Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Analysing poetry ENGL 102
Analysing poetry ENGL 102
Analysing poetry ENGL 102
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Analysing poetry ENGL 102
Poetry Analysis The poet Galway Kinnell has a very lighthearted and playful tone in this poem. The speaker also expresses his feelings about his child joining his lover and him in the bed after they have made love. The poem dramatizes the mixed feelings the speaker has in the poem. The speaker feels the need to speak out now because he wants to share his feelings with possibly new parents. The audience of this poem could be new parents. This poem takes place in the speaker’s bedroom after he and his lover is almost caught in the act of making love. The time of day may be night time, since in the poem it mentions darkness. The speaker explains to us what happens while he and his partner tries to makes love in this poem, their child comes into …show more content…
He keeps the lighthearted, joking tone throughout the poem. He explains how he could snore as loud as a bullhorn and Fergus would only sink deeper into his sleep, (Fergus is their son). The speaker explains how his son sleeps through loud noises, but as soon as he hears heavy breathing he comes running into their room. This continues to show us the playful tone the speaker uses in the poem. The conflicts that are dramatized in this poem is every time the couple tries to make love their son comes in to interrupt. The poet wrote this poem in free form or free verse. “For I can snore like a bullhorn/ or play loud music/ or sit up talking to any reasonably sober Irishman/ and Fergus will only sink deeper into his dreamless sleep/ which goes by all in one flash” (Kinnell 668 Lines 1-5) this line shows that there is no rhyme or rhythm in the poem and also the humorous tone of the speaker. “But let there be that heavy/ or stifled come-cry anywhere in the house/ and he will wrench himself awake/ and make for it on the run- as now, we lie together” (Kinnell 668 Lines 6-9) this line explains to the reader how the child seems to sleep through almost anything but, once he hears heavy breathing he is awake and …show more content…
It also explains that the child has perhaps grown too big for his baseball pajamas. “And he says “Are you loving and snuggling? May I join”/ He flops down between us and hugs us and snuggles himself to sleep/ his face gleaming with satisfaction at being this very child” (Kinnell 669l Lines 16-19) these lines describe what happens when the little boy enters their bedroom to interrupt them, the tone still remains playful and cheerful. These lines also show the love the boy has for his parents. The free form pattern continues. “In the half darkness we look at each other/ and smile/ and touch across his little, startlingly muscled body- this one whom habit of memory propels to the ground of his/ making/ sleeper only the mortal sounds can sing awake/ this blessing loves gives again into our arms” (Kinnell 669 Lines 20-25) these lines shows the reader how happy the parents are once they look at their son and sees what their love has created, and what a blessing he is to them. There were not much visual
The beginning of the poem starts with a humorous tone. Kinnell begins his poem with a simile “snore like a bullhorn”, an “Irishman”, or playing “loud music” to express the idea of something that is really loud and noisy, but still cannot wake the son up as opposed to the child’s ability to wake up to “heavy breathing” and a “come-cry” (line1-7). The tone that the...
Stanza two shows us how the baby is well looked after, yet is lacking the affection that small children need. The child experiences a ‘vague passing spasm of loss.’ The mother blocks out her child’s cries. There is a lack of contact and warmth between the pair.
The poem is written in the father’s point of view; this gives insight of the father’s character and
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.
In the first line, the alliteration of the letter w in the words weak and weary adds to the tired drained feeling the narrator is experiencing. The sound w flows through your lips with little effort, almost as easily as a vowel would. The second line repeats the phonetic k sound in quaint and curious which helps make the items he is reading seem peculiar. The hard aspiration draws attention to the words letting us know what the narrator is reading should not to be overlooked. In the third line, the n-n-n in nodded, nearly napping sound feels ominous. The repetition of the n sound feels drawn out and tired but with a little force. Not quite as hard as a d, it feels like someone trying to stay awake.
For this assignment, I have decided to write about a famous poem of Billy Collins which is titled as ‘Introduction to Poetry’ written in 1996.
As a young person, one hears this poem read to them, quite possibly in an imitation Scottish accent, by their parents. As the reader continues aloud, the young listener does not...
The poem starts out with the daughter 's visit to her father and demand for money; an old memory is haunting the daughter. feeding off her anger. The daughter calls the father "a ghost [who] stood in [her] dreams," indicating that he is dead and she is now reliving an unpleasant childhood memory as she stands in front of his
Stated in the first metaphor of the poem, “How do they do it, the ones who make love without love? Beautiful as dancers, gliding over each other like ice skaters” (lines 1-3) captures an image of two lovers gliding over one another like an abstract artistic painting in a simile. The cold atmosphere indicates the disdain detachment between the lovers during the experience. In modern society, many believe in the “no strings attached” method as part of a liberation for one’s self. Yet, Olds creates a paradox in the imagery by describing the people “red as steak, wine, wet as the children at birth whose mothers are going to five them away” (lines 6-8). In literal concept, the images display a child birth after an eventful sexual experience. When a child enters the world, it comes responsibility many young adults don’t care to handle, thus creating a narcissistic for the younger generation. Nevertheless, the syntax, form, and tone are broken down as Olds further answers her frustrations to society. A tonal shift reverted any ambiguities about these faceless sexual beings by describing them as “the ones who will not accept a false Messiah, love the priest instead of the God” (lines 15-16). Without the great
The setting of the poem is very important to understand key elements that the poet is trying to express. The poem, “My Papa’s Waltz,” is set in the family’s kitchen. The lines “The whiskey on your breath…slid from the kitchen shelf;” let the readers assume that some type of music is playing on the radio in the kitchen which the little boy and his drunken father are dancing to (Roethke 126). But the little boy’s mother does not seem too happy and the apparent reason as stated in the poem is that the waltzing in the kitchen is making all the pots and pans fall of the shelf. The mother’s unhappiness can ...
...turn” in the last two lines. Clare presents a different impression from the rest of the poem as indicated by a period before these two lines. The natural life of the farm is disrupted by the water, pebbles, and the cesspools in line 14. The “cesspools glittered in the sun” is an unusual image because normally cesspools are dirty tanks, but here is is “glittered.” Clare might illustrates the idea that one person might see something beautiful that the other does not; there are always different points of view. As the observer watches the mouse and interacts with the environment, he becomes involved in shaping the world. Life is unexpected and keeps changing; the life of nature may be different from human life. The last line and the sonnet(presents love and appreciation of both world) suggest that they can be unified just as the “cesspools” are unified with “glittered.”
The author uses imagery, contrasting diction, tones, and symbols in the poem to show two very different sides of the parent-child relationship. The poem’s theme is that even though parents and teenagers may have their disagreements, there is still an underlying love that binds the family together and helps them bridge their gap that is between them.
Poetry by William King, Martyn Lowery, Andrew Marvell, Liz Lochhead, John Cooper Clarke and Elizabeth Jennings
The poem comprises three stanzas which are patterned in two halves; the rule of three is ingeniously used throughout the poem to create tension and show the progression of the soldiers’ lives. There is a variety of rhyming schemes used – possibly Duffy considered using caesural rhyme, internal rhyme and irregular rhyme to better address the elegiac reality. The rhythm is very powerful and shows Duffy’s technical adroitness. It is slightly disconcerting, and adds to the other worldly ambience of the poem. Duffy uses a powerful comparative in each stanza to exemplify the monstrosity and extent of war, which is much worse than we imagine; it develops throughout each stanza, starting with a syntactical ‘No; worse.’ to ‘worse by far’ and ending on ‘much worse’. Similarly, the verbs used to describe the soldier’s shadow as he falls shows the reader the journey of the shadow, as if it’s the trajectory of soldiers’ lives. At first, the shadow is as an act...
"Ignominiously, in a sack, without sound": this is contrasted to the first line of the poem which may be considered a representation of the poet's state when he was young. May be he did something shameful in his youth that makes the beauty and the loveliness of his youth (his life as a young man ) is defected and caused him to be restrained and cause.