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Walt Whitman themes in his poetry
Poetic vision of Walt Whitman
Poetic vision of Walt Whitman
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Analysis of Whitman’s Bivouac on a Mountain Side
First published after the conclusion of the Civil War in 1865, Walt Whitman’s poem “Bivouac on a Mountain Side” portrays more than just the tangible picture of a transcendentalist’s vision. The mood of the poem reflects the author’s observations and visions of the Civil War while stationed in Washington and Virginia as well as his beliefs about the war by use of imagery and symbolism.
The use of imagery in “Bivouac on a Mountain Side” is one of the compelling factors that draws the reader into the poem so that he/she no longer reads what Whitman is writing, but rather sees what he is describing and understands Whitman’s place in the war. Different from other Whitman poems, “Bivouac on a Mountain Side” does not contain the title phrase anywhere in the body of the poem, but rather sets the stage for the described scene. Whitman’s use of imagery in “Bivouac on a Mountain Side” provides the basis for symbolic representation in the poem. In the first line of the poem, “I see before me now a traveling army halting”, begins the description of a troop that he is observing. Starting with the second line of the poem, Whitman attaches meaning to each of the elements in the poem. “A fertile valley spread, with barns and the orchards of summer” symbolizes the peaceful stillness of a country that has not been torn by war. In a sense, the second line is used to represent an unadulterated America. However, behind that lies “the terraced sides of a mountain, abrupt, in places rising high, broken with rocks, with clinging cedars, and with tall shapes dingily seen” (lines 3 and 4). The description of this grand and almost menacing mountain, in contrast to the val...
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...ut first hand observations of the war taking place around him. Looking deeper into the poem enables the reader to gain Whitman’s insight about the soldiers during the war: their fear, excitement, and hope.
(1) I see before me now a traveling army halting
(2) Below a fertile valley spread, with barns and the orchards of summer,
(3) Behind, the terraced sides of a mountain, abrupt, in places rising high,
(4) Broken, with rocks, with clinging cedars, with tall shapes dingily seen,
(5) The numerous camp-fires scatter’d near and far, some away up on the mountain,
(6) The shadowy forms of men and horses, looming, large-sized, flickering
(7) And over all the sky- the sky! Far, far out of reach, studded, breaking out, the eternal stars
...he poem around a single figure: Fulton puts Joplin at the center of her poem, while Whitman’s poetic world is drawn around and even within himself. Both capture raw details of human life and misery in their imagery. Both use repetition to define an irregular but recognizable rhythm. Yet the two poems beat out their rhythms in distinct and utterly different measures, leaving me with two powerful figures, created by the poems’ forms, which have their own purpose and form in the larger world beyond poetry.
That is, the poem, written first person, uses imagery to develop drama, and the letter recounts the second-hand experiences of the wounded soldier to create dramatic events. Whitman writes ¨I breathe the suffocating smoke, then the flat clouds hover low concealing all¨ (16), allowing the reader to feel how the Artilleryman felt on the battlefield, and also allows the reader to paint a picture of the clouds, covering the vision of the soldiers, through powerful imagery, and diction. In the letter the story that the wounded soldier told also provides imagery in a way unlike the Artilleryman. The story that was told to Walt Whitman provides some insight on how the soldiers were treated, and what kinds of brutal events the soldiers on the battlefield had to go through for example, ¨The man treated our soldier kindly, bound up his wounds, cheered him, gave him a couple of biscuits, gave him a drink of water, asked him if he could eat some beef¨ (2). This statement shows a positive connotation towards the kind, helping Rebel and also helps you illustrate what went on behind enemy lines. (((( Write the conclusion
Harriet was never considered a good slave. After her head injury, a neighbor wanted to hire her as a nurse-girl, and her owner was more than willing to let her go. (Taylor 8). Harriet was required to “do all the housework, milk the cows, as well as to be at the side of the cradle every time the little darling cried.” (Taylor 8). Because she wasn't able to be at all places at all times, she was beaten and sent back to her owner with the recommendation, “She don’t worth the salt that seasons her grub.” (Taylor 8). Once Harriet was returned, her owner greeted her with “I will break you in!” (Taylor 8). “From early morn till late at night she was made to work, beaten and cuffed upon the slightest provocation.” (Taylor 8).
The Sun Shines Bright, one of John Ford 's most personal films remains one of his most forgotten. Taking place in 1905 (according to Tag Gallagher), it follows four distinct story lines all of which are based upon the deep fractures found within the small Kentucky town called Fairfield: 1.For all intents and purposes, the main storyline, concerns the protagonist, William Priest (affectionately known as 'Judge ' or 'Billy ' throughout), and his reelection campaign against the haughty, Yankee, racially intolerant son-of-a-carpet-bagger, Horace K. Maydew. 2. The return of orphan Ashby Corwin, and his wooing of the black sheep of the town, Lucy Lee Lake. 3. The arrest of U.S Grant, a black teenage banjo player on the charge of raping a local white girl. The lynch mob that marches into town is driven out by Judge Priest and the real culprit is found, and shot. 4. The melodrama surrounding the town secret of who Lucy Lee 's (birth) mother is and the subsequent reveal.
Born on the Edward Brodas Plantation, in Dorchester Country to Benjamin Ross and Harriet Green around 1820, Harriet Tubman was one of the most advancing forces with the Underground Railroad. Originally named Araminta ‘Minty’ Ross, she changed her last name when she married and her first in honor of her mother (Women in History). As a young child, she was put to work as a house servant, taking care of menial chores like cleaning and taking care of babies. She once said, “I was so little that I had to sit on the floor and have the baby put in my lap, and that baby was always in my lap except when it was sleep or when its mother was feeding it (Driggs).” She did not like being forced to babysit every day and nonstop for hours at a time. Many times, she was “loaned” out to other slave owners to do similar work in their houses (PBS). She was rebellious even at a young age; she stole a lump of sugar at the age of seven and proceeded to run away to avoid being punished. She was gone for five days before she su...
Wilson was one of many who supported things like black codes after slavery was abolished; Gladwell explains in the podcast that the students were uncomfortable and did not feel welcome in their own college because there were portraits and plaques and building all in name of the rich white elites to honor them and what they did. When a student tried to approach the school, Gladwell explains that she did so in a negative way, showing no respect to the school or body, which is ironic in Gladwell’s eyes because before she chose to go to Princeton University, she had more options of colleges to go to, yet she still chose Princeton despite knowing what the campus was like and what type of people were honored and looked up to there. In order to make a change or suggest one, the student should not have acted in a rash negative way, Gladwell suggests a way to do this is to threaten to not to show up to school after the end of a semester or even after a holiday break. By doing this, it would show the school that she wants to be there, because she has spent all her time and money there, and giving up school would be big risk to her; she would be showing that she really did love being at Princeton and she just wanted to make it a
Her early life had many troubles. Edward Brodess sold three of her sisters to other plantations, which made problems for their family because they were separated from the family forever. Later on another deal arose with a Georgia man. The "Georgia Man" wanted to buy the youngest son, Moses, but Harriet's mother hid him for a long time. Finally Brodess backed away from the deal because the slaves were threatening to kill him. Historians agree that these stories from her past allowed her to believe the possibilities of resistance.
Harriet Tubman (known as Araminta at the time) was born into slavery in Dorchester County, Maryland in 1819. Like many other slaves she was raised in extremely poor and harsh conditions. She was whipped and beaten from very early on in her childhood. Before she was considered old enough to work she spent her childhood with her grandmother who was too old for slave labour since her parents were always put to work and couldn’t take care of her. When she was put to work at age six she did not tend to the fields like the majority of slaves commonly did, her master lent her to neighbouring families to work doing chores like basket weaving. She was moved around a bit for work due to her being disobedient or stealing al resulting in beating or whippings. At age 11 she was considered to no longer be a child and she lost her “basket name” and was then named Harriet after her mother. Not long after she suffered severe head trauma inflicted from a white overseer after assisting a runaway slave. She suffered black outs and migraines for the rest of her life due to this incident....
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