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The concept of time in poetry
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Through language a poet allows himself the license to hint at things unrevealed by the literal meaning of a poem. The use of one distinct word over another often suggests a double meaning. “The White Doe” functions on two levels. First on a literal level, a man on a pursuit after a beautiful white doe; and secondly on a figurative level, suggesting that the white doe is really the speakers ideal woman.
The “antlers of gold” mentioned in line two represent the duality of the woman. The antlers conjure up images of pain while gold suggests a certain beauty. Thus the paradoxical statement reveals the internal battle the speaker must face when presented with the push and pull of being scorned by the woman he loves. Likewise in lines seven and eight the speaker says he is “like the miser who was looking for his treasure/ sweetens with that delight his bitterness.” He likens himself to a miser whose delight in finding treasure is undermined by his bitterness. The love he has for this woman is like a misers love for treasure, it is bittersweet because he always wants more. This woman has become his ideal, and he expects perfection from the relationship that cannot be achieved.
The references regarding time of day serve as symbol of the budding relationship. In stanza one it is only “sunrise” and the author is yet unsure of what turn the relationship will take. By stanza three the sun had already climbed “toward noon,” the hottest time of the day. As the day, or the relationship progressed, his uncertainty and apprehension grew into a hot blazing passionate love. In line eleven a historical allusion to Caesar makes the speakers desired love seem unattainable. Mentioning Caesar, a powerful man who had what he wanted proposes that someone already has this woman and will not let her go.
The readers are apt to feel confused in the contrasting ways the woman in this poem has been depicted. The lady described in the poem leads to contrasting lives during the day and night. She is a normal girl in her Cadillac in the day while in her pink Mustang she is a prostitute driving on highways in the night. In the poem the imagery of body recurs frequently as “moving in the dust” and “every time she is touched”. The reference to woman’s body could possibly be the metaphor for the derogatory ways women’s labor, especially the physical labor is represented. The contrast between day and night possibly highlights the two contrasting ways the women are represented in society.
The speaker begins the poem an ethereal tone masking the violent nature of her subject matter. The poem is set in the Elysian Fields, a paradise where the souls of the heroic and virtuous were sent (cite). Through her use of the words “dreamed”, “sweet women”, “blossoms” and
The second stanza is where the great lord isn’t so “great” anymore. He lured and tricked her into going to his palace home. She then saw another life. Life without working and cleaning; however, the lord doesn’t take her seriously. He doesn’t feel like he has too as they are not married. “He wore me like a silken knot” is a simile which defines how he used her in his own way. He just wanted her as an accessory. “He changed me like a glove” this quote is also a simile which outlines h...
In the poem “White Lies” by Natasha Tretheway the narrator opens the poem with vivid imagery about a bi-racial little girl who is trying to find her true identity between herself and others around her. She tells little lies about being fully white because she feels ashamed and embarrassed of her race and class and is a having a hard time accepting reality. The poem dramatizes the conflict between fitting in and reality. The narrator illustrates this by using a lot imagery, correlations and connotation to display a picture of lies. The narrator’s syntax, tone, irony and figurative language help to organize her conflict and address her mother’s disapproval.
Tone, symbolism, and imagery are all fantastic ways to view and examine literary works at diverse levels. Using the right lens to study a work can give it a completely different meaning and can lend itself to instill a different lesson than was originally understood. In one work, a rose is thought of as being a discontent and as tool to show the speaker’s true feelings on what love means to her. In another, the simple sight of some commoners forces the speaker to long for a life free of the constraints of a forced marriage, making her yearn for a life of freedom and being normal. Both works use multiple literary techniques to lend themselves too many different elucidations, which makes them such prominent literary gems.
Furthermore, the opening “I stand” sets e assertive tone in the [poem. The speaker never falters in presenting the complexity of her situation, as a woman, a black [person], and a slave. The tone set at the beginning also aid the audience to recognize that the speaker in the “white man’s violent system” is divided by women, and black by whites. The slave employs metaphors, which Barrett use to dramatized imprisonment behind a dark skin in a world where God’s work of creating black people has been cast away. To further illustrate this she described the bird as “ little dark bird”, she also describes the frogs and streams as “ dark frogs” and “ dark stream ripple” Through the use of her diction she convey to readers that in the natural world unlike the human one, there is no dark with bad and light with good, and no discrimination between black and white people.
...ove once because I quit biting my cuticles and my hair is gray”. She reminisces of her happiness through photographs of her and her lover and she sees the happiness in both hers and his eyes. I wasn’t quite sure what happened to make her think she once loved, maybe he died or just never talked to her again but feels so strongly about those memories still. As the Chapter relates to love and hate through all of the works of writing, the poems aren’t all about the same themes. The first one was about marriage and sin of cheating and that a love that can be altered isn’t love, the second one is about Robert Frosts love life of a girl he was very fond of and loved her but she couldn’t be faithful to any man, and the last was about a girl that speaks of love she once had and is still attached to but in some case it never worked out and all she’s left with is a memory.
The poem talks about how time goes quick for the two lovers, and how every minute is important to them. When it says “we find an hour together, spend it not on flowers”. This suggests that do not want to waste time on doing the typical romantic stuff and spend time with each other. This is because they know that they do not have enough time. Moreover, when the narrator refers to a mythology “Midas”. This implies that there time together might be tragic. The story ends as Midas changes his loved one to gold. This left him having no-one, this how love can end being a tragedy. This highlights that love does not end good always and something bad could happen. This links to “Sister Maude” by Rossetti it shows how love does not end well and something or someone can destroy
With fewer than fifty published poems Elizabeth Bishop is not one of the most prominent poets of our time. She is however well known for her use of imagery and her ability to convey the narrator?s emotions to the reader. In her vividly visual poem 'The Fish', the reader is exposed to a story wherein the use of language not only draws the reader into the story but causes the images to transcend the written work. In the poem, Bishop makes use of numerous literary devices such as similes, adjectives, and descriptive language. All of these devices culminate in the reader experiencing a precise and detailed mental image of the poem's setting and happenings.
An actor’s scowl, a small subversive gesture, a dirty remark that someone tosses off with a mock-innocent face, and the world makes a little bit of sense.” Kael believes that there are so many movies that don’t live up to critics’ standards of what a good movie is, but is still a good movie. Movies are meant to stimulate imagination and generate emotion, not thought. As long as a movie makes you feel some type of emotion, than it is in fact worth a person’s time. Kael didn’t write “Trash, Art, and the Movies” to evoke emotions in the reader, but the reader does in fact feel passion. She discusses movies based off her emotions after seeing a movie. She doesn’t put that much thought into it except how it made her feel and what appealed to
Horkheimer and Adorno are uncompromising with their criticism of film. They argue that film is a technology created by the culture industry to deceive the masses into mental lethargy; film inherently alienates us from our own humanity and leaves us in a state of false consciousness. Indeed, Horkheimer and Adorno's support of "differentiation" and "uniqueness" is disrupted by the ubiquitous nature of film. Their assertion, however, rests on the assumption the masses are blindly entranced and overstimulated by film. Of course, Benjamin counters this assertion. The psychology of the imagination and sensorium is complicated by their interconnectedness, not their separateness. Benjamin argues that film does not preclude critical thinking or thought. We process sensory information by sensorial perception and analyze its content by personal association. This phenomenon, of course, requires the use of our mental faculties. The mentally stimulating adventures of film, then, expand our imaginations. Film is not, as Horkheimer and Adorno believe, a technology that exists solely to manipulate us into docility and submission. Rather, film is a liberating agent which can expands our imaginations. Consuming film in the context of Benjamin's arguments will allow us to smoothly acclimate into
A primary objective of modern songs is to present and reflect topics that are significant to today’s society, whether it be moral values or controversial issues. The only relationship described in this song is between the man and his wife. The young man is seen to have somewhat of a relationship issue with his wife, caused mostly by his obsession with wealth. Evidence of this struggle between the two is presented in lines 3, 4 and 27. The verse, “I feel her love and I feel it burn” depicts the young man’s desire to push away from the hustle and bustle of life and spend some more time with his loved one instead. He knows that he is not always there for her and he feels guilty about it, hence her love metaphorically “burning”
"The point of view which I am struggling to attack is perhaps related to the metaphysical theory of the substantial unity of the soul: for my meaning is, that the poet has, not a personality' to express, but a particular medium, which is only a medium and not a personality, in which impressions and experiences combine in peculiar and unexpected ways."
“The Sun Rising,” is a vivid lyrical poem envisioning a pair of lovers being entire worlds unto themselves. The poem begins with a couple lying in bed. The speaker scolds the rising sun, calling it a “busy old fool,” and asks why it is bothering them through the windows and curtains (line 1, 589). The devoted and trustworthy lovers are in so much love that nothing else matters. The speaker personifies the sun, and talks to it throughout the poem. As the sunlight beams through the windows, the speaker tells the sun to let them be, and leave them alone. He says that love is not a subject of seasons and time and he forcefully tells the sun, the “Saucy pedantic wretch,” to go irritate late “school-boys” and sour apprentices, to tell the “court huntsmen that the King will ride,” and to call the “country ants” to their harvesting. He feels that their life together is perfect, and that the sun is annoying (lines 5-8, 589). The speaker concludes the poem by telling the sun to shine only on himself and his lover. By doing so, he says, the sun will shine on the entire world as well.
Everyday, we act as critics, i.e., deciding which film to see or which channel to watch. Much of the time, experience guides us through the aesthetic judgments we make. Left on our own, however, we can go only so far. As Martin and Jacobus (1997) argue, in studying the essentials of criticism and in learning how to put them into practice, we develop our capacities as critics (p. 48).