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Symbolism from the cask of amontillado
Symbolism from the cask of amontillado
Symbolism from the cask of amontillado
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Homecoming AQA Coursework This poem is a puzzle for the reader - there
are some things the poet has not told us.
This poem is a puzzle for the reader - there are some things the poet
has not told us, and without them, our reading of the poem relies on
guesswork. This seems deliberate, as the first thing the poem invites
us to do is to look at two things separately, then put them together.
The poem is written mostly in the second person, addressed to “you”.
This may at first seem to be the general reader, but later in the
poem, Armitage writes “I” and “we” - and it seems that here he speaks
to a particular individual. The context and other clues suggest this
is a lover or friend (someone he meets “sixteen years” after the
incident he describes in the second section of the poem). Perhaps he
wants the reader not so see this as something that happened once to
another person, but as something all of us can, and maybe should, do.
The first stanza - after the opening line - is quite easy to follow.
The poet invites us think of a trust game. (Teachers and students of
drama may know this game. Readers of the poem will perhaps have played
it, or something like it.) “Those in front” spread their arms wide,
and “free fall” backwards, while those behind catch them and “take
their weight”. The point of the game is for those in front, to
overcome the instinct to bend their legs and fall safely. The “right”
way to fall is only safe because there is someone to catch us.
The second stanza is far more puzzling, but will be familiar to anyone
who knows school cloakrooms. A yellow cotton jacket has come off its
hook. On the “cloakroom floor” it is trampled on - “scuffed and
blackened underfoot.” The sequel to this is that “back home”, a mother
(presumably the mother of the child whose jacket this is) “puts two
and two together” and gets the wrong answer (“makes a...fist of it” in
the dialect phrase). We do not know what the right answer would be.
One possible reading is that the mother blames the child for being
careless and not checking that the jacket was hung on its hook.
There is a further sequel - the child sneaks out of the house at
midnight. She does not go far (“no further than the call-box at the
corner of the street”). We do not know whom she rings, or what becomes
of it.
Currently in the United States, many of us are afraid of the future. There have been many recent events that have stirred up fear in this country, especially tensions regarding human rights. In Carolyn Forché’s “The Colonel,” the speaker tells us her story of when she had to deal with the mistreatment of others. The speaker is telling us her story of meeting the colonel to show us the horrible things that have happened in the fight for justice and to encourage us to speak up. She tells us this story because she does not want others to end up the way that the ears did. The speaker wants us to stay strong and fight for justice when we begin to live in a state of constant fear.
Through the course of this poem the speaker discovers many things. Some discoveries made are physical while others are mental and emotional. On a physical level the speaker discovers a book, a new author and the power
Verbs play an important role in understanding the poem. It starts out in present tense with words such as "holds" "push" "feel" "engenders" and they shift at the end towards past tense ...
I believe people lack respect for the flag and what it stands for. Although most people are proud to be an American, some don’t understand what it truly means to be an American. The flag has a history, and should be respected because of that history. Although most believe that respect should be earned, our flag has earned this many times over. And I believe that our flag is taken for granted.
In poetry, three things are used to help the reader understand the poem better. These things are syntax, imagery, and connotation.
First, I will illustrate how structure is being used in the poem and ties into the speculation. Structure of a poem is very important. The structure of a poem focuses on having a beginning, middle, and end to give a poem a clear meaning. The speaker starts the poem with “You can always start with the was of things,” trying to illustrate when writing a poem it is good to begin with jotting down the things
Good poetry provides meaningful commentary. One indication of a poem’s success in this is the depth of thought the reader has as a result of the poem. The poems I anthologized may take different
The death camp was a terrible place where people where killed. Hitler is who created the death camp for Jews. The death camp was used for extermination on Jews. This occurred on 1939 – 1945. The death camps were in the country of Europe. Hitler did all this because he didn’t like Jews and the religions. The book Night is a autobiography written by Elie Wiesel. The poem called First they came for the communist written by Martin Neimoller is a autobiography.
Each stanza is composed of words that present a logical flow of growth through the entire poem. The words in the poem do not rhyme and the lines are different lengths.
In the first line a question is asked: "I have to say poetry and is that nothing and am I saying it?" The second line is simply a paraphrase of the first question. The poet wants to know if writing poetry is worth anything, or if it is "nothing." The poem explores and wanders while developing the entire theme until the opening question is answered by the final couplet. The first two lines are followed by two more corresponding lines. Lines 3-4 state that the author has nothing, but that he has poetry to say and he must say it. To summarize the first quatrain, the author asks what the meaning of poetry is, but before he has answered his initial question, he continues by explaining that, regardless of his condition, or the meaning of poetry, he has something he must say through poetry.
The first literary device that can be found throughout the poem is couplet, which is when two lines in a stanza rhyme successfully. For instance, lines 1-2 state, “At midnight, in the month of June / I stand beneath the mystic moon.” This is evidence that couplet is being used as both June and moon rhyme, which can suggest that these details are important, thus leading the reader to become aware of the speaker’s thoughts and actions. Another example of this device can be found in lines 16-17, “All Beauty sleeps!—and lo! where lies / (Her casement open to the skies).” These lines not only successfully rhyme, but they also describe a woman who
"Poetry is the revelation of a feeling that the poet believes to be interior and personal [but] which the reader recognizes as his own." (Salvatore Quasimodo). There is something about the human spirit that causes us to rejoice in shared experience. We can connect on a deep level with our fellow man when we believe that somehow someone else understands us as they relate their own joys and hardships; and perhaps nowhere better is this relationship expressed than in that of the poet and his reader. For the current assignment I had the privilege (and challenge) of writing an imitation of William Shakespeare’s "Sonnet 87". This poem touched a place in my heart because I have actually given this sonnet to someone before as it then communicated my thoughts and feelings far better than I could. For this reason, Sonnet 87 was an easy choice for this project, although not quite so easy an undertaking as I endeavored to match Shakespeare’s structure and bring out his themes through similar word choice.
The writers of 'Joining the Colours' and 'The Send Off' both use poetry to express their feelings about soldiers leaving for war. Each have similar attitudes about the subject, but use different approaches to try and get their message across. Both question the popular concept of war, including ideas such as heroism and glory. Katherine Hinkson, the poet who wrote 'Joining the Colours', shows the scene from two different perspectives, that of the audience watching the soldiers and also her own point of view. Wilfred Owen simply shares his thoughts by describing the soldiers leaving from a station, although the effect is no less powerful. As Hinkson is a woman, she focuses more on a mother or wives point of view, whereas Owen gives more of the soldiers perspective.
...a silence deep and white” (Line,4) they are talking about how the white snow is beautiful and, how it looks like to me this is a love of nature to some maybe not.Last one is Intuition over fact in this quote “Father,who makes the snow?” (Line,22) says his daughter, “And told of the good All father” (Line,23) and lastly “Who cares for us here below” (Line,24) he is talking about and all father which i believe he is talking about god,and this is a great characteristic for this poem.
‘The Falling Soldier’ is one of many poems by Duffy which deals with the subject of human mortality. Duffy expresses what could have been over a harsh reality; this is characteristic of her as also seen in ‘Last Post’ and ‘Passing Bells’ which both seem to be largely influenced by poet peer Wilfred Owen’s personal experiences of war. In the ‘The Falling Soldier’ Duffy paradoxically captures the essence of Robert Capa’s famous photograph of a man falling after being shot during the Spanish Civil War (1936). She employs the form of an impersonal narrative voice, using second person to question the possibilities, to explore the tragic and cyclical nature of war. The futile reality of war contrasts to her central theme in ‘The Bees’ anthology of bees symbolising the grace left in humanity.