The idea is to read a story or poem and gain an understanding of what the author is stating. Reading material should move you in one way or another, whether it is to love or hate. One should experience some level of emotion through reading. The purpose of this essay is to survey a few different works of literature and compare the genres by the use of some elements of literature.
Frost describes this process eloquently, “Education by poetry is education by metaphor” (Frost 719). According to Frost, in order for this parallel to operate successfully, a poetic metaphor takes on two parts: the author’s will and the reader’s evolution. Talking first about the author’s will, the writer must consider the strength and weakness of a poetic comparison and ultimately decides how far to push the imaginary boundaries of that analogy. On completion of those steps, the final wording of the piece should express life itself and also urge the reader to think philosophically about the text. Next, the second part concerns the audience’s evolution after reading the text.
As readers, we are making an interpretation and getting an impression of the poet and poem whilst looking at the category in which the poem falls in. The category will tell the reader many things which could include theme, form or style. Therefore the poets voice is being shaped and categorised by its genre.
In understanding this collection of poems, the reader is faced to apprehend the art of poetry and language in connection to the persona’s experiences and thoughts in what passes for answers. The gesture of the collection is to collectively name and look for words at the same time make metaphors and explain through imagery and poetry the answers that can embody everything. This collection also attempts to outline the function of the poet and poetry to society. Everything is embodied by the attempt of certainty. The persona continues to look for answers as a way to have something to hold on and give comfort in this world where change is inevitable.
Graff writes, “look for the conflict or debate in the literary work itself and then ask what the text is leading us to think about that conflict” (191). Then he suggest asking some questions to help the reader take a position on the meaning of the work. He emphasizes that the meaning of a literary work is always arguable and one should argue for what they thinks it means. He also included some templates to help starts to respond to others
Throughout this course, I have discovered that literature is more than just words being brought together by an author to form an emotionally charged story. Literature provides an engaging outlet into an imaginary realm to its audience. As the reader is captivated by the story, poem or play, a, emotional connection is established. By connecting, considering and concluding the response gained from literary works, the reader can obtain a deeper, analytical understanding of these techniques and tools used by the authors of the various literature forms. For this assignment, I have chosen to compare and contrast two separate literary works from “Journey into Literature” (Clugston, 2010), with similar themes.
And additionally, that art is holistic, where one can experience the whole of reality through a particular. A poet's task is to write poetry that the reader can identify with, something congruent with the thoughts of those he is writing for (or to). If this can be accomplished, a connection is established, and poetry can act as a catalyst to initiate the imagination. In my first paper this semester I argued that Whitman uses sexual imagery as a rhetorical tool to arouse the reader. The result of this is congruent emotions within poet and reader that demonstrate an effective use of tone, through which Whitman can address the reader.
An Analysis of Wilfred Owen’s Strange Meeting Analysis of a working manuscript for Wilfred Owen's "Strange Meeting" provides the student with insight into the creative process. Owen's original wording coupled with his subsequent revisions illuminate how he may have intended the poem to be understood by the reader. Owen's revisions show a determination to accomplish three apparent objectives. First, Owen paid close attention to the connotative meanings inherent in his diction. Equally as important, Owen attempted to refine his language mechanics to enhance the esthetic quality of his work.
“And both that morning equally lay/ In leaves no step had trodden black” (line 11). No one had yet to pass by on this road since the leaves have fallen. “I kept the first for another day” (line 13). The desire to travel down both paths is expressed and is not unusual, but “knowing how way leads onto way” (line 14). The speaker of this poem realizes that the decision is not just a temporary one, and he “doubted if I should ever come back” (line 15).
In poems, authors always express their ideas, attitudes, experiences, and emotions throughout their poetry to make the audience focus exactly on the author’s thoughts. Many of these are shown throughout Marge Piercy’s poem, “To Be of Use”. Words such as “hard work” and “heavy labour” may have a negative impact on some people, but in this narrators poem, it is the opposite. The poem demonstrates that satisfaction, enjoyment, and self-fulfillment can be succeeded by using one's ability to serve a useful purpose in life. The narrator uses figurative language/rhetorical devices, reflective tone, and structural devices/sound to develop this idea throughout the poem.