Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Compare and contrast life and death
Analyzing "traveling through the dark
Traveling through the dark analysis
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Compare and contrast life and death
In the poem, “Traveling through the Dark,” William Stafford tells a short, disheartening story that poses a simple question and supplies us with the answer; as humans, do we always choose the easy way out? It’s a casual, conversational poem that is combined with a great story, but it presents a much deeper thought than what lies on the surface. Its form consists of neat, four-line stanzas and while the words may not rhyme, they share the same sounds and upon reading the poem you can see the similarities. In the first line, Stafford writes “Traveling through the dark I found a deer / dead on the edge of the Wilson River road” (ll. 1-2). The poem goes on to tell us that it’s usually best to just roll them into the canyon, “that road is narrow; …show more content…
The poem quickly takes a turn and we see the true contrast at hand, “her side was warm; her fawn lay there waiting, / alive, still, never to be born” (ll. 10-11). While Stafford doesn’t choose to write if all dead deer that are found on Wilson River road are doe’s each carrying an unborn fawn, the question remains the same; do we always choose the quickest way out of difficult situations? The beginning of the poem gives all the insight needed; roll them into the canyon. In this line, tied in with where he writes “I thought hard for us all- my only swerving-“ (line 17), he is painting the picture of the struggle and ultimately what our speaker chooses to do. As if all of the surrounding elements of the forest patiently wait for his decision, Stafford quickly confirms the outcome as our speaker does what all those before him have seemingly done. In the end of the poem, while our speaker does momentarily hesitate, “[I] then pushed her over the edge into the river.” (line 18). With this final line, the poem has ended. Even though we do not know the outcome of every deer that is killed along this road, is there still any chance for the opposite
Hence, the poem's tone contains elements of remorse as well as impassivity. The traveler's detached description of the mother, "...a doe, a recent killing; / she had stiffened already, almost cold" (6-7), and the wistful detail with which he depicts her unborn offspring, "...her fawn lay there waiting...
Norman Schwarzkopf Jr, a famous war soldier once said, "The truth of the matter is you always know the right thing to do. The hard part is doing it." Although society has the potential to help others in need they restrict themselves from doing the right thing. But when society is challenged with a problem only some step up against to the odds to make a difference. Throughout history, during times of devastation and separation there are people that show a ray of light that gives people hope during the darkest times.
This gives the effect that although there is mass devastation, there is always a light at the end of the tunnel, in this case for the eagle, the leftover remains of a carcass. However, as seen throughout the poem this isn’t the case for everyone and everything as the dead or dying clearly outnumber those prospering from the drought. This further adds to the miserable and discouraging mood of the poem. Other poetic devices are also used during the course of the
In Mary Oliver’s poem “The Black Snake,” the narrator contemplates the cycle of life with the unpredictability of death. Mary Oliver’s work is “known for its natural themes and a continual affirmation of nature as a place of mystery and spirituality that holds the power to teach humans how to value one’s life and one’s place” (Riley). In the poem, The Black Snake, the narrator witnesses a black snake hit by a truck and killed on a road one morning. Feeling sympathy for the snake, the narrator stops, and removes the dead snake from the road. Noting the snake’s beauty, the narrator carries it from the road to some nearby bushes. Continuing to drive, the narrator reflects on how the abruptness of death ultimately revealed how the snake lived his life.
The conceit in line 8, “like an iceberg between the shoulder blades” (line 8), illustrates the briskness death emanates whilst taking the life from the warmth of your body. This ice and fire comparison coaxes the reader to pursue the unwelcoming thought of death as the adverse path to travel by. By no means does Oliver attempt to romanticize the idea of a brief and painless endeavor. Furthermore, the recurrence of cessation illustrated by the “hungry bear in autumn” (2) simile suggests the seasonal regularity death’s toll takes on the living. The presence of frequency characterizes the shift in forbearance to the acceptance of the inevitable. Oliver is caught up in reminiscent thought as she employs worldly imagery to describe life. For example, in lines 15-16 Oliver writes “and I think of each life as a flower, as common / as a field daisy.” This line stands out in the fact that it represents the first occurrence of communal thought. Describing each life as a “flower” in a “field” suggests that life is supposed to be about the people whom you surround yourself with, and less about the solidarity that stems from the notion of darkness. Oliver’s implication of poetry and down-to-earth imagery captures not only the progression of thought, but also her feelings towards the concepts of life and
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
Though the way it relates to people in the 19th century and the way it relates to the modern world greatly differs, the symbolism in the poem and shift in tone throughout it shows a great appeal to human nature, and how desperate one can be to change it. The symbolism in the poem paints a ghastly picture of a man’s life, falling apart as he does his best, and worst, to keep it safe from himself. In lines 1 through 8 (stanza one), he gives a brief description of an incident in his life where things have gone wrong. “When the tiger approaches can the fast-fleeting hind/Repose trust in his footsteps of air?/No! Abandoned, he sinks into a trance of despair,” He uses these lines to show the lack of control he has over his actions, how his will to change his circumstances has weakened.
“And sorry I could not travel both” (2), the speaker is coming to a decision. In everyone’s life, they must make a decision to follow God or not to follow God. In this poem, the speaker has to make this choice. He tries to look down both roads as far as he can to see the choices that might result from taking either path. “Yet knowing how way leads on to way” (14), he knows that this decision is not temporary. He knows that once he chooses a path, he “doubted if I should ever come back” (15[VR1] ).
In the poem, a person is walking along a path in an autumn forest in the early hours of the morning, when he stumbles upon a fork in the road. The speaker wishes that he would be able to travel down both of them, but he has places to go, and he does not have enough time. One is worn out from people walking along it so much, and the other is grassy and barely worn from fewer people walking on it. Although neither of them had been traveled on that day, as the leaves were still fresh on the ground, the speaker was compelled to travel the second or grassier path. The speaker fin...
This poem is about how Julie was able to find light in the darkness. Overall, this poem is a metaphor itself. It compares a symphony to the Nazis, for that everything is well arranged and orchestrated where the conductor is the Nazi character von Linden and the musicians are his associates. However, within this poem there two similes and one metaphor I used. The first simile is in the very first line of the third stanza.
Robert Browning's poem "Meeting at Night" is essentially a narrative of a man who is journeying to meet his lover. The man recounts his journey as he undertakes it, mentioning or observing different portions of the trip, each in turn. One by one, he briefly describes his surroundings as he passes by them, merely noting them as if they bear only fleeting significance to him. However, although his descriptions are unpretentious and abruptly forgotten as he continues onward toward his goal, each line of the poem contains striking imagery. In fact, it should be noted that this poem consists entirely of imagery. Every line depicts a scene of the landscape that Browning's narrator encounters; that is, at least, until he finally reaches his destination, when his focus is diverted to his lover. Throughout the entire poem he offers no personal insight or reflection on his situation, and he instead is content to merely report his perceptions and observations as they come and go. Although each of these little vignettes is of seemingly small consequence in itself, these individual images are each portrayed with remarkable style and feeling, and Browning skillfully strings these images together to elicit specific feelings and reactions from his readers. His masterful application of imagery, mood, and dynamic movement serve to shape the poem's emotion in such a way that the reader can tap into a plentiful well of information pertaining to the state of the speaker and his emotions -- information that initially goes unnoticed from a strictly literal observation.
“A Bird came down the Walk,” was written in c. 1862 by Emily Dickinson, who was born in 1830 and died in 1886. This easy to understand and timeless poem provides readers with an understanding of the author’s appreciation for nature. Although the poem continues to be read over one hundred years after it was written, there is little sense of the time period within which it was composed. The title and first line, “A Bird came down the Walk,” describes a common familiar observation, but even more so, it demonstrates how its author’s creative ability and artistic use of words are able to transform this everyday event into a picture that results in an awareness of how the beauty in nature can be found in simple observations. In a step like narrative, the poet illustrates the direct relationship between nature and humans. The verse consists of five stanzas that can be broken up into two sections. In the first section, the bird is eating a worm, takes notice of a human in close proximity and essentially becomes frightened. These three stanzas can easily be swapped around because they, for all intents and purposes, describe three events that are able to occur in any order. Dickinson uses these first three stanzas to establish the tone; the tone is established from the poet’s literal description and her interpretive expression of the bird’s actions. The second section describes the narrator feeding the bird some crumbs, the bird’s response and its departure, which Dickinson uses to elaborately illustrate the bird’s immediate escape. The last two stanzas demonstrate the effect of human interaction on nature and more specifically, this little bird, so these stanzas must remain in the specific order they are presented. Whereas most ...
The two roads presented in this poem represent difficult decisions we are faced with in life. He uses the relationship between the paths and real life decisions throughout the whole poem. This is an example of extended metaphor, which is used to help the readers understand the analogy between the two. The man in the poem said: “long I stood” (3), which lets us know the decision was not made instantly. It was hard for the man to make a final judgment.
The overarching theme throughout the entire poem is that of choices. The concept of “two roads diverged,” or a split in the road, is a metaphor representing a choice which the narrator must make. Being “sorry [he] could not travel both… [being] one traveler” illustrates that, although he wishes he could see the results of both choices, as seen in saying he “looked as far as [he] could to where it bent,” he is but one pers...
The main theme of the poem that Frost attempts to convey is how important the decisions that one makes can be, and how they affect one’s future. In lines 2-3, he expresses the emotions of doubt and confusion by saying, “And sorry I could not travel/ And be one traveler, long I stood”, which explains how the speaker contemplated their decision of which road to take. In the closing, line 20 of the poem further reestablishes the theme when it states, “that has made all the difference”, meaning that making the decision of which road to take for themselves is the important key for a successful future. Frost helps to express this theme by using symbolism to portray a road as one’s journey of life. Using symbolism, Frost suggests that the speaker of this poem is taking the harder of the two roads presented before them, because the road the speaker chooses, “leaves no step had trodden black” (12...