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Analysis of a daughter leaving home
Analysis of a daughter leaving home
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Ever wondered what the term ‘night’ symbolized in literature? Authors more often than not use hidden objects or symbols to convey deeper ideas or qualities. The use of these symbols is extremely important in literature because it builds the meaning to be more personal and enjoyable to the reader. The poem “To a Daughter Leaving Home,” by Linda Pastan has numerous symbolic meanings that make this poem so relatable to readers’ lives. In the poem the author uses different symbols to illustrate emotion, parts of life, and points of view so that the reader can fully understand the message of the poem. With this in mind, one of the types of themes the majority of authors focus on using is that of emotion. Linda Pastan uses a couple of emotional symbols in her poem to focus on the emotions of the parent and the child. In the poem the lines, “I kept waiting for the thud of your crash,” and the phrase “like a handkerchief waving goodbye,” are symbols of a parent panicking that their child might fall as they’re left behind …show more content…
Most writers will use this type of symbolism to develop a second meaning within a work of writing by showing how one character’s point of view is completely different than the tone of the whole piece of literature. Linda Pastan uses two lines in her poem to show how the parent views this moment of the daughter riding the bike. “I sprinted to catch up while you grew more breakable, with distance, pumping, pumping for your life, screaming with laughter,” is a section of the poem that shows how this parent believes the further the child goes away the more fragile they become while the child doesn’t even realize what could be in their path (737). However, the Child’s point of view is completely different in that they are “screaming with laughter,” which symbolized she was carefree and happy
One theme is two-way relationships that both pull parents and children together whilst pulling them apart. This is illustrated when the mother describes an “old rope, Tightening about my life”. This represents a submerged rope (representing the invisible forces of attraction between the mother and daughter) attached to a boat in a harbour (representing the mother and daughter). It may seem like the boat and harbour are free, but when they try to go their own ways, the rope tightens and pulls them back together. This is not the only theme that reveals the complexities of the parent-child relationship. Another theme is how parents can be torn when their children grow up. The mother seems to be happy that her child is growing up and becoming independent but also seems to resist it. This can be seen from the description of traffic lights. The cars “taking turn” could represent the mother and daughter going on their own paths. The traffic lights alternate between letting and not letting cars through. The lights mirror the sporadic emotions of the mother. It is like they can’t decide to let the girl go on her own independent way in
This poem includes quotes with informal language that children or teens would better understand. It’s narrative-based style is easy to follow, and although the poem covers very basic concepts, it’s message is still communicated subliminally. This particular poem is interesting because it focusses on the universal experience of pain and it’s relation to time. Similar to this is “The Householder”, written in a cyclical style, opening with a “house” and ending with a “home”. With only three stanzas, it is
The girl's mother is associated with comfort and nurturing, embodied in a "honeyed edge of light." As she puts her daughter to bed, she doesn't shut the door, she "close[s] the door to." There are no harsh sounds, compared to the "buzz-saw whine" of the father, as the mother is portrayed in a gentle, positive figure in whom the girl finds solace. However, this "honeyed edge of li...
The use of symbols and themes within the story serve the purpose to further analysis and to give a more complete understanding to the reading audience. Symbols and themes often complement one another to articulate the author’s purpose. In Elie Weisel’s “Night”, Elie uses both symbolism and theme to develop the story as it progresses. The use of symbolism throughout the story range from the constant reference of fire, the rising of smoke from the chimneys and even the presence of night itself.
Symbolism in stories is dependent on how the author writes, the title, and the characters. Titles in literature are very important to the symbolism of a story an example of this is Tim O’Brien’s “The Things They Carried”. As the story goes on it shows not only the literal meaning of what they carried but also symbolically the burdens that they had mentally.
Figurative Language in used throughout poems so the reader can develop a further understanding of the text. In “The Journey” the author uses rhythm and metaphors throughout the poem. “...as you left their voices behind, the stars began to burn through the sheets of the clouds..”(25-27). The author compares the star burning to finding your voice. Rhythm also develops the theme of the poem because throughout the story rhythm is presented as happy showing growing up and changing for the better is necessary and cheerful. In “The Laughing Heart” the author uses imagery and metaphors to develop the theme throughout the book. “There is a light somewhere. It may not be much light but it beats the darkness”(5-7). Always find the good out of everything, even it
Here Gretel has realised she has lost her innocence and her childhood has been robbed, like so many children of today’s world. In the poem, symbolism is used as a powerful technique to reinforce the darkness Gretel feels but also relates this common human experience, fear, to our own life.
When reading a story or a poem, readers tend to analyze, and develop their own opinions. Any content an author or poet produces is up to the reader to question, and identify what the story is trying to say. The point that I am stating is that, stories are like maps that we readers need to figure out. We have to find the starting point, and get to the destination of our conclusion, and the thoughts we have about the story or poem. In the stories that we have read so for throughout the semester, they all have different messages of what they are trying to convey to the reader in a way that can be relatable. Among all the author’s and poet’s works we have read, I have enjoyed Theodore Roethke’s poems. Roethke has developed poems that explore emotions that readers can relate to. I would like to explain and interpret the themes that Theodore Roethke expresses in the poems “My Papa’s Waltz”, “The Waking”, and “I Knew a Woman”.
Elizabeth Bishop’s Sestina is a short poem composed in 1965 centered on a grandmother and her young grandchild. Bishop’s poem relates to feelings of fate, detriment, and faith that linger around each scene in this poem. There are three views in which we are being narrated in this story; outside of the house, inside of the house, and within the picture the grandchild draws. The progression of the grandmother’s emotions of sadness and despair seen in stanza one to a new sense of hope in stanza six are what brings this complex poem to life. Bishop’s strong use of personification, use of tone, and choice of poetic writing all are crucial in relaying the overall message. When poetry is named after its form, it emphasizes what the reader should recognize
innocence and how it all changed at the end of primary school. inky tadpoles changed from commas into exclamation marks I believe. This symbolizes the change from a child into an adolescent. However, in Piano, the poem shows us how the past will always shape us. tells us how we can never go back to the past I weep like a child for.
The author uses imagery, contrasting diction, tones, and symbols in the poem to show two very different sides of the parent-child relationship. The poem’s theme is that even though parents and teenagers may have their disagreements, there is still an underlying love that binds the family together and helps them bridge their gap that is between them.
Night’s Dream dares to live outside the confines of its pages just as dreams live outside the
For a small poem, “The Red Wheelbarrow,” by William Carlos Williams, has a great meaning behind it. This poem uses images, symbolism, and form to get the entire picture of the poem across. Meyers defines images, ”as a word, phrase, or figure of speech that addresses the senses, suggesting mental pictures of sight and sounds, smells, tastes, feelings or actions.” (Meyer 1593). Symbolism is, “ a person, object, image, word, or event that evokes a range of additional meaning beyond and usually more abstract than it’s literal significance.” (Meyer 1604). Then there is form, “images and symbolism, as the overall structure or shape of a work which frequently an established design.” (Meyer 1591). Williams uses images, symbolism and form to catch ones attention, tell a simple story, and tell a greater story behind it all.
Being a parent comes with a lot of responsibility and difficult decision making. You always have your child's best interest at heart, but sometimes your child may disagree with the rules you have set down. That is why, I believe, the perfect parenting style is democratic. You can compromise with your child, but still have basic rules you want them to follow, without them feeling targeted or that you are being unfair. When i become a parent, I want to make sure my children have guidelines. I want them to be able to make their own mistakes and learn from them. Their health, their type of entertainment and the toys they play with are three major, broad categories that I would like to have a say in, along with their input of course.
The choice of words of the author also contributes to the development of the theme. For example, the use of words like "drafty," "half-heartedly," and "half-imagined" give the reader the idea of how faintly the dilemma was perceived and understood by the children, thus adding to the idea that the children cannot understand the burden the speaker has upon herself. In addition, referring to a Rembrandt as just a "picture" and to the woman as "old age," we can see that these two symbols, which are very important to the speaker and to the poem, are considered trivial by the children, thus contributing to the concept that the children cannot feel what the speaker is feeling.