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Analysis of The Moose Elizabeth Bishop's "The Moose" is a narrative poem of 168 lines. Its twenty-eight six-line stanzas are not rigidly structured. Lines vary in length from four to eight syllables, but those of five or six syllables predominate. The pattern of stresses is lax enough almost to blur the distinction between verse and prose; the rhythm is that of a low-keyed speaking voice hovering over the descriptive details. The eyewitness account is meticulous and restrained. The poem concerns a bus traveling to Boston through the landscape and towns of New Brunswick. While driving through the woods, the bus stops because a moose has wandered onto the road. The appearance of the animal interrupts the peaceful hum of elderly passengers' voices. Their talk—resignedly revolving itself round such topics as recurrent human failure, sickness, and death—is silenced by the unexpected advent of the beast, which redirects their thoughts and imparts a "sweet sensation of joy" to their quite ordinary, provincial lives. The poem is launched by a protracted introduction during which the speaker indulges in descriptions of landscape and local color, deferring until the fifth stanza the substantive statement regarding what is happening to whom: "a bus journeys west." This initial postponement and the leisurely accumulation of apparently trivial but realistic detail contribute to the atmospheric build-up heralding the unique occurrence of the journey. That event will take place as late as the middle of the twenty-second stanza, in the last third of the text. It is only in retrospect that one realizes the full import of that happening, and it is only with the last line of the final stanza that the reader gains the necessary distance to grasp entirely the functional role of the earlier descriptive parts. Now the reader will be ready to tackle the poem again in order to notice and drink in its subtle nuances. Bishop's artistry will lie plain, particularly her capacity to impart life to a rather unnerving redundancy of objects and to project a lofty poetic vision from a humble, prosaic incident. Forms and Devices Description and narrative are the chief modes of this poem. Nevertheless, at critical moments the actual utterance of the anonymous characters is invited in ("Yes, sir,/ all the way to Boston"). The binder of these varied procedures is the speak... ... middle of paper ... ...such a dialogue by mocking the hooting of owls. To his delight, the birds responded in kind. In between the mystic silences, nature"'"s deeper secret motions flooded the boy's heart and soul. For the British Romantic, such a communion with nature could still be available to a few elected spirits whose purity and innocence had already marked them for intense experiences and an early death. Hollander also noted a connection between Robert Frost's poem "The Most of It" and "The Moose." Frost had his male protagonist proudly call out to nature for something more than the "copy speech" that the Winander Boy had elicited from his owls. His wish for "counter-love, original response" was finally granted by the sheer chance appearance of a powerful buck that, lordlike, tore his way through tarn and wilderness without bothering at all to acknowledge the presence of the human intruder. By contrast, Bishop's female moose has the curiosity to approach the trespassing bus in order to look it over and assess it in her mute, nonaggressive way. Finally, it is the bus that, pressed for time, leaves the spot—her territory—while the moose remains on the moonlit macadam road without budging.
Kinnell picks a certain style to write his poem. Of all the forms, he chooses to write The Bear with as little words as possible. Through this method, the poet manages to incorporate that like the verses of the poem, life is short. Also, Kinnell makes his poem more realistic by putting us in the driver’s seat. He writes the poem in first person, constantly using the word “I”. First person perspective allows the reader to connect faster than a third person would. We begin to picture our self in the situation and allow our imagination to think like the hunter. By using enjambment, repetition, and short phrases he keeps the poem spontaneous. This allows the reader to quickly visualize events in the poem to help show events that happened within the poem, but not in too much detail that our interest is lost. For example, in the first four lines the poet writes, “In l...
The Islamic Republic of Iran, formerly known as Iran or Persia, was crowded with a young generation looking for full freedom against the Shah. Persia, once as a powerful country with vast oil resources, soon became a vulnerable nation, ready to accept a new leader to guide them. The people were ready for change, but were the changes they got the changes they were looking for. The people wanted freedom against the shah, (For generations Iran was ruled by Kings) who allowed some freedoms, but it was somewhat limited. The people wanted freedom of speech, so that the press could freely publish their own opinions. They wanted to get rid of a law that made all eighteen-year-old males attend two years of military service unless they are accepted to a university, which would allow them attend the army later as a service worker. The shah was anti-religious, which was not ideal for many of the civilians in Iran. Savak (Secret organization of Iran) was accused of many anti – human rights actions, such as killing students who protested and immediately jailing press members for inappropriate conduct. A major problem was that the shah was a “puppet” of the United States many say, because the Shah would constantly confer with the U.S. of all of his decisions as ruler. The after affects of the revolution resulted in similar conditions, however. Human rights are horrible, the government limits all freedoms, the economy has suffered greatly, average salaries are hard to live with, most of the educated people in Iran fled to foreign countries, the quality of public schools is horrible, and the government still controls all television broadcasts and keeps a watchful eye on the newspapers. From bad to worse is what many people feel has become of Iran, but the people are ready for a real change.
"The Bull Moose" is a poem by one of the great Canadian poets, Alden Nowlan. It is a finely crafted poem by a very talented poet. It reminds us how far away from Nature the lives of ordinary men and women have strayed. This is something common to all of us who live so much our lives in buildings and who so rarely experience Nature in its raw form. Nowlan creates powerful layers of images, and contrasts them in a way to make us feel just how damaging to our minds and souls this separation from Nature has been. His poem is Romantic in the way it tries to remind us of how far we have fallen and how hollow our idea of progress is. Indeed, Nowlan suggests that we may be more of a beast than the moose.
Being chauffeured around in a white person’s car and being a Negro did not mix well. When the car took a bad turn and crashed, Ethel and one other girl were pinned inside the crashed car. Ethel had hoped that someone would stop, and she prayed and prayed, but deep down she knew what happened to Negros who was in a white man’s car – they wouldn’t make it. When two white folks walked passed and saw Ethel they laughed and called them “Nigger bitches”. Ethel defended herself, “I’m suffering. I am a human being, and so are you. You know that if two colored men came along and found two white women pinned under a car they’d help them. How can you be so inhuman?” (97). This passage practically shows the meaning behind His Eye is on the Sparrow. It shows that there is no difference between white and colored people, but it’s so hard for people to get past the physical features to realize inside we are all equal. Ethel was right when she said two colored men would help two white women, and those white men knew she was right. Those men knew Ethel had a point and now they had no choice but to help her and her friend. When Ethel was in the hospital, she had two doctors who mistreated her horrible leg injury. Her wound was severely infected because the two doctors never helped her, and her leg could have been amputated. Soon, an African American doctor met with Ethel and helped treat her
The west, who trusted the Shah to rule Iran safely with the help of CIA trained SAVAK, never picked up on the momentum of the revolution within Iran. They perceived that the Shah had Iran under control and therefore did not intervene until it was too late. The Shah also had a misperception of Khomeini and his revolution. The Shah believed that by exiling Khomeini from Iran, he had taken care of any threat Khomeini posed. He was oblivious to the fact, however, that Khomeini had been establishing himself and nurturing anger towards the Shah ever since the White Revolution, sending cassette tapes into Iran from his exile in Paris with his preachings. With these tapes, Khomeini inspired demonstrations and unrest within Iran until the Shah was forced to abdicate in 1979. Finally, Khomeini also perpetuated a misperception that the groups of the opposition, including the bazarris, the peasants, and the Ulema, had the same goals and complaints. This perception unified the opposition under an ambiguous banner whose broad definition promoted inclusion and
The discovery of oil reserves in the Persian Gulf marked the beginning of the evolution of Iran to a modern industrial nation. (Document A) As the demand for crude oil skyrocketed, the wealth generated by Iran soared. The distribution of this wealth became a matter of contention. Additionally, with the transformation of Iran to an industrial nation, the introduction of western culture posed a problem for the strict Islamic community. The Iranian Revolution was a result of the economic, political, cultural and religious conflict that occurred within its borders.
This poem is divided into six stanzas with four lines each. The poem opens with “When the black snake flashed on the morning road” (1-2). The narrator uses “when” to signify the beginning of the story and introduces the snake as the main character. Labeling the snake as “black” gives it a dark and sinister appeal. The word “flashed” is used to demonstrate how fast the snake moved, and how quickly this event occurred. “Morning” is applied to the time of day that this event occurred. The narrator sees the snake quickly flash across the road. This sets up the scene in our minds. The “truck could not swerve” (3) implies that this was an accidental death. The poet uses “truck” to suggest a big vehicle that is unable to make quick moves or sudden stops. The narrator sees the snake flash across the road, into the path of a big truck that is unable to stop or swerve. “Death, that is how it happens” (4). The word “death” is italicized, emphasizing its importance. The p...
Though the White Revolution’s efforts were made to remove Islamic values, create a secular rule and “westernize” Iran by Shah Muhammad Reza Pahlavi, the people desired a fairer governmental rule immensely influenced by Islam. The Shah’s tight dictatorial rule and military expansion attempts were viewed as threats as well and resulted in the overthrowing of the government to create religious and political change. Although the Iranian Revolution was a religious and political movement that ended an oppressive rule to established a republic and which was fought to maintain Islamic beliefs, it was more a religious movement in that the movement was a result of desires to create a society influenced religiously and politically and that the result was a republic based on Islamic values and law.
Shah was the Supreme leader of Iran. The vast majority of people did not agree with his economic decisions and as a result he was overthrown by his people. His bad financial decisions led to high levels of inflation and a low standard of living. Wikipedia stated that, “Shah was perceived by many Iranians as beholden to if not a puppet of a non-Muslim Western power (the United States).”(Wikipedia; Background and causes of the Iranian revolution).
A poem without any complications can force an author to say more with much less. Although that may sound quite cliché, it rings true when one examines “The Fish” by Elizabeth Bishop. Elizabeth’s Bishop’s poem is on an exceedingly straightforward topic about the act of catching a fish. However, her ability to utilize thematic elements such as figurative language, imagery and tone allows for “The Fish” to be about something greater. These three elements weave themselves together to create a work of art that goes beyond its simple subject.
“The Fish,” written by Elizabeth Bishop in 1946, is perhaps most known for its incredible use of imagery, but this analysis does not merely focus on imagery. Instead, it is based on a quote by Mark Doty from his essay “A Tremendous Fish.” In it he says, “‘The Fish’” is a carefully rendered model of an engaged mind at work” (Doty). After reading this statement, it causes one to reflect more in-depth about how the poem was written, and not just about what its literal meaning lays out. In “The Fish,” Bishop’s utilization of certain similes, imagery in the last few lines, narrative poem style, and use of punctuation allows the audience to transport into the life of the fish; therefore, allowing them to understand Bishop’s ideas on freedom and wisdom.
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 title of Robert Frost’s lyric poem “Stopping by Woods on a Snowy Evening”, conjures mental imagery of a remote country lane with a nearby wood. They are filled with increasing shadows as the last light of day fades away. Snow falls gently and quietly upon the landscape, inviting a traveler to stop for a moment to view the scenery beside him. This carefully worded title paints a clear picture of the setting in which the poem takes place. Although the imagery and its associated feelings will be different for each reader, the title suggests taking time to put aside other endeavors for a brief moment to enjoy a spectacle of nature. The sound effects within the poem itself build upon the title as the situation unfolds, creating a light-hearted atmosphere indicative of a pleasant experience. Frost’s poem “Stopping by Woods on a Snowy Evening” uses meter, rhyme scheme, alliteration, and repetition to set the mood throughout the poem’s four stanzas.
“Stopping by Woods on a Snowy Evening” examines the relationship between the narrator and his surroundings. It appears as if the narrator admits a close personal connection with nature that can be viewed as irrational to the rest of the people. The narrator meets a horse for who he is sorry for being in the dark along. This horse being abandoned is without food and water. He is exhibiting his humanism and for his love for animals as well. A meaning behind the horse can be is that horse are domesticated animals. Being an animal, it is a part