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What is the tone of the poem
Poem tone quiz
Analysing tone in poetry
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In the poem, On Not Shoplifting Louis Bogan’s The Blue Estuaries, the author, Julia Alvarez conveys the speaker’s discoveries by tone, imagery and details. She uses tone to show us how the speaker feels. Also she uses imagery to show the readers what the speaker sees. At last, she puts detail to let the readers know more about the speaker’s discoveries. In my opinion, the speaker found a poem she was really interested in. so I would say the tone could be for example, curious, it was curious because the speaker was so interested in this poem she just wanted to take it. She didn’t have the money to buy it. But the speaker just put it back on the shelf, “I touched their blank, downy sides, musing, and I put the book back.” Another tone of this poem could be excited. The speaker was excited she found such a great poem she was interested in. “Your book surprised me on the bookstore shelf-…” …show more content…
The imagery Alvarez uses lets the readers actually picture what the speaker is reading. For example, “…swans gliding on a blue book lake; no blurbs by the big boys on back; no sassy, big haired picture to complicate the achievement; no mentors musing over how they had discovered you had it in you before you even know you had it in you.” This sentence is saying this book that she saw surprised her because it was an easy looking book. There wasn’t anything hard or difficult looking on the cover. The speaker is saying it was a simple looking book. Comes to find out the speaker loved the book. “Page after page, your poems were stirring my own poems-words rose, breaking the surface, shattering an old silence.” The speaker kept reading the poem she picked page after page and she got more interested in it after every page she read. The words shattered her
In the first and second stanzas, the speaker appears captivated by the discovery of a new genre and a new author. When the speaker discovers the poetry section amongst an assortment of meaningless gossip magazines and “reference tomes” they become enlightened and drawn to them. The line “no blurbs by the big boys on back” (line 3), utilizes alliteration to reveal the differences between what she is used to reading and the new book she had
“ The horizon was the color of milk. Cold and fresh. Poured out among the bodies” (Zusak 175). The device is used in the evidence of the quote by using descriptives words that create a mental image. The text gives the reader that opportunity to use their senses when reading the story. “Somehow, between the sadness and loss, Max Vandenburg, who was now a teenager with hard hands, blackened eyes, and a sore tooth, was also a little disappointed” (Zusak 188). This quote demonstrates how the author uses descriptive words to create a mental image which gives the text more of an appeal to the reader's sense such as vision. “She could see his face now, in the tired light. His mouth was open and his skin was the color of eggshells. Whisker coated his jaw and chin, and his ears were hard and flat. He had a small but misshapen nose” (Zusak 201). The quotes allows the reader to visualize what the characters facial features looked like through the use of descriptive words. Imagery helps bring the story to life and to make the text more exciting. The reader's senses can be used to determine the observations that the author is making about its characters. The literary device changes the text by letting the reader interact with the text by using their observation skills. The author is using imagery by creating images that engages the reader to know exactly what's going on in the story which allows them to
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
Finally, although it might be argued that many of the images in the poem have individual inspiration, it would seem that, by deriving the most important (almost symbolic) imagery - the beginning and end from the scene of the Harbour - Slessor has given a discernible unity of concept and mood to his poem, and created a work which is both validly Australian in derivation, and at the same time universal in its implication.
The poem begins with many examples of imagery and reveals an important role of the meaning of the poem. In the first four lines of the poem, Jeffers uses imagery to establish his connection between him and the bay.
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
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
Utilizing effective diction is key as Welty to put together the mosaic of memories that illustrates the intense presence of reading in her life. Her use of diction pulls the reader into the scenes, it makes them real. When she describe the library the wording allows to hear “the steady seething of the electric fan”, the harsh tone of the librarian’s “normal commanding
“It was a large, beautiful room, rich and picturesque in the soft, dim light which the maid had turned low. She went and stood at an open window and looked out upon the deep tangle of the garden below. All the mystery and witchery of the night seemed to have gathered there amid the perfumes and the dusky and tortuous outlines of flowers and foliage. She was seeking herself and finding herself in just such sweet half-darkness which met her moods. But the voices were not soothing that came to her from the darkness and the sky above and the stars. They jeered and sounded mourning notes without promise, devoid even of hope. She turned back into the room and began to walk to and fro, down its whole length, without stopping, without resting. She carried in her hands a thin handkerchief, which she tore into ribbons, rolled into a ball, and flung from her. Once she stopped, and taking off her wedding ring, flung it upon the carpet. When she saw it lying there she stamped her heel upon it, striving to crush it. But her small boot heel did not make an indenture, not a mark upon the glittering circlet.
The speaker begins the poem an ethereal tone masking the violent nature of her subject matter. The poem is set in the Elysian Fields, a paradise where the souls of the heroic and virtuous were sent (cite). Through her use of the words “dreamed”, “sweet women”, “blossoms” and
Vallejo utilizes the form of free verse in this poem. He uses free verse to go beyond the constraints of usual structures and forms to express his point of view on the hardships of the world, without regards to the “beauty” of the poem. This poem consists of thirteen non-rhyming couplets, each being identical in structure. This poem is without rhyme because Vallejo wants the content to be perceived as deeper than a rhyme scheme. Rather than writing poems for the art form and beauty of it, Vallejo often writes to bring attention to human suffering and problems in the world
	"It mattered that education was changing me. It never ceased to matter. My brother and sisters would giggle at our mother’s mispronounced words. They’d correct her gently. My mother laughed girlishly one night, trying not to pronounce sheep as ship. From a distance I listened sullenly. From that distance, pretending not to notice on another occasion, I saw my father looking at the title pages of my library books. That was the scene on my mind when I walked home with a fourth-grade companion and heard him say that his parents read to him every night. (A strange sounding book-Winnie the Pooh.) Immediately, I wanted to know, what is it like?" My companion, however, thought I wanted to know about the plot of the book. Another day, my mother surprised me by asking for a "nice" book to read. "Something not too hard you think I might like." Carefully I chose one, Willa Cather’s My ‘Antonia. But when, several weeks later, I happened to see it next to her bed unread except for the first few pages, I was furious and suddenly wanted to cry. I grabbed up the book and took it back to my room and placed it in its place, alphabetically on my shelf." (p.626-627)
In the library she would alternate what types of books they would read. Whenever she would read to him she would read in a way that made you cling to every word the author wrote. In times like these, Rodriguez would become engaged in these books. “I sat there and sensed for the very first time some possibility of fellowship between reader and writer, a communication, never intimate like that I heard spoken words at home convey, but nonetheless personal.” (Rodriguez 228). During this part of Rodriguez’s life, his view towards books changed.
The opening paragraph of the story emphasizes the limitations of the individual’s vision of nature. From the beginning, the four characters in the dingy do not know “the colors of the sky,” but all of them know “the colors of the sea.” This opening strongly suggests the symbolic situations in which average peo...
A third wrote, “You’ve read my mind.” The deep story is underlined throughout the entire book and allows the reader to sympathize with the characters in the