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Edgar allan poe gothic poems
Edgar Allan Poe literary works
Edgar Allan Poe literary works
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In the poem “The President’s Ball,” Billie Jo describes her night at the dance held in the President’s honor. The poem is full of figurative language and sound devices that help build the mood. Hesse uses hyperboles such as “feet flying,” and “crazy excited” to amplify the effect of their merriment. The dancing in the poem is a metaphor for their freedom from the troubles of life. This is proven with the repetition of “almost free of [...].” The attitude of “The President’s Ball” is mainly nostalgic. Billie Jo is looking back on this night that she enjoyed herself at, but after the fact, she is melancholy about remembering the year before, when she played piano at the event and her mother was still alive. The poem begins with a merry tone,
The first line of the last stanza “Therefore,” suggest that previous ideas of physical need and despair provide a telling prelude to the fate of the children. The following lines “their sons grow suicidally beautiful at the beginning of October…” are further telling to their destiny. As aforementioned, the phrase “suicidally beautiful” and the setting of October are indicative of a period of death and decay. Following this notion, is the line “And they gallop terribly against each other’s bodies” which literally takes the poem back to the football game, but also symbolizes the struggle of the sons. They “gallop terribly” denoting an uncontrollable rapid progression, and are doing so “against” one another as if attempting to be the hero the community dreams about. However, just as the poem begins with the setting of the stadium and ends with their struggle, their lives are ultimately determined by a cycle of poverty beginning with the idealization of a hero, failure to provide the family, and hope for the child just like the “proud fathers” in the stadium. However, the chances of escape are extremely
In the poem “My Papa’s Waltz” by Theodore Roethke, connotative language is used to convey the poet’s attitude toward the “Waltz”. The emotions and associations attached to a word provide it with a connotative meaning; rather than the literal meaning, which is the denotation of a word. The waltz is known to be a graceful dance; but, the diction the poet uses to describe this event shows otherwise. First, the poet says how he “hung on” to his father; suggesting that he was fighting to continue their dance, rather than being able to do so effortlessly. In addition, it is also said that they “romped until the pans slid from the kitchen shelf”. The connotation behind the word romp implies a noisy and boisterous ruckus; the opposite of what
Through her use of the words “dreamed”, “sweet women”, “blossoms” and the Mythology of “Elysian fields” in lines one through three, she leads the reader to the assumption that this is a calm, graceful poem, perhaps about a dream or love. Within the first quatrain, line four (“I wove a garland for your living head”) serves to emphasise two things: it continues to demonstrate the ethereal diction and carefree tone, but it also leads the reader to the easy assumption that the subject of this poem is the lover of the speaker. Danae is belittled as an object and claimed by Jove, while Jove remains “golden” and godly. In lines seven and eight, “Jove the Bull” “bore away” at “Europa”. “Bore”, meaning to make a hole in something, emphasises the violent sexual imagery perpetrated in this poem.
Poetry conveys emotions and ideas through words and lines. Long Way Down gives the story about a boy named Will, who wants to avenge his brother. He believes that a guy named Riggs killed his brother. He takes his brother’s gun and leaves his family’s apartment on the eighth floor. On the way down the elevator, he is stopped at each floor and a ghost from his past gets on.
With the use of vivid language the author helps the reader get more of an image of the poem. (L.25) “explodes” is utilized to show that the player fired past the defender in extreme speed just like an explosion. The feeling when you blow past a defender and score is an extreme feeling of accomplishment, all the hours of practicing finally pays off. (L.16) “Gliding” is used to show that the player was gliding in the air, almost as if he was floating. The final account of vivid language is, (L.34) “floating perfectly” is used to show the reader that the fast break was executed perfectly and that the ball went in the net just as perfect as the fast break. As a player it is a great feeling to have when the ball goes in. There is no feeling like it.
The poem takes the reader back in time for a moment to a small kitchen and a young boy at bedtime. The dishes have been cleared and placed on the counter or in the sink. The family is seated around the table. The father having a glass of whiskey to relax after a very hard day working in the family owned twenty-five-acre greenhouse complex. He is asked to take his small son to bed. The poem begins, “The whiskey on your breath could make a small boy dizzy” (Roethke line 1) enlists the imagery of what the young boy was smelling as he most likely climbed aboard his fathers’ large work boots for the evening waltz to bed. It is obvious this is an evening ritual, one that is cherished. The boy is aware of his fathers’ waltzing abilities and he concedes that he is up for the challenge. The irony of the statement, “I hung on like death” (Roethke line 3) is a private one, yet deeply describes his yearning for one more waltz with his father who passed away when Theodore was only fifteen years ...
The symbols that stand out to understand the central concern of the poem are the camera, the photograph of the narrator and the photograph of the narrator’s grandmother. The camera symbolizes the time that has passed between the generations of the grandmother and the narrator. It acts as a witness of the past and the present after taking the photos of the narrator in the bikini and the grandmother in the dress. Her grandmother is wearing a “cotton meal-sack dress” (l. 17), showing very little skin exposure, representing
Although the tone remains constant throughout the story, we are able to read through the cracks to get a glimpse at the bigger picture. The tone is calm, however at the same time Vonnegut is using it to show us how eerily depressive and submissive life would be if total equality was implemented into society. From the beginning of the story, tone is set as neither George or Hazel appear to be all that upset that their 14-year-old son, Harrison, has been taken from them and imprisoned. In fact, the tone remains very calm, “It was tragic, all right, but George and Hazel couldn’t think about it very hard” (Vonnegut 27). Another example of tone is set when describing George’s handicap. George is forced to wear a 47-pound bag of birdshot padlocked around his neck but is unable to remove it for fear of imprisonment and fines. Rather than being upset or angry about this, George is resolved to this way of life and states,” I don’t mind it, I don’t notice it any more. It’s just a part of me.” (Vonnegut 28). Throughout the story, the reader continues to feels a depressive, submissive tone especially during the ballet and specifically when the ballerina had to “apologize at once for her voice, which was very unfair for a woman to use. Her voice was a warm, luminous, timeless melody.” (Vonnegut 29). The tone was carried to the very end, suggesting that total equality is dangerous and leads to an empty dull controlled society. Even upon Harrison’s brutal and public execution that Hazel witnesses, Hazel though she cried, she cannot even remember why she cried other than that it was “Something real sad on television.” (Vonnegut 32). This is not the reaction one would expect from a mother who witnessed her son’s death. Although tone helped carry the theme that total equality is dangerous to a society, Vonnegut also used motifs to further illustrate this
His writing style is communicated by contrasting ordinary apathetic language with language that creates an atmosphere of suppression and confusion. As George and Hazel discuss the performance of the dancers the language is ordinary and apathetic as George says, “Huh” followed by Hazels comment, “That dance-it was nice, “and George’s reply, “Yup.” These phrases are then juxtaposed by the loss of George’s participation in the conversation as, “noise in his ear radio scattered his thoughts” which he describes as, “Sounded like somebody hitting a milk bottle with a ball peen hammer.” This juxtaposition reinforces Vonnegut’s outrage at the absurdity of taking away one’s right to free speech by contrasting the ordinary with the alarm of a shattering bottle moving the reader to feel hostility about how extremely George is treated. As George and Hazel discuss how the sounds of the ear piece could be changed they use phrases such as, “Good as anybody else” and “Who knows better than I do what normal is” which is then juxtaposed with a twenty-one gun salute in George’s earpiece and the phrase, “Boy! That was a doozy, wasn’t it?” which left George, “white and trembling.” This juxtaposition again communicates the anger that Vonnegut has toward the assault on the right to free speech and causes the reader to be infuriated by the extreme measures used to suppress
Ultimately, the subject of “ My Papa’s Waltz” has spurred a passionate academic debate from professors, scholars, and students alike, the imagery, syntax, diction of the poem clearly support the interpretation that Theodore Roethke wrote “ My Papa’s Waltz” to illustrate on a past memory of his drunk and abusive father. The controversy of the poem itself is whether it is a good or bad memory. The use of negative imagery, syntax, and diction support this. Overall, with the explanation of the poem and the use of syntax, diction and imagery “ My Papa’s Waltz” was about Theodore Roethke’s drunk and abusive
Thus, we can infer that the poem's meaning is important and serious. In the first line, "As the guests arrive at my son's party" the use of the word "guests", as opposed to the use of words like kids or boys or children, represents a more mature and serious feeling, more so than one would expect at a child's birthday party. Though it is a party, we don't feel any of the lighthearted, rambunctious excitement we would expect to find. Olds has set the tone as serious from that moment on, and it only increases so as we read on. Most of us can easily picture a typical child's party, loud and hyper boys running about, noise and fun and screaming kids and chaos, but this party seems to be viewed differently by the mother.
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.
In the poem Harlem Dancer, by Claude Mckay he uses metaphors and imagery to establish a specific tone that relates to the purpose and history of the Harlem Renaissance. On lines seven and eight Claude writes, “She seemed a proudly-swaying palm/ Grown lovelier for passing through a storm”
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...