Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
A little learning poem analysis
Study of poetry analysis
Study of poetry analysis
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: A little learning poem analysis
However, gloss in this poem is harmful to readers since it limits the range that the poem could be interpreted, removes tension from the story, and diverts attention away from the story through excessive information.
The worst thing a story can do is break reader immersion. Readers can pick up on even small inconsistencies in a story and be drawn out of the world they are imagining. It is important for authors to polish their work, so readers can read from start to end without ever being distracted. This allows all the tension and emotions given off by the story to be released at a climax and then resolved with the ending. Without giving the reader the opportunity to experience a story without distractions, a story can’t be enjoyed fully. Therefore,
…show more content…
Traditionally the gloss is used to explain complicated paragraphs. However, Coleridge decides to provide a gloss for even relatively clear stanzas such as, “[the mariner] holds him with his glittering eye / The Wedding-Guest stood still, / And listens like a three years’ child.” (16). Coleridge either truly believes that the reader's doesn’t understand this part of the story, or he wants to remove the reader from the world he’s describing. Since no complex language or literary device is used to suggest anything but the listener is captivated by the story, I argue it is for the latter reason. As readers, we must re-read that, “the Wedding Guest is spellbound by the eye of the old seafaring man” (16). This retelling provides a brief pause in the progression of the story which draws the reader out of the world he is immersed in. Another example is when the Mariner is describing the condition right after killing the Albatross, “[d]own dropt the breeze, the sails dropt down.” (8). Once again, it is not hard to decipher that the wind stopped blowing and caused the sails to literally drop down. Rather than feel anxious and excited to learn what happens next, the gloss provided by Coleridge essentially summarizes the stanza. This slows down the pace of the story and, therefore, removes a lot of the effect that the …show more content…
In the stanza right after the one in the previous paragraph, Coleridge uses imagery when he writes, “The very deep did rot: O Christ! / That ever this should be! / Yea, slimy things did crawl with legs / Upon the slimy sea.” (9). However, the difference is that there is no accompanying gloss to this stanza. Since there is no explanation provided, each reader pictures something a bit different in their own mind that best help them interpret these lines. Even though this may cause slight differences in interpretation, the overall feeling of icky disgust is still universally understood. By not being forced to read something that isn’t the story, we can move on to the next stanza with our own personal images in our mind without
“ The horizon was the color of milk. Cold and fresh. Poured out among the bodies” (Zusak 175). The device is used in the evidence of the quote by using descriptives words that create a mental image. The text gives the reader that opportunity to use their senses when reading the story. “Somehow, between the sadness and loss, Max Vandenburg, who was now a teenager with hard hands, blackened eyes, and a sore tooth, was also a little disappointed” (Zusak 188). This quote demonstrates how the author uses descriptive words to create a mental image which gives the text more of an appeal to the reader's sense such as vision. “She could see his face now, in the tired light. His mouth was open and his skin was the color of eggshells. Whisker coated his jaw and chin, and his ears were hard and flat. He had a small but misshapen nose” (Zusak 201). The quotes allows the reader to visualize what the characters facial features looked like through the use of descriptive words. Imagery helps bring the story to life and to make the text more exciting. The reader's senses can be used to determine the observations that the author is making about its characters. The literary device changes the text by letting the reader interact with the text by using their observation skills. The author is using imagery by creating images that engages the reader to know exactly what's going on in the story which allows them to
In addition to the use of colorful diction, Hardy employs detailed imagery. The phrase “Dim moon-eyed fishes near Gaze at the guilded gear” depicts fishes looking at the sunk Titanic and wondering what “this vaingloriousness” was doing under the sea. He also mentions in the third stanza how the “jewels in joy designed To ravish the sensuous mind” were all lost and covered by darkness. Using these detailed images, Hardy is portraying the contrasts of before the ship sunk and after.
This is how this passage uses figurative language and descriptive language to affect how to reader reads the
The imagery in this passage helps turn the tone of the poem from victimization to anger. In addition to fire images, the overall language is completely stripped down to bare ugliness. In previous lines, the sordidness has been intermixed with cheerful euphemisms: the agonizing work is an "exquisite dance" (24); the trembling hands are "white gulls" (22); the cough is "gay" (25). But in these later lines, all aesthetically pleasing terms vanish, leaving "sweet and …blood" (85), "naked… [and]…bony children" (89), and a "skeleton body" (95).
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
The use of diction throughout the poem aids the author in displaying the idea that
One of the areas being discussed is potential abuse and inappropriate behavior in the two poems. “The Whipping” demonstrates a neighbor witnessing an abusive relationship between a mother and her young child as she is drawn back to her own fearful past. As the neighbor looks upon the child she recalls the memories and facial expressions of her own mother as she states “Words could bring, the face that I no longer knew or loved …” (lines17-19). “My Papa’s Waltz”, on the other hand, demonstrates the possible inappropriate behavior of a father towards his son. The father shows a lack of concern for his child when it states
...nal family. The second poem uses harsh details described in similes, metaphors, and personification. The message of a horribly bad childhood is clearly defined by the speaker in this poem. Finally, the recollection of events, as described by the two speakers, is distinguished by the psychological aspect of how these two children grew up. Because the first child grew up in a passive home where everything was hush-hush, the speaker described his childhood in that manner; trying to make it sound better than what it actually was. The young girl was very forward in describing her deprivation of a real family and did not beat around the bush with her words. It is my conclusion that the elements of tone, imagery, and the recollection of events are relevant to how the reader interprets the message conveyed in a poem which greatly depends on how each element is exposed.
To fully understand this poem, the reader would find it helpful to know what led Coleridge to write it. Coleridge grew up with English essayist Charles Lamb in school and the two were close friends (Merriman.) In their later years, however, the two rarely saw each other as Coleridge lived in the country side and Lamb lived in the city, where he cared for his mentally ill sister (Merriman.) On one of the rare days Lamb went to visit him, Coleridge planed to go on a walk through the scenic area surrounding his house with Lamb and some other friends, but before they left, Coleridge’s wife accidentally dropped boiling milk on his foot and he was unable to participate in the walk (Benzon.) While the others gallivanted across the countryside, Coleridge sat in his garden and wrote this poem.
The story possesses amazingly vivid description. This attention to detail affords the reader the greatest degree of reading pleasure. Crane paints such glorious images in reader's mind with his eloquence. "The morning appeared finally, in its splendor, with a sky of pure blue, and the sunlight flamed on the tips of waves"(387). Artistic sentences of such caliber are not often found. The reader is left with a terrific vision of the perilous sea maintaining its beauty amongst the violence of the wind. "Their back- bones had become thoroughly used to balancing in the boat and they now rode this wild colt of a dinghy like circus men"(378). Here, again, Crane uses splendid detail to capture the essence of the chaotic situation.
...ous allegory represents Christian ideals such as sin, forgiveness, and prayer. In addition, Coleridge’s use of language and form contribute to the message conveyed in the text. The form fluctuates throughout the text by use of different rhyme schemes, loose meter, and stanzas in length varying four to nine lines. The variety of form could be representative the array of interpretations of this text. Coleridge conveys profound religious meaning by using symbolic language with interpretive representations. Although his use of elevated language possibly narrowed the audience, that could have been his intentions due to the complexities of this philosophical poem. In the end, Coleridge’s depiction of the Mariner’s journey ultimately conveys the Christian ideal, which is to love and appreciate all creatures created by God, whether Albatross or snake.
or the poet himself, he said. He chooses no casual settings or circumstances. for these two poems. For Coleridge the mind cannot take its feelings from nature and cannot imbue nature with its own feelings, as in the Nightingale poem. Coleridge shows us that human feelings and the forms of nature are mainly separate from the.
The words become a symbol of a slow moving river and as the reader travels along the river, they are also traveling through each stanza. This creates a scene where the viewer can turn words into symbols while in reality they are just reading text. Coleridge is also able to illustrate a suspension of the mind through imagery; done so by producing images that are unfixed to the reader.... ... middle of paper ...
... since it deals with the growth of the mind. Therefore, the poet uses syntax and form to emphasize on the important matters that occurred in each stanza.
Moreover, these various fragments all combine to instill a sense of ambiguity throughout the poem. In a sense, as the poem progresses, the audience discovers further and more troublesome questions regarding its message and its implications. The audience, perhaps, even begins to wonder if there are indeed absolute answers or whether Coleridge consciously intended to create an unresolved poem. Amid this unsettling tumult of questions, one is left to dedicatedly follow Coleridge’s journey in a sequential manner in an attempt to consider and ponder these ambiguities as they arise. Inevitably, however, lingering questions will ...