Poem Analysis: Clover

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In the passage Clover, Graham, a teacher, seems to have playful interactions with his students. This is explained throughout the passage and is expressed the dialogue of the characters. The author creates Graham to be a quirky, yet hard working character. This was shown when Graham did not have a mirror to do his hair and came to school with it looking not up to standard, yet only because he was doing renovations to his home and forgot to get a new mirror when he was to replaced his other one. In the excerpt from Clover, Grahams relations with his students is not strict or stern, however more jokingly and lighthearted. The author states after Graham explains that he did not have a mirror to do his hair one of his students teasingly says “Don’t you have another mirror, Mr. Koglin?” This displays their correlation is fun, and care free. The students also react to him in an enjoyable way. He and his students have a mutual respect for each other and no one is higher than the other. This was displayed in paragraph 4 when the author states “There were smiles, there was the folding of arms across chests, the lovely and generous gestures of smart and confident young women who appreciated the perquisites that sometimes came with being smart and …show more content…

Through the excerpt from Clover, in paragraphs 7 and 8 it explains that Graham puts much work into his home and is stringent about the methods the former owner had to doing the walls. “You remember the previous owner,’ he said… He was a secondary character, a clown who had a habit of taking the easy way out… Graham reminded them of the time the previous owner had painted over wallpaper and then wallpapered over that. Graham reminded them of the layers of linoleum and tile built upon each other like kitchen strata. ‘Well,’ Graham continued, ‘One of the last remnants of the previous Owner’s terrible

'Clover' By Billy Lombardo
390 Words | 1 Pages
When writing “Clover”, the author, Lombardo, described Graham’s interactions with his students one morning. In his section of his writing, Lombardo revealed the tactic and style in which Graham runs his classroom. This shows the relationship between him and his students. According to the text, this day was
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Drifters Poem Analysis
422 Words | 1 Pages
Without the use of stereotypical behaviours or even language is known universally, the naming of certain places in, but not really known to, Australia in ‘Drifters’ and ‘Reverie of a Swimmer’ convoluted with the overall message of the poems. The story of ‘Drifters’ looks at a family that moves around so much, that they feel as though they don’t belong. By utilising metaphors of planting in a ‘“vegetable-patch”, Dawe is referring to the family making roots, or settling down somewhere, which the audience assumes doesn’t occur, as the “green tomatoes are picked by off the vine”. The idea of feeling secure and settling down can be applied to any country and isn’t a stereotypical Australian behaviour - unless it is, in fact, referring to the continental
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Night: Poem Analysis
1086 Words | 3 Pages
The death camp was a terrible place where people where killed. Hitler is who created the death camp for Jews. The death camp was used for extermination on Jews. This occurred on 1939 – 1945. The death camps were in the country of Europe. Hitler did all this because he didn’t like Jews and the religions. The book Night is a autobiography written by Elie Wiesel. The poem called First they came for the communist written by Martin Neimoller is a autobiography.
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Gwendolyn Brooks Poetry Analysis
707 Words | 2 Pages
One of the great things about Composition and Literature is that the readings can relate to many other topics outside of the class. The poems and the stories read in this class give a more in depth look at a specific subject and give a clearer picture of what life was like and how people lived at that time. In most classes about U.S. History, the sections taught on segregation don’t give specific examples of how people were treated or the perspectives of the people who were mistreated. However, reading Gwendolyn Brooks’ poetry in the Composition and Literature course gives students an opportunity to learn greater details about segregation through the perspectives of the people most affected by it and the
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Summary Of Haiku By Kate Snodgrass
837 Words | 2 Pages
Set in modern time, the play Haiku written by Kate Snodgrass is a thirty-minute drama with themes of unconditional love and deception, in the play Haiku, the audience looks on the life of a mother and her two daughters. In the play, the mother, Nell, is described as a woman in her 50’s who has been taking care of her daughter Louise, who is in 20’s and has some form of autism (possibly Tourette’s). During her time taking care of Louise, Nell discovers that sometimes Louise is more present, and when so, she is able to communicate with Nell by reciting haikus. After allowing this to go on for three years, Nell’s other daughter Billie comes to visit. During this visit, Billie is told the truth about her sister and how she has episodes of normalness
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Brown Penny: Poem Analysis
1149 Words | 3 Pages
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Poem Analysis: Clover
384 Words | 1 Pages
In the passage, “Clover,” there is a man named Graham. In many different ways, he interacts with his students. For example, when Graham states, “Before I begin with a poem, I might just talk about my hair a moment.” The author then says that everyone in the class starts to smile at Graham. According to the passage, Graham loves to interact with his students, and he also has very unique characteristics in the classroom and at home.
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What Is The Symbolism In The Yellow Wallpaper
1298 Words | 3 Pages
The house and property are seen as positive only when the narrator first describes them. Gilman uses the imagery to create an air of suspense and insinuates the narrator’s coming fall into insanity. The setting of “The Yellow Wallpaper,” in large part, leads to the narrator’s collapse. Almost instantly, the narrator’s already unstable mind perceives a ghostliness that begins to set her even more on edge.
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First Paragraph In Clover
439 Words | 1 Pages
Graham’s interaction with his students is different from most teachers would have with their students. Graham acts like a close friend with his students. He lets them get out of class early for their soccer games, or swim meets. He tells them what has been happing in his life. He also listens to how their weekend went like a friend would. The first paragraph in Clover states, “Monday morning circle in which each student shared the best moment of her weekend with the rest of the class.”. Each student has to tell the rest of the class something good that has happened to him or her over the weekend.
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A Poetry Explication
1329 Words | 3 Pages
"Poetry is the revelation of a feeling that the poet believes to be interior and personal [but] which the reader recognizes as his own." (Salvatore Quasimodo). There is something about the human spirit that causes us to rejoice in shared experience. We can connect on a deep level with our fellow man when we believe that somehow someone else understands us as they relate their own joys and hardships; and perhaps nowhere better is this relationship expressed than in that of the poet and his reader. For the current assignment I had the privilege (and challenge) of writing an imitation of William Shakespeare’s "Sonnet 87". This poem touched a place in my heart because I have actually given this sonnet to someone before as it then communicated my thoughts and feelings far better than I could. For this reason, Sonnet 87 was an easy choice for this project, although not quite so easy an undertaking as I endeavored to match Shakespeare’s structure and bring out his themes through similar word choice.
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577 Words | 2 Pages
In his first year of school, he is only interested in Megan Murray, the first girl Paul has ever lusted for. However in his second year, he meets Rosie. Rosie watches him practise in the Music Room during lunch. Initially, Paul feels intimidated by Rosie as he thinks that she is too much like himself. He is afraid that he now has competition as she is the other smart kid in the class, yet he still chooses to teach her some piano. Choosing to spring lines from Herr Keller’s teachings, he makes himself sound smarter and more accomplished at the piano than he actually is. The characters show the development of Paul through the way they act with Paul and the language and content used in conversation. This enables us to see Paul’s “plumage” being presented to the world as Paul develops through time to become the swan that he is at the end of the novel.
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451 Words | 1 Pages
In the world of teenagers everything seems to come and pass by so quickly. For instance the beginning of senior year. In Spite of being happy and excited were also generally nervous and anxious to see what our future holds. As senior year comes to an end, It then becomes as temporary as the summer sun but also the boundary of our life before we enter adulthood. Even then our future is still undefined.
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Allusion in Billy Collins poem “Schoolsville
808 Words | 2 Pages
In Billy Collins poem “Schoolsville”, a man is reminiscing in his memories of being a teacher. He creates an alternate world in his mind, where as he describes a town full of all his past students. The town itself shares characteristics of an actual school feel environment. At the end of the poem, Collins informs us that the speaker imagines himself to be the mayor of his town, and also that his students still “ appear in the windowpane to watch me lecture the wallpaper, quizzing the chandelier, and reprimanding the air” (Collins). Billy Collins used allusion in his poem to give the reader an ironic feel through aspects of its setting and also though its stereotypical comments addressed to his past students.
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Did I Miss Anything Poem Analysis
737 Words | 2 Pages
Did I Miss Anything? is a poem written by a Canadian poet and academic Tom Wayman. Being a teacher, he creates a piece of literature, where he considers the answers given by a teacher on one and the same question asked by a student, who frequently misses a class. So, there are two speakers present in it – a teacher and a student. The first one is fully presented in the poem and the second one exists only in the title of it. The speakers immediately place the reader in the appropriate setting, where the actions of a poem take place – a regular classroom. Moreover, the speakers unfolds the main theme of the poem – a hardship of being a teacher, the importance of education and laziness, indifference and careless attitudes of a student towards studying.
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Critical Response The Yellow Wallpaper
861 Words | 2 Pages
Upon moving in to her home she is captivated, enthralled with the luscious garden, stunning greenhouse and well crafted colonial estate. This was a place she fantasized about, qualifying it as a home in which she seemed comfortable and free. These thoughts don’t last for long, however, when she is prescribed bed rest. She begins to think that the wallpaper, or someone in the wallpaper is watching her making her feel crazy. She finally abandons her positivity towards what now can be considered her husband’s home, and only labels negative features of the home. For example, the narrator rants about the wallpaper being, “the strangest yellow…wallpaper! It makes me think of… foul, bad yellow things” (Gilman). One can only imagine the mental torture that the narrator is experiencing, staring at the lifeless, repulsive yellow hue of ripping
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Poem Analysis: Clover

'Clover' By Billy Lombardo

Drifters Poem Analysis

Night: Poem Analysis

Gwendolyn Brooks Poetry Analysis

Summary Of Haiku By Kate Snodgrass

Brown Penny: Poem Analysis