Moniza Alvi is English and Pakistani writer that wrote the poem An Unknown Girl. Moniza Alvi lived in Lahore, Pakistan in her early years, but her father moved her family to England when she was still very young. Moniza Alvi, in the poem, takes a trip to India and was reconnected with a part of her that had been dormant for so long. She had a chance to rebuild the relationship she once had with her culture when she was very young, and discovers that this culture is a part of her and is a part of her identity. Moniza Alvi is torn between two worlds, and two cultures. The layout of the poem is centered, in the middle of the page. She doesn’t know her own identity; this poem is about finding herself. As the poem goes on, there is a few repeated lines, but one line changes each time. As time goes on and the poem’s chorus changes, so does she. The “unknown girl” at the end of this chorus becomes more familiar and the image of the unknown girl changes each time, as does her sense of belonging in Indian culture. The one, long stanza of this poem creates a constant flow that is almost ongoing because Moniza Alvi doesn’t want her experience to end. This stanza also creates a cycle that will continue to repeat and has no defined beginning or end. This is suggesting that she will never fully know India, or her identity fully, and that this is a process that she’ll have to repeat again and again. The poem is continuous and flowing because Moniza Alvi doesn’t want her experience to end. Moniza Alvi uses enjambment to make her experience seem much livelier and show how much she changes throughout the poem and discovering her identity. This also helps demonstrate the passage of time to show that she’s slowly developing her identity. ...
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... train. Clinging is also a desperate act which shows that she’s so desperate to find herself and her culture. Moniza Alvi at the end of the poem still doesn’t fully know what her true culture is. “When India appears and reappears” shows that she really isn’t sure what her true culture is. This shows her struggles of not knowing and trying to figure out what her culture is. This is also shown in the beginning of the poem with the contrast between the east and the west. “Neon” is an example of westernization because of the bright lights, and colours. On the other hand, “Bazaar,” “Rupees,” and “Hennaing” all represent the east and they also emphasize the cheap experience, but also rich; it’s a valuable experience for Moniza Alvi and will last a lifetime because she won’t forget the exact moment when she discovered her identity through experiencing her culture.
Perception is a continuous theme as she requests readers to be privy to and does not forget differing factors of view. She also recognizes with others, pays attention and understanding their concerns. She observes fact as the method to revitalize and awaken human beings wrecked by means of some losses and burdens. She generates poems honoring humanity and nature to intensify readers’ appreciation of their international network and how their moves or indifference impacts distant humans and environments. Her poem, “One Boy Told Me,” demonstrate her fictional characteristics of openness, kindness, and concern, which call on readers to trust and recognize her
First of alll, the poem is divided into nine stanzas, where each one has four lines. In addition to that, one can spot a few enjambements for instance (l.9-10). This stylistic device has the function to support the flow of the poem. Furthermore, it is crucial to take a look at the choice of words, when analysing the language.
In conclusion, Alcala’s poem takes a different approach with her poem in describing an affair. She uses the thought process of a woman as she experiences an affair. As a result, Alcala is propelled to use to figures of speech, persona and images in order to guide her reader to the main point of her poem of cautious uncertainty. The author utilizes persona in order to describe the characters intentions and emotions, which also establish the tone of the poem as tentative and vigilant throughout the progress of their affair. Moreover, the author also utilizes figures of speech, such as metaphors in order to draw a brief comparison between two countries and the couple. Most importantly, Alcala appeals to the five senses in imagery in order to engage her readers with depth into a very subtle and also nostalgic poem.
The confronting theme of life is shown through poetic techniques in the poems, Pieta and November. The cycle of life is shown through Pietà and November in two different ways. The child’s life is unfortunately cut short as it, ‘only [lives] one day.’ Whilst in November, the subject of the poem is about a Grandmother who is at the end of the cycle of life. This is unlike the baby in Pietà who is not able to live, or have a chance of living a long life. This may cause the audience to ponder about the purpose of life. Armitage uses consonantal alliteration and visual imagery, in ‘sun spangles,’ to symbolise that, ‘the only thing you can get, out of this life,’ is the beautiful happy moments. This logic is true for many non-believers as the purpose of life is unknown to them and the only positive reason for life is by creating happy memories.In November,the last moments of life are shown through the enjambment and flow. The audience is involved with the journey of bringing the woman to the hospital as if you are, ‘with your grandma taking four short steps to [your] two.’ This is effective as the audience can put themselves in the place of the narrator in the story.This is unlike Pieta which is written in past tense and is not able to put themselves in the place of mother but the audience is more sympathetic towards the mother and her loss of her child.
This poem captures the immigrant experience between the two worlds, leaving the homeland and towards the new world. The poet has deliberately structured the poem in five sections each with a number of stanzas to divide the different stages of the physical voyage. Section one describes the refugees, two briefly deals with their reason for the exodus, three emphasises their former oppression, fourth section is about the healing effect of the voyage and the concluding section deals with the awakening of hope. This restructuring allows the poet to focus on the emotional and physical impact of the journey.
When Sripathi and his family receive the news of Maya’s and her husband’s fatal road accident, they experience a dramatic up heaval. For Sripathi, this event functioned as the distressed that inaugurated his cultural and personal process of transformation and was played out on different levels. First, his daughter’s death required him to travel to Canada to arrange for his granddaughter’s reverse journey to India, a move that marked her as doubly diasporic sensibility. Sripathi called his “foreign trip” to Vancouver turned out to be an experience of deep psychic and cultural dislocation, for it completely “unmoors him from the earth after fifty-seven years of being tied to it” (140). Sripathi’s own emerging diasporic sensibility condition. Not only must he faced his own fear of a world that is no longer knowable to him, but, more importantly, he must face his granddaughter. Nandana has been literally silenced by the pain of her parent’s death, and her relocation from Canada to Tamil Nadu initially irritated her psychological condition. To Sripathi, however, Nandana’s presence actsed as a constant reminder of his regret of not having “known his daughter’s inner life” (147) as well as her life in Canada. He now recognizeed that in the past he denied his daughter his love in order to support his
To that end, the overall structure of the poem has relied heavily on both enjambment and juxtaposition to establish and maintain the contrast. At first read, the impact of enjambment is easily lost, but upon closer inspection, the significant created through each interruption becomes evident. Notably, every usage of enjambment, which occurs at the end of nearly every line, emphasizes an idea, whether it be the person at fault for “your / mistakes” (1-2) or the truth that “the world / doesn’t need” (2-3) a poet’s misery. Another instance of enjambment serves to transition the poem’s focus from the first poet to the thrush, emphasizing how, even as the poet “[drips] with despair all afternoon,” the thrush, “still, / on a green branch… [sings] / of the perfect, stone-hard beauty of everything” (14-18). In this case, the effect created by the enjambment of “still” emphasizes the juxtaposition of the two scenes. The desired effect, of course, is to depict the songbird as the better of the two, and, to that end, the structure fulfills its purpose
The poem, “Remember”, by Joy Harjo illuminates the significance of different aspects in one’s life towards creating one’s own identity. Harjo, explains how everything in the world is connected in some way. She conveys how every person is different and has their own identities. However, she also portrays the similarities among people and how common characteristics of the world impact humans and their identities. Harjo describes the interconnectedness of different aspects of nature and one’s life in order to convey their significance in creating one’s identity.
From the combination of enjambed and end-stopped lines, the reader almost physically feels the emphasis on certain lines, but also feels confusion where a line does not end. Although the poem lacks a rhyme scheme, lines like “…not long after the disaster / as our train was passing Astor” and “…my eyes and ears…I couldn't think or hear,” display internal rhyme. The tone of the narrator changes multiple times throughout the poem. It begins with a seemingly sad train ride, but quickly escalates when “a girl came flying down the aisle.” During the grand entrance, imagery helps show the importance of the girl and how her visit took place in a short period of time. After the girl’s entrance, the narrator describes the girl as a “spector,” or ghost-like figure in a calm, but confused tone. The turning point of the poem occurs when the girl “stopped for me [the narrator]” and then “we [the girl and the narrator] dove under the river.” The narrator speaks in a fast, hectic tone because the girl “squeez[ed] till the birds began to stir” and causes her to not “think or hear / or breathe or see.” Then, the tone dramatically changes, and becomes calm when the narrator says, “so silently I thanked her,” showing the moment of
I believe that the structure of this poem allows for the speaker to tell a narrative which further allows him to convey his point. The use of enjambment emphasizes this idea as well as provides a sense of flow throughout the entirety of a poem, giving it the look and feel of reading a story. Overall, I believe this piece is very simplistic when it comes to poetic devices, due to the fact that it is written as a prose poem, this piece lacks many of the common poetic devices such as rhyme, repetition, alliteration, and metaphors. However, the tone, symbolism, allusion and imagery presented in the poem, give way to an extremely deep and complicated
The poem is a combination of beauty and poignancy. It is a discovery in a trajectory path of rise and fall of human values and modernity. She is a sole traveler, a traveler apart in a literary romp afresh, tracing the thinning line of time and action.
The verbose use of imagery in this poem is really what makes everything flow in this poem. As this poem is written in open form, the imagery of this writing is what makes this poem poetic and stand out to you. Marisa de los Santos begins her poem with “Its here in a student’s journal, a blue confession in smudged, erasable ink: ‘I can’t stop hoping/ I’ll wake up, suddenly beautiful’” (1-3). Even from the first lines of this story you can already picture this young girl sitting at her desk, doodling on her college ruled paper. It automatically hooks you into the poem, delving deeper and deeper as she goes along. She entices you into reading more as she writes, daring you to imagine the most perfect woman in the world, “cobalt-eyed, hair puddling/ like cognac,” (5-6). This may not be the ideal image of every person, but from the inten...
It is a way to crucially engage oneself in setting the stage for new interventions and connections. She also emphasized that she personally viewed poetry as the embodiment of one’s personal experiences, and she challenged what the white, European males have imbued in society, as she declared, “I speak here of poetry as the revelation or distillation of experience, not the sterile word play that, too often, the white fathers distorted the word poetry to mean — in order to cover their desperate wish for imagination without insight.”
Leer la poesía de Julia de Burgos es abrirse paso a un mundo de emociones, luchas y temas múltiples. En sus tres poemarios, la poeta inaugura un estilo y unas temáticas que en ocasiones coinciden y en otras se apartan de los poetas entre los que convivió (López Jiménez, "Julia de Burgos” 141). Julia buscó abrirse paso hacia nuevas formas de escritura y trazar rutas alternas a los cánones establecidos, tanto por sus contemporáneos como por la tradición literaria. Poema en veinte surcos, su primer libro publicado en 1938, representa ese anhelo de trazar múltiples rutas mediante las cuales pueda realizar una búsqueda de nuevas voces, perspectivas y temáticas. Precisamente, en la poesía de Julia, sobre todo la de su primer poemario, se advierte un deseo de definirse y afirmar sus principios poéticos y políticos. Según Ivette López Jiménez, muchos poemas de su primer libro se destacan porque “se alejan de las fórmulas de la poesía criollista” y porque en ellos “la voz se afirma como una ‘rama desprendida’ o como ‘brote de todos los suelos de la tierra... de todos los hombres y de todas las épocas” (“Julia de Burgos” 143). Hay pues, un intento por alejarse de los discursos autorizados, lo que la lleva a identificarse con los espacios y los sujetos marginados. Desde esta perspectiva, Julia de Burgos pasa a ocupar el rol de “poeta cívico” y su discurso a ser uno de denuncia y protesta. Por ello, propone una reconsideración de los espacios marginales, del “otro” con el objetivo de traerlos a primer plano. Con esto, establece una “actitud a la avanzada del pensamiento y de las costumbres, sobre todo lo relacionado con los cambios necesarios en la sociedad”, en palabras de Manuel de la Puebla (16).
Mazvita believes that forgetting is the only way towards freedom, but it ends up trapping her. Lavelle writes that Yvonne Vera uses predominantly two words to articulate the rape: “whispering’ and ‘silence’ (Lavelle 110). Vera writes, “The silence was a treasure. Mazvita felt a quietness creep from the earth to her body as he rested above her, spreading his whispered longing over her” (Vera 35). ‘Whispering’ is used in order to represent the violence of the soldier. Mazvita dissociates herself from her rape both physically and mentally. The ‘silence’ becomes her way to deal with the rape where it says, “she gathered the whispering into a silence that she held tightly within her body (Vera 28). She felt a sense of dismemberment as she let go and dissociates herself from her past. It provided a way to escape the trauma, but it was temporary. Without realizing it, Mazvita begins to take a self-destructive pathway away from freedom.