At first glance, the poem seems a structured mass of words, simply constructed. However, a second look revels the poem's straightforward attempt to, ironically, reverse the roles of reader and speaker. Through its diction, it is a unique portrayal of a simple poem's reaching out to grab the reader's attention, eager to express that it is not merely a collection of words but intricately related to whoever peruses it. An attitude of regret is also apparent. The speakerexpresses concern in that he cannot control the reader's ... ... middle of paper ... ...poer to examine and scrutinize literature in general, this role-reversal may come as a surprise to her.
Edna St. Vincent Millay has created complex as well as emotionally and politically charged poetry in her career. Her poetry is often considered expressive yet also indifferent by some critics. Yet, her skill with metaphor and other evocative poetic features bring us poems that are reflective of her self, and also ourselves as readers. By developing skilled metaphors for interpreting and developing her own identity as an author and for us as a reader, we are given a construction of selfhood. In this essay, I will analyze Edna St. Vincent Millay’s two poems; If I should learn, in some quite casual way, and What lips my lips have kissed in order to explain the meaning and presence of selfhood in lyric poetry.
Webster ends her article by stating that the poem would not be what it was today without these subjects, and these subjects were the reason that Beowulf has so much texture. The author, in this case Leslie Webster, did a very good job of persuading the readers that these subjects were the only things that brought texture to the poem. She did this in a very unique way. She took each subject in the people like swords, shields, halls, and cultures, and put them into categories and then discussed each of them. Webster went into detail about each subject and decided whether they applied to the poem or not then decided how they brought texture to the poem.
The use of many different devices such as sound, repetition, and metaphors, all help to develop the theme of the poem. Perhaps the best way for the reader to uncover the meaning of the poem at hand is to have a glance into the world of the poet. Emily Dickinson lived alone (emotionally) in a world she filled with her poetry and letters. Dickinson rejected her upbringing and religious background which, in turn, acted to sever her ties with the other people in her society. Much of her poetry served her as a type of therapy in which she could record and sort her thoughts and feelings.
Poetry is part of literature and a form of language across cultures. Poetry can be dark and mysterious, or evoke wonderment and love. It can also explain the author’s frustration of a circumstance which cannot be changed, as the Sherman Alexis poem, “On an Amtrak from Boston to New York”. Sherman Alexie, a Native American activist and author, exemplifies his poem as his point of view. The speaker’s state of mind depicts resentment, prejudice and muted aggressiveness.
The poem reads, “I wouldn 't either, but / what would I not / do, what prevention, what...”. The subject talked about in these three lines is not thoroughly explained in the lines given, as the poem continues it discusses different subjects that are also spread out through several lines, with no one line being about one subject. The meaning of what Creeley is trying to describe can only be found by reading several lines of the poem because of the way he structured his poems. In the article "Love and Frangibility: An Appreciation of Robert Creeley", Heather Mchugh EXPLAINS, “ First of all, he 's often miscast as a rebel against poetic forms, foot soldier in the resistance against prosodic refinement... I believe that Robert Creeley 's abstemious formality nourishes a luxury of readings”.
Yet your shade commingled/ with my clot... ... middle of paper ... ...n the world?" (lines 21-24). Although Gluck and Rossini write of separate experiences and emotions related to both love and plants, their word choice is what keys the reader in to their meaning. By evaluating the language usage of a poet, a reader comes to appreciate the careful planning and preparation that goes into each poem of value. These writers know each of the meanings and definitions of the words that they chose, and as we have seen with Gluck, and especially Rossini, that choice has a great impact on how a reader will relate to the poems.
Even if ... ... middle of paper ... ... into her poem. He poems How Happy is The Little Stone, I Like a Look of Agony, and I Measure Every Grief I Meet express just some of the things that she has felt throughout her life locket in her home. There were many different imagery, them, and symbolism throughout her poems. Those elements of poetry help use reader get a better understanding for the poem Dickenson have written. Works Cited Dickinson, Emily.
William Shakespeare’ s Sonnet 18 and Sylvia Plath’s Metaphors adequately contain imagery,lineation,and tone to shape the meaning and allow the rest to the readers perception.However, no matter how elegant the poem may be structured the poem is nothing without the readers interpretation. Poetry is brought to life by the authors ability to use words in combinations that allow readers to create their own story. A poem is a moment captured by the poet and written tactfully without any limitations. Nevertheless, the poet writes the poem with the clear conviction of pulling the reader into its grip and taking them through a journey of inexplicable experiences. The vitality of the poem comes from the reader, if a poem is able to surprise and jolt those who read it then it has successfully come to life; something about that poem was able clasp the complex mind of a reader.
That would take away from it. Instead, the reader must keep in mind that everything is in a poem for a reason. The author may not come out and say what a poem is about, but he or she will leave enough information in the poem for someone dedicated enough to find. I intend to devote such a dedication to Thomas Hardy’s poem “Hap,” in order to analyze, and hopefully, understand this poem through a process. Perhaps the first and most obvious step would be to read the poem.