In “The Shark” by EJ Pratt, the poet tends to use “he” when referring to the shark. The poet also describes the shark in a way that leads us to think that the shark is a symbol representing war. The poet suggests this by using metal descriptions of the shark such as “sheet iron”, “three-cornered”, “knife-edge”, “tubular” and “metallic grey” (4-6, 10, 19-20). So it could be that the poet is doing this to associate the shark with weapons used as war alas the association of metal in the poem. In my version, the shark is “she” rather than “he”. This changes the meaning of the poem. The meaning that I am trying to send to the readers is how women tend to think of each other. In the original version, the poet associates the shark with metal description. In my version, the metal descriptions as mentioned above are now “pennant flag”, “silvery grey”, “keen-edge” and “cannular” (4-6, 10, 19-20). Women are different from men. They do not use violence to solve matters, but rather they use their words and intelligence. When using these words, you can feel the change of tone from a harder tone to a softer one which is similar to the difference of violence and words. In line 15, the shark snaps at a flat-fish. In my version also line 15, the shark only glowers because females are not as aggressive as males. Females tend to look down upon other females just as the shark is doing in the poem.
Throughout “The Shark” by EJ Pratt, the poet places a lot of effective diction such as “leisurely”, “stirred”, “snapped”, “flash”, “shearing and “lithely” (2, 7, 15,17,23-25). These words are effective due to their tone and meaning. Comparing “snapped” to “glowered”, “glowered” has a less dangerous tone (15). In my version, replacing all the effective diction changes the tone of the poem. In the original version, the poet describes the shark in a way that guides us to believe that the shark is an impenetrable, fearless and powerful creature using metal descriptions of the shark such as “sheet iron”, “three-cornered”, “knife-edge”, “tubular” and “metallic grey” (4-6, 10, 19-20).With the changes of the diction, the feeling is no longer there and now creates a feminine feeling of the shark, where the shark seems less terrifying due to different wording such as “lithely” to “slenderly” (24). In the original version, there is repetition of the word “leisurely” which is now “casually” (2, 25).
To begin, the poem presents gender and their associated stereotype with items usually linked to one gender. As the poem opens Redel addresses her sons “scarlet nails” that are decked with “rings’ and “jewels.” As nail polish and jewelry are typically feminine items, one can sense the challenge in Redel’s tone as she describes her son wearing them. Additionally, Redel presents the items “a truck with a remote that revs” and “Hot wheels” to introduce items that generally young boys own. These toys are described since society would prefer her son to play with such toys rather than to “love the glitter.” Thus, gender stereotypes are presented in mundane items that typically the opposite sex does not experiment with. This interaction is looked down upon by others, but Redel is
The film Sharkwater is a documentary directed and produced by Rob Stewart. Rob is an underwater photographer and a biologist that has a fascination with sharks, and their behavioral aspects. His way of studying these creatures he is able to learn about life and how to survive on this earth. This film showed the characteristics of reflexive documentary, this is because of the attention drawn into the sharks, their behaviors, and how we are affecting them. A statement that really stuck the documentary is people are taught their whole entire lives that sharks are dangerous but when you finally see it underwater your whole life can change in a flash. Rob made a very valid point as well, which is believed to be his thesis statement.
To quote Ben Jonson,” Weigh the meaning and look not at the words” to put this simply he means do not merely look at what is written literally because often what one is reading is only half of what the author has written. Some authors compose their works, giving the world a thrilling or informative story on the surface, but in actuality their real purpose in writing them is the hidden meanings within or underneath the stories which only those who are truly paying attention will notice and understand. Zone off for just a second and whole world could be missed. Cousteau’s work “How to Swim with Sharks: A Primer” may seem to the inexperienced or uninterested reader an ordinary guide to swimming with sharks, but any who delve deeper will notice
The author uses diction in the passages to signify the effect of the author¡¯s meaning in story and often sway readers to interpret ideas in one way or another. The man in the story arrives to a ¡°[dry] desert¡± where he accosts an animal with ¡°long-range attack¡± and ¡°powerful fangs.¡± The author creates a perilous scene between the human and animal in order to show that satisfaction does not come from taking lives. With instincts of silence and distrust, both of them freeze in stillness like ¡°live wire.¡± In addition, the man is brought to the point where animal¡¯s ¡°tail twitched,¡± and ¡°the little tocsin sounded¡± and also he hears the ¡°little song of death.¡± With violence ready to occur, the man tries to protect himself and others with a hoe, for his and their safety from the Rattler. The author criticizes how humans should be ¡°obliged not to kill¡±, at least himself, as a human. The author portrays the story with diction and other important techniques, such as imagery, in order to influence the readers with his significant lesson.
head of a hammer. Their eyes and nostrils are at the ends of the hammer. There
A fisherman sits in his boat on the open sea, alone save for the fish below the water’s surface. The calmness of the ocean is disrupted by something underneath, something big. Fear seeps through the fisherman’s heart as he sees the shiny gray dorsal fin pierce the sun-glinted surface of the ocean. The creature stops its ritual and pulls its head out of the water, revealing the face of a great white: scars from countless battles in the ocean’s depths, a mouth full of lethal daggers, and dark, savage eyes.
In a crucial scene in Jaws, chief Martin Brody must use his mistake as guide for to him complete his goal of saving the town from the antagonistic shark. After catching a tiger shark, the local town fishermen all celebrate their victory together with Brody and the mayor believing they have solved Amity Island’s problem. Soon the mother of the deceased child who was killed by the great shark appears on the boardwalk. Her costume, a solid black dress appropriate for a funeral, contrasts with the bright sunny day on the beach that is represented with high-key lighting. The dress also symbolizes the mother’s multiple feelings of mourning for her child and her anger towards Brody, which again juxtaposes the feelings of success among Brody and the fishermen. Her conversation with the police chief is executed through a shot-reverse shot sequence but she catches Brody’s attention with a smack to his face. She goes on how Brod...
Unfortunately, we have the tendency to go about this by developing attachments and cravings, which causes us to feel suffering during this process. This view becomes much more comprehensible if we make the connection that the shark symbolizes consumerism and materialism in our modern reality. Due to the central role money and economic forces plays within everyone’s lives, “the new shoes or handbag, the new boyfriend or girlfriend” is just like the shark as it “tears [our] innocence to pieces” which creates the unhealthy desire to obtain more than we require (Sluyter 99,101). As a result, we begin to exhibit the unsatisfiable and isolated persona of the shark who “relentlessly [consumes] one fish after another” (Sluyter 99). However, we must realize that attempting to create a sense of fulfillment through material items would be in vain because during our search for the sense of wholeness, we forget that it “ironically surrounds us like an ocean” (Sluyter
Before affiliating the crew aboard the ship with Moby Dick, there are some comparisons to be made between them and ocean inhabitants in general. While living in the ocean environment the men begin to acquire the same survival techniques as some of the organisms in the ocean. The manner in which the whalers go about slaughtering the whales is much like the way that the sharks react to the whale carcass being held stagnate in the water. "....because such incalculable hosts of sharks gather round the moored carcass, that were he left so for six hours, say, on a stretch, little more that the skeleton would be visible by mornong"(Melville 328). These sharks are savages in the face of sustenance. In most cases the sheer size of the whale prohibits it from being captured and consumed by the sharks. The only chance that they have at these huge beasts is when they are slung along side the whaling ships. Once they have their opening to this plethora of meat it becomes a barbaric feeding frenzy. These actions of the sharks reflect the actions of the whalers when taking part in the slaying of a whale. "Soon ranging up by his flank, Stubb, firmly planting his knee in the clumsy cleat, darted dart after dart into the flying gish.
Lawrence uses figurative language in order to present his ideas of societies expectations of a man. Lawrence changes the structure and style of “Snake” in order to highlight the struggles of the narrator. Specifically, when writing about the snake he uses repetitive and flowing words. He also uses traditional devices like alliteration, for example “and flickered his two-forked tongue from his lips.” The use of these technics gives the snake an almost human like feel that the reader can connect to. At the same time, Lawrence writes about the log used to hurt the snake in a different style creating such a contrast between the snake’s description and the log. The words describing the log are much different, “and threw it at the water trough with a clatter.” The changing styles helps emphasize the internal struggle the narrator is experiencing as he tries to figure out if he should do as society dictates and kill the snake like a man or do as he wishes and leave the snake in peace as his guest at the water
Elizabeth Bishop's use of imagery and diction in "The Fish" is meant to support the themes of observation and the deceptive nature of surface appearance. Throughout the course of the poem these themes lead the narrator to the important realization that aging (as represented by the fish) is not a negative process, and allows for a reverie for all life. Imagery and diction are the cornerstone methods implemented by Bishop in the symbolic nature of this poem.
In Herman Melville’s Moby Dick and Ernest Hemingway’s The Old Man and the Sea we are introduced to two individuals who share different opinions on nature and the marvelous creatures that make up the world around them. In this paper, I will explore the differences between Captain Ahab and Santiago. In Moby Dick, we are introduced to Captain Ahab and his personal quest to avenge the personal loss he suffered at the jaws of what he considered to “evil” while Ishmael recounts “ Ahab did not fall down and worship it like them; but deliriously transferring its idea to the abhorred white whale, he pitted himself, all mutilated, against it. All that most maddens and torments; all that stirs up the lees of things; all truth with malice in it; all that cracks the sinews and cakes the brain; all the subtle demonisms of life and throught; all evil, to crazy Ahab, were visibly personified and made practically assailable in Moby Dick” (Melville pg 156.) In this, he describes how Ahab’s previous encounter with the whale has tainted his opinion on the traditional values of “white” representing purity and righteousness and replaced it with the notion of the color representing evil and cruelty as though Ahab believed Moby Dick had a personal vendetta against him instead of nature simply protecting itself against a great threat.
One of the most prevalent of the literary tools used in this poem is the simile. Repeatedly throughout the poem Bishop uses the simile to give the reader a clearer picture of the situation at hand. The simile is an ideal literary tool to use when the author is trying to convey a sensory description of an object or idea. When describing the fish?s physical appearance in lines 9-15 she compares the fish?s skin to ?ancient wallpaper?; this immediately gives the reader an impression of the age and outward appearance of the fish. Later in the poem when in lines 61-62 she describes the pieces of broken fishing line hanging from the fish?s mouth as ?medals with their ribbons / frayed and wavering? she is using a simile to give the impression of pride and honor. This comes at a point when ...
Since this bond of brotherhood is felt by all the men in the boat, but not discussed, it manifests in small ways as the men interact with each other. They are never irritated or upset with each other, no matter how tired or sore they are. Whenever one man is too tired to row, the next man takes over without complaining. When the correspondent thinks that he is the only person awake on the boat, and he sees and hears the shark in the water, the narrator says, “Nevertheless, it is true that he did not want to be alone with the thing. He wished one of his companions to awaken by chance and keep him company with it” (Crane 212).
“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.