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More handpicked essays just for you.
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Combining the influence of Philip Larkin’s style of utilizing “plainspoken English” (“Deborah Garrison”), and writing what she knows, Deborah Garrison incorporates deceptively simple language with aspects of her life in her poetry construction. As a working mother, the narrator of Garrison’s, “Sestina for the Working Mother” offers insight regarding inner thoughts and emotions she experiences in everyday life. While her poem exposes internal conflict, Garrison provides hope. Using concepts of attitude, emotion, imagery, and style, she demonstrates that performing the daily circus act of balancing work and motherhood, produces a natural inclination towards daydreaming about conceivable alternative realities, grappling with guilt, yet ultimately, realizing the selected path can function; balance is achievable. …show more content…
In the poem’s opening lines, she begins her day occupying the harried mother role, and with “too much to do,” (2) expresses her struggle to balance priorities. After saying goodbye to her children, and rushing out the door, she transitions from one role to the next, as well as, one emotion to another. As the day proceeds, when reflecting on her life choices, she wonders “what she might have been as a mother” (23), fantasizing about being around, experiencing more of her children's development and daily life. By deciding to pursue her current situation, she must entrust her children’s wellbeing to another, rather than herself, and as she “feels the quick stab […]” (36) she experiences flashes of guilt. However, knowing she has happy and well cared for children, in spite of it all, creates recognition of the situation’s
The speaker’s rocky encounter with her ex-lover is captured through personification, diction, and tone. Overall, the poem recaps the inner conflicts that the speak endures while speaking to her ex-lover. She ponders through stages of the past and present. Memories of how they were together and the present and how she feels about him. Never once did she broadcast her emotions towards him, demonstrating the strong facade on the outside, but the crumbling structure on the inside.
Hence, the poem's tone contains elements of remorse as well as impassivity. The traveler's detached description of the mother, "...a doe, a recent killing; / she had stiffened already, almost cold" (6-7), and the wistful detail with which he depicts her unborn offspring, "...her fawn lay there waiting...
These lines demonstrate the stage of adulthood and the daily challenges that a person is faced with. The allusions in the poem enrich the meaning of the poem and force the reader to become more familiar with all of the meaning hidden behind the words. For example, she uses words such as innocence, imprisonment and captive to capture the feelings experienced in each of the stages. The form of the poem is open because there are no specific instances where the lines are similar. The words in each stanza are divided into each of the three growth stages or personal experiences.
The mother’s great concern for her daughter is relatable as well in the poem. Readers of the Ballad of Birmingham who have children will strongly relate to the mother’s spoken concern for her daughter’s safety:
...expressed such as in, ‘An impromptu for Ann Jennings’. In this poem Harwood recalls the times that she and a friend experienced during motherhood. She talks of beautiful memories, ‘Nursing…by huge fires of wattle…’ and ends the poem with, ‘to know; our children walk the earth.’ This line is very powerful in that it expresses Harwood’s sheer joy and gratefulness she has for having children and for having a friend to help her along the way. This line becomes imbedded in her audience as its great strength of structure, it opens a window in which some women or mothers can relate and share an un-dividing connection to Harwood’s poems.
The first four stanzas are a conversation between the mother and daughter. The daughter asks for permission to attend a civil rights march. The child is a unique one who believes that sacrificing something like “play[ing]” for a march that can make a difference will be worthwhile (2). However, the mother understands that the march is not a simple march, but a political movement that can turn violent. The mother refuses the child’s request, which categorizes the poem as a tragedy because it places the child in the chur...
“She wanted a little room for thinking” (1) is how Dove begins her poem, and this automatically lets the reader know that the female subject of the poem has been troubled by something, or someone. This line alone portrays the gender of the poem, and it welcomes the reader into the life of this woman who desires to reflect on whatever has been troubling her. By using the pronoun “She,” as opposed to “I,” Dove looks in on the life of an unknown woman and not on the life of her own. Throughout the poem, we learn about this woman’s miniature escape away from her daughter, Liza, and all of the responsibilities that come with being a mother. The poem’s title also tells the reader that this stressed woman is in search for something not within reach. Taking a look at the role of gender, the life of Dove herself, and the knowledge shared by scholars Stein, Meitner, and Righelato, a deeper look...
Harwood wrote the poem with relatively simple composition techniques but it provides a rather big impact which helps to give an insight into the life of a mother or nurturer which bares the burdens of children.
Influenced by the style of “plainspoken English” utilized by Phillip Larkin (“Deborah Garrison”), Deborah Garrison writes what she knows, with seemingly simple language, and incorporating aspects of her life into her poetry. As a working mother, the narrator of Garrison’s, “Sestina for the Working Mother” provides insight for the readers regarding inner thoughts and emotions she experiences in her everyday life. Performing the daily circus act of balancing work and motherhood, she, daydreams of how life might be and struggles with guilt, before ultimately realizing her chosen path is what it right for her and her family.
Elizabeth Bishop’s Sestina is a short poem composed in 1965 centered on a grandmother and her young grandchild. Bishop’s poem relates to feelings of fate, detriment, and faith that linger around each scene in this poem. There are three views in which we are being narrated in this story; outside of the house, inside of the house, and within the picture the grandchild draws. The progression of the grandmother’s emotions of sadness and despair seen in stanza one to a new sense of hope in stanza six are what brings this complex poem to life. Bishop’s strong use of personification, use of tone, and choice of poetic writing all are crucial in relaying the overall message. When poetry is named after its form, it emphasizes what the reader should recognize
Through diction, the tone of the poem is developed as one that is downtrodden and regretful, while at the same time informative for those who hear her story. Phrases such as, “you are going to do bad things to children…,” “you are going to suffer… ,” and “her pitiful beautiful untouched body…” depict the tone of the speaker as desperate for wanting to stop her parents. Olds wrote many poems that contained a speaker who is contemplating the past of both her life and her parent’s life. In the poem “The Victims,” the speaker is again trying to find acceptance in the divorce and avoidance of her father, “When Mother divorced you, we were glad/ … She kicked you out, suddenly, and her/ kids loved it… ” (Olds 990). Through the remorseful and gloomy tone, we see that the speaker in both poems struggles with a relationship between her parents, and is also struggling to understand the pain of her
The speaker reflects on the teenage girl’s childhood as she recalls the girl played with “dolls that did pee-pee” (2). This childish description allows the speaker to explain the innocence of the little girl. As a result, the reader immediately feels connected to this cute and innocent young girl. However, the speaker’s diction evolves as the girl grew into a teenager as she proclaims: “She was healthy, tested intelligent, / possessed strong arms and back, / abundant sexual drive and manual dexterity” (7-9). The speaker applies polished language to illustrate the teen. This causes the reader not only to see the girl as an adult, but also to begin to grasp the importance of her situation. The speaker expresses what the bullies told this girl as she explains: “She was advised to play coy, / exhorted to come on hearty” (12-13). The sophisticated diction shifts towards the girl’s oppressors and their cruel demands of her. Because of this, the reader is aware of the extent of the girl’s abuse. The speaker utilizes an intriguing simile as she announces: “Her good nature wore out / like a fan belt” (15-16). The maturity of the speaker’s word choice becomes evident as she uses a simile a young reader would not understand. This keeps the mature reader focused and allows him to fully understand the somberness of this poem. The speaker concludes the poem as she depicts the teenage girl’s appearance at her funeral: “In the casket displayed on satin she lay / with the undertaker’s cosmetics painted on” (19-20). The speaker elects not to describe the dead girl in an unclear and ingenuous manner. Rather, she is very clear and
The poem also focuses on what life was like in the sixties. It tells of black freedom marches in the South how they effected one family. It told of how our peace officers reacted to marches with clubs, hoses, guns, and jail. They were fierce and wild and a black child would be no match for them. The mother refused to let her child march in the wild streets of Birmingham and sent her to the safest place that no harm would become of her daughter.
In a typical family, there are parents that expected to hear things when their teenager is rebelling against them: slamming the door, shouting at each other, and protests on what they could do or what they should not do. Their little baby is growing up, testing their wings of adulthood; they are not the small child that wanted their mommy to read a book to them or to kiss their hurts away and most probably, they are thinking that anything that their parents told them are certainly could not be right. The poem talks about a conflict between the author and her son when he was in his adolescence. In the first stanza, a misunderstanding about a math problem turns into a family argument that shows the classic rift between the generation of the parent and the teenager. Despite the misunderstandings between the parent and child, there is a loving bond between them. The imagery, contrasting tones, connotative diction, and symbolism in the poem reflect these two sides of the relationship.
Social issues are displayed in many poets’ work and their beliefs on these issues are exposed intentionally through the use of various techniques. Judith Wright conveyed her view on social issues in most of her poems, and built her argument by using a variety of poetic techniques which position the reader to comprehend her beliefs. By developing a socially critical perspective through her poems, Wright’s view of the world’s social issues is presented to the reader in a way that forces them to ponder on the aspects of society mentioned. “Woman to Man” and “Remittance Man” are two poems through which Wrights beliefs on pregnancy, the relationship between man and wife, and social dissatisfaction due to context are examined. Poetic techniques or devices such as rhythm, figurative language and rhyme all position the reader not only to be aware of the social issue, but also to understand it, often through Wright’s perspective. “Woman to Man” is an example of a poem which examines a social issue through poetic techniques, based on Wright’s context at the time.