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“Traveling Through the Dark” by William Stafford Poetic Devices
Traveling through the dark william stafford
Traveling through the dark william stafford
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“One merit of poetry few persons will deny: it says more and in fewer words than prose.” Said by Voltaire can describe the two poems, Seventeen by Andrew Hudgins and Traveling through the Dark by William Stafford. Both poems are written in a prose fashion but mean so much more than the written words. At a glance, the poems both seem to be about the tragic deaths of animals; however, the poems differ in their themes of growing up in Seventeen and the intermixing of technology with man and nature in Traveling through the Dark. Seventeen is called seventeen because it is about growing up and going against society. This interaction with society also shows growth in the narrator. Seventeen is the age where many people have to decide what they are going to do with the rest of their lives whether it be choosing a career or going to college. The growing up starts to happen once the narrator meets the man that caused the death of the dog. Before the boy meets the man he uses vague adjectives for the truck, the weeds, and the dog; “The rope/ snapped and the brown dog hurtled into the weeds, /I braked, still pounding on my horn. The truck /stopped too.” (6-9) the dog is described as brown, and the truck was simply described as a truck, where at the end of the poem, the narrator recalls specific information such as, “His truck was a blue Ford, /the dog was a Beagle. I was Seventeen.”(33-34) the more specific adjectives show that he has grown since the experience. In Seventeen, the man represents adult society. To a seventeen year old, adult society may seem crude and brash. He is encountering a man that would rather leave this injured, defenseless dog on the road than take care of it. After cursing at the man, the narrator says, “I’d never... ... middle of paper ... ... of nature is to get the theme of the intermixing of technology with man and nature across; “I stood in the glare of the warm exhaust turning red; /around our group I could hear the wilderness listen” (15-16) in these lines we get more of a feeling than an image of the intermixing of technology and nature. These two poems may seem like very similar poems at first glance, but when they are picked apart line for line to find the true meaning, they are much different. The underlying themes of these poems aren’t even close to one another. One poem describes a moment that changed a teenager’s life, causing him to mature in the process. The other poem describes how nature, man, and technology can hurt and better each other. By saying these poems are the same simply because they are about animals dying would be merely scratching the surface of what these poems are about.
Henry was an extremely lonely nine-year-old boy whose greatest wish was to get a dog. His parents were busy with their work most of the time and it seemed that Henry did not have any friends, perhaps because they moved so often. A dog would have provided Henry with unconditional love - something in short supply around his house - and would have been the perfect companion. The problem was, his parents did not want dog, which would have been another obligation and something else to take care of. As emotionally detached as his parents were, something else to take care of was just not desirable.
The neglect that both Vanessa and James have for neglecting the health of their dog has eventually led to the tragic event of their dog. At the end of the story Vanessa was told by her mother that Nanuk became too aggressive to anyone outside the family to kept in the house, she soon asked her mother again for the truth that really happened to Nanuk and learned of Nanuk’s death. This is akin to the accident that James had with his pet pug, as he further neglect his dogs health he eventually left the back gate of his house open. This led to his dog running away from home, he did not realize that the gate was open until he noticed that his dog could not be seen anywhere in the house. In an attempt to find his dog he asked around the neighborhood and placed missing posters of his dog around the vicinity, but was unable to find his dog. As we grow old we are faced with many responsibilities to do, but we generally get distracted from following up to our responsibilities. This would ultimately lead to consequences, and these consequences helps us become more mature and realize the loss of something important or
... wildly, beating his little yellow wings against the wires" (259). When Joe is around Caesar, he threatens to take the dog off his chain and release him into the town. To Louisa, taking the dog off his chain symbolically relates to her being freed from the constraints Joe is putting on her. Because she, like the dog, have been alone for so long, it would be frightening to go out and experience new things. People tend to do what they know, and for fourteen years, Louisa and her pets have been accustomed to solitude. The man's influence is seen as disruptive since it threatens change on Louisa's life. The symbolism Freeman portrays between the pets and Louisa is immense and obvious. Because of this, it is easy for the reader to make such connections. Freeman's choices make this an easy to read story that appeals to all readers at all different skill levels.
From the lone hiker on the Appalachian Trail to the environmental lobby groups in Washington D.C., nature evokes strong feelings in each and every one of us. We often struggle with and are ultimately shaped by our relationship with nature. The relationship we forge with nature reflects our fundamental beliefs about ourselves and the world around us. The works of timeless authors, including Henry David Thoreau and Annie Dillard, are centered around their relationship to nature.
Except that one deals with only one person dying and the other poem deals with more than one soldier being dead. The fact that these two are during the same war also makes sense why they are similar in many ways.
In the 1950s in the United States, World War II came to an end and was met with the start of the jazz era. During this time, teenagers played a huge role in developing identities for themselves as an age group. The idea of a bold and rebellious youth bled over into literature, where the bildungsroman, also known as a story of the coming of age, is found. In J.D. Salinger’s The Catcher in the Rye, sixteen-year-old Holden Caulfield portrays this exact image of a defiant teenager, resisting the process of growing up.
“I thought hard for us all—my only swerving—,then pushed her over the edge into the river”(17-18). When he says he "thought hard for us all"(17) he is talking about him, the doe, and the fawn, but after reading it more careful, I find he’s talking about "us all" so that includes humanity as well, or even all that is living. So he is thinking hard about life and death, and about mortality when writing this poem.
..., they are somewhat similar in comparison because they both have an inevitable ending, death. Both of the poems also used rhythm to give the reader a better insight and experience. The use of rhythm helps to set the tone right away. The use of symbolism and tone helped to convey an overall theme with both of the poems.
In the book Fahrenheit 451 by Ray Bradbury, there are many themes, symbols, and motifs that are found throughout the novel. For my journal response, I have chosen to discuss nature as a prevalent symbol in the book. The main character, Montag, lives in a society where technology is overwhelmingly popular, and nature is regarded as an unpredictable variable that should be avoided. Technology is used to repress the citizens, but the oppression is disguised as entertainment, like the TV parlour. On the opposite end of the spectrum, nature is viewed as boring and dull, but it is a way to escape the brainwashing that technology brings. People who enjoy nature are deemed insane and are forced to go into therapy. Clarisse says “My psychiatrist wants to know why I go out and hike around in the forests and watch the birds and collect butterflies,” (Bradbury 23) which shows she is a threat to the control that the government has put upon the people by enjoying nature.
Both poems where written in the Anglo-Saxton era in Old English and later translated into English. As well as both poems being written in the same time period, they are both elegiac poems, meaning they are poignant and mournful.
“Puppy” shows Ford at his existential best. In trying to find a home for a dog left in their backyard, a professional couple in New Orleans is prompted to consider the role chance plays in their lives, and thus to challenge the basis of their marriage.
When considering the structure of the poems, they are similar in that they are both written loosely in iambic pentameter. Also, they both have a notable structured rhyme scheme.
What comes to mind when one thinks of the word ‘puppy’? It is probable describe a puppy as a lovable, adorable, and cuddly companion. However, one might also identify the animal as a menace and a liability or even as a delicious source of food. Why does this single word hold so many meanings? One’s past experiences and biases influences these conflicting views and attitudes. For instance, an individual’s fond view of puppies may exist because they were raised with puppies and consequently grew affectionate toward the animals. On the contrary, if another individual has not bonded with puppies as pets, then they will share the latter point of view. In the short story “Puppy” by George Saunders, the multiple characters view single events and objects with contrasting perceptions. Therefore, instead of painting a precise picture of the characters and the plot, the story expresses several views regarding the morals of the characters, the motivations of their actions, and the meaning of the events that take place. In “Puppy”, George Saunders explores the theory that perception is not an elementary, universal definition of an object or idea, but a complex interpretation that is influenced by one’s unique and varying past experiences and opinions. The complexity of perception is evident in one the story’s narrator’s, Marie’s, vantage point.
The age of adolescence, the year to transition away from innocence and to start gaining experience. Everyone goes through the adolescence phase, because humans change over time, both in negative and positive ways. However in Young Goodman Brown, the author focuses on the negative side to experience. An example of the negative experience is like the time when one rebel against their parents. Parents are known for their experience, both good and bad. The adolescent disposes their parents suggestions, thinking his or her statement is valid. The teenager prefers to use their experience to make the statement valid rather than replicating their parents’ experience. Alike the example, Mr. Brown goes within the negative phase of experience. Nathaniel
The obvious comparison between the three poems is the theme of death. Both poets, in these works and many others, display a fascination with the death of themselves as well as the death of peers, and loved ones. Both Frost and Dickinson experienced a great deal of death throughout each of their lives. Frost’s greatest loss was the death of his son, which is greatly depicted in his poem “Home Burial.” Dickinson suffered the loss of many friends and family. She spent a lot of her time in her room looking out upon the headstones of these people.