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Figurative language easy about poems
Poetry analysis figurative language essay
Poetry analysis figurative language essay
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Poems are unique in that there are no set rules for how they are formatted (Kirszner & Mandell, 2012). Poems may rhyme, or not. They can be presented in a narrative or lyrical format. The use of proper punctuation can be omitted such as periods, commas, or question marks (Kirszner & Mandell, 2012). The use of punctuation or lack there of, brings into play the use of enjambment, which is another term for what is commonly known in poetry as run-on lines (Kirszner & Mandell, 2012). If a poem is considered more proper and the author wants the reader to clearly understand how a line in the poem is read, the use of punctuation such as commas and periods are used to stress this point. This style is commonly known as end-stopped lines. (Kirszner …show more content…
In the first two lines alone, a rhythm is presented that begins slow, speeds up, and then slows again (Unrein, 2015). Lux uses enjambment in the second line, “then she wants some meat”, followed with no punctuation used, and then starts the third line, “directly from the bone.” (Kirszner & Mandell, 2012, p. 618). This slowed down the rhythm and creates an image that the father’s daughter has grown quickly, and now the story slows to show as her teeth are coming in, she is exiting the cute, baby part of her life and growing into a girl now ready to put her canine teeth to use (Unrein, 2015). The run-on line “she’ll fall” then “in love…” (Kirszner & Mandell, 2012, p. 618) stresses the daughter’s progress through her adolescence and early adulthood falling for the “wrong” guys (Unrein, 2015). The rhythm is fast paced in this part as it covers a significant portion of the daughter and parents lives. The line breaks do an exceptional job of giving life to the hidden story that time flies by and before you know it, your kids are grown up and your near the final chapter in your own life. The words flyblown and rue are impactful. The line break between rue and nothing really emphasizes the point of having no regrets in all your life’s accomplishments (Unrein, 2015). Flyblown is a word I have honestly never heard of before. The definition is rather unsettling when trying to relate it to this poem as it deals with contamination or parasites. However, I remember the poem about the red wheelbarrow and dividing up a word into two. This leaves “fly” and “blown”. That is much more fitting to this poem as time has blown by so fast. It flies by before you realize it. Lux uses line breaks to effectively dictate the pace and overall story of a father raising his daughter from birth till the end or near
Rhyme-The last words of line one and line three of each stanza rhyme. The last words of line two and line four of each stanza also rhyme. The rhyming words contribute to the rhythm and flow of the poem.
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
The em dash is used to separate the poem, whereas a special style is used in order to make the poem flow smoothly. This style is called iambic meter, a style that divides lines into two syllable sections. The syllable pattern is 8, 6, 8, 6 for every stanza in the poem. Iambic meter is used to counteract and support Dickenson’s use of the em dash.
Rhymes are two or more words that have the same ending sound. Songwriters and poets often times use rhymes to help their piece flow better, or keep the audience or readers engaged. Billy Joel’s song “We Didn’t Start the Fire” is filled with rhymes, with a rhyme in almost every single line: “Brando, the King and I, and the Catcher In The Rye / Eisenhower, Vaccine, England’s got a new Queen / Marciano, Liberace, Santayana goodbye” (line 6-8). Billy Joel uses the rhymes to move from one topic to the next, and the song is even in chronological order from 1950 to 1989. The rhyme schemes of the song are end rhymes as well as perfect rhymes. On the other hand, the poem is completely free verse, or without a single rhyme. This makes the poem less artistic and harder to remain engaged and interested. In addition to rhyming, allusions are another way of displaying artistic
Although the little girl doesn’t listen to the mother the first time she eventually listens in the end. For example, in stanzas 1-4, the little girl asks if she can go to the Freedom March not once, but twice even after her mother had already denied her the first time. These stanzas show how the daughter is a little disobedient at first, but then is able to respect her mother’s wishes. In stanzas 5 and 6, as the little girl is getting ready the mother is happy and smiling because she knows that her little girl is going to be safe, or so she thinks. By these stanzas the reader is able to tell how happy the mother was because she thought her daughter would be safe by listening to her and not going to the March. The last two stanzas, 7 and 8, show that the mother senses something is wrong, she runs to the church to find nothing, but her daughter’s shoe. At this moment she realizes that her baby is gone. These stanzas symbolize that even though her daughter listened to her she still wasn’t safe and is now dead. The Shoe symbolizes the loss the mother is going through and her loss of hope as well. This poem shows how elastic the bond between the daughter and her mother is because the daughter respected her mother’s wish by not going to the March and although the daughter is now dead her mother will always have her in her heart. By her having her
Writing the poem in ballad form gave a sense of mood to each paragraph. The poem starts out with an eager little girl wanting to march for freedom. The mother explains how treacherous the march could become showing her fear for her daughters life. The mood swings back and forth until finally the mother's fear overcomes the child's desire and the child is sent to church where it will be safe. The tempo seems to pick up in the last couple of paragraphs to emphasize the mothers distraught on hearing the explosion and finding her child's shoe.
For example, in “The Rain”, the entire poem has lines that are enjambed, “Is it / that never the ease, / even the hardness, / of rain falling”(8-11). The phrase or idea talked about in one line does not end at the end of a line, it continues on for several lines and sometimes several stanzas. In addition to the poem “The Rain”, enjambment can be seen in the poem “For Love”. Examples of enjambment can be found frequently throughout this poem, but specifically from lines 15, to 18. The poem reads, “I wouldn 't either, but / what would I not / do, what prevention, what...”. The subject talked about in these three lines is not thoroughly explained in the lines given, as the poem continues it discusses different subjects that are also spread out through several lines, with no one line being about one subject. The meaning of what Creeley is trying to describe can only be found by reading several lines of the poem because of the way he structured his poems. In the article "Love and Frangibility: An Appreciation of Robert Creeley", Heather Mchugh EXPLAINS, “ First of all, he 's often miscast as a rebel against poetic forms, foot soldier in the resistance against prosodic refinement... I believe that Robert Creeley 's abstemious formality nourishes a luxury of readings”. Mchugh SAYS that the line structure that Creeley uses is
The fly can also be seen as an interruption in the narrator's process of dying. The fly can be heard buzzing above the "Stillness in the Room." The fly also comes between the speaker and the light in the last stanza of the poem, which is another disturbance in the speaker's dying process. The fly can also be seen in an ironic light. The speaker, like all of us, is expecting death to be an important, grandiose experience in our lives. Her own death, however, is interrupted by something as insignificant as a fly. The insignificant quality of the fly could represent the commonplace nature of death and the relative irrelevance of the death of one person. The fly is unimportant, an...
...the death of her husband and father, she finally decides to move on and forget about her husband and father completely. She succeeds in doing so for awhile, but five months after writing the poem, the speaker commits suicide, leading the reader to believe that she had some sort of a mental issue and was never able to completely, like she thought she would be able to. It is sad that the narrator had such a hard time moving on and was majorly depressed, but sometimes it is better to move on life and not dwell on the past.
There are a couple of similes the author uses in the poem to stress the helplessness she felt in childhood. In the lines, “The tears/ running down like mud” (11,12), the reader may notice the words sliding down the page in lines 12-14 like mud and tears that flowed in childhood days. The speaker compares a...
...oes hand in hand with the structure of the poem as well; bringing about a certain rhythm through punctuation and line breaks. It is this rhythm brings out the repetition and clash of elements especially with parentheses, which allows us to look at the element of starvation while considering the reaction of the press.
Poetry is very different. We see this throughout the history of literature. But whether you’re reading Ballads or Concrete poems they all have one thing in common, they’re all poetry. The two poems ‘There Is No Word For Goodbye’ and ‘Casey At The Bat’ are examples of only two out of the five styles of poetry. Analyzing and comparing the two styles is difficult as it’s almost too different to compare. ‘There Is No Word For Goodbye’ is a poem by Mary Tall Mountain –for the purpose of this paper I’ll call her M&M for short- Her writing is an example of a concrete poem. A concrete poem has a shape that suggests its subject and the poet will arrange the letters, words, punctuation, and lines to create an image in the reader’s mind.
To begin, the episodic shifts in scenes in this ballad enhance the speaker’s emotional confusion. Almost every stanza has its own time and place in the speaker’s memory, which sparks different emotions with each. For example, the first stanza is her memory of herself at her house and it has a mocking, carefree mood. She says, “I cut my lungs with laughter,” meaning that...
The run-on line could also be interpreted as a representation of the child’s speech, which is cut and uneven because of his cheerfulness and need for a breath. Moreover, the word choices of the author, particularly words such as “snatched”, “quick”, “look”, “sudden” help to reinforce the pace of the poem and thus forces the reader to read quickly through the lines.... ... middle of paper ... ...
E.E. Cummings suggests, "feeling is first who pays any attention to the syntax of things." According to Cummings, poetry is purely defined by the feelings the poem expresses and syntax plays no role. This is evident when he writes "for life's not a paragraph And death I think is no parenthesis." While poetry must express feelings and must create "imaginary gardens with real toads in them." Poetry cannot be defined by these standards alone. After all, without certain rules to define poetry any expression of emotion can be defined as poetry. While it is true that the main purpose of poetry is to create worlds and express emotions, poetry must also accomplish more.