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Comparison of two narratives
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Many times writers are inspired by works they have read before, and create spawns of those pieces with a twist. I will be reflecting on Brothers Grimm’s story “The Frog Prince” a tale of a selfish princess and a frog in need with a plan. And I will be comparing this to one of the poems we reviewed in class, Katharyn Howd Machan’s poem “Hazel Tells LaVerne,” a poem on a realistic woman with a sassy mouth. Both these pieces of literature seem to be reflections of one another, however also can be contrasted. These two passages have similar storylines but are executed differently with tone, characterization and tone in order to accomplish the story of women given the opportunities to make a come up with the help of a frog. The poem “Hazel Tells …show more content…
The speaker however is not buying into the ideas presented. "An how can I be a princess/ me a princess/ well my mouth drops/all the way to the floor... well I screams/ ya little green pervert… The toilet down three times/ me/ a princess." So we see with her tone of disbelief that she isn't buying into this frog trying to get her to be his princess because she can't imagine herself, a cleaning lady, being a princess. The tone of the poem seems to be sarcastic, humorous, formal and colloquial. The poet creates a form is so short, sweet and to the point with these few worded lines that gives us the sense that this is a dialogue. In the sense of our formalist approach towards the poem we begin with the diction at hand. In the way the words are written it shows us that it is more of a slang or casual conversation than formal one. It also shows with how the speaker is telling the story that the speaker is most likely an underclass woman who does this job because of her socioeconomic status and education. However, our speaker may have little to no education, she's very aware that her social status compared to this "frog." The irony in the poem is the repetition of
¨If¨ by Rudyard Kipling and ¨Girl¨ by Jamaica Kincaid are both letters to a child written by their parents in the form of a poem. In the letters the parents set expectations the child is expected to follow in the future. They are very similar with some differences. The goal of this essay is to compare and contrast the two texts.
The story of Lysandra in Lysandra’s Poem by Budge Wilson showcases a conflict between two girls, Elaine and Lysandra. After Elaine wins the Gr.7 Poetry contest, it leaves Lysandra stays bitter about the lost from high school to adulthood. From Elaine’s actions, Lysandra’s revenge is actually justified. During their childhoods, It is quite evident that Elaine knew that Lysandra was overly attached to literature as she states that “Like her father, she haunted the library.” (127). Knowing how important literature and poetry is to Lysandra, Elaine already knew how important something simple like a poetry contest would mean to Lysandra. Lysandra felt confident about the contest cause she studied poetry at a young age and
Lisa Parker’s “Snapping Beans”, Regina Barreca’s “Nighttime Fires”, John Frederick Nims’ “Love Poem”, and John Donne’s “Song” all demonstrate excellent use of imagery in their writing. All of the authors did a very good job at illustrating how the use of imagery helps the reader understand what the author’s message is. However, some of the poems use different poetic devices and different tones. In Lisa Parker’s “Snapping Beans” and Regina Barreca’s “Nighttime Fires”, both poems display a good use of personification. However in John Donne’s “Song” and John Frederick Nims’ “Love Poem, they differ in the fact that the tone used in each poem contrasts from each other.
Both authors use figurative language to help develop sensory details. In the poem It states, “And I sunned it with my smiles, And with soft deceitful wiles.” As the author explains how the character is feeling, the reader can create a specific image in there head based on the details that is given throughout the poem. Specifically this piece of evidence shows the narrator growing more angry and having more rage. In the short story ” it states, “We are below the river's bed. The drops of moisture trickle among bones.” From this piece of text evidence the reader can sense the cold dark emotion that is trying to be formed. Also this excerpt shows the conflict that is about to become and the revenge that is about to take place. By the story and the poem using sensory details, they both share many comparisons.
Kate Chopin and T. Coraghessan Boyle made excellent use of the elements point of view, character, and setting in their short stories “The Storm” and “Greasy Lake”. Kate Chopin’s characters and events follow the setting—the storm. This greatly enhances her work. Boyle’s characters mirror his setting as well—a greasy lake. It is amazing how much greater depth and deeper the insight is for a story when the potentials of elements of writing are fulfilled and utilized.
Though most of the poem is not dialogue, from what little speaking there is between the...
The lady seems to be poor “suffering along in her broke shows” tells us that she has nothing and is worthless. Emotive language has been used to visually describe how she looks. “with a sack of bones on her back and a song in her brain” this expresses that she in a free, happy minded lady and doesn’t really take note of what she doesn’t have. " to feed the outlaws prowling about the Domain” This tell us that she most likely does this act of kindness very often, not having much at all and simple giving the outlaws something to feed on. “proudly they step up to meet her” Giving this visual effect makes us understand the power this lady has for these feral cats and to also see how much this lady means to this cats. “with love and power” - juxtaposition, again shows us the emotive language between the two this also means that she has a sense of power which she doesn’t have with the outer world. This perception of the lady is very different as to what how we see her. She is to be seen as a person who you wouldn’t want so associate with. Throughout the poem she has been moved from a princess to a queen with the development of metaphors. But to the cats she is the queen and this really depicts the distinctively visual. Douglas Stewart is seeing her as this queen who is celebrated and appreciated by the cats but this is not how she feels with society. With this connection between the cats, it gives us a deeper understanding of how to perceptions of each individual sees the world. Every individual has their own sense of views of the
In The Princess and the Goblin, the author uses many literary devices to bring his writing to life and to illustrate specific moments in the story.
She questions who created "the swan," "the black bear," and "the grasshopper," all extremely different animals. By doing so, the speaker is able to depict the fascinating diversity of nature and how it is the home of both big beasts and small insects. However, as the poem progresses, the speaker starts to interact with nature when the grasshopper hops onto her hand as she feeds it. The speaker carefully observes the grasshopper's behavior, describing in great detail how the grasshopper moves "her jaws back and forth" as she eats a sugar cube from the speaker's hand. The speaker utilizes imagery to convey a very specific image of the majestic grasshopper to the reader, describing "her pale forearms" and the grasshopper's "enormous and complicated
At first glance, the poems The Chimney Sweeper by William Blake, and Barbie Doll, by Marge Piercy appear to have no tangible similarities. However, upon further analysis and interpretation, they can be seen as somewhat akin. In these two poems, the harsh treatment of children, the use of imagery, and children’s self-image in the poems are comparable. The differences between the two poems include the time period in which they were written, the background of the characters, and the characters’ reactions to the problems that they are faced with. Although the surface level information in the poems Barbie Doll and The Chimney Sweeper is easy to contrast, if one dives a little deeper,
The Grimm’s stories have strict criteria for good and evil. Good women are not the hero, they do not plan, nor do they get themselves out of bad situations; they are obtuse and wait until a Prince saves them. These qualities doom the female protagonists (and readers) to pursue the only destiny women have, and that is to be a wife and mother (Rowe, 1978). Cinderella is the heroine and the ideal good girl. She is unambiguously beautiful, kind, and compassionate. She does not complain or get angry. This is foreseen early in the Grimm’s Cinderella story:
Early on, poetry was often used with rhyme to remember things more accurately, this still rings true today, even though its use is more often to entertain. However, although it appeals to both the young, in children's books, and the old, in a more sophisticated and complex form, people are bound to have different preferences towards the different styles of poetry. Dobson’s poetry covers a variation of styles that captivate different individuals. “Her Story” is a lengthy poem with shorter stanzas. It’s free verse structure and simplistic language and face value ideas might appeal better to a younger audience.
Throughout time, mankind has forged stories and legends to explain the unknown. As years went along the stories and tall tales were passed down to each generation. Each recount of the inherited stories are always told differently, how the story was told usually depended on the person and their particular region of habitance. Thus leading to hundreds of different versions of a single story told throughout the world, written and told by different people. Not only are these stories told as pure entertainment, they serve as wise life lessons and set examples for children when they were eventually introduced to society. These stories are so prominent in human history that even to this day the same stories that were told to children centuries ago
The speaker reflects on the teenage girl’s childhood as she recalls the girl played with “dolls that did pee-pee” (2). This childish description allows the speaker to explain the innocence of the little girl. As a result, the reader immediately feels connected to this cute and innocent young girl. However, the speaker’s diction evolves as the girl grew into a teenager as she proclaims: “She was healthy, tested intelligent, / possessed strong arms and back, / abundant sexual drive and manual dexterity” (7-9). The speaker applies polished language to illustrate the teen. This causes the reader not only to see the girl as an adult, but also to begin to grasp the importance of her situation. The speaker expresses what the bullies told this girl as she explains: “She was advised to play coy, / exhorted to come on hearty” (12-13). The sophisticated diction shifts towards the girl’s oppressors and their cruel demands of her. Because of this, the reader is aware of the extent of the girl’s abuse. The speaker utilizes an intriguing simile as she announces: “Her good nature wore out / like a fan belt” (15-16). The maturity of the speaker’s word choice becomes evident as she uses a simile a young reader would not understand. This keeps the mature reader focused and allows him to fully understand the somberness of this poem. The speaker concludes the poem as she depicts the teenage girl’s appearance at her funeral: “In the casket displayed on satin she lay / with the undertaker’s cosmetics painted on” (19-20). The speaker elects not to describe the dead girl in an unclear and ingenuous manner. Rather, she is very clear and
The tone of The Little Prince is often lonely and fragile-sounding, much like the little prince himself, when he ventures into the world of adults in an attempt to understand them. The writer emphasizes, throughout the story, that loneliness is what isolates the adults rather than children because they are unable to see things with their minds, hearts, and imagination. Both the protagonist (the little prince) and secondary protagonist (the narrator) lead lonely lives because of this isolation due to the differences between the minds of children and adults. "So I lived my life alone, without anyone that I could really talk to," writes the narrator, before his plane crashes in the middle of the Sahara. He explains this in the first few chapters - living his life alone - because this 'world of grownups' does not understand him and wishes for him to talk of their idea of 'sensible' and 'practical' things. This made him very lonely, not so much in a physical sense, but so that he could never really find anyone to relate to. The narrator explains that after flat responses to his imaginative observations to things, "'Then I would never talk to that person about boa constrictors, or primeval forests, or stars. I would bring myself down to his level. I would talk to him about bridge, and gold, and politics, and neckties. And the grown-up would be greatly pleased to have met such a sensible man.'" In one of my magazines is an article called, "Popularity Truths & Lies," where popular girls talk about their social status. In large, red print, it says, "Lie: Popular girls are never left out or lonely." The girls then go on to explain how sometimes, they feel as if they are making so many friends only because of their popularity. They say that it's great to be popular, but difficult to find someone that really wants to befriend them for true qualities rather than social status. The situations between the narrator of The Little Prince and these popular students is that it seems that they would never be isolated (popular students from their admiring peers and the supposedly sensible-minded narrator from the adult world) - physically, at least - but inside the kind of friend they are really longing for is someone to understand and honestly talk to in order to end the abstract barriers between these worlds of people.