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Poems about the relationship between mother and child
Poems about the relationship between mother and child
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“The Red Hat” by Rachel Hadas is a poem about a mother watching her child grow from a child to a young adult. Although, she is uncomfortable with letting her son walk to school alone, she knows this independence is something that she must allow for him to do for himself. Line 8 of the poem, which states, “Already ties are feelings and not fact,” is a direct statement of how the mother feels towards her son growing older. By the word “already,” she means that he is growing up too soon. However, “Ties” symbolizes the physical bond that the mother and child once shared. Yet, now that her son is more independent, the bond between the parent and child is not physical anymore, but just mental. They have a mental bond through the strong feelings of love between themselves. The …show more content…
The red hat in the last line of the poem serves as a physical representation of the separation between mother, and child. As the red hat went out of the parents view the parents could no longer watch after their child, leaving the symbolic physical distance between the two.
I chose the poem, “Elena” by Pat Mora as the second poem to contrast with the first. Pat Mora conveys a deep meaning through tone and the speaker. This poem gave me a sad feeling of disconnection as both “The Red Hat” and “Elena” express the disconnection they both face with their children. However, “Elena” expresses the feelings of a mother who has lost a connection with her children. The author says in line 4 that she used to “understand every word they’d say.” This sentimental phrase is filled with emotion and hurt. This is a big part of the communication she had with her children and her being able to connect with them. Then the poem had a shocking abrupt shift in the mood in line 7 “But that was in Mexico.” The author then shifts to her current life.
Gwendolyn Brooks and Sonia Sanchez, in their poems “We Real Cool” and “Summer Words of a Sistuh Addict”, are both alike in their idea of dealing with troubled youth. Brooks discusses in her poem “We Real Cool” rebellious pool-playing youth that “sing sin” (Line 5) and “thin gin.” (Line 6) The whole poem centers around disturbed youth. The narrator in Sonia Sanchez’s poem “Summer Words of a Sistuh Addict”, is also a disturbed young woman who is addicted to heroin, and seems to live a rather rebellious lifestyle. In addition, both of these poems use tone via word choice, sentence structure, and meter in order to vividly describe the scenarios in their poems, and to impact their reader. However, both poets use the literary elements mentioned above differently in their poems.
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
...t she has put on a new “costume” and is now a completely different person. The stockings are “night-black” representing the backyard and its negative connotation. In line twenty, the author writes that she wants to “strut down the streets with paint on [her] face,” again emphasizing Brooks’ new rebellious nature since crossing over into the backyard. The “paint” suggests that her rebellion is just and act, and as soon as she removes the paint, she can return to the front yard if she pleases. The repetition of “and” at the beginning of the last three lines illustrates Brooks’ desire to completely rebel against her mother and the front yard life since it shows how she wants to rebel in so many ways. The main theme of the poem highlights the desire people have to experience what they do not have and live life on their own terms.
Stanza three again shows doubtfulness about the mother’s love. We see how the mother locks her child in because she fears the modern world. She sees the world as dangers and especially fears men. Her fear of men is emphasized by the italics used. In the final line of the stanza, the mother puts her son on a plastic pot. This is somewhat symbolic of the consumeristic society i.e. manufactured and cheap.
J.D. Salinger’s Catcher in the Rye tells an unforgettable story of teenage angst by highlighting the life of Holden Caulfield, a young boy who commences a journey of self-discovery after being expelled from his private boarding school. Throughout the novel, Holden struggles with issues such as self-identity, loss, and a wavering sense of belonging. Holden’s red hunting hat is consistently used throughout the story as a symbol of his independence and his attachment to his childhood.
When this tale is looked at from a deeper perspective, it is learned that the mothers wish is to be loved and not have to worry about her child that has come in the way of her and her
The daughter alludes to an idea that her mother was also judged harshly and made to feel ashamed. By the daughters ability to see through her mothers flaws and recognize that she was as wounded as the child was, there is sense of freedom for both when the daughter find her true self. Line such as “your nightmare of weakness,” and I learned from you to define myself through your denials,” present the idea that the mother was never able to defeat those that held her captive or she denied her chance to break free. The daughter moments of personal epiphany is a victory with the mother because it breaks a chain of self-loathing or hatred. There is pride and love for the women they truly were and is to be celebrated for mother and daughter.
...nal family. The second poem uses harsh details described in similes, metaphors, and personification. The message of a horribly bad childhood is clearly defined by the speaker in this poem. Finally, the recollection of events, as described by the two speakers, is distinguished by the psychological aspect of how these two children grew up. Because the first child grew up in a passive home where everything was hush-hush, the speaker described his childhood in that manner; trying to make it sound better than what it actually was. The young girl was very forward in describing her deprivation of a real family and did not beat around the bush with her words. It is my conclusion that the elements of tone, imagery, and the recollection of events are relevant to how the reader interprets the message conveyed in a poem which greatly depends on how each element is exposed.
The poem contains the central idea that many of these children never understood what home really means. In Native American culture the people venerate earth and it is referred to as mother nature which we see in the poem. The rails cut right through their home but they don’t view them like the average person. They view the tracks as if they are scars across mother earths face and her face is the Native American’s homeland. She is scarred for eternity but she is perfect in their dreams. This symbolism is ironic because the children try to reach home using the railroad that ruined natural life for them and many other Native Americans. In the second stanza the speaker says “The worn-down welts of ancient punishments lead back and fourth” (15-16). Which can be talking about the marks on the children’s bodies after getting caught while running away. But the “word-down welts” can also symbolize the welts that were put on mother nature throughout history. The last five lines of the poem sums up the symbol of hope through their memories and dreams. The last line of the poem says, “the spines of names and leaves.” (20-24). The “spines” symbolize the physical strength of the children and their ability to maintain hope individually “names”, and for their tribe
The first poem that I chose was by the poet Julia Alvarez titled “Queens, 1963” this told the story of a family that has moved into in Queens, NY. The writer and narrator of this story is from the Dominican Republic. One year has passed for the family to finally settle into the neighborhood. This time an African American family has moved right across the street. The young girl notices how her neighbors have not treated this family with kindness and respect. More police have been seen patrolling through the neighborhood. When reading this poem my initial thoughts were that “Queens, 1963” describes the American people's behavior towards foreigners and their reactions. Alvarez states, “Mr. Scott, the retired plumber, and his plump Midwestern wife, considered moving back home, where white and black got along by staying where they belonged.” (Alvarez, pp 952) It will take another year and another family that will move into their neighborhood, than once the African American family settles in another family will be placed under the same scrutiny.
In the second half of the poem, a new facet of the speaker's attitude is displayed. In line 17, she wants to improve the ugliness of her "child" by giving him new clothes; however, she is too poor to do so, having "nought save homespun cloth" with which to dress her child. In the final stanza, the speaker reveals poverty as her motive for allowing her book to be sent to a publisher (sending her "child" out into the world) in the first place. This makes her attitude seem to contradict her actions.
In his narrative poem, Frost starts a tense conversation between the man and the wife whose first child had died recently. Not only is there dissonance between the couple,but also a major communication conflict between the husband and the wife. As the poem opens, the wife is standing at the top of a staircase looking at her child’s grave through the window. Her husband is at the bottom of the stairs (“He saw her from the bottom of the stairs” l.1), and he does not understand what she is looking at or why she has suddenly become so distressed. The wife resents her husband’s obliviousness and attempts to leave the house. The husband begs her to stay and talk to him about what she feels. Husband does not understand why the wife is angry with him for manifesting his grief in a different way. Inconsolable, the wife lashes out at him, convinced of his indifference toward their dead child. The husband accepts her anger, but the separation between them remains. The wife leaves the house as husband angrily threatens to drag her back by force.
“Little Red Cap” quickly became a household tale among children and adults, due to the imperative lessons that it directs to children and their parents'. Behind the initial story lies a message which, ”Cautions young girls to mind their mothers and not stray from the path to wander in the forbidden woods” (Rholetter). The forest represents any unfamiliar place that children can easily become lost within, while the path to grandmother’s house can represent a place the child is accustomed to. As soon as Little Red Cap begins her journey, she is confronted by a wolf. When they first meet, the wolf acts as a polite gentleman would towards any young lady which earns Little Red Cap’s trust instantly, "Little Red Cap, just where does your grandmother live? said the Wolf. Little Red Cap eagerly replied, Her house is a good quarter hour from here in the woods, under the three large oak trees. There's a hedge of hazel bushes there. You must know the place”(Grimm). This portrays children being subjected to the danger of strangers acting as friends to others for their own personal gains. The Brothers Grimm version of “
The fairytale Little Red Riding Hood by Charles Perrault is a story that recounts the adventure of the protagonist Little Red Riding Hood as she fulfills her mother’s wishes to bring a package to her ill grandmother. Perrault’s short story conveys influential life themes on the idea of male predation on adolescent women who fall victim to male deception. Perrault successfully portrays these themes through his use of rhetorical devices such as personifying the actions of the antagonist Wolf predator as he preys on the protagonist Little Red. Perrault illuminates the central theme of upholding sexual purity and being aware of eminent threats in society in his work. Roald Dahl’s poem, Little Red Riding Hood and the Wolf, is an adaptation to
Little Red Cap is the Brothers Grimm’s version of Charles Perrault’s original fairy tale Little Red Riding Hood. The original is written as a moralistic story, in which ‘Little Red Riding Hood’ is eaten by the wolf, the moral being that children, particularly female, should not approach strangers. Feminist critics could argue that the original story is warning against curiosity and freedom. This is because in the original version Little Red Cap is told “not to run off the path” which implies she shouldn’t go beyond the social expectation of women. However, Duffy subverts the classic and as stated in her 2005 interview she “finds a truth which hadn’t been amplified previously”.