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Analysis of theories of loss and grief
Themes about death
The theme of life and death
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Before delving into the content of the poem “fading in extremis,” it is important to uncover the meaning of the poem’s title—particularly the phrase “in extremis.” The phrase itself is a Latin medical term, and in the context of the poem, it means “at the point of death.” Combining the phrase with the previous word “fading” creates the heading: “fading at the brink of death.” As the translated title indicates, this poem deals with the concept of an individual—the speaker—living out his or her final moments before succumbing to death. The most unsettling nature about the poem, “fading in extremis,” is the desperation that the speaker experiences throughout the whole piece, and the overpowering desperation that eclipses any other thought in the …show more content…
The rhymes help the speaker detail his or her musings concerning betrayal, unfinished ambitions, and the desire to live. Particularly in the first stanza, the rhyming of “die” and “lie” sets a discomforting undertone that pervades the rest of the piece through the two words’ negative connotations. It hints at the idea that the speaker is in a dark place in his or her life—perhaps both mentally and physically. The rhymes in the second stanza serves to unveils the suspicious discomfort, and it becomes apparent in this stanza that the speaker is incredibly ambitious. There is so much that the speaker “wants to Achieve” despite the thought of death looming over him or her. The poem’s third stanza utilizes the rhymes “please” and “leave” to emphasize the speaker’s desperation to live. He or she is pleading, confessing his or her reluctance to embrace death. The break in the pattern of end rhymes in the fourth stanza serves to reveal the breakdown of the speaker’s coherent thoughts—implying that the speaker fails to fight against his or her
This essay is anchored on the goal of looking closer and scrutinizing the said poem. It is divided into subheadings for the discussion of the analysis of each of the poem’s stanzas.
The first stanza describes the depth of despair that the speaker is feeling, without further explanation on its causes. The short length of the lines add a sense of incompleteness and hesitance the speaker feels towards his/ her emotions. This is successful in sparking the interest of the readers, as it makes the readers wonder about the events that lead to these emotions. The second and third stanza describe the agony the speaker is in, and the long lines work to add a sense of longing and the outpouring emotion the speaker is struggling with. The last stanza, again structured with short lines, finally reveals the speaker 's innermost desire to "make love" to the person the speaker is in love
While the poem's situation is simple, its theme is not. Stafford appears to be intimating that life is precious and fragile; however, nothing so clearly discloses these attributes of life as confrontation with death. Furthermore, the very confrontations that engender appreciation of life's delicacies force action-all to frequently callous action.
The opening line “I cannot let you die” (Line 1) represents how much the persona loves the reader and wants that she/he should not die. Immediately, the persona explains her love by saying “I block factual death” (Line 2). This shows that she doesn’t want you to die and she could block death with any fact. Again the second line ‘I’ is used to explain the persona’s love with ‘you’ that she can use any fact to block the death. The binary of “I” in the first two lines and use of ‘you’ before the last word “due” explains the relationship between ‘I’, ‘you’ and ‘death’ in the second line. The binary use of ‘I’ in first two lines and closing them with rhyming words ‘die’ and ‘death’ create the punch line of the first stanza that no one wants his/her loved ones to die and they could try to block death using any fact they can. The link of first two lines in with line 7 and 8, that by blocking death she will “There fix you shining / In a place of sun” (Line 7, 8). The interesting link between the first two lines of Stanza 1 and last two lines reinforce the feelings of love and hate for death that everyone will block death to let their loved one shine like the
In stanza three, “away” and “stay” and “grow” and “rose” make that stanza really stay put in the mind of the reader. Smart lad, to slip betimes away. From fields where glory does not stay. And early though the laurel grows It withers quicker than the rose. The rhyme in this poem brings the reader closer to the irony of the poem and the message of the poem.
Dylan Thomas wrote the poem “Do Not Go Gentle Into That Good Night.” It is about a son’s plea to his father who is approaching death. Two lines are repeated in the poem and addressed directly to the father. These lines structure the first stanza and collaborate as a couplet in the last. They are repeated a lot but each time, they have different meanings: statements, pleas, commands, or petitions. Repetition and rhyme scheme are parts of prosody in poetry. The rhyme scheme is built on two rhymes and forms of a pattern. The two rhymes are night and day and the pattern is aba, and in the last stanza, abaa. Even though the poem seems to have too much repetition, the fascinating imagery is more important and readers pay more attention to that instead.
The poem makes an almost undecipherable, literal tone within the sound of the rhyme scheme, also creating calm peace with a mostly unpleasant situation. An example is the reoccurring line, “I have a rendezvous with Death” (Seeger 1, 5, 11, 20). The word “rendezvous” is a nice word where a person would meet somebody out of free will, even like two lovers seeing each other. Regardless, death is the unknown for many humans to fear. The narrator has arranged to meet with an experienced person known as death.
Although the little girl doesn’t listen to the mother the first time she eventually listens in the end. For example, in stanzas 1-4, the little girl asks if she can go to the Freedom March not once, but twice even after her mother had already denied her the first time. These stanzas show how the daughter is a little disobedient at first, but then is able to respect her mother’s wishes. In stanzas 5 and 6, as the little girl is getting ready the mother is happy and smiling because she knows that her little girl is going to be safe, or so she thinks. By these stanzas the reader is able to tell how happy the mother was because she thought her daughter would be safe by listening to her and not going to the March. The last two stanzas, 7 and 8, show that the mother senses something is wrong, she runs to the church to find nothing, but her daughter’s shoe. At this moment she realizes that her baby is gone. These stanzas symbolize that even though her daughter listened to her she still wasn’t safe and is now dead. The Shoe symbolizes the loss the mother is going through and her loss of hope as well. This poem shows how elastic the bond between the daughter and her mother is because the daughter respected her mother’s wish by not going to the March and although the daughter is now dead her mother will always have her in her heart. By her having her
I think in the beginning, this poem is mocking the façade of happiness that many clean-cut individuals have. It is a mockery of the thoughts in the criminal mind. Many times, a criminal cannot bring himself to commit suicide, so they take someone else's life instead. By doing so, subconsciously, the criminal knows he will be caught and in turn, executed.
Choosing the first person form in the first and fourth stanza, the poet reflects his personal experiences with the city of London. He adheres to a strict form of four stanzas with each four lines and an ABAB rhyme. The tone of the poem changes from a contemplative lyric quality in the first to a dramatic sharp finale in the last stanza. The tone in the first stanza is set by regular accents, iambic meter and long vowel sounds in the words "wander", "chartered", "flow" and "woe", producing a grave and somber mood.
To begin, the sound of this poem can be proven to strongly contribute an effect to the message of this piece. This poem contains a traditional meter. All of the lines in the poem except for lines nine and 15 are in iambic tetrameter. In this metric pattern, a line has four pairs of unstressed and stressed syllables, for a total of eight syllables. This is relevant in order for the force of the poem to operate dynamically. The poem is speaking in a tenor of veiled confessions. For so long, the narrator is finally speaking up, in honesty, and not holding back. Yet, though what has been hidden is ultimately coming out, there is still this mask, a façade that is being worn. In sequence, the last words in each of the lines, again, except for lines nine and 15, are all in rhythm, “lies, eyes, guile, smile, subtleties, over-wise, sighs, cries, arise, vile...
thoroughly a few times we learn that there are many underlying themes and tones to this poem. For example the many biblical references “immortal” meaning to not die, “fire” related to hell “heaven” related to God and “wings” also relate...
The poet uses end rhyming to give the poem a sing-song quality which enforces that the speaker is a child. “Young, tongue, weep, sleep” are examples of end rhymes from lines 1-4. At the end of the poem the speaker switches the sound quality to assonance where he uses the non-rhyming words “behind, wind” (16-17), “dark, work” (21-22), “warm, harm” (23-24)” which are near enough in sound to hear the echo of the syllables but illustrate opposing meanings. “Work” is “dark”, being “warm” should not cause “harm”. “When my mother died I was very young, / And my father sold me while yet my tongue / Could scarcely cry 'weep!’weep! 'weep! 'weep!” (1-2). Repeating the words “weep, weep, weep” sounds like a nursery rhyme, chorus of a song or maybe even the ringing of an alarm. We see the imagery of the young, crying child and also hear his grief. It is possible that the child is so young th...
This lack of action continuously emphasizes the lack of empathy and care of the narrators and highlights to the reader the importance of acting differently from them. Through both of these poems the reader is shown that everyone faces struggles and how important it is to help others in their times of need because they too will face them at some
In the second stanza of the poem, nearly all the lines reflect the characters feeling of powerlessness to put a voice to this inner struggle, to be...