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The topic of woodchucks poem
In a dark time poem analysis
In a dark time poem analysis
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In the poems “Traveling through the Dark” by William Stafford and “Woodchucks” by Maxine Kumin two men must make a difficult decision about nature. In “Traveling through the Dark” the narrator is faced with a tough situation dealing with life and die, while in “Woodchucks” the narrator struggles with his belief about killing. These two poems focus on the reaction of their characters to the death of an animal. “Traveling through the Dark” shows a respectful relationship with nature when a man comes across a pregnant deer who has been hit by a car. “Woodchucks”, on the other hand, shows the long-term effects of killing rodents on the mind. Both poems show the relationship between animal and man as well as man’s dealings with nature. Through the use of imagery, tone, and diction the poet of “Traveling through the Dark” shows the speaker’s compassionate attitude towards the animals while the speaker of “Woodchucks” has an antipathetic attitude toward them.
The poets, Stafford and Kumin, use diction to show the portrayal of the interpersonal connection between the poem’s persona and the animals. Both poems are about a person being directly responsible for the death of animals. However, neither uses kill to describe their actions. Kumin, for example, uses very vivid action verbs to show the actions of the persona in the poem “Woodchucks”. When the poet describes how the speaker “drew a bead on the little woodchuck’s face” and “dropped the mother”, he uses less gruesome images than what the poem describes (lines 17-19). The speaker in the poem states that he is a “murderer”, yet does not show full responsibility for the killings the animals (23). Stafford’s poem, on the other hand, does not have the same dark tone as “Woodchucks”. “Tra...
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The personas in “Woodchucks” and “Traveling through the Dark” approach the animals’ lives in opposing ways; the first uses rational thoughts, while the latter uses emotions. In “Traveling through the Dark” the narrator, repressing emotions and keeping a level head, is able to see the recklessness in attempting to save the unborn fawn. However, the narrator in the poem “Woodchucks” succumbs to their emotions, ultimately leaving them in an incompetent and dangerous mind set. Using diction the poets are able to allow the reader to fully evaluate the relationship between the animals and the speakers. The contrasting tones of remorse and lightheartedness illustrate the different relationships between the animals and personas of each poem. The poets” choice of diction, tone, and imagery are all factors that make the poems distinctive.
In the narrative poem “Cautionary Tale of Girls and Birds of Prey” the author, Sandy Longhorn, tells the story of a young girl who is afraid of a hawk, and her inconsiderate father who doesn’t take her concerns seriously. The story shows how her father is determined to get rid of her fear of the hawk, because he thinks it is both foolish and childish. The daughter very well knows the capability of the hawk, however her father doesn’t acknowledge it until it is too late. In the poem, Longhorn uses alliteration and rhyme to help explore the theme of how being inconsiderate towards others can in the end hurt you as much as it hurts them. The poem takes place on a little farm where the girl and her father live with all of their livestock.
In his poem “The Great Scarf of Birds”, John Updike uses a flock of birds to show that man can be uplifted by observing nature. Updike’s conclusion is lead up to with the beauty of autumn and what a binding spell it has on the two men playing golf. In Updike’s conclusion and throughout the poem, he uses metaphors, similes, and diction to show how nature mesmerizes humans.
This idea is expressed prominently in John Foulcher’s For the Fire and Loch Ard Gorge. For the Fire entails a journey of someone collecting kindling as they witness a kookaburra kill a lizard, Foulcher represents his idea through the use of metaphor, “a kookaburra hacks with its axe-blade beak.” This metaphor represents the beak in weaponised form, as it is compared with a violent axe. This evokes a sense of threat and intimidation towards the kookaburra, which contrasts to societies general interpretation of the ‘laughing kookaburra,’ thereby challenging the reader's perceptions of beauty in the natural world. Also, this comparison of the kookaburra offers a second understanding for the readers to interpret of the kookaburra. Similarly, in Loch Ard Gorge, Foulcher uses strong visual imagery, “savage dark fish are tearing their prey apart, blood phrasing the water decked with light,” to communicate the violence of the ‘savage’ fish to readers in a visual, gruesome manner. Thereby evoking a feeling of disgust towards the situation, as a visual description of blood is shown and Foulcher uses provoking, gruesome adjectives to communicate the fish's brutality. Foulcher expresses these ideas to communicate the abilities of nature, and provide a necessary ‘reality check’ for the readers, to review the beauty they see nature and understand the barbarity at the heart of everything. Although ruthlessness and brutality that nature can show are unintentional and immoral, this harm is a large part of the cycle nature needs to survive and thrive, and these factors can counteract assumed beauty and
In this poem called “Creatures” by the author Billy Collins there are three examples of figurative language helps convey the meaning that the author Billy Collins is conveying. The three examples of figurative language that the author Billy Collins uses are a metaphor, enjambment, and imagery. These three examples of figurative language help illustrate Billy Collins” theme in this poem called “Creatures” that he is writing because these three examples of figurative language help emphasize the theme of the poem. These three examples help emphasize this poem called “Creatures” meaning because it makes the theme of this poem have a deeper meaning. The theme of the author Billy Collins poem called “Creatures” is that the reader has to imagine
Therefore, Oliver’s incorporation of imagery, setting, and mood to control the perspective of her own poem, as well as to further build the contrast she establishes through the speaker, serves a critical role in creating the lesson of the work. Oliver’s poem essentially gives the poet an ultimatum; either he can go to the “cave behind all that / jubilation” (10-11) produced by a waterfall to “drip with despair” (14) without disturbing the world with his misery, or, instead, he can mimic the thrush who sings its poetry from a “green branch” (15) on which the “passing foil of the water” (16) gently brushes its feathers. The contrast between these two images is quite pronounced, and the intention of such description is to persuade the audience by setting their mood towards the two poets to match that of the speaker. The most apparent difference between these two depictions is the gracelessness of the first versus the gracefulness of the second. Within the poem’s content, the setting has been skillfully intertwined with both imagery and mood to create an understanding of the two poets, whose surroundings characterize them. The poet stands alone in a cave “to cry aloud for [his] / mistakes” while the thrush shares its beautiful and lovely music with the world (1-2). As such, the overall function of these three elements within the poem is to portray the
The author uses diction in the passages to signify the effect of the author¡¯s meaning in story and often sway readers to interpret ideas in one way or another. The man in the story arrives to a ¡°[dry] desert¡± where he accosts an animal with ¡°long-range attack¡± and ¡°powerful fangs.¡± The author creates a perilous scene between the human and animal in order to show that satisfaction does not come from taking lives. With instincts of silence and distrust, both of them freeze in stillness like ¡°live wire.¡± In addition, the man is brought to the point where animal¡¯s ¡°tail twitched,¡± and ¡°the little tocsin sounded¡± and also he hears the ¡°little song of death.¡± With violence ready to occur, the man tries to protect himself and others with a hoe, for his and their safety from the Rattler. The author criticizes how humans should be ¡°obliged not to kill¡±, at least himself, as a human. The author portrays the story with diction and other important techniques, such as imagery, in order to influence the readers with his significant lesson.
In Mary Oliver’s poem “The Black Snake,” the narrator contemplates the cycle of life with the unpredictability of death. Mary Oliver’s work is “known for its natural themes and a continual affirmation of nature as a place of mystery and spirituality that holds the power to teach humans how to value one’s life and one’s place” (Riley). In the poem, The Black Snake, the narrator witnesses a black snake hit by a truck and killed on a road one morning. Feeling sympathy for the snake, the narrator stops, and removes the dead snake from the road. Noting the snake’s beauty, the narrator carries it from the road to some nearby bushes. Continuing to drive, the narrator reflects on how the abruptness of death ultimately revealed how the snake lived his life.
Distinctive voices offer many different types of perspectives of the world. This is expressed through the texts “Lady feeding the cats” and “Wombat" written by Douglas Stewart and“Shawshank redemption” also written by Frank Darabont. These notions are applied through exploration of humanity and connections between humanity and the nature. The unique interaction of the world offers us a better understanding of these perceptions.
Overall, it expresses the love and affection of Collin about this poem. This poem is basically looked at, or listened to, and the rodent tested. Such imagery used in poem supports the central ideas of Collin in poem, that the reading poetry must be, just like a good exploration, a discovery act. The poem has a very conversational effect and scholastic feel in it. First stanza directly linked to the second stanza while the third and fourth stanza of this poem has distinct thoughts in them. Similarly, the six stanzas come in a follow-up way but the mood actually changed in the last two stanzas of the poem. In short, Collin has written this poem in a very special and artistic way which really changes other’s minds about how to better understand a poem by knowing its actual meaning.
Both these poems are great poems and emphasize on different parts of an animal’s life. The two poems are “The Blessing” and “Predators.” The four topics that will be compared and contrasted are the animals, the speaker’s feelings, the title, and the conclusions.
I will discuss the similarities by which these poems explore themes of death and violence through the language, structure and imagery used. In some of the poems I will explore the characters’ motivation for targeting their anger and need to kill towards individuals they know personally whereas others take out their frustration on innocent strangers. On the other hand, the remaining poems I will consider view death in a completely different way by exploring the raw emotions that come with losing a loved one.
... Nature, including human beings, is `red in tooth and claw'; we are all `killers' in one way or another. Also, the fear which inhabits both human and snake (allowing us, generally, to avoid each other), and which acts as the catalyst for this poem, also precipitates retaliation. Instinct, it seems, won't be gainsaid by morality; as in war, our confrontation with Nature has its origins in some irrational `logic' of the soul. The intangibility of fear, as expressed in the imagery of the poem, is seen by the poet to spring from the same source as the snake, namely the earth - or, rather, what the earth symbolizes, our primitive past embedded in our subconsciouness. By revealing the kinship of feelings that permeates all Nature, Judith Wright universalises the experience of this poem.
Nature is often a focal point for many author’s works, whether it is expressed through lyrics, short stories, or poetry. Authors are given a cornucopia of pictures and descriptions of nature’s splendor that they can reproduce through words. It is because of this that more often than not a reader is faced with multiple approaches and descriptions to the way nature is portrayed. Some authors tend to look at nature from a deeper and personal observation as in William Wordsworth’s “I Wandered Lonely as a Cloud”, while other authors tend to focus on a more religious beauty within nature as show in Gerard Manley Hopkins “Pied Beauty”, suggesting to the reader that while to each their own there is always a beauty to be found in nature and nature’s beauty can be uplifting for the human spirit both on a visual and spiritual level.
“A Bird came down the Walk,” was written in c. 1862 by Emily Dickinson, who was born in 1830 and died in 1886. This easy to understand and timeless poem provides readers with an understanding of the author’s appreciation for nature. Although the poem continues to be read over one hundred years after it was written, there is little sense of the time period within which it was composed. The title and first line, “A Bird came down the Walk,” describes a common familiar observation, but even more so, it demonstrates how its author’s creative ability and artistic use of words are able to transform this everyday event into a picture that results in an awareness of how the beauty in nature can be found in simple observations. In a step like narrative, the poet illustrates the direct relationship between nature and humans. The verse consists of five stanzas that can be broken up into two sections. In the first section, the bird is eating a worm, takes notice of a human in close proximity and essentially becomes frightened. These three stanzas can easily be swapped around because they, for all intents and purposes, describe three events that are able to occur in any order. Dickinson uses these first three stanzas to establish the tone; the tone is established from the poet’s literal description and her interpretive expression of the bird’s actions. The second section describes the narrator feeding the bird some crumbs, the bird’s response and its departure, which Dickinson uses to elaborately illustrate the bird’s immediate escape. The last two stanzas demonstrate the effect of human interaction on nature and more specifically, this little bird, so these stanzas must remain in the specific order they are presented. Whereas most ...
In William Wordsworth’s poems, the role of nature plays a more reassuring and pivotal r ole within them. To Wordsworth’s poetry, interacting with nature represents the forces of the natural world. Throughout the three poems, Resolution and Independence, Tintern Abbey, and Michael, which will be discussed in this essay, nature is seen prominently as an everlasting- individual figure, which gives his audience as well as Wordsworth, himself, a sense of console. In all three poems, Wordsworth views nature and human beings as complementary elements of a sum of a whole, recognizing that humans are a sum of nature. Therefore, looking at the world as a soothing being of which he is a part of, Wordsworth looks at nature and sees the benevolence of the divinity aspects behind them. For Wordsworth, the world itself, in all its glory, can be a place of suffering, which surely occurs within the world; Wordsworth is still comforted with the belief that all things happen by the hands of the divinity and the just and divine order of nature, itself.