees as “gray light streaking each bare branch” (ln. 11), she only sees the monotony of the morning and condescends it to merely “another tree” (ln. 13.) To her, the morning is something
Kinnell picks a certain style to write his poem. Of all the forms, he chooses to write The Bear with as little words as possible. Through this method, the poet manages to incorporate that like the verses of the poem, life is short. Also, Kinnell makes his poem more realistic by putting us in the driver’s seat. He writes the poem in first person, constantly using the word “I”. First person perspective allows the reader to connect faster than a third person would. We begin to picture our self in the situation and allow our imagination to think like the hunter. By using enjambment, repetition, and short phrases he keeps the poem spontaneous. This allows the reader to quickly visualize events in the poem to help show events that happened within the poem, but not in too much detail that our interest is lost. For example, in the first four lines the poet writes, “In l...
The west, who trusted the Shah to rule Iran safely with the help of CIA trained SAVAK, never picked up on the momentum of the revolution within Iran. They perceived that the Shah had Iran under control and therefore did not intervene until it was too late. The Shah also had a misperception of Khomeini and his revolution. The Shah believed that by exiling Khomeini from Iran, he had taken care of any threat Khomeini posed. He was oblivious to the fact, however, that Khomeini had been establishing himself and nurturing anger towards the Shah ever since the White Revolution, sending cassette tapes into Iran from his exile in Paris with his preachings. With these tapes, Khomeini inspired demonstrations and unrest within Iran until the Shah was forced to abdicate in 1979. Finally, Khomeini also perpetuated a misperception that the groups of the opposition, including the bazarris, the peasants, and the Ulema, had the same goals and complaints. This perception unified the opposition under an ambiguous banner whose broad definition promoted inclusion and
A poem without any complications can force an author to say more with much less. Although that may sound quite cliché, it rings true when one examines “The Fish” by Elizabeth Bishop. Elizabeth’s Bishop’s poem is on an exceedingly straightforward topic about the act of catching a fish. However, her ability to utilize thematic elements such as figurative language, imagery and tone allows for “The Fish” to be about something greater. These three elements weave themselves together to create a work of art that goes beyond its simple subject.
“The Fish,” written by Elizabeth Bishop in 1946, is perhaps most known for its incredible use of imagery, but this analysis does not merely focus on imagery. Instead, it is based on a quote by Mark Doty from his essay “A Tremendous Fish.” In it he says, “‘The Fish’” is a carefully rendered model of an engaged mind at work” (Doty). After reading this statement, it causes one to reflect more in-depth about how the poem was written, and not just about what its literal meaning lays out. In “The Fish,” Bishop’s utilization of certain similes, imagery in the last few lines, narrative poem style, and use of punctuation allows the audience to transport into the life of the fish; therefore, allowing them to understand Bishop’s ideas on freedom and wisdom.
The Declaration of Independence is one of the greatest foundation documents of our country and states that all men are created equal and that they have certain unalienable rights including life, liberty, and the pursuit of happiness. (http://www.archives.gov. ) The inalienable right to life gives people the right to
These institutions have endorsed the concept of human rights, which is the right of all individuals to health care (Bergen et al., n.d.). Aside from these institutions, there are three political lines supporting the concept that health care is a right. In 1943, President Roosevelt proposed in the Bill of Rights “the right to adequate medical care and the opportunity to achieve and enjoy good health” (Maruthappu et al., 2013, p. 16). The Universal Declaration of the Human Rights published by the United Nations states “everyone has the right to a standard of living adequate for the health and well being including medical care” (Maruthappu et al., 2013, p. 16). The International Covenant on Economic, Social, and Cultural Rights signed by the U.S. in 1977 stated that "the right of everyone to the enjoyment of the highest attainable standard of physical and mental health" (Maruthappu et al., 2013, p. 16). These statements mentioned by these organizations and some political lines did not materialize; thus, mortality rate increased. Thousands died because of lack of access to medical care and
The Islamic Republic of Iran, formerly known as Iran or Persia, was crowded with a young generation looking for full freedom against the Shah. Persia, once as a powerful country with vast oil resources, soon became a vulnerable nation, ready to accept a new leader to guide them. The people were ready for change, but were the changes they got the changes they were looking for. The people wanted freedom against the shah, (For generations Iran was ruled by Kings) who allowed some freedoms, but it was somewhat limited. The people wanted freedom of speech, so that the press could freely publish their own opinions. They wanted to get rid of a law that made all eighteen-year-old males attend two years of military service unless they are accepted to a university, which would allow them attend the army later as a service worker. The shah was anti-religious, which was not ideal for many of the civilians in Iran. Savak (Secret organization of Iran) was accused of many anti – human rights actions, such as killing students who protested and immediately jailing press members for inappropriate conduct. A major problem was that the shah was a “puppet” of the United States many say, because the Shah would constantly confer with the U.S. of all of his decisions as ruler. The after affects of the revolution resulted in similar conditions, however. Human rights are horrible, the government limits all freedoms, the economy has suffered greatly, average salaries are hard to live with, most of the educated people in Iran fled to foreign countries, the quality of public schools is horrible, and the government still controls all television broadcasts and keeps a watchful eye on the newspapers. From bad to worse is what many people feel has become of Iran, but the people are ready for a real change.
Shah was the Supreme leader of Iran. The vast majority of people did not agree with his economic decisions and as a result he was overthrown by his people. His bad financial decisions led to high levels of inflation and a low standard of living. Wikipedia stated that, “Shah was perceived by many Iranians as beholden to if not a puppet of a non-Muslim Western power (the United States).”(Wikipedia; Background and causes of the Iranian revolution).
The discovery of oil reserves in the Persian Gulf marked the beginning of the evolution of Iran to a modern industrial nation. (Document A) As the demand for crude oil skyrocketed, the wealth generated by Iran soared. The distribution of this wealth became a matter of contention. Additionally, with the transformation of Iran to an industrial nation, the introduction of western culture posed a problem for the strict Islamic community. The Iranian Revolution was a result of the economic, political, cultural and religious conflict that occurred within its borders.