The theme of the poem “help I’ve just been run over by a bus” by Gwen Hauser is that love is painful.
Firstly, inferences related to this theme can be made. Near the end of the poem, the poet tells us falling in love was like being hit by a bus. Being run over by a bus is not something anyone would want because it would hurt. Therefore, we can infer her love was a painful experience.
Next, there are ideas that support the theme. For example, the first stanza could represent the peer pressure the speaker received. The speaker was the three-speed bicycle. She wanted to take things slowly in their relationship. Everyone else wanted to rush. In the process of doing so, everyone neglected her feelings.
Lastly, the theme is supported by
The first time the speaker says “I had the idea,” she is talking about a sudden urge to sit down and observe the world around her. The second time the speaker says it, she is referring to the solution to her problem, it is an action, she has had the idea to “Put down the phone (19).” The third time the speaker says the line “I had the idea,” she is thinking about how life could be. The three parts that the poem is divided into is the speaker’s progression of thought. The first part identifies what the problem is, the second part offers up a solution, and the final part is what the speaker believes will happen or at least wants to happen. The poem ends with her wanting the future to be a certain way, her ideal future parallels what the past was like.
The overall themes of this poem are beauty, love, and destiny. The speaker constantly discusses beautiful things and how they can help us. Love can be felt throughout the entire poem. In the first stanza, the speaker verbalizes how he “came with love of the race.” He also expresses love for the beautiful things around him. The theme destiny can be seen in the third stanza when the speaker talks about staying on course. It can also be identified in the last stanza when he describes something inevitable that was about to
These lines demonstrate the stage of adulthood and the daily challenges that a person is faced with. The allusions in the poem enrich the meaning of the poem and force the reader to become more familiar with all of the meaning hidden behind the words. For example, she uses words such as innocence, imprisonment and captive to capture the feelings experienced in each of the stages. The form of the poem is open because there are no specific instances where the lines are similar. The words in each stanza are divided into each of the three growth stages or personal experiences.
Through imagery, diction, and the personification of poetry, Ruth Forman reveals her personal connection and love for poetry and how poetry represents human need in “Poetry Should Ride the Bus”. The images of young girl cartwheeling and a woman dropping off a sweet potato pie bring you closer to the story, while the diction creates a connection between you and the people, this poem is a girl growing up realizing and seeking different things in her life and you realize that as Forman personifies the poem.
The repetition of the words “waited” (13), and “watched” (14), throughout the stanzas adds anaphora and mystery to the vivid disapproval surrounding the family. Moreover, the use of repetition deepens the focus on the shame and guilt the young girl and her family are experiencing. The anaphora used throughout the poem intends that there is something being waited for. Therefore, the colonialist settlers are continuously waiting and watching for something to happen. In the last stanza Dumont states, “Or wait until a fight broke out” (55), suggesting that this is the action being waited for. As a result, the negative action causes the family to feel shame and regret. Overall, the use of musicality and anaphora successfully allows the reader to experience the pressure of
Ave” depicts a sense of some control in its structure. The poem is broken up into three stanzas. The first stanza is the description of the accident and the actions of the speaker and the woman who ‘hits’ his truck. Moving along the next stanza portrays the speakers realization of what had actually happened, looking past the anger and frustration. The third and final stanza is an image of the speaker and the woman coming together in a moment of sincerity. Contrasting to Meyers in “Hold it Down”, the concrete and logical structure of the poem gives the reader a structure they can follow, and the speaker controls. There is a sequencing effect in the first words in each stanza, “I stopped” (McDonough 1) introducing the moment and problem, “But she hadn’t” (19) introducing the conflict and dialogue, and “Well, there’s”(34) bringing the moment to a close, each beginning shows a change in time of the moment and the narration. Where in “Hold it Down” the process is flowing from one idea to the next, “Accident, Mass. Ave.” is concrete and moves chronologically through the moment in which is
The elements in the poem work very well together to help set the theme of this poem. The tone set the overall mood of the poem, so show that it was rushed but not in a chaotic way. The imagery helps to show us little details of the setting, which are very helpful. And finally, the figures of speech, help the reader to compare the scene to things they have experienced in their lifetime to fully understand the poem.
The first stanza describes the depth of despair that the speaker is feeling, without further explanation on its causes. The short length of the lines add a sense of incompleteness and hesitance the speaker feels towards his/ her emotions. This is successful in sparking the interest of the readers, as it makes the readers wonder about the events that lead to these emotions. The second and third stanza describe the agony the speaker is in, and the long lines work to add a sense of longing and the outpouring emotion the speaker is struggling with. The last stanza, again structured with short lines, finally reveals the speaker 's innermost desire to "make love" to the person the speaker is in love
In addition, I written the last two stanzas like a stream of consciousness, which best depicted the narrator's frustration. For example, the narrator expresses her impatience and resentment by trivializing a diploma to a “8x11 paper” that does not guarantee a “9 to 5” job. These last to two stanza are meant to build momentum for when the narrator decides to run
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.
go in the mud during lunch time. They go out to the road and dig a
The Taxi, by Amy Lowell, is an Imagist poem that relies heavily on imagery, rather than abstract ideas, to reveal meaning to the reader. The author uses free verse to allow the images and lines to speak for themselves and stand alone as individual lines. By doing so, each line offers its own tone and meaning, which then adds to the overall feel of the poem. Lowell wrote this poem to a love interest, clearly stating the meaning of the poem. She speaks as if the reader is the one being called after. The reader is entranced in her short poem filled with imagery to set the mood; the dire, last goodbye that seemed to separate the two forever. The poet's love for this person was also shown in her other works, and has made it very clear that there was a connection (Highleyman). This connection reveals the theme to be that she is lost without love. Before breaking the poem down into fragments for a line-by-line analysis, it can first be analyzed as a whole.
The construction of the poem is in regular four-line stanzas, of which the first two stanzas provide the exposition, setting the scene; the next three stanzas encompass the major action; and the final two stanzas present the poet's reflection on the meaning of her experience.
The ABAB rhyme scheme is a pattern that can be recognized by many individuals; therefore, it relates to the message that motivation is needed by everybody. Two ABAB rhyme schemes make up each stanza, which symbolizes the positivity and negativity that battle throughout the poem. Guest breaks the rhyme scheme once by rhyming “failure” with “you”. This strategic action emphasizes the different methods that negative individuals use to destroy a person’s ambition. Internal rhyme is included in many lines of the poem to create fluidity and sound pleasing to an audience. The poem is composed of a qualitative iambic meter, giving the syllables a sound of da DUM. A pleasing flow is observed through the fairly consistent line length and line syllable number. The lines throughout the poem end in both stressed and unstressed syllables, referencing the battle between discouragement and
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...