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In “Forgotten Planet” the speaker is reminded that knowledge erodes wonder. Through a series of events, the speaker discovers new destiny for his daughter, while he discovers knowledge waiting to be understood.
The first stanza focuses on introducing the reason for the flashback to occur. For example, in lines 1 and 2, the poem takes the reader straight into a conversation between the speaker and his daughter, and when she says, “Venus...Mars...Plunis!”, it causes the speaker to go into a flashback, starting on line 3. The speaker takes us back to a time when he was six or seven, where his dad woke him in the middle of the night to go see the meteor shower mentioned on their television. He also describes his surrounds, on lines 4-7, like saying, “We went down to the playground and lay on our backs on the concrete looking up for the meteors the tv said would shower.”
The second stanza focuses on the imagery details of the flash back. For example, in lines 9-11, he says, “I don’t remember any meteors. I remember my back pressed to the planet Earth, my father’s bulk like grav...
The poem is written in the father’s point of view; this gives insight of the father’s character and
The informal language and intimacy of the poem are two techniques the poet uses to convey his message to his audience. He speaks openly and simply, as if he is talking to a close friend. The language is full of slang, two-word sentences, and rambling thoughts; all of which are aspects of conversations between two people who know each other well. The fact that none of the lines ryhme adds to the idea of an ordinary conversation, because most people do not speak in verse. The tone of the poem is rambling and gives the impression that the speaker is thinking and jumping from one thought to the next very quickly. His outside actions of touching the wall and looking at all the names are causing him to react internally. He is remembering the past and is attempting to suppress the emotions that are rising within him.
Although this section is the easiest to read, it sets up the action and requires the most "reading between the lines" to follow along with the quick and meaningful happenings. Millay begins her poem by describing, in first person, the limitations of her world as a child. She links herself to these nature images and wonders about what the world is like beyond the islands and mountains. The initial language and writing style hint at a child-like theme used in this section. This device invites the reader to sit back and enjoy the poem without the pressure to understand complex words and structure.
The poems facilitate the investigation of human experience through illustrating life’s transience and the longevity of memory.
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
... overall themes, and the use of flashbacks. Both of the boys in these two poems reminisce on a past experience that they remember with their fathers. With both poems possessing strong sentimental tones, readers are shown how much of an impact a father can have on a child’s life. Clearly the two main characters experience very different past relationships with their fathers, but in the end they both come to realize the importance of having a father figure in their lives and how their experiences have impacted their futures.
The poem starts out with the daughter 's visit to her father and demand for money; an old memory is haunting the daughter. feeding off her anger. The daughter calls the father "a ghost [who] stood in [her] dreams," indicating that he is dead and she is now reliving an unpleasant childhood memory as she stands in front of his
The elements in the poem work very well together to help set the theme of this poem. The tone set the overall mood of the poem, so show that it was rushed but not in a chaotic way. The imagery helps to show us little details of the setting, which are very helpful. And finally, the figures of speech, help the reader to compare the scene to things they have experienced in their lifetime to fully understand the poem.
On the surface the poem seems to be a meditation on past events and actions, a contemplative reflection about what has gone on before. Research into the poem informs us that the poem is written with a sense of irony
In the second stanza, the speaker visualizes images within the starry night and a muddy shoreline that symbolize individuals experiencing death-defying events. In line 8, the speaker states “Names printed on the ceiling of the night.” He is referring to the pattern of stars that draw great figures of Greek Gods, like Mars who is related to strength, energ...
There are a couple of similes the author uses in the poem to stress the helplessness she felt in childhood. In the lines, “The tears/ running down like mud” (11,12), the reader may notice the words sliding down the page in lines 12-14 like mud and tears that flowed in childhood days. The speaker compares a...
“…This is his house. He remembers it as his…” (542). The man seems be remembering certain things like his specific details of his house and the car that he used to drive. “…remembers the walkway he built between the front room and the garage, the rhododendron he planted in the back, the car he used to drive…”(542). At this point in poem, the tone is becoming one of despair and sadness as the man is in some way revisiting the parts of his past that he remembers. Despite having Alzheimer’s he still remembers that he loved music and how the music made him feel and he remembers how his younger self was. “He remembers himself, a younger man, in a tweed hat, a man who loved music” (542). However, the speaker is saying that there is no longer any time to enjoy music because most of his time is focused on trying to remember important things and living with his disease which is shown when the speaker says “…no time for music, the peculiar screeching of strings, the luxurious fiddling with emotion. Other things have become more
The poet uses four line stanzas or quatrains, and this is a narrative poem because the speaker tells a story. The speaker seems a little odd in a way because she does not know what is happening; “Worried whispers” (6) is an alliteration, and it also symbolizes the speaker’s anxiety. Both her uncle and father do not tell the truth to the speaker, instead they “Sugarcoat” it. This is similar to Emily Dickinson’s poem “Tell all the truth but tell it slant” because the children might get scared if they learn the truth right away. In the line “What a good time she’ll have learning to swim,” (11) the poet again emphasizes how adults lie to children so they do not hurt them. The speaker feels as though her parents are lying to her; however, she just trusts them because she believes that what adults do cannot go wrong. Also, “A week at the beach so papi get some rest” (15) sounds as if the speaker’s father has to leave the Dominican Republic because he is some kind of danger.
...ftly sentimental last two lines about his sister. In the March poem, he gives very little detail about his current surroundings, but describes the motions of the young children and their surroundings carefully. In the April poem, however, all the detail is given to the current time and place, and no specifics at all to "summer days." In the March poem, the poem is the thoughts that the vision of the butterfly revives in the poet, in the April poem, he examines the butterfly then speaks to it in the next stanza.
The poem starts with pleasant memories of the previous night. Derozio feels blessed with a gift. In the future, when his mind is in turmoil and anxiety, he can ponder and contemplate upon this moment and find a “happy spot” in his memories to rest. He says that there are some memories in our past which we keep looking to, “soft hours” which are far away and “vague” but they never “burn out” and disappear.