In the poems ‘presents from my aunts in Pakistan’, by Monica Alve, and ‘Vultures’ by Chinua Achebe, there is a use of colour, powerful imagery, various techniques and possible connotations to emphasise the particular setting, or the feelings of the particular person, and to also highlight the two sides in each poem. In ‘Presents from my aunts in Pakistan.’ Monica begins the poem in a vivid manner, causing vibrant images to immediately form in my head. Through the words ‘peacock blue’, and the simile ‘glistening like an orange split open’ I am figuratively told that she is attracted to the flamboyant traditions of Asian culture, however she goes on to say ‘bangles snapped, drew blood.’ This emphasises to me that although she had grown up with Pakistani traditions, the ‘snapping bangles’ represents the demise of that particular culture in her life, and how she is reluctant to feel apart of it. Also, the use of blood, which can be interpreted as a deep red colour, its shows her Pakistani life coming to an end at a young age. Additionally, in the poem ‘vultures’ the opening sentence is ‘in the greyness.’ which tells me that the setting is dark and morose at that specific time. This also tells me that the poem may not be the most pleasant, since the colour grey, could represent something insipid and melancholy. However, reading forward, the words ‘nestled close to his mate..’ create the feeling that this poem may not be as gloomy after all, showing that there can also be love in bleak situations. Linking back to ‘presents’ Monica may feel uncomfortable with the fact that she may be part Pakistani, however apart of her will always love it, and she has to embrace that. Powerful uses of imagery in these two poems’ assist in attempting t... ... middle of paper ... ...m is simply expressing that. This emphasises how conflicted Monica is feeling, which helps the reader understand what she is going through. With the use of various techniques in ‘vultures’, such as metaphors ‘a pebble / on a stem rooted in / a dump of gross / feathers’, personification ‘despondent dawn’, and alliteration ‘broken bone’. Moreover, in ‘presents’ techniques such as alliteration, and similes ‘glistening like an orange split open’. Both authors emphasise, using imagery, the progressing conflict in both poems. The reader would experience emotions such as disgust, for vultures, and sympathy for ‘presents’. Achebe tries to convey the message that someone evil, deep down inside could in fact be loving, and that love and death always go together. In addition, Alvi conveys the message that being trapped between two cultures can you bewildered, and skirmish.
In this poem called “Creatures” by the author Billy Collins there are three examples of figurative language helps convey the meaning that the author Billy Collins is conveying. The three examples of figurative language that the author Billy Collins uses are a metaphor, enjambment, and imagery. These three examples of figurative language help illustrate Billy Collins” theme in this poem called “Creatures” that he is writing because these three examples of figurative language help emphasize the theme of the poem. These three examples help emphasize this poem called “Creatures” meaning because it makes the theme of this poem have a deeper meaning. The theme of the author Billy Collins poem called “Creatures” is that the reader has to imagine
Annie Dillard portrays her thoughts differently in her passage, incorporating a poetic sense that is carried through out the entire passage. Dillard describes the birds she is viewing as “transparent” and that they seem to be “whirling like smoke”. Already one could identify that Dillard’s passage has more of poetic feel over a scientific feel. This poetic feeling carries through the entire passage, displaying Dillard’s total awe of these birds. She also incorporates word choices such as “unravel” and that he birds seem to be “lengthening in curves” like a “loosened skein”. Dillard’s word choice implies that he is incorporating a theme of sewing. As she describes these birds she seems to be in awe and by using a comparison of sewing she is reaching deeper inside herself to create her emotions at the time.
In John Updike’s poem “The Great Scarf of Birds”, he uses diction and figurative speech to depict the beautiful autumn season to show how inspiring and uplifting nature is to man. Updike chooses autumn as the season to set his story in because generally, it is the season that has the most vivid vibrant colors in nature such as the ripe apples which are described as “red fish in the nets (limbs)”. (Line 3) Updike paints the picture of the beauty of nature with the simile about the apples to show the reader what a powerful effect nature has on man. Updike goes on to discuss the elm trees that were “swaying in the sky” (Line 7) and the “dramatic straggling v’s” of geese. Updike uses these descriptive portrayals of na...
What struck me about these two poems in particular is the universal truths they reveal, firstly in “The Eye,” how one learns to hate, and then resent and in “A Poem to my Husband from My Father’s Daughter,” how a woman come to terms with her father’s legacy.
The tile of the poem “Bird” is simple and leads the reader smoothly into the body of the poem, which is contained in a single stanza of twenty lines. Laux immediately begins to describe a red-breasted bird trying to break into her home. She writes, “She tests a low branch, violet blossoms/swaying beside her” and it is interesting to note that Laux refers to the bird as being female (Laux 212). This is the first clue that the bird is a symbol for someone, or a group of people (women). The use of a bird in poetry often signifies freedom, and Laux’s use of the female bird implies female freedom and independence. She follows with an interesting image of the bird’s “beak and breast/held back, claws raking at the pan” and this conjures a mental picture of a bird who is flying not head first into a window, but almost holding herself back even as she flies forward (Laux 212). This makes the bird seem stubborn, and follows with the theme of the independent female.
John Updike’s poem “The Great Scarf of Birds” expresses the varying emotions the narrator experiences as he witnesses certain events from nature. His narration of the birds throughout the poem acts as numerous forms of imagery and symbolism concerning him and his life, and this becomes a recollection of the varying emotional stances he comes to terms with that he has experienced in his life. These changes are so gradually and powerfully expressed because of a fluent use of diction and figurative language, specifically symbolism and simile, and aided by organization.
Therefore, Oliver’s incorporation of imagery, setting, and mood to control the perspective of her own poem, as well as to further build the contrast she establishes through the speaker, serves a critical role in creating the lesson of the work. Oliver’s poem essentially gives the poet an ultimatum; either he can go to the “cave behind all that / jubilation” (10-11) produced by a waterfall to “drip with despair” (14) without disturbing the world with his misery, or, instead, he can mimic the thrush who sings its poetry from a “green branch” (15) on which the “passing foil of the water” (16) gently brushes its feathers. The contrast between these two images is quite pronounced, and the intention of such description is to persuade the audience by setting their mood towards the two poets to match that of the speaker. The most apparent difference between these two depictions is the gracelessness of the first versus the gracefulness of the second. Within the poem’s content, the setting has been skillfully intertwined with both imagery and mood to create an understanding of the two poets, whose surroundings characterize them. The poet stands alone in a cave “to cry aloud for [his] / mistakes” while the thrush shares its beautiful and lovely music with the world (1-2). As such, the overall function of these three elements within the poem is to portray the
I do not know how without being culpably particular I can give my Reader a more exact notion of the style in which I wished these poems to be written, than by informing him that I have at all times endeavored to look steadily at my subject; consequently, I hope that there is in these Poems little falsehood of description, and my ideas are expressed in language fitted to their respective importance. Something I must have gained by this practice, as it is friendly to one property of all good poetry, namely, good sense; but it has necessarily cut me off from a large portion of phrases and figures of speech which from father to son have long been regarded as the common inheritance of Poets.
...t is arguable that the birds fight is also a metaphor, implying the fight exists not only between birds but also in the father’s mind. Finally, the last part confirms the transformation of the parents, from a life-weary attitude to a “moving on” one by contrasting the gloomy and harmonious letter. In addition, readers should consider this changed attitude as a preference of the poet. Within the poem, we would be able to the repetitions of word with same notion. Take the first part of the poem as example, words like death, illness
...e the heron both literally and figuratively add to the sense of wonder in the tone of the passage. In the poem by Mary Oliver, the diction used to describe the heron is completely different. The words "gray", "hunched", "clutching", and "scant" give the poem a desperate, unpredictable view of nature. The tone is dreary, begrudging, and almost helpless. Diction truly can take hold of the tone of a work and steer it in whatever direction it wishes.
For instance, the story that Ekwefi tells to all of Okonkwo’s children is about a tortoise manipulating birds to get food from their party in the sky, and then the birds coming together to get back at the tortoise (Achebe 96-99). In the story, the tortoise symbolizes the missionaries and the birds symbolize the Ibo because like the missionaries, the tortoise is very selfish and acts as if he is doing nothing wrong by his actions, until he fools the birds. Both the missionaries and the tortoise take what is rightfully someone else’s for personal gain. Achebe uses this story to warn readers that in order for the Ibo to salvage their culture and unity, they must communicate with each other like the birds. He also foreshadows the arrival of the missionaries later on in the novel with the tortoise. In essence, Achebe uses the story to convey not only how complex the Ibo culture is, but also just how important it is to be saved. He proves that through cooperation and unity, a group can come together as one to save what is rightfully theirs and limit excess conflict with just a few actions. What Achebe is telling the reader and the tribe themselves, is that sometime there is going to be something that tries to tear them apart and shatter their culture, but the worst thing they can do is separate themselves from each other. Despite the
Within this passage Gyatso uses words and phrases like “tryst”, “vulture”, “plumage”,“fraught with” and “fray”. There is significance in Gyatso’s choice of words, and there are hints that indicate to the reader that the poem was written about Gyatso’s regent.
The consistent pattern of metrical stresses in this stanza, along with the orderly rhyme scheme, and standard verse structure, reflect the mood of serenity, of humankind in harmony with Nature. It is a fine, hot day, `clear as fire', when the speaker comes to drink at the creek. Birdsong punctuates the still air, like the tinkling of broken glass. However, the term `frail' also suggests vulnerability in the presence of danger, and there are other intimations in this stanza of the drama that is about to unfold. Slithery sibilants, as in the words `glass', `grass' and `moss', hint at the existence of a Serpent in the Garden of Eden. As in a Greek tragedy, the intensity of expression in the poem invokes a proleptic tenseness, as yet unexplained.
bird as the metaphor of the poem to get the message of the poem across
...er readers. Dickinson’s use of literary devices and her creativity enables her to imaginatively describe the beauty and grace from a simple and familiar observation. It is through her use of tone, imagery, and sound that she exploits a keen sense of respect for at the very least the little bird, if not also nature itself. Dickinson recreates and expresses the magnificence and smoothness of the bird soaring across the sky. She uses tone to create the mood to emphasize the theme. She uses sound and imagery to not only tell the reader about the awesome flight of the bird, but to help the reader experience and connect to the little bird and nature in hope that they too will learn to respect nature.