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William carlos williams poem analysis
Essays on Carlos Williams poems
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The poems written by CK Williams confused me the most. I interpreted the poem The Hard Part as something good turning into something bad between two people, but I did not understand why or how their relationship was turning from good to bad. I believe it may have been a sour relationship and now the narrator of the poem would like to go back to old times. The poem brought up obscure terms such as “the white bear and the lawyer” which were locking up the narrator’s house. I understood how a lawyer could be locking up a house, but not a white bear; I did not understand the symbolism of the white bear. I thought that the poem The World’s Greatest Tricycle-Rider was about love and how the narrator was very free to give love. I did not understand why the narrator says that he or she has kept something from the tricycle rider or how growing older has stopped the tricycle-rider …show more content…
The poem haggles between innocent and immoral, but I viewed it in a more immoral way. For instance, the narrator tells of a box which holds a Colt .45, which was given to the narrator by his father to open when the boy needed his father the most. This could be viewed as protection from his father, or something more sinister, such as suicide or an inference that the narrator is in danger. For this poem, I researched into the author because it appeared as if the author saw himself as the young boy. I found that the author is gay and had a difficult and almost no relationship with his father when he was growing up. The introduction to Rewriting: How to Do Things with Texts was interesting because it emphasized how writers writing about other works should go beyond what is blantly written by the author and interpret the piece in their own way. Joseph Harris, the author, begins to explain the importance of a writer “to say something new and say it well”, which is different from what many of my past English teachers would tell me how to
The chapter “Revising” taken from the book, originally published in 2006, Rewriting: How to Do Things with Texts, was written by Joseph Harris, an English professor who teaches at the University of Delaware. The chapter in his book that is titled “Revising,” suggests techniques and approaches to apply when revising one’s work and tackles common misconceptions on revision. Harris defines revising as, “ rethinking, refining, and developing” a piece of work ( 441). He uses these three words to encompass the importance and complexity of one word: revision.
The poem is written in the father’s point of view; this gives insight of the father’s character and
Meyer, Michael, ed. Thinking and Writing About Literature. Second Edition. New York: Bedford/St. Martin's, 2001.
Many people think that reading more can help them to think and develop before writing something. Others might think that they don’t need to read and or write that it can really help them to brainstorm things a lot quicker and to develop their own ideas immediately (right away). The author’s purpose of Stephen King’s essay, Reading to Write, is to understand the concepts, strategies and understandings of how to always read first and then start something. The importance of this essay is to understand and comprehend our reading and writing skills by brainstorming our ideas and thoughts a lot quicker. In other words, we must always try to read first before we can brainstorm some ideas and to think before we write something. There are many reasons why I chose Stephen King’s essay, Reading to Write, by many ways that reading can help you to comprehend, writing, can help you to evaluate and summarize things after reading a passage, if you read, it can help you to write things better and as you read, it can help you to think and evaluate of what to write about.
They must form lessons that should aid students in understanding composition, definitions, transition words, and symbolism. There is no denying the significance these lectures bring; however, for some students, it is not enough to repetitively apply the mentioned rules to discussions they find disinterest in, deciding for themselves unwilling to participate in the conversation teachers beg for students to join. As mentioned, Fish proclaims that to diverge from teaching subject matter any other way that is not specifically academic, deviates too much and distracts from the correct process of intellectual thought. In his The New York Times piece, "What Should Colleges Teach?", Fish states his stance expressing one must "teach the subject matter" alone and not to "adulterate it with substitutes". He continues praising "the virtue of imitation," asking students to "reproduce [great author's] forms with a different content". Already, Fish demands from students derivative mimicry in which they must glean an understanding of another's process. I echo Fish's own question: "How can [one] maintain... that there is only one way to teach writing?" As students, we desire to express ourselves, and to follow the principles Fish speaks of, to "[repeat] over and over again in the same stylized motions", confines us from discovering the beauty and potential writing can bring. Rather, students are taught we must so closely follow fastidious rules and decorative wording, teaching English may as well, as Fish writes, "make students fear that they are walking through a minefield of error," and to use such a method makes students believe to write any other way will cause them to "step on something that will wound them", the odds of students learning anything are diminished (Stanley Fish, "What Should
and child abuse. However, Olds’ poem is a moving testament to this tragic loss of innocence due
David Foster Wallace, author of the essay “Authority and American Usage*,” praises and advocates for “good” writers who have a strong rhetorical ability, which he defines as “the persuasive use of language to influence the thoughts and actions of an audience” (Wallace 628). To have a strong rhetorical ability, an author needs to be aware of whom their audience is, in order to present their information in a way that will be influential on their audience. Wallace recognizes that an author who applies a strong rhetorical ability will be able to connect with the audience so that they respond “not just to [their] utterance but also to [them]” (Wallace 641). An author needs to take into consideration not just content, syntax and grammatical structure (their “utterance”) but also how their character will be perceived by their audience. A positive tone will make the author seem more pleasant and relatable, whereas a negative tone connotes arrogance and pretentiousness. That is why it is crucial for an author to recognize that an audience will respond to “them” and not just their “utterance,” as an author’s appearance to their readers can also shape how impactful their writing is.
I think in the beginning, this poem is mocking the façade of happiness that many clean-cut individuals have. It is a mockery of the thoughts in the criminal mind. Many times, a criminal cannot bring himself to commit suicide, so they take someone else's life instead. By doing so, subconsciously, the criminal knows he will be caught and in turn, executed.
... overall themes, and the use of flashbacks. Both of the boys in these two poems reminisce on a past experience that they remember with their fathers. With both poems possessing strong sentimental tones, readers are shown how much of an impact a father can have on a child’s life. Clearly the two main characters experience very different past relationships with their fathers, but in the end they both come to realize the importance of having a father figure in their lives and how their experiences have impacted their futures.
In the Introduction to "They Say / I Say": The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates, that were created from fundamental writing moves, that writers usually pick up along the way without realizing it. Those moves are so common that the authors turned them into templates in their book. The authors consider the main template “They Say / I Say” to be the foundation for all successful dialogue. Specifically, Graff and Birkenstein argue that the types of writing templates they offer help less experienced writers, as well as accomplished writers guidance and direction, to structure and generate their own writing. As the authors themselves put it “One of our key premises is that these basic moves are so common that they can be represented in templates that you can use right away to structure and even generate your own writing.” In other words, the authors offer a simplified tool to create writing on an academic level.
Indeed, the satirical tone of this poem suggests that the speaker is somewhat critical of his father. The whiskey smell, the roughness, the inconsiderate and reckless actions are under scrutiny. The mother's frowning countenance suggests she too is rather unhappy with the scene. However, the winning tone of the poem is the light and comical one.
I also agreed with Ashoka with the statement of "deep" being a key word here in this poem. I say that because I believe using the word "deep" in both of these poems, is showing so much. For example, the boy 's father lead him "deep" into the words. In the context I believe deep is to show just how far the boy 's father mislead him into the woods and also in his life. "Deep" can also be used in the poem "The Little Lost Boy" and "The Little Boy Found" to symbolize the emotion in these poems. It is a "deep" subject, especially because it is a child and how he is being misguided by his own father and then left all alone. Another example of these I saw was in the seventh stanza when Blake says " The mire was deep, & the child did weep", the child is in deep mud, because of his setting and surroundings in the wood and is now crying. Another piece of symbolism I have found is that I believe that the boy represents the uncertainty and fear in all of us as humans. I believe this to be true because, the boy is an innocent child and is following what he believes to be his protector in life. As a child, I tended to always trust and believe exactly what my parents told me, but as soon as you do not have the guardian
The poem itself is made up of the ten commandments, each followed by a hasty amendment ironically excusing Victorian behaviour. However, while this may be their apparent function, their true function is to expose the Victorians for the hypocrites they are by revealing the discrepancy between their supposed morals (for example “Bear not false witness;” (l. 17)) and their actions (“let the lie | Have time on its own wings to fly:” (l. 17-18)) which, relative to these morals, could well be described as debauchery.
Once the first bicycles were made, people wanted to know how fast they could go. In 1817, a German named Baron Carl von Drais made one of the first bicycle called the running machine. This machine allowed people to move around with a faster speed and an increased range. This crud bicycle was two wagon wheels connected by a wooden plank and had no pedals. At the time only men could use this undeveloped bicycle.
Life is rarely fair or just, and the misguided innocence of a child does nothing to counteract this, regardless of how poetic it may seem.