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Mary oliver singapore poem analysis
Mary oliver singapore poem analysis
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In “The Black Walnut Tree” by Mary Oliver, the narrator debates her mother to try to decide whether or not to sell a walnut tree that is in their backyard to try and help her father pay off the mortgage. The poet’s use of diction and imagery presents the theme that simple, ordinary things can have a huge emotional impact on people. The poem starts out with the speaker attempting to make excuses as to why they should sell the walnut tree. She claims that it is “likely” that “some storm” will knock it down and it’ll crush “the house.” She explains that the tree grows more and more with “every year” and the “fruit” are “harder to gather away.” The poem shifts as the narrator and her mother have a feeling that it would simply be a bad thing
In today’s society, many struggle to freely demonstrate their identity in fear of potential backlash and disapproval from others. While examining the two poems within this assignment, "sturgeon" as well as "the same as trees," I distinguished the overarching theme of identity crisis, and the inability for individuals to effectively express themselves. The first poem being analyzed is “the same as trees” by Nicola I. Campbell. As a member of the Métis community, Campbell’s life has not been simple. Often, people of Métis origin have difficulty navigating their European and Indigenous roots.
Our traditions are what keep families together. From a gold locket to an old photograph, these items are irreplaceable. What they hold to them are memories of those before us and moments in history that have passed. In the story, “Emperor of the Air” by Ethan Canin, an elderly man is forced to give up the one thing that his family has left behind: a two hundred year old elm tree. It holds the memories of his childhood and still shows signs of life that may still last for years to come.
Humankind has been facing and conquering problems, droughts, famines, and wars for instance, since the beginning of its existence. Throughout an individual’s life, obstacles arise and challenges present themselves in an attempt to inhibit the individual from moving forward. In her poem Crossing the Swamp, Mary Oliver utilizes a variety of techniques to expand on this idea, establishing a relationship between the speaker and the swamp as one of determination and realized appreciation.
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
“Lost Brother” by Stanley Moss is a poem dedicated to a fallen brethren, an ancient tree that had lived a long, noble life. As bizarre as it may seem to mourn a felled tree, the speaker wants the reader to share in his sorrow through extended metaphor and personification to prove that the tree was full of humanity undeserving of its untimely fate and whose life should serve as an example to others.
The poem consists of two stanzas, the first in the past, and the second in the present. But the images of conflict in the poem continue, showing how the parent-child relationship hardly changes over time and is still ridden with strain. An uneasy feeling is developed in the poem through the use of enjambment, creating the lack of any rhythm. The absence of a rhyme scheme further adds to this. This could have been done by the Clarke to mirror the uneasy conflict present in the poem between the mother and daughter. However, it could also represent the natural and sporadic emotions of the mother or even a personal experience of the author. The poem is also named “Catrin” after the daughter, but the name is never used in the stanzas. This may have been done to show that the mother and daughter are so close that they do not address each other by their
“The Hollow Tree” is a memoir of a man by the name of Herb Nabigon who could not
Walker begins the story by describing the yard in which the mother is waiting for her daughter to come home. She shows the yard to the reader as being clean and wavy, which, according to the mother, is "more comfortable than most people know" (875). She feels that it is an extension of the living room. She compares the hard clay to the living room floor being swept smooth. This leaves a cool place to sit under the elm tree and "wait for the breezes that never come inside the house" (875). The reader at this point has already experienced the feeling of the soft grass, hard yet smooth clay, the cool breeze, and the smell of the elm tree.
Betty Smith’s novel A Tree Grows In Brooklyn is a tale of poignant family relationships and childhood and also of grim privation. The story revolves around the protagonist of the story, young Francie Nolan. She is an imaginative, endearing 11-year-old girl growing up in 1912, in Brooklyn, New York. The entire story revolves around Francie and the Nolan family, including her brother Neelie, her mother Katie and her father Johnny. An ensemble of high relief characters aids and abets them in their journey through this story of sometimes bleak survival and everlasting hope. As we find out, the struggle for survival is primarily focused against the antagonist of this story, the hard-grinding poverty afflicting Francie, the Nolan’s and Brooklyn itself. The hope in the novel is shown symbolically in the “The “Tree of Heaven””. A symbol used throughout the novel to show hope, perseverance and to highlight other key points.
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
In the second and last stanza of the poem we are reminded that he was but a child. The thought of losing the berries “always made him feel like crying” the thought of all that beauty gone so sour in the aftermath of lust. The lack of wisdom in younger years is emphasized by the common childish retort of “It wasn’t fair.” He kept up the childish hope that this time would be different, that this time the berries would keep and that the lust, work, and pain might not have been in vain, that others would not “glut” upon what he desired.
In Grace Stone Coates’ “Wild Plums” the reader is presented with two disparate families: one of class and privilege, an unnamed family of the story’s protagonist, and a family of meager farmers, the Slumps. The Slumps find themselves often living off of the land which includes plumming, a task that involves the collection of plums. The story’s protagonist, an unnamed little girl, always asks her family if she can join the Slumps but both her father and mother refuse to allow her to spend time with such a modest family. Because children lack class consciousness, one should be allowed to enjoy all that childhood offers despite who it’s spent with.
In the poem by Mary Oliver, The Black Walnut Tree, the mother and daughter dispute over the sale of the tree because it can pay off their mortgage. As the debate occurs, Oliver shifts from literal to figurative language to highlight the symbolism of the tree. This identifies the relationship between the tree and the family; family is above all financial needs, their obstacles, and the father’s labor.
Paul Celan composed his feelings for his mother regarding both her life and her passing in his poem “Aspen Tree.” The entire work is a vessel for his emotions toward her early departure and comparisons of the life she lived with various objects in nature. However, one emblem in particular perfectly represents Celan’s idealization of his mother. It can be argued that Celan uses the dandelion to epitomize his mother’s life because it highlights his themes of transiency, the light of life within darkness, and the cheating nature of death. Comparison between the dandelion, other wonders in nature, and his mother’s life support this claim as well as contextual hints from the piece itself.
She only allows her to see her worth in having a clean home and a satisfied man. She never once tells the girl to follow her dreams or even talk about what they are. The mother only keeps on instructing her on even the simplest things like smiling : “...this is how you smile to someone you don 't like too much;this is how you smile at someone you don 't like at all;this is how you smile to someone you like completely...” this poem is filled with the phrases “this is how”. “ don’t do this”, and “ be sure to..” the speaker does not even give the girl a chance to speak her mind or form her own thoughts. The young girl was only able to get one sentence out the whole poem : “...but what if the baker won 't let me feel the bread?”