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Poems that reminisce about childhood
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‘Hide and seek’ and ‘Once Upon A Time’ both share a common perception on the theme, ‘Childhood’ and both have a significant messages which are played out through a nostalgic tone. Childhood has its pleasures and fears that are both valuable and insignificant to are modern selves, in ‘Hide and seek’ it presents a both demoralizing yet scarce message to us in the form of a commonly played childhood game in doing so making the poem feel a bit more personal and something you can relate to. The message being that as a result of over flowing insolence/ confidence, you may drop yourself into a pit of self-despairing failure even though a lap of luxury lay around the corner. We see this in the poem as the boy starts with a happy, fresh confidence about him ‘I’m ready! Come and find me!’ then the boy goes on to realize the harsh truth that the ones that ‘sought’ him have abandoned him. ‘Once Upon A Time’, written by Gabriel Okara, is a poem in which the writer reminisces about a time when people we’re more sincere and more authentic about themselves and the way they treated others, he speaks cynically about the present time, and begs for the past. Gabriel Okara in this poem feels people have lost their innocence and openness, that he now see’s in his son; he wants to regain that innocence and openness that he once had as a child.
‘Once Upon A Time’ begins with a conversation between what seems to be a father and son, where the father wants to understand and learn from his son how to go back to normality and no longer have a ‘false’ personality. The poem 'Once Upon A Time' starts by the father telling his son how the people, or 'they', 'used to laugh with their hearts'. The word 'they' refers to western people, whom he sees as people tha...
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...he seaside’, the senses are used ‘smell’ to help us relate to the poem. We also see another use of alliteration in line 12/13, ‘Someone stumbles…scuffle’ creating a more playful messy tone. The language that is used is also colloquial, making the poem feel a bit more relaxed, and to help emphasis the fact that the author is talking to his younger self. Simple sentences are repetitively used in the poem, ‘You’ve never heard them so hushed before.’ ‘The darkening garden watches’ to help create a feeling of suspense, thus injecting drama and tension in the poem. Personification is used in line 19, ‘cold bites’ emphasizing how cold and miserable the boy is. Another example of personification is near the end when a series of them are used: ‘The darkening garden watches.’ ‘The bushes hold their breath’, to help us picture a quiet and calm atmosphere of where the boy lays.
The first aspect of language, which he uses is metaphor in the beginning of the poem when he is describing the dwarf sitting outside the church. He uses metaphor as he says, “The dwarf with his hands on backwards Sat, slumped like a half – filled sack On tiny twisted legs from which Sawdust might run.” The metaphor here of the dwarf sitting like a ‘half filled sack’ is describing the dwarf and how he has a deformed body. He is being compared to looking like a sack, which is slumped and half empty. This is effective as it seems as though the dwarf cannot help himself
Examining the literary terms used in this poem, one should mention alliteration first. It is used in the following line: “There are those who suffer in plain sight, / there are those who suffer in private” (line 1-2). Another literary device,
At the beginning of the poem, the speaker starts by telling the reader the place, time and activity he is doing, stating that he saw something that he will always remember. His description of his view is explained through simile for example “Ripe apples were caught like red fish in the nets of their branches” (Updike), captivating the reader’s attention
Allusion first helped describe the ironic aspects of the poem by focusing on the odd setting of the poem. Collins description of the speaker’s town shares many traits of a regular town, but also incorporates traits from a school environment. The following lines will help explain the setting and how it relates to a school environment. The first example of this is shown in lines four through six; “I can see it nestled in a paper landscape, chalk dust flurrying down in winter, nights dark as a blackboard” (Collins). In these lines Collins describes the physical setting outside. Paper landscape is being compared to actual grass landscape outside. Chalk dust is white and powdery, as is fresh snow falling from the sky. And black boards are dark and cold, as are dark nights when the sun goes down. Chalk, paper, and black boards are all found in a school environment, and each one of these aspects help bring the setting to life in the readers mind. The reader can relate to what they are picturing as they continue reading the poem. Th...
Imagery uses five senses such as visual, sound, olfactory, taste and tactile to create a sense of picture in the readers’ mind. In this poem, the speaker uses visual imagination when he wrote, “I took my time in old darkness,” making the reader visualize the past memory of the speaker in “old darkness.” The speaker tries to show the time period he chose to write the poem. The speaker is trying to illustrate one of the imagery tools, which can be used to write a poem and tries to suggest one time period which can be used to write a poem. Imagery becomes important for the reader to imagine the same picture the speaker is trying to convey. Imagery should be speculated too when writing a poem to express the big
The informal language and intimacy of the poem are two techniques the poet uses to convey his message to his audience. He speaks openly and simply, as if he is talking to a close friend. The language is full of slang, two-word sentences, and rambling thoughts; all of which are aspects of conversations between two people who know each other well. The fact that none of the lines ryhme adds to the idea of an ordinary conversation, because most people do not speak in verse. The tone of the poem is rambling and gives the impression that the speaker is thinking and jumping from one thought to the next very quickly. His outside actions of touching the wall and looking at all the names are causing him to react internally. He is remembering the past and is attempting to suppress the emotions that are rising within him.
Figurative Language in used throughout poems so the reader can develop a further understanding of the text. In “The Journey” the author uses rhythm and metaphors throughout the poem. “...as you left their voices behind, the stars began to burn through the sheets of the clouds..”(25-27). The author compares the star burning to finding your voice. Rhythm also develops the theme of the poem because throughout the story rhythm is presented as happy showing growing up and changing for the better is necessary and cheerful. In “The Laughing Heart” the author uses imagery and metaphors to develop the theme throughout the book. “There is a light somewhere. It may not be much light but it beats the darkness”(5-7). Always find the good out of everything, even it
In the essay I hope to explain why I picked each poem and to suggest
Not only the words, but the figures of speech and other such elements are important to analyzing the poem. Alliteration is seen throughout the entire poem, as in lines one through four, and seven through eight. The alliteration in one through four (whisky, waltzing, was) flows nicely, contrasting to the negativity of the first stanza, while seven through eight (countenance, could) sound unpleasing to the ear, emphasizing the mother’s disapproval. The imagery of the father beating time on the child’s head with his palm sounds harmful, as well as the image of the father’s bruised hands holding the child’s wrists. It portrays the dad as having an ultimate power over the child, instead of holding his hands, he grabs his wrists.
The repetition of “and” in line 3 and 4 suggests that the speaker continues with his reactions to the things around him. In line 3, the partial rhyme of “ed” of “looked,” “fancied” and “stirred” emphasizes the action of the speaker. He seems to acknowledge something when he looks and ignores the grass nest a moment ago; this “something” catches his attention. As he “fancied something stirred,” this suggests that the observer is curious about something and seems to draw the reader into his world. In line 4, there is an answer to the observer’s curiosity as the word “and” leads the line again to support the parallel structure of these three lines. The “and” in the middle of line 4 with the “and” in the beginning as an internal rhyme contributes to this parallelism. Clare continues to emphasize the verbs end in “ed” with “turned” and “hoped.” The observer is anxious when he anticipates a “bird.” He does not seem to pay attention to what is going on around him mu...
...ience the same situation has her father. When she tries to commit suicide she reconnects with the “bag” again, relating to the “a bag full of God”. It is very difficult for her to move on from her deceased father based on the matrimonial mistake. The speaker of the poem could have has Electra complex, which means the daughter is actually in love with the father through childhood. That assumption could relate to the hatred/ love relationship with her father. This then contributes to her inferiority and childish qualities that are emphasized throughout the poem. The tone changed frequently during the poem in order to repress the love for her father. The story is no longer the daughter’s attempt to reunite with and to marry the dead father; it is now the daughter’s wish to overthrow his dominance over her imagination and to “kill” him and the man who takes his place.
Another example is when he describes him sleeping as Wendy 'holds him as he drifts to dreamland' like a Christmas angel guiding him through troubled times. Once he meets Wendy, everything seems to turn into fantasy, 'Fairies, pinewood elf and larch tree gnome', which shows his childlike mind. However, the whole poem changes its feel after you read the last phrase, 'slumber-wear'. This gives the poem a very strange quality, knowing that the boy is still very young and already up to no good.
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.
Abstract In this essay, I intend to explain how everyday lives challenge the construction of childhood as a time of innocence. In the main part of my assignment, I will explain the idea of innocence, which started with Romantic discourse of childhood and how it shaped our view of childhood. I will also look at two contradictory ideas of childhood innocence and guilt in Blake’s poems and extract from Mayhew’s book. Next, I will compare the images of innocence in TV adverts and Barnardo’s posters. After that, I will look at the representation of childhood innocence in sexuality and criminality, and the roles the age and the gender play in portraying children as innocent or guilty. I will include some cross-cultural and contemporary descriptions on the key topics. At the end of my assignment, I will summarize the main points of the arguments.
Frost’s diction could be described as simplistic. Frost does not use large vocabulary words, but rather uses simpler everyday words that most people word use. By using a simpler vocabulary it allows the one to understand the meaning of the poem more clearly. The language used is a testament to Frost’s style of writing that he is known for. The language used is clear in this poem, such as “And both that morning equally lay / In leaves no step had trodden black. / Oh, I kept the first for another day!” (11-13). This type of diction helps the reader to analyze and interpret the poem more deeply. As the use of everyday language allows the poem to become more relatable and reach a more diverse audience. Diction is an important element of this poem as it adds to the poem’s