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Recommended: Use of Symbolism
The creative format I have attempted to do here is a poem in which I describe a situation in my life that is somehow related to Wendy Rose’s poems in which she describes several of her personal experiences within’ the society she has lived and her ancestors. My intent is to show the reader that by using literary techniques such as metaphors, symbolism, and personification that the style of writing of my poems will demonstrate the relationship with Wendy Rose’s style of writing. The intended audience is teenagers and adults for the reason that the poems I made have deeper meanings than what they are actually describing. The register of this poem is simple though very profound and deep. The aspects of the original work I focused on are the personal experiences that Wendy Rose has had throughout her description in the poems and I explored these elements by analyzing several of her poems.
Poem #1: A Time in Your Life
There’s a time in life
where you get to know
whether that other someone felt something deep about you.
There’s another time in life,
Were you realize that everythi...
Tricia Rose has a very detailed look to post-industrialism and hip hop. One of the main points used in her essay, A Style Nobody Can Deal With says, “post-industrialism is inscribed in hip hop style, sound, lyrics and thematics” (71). She explains, “Hip hop is an Afro-diasporic cultural form which attempts to negotiate the experiences of marginalization, brutally truncated opportunity and oppression within the cultural imperatives of African-American and Caribbean history, identity and community” (71). Her statement is portrayed in many things including our lectures, movies, and songs. One of the biggest examples I found were in Nas’ music, he explains history and life as he was growing up for everyone to see. In the song, “The World is Yours” he shows the post-industrialism through his lyrics. A few examples that I think can relate to the subject are, “I can’t call it; the
In her poem “The School Children”, Louise Gluck uses imagery by applying an extended metaphor to show how going to school is similar to going to battle and by describing the mothers’ actions through the use of vivid verbs to portray the disconnection between children and their guardians, despite the sacrifices that mothers make.
The poems “Sea Rose” by H.D and “Vague Poem” by Elizabeth Bishop were both written by two women who took over the Victorian era. H.D’s works of writing were best known as experimental reflecting the themes of feminism and modernism from 1911-1961. While Bishop’s works possessed themes of longing to belong and grief. Both poems use imagery, which helps to make the poem more concrete for the reader. Using imagery helps to paint a picture with specific images, so we can understand it better and analyze it more. The poems “Sea Rose” and “Vague Poem” both use the metaphor of a rose to represent something that can harm you, even though it has beauty.
This essay will explore how the poets Bruce Dawe, Gwen Harwood and Judith Wright use imagery, language and Tone to express their ideas and emotions. The poems which will be explored throughout this essay are Drifters, Suburban Sonnet and Woman to Man.
In her poem entitled “The Poet with His Face in His Hands,” Mary Oliver utilizes the voice of her work’s speaker to dismiss and belittle those poets who focus on their own misery in their writings. Although the poem models itself a scolding, Oliver wrote the work as a poem with the purpose of delivering an argument against the usage of depressing, personal subject matters for poetry. Oliver’s intention is to dissuade her fellow poets from promoting misery and personal mistakes in their works, and she accomplishes this task through her speaker’s diction and tone, the imagery, setting, and mood created within the content of the poem itself, and the incorporation of such persuasive structures as enjambment and juxtaposition to bolster the poem’s
Fulfilling the roles of both mother and breadwinner creates an assortment of reactions for the narrator. In the poem’s opening lines, she commences her day in the harried role as a mother, and with “too much to do,” (2) expresses her struggle with balancing priorities. After saying goodbye to her children she rushes out the door, transitioning from both, one role to the next, as well as, one emotion to another. As the day continues, when reflecting on
One of the most beautiful things about poetry is the fact that one event can spark the most beautiful poems from an author’s mind. Similar events can be interpreted and presented in countless ways based upon the impact they held on the poet. Every poem is different in regards to form, rhyme scheme, rhetorical strategies, meaning, and countless other aspects, while they can still be mainly about similar events. Both Dudley Randall’s “Ballad of Birmingham” and Gwendolyn Brooks’ “A Bronzeville Mother Loiters in Mississippi. Meanwhile, A Mississippi Mother Burns Bacon” are written in the same era and convey similar messages; however, each poem’s form, point of view, and how they each approach the idea of preconceived notions are what set the two
Plath and Sexton's lifetimes spanned a period of remarkable change in the social role of women in America, and both are obviously feminist poets caught somewhere between the submissive pasts of their mothers and the liberated futures awaiting their daughters. With few established female poets to emulate, Plath and Sexton broke new ground with their intensely personal, confessional poetry. Their anger and frustration with female subjugation, as well as their agonizing personal struggles and triumphs appear undisguised in their works, but the fact that both Sexton and Plath committed suicide inevitably colors what the reader gleans from their poems. However, although their poems, such as Plath's "Daddy" and Sexton's "Little Girl, My String Bean, My Lovely Woman," deal with the authors' private experiences, they retain elements of universality; their language cuts through a layer of individual perspective to reach a current of raw emotion common to all human, but especially female, understanding.
When writing poetry, there are many descriptive methods an author may employ to communicate an idea or concept to their audience. One of the more effective methods that authors often use is linking devices, such as metaphors and similes. Throughout “The Elder Sister,” Olds uses linking devices effectively in many ways. An effective image Olds uses is that of “the pressure of Mother’s muscles on her brain,” (5) providing a link to the mother’s expectations for her children. She also uses images of water and fluidity to demonstrate the natural progression of a child into womanhood. Another image is that of the speaker’s elder sister as a metaphorical shield, the one who protected her from the mental strain inflicted by their mother.
The author uses imagery, contrasting diction, tones, and symbols in the poem to show two very different sides of the parent-child relationship. The poem’s theme is that even though parents and teenagers may have their disagreements, there is still an underlying love that binds the family together and helps them bridge their gap that is between them.
It is a way to crucially engage oneself in setting the stage for new interventions and connections. She also emphasized that she personally viewed poetry as the embodiment of one’s personal experiences, and she challenged what the white, European males have imbued in society, as she declared, “I speak here of poetry as the revelation or distillation of experience, not the sterile word play that, too often, the white fathers distorted the word poetry to mean — in order to cover their desperate wish for imagination without insight.”
Nikki Giovanni and Linda Hogan both wrote poems in the 1970s about their grandmothers that seem totally different to the unaware reader. In actuality, they are very similar. These two poems, Legacies and Heritage, express the poet’s value of knowledge passed down from grandmother to granddaughter, from generation to generation. Even though the poems are composed and read very differently, the underlying message conveyed is the same, and each are valid first-hand accounts of legacies and heritages.
Since the dawn of time, human beings have been in a constant struggle to survive. Whether you are a man or women, black or white, rich or poor, the hardships of life have seemed to bind us together in a very cruel world. Many poets write about poverty, envy, and the outcome of war which are just a few of the many battles people fight everyday. Poems such as “Women Work”, “Richard Corey”, and “The Sad Children’s Story” define the different meanings of life.
Gwendolyn Brook’s “Ballad of Pearl May Lee” came from her book called Street in Bronzeville. This book exemplifies Brook’s “dual place in American literature” (Smith, 2). It is associated with Modernist poetry, as well as the Harlem Renaissance. This book is known for its theme of victimizing the poor, black woman. “Ballad of Pearl May Lee” is a poem that uses tone to represent the complex mood of the ballad. While tone and mood are often used interchangeably, there are differences even though they often work together in a poem. A poem’s mood refers to the atmosphere or state of mind that the poem takes on. This is often conveyed through the tone, which is the style or manner of expression through writing. In this poem, Brooks uses tone to enhance the mood. This paper will shed light on the idea that the mood of the poem is affected by the tone in several ways in order to make the mood inconsistent. Some of the ways that tone does this is by several episodic shifts in the scene of the poem, the repetition of stanzas at the end of the poem, the use of diction, and the change in the speaker’s stance throughout the poem. These poetic techniques enhance the speaker’s current feeling of self-pity and revengeful satisfaction by her mixed emotions associated with this reflection.
In the poetry of William Blake and William Wordsworth, this difference between children and adults and their respective states of mind is articulated and developed. As a person ages, they move undeniably from childhood to adulthood, and their mentality moves with them. On the backs of Blake and Wordsworth, the reader is taken along this journey.