There are different entities in how poems can be written for example it can draw out emotions, creates images, compressed ideas, rhythm, stimulate thoughts, and life experience. With poetry there are unique ways in writing them such as ballad, limerick, sonnet, ode, elegy, dramatic monologue, and haiku. Poetry has emotions and is well written in the “Boy at the Window” by Richard Wilbur. The three elements that are used in the “Boy at the Window” are it draws out emotions, forms, rhyme, and connotative device.
After reading and listening through the first paragraph the boy is lonely inside the house which is using the connotative device throughout. Then the boy shows his emotions as he weeps for the snowman by being outside. The snowman would melt by the rain, wind, fire, or the heat was really touching on how the boy felt. The real touching point is the child fears for the snowman and is sad for the snowman. While the snowman pities the child for knowing fear when he is surrounded by, “such warmth, such light, such love, and so much fear” (Clugston). Wilbur a poet wrote this poem about what he experienced when he was witnessing his son wondering why the snowman could not come inside and join the family. After all, “the poet said was about an actual boy looking out of an actual window at an actual snowman, so how could it possibly be about man in an over-industrialized world, a boy refusing to grow up, or a comparison of civilized man and primitive man, as some people claim” (Elisa, Reza, and Kim)
I believe listening and reading a poem can help understand a reader on what the author is talking about. For the “Boy at the Window,” hearing the background was beneficial for me to understand the poem. Wilbur’s rhythm had two stanza ...
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...on). Adam was the first human God created in the garden of Eden which is was described as beautiful. The boy is at the window experience what Adam was doing when he was in the garden of Eden, which would be a beautiful place. The boy is inside his home away from the wintery weather and enjoying the nice warmth and light. While the snowman is giving the boy a stare as if the boy banished the snowman like God did with Adam.
The poems main focus is on the boy and the snowman. The content, structure, and attributes of the poem uses are with deeply felt emotions, values, reflective, restrained, and orderly expressions. The elements did not affect my opinions for the poem, I think after reading the chapter; I agree that Wilbur is more of an emotional writer. It was entertaining reading the “Boy at the Window,” and learning about the different ways of analyzing the poem.
By reading one of Richard Wilbur’s poems, one can get extremely confused while trying to find the actual meaning of the poem. Someone could take the easy way out and not try to get deep down into the poem to find the real meaning, or one could investigate the poem and learn what Wilbur is trying to get across to the reader. In "Orchard Trees, January," one could pick up what Wilbur is trying to say if one takes the time to think about it. On some of his poems, though, it is nearly impossible to know what he is talking about. Only the interpretation from Wilbur himself could help one who is completely baffled by one of his poems. Authors often write their poems at the spur of the moment, and the mood that the poet is in reflects the meaning of the poem. Centenary College was lucky enough for Richard Wilbur to come to the school and explicate many of his poems. This helps in dissecting Wilbur’s poems.
From the combination of enjambed and end-stopped lines, the reader almost physically feels the emphasis on certain lines, but also feels confusion where a line does not end. Although the poem lacks a rhyme scheme, lines like “…not long after the disaster / as our train was passing Astor” and “…my eyes and ears…I couldn't think or hear,” display internal rhyme. The tone of the narrator changes multiple times throughout the poem. It begins with a seemingly sad train ride, but quickly escalates when “a girl came flying down the aisle.” During the grand entrance, imagery helps show the importance of the girl and how her visit took place in a short period of time. After the girl’s entrance, the narrator describes the girl as a “spector,” or ghost-like figure in a calm, but confused tone. The turning point of the poem occurs when the girl “stopped for me [the narrator]” and then “we [the girl and the narrator] dove under the river.” The narrator speaks in a fast, hectic tone because the girl “squeez[ed] till the birds began to stir” and causes her to not “think or hear / or breathe or see.” Then, the tone dramatically changes, and becomes calm when the narrator says, “so silently I thanked her,” showing the moment of
"Compressed emotions," that is the explanation a teacher once gave to the ongoing question, "What is poetry?" He said it was someone's deepest emotions, as if you were reading them right out of that person's mind, which in that case would not consist of any words at all. If someone tells you a story, it is usually like a shell. Rarely are all of the deepest and most personal emotions revealed effectively. A poem of that story would be like the inside of the shell. It personifies situations, and symbolizes and compares emotions with other things in life. Louise Erdrich's poem Indian Boarding School puts the emotions of a person or group of people in a setting around a railroad track. The feelings experienced are compared to things from the setting, which takes on human characteristics.
In today’s modern view, poetry has become more than just paragraphs that rhyme at the end of each sentence. If the reader has an open mind and the ability to read in between the lines, they discover more than they have bargained for. Some poems might have stories of suffering or abuse, while others contain happy times and great joy. Regardless of what the poems contains, all poems display an expression. That very moment when the writer begins his mental journey with that pen and paper is where all feelings are let out. As poetry is continues to be written, the reader begins to see patterns within each poem. On the other hand, poems have nothing at all in common with one another. A good example of this is in two poems by a famous writer by the name of Langston Hughes. A well-known writer that still gets credit today for pomes like “ Theme for English B” and “Let American be American Again.”
Frost uses different stylistic devices throughout this poem. He is very descriptive using things such as imagery and personification to express his intentions in the poem. Frost uses imagery when he describes the setting of the place. He tells his readers the boy is standing outside by describing the visible mountain ranges and sets the time of day by saying that the sun is setting. Frost gives his readers an image of the boy feeling pain by using contradicting words such as "rueful" and "laugh" and by using powerful words such as "outcry". He also describes the blood coming from the boy's hand as life that is spilling. To show how the boy is dying, Frost gives his readers an image of the boy breathing shallowly by saying that he is puffing his lips out with his breath.
One example of analyzing the poem is how the lines stop in random places. This can also be called, enjambment. The poem is describing a fight. When fights happen, they are fast and quick and intense, the author tries to recreate the chaos and speed of the fight by using enjambment. The second example of analyzing the poem is that the stanzas are broken up into four lines. The only lines that are not broken up into four lines are the last ones, which are broken up into couplets. The third example of analyzing this poem, is that there are a lot of metaphors that bring out the intense and vehement emotion, such as, “A wall of fire sethes…”. This brings out all the emotions in the air, and what the angry parents feel like, even though the author doesn’t say that they were mad, you can guess how much anger and tension is in the
I believe that the structure of this poem allows for the speaker to tell a narrative which further allows him to convey his point. The use of enjambment emphasizes this idea as well as provides a sense of flow throughout the entirety of a poem, giving it the look and feel of reading a story. Overall, I believe this piece is very simplistic when it comes to poetic devices, due to the fact that it is written as a prose poem, this piece lacks many of the common poetic devices such as rhyme, repetition, alliteration, and metaphors. However, the tone, symbolism, allusion and imagery presented in the poem, give way to an extremely deep and complicated
As characters in the poem are literally snow bound, they find that the natural occurrence actually serves a relaxing and warming purpose, one that brings together family. This effect is further achieved through the use of meter throughout the work as a whole. In its simplistic yet conversational tone, the author uses meter to depict the result that nature has forced upon these humans, who are but a small sample size that actually is representative of society that that time. Due to nature, the characters can talk, represented by the conversational meter, and thus, they can bond within the family. A larger representation of this more specific example can be applied to a more general perspective of human’s relationship with the natural world. Although “Snowbound” captures what humans do as a result of nature, it can also represent a larger picture, where nature appears at the most opportune times to enhance relationships from human to human. In “snowbound,” this is symbolized by the fire, “Our warm hearth seemed blazing free” (Whittier 135). This image relays a spirited, warm, mood full of security, which is expertly used by the author to show how fire, a natural phenomena, can provide such beneficial effects on humans. This very occurrence exemplifies how such a miniscule aspect of nature can have such a profound effect on a family, leaving the reader wondering what nature and its entirety could accomplish if used as a
One of the more effective allegories in the novel is the building of a snowman by Jem and Scout. There was not enough snow to make a snowman entirely out of snow, so Jem made a foundation out of dirt and then covered it with what snow they had. If the snowman was made completely out of snow, Jem's action would not be so significant. Scout is very surprised when she sees the brown snowman and she exclaims: "Jem, I ain't never heard of a nigger snowman." (72), and to this Jem replies: "He won't be black long." (72). Scout's words indicate the strange nature of the snowman which is half-black, half-white. Jem, however did not find it peculiar and he "scooped up some snow and began plastering it on". Gradually Mr. Avery turned white? (73). The symbol of the snowman, like every other symbol in literature, may have various interpretations depending on the reading of the individual. In the specific case the snowman can be seen in two ways.
,“Poetry is the spontaneous overflow of powerful feelings: it takes its origin from emotion recollected in tranquillity" as William Wordsworth, the English Romantic poet, stated. Poetry is a way to express vast emotions and feelings in a way which is unique to the poet. Poetry uses forms and conventions to suggest differential interpretation to words, or to evoke emotive responses.
...a silence deep and white” (Line,4) they are talking about how the white snow is beautiful and, how it looks like to me this is a love of nature to some maybe not.Last one is Intuition over fact in this quote “Father,who makes the snow?” (Line,22) says his daughter, “And told of the good All father” (Line,23) and lastly “Who cares for us here below” (Line,24) he is talking about and all father which i believe he is talking about god,and this is a great characteristic for this poem.
It is relatively easy to see the repression of blacks by whites in the way in which the little black boy speaks and conveys his thoughts. These racial thoughts almost immediately begin the poem, with the little black boy expressing that he is black as if bereaved of light, and the little English child is as white as an angel. The wonderful part of these verses is the fact that the little black boy knows that his soul is white, illustrating that he knows about God and His love.
When reading or listening to poetry, the main objective for me is to feel moved. Happiness, longing, sadness are some of the feelings that can be achieved just by listening to others’ words. It is within these words that creates another world, or separates us from our own. Words all have a certain kind of attachment to them, so if used properly an author can stimulate a reader beyond belief.
... become a poet. I am not particularly keen on poetry, but I do like Whitman's poetry because it is so beautiful..The boy, the speaker, is transformed, and then translates his experiences in nature into a language the reader can understand. What is special about the boy, why he can become "The Poet" is the risks he takes. He's not only alone, which seems to be necessary in order to be a great Poet, but also "bareheaded, barefoot," to the natural elements. He braves both body and soul to the wind and the sea, the sand with its briers and cutting grasses. Both the poet and the bird "must be still, be still to listen," and wait for the mate, the muse, the poem, the aria to come.We see the formation of the poet and we see him discover his poetic power. Music, the aria, in particular is central to the poem. Poetry and music are combined.I would love to hear this poem aloud.
The poem in brief summary allows us to experience an outsider’s view of the death of Lucy Gray and her parents’ grief. The character narrating the poem tells the story of Lucy, a girl who was sent by her father with a lantern to light the way home, for her mother in town. On her way to town a snow storm hits and Lucy is never found neither dead nor alive. The fact that a stranger is narrating the story as opposed to one of the parents telling the story, allows the reader to witness the tragedy of Lucy Gray without feeling too tangled up in the parents’ grief. By having an outsider who is in no way involved in the tragedy tell the story, the writer of the poem William Wordsworth, gives the reader an objective point of view on the tragedy as well as room to relate the reader’s own experience to the poem without feeling uncomfortable. Had the poem lacked objectivity the reader would have surely felt uncomfortable and stifled by emotions of the parents’ or a parent telling the story of their daughter’s death. As well as that, the objectiveness of the stranger narrating gives the reader almost a communal experience. It is as if the reader was in a small town one day, and a local just happened to...