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Theme of loss in poetry
Theme of loss in poetry
Theme of loss in poetry
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In “The Pomegranate”, Eavan Boland uses mythical allusion to parallel her and her daughter’s experiences to those of Persephone and Ceres. With this figurative device, Boland creates a more powerful and meaningful poem that describes the complex relationship between mothers and daughters. This allusion also shows the transition from innocence to adulthood for young girls. For the majority of the poem, Boland uses fairly simple and straightforward language. In the first stanza, Boland opens with describing the basic story of the myth of Persephone. Towards the second stanza, she begins to allude to an everyday scene to make the myth and setting seem more relatable for the reader. For example, in lines 25-29, she transitions from describing …show more content…
As a child, one can identify with Persephone’s feelings of being lost and afraid; as an adult and mother, one can identify with Ceres’ grief at losing her daughter. In the second stanza, the poem shifts to a more concrete situation involving the speaker’s daughter. Boland is recalling her daughter as young and on the verge of becoming an adult. The pomegranate on her daughter’s plate represents the loss of innocence and the fact that she will soon leave her family, which can be likened to the loss of Persephone from Ceres. After describing the scene of her daughter with the pomegranate, she moves on to debating whether she should protect her daughter from the loss of innocence. Lines 43-55 portray her mental struggle: “I could warn her. There is still a chance/…It is another world. But what else/ can a mother give her daughter but such/ beautiful rifts in time?” Her mental reasoning ultimately concludes that adulthood, while sad for the mother, is precious and is what her daughter deserves. “If I defer the grief I will diminish the gift. The legend will be hers as well as mine./ She will enter it. As I have./ She will wake up. She will hold/ the papery flushed skin in her hand./ And to her lips. I will say nothing.” (lines
Although Prize Giving highlights the superiority of the male Professor over the rest of the girls, there is a role reversal towards the end of the poem where the titian haired girl establishes power over him. Through her sexuality and musical talent, the girl asserts dominance in the final stanza and causes the professor to feel inferior for the first time, which comes as an uncomfortable shock to him (Harwood, pg.29). The poem of Father and Child which was published in Harwood’s 2nd Volume of poems continues to suggest a possible social change through the use of a child. Here, Harwood defeminises the child refusing to sentimentalise little girls by referring to the protagonist as a “wisp-haired judge” despite only being seven. The poem then links this to King Lear through the words “Old king” while reversing the relationship and position of power between father and daughter (Harwood, pg.111). These hints for change arise from the female children rather than the adults showing that although Harwood often represents women as subordinate to men, there is a possibility for change through the new
As one of the most well known ancient Roman love poets, Ovid has demonstrated bountiful talents within his writing. When reading myths from his book titled Metamorphoses, you gain an enlightening insight of how he viewed mythology. To Ovid, love was the origin of everything. Therefore, it should not come as a surprise that most of his poems relate to the theme of love. However, not all poets are the same and every re-telling of a myth has its own unique perspective. In this paper I will compare and contrast the myth of Medea in Euripides Medea and Ovid’s Metamorphoses Book 7. I will then explain how Ovid’s approach to love and loss correlate to his general approach to myth as a whole. I will support my belief with evidence from Ovid’s Metamorphoses Book 14.
The children have not been exposed to the outside world where in such places, death was not taken lightly because it was not accepted as a norm. Also in the larger more connected city centers, there were places to go and people to speak to about how they were feeling. The children soon realize that the teacher which has been sent to them cares about their wellbeing and grief process, where the three previous may not have put so much regard into the topic. As the children and the teacher reach Yolandes grave, the teacher feels the isolation in a literal sense, “We came to a wooden cabin standing in isolation among the little trees.” the teacher saw how many of the children lived and realized how detached the children really are. The children however, know that this is where Yolande lived and have accepted it because it is how most of them live. The children evidently grieve and accept death much differently because of the isolation. The teacher observes the child “The child had a delicate little face, very wasted, with the serious expression I had seen on the faces of most of the children here, as if the cares of the adults had crushed them all too early.” The teacher immediately connects with the child and decides to ask the children to pick roses in order to
The book then talks about viewpoints of women, both real and those who face tragedy. Women during this time were very secluded and silent, but the heroines contradicted that. This chapter talks about the images of women in the classical literature in Athens, and the role they had in society. Many tragedies were ones that formed by mythes during the Bronze Age. It showed the separation in what made women heroic, rather than average. While viewing other Scholarly sourcese, Pomerory writes her own theory, she used others
Bearing a child is the biggest responsibility that will happen in life. Providing time and protection of the child is a major part. But the most important thing is that they do not become lonely and forgotten. When being a parent, this is their job, to keep them welcomed and to never forget about them. In the fragment titled, “The Virgin,” Sappho uses vivid imagery to show how an apple tree has a relationship like mother and child. How the tree would be the mother, and the child would be the apple. Like a mother and child, it is the responsibility of the tree to hold on to the apple and make sure it gets taken care of, no matter what.
Although the little girl doesn’t listen to the mother the first time she eventually listens in the end. For example, in stanzas 1-4, the little girl asks if she can go to the Freedom March not once, but twice even after her mother had already denied her the first time. These stanzas show how the daughter is a little disobedient at first, but then is able to respect her mother’s wishes. In stanzas 5 and 6, as the little girl is getting ready the mother is happy and smiling because she knows that her little girl is going to be safe, or so she thinks. By these stanzas the reader is able to tell how happy the mother was because she thought her daughter would be safe by listening to her and not going to the March. The last two stanzas, 7 and 8, show that the mother senses something is wrong, she runs to the church to find nothing, but her daughter’s shoe. At this moment she realizes that her baby is gone. These stanzas symbolize that even though her daughter listened to her she still wasn’t safe and is now dead. The Shoe symbolizes the loss the mother is going through and her loss of hope as well. This poem shows how elastic the bond between the daughter and her mother is because the daughter respected her mother’s wish by not going to the March and although the daughter is now dead her mother will always have her in her heart. By her having her
In the poem, she just wants to be with her father (in the reading, her voice definitely becomes emotional when she remembers her childhood with him), or someone like him, but this never works out; in the end, she turns against him, but, as Stewart says, she can never be "through" - I think, because that sadness is again pushed aside, "the voices" (her father, husband, mother?) who still might be able to talk and listen to her are gone. Her father is still there, just as solid & historical as he was in "The Colossus", and just as misunderstood/inflated (two ways blocked grief seems to work).
Through her use of the words “dreamed”, “sweet women”, “blossoms” and the Mythology of “Elysian fields” in lines one through three, she leads the reader to the assumption that this is a calm, graceful poem, perhaps about a dream or love. Within the first quatrain, line four (“I wove a garland for your living head”) serves to emphasise two things: it continues to demonstrate the ethereal diction and carefree tone, but it also leads the reader to the easy assumption that the subject of this poem is the lover of the speaker. Danae is belittled as an object and claimed by Jove, while Jove remains “golden” and godly. In lines seven and eight, “Jove the Bull” “bore away” at “Europa”. “Bore”, meaning to make a hole in something, emphasises the violent sexual imagery perpetrated in this poem.
The depiction of the Greek and roman myths are given unique insights from different authors. The Hymn to Demeter and Ovid's Metamorphosis provide and insight to Demeter's love for her daughter, Persephone, and explores its affect on the surrounding environments. The theme of separation and isolation is present in both of these myths, however, in Ovid's Metamorphosis, he symbolizes the environment in important events, has characters playing different roles, and empowers female deities.
The poem is about the early stages in the narrator’s pregnancy. The doctor gives her news that the baby may be unhealthy. In a state of panic, we see the narrator turning to the methods of her homeland and native people to carry her through this tough time, and ensure her child’s safe delivery into the world. Da’ writes, “In the hospital, I ask for books./Posters from old rodeos. /A photo of a Mimbres pot /from southern New Mexico /black and white line figures—/a woman dusting corn pollen over a baby’s head/during a naming ceremony. /Medieval women/ingested apples/with the skins incised with hymns and verses/as a portent against death in childbirth” (Da’). We not only see her turning to these old rituals of her cultural, but wanting the items of her cultural to surround her and protect her. It proves her point of how sacred a land and cultural is, and how even though she has been exiled from it, she will continue to count it as a part of her
This line was very unexpected and this line makes the poem what it is. The poem transition from a love poem to a darker more painful story. The tone of the poem also shifts to a more eerie tone. Another thing about the third stanza is that at this moment in the poem, I can connect the poem to the Greek mythological story of Persephone and Hades. The allusion sets up the rest of the poem and gives the poem a lot more meaning.
In his poem “The Eve of St. Agnes”, John Keats writes of a tragic romantic tale of “two star-crossed lovers” sharing many similarities with William Shakespeare’s “Romeo and Juliet.” The poem follows a young man named Porphyro who love Madeline, a daughter of the king of a feuding family. During the evening of St. Agnes: a day that virginity is celebrated, Porphyro sneaks into Madeline’s room with some help and takes advantage of her while she was in a dream-like trance. Porphyro then convinces Madeline to run off with him into the winter storm that was brewing outside and they are never seen again. Keats presents his poem in a unique way that allows the audience to have multiple ways to interpret the actions and intents of the characters. For example, they can debate if Porphyro was fully responsible of the actions and consequences of what happened that night. Although Porphyro lost his self-control and his actions were the key agents of the events of that night, he is not fully responsible because the decisions made by Madeline and Angela holds some significance to the consequences. Madeline comes under scrutiny for following superstitious rituals and her failure of distinguishing the difference between dream and reality in the process. Angela can be criticized for being easily manipulated by Porphyro’s expression and his ability to persuade. Also the visualization and descriptive details that Keats puts in his poem are useful for understanding Porphyro’s true intentions and help convey to the audience if he is influenced by love or lust.
The first four lines of the poem are an inclosed rhyme, evocative of the start of a Petrarchan sonnet. As Petrarchan sonnets traditionally discuss themes of love, be it unobtainable or perfect, this rhyme scheme draws a comparison between the persona’s loss of inspiration and a lost love, thereby enhancing the depth of his struggle. The fact that it is not a separate quatrain, as it would be in a Petrarchan sonnet, represents the unavoidable flow of the persona from conscience thought to a confused dream-like state. Following the opening lines is a rhyming couplet that reads, “Apples I didn 't pick upon some bough/But I am done with apple-picking now.” (535) This couplet draws together the concept of his having quit due to not picking all of the apples in the orchard and thereby not achieving his goal of a “great harvest.”
The daughter “Barely daring to breathe or Achoo” (5) addresses the memory of the father with increasing rage which contribute to impression that the poem is out of control. The poem begins with a series of images about father/ oppressor which progress from godlike: “Marble-heavy, a big full of God, / Ghastly statue with one gray toe / Big as Frisco seal” (8-10) to demonic. Although expressions, such as “swastika” (46), “brute” (49), “the rack” (66) indicate victimization, the poem is also about longing and love. In place of what is really frightening, that is a...
Boland then brings three images of seeds, leaves and feathers to our minds to present them as memories of a lost friend. In the middle of the poem Boland describes these “memories” by saying “as it fell and fell,” (15 and 16). By using “it” this shows that all of these memories are clumped together as one which makes them stronger. After this she goes on by saying “which now in a sunny atmosphere seem as alive as they ever were” (17 and 18). This is saying that the memories now bring bright and happy feelings and they seem alive because the memories are so strong that they seem as if they are real. When the writer refers to a Baltic honey this is referring back to the ornament of amber and how she was holding it in her hand, as if memories could be held.