The title of the poem “July Man”, at first impression seems like it is going to deal with a season or weather. When the reader takes a deeper look into the poem the reader comes to a realization that it has nothing to deal with a season and weather. Instead, the poem talks about the narrator. The reader is able to learn more about the narrator through Margaret Avison’s use of natural imagery/imagery, hyphenated words and the brackets in a few of her stanzas.
Everything starts off with the narrator being at the park. The park is where the reader is able to learn more about the narrator through Avison’s use of natural imagery/imagery. The author uses words such as (“rain-wrinkled, line 1) and (“time-soiled”, line 1) to depict the narrator. With
that in mind, the reader now knows that the narrator is definitely an elderly man. The author delineates the narrator once more by referring to him as (“city-wise”, line 1). By referring to the narrator “city-wise” it makes him seem more like an elderly man. Throughout the poem Margaret Avison uses a great amount of hyphenated words. With every hyphenated word Avison uses, it describes something about the narrator. Avison mentions hyphenated words like (“elm-flowers”, line 2) and (“cinder-rim, line 21”, line 21) to take about the narrator. Through this the reader now knows for sure that the narrator is most likely in a park. The author also mentions (“grass-patch”, line 9) and (“bird-cranks”, line 15) to depict where the narrator is at. It is easy to say that the narrator now knows where the narrator is at, which is at the park. In the poem “July Man” the author chose to only have certain words with brackets. The reader can assume that those certain words that are bracketed for an important reason. The bracketed words seem to be the narrators inside thoughts. Thoughts tend to be insulated and concealed by the brackets hiding the narrator’s thoughts. In the third stanza the narrator mentions (“for good news”, line 27) which one can assume that was the narrators inside thought. Once more on the first stanza the narrator says (“planted for Sunday strollers and summer evening families, and for those bird-cranks with bread-crumbs and crumpled umbrellas who come while the dew is wet on the park, and beauty is fan-tailed, grey and dove grey, aslant, folding in from the white fury of day”, lines 13-19). The narrator definitely seems to be thinking about this as an inside thought of what he sees. The reader is certainly learns a great amount of information about the narrator. Margaret Avison’s use of natural imagery/imagery, hyphenated words, and the words that are bracketed definitely helped the reader out. The reader was able to figure out that the narrator was an elder man that was at the park. Avison’s stylistic choices helped open up the narrators mind in the poem “July Man”.
Archibald Lampman’s “Winter Evening” and P.K. Page’s “Stories of Snow” both initially describe winter to be delicate and blissful, yet, as one delves deeper into the poem, it is revealed that the speakers believe winter to be harsh and forceful. Archibald Lampman’s “Winter Evening,” starts describing an evening
The timeline carries on chronologically, the intense imagery exaggerated to allow the poem to mimic childlike mannerisms. This, subjectively, lets the reader experience the adventure through the young speaker’s eyes. The personification of “sunset”, (5) “shutters”, (8) “shadows”, (19) and “lamplights” (10) makes the world appear alive and allows nothing to be a passing detail, very akin to a child’s imagination. The sunset, alive as it may seem, ordinarily depicts a euphemism for death, similar to the image of the “shutters closing like the eyelids”
The poem opens upon comparisons, with lines 3 through 8 reading, “Ripe apples were caught like red fish in the nets/ of their branches. The maples/ were colored like apples,/part orange and red, part green./ The elms, already transparent trees,/ seemed swaying vases full of sky.” The narrator’s surroundings in this poem illustrate him; and the similes suggest that he is not himself, and instead he acts like others. Just as the maples are colored like apples, he
The tone is set in this chapter as Krakauer uses words to create an atmosphere of worry, fear, and happiness in McCandless’s mind. “The bush is an unforgiving place, however, that cares nothing for hope or longing”(4). McCandless is on the path of death, which creates worry and fear for the young boy. “He was determined. Real gung ho. The word that comes to mind is excited,” (6). Alex is very excited and care free, which Krakauer used to his advantage in making the tone of Alex’s mind happy. The author creates tones to make the reader feel the moment as if the readers were sitting there themselves. Krakauer uses dialogue and setting to create the mixed tones of this chapter. As one can see from the quotes and scenery the author uses tones that are blunt and are to the point to make the reader feel as though the emotions are their own. Krakauer uses plenty of figurative language in this chapter. He uses figurative language to support his ideas,to express the surroundings, and tone around the character. To start the chapter he uses a simile describing the landscape of the area, “…sprawls across the flats like a rumpled blanket on an unmade bed,” (9). This statement is used to make reader sense the area and set the mood for the chapter. The use of figurative language in this chapter is to make a visual representation in the readers mind. “It’s satellites surrender to the low Kantishna plain” (9).
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.
In “What lips my lips have kissed, and where, and why?” Edna St. Vincent Millay says that “the summer sang in me” meaning that she was once as bright and lively as the warm summer months. In the winter everyone wants to bundle up and be lazy, but when summer comes along the sunshine tends to take away the limits that the cold once had on us. She uses the metaphor of summer to express the freedom she once felt in her youth, and the winter in contrast to the dull meaningless life she has now. There are many poets that feel a connection with the changing of seasons. In “Odes to the West Wind” Percy Bysshe Shelley describes his hopes and his expectations for the seasons to inspire the world.
The setting takes place mostly in the woods around Andy’s house in Pennsylvania. The season is winter and snow has covered every inch of the woods and Andy’s favorite place to be in, “They had been in her dreams, and she had never lost' sight of them…woods always stayed the same.” (327). While the woods manage to continually stay the same, Andy wants to stay the same too because she is scared of growing up. The woods are where she can do manly activities such as hunting, fishing and camping with her father. According to Andy, she thinks of the woods as peaceful and relaxing, even when the snow hits the grounds making the woods sparkle and shimmer. When they got to the campsite, they immediately started heading out to hunt for a doe. Andy describes the woods as always being the same, but she claims that “If they weren't there, everything would be quieter, and the woods would be the same as before. But they are here and so it's all different.” (329) By them being in the woods, everything is different, and Andy hates different. The authors use of literary elements contributes to the effect of the theme by explaining what the setting means to Andy. The woods make Andy happy and she wants to be there all the time, but meanwhile the woods give Andy a realization that she must grow up. Even though the woods change she must change as
“Monday at the River” manages to directly confront most of the issues Carruth’s narrator faces and offers various ways in which he can resolve them. Furthermore, by following up all her claims with examples such as presenting a villanelle in its standard form to urge the narrator to adhere to standard structure, the author of “Monday at the River” successfully conveys its message to the other poet.
The valley is described as a “desolate” place where “ashes grow like wheat into ridges and hills into grotesque gardens”. (21) Ashes that dominate the area take the shape of natural greenery. The term “grotesque gardens” uses alliteration, with juxtaposition; to highlight the odd pairing of ashes and greenery. Ashes are associated with death while ridges and “gardens” represent the potential to flourish and grow in the promise and ideal of equality as in “the trees that had made way for Gatsby’s house, had once pandered in whispers to the last and greatest of all human dreams.” (143) The trees that once stood here were able to speak to man’s dreams, which allude to America, the land able to speak to man’s dreams and capacity for wonder. All this is replaced by grey ash that suffocates the inhabitants, restricting them to their social class. This presents a bleak image of hopelessness that surrounds the valley.
Firstly, the narrator gives little detail throughout the whole story. The greatest amount of detail is given in the first paragraph where the narrator describes the weather. This description sets the tone and mood of the events that follow. Giving the impression that a cold, wet, miserable evening was in
In the poem “Those Winter Sundays” the author, Robert Hayden, uses descriptive and colloquial diction to further emphasize the harsh and lonely tasks his father performed to show the love he had for his son in an unconventional way. Hayden uses cacophonous words such as “cracked”, “splintering”, “ached” and “banked” to stress the stark chores his father did without being asked or thanked. Instead of traditional displays of affection like hugs and kisses, his father is humble when doing gritty work to support his family. The author also uses concrete and denotative words when describing everything his father did up until the last line where he uses abstract words such as “love”, “austere” and “lonely”. This further demonstrates the limited perspective
In the beginning Carver ironically uses the weather as setting to describe the mood and atmosphere. The season used in the story is winter. As winter is season of cold and symbolizes cold, dark and gray. Where color represents happiness, joy and life and darkness represents dullness, sadness and stress. “Early that day the weather turned and the snow was melting into dirty water.”(276). the first sentence gives the reader a hint about something that has happened between the couple in the story and their
The consistent pattern of metrical stresses in this stanza, along with the orderly rhyme scheme, and standard verse structure, reflect the mood of serenity, of humankind in harmony with Nature. It is a fine, hot day, `clear as fire', when the speaker comes to drink at the creek. Birdsong punctuates the still air, like the tinkling of broken glass. However, the term `frail' also suggests vulnerability in the presence of danger, and there are other intimations in this stanza of the drama that is about to unfold. Slithery sibilants, as in the words `glass', `grass' and `moss', hint at the existence of a Serpent in the Garden of Eden. As in a Greek tragedy, the intensity of expression in the poem invokes a proleptic tenseness, as yet unexplained.
It has four distinct narrative voices, which are highlighted by each voice having a specific font. All of the children and their parents are given apparently simple voices. However, their voices in fact are extremely complex. Each voice explores each of the character's different feelings and traits. The most essential part of this story are the illustrations which are postmodern and surreal ones. In the illustrations the landscape are distorted, and the adults and children are portrayed like themes. The illustrations change to reflect the characters' attitude and the font of the text changes with each character to mirror to some degree their social status. The father and daughter, who are obviously from a poorer area, have slanted, messy, somewhat obtrusive text. The shades of color in the different characters' illustrations give a heavy impression. It surprises from the mother's standpoint, where everything seems to be regular and mundane. Nevertheless, once it shifts to the father's standpoint, the pictures become dark, dull, dirty, and more expressive. The little girl's viewpoint was very bright and animated, while in the little boy's viewpoint everything appeared bigger than him or distant. As for the picture in which the boy and girl were sitting on the bench, separated by the lamp post, in reality mirrors the way by which the two children perceive the world. As for the boy the world is dark and isolated, while the girl on the other hand perceive the world as a bright, happy place. the illustrations in Voices in the Park stimulate the readers to think deeply and to wonder about the contained details. For instance the fact that the father in the second voice has human hands, however he has not a human face challenges the reader to ask questions and to resolve the meaning of the story. Another example is an illustration shows a
... feared time. At times he seemed as if he was angry at the fact that time went by too quick and not enough time allowed him to spend summer with his beloved. Other times he spent glorifying how beautiful his beloved one was and how the beauty can’t ever be taken away. It makes it difficult for the audience to take his reason serious at times because at one point in the poem he seems to have contradicted himself. I found out that this poem had a portion of metaphors, similes, and imagery and personification throughout the entire poem. He begins the poem with a simile and ends it with a personification on the poem.