The Road The story ends with a sad mood. The ending is also symbolic by trying to imply that the struggle is not only to humans but also to other creatures. The author might expect the reader to look at the struggles and trouble from a different angle. The angle of struggles being part of life, [both to humans and animals. There is little to no hope of things getting better than they were. The author compares the life of people to the life of a miserable brook stout that has stayed in the mountains forever and whose attempts to get out have become futile. Such an ending is implying that the struggle would continue. Also, it also implies that the boy would now get some motherly love. He would become introduced to new sources of refuge, the mother, and God. The last bit of imagery involving the brook stout that lives …show more content…
There is the figurative use of language in a symbolic way to represent some actions and ideas in a way that appeals to the reader. The author compares the lifestyle of the brook stout fish to that of the boy and people at that time. Just like the stout was isolated and left to live in desolate conditions, so was the boy. The vermiculate patterns on the back of the brook stouts are described as being maps of a world in its becoming. This is symbolic in that it represented the events that had shaped the people. Everyone had some marks describing where they are from and what they have gone through. Again, the maps and mazes could not be corrected. The scars from the war, both physical and emotional were there to stay. The author is saying that these maps and mazes could not be made right again. The comparison of the marks and shapes on the trout to maps and mazes. Maps represent the incessant attempt by the trout to get away or out of the desolate glens and deep mountains. The maze is also symbolic and implies that the attempts to get out of a situation are like being confined in a maze. There is practically no
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The poem contains the central idea that many of these children never understood what home really means. In Native American culture the people venerate earth and it is referred to as mother nature which we see in the poem. The rails cut right through their home but they don’t view them like the average person. They view the tracks as if they are scars across mother earths face and her face is the Native American’s homeland. She is scarred for eternity but she is perfect in their dreams. This symbolism is ironic because the children try to reach home using the railroad that ruined natural life for them and many other Native Americans. In the second stanza the speaker says “The worn-down welts of ancient punishments lead back and fourth” (15-16). Which can be talking about the marks on the children’s bodies after getting caught while running away. But the “word-down welts” can also symbolize the welts that were put on mother nature throughout history. The last five lines of the poem sums up the symbol of hope through their memories and dreams. The last line of the poem says, “the spines of names and leaves.” (20-24). The “spines” symbolize the physical strength of the children and their ability to maintain hope individually “names”, and for their tribe
Keats’s “When I Have Fears” and Longfellow’s “Mezzo Cammin” present contemplative speakers that reflect on the subject on the inevitability of their deaths and whether their lives have been fully fulfilled. Both poets display similar structure and utilize similes and metaphors to represent their lives in order to explore their views on their deaths; however, their attitudes towards the subject differ significantly.
This anxiousness later subsides to a hopeful resolution towards the end of the poem. In hard times, one must find himself/herself in order to overcome challenges. During this dark time, the poet explains the voice’s in one’s head begin to weaken and compares that to stars which “began to burn through sheets of clouds” (lines 25-26) using imagery and a metaphor. Another use of figurative language was the comparison of a “...road full of fallen/branches and stones,” (lines 21-22) referring to life’s obstacles. Towards the end of the poem, the tone shifts from an overwhelming amount of pressure of other’s voices to a hopeful resolution. The voices that surround whomever the poem is speaking of begin to fade and “little by little/as you left their voices behind,” (lines 23-24). One might gather that the overall all theme is that inner strength is necessary in order to move forward. The last words the poet wrote were crucial to the understanding of the poem. The person in this poem had completely turned their life around. This person had realized the only thing left that they could do: “determined to save/the only life you could save,” (lines 35-36). The only life which could be saved was their
For example, in the beginning of the story, Young Goodman Brown is leaving his wife Faith at sunset to go on a journey that cannot wait. The images of a sunset and of the approaching nighttime illustrate the fear of the unknown. Goodman Brown must travel through the darkness before he reaches the light of knowledge just as the prisoners in Allegory of the Cave must travel from the dark cave in order to reach the light. As the story continues, Hawthorne uses the image of a “dreary road, darkened by all the gloomiest trees of the forest” to heighten the fear of the unknown. Goodman Brown has left the comfort of the cave of confusion and is beginning to discover the imperfections of the world and of its people.
Ithaca road is a comedy production aimed at teenagers. However, it seems to overdo it in some instances. For instance, they seem to have read a textbook on how to write a play for a teenage audience. Yes, they keep the set simple and the stage never changes, but they do this at the expense of the simplicity of the plot and characters (which is vastly more important). Also, they make classical references. No teenage student nowadays is expected to have read the odyssey. Yet the play incorporates events and names from the poem to get its point across. For instance, the home of the children is known as Ithaca – Odysseus’s homeland. Like him, they are carried away for twenty years or there abouts, divorced from their parents and family, and eventually return. Then there are the sirens, the bully girls who try to carry her off. And here choice of themes and way of getting them across is worse. They seem to have done high school English and thought
The entire story was a symbol of Needy’s life. The setting in the story was symbolic to the way Needy was feeling. Needy’s life was diminishing right before his eyes, and he did not realize it. The different changes in the story represented how much Needy’s life had gradually changed over time. By reading the story the reader can tell that Needy was in a state of denial.
I believe the poem “The Secrets We Hide” by Tiffany Franklin, is about struggling to find the meaning of our life. While struggling we don’t realize that answers were hidden with us all along. Even though the answers we may find are not something we want to accept, it’s something we need to learn to embrace instead of hiding it. The poem suggests that we needs to release this secrets because the more we hide the things that cause us pain the more we struggle to enjoy a happy life. The author’s purpose of writing this poem is to help people learn to accept who they are instead letting the pain inside of them destroyed them. Two key words my group decided upon in my poem is hidden and struggle because we found that
Making difficult decisions show up in life more often than realized. These choices can alter a person’s life in good and bad ways. “The Bicycle” by Jillian Horton is a story that focuses on a young talented pianist named Hannah. Throughout the story Hannah deals with the strict teachings of her Tante Rose, which leads her to make ironic decisions. Similarly, in the story “Lather and Nothing Else” by Hernando Tellez, the barber undergoes a dilemma in which he must consider his moral values before making his final decision. Both stories have a protagonist that face conflicts which lead to difficult decision making, and in the end leads the characters to discover themselves. In both stories the authors use the literary devices theme, irony and symbolism to compare and contrast the main ideas.
In this poem, Blake is trying to dispel the myth of grandeur and glory associated with London and to show the 'real' people of London and how they felt. London was seen and portrayed as a powerful and wonderful city where the wealthy lived and socialised. However, Blake knew that London was really a dirty, depressing and poverty-stricken city filled with slums and the homeless and chronically sick. To reveal the truth, Blake combines description of people and places with the thoughts and emotions of the people. For example, the second stanza says:"In every cry of every Man,In every Infants cry of fear,In every voice: in every ban,The mind forg'd manacles I hear"Blake combines the descriptions of the crying baby and man with the observation that the people oppress their hopes and dreams, figuratively 'chaining up their minds' because they know that they will never be able to achieve their dreams. Another Example is in the third stanza when Blake describes the crying chimney-sweep and then the "blackning church", but is really saying that the church does not want to dirty its hands by helping the soot-covered [black] chimney sweep. Therefore, a "blackning church" is one that helps the common, dirty people, and Blake says that "every blackning church appalls", showing that the aristocracy and those in positions of power did not want the church that they supported associating with the common people.Throughout the poem, Blake uses fairly simple language, punctuated with the occasional obscure word, but generally the more common words, probably to appeal to the common people who he was supporting through this poem.In writing this poem, Blake is trying to make the reader understand the truth about London and understand about the 'real' people, and he is also encouraging the church, and the aristocracy to help the common people and to support them instead of pushing them away and disregarding them.
To begin, the reader may gather that the poem has a very dark and saddened tone. Due to Lowell's vivid imagery, a mental image of a dark urban setting is created. It also seems very cold, with the mentioning of wind and nighttime. Readers may be able to relate to urban places they know, adding to the reality of the poem. Connections can be made. The imagery is left in such a way that the reader can fill in the gaps with their own memories or settings. Also, since the poem uses free verse, the structure is left open to interpretation. This makes the poem more inviting and easier to interpret, rather than reading it as a riddle. However, though simple in imagery, the poem still captures the reader's interest due to the creation it sparks, yet it never strays away from the theme of bei...
In Robert Frost’s poem, “The Road Not Taken” there are many complexities that ultimately lead to the poem’s unity. At first glance this poem seems to be a very typical coming of age poem where the speaker has come to a major fork in the road and he must decide which path to take. At first glance this would be a very good statement to make; however, as the reader digs deeper and searches for the complexity and the nuances of the poem the original assessment seems to be shallow and underdeveloped. In order to truly appreciate this poem as a work of art, the reader must search for the unity and complexity within it, otherwise this poetic work of art will go by unnoticed and cast off as a coming of age poem and nothing else.
In the Robert Frost poem ‘’The Road Not Taken’’ there is a pervasive and in many ways intrinsic sense of journey throughout. In such, the poem explores an aspect associated with human decision, or indecision, relative to the oxymoron, that choices with the least the difference should bear the most indifference, but realistically, carry the most difficulty. This is conveyed through the use of several pivotal techniques. Where the first such instance is the use of an extended metaphor, where the poem as a whole becomes a literary embodiment of something more, the journey of life. The second technique used is the writing style of first person. Where in using this, the reader can depict a clear train of thought from the walker and understand why and how he made the choice he made, and the ramifications of such. Lastly, we can depict a clear repetition of indecision throughout the first three stanzas, indecision that ultimately proves to be fruitless and subsequently telling us more than the arrival at a clear decision ever could.
Actions perhaps torn by indecision about which way was the best direction to travel, where life could lead next, and to determine what one would miss by passing by the opportunities on the path left behind. (2) And sorry I could not travel both,
Everyone needs a sense of morals in life. These morals can be learned from family members, past experiences or even nature. Robert Frost takes imagery, emotion, symbolism, and he often uses nature in his poetry to not only paint a picture in the readers mind, but also to create a more of each work.