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Free poetry analysis
Research paper on poem analysis
Free poetry analysis
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The message from Angelou's poem is to tell people that no two are exactly alike, but they are more similar than different. In stanza nine the author says We are more alike, my friends,than we are unalike. This show that the author states people have more in common. In stanza eight the author states that in minor ways we are different in major we are the same. In other words the author says we are more alike than we think. In stanza seven and eight the author says we in almost every line for example, we love and lose in China. This shows that the author states we all love and lose in China which means we all have something in common.
In the end, The poem shows a greater emphasis on the main concepts whereas the story does so, but not as great as the poem but it's decisive in both. Both Angelou's poem and Erdich's story had similar concepts which included suffering and isolation they consisted of differences as well such as love. The way love was portrayed in the poem was extremely different than the story. One spoke about the relationship between two brothers whereas, the other spoke about isolation in the modern world. Although some views varied and stayed the same, each work of literature established a sense of unity in the world whether it was between one individual or the entire universe.
This darkly satiric poem is about cultural imperialism. Dawe uses an extended metaphor: the mother is America and the child represents a younger, developing nation, which is slowly being imbued with American value systems. The figure of a mother becomes synonymous with the United States. Even this most basic of human relationships has been perverted by the consumer culture. The poem begins with the seemingly positive statement of fact 'She loves him ...’. The punctuation however creates a feeling of unease, that all is not as it seems, that there is a subtext that qualifies this apparently natural emotional attachment. From the outset it is established that the child has no real choice, that he must accept the 'beneficence of that motherhood', that the nature of relationships will always be one where the more powerful figure exerts control over the less developed, weaker being. The verb 'beamed' suggests powerful sunlight, the emotional power of the dominant person: the mother. The stanza concludes with a rhetorical question, as if undeniably the child must accept the mother's gift of love. Dawe then moves on to examine the nature of that form of maternal love. The second stanza deals with the way that the mother comforts the child, 'Shoosh ... shoosh ... whenever a vague passing spasm of loss troubles him'. The alliterative description of her 'fat friendly features' suggests comfort and warmth. In this world pain is repressed, real emotion pacified, in order to maintain the illusion that the world is perfect. One must not question the wisdom of the omnipotent mother figure. The phrase 'She loves him...' is repeated. This action of loving is seen as protecting, insulating the child. In much the same way our consumer cultur...
"Poetry is the revelation of a feeling that the poet believes to be interior and personal [but] which the reader recognizes as his own." (Salvatore Quasimodo). There is something about the human spirit that causes us to rejoice in shared experience. We can connect on a deep level with our fellow man when we believe that somehow someone else understands us as they relate their own joys and hardships; and perhaps nowhere better is this relationship expressed than in that of the poet and his reader. For the current assignment I had the privilege (and challenge) of writing an imitation of William Shakespeare’s "Sonnet 87". This poem touched a place in my heart because I have actually given this sonnet to someone before as it then communicated my thoughts and feelings far better than I could. For this reason, Sonnet 87 was an easy choice for this project, although not quite so easy an undertaking as I endeavored to match Shakespeare’s structure and bring out his themes through similar word choice.
Ms. Angelou's rhetorical strategy of comparison and contrast serves as effectively as her brilliant, flowing sentences sprinkled with colorful simile and imagery. Poetic phrases describing a voice "like a river diminishing to a stream, and then a trickle" or the audience's conditioned responses as "Amen's and Yes, sir's began to fall around the room like rain through a ragged umbrella" paint vivid images.
All the poems you have read are preoccupied with violence and/or death. Compare the ways in which the poets explore this preoccupation. What motivations or emotions do the poets suggest lie behind the preoccupation?
Angelou follows by saying that everyone needs someone for the times in their life when they are going through a storm. She can hear the human race crying because they are trying to go through life alone. She adds this part to her poem to give the reader evidence as to why they can’t go through life alone. The storms of life are too much for one person to go through alone. Having a companion makes the storms of life
It’s obvious that these children were school age children who were rebellious and went against rules. The focus was African American Youth which most of Gwendolyn brooks poems main focus was. What I did notice was that “WE” was repeated show that they were a group that stuck together and had a group identity. They obviously were very rebellious children and they wanted to be noticed they weren’t noticed any other way so they did bad things in order to be noticed. “We die soon” (Gwendolyn Brooks) was letting the readers know that even though these children were living the way they wanted to live this rebellious behavior will eventually lead them into death as young African Americans . “We Real Cool” From this part of the poem
In The Poet’s Companion: A Guide to the Pleasures of Writing Poetry (1997), Kim Addonizio and Dorianne Laux determine that the “workshop should be considered a starting point for revision, a place where you can begin to gather ideas about what you need to do to make the poem what it wants to be” (187). My observance of and participation in ENG 407/507 taught me how a typical poetry workshop is structured. At the beginning of class, students would turn in poems to be workshopped, then either the professor would give a brief lecture and/or lesson, or the class would immediately begin workshopping poems. Students were not given a schedule or signup sheet for when they had to turn in work, which resulted in some students having more poems workshopped
carries on to say that he had forgotten what it was that he had done
E.E. Cummings's poetry lives in a fun-filled Utopia of hope and love. This Utopia is described in detail in one of E.E. Cumming's poems, "Who knows if". It describes a place of all fun and no work, and could even be considered a sort of Heaven that Cumming's is pushing humanity to achieve through love and kindness. He says, "everyone's in love and flowers pick themselves". Hope resonates throughout Cumming's collection of poems and seems to suggest that there is always hope towards a better life and gives his readers hints of how to work towards a perfect society all while playing with the poem's structure and challenging his reader to interpret his complex ideas.
“Poetry is language at its most distilled and most powerful.” By anonymous. In the Poems One Perfect Rose and How do I love the? Let me count the ways, they talk about similar things but there forms are very different. In this poems I will compare and contrast their forms, themes and rhyme.
Angelou wants women to feel that they are not the only ones and that she went through it too
Angelou employs repetition in order to highlight the overarching theme: that people - black individuals specifically - may thrive despite the hate that surrounds them. Throughout the short poem, the phrases “I’ll rise” and “I rise” are repeated ten times, “Just like moons and like suns, / With the certainty of tides, / Just like hopes springing high, / Still I’ll rise.” The repetition of the phrase “I rise” highlights the idea that no matter what happens in life, overcoming adversity is always possible. Angelou continues to repeat this phrase throughout the entirety of her poem, using it increasingly more as the poem progresses. Ultimately, Angelou chooses to not only close her poem with this line, but to include the phrase three times, “Bringing the gifts that my ancestors gave, / I am the dream and the hope of the slave. / I rise / I rise / I rise.” The phrase “I rise” are the last words readers are left with. While it may be difficult to remember all the negative scenarios included in the poem, it is easy for readers to recall the phrase “I rise.” Thus, in using repetition, Angelou highlights the good rather than the bad in order to prove that despite all the hate in the world, overcoming adversity is always
The romantic era was originally from Europe at the end of the 18th century. During this time nature and beauty was most importance to express their inner feelings. Poet Emily Bronte was born in Thornton in Yorkshire, England, on July 30, 1818, in the romantic era. She was the third child born out of six kids to Patrick and Maria Branwell Bronte. Her father Patrick use to be a teacher but became a minister after their mother pasted away from tuberculosis. Bronte grew up in the Haworth in the bleak West Riding of Yorkshire her whole life. When she finally went to school Bronte could not stand to be in large crowds of people, so she could not leave home for every long periods of time. Paul Laurence Dunbar was born at the end of the romantic period on June 27, 1872, in Dayton, Ohio. Both of Dunbar parent were former slaves. Dunbar’s mother enjoyed teaching him how to read. In addition Dunbar was also the only African American student in his high school also being the editor of Newspaper. Later on after graduating from high school Dunbar was not allowed to attend college so he became an elevator operator were he sold his books for a dollar to people who would read it. Even though these two poets are every different in their lives they still have a lot in common in there poems ‘The
“Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave [Angelou 39].” The meaning of this quote could symbolize how Angelou, an African American female whom