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Critical analysis of aunt jennifers tigers
Feminist approach of Adrienne Rich in her poems
Feminist aspects in Adrienne Richs poetry
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Recommended: Critical analysis of aunt jennifers tigers
Adrienne Rich’s “Aunt Jennifer’s Tigers” and Maxine Kumin’s “Woodchucks”, both have a lot in common when discussing the focus of each poem. Moreover, the poems convey various symbols that are portrayed by the presence of two different animals. In “Aunt Jennifer’s Tigers” the tigers are shown being very active, beautiful, and quite brave as “they do not fear the men beneath the tree” (3). This ultimately goes to show how Aunt Jennifer’s life has been hard and unhappy, yet she still found a way to find her inner “tiger” (1). This can be seen further in line 6 where “even the needle” (6) is “hard to pull” (6) and the “massive weight of Uncle’s wedding band” (7) sits “heavily upon” (8) her hand. In other words, Aunt Jennifer has a lot on her shoulders and almost everything …show more content…
However, in “Woodchucks” the woodchucks symbolize the level of tolerance that a single person can contain when dealing with a troubling situation. This can be seen in lines 15-16 “I, a lapsed pacifist fallen from grace puffed with Darwinian pieties for killing” (15-16) as Kumin compares the Woodchucks to Jewish people during the time of the Holocaust. Contrastingly, this presents a much darker meaning to the animals in “Woodchucks” than that of the animals in “Aunt Jennifer’s Tigers”. In addition to, the speaker of each poem is never directly stated in either of the poems. However, in “Aunt Jennifer’s Tigers” the reader can assume that the speaker of the poem is a child due to the intimate way that she refers to “Aunt Jennifer” (1). It is made clear that the speaker in fact does have an Aunt Jennifer and an Uncle. Moreover, the poem is broken up into couplets, or rhyming pairs of lines, thus giving the poem a
Presentation of Family Relationships in Carol Anne Duffy's Poem Before You Were Mine and in One Poem by Simon Armitage
The poem consists of two stanzas, the first in the past, and the second in the present. But the images of conflict in the poem continue, showing how the parent-child relationship hardly changes over time and is still ridden with strain. An uneasy feeling is developed in the poem through the use of enjambment, creating the lack of any rhythm. The absence of a rhyme scheme further adds to this. This could have been done by the Clarke to mirror the uneasy conflict present in the poem between the mother and daughter. However, it could also represent the natural and sporadic emotions of the mother or even a personal experience of the author. The poem is also named “Catrin” after the daughter, but the name is never used in the stanzas. This may have been done to show that the mother and daughter are so close that they do not address each other by their
Early on, poetry was often used with rhyme to remember things more accurately, this still rings true today, even though its use is more often to entertain. However, although it appeals to both the young, in children's books, and the old, in a more sophisticated and complex form, people are bound to have different preferences towards the different styles of poetry. Dobson’s poetry covers a variation of styles that captivate different individuals. “Her Story” is a lengthy poem with shorter stanzas. It’s free verse structure and simplistic language and face value ideas might appeal better to a younger audience. This poem includes quotes with informal language that children or teens would better understand. It’s narrative-based style is easy to follow, and although the poem covers very basic concepts, it’s message is still communicated subliminally. This particular poem is interesting because it focusses on the universal experience of pain and it’s relation to time. Similar to this is “The Householder”, written in a cyclical style, opening with a “house” and ending with a “home”. With only three stanzas, it is
Margaret Wise Brown was truly fascinated by animals, and she understood children’s attraction to animals. Tellingly, when Brown reflects on her childhood she mentions her “thirty-six rabbits, two squirrels…a collie dog, and two Peruvian hens, a Belgian hare, seven fish, and a wild robin who came back every spring” (Days Before Now). From this information about Brown, one understands where her love of animals originated--her childhood. Additionally, animals were kind to her and did not restrict or belittle Brown the way some individuals did regularly. Brown was allowed to have constant interaction with animals, which proved to be influential in her writing career. Overall, Margaret Wise Brown used numerous animals, especially rabbits because of her love for creatures and the understanding she possessed of children’s love of and interest with animals.
She elaborates on the traditional act of hunting through a simile: “my mother would lift and lay it in place / like a dead relative” (40-41). The relation to a dead relative shows reverence and respect for the animal. The white judges also observe the practice of “praying, coaxing, and thanking” (42), the dead animal as the speaker describes her mother performing the cultural practice of preparing the meat. Dumont’s use of description adds imagery to the poem as she states, “until we had become it and it had become us” (20), further noting the cultural and spiritual connection with animals. Overall, this incorporation provides the reader with information about the Indigenous culture and
When the poem is read aloud, the explicit rhyme and rhythm of the lines becomes extremely obvious. In fact, the bouncy rhythm is so uplifting, it occasionally makes the audiences feel like it is too predictable and straight-forward. An example would be “bright with chrysolite”, the word “chrysolite” feels like it is forcefully implemented for the sake of the rhyme. This is somewhat similar to a children’s tale. Most children’s tale as we know it, conveys messages straightforwardly and are easily understood by children, it also has an amiable tone and a merry mood that engages the children 's attention. Similarly, the rhyme and rhythm of this poem is very obvious and explicit, creating a delightful, casual mood that appeals to a young audience. Even though the legend dealt with deep insights about parenting that are intricate and puzzling, the father delivered it in such a gratifying, simple manner that made even the most dark and dreadful matters: like the description of precarious beasts and vicious monsters to sound like a blissful adventure of friendly animals. The sole purpose of this contradiction between the tone and message is to make this seemingly strong and serious topic more tolerable and captivating to the son of the father. Unsensible, impulsive youth is very similar to restless children, a long insipid lecture about deep insights is very difficult for them to buy into. In the same time, a harsh, threatening warning will only make them obey unwillingly, and creating a doubtful relationship will make them uncomfortable to communicate or appeal to their parents. Clearly, the percipient father recognized the ineffectiveness of these unsuitable parenting methods. Instead, he conveyed the message in a uncomplicated, friendly way that made his son to accept his teachings more comfortably. A
What is unusual about Pastan?s poem is the way she effectively conveys these sentiments by the
The fact that they feel they can sit about the knee of their mother, in this stereotypical image of a happy family doesn’t suggest that the children in this poem are oppressed... ... middle of paper ... ... y has a negative view of the childish desire for play which clearly has an effect on the children. The fact that they the are whispering shows that they are afraid of the nurse, and that they cannot express their true thoughts and desires freely, which is why they whisper, and therefore shows that Blake feels that children are oppressed. I feel that the two poems from innocence which are ‘The Echoing Green,’ and ‘The Nurses Song,’ display Blake’s ideological view of country life which I referred to in my introduction, and show his desire for childhood to be enjoyed.
... 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.
Not only the words, but the figures of speech and other such elements are important to analyzing the poem. Alliteration is seen throughout the entire poem, as in lines one through four, and seven through eight. The alliteration in one through four (whisky, waltzing, was) flows nicely, contrasting to the negativity of the first stanza, while seven through eight (countenance, could) sound unpleasing to the ear, emphasizing the mother’s disapproval. The imagery of the father beating time on the child’s head with his palm sounds harmful, as well as the image of the father’s bruised hands holding the child’s wrists. It portrays the dad as having an ultimate power over the child, instead of holding his hands, he grabs his wrists.
From the combination of enjambed and end-stopped lines, the reader almost physically feels the emphasis on certain lines, but also feels confusion where a line does not end. Although the poem lacks a rhyme scheme, lines like “…not long after the disaster / as our train was passing Astor” and “…my eyes and ears…I couldn't think or hear,” display internal rhyme. The tone of the narrator changes multiple times throughout the poem. It begins with a seemingly sad train ride, but quickly escalates when “a girl came flying down the aisle.” During the grand entrance, imagery helps show the importance of the girl and how her visit took place in a short period of time. After the girl’s entrance, the narrator describes the girl as a “spector,” or ghost-like figure in a calm, but confused tone. The turning point of the poem occurs when the girl “stopped for me [the narrator]” and then “we [the girl and the narrator] dove under the river.” The narrator speaks in a fast, hectic tone because the girl “squeez[ed] till the birds began to stir” and causes her to not “think or hear / or breathe or see.” Then, the tone dramatically changes, and becomes calm when the narrator says, “so silently I thanked her,” showing the moment of
When writing poetry, there are many descriptive methods an author may employ to communicate an idea or concept to their audience. One of the more effective methods that authors often use is linking devices, such as metaphors and similes. Throughout “The Elder Sister,” Olds uses linking devices effectively in many ways. An effective image Olds uses is that of “the pressure of Mother’s muscles on her brain,” (5) providing a link to the mother’s expectations for her children. She also uses images of water and fluidity to demonstrate the natural progression of a child into womanhood. Another image is that of the speaker’s elder sister as a metaphorical shield, the one who protected her from the mental strain inflicted by their mother.
“Essay, “Aunt Jennifer’s Tigers.”” With many different writing techniques, the author, Adrienne Rich uses many of them all over the poem. Through kinesthetic imagery that illustrates the character's skill, concrete diction that hints at the character's actions, and chronological organization that displays the sequence of sentences from simple to complex, Adrienne Rich's "Aunt Jennifer's Tigers" expresses that creativity can provide a refugee from oppression. In many parts of this poem, the imagery is very kinesthetic as the reader will be able to picture manythings. For example, “prancing” is a word that emphasizes the movement of the tigers that are jumping.
‘The field-mouse’ and ‘October’ is written by the same writer, Gillian Clarke also that they both have three stanzas. The theme of ‘the field-mouse’ is about a mouse which symbolises a child in a war, “the child comes running through the killed flowers, his hands a nest of quivering mouse”. Whereas the theme of ‘October’ is about the month of October and how it represents death because in the month of October the days are very gloomy with mostly rain and never sunshine, “Wind in the poplars and a broken branch, a dead arm in the bright trees”. The relationship in ‘the field-mouse’ is that the child (mouse) represents a close member of the reader’s family and the emotions that the narrator talks about have a direct and similar effect on the reader because the reader imagines that the child is a close member of his family. On the other hand the relationship in ‘October’ is between two friends and one friend dies in the month of October.
The choice of words of the author also contributes to the development of the theme. For example, the use of words like "drafty," "half-heartedly," and "half-imagined" give the reader the idea of how faintly the dilemma was perceived and understood by the children, thus adding to the idea that the children cannot understand the burden the speaker has upon herself. In addition, referring to a Rembrandt as just a "picture" and to the woman as "old age," we can see that these two symbols, which are very important to the speaker and to the poem, are considered trivial by the children, thus contributing to the concept that the children cannot feel what the speaker is feeling.