The poem, “Field of Autumn”, by Laurie Lee exposes the languorous passage of time along with the unavoidability of closure, more precisely; death, by describing a shift of seasons. In six stanzas, with four sentences each, the author also contrasts two different branches of time; past and future. Death and slowness are the main motifs of this literary work, and are efficiently portrayed through the overall assonance of the letter “o”, which helps the reader understand the tranquility of the poem by creating an equally calmed atmosphere. This poem is to be analyzed by stanzas, one per paragraph, with the exception of the third and fourth stanzas, which will be analyzed as one for a better understanding of Lee’s poem. The poem begins by explaining the sluggishness of time and sets the mood for the rest of the piece. The repetition of the word “slow” was employed by the author in order to emphasize that changes in life occur very slowly and may even pass unnoticed. However, it is still important to recognize that time is progressing, but it takes so long that it’s hard to realize so. The last sentence expands on this idea by introducing “palsied apples”, comparing time’s speed of movement with that of a paralyzed being. It is also important to highlight the relevance of the syntax present in the first lines of the poem, as its analysis will lead to an interesting contrast with the last stanza. Nevertheless, in the first stanza, the author describes a “copper-coated hill”, and in fact, the author continues to describe the setting of his poem by employing a variety of warm colors to capture the true essence of autumn. In the second stanza, Laurie Lee reintegrates the idea of time passing slowly through the line “taking the village wi... ... middle of paper ... ... the end of the poem until “the rose tree’s thread of scent draws thin and snaps upon the air”, terminating life and dictating the start of another season. In his poem “Field of Autumn”, Laurie Lee uses an extended metaphor in order to convey the tranquility of time, as it slowly puts an end to life. Through imagery and syntax, the first two stanzas contrast with the last two ones: The first ones describing the beginning of the end, while the final ones deal with the last moments of the existence of something. Moreover, the middle stanzas work together; creating juxtaposition between past and future whilst they expose the melancholy that attachment to something confers once it's time to move on. Lee’s objective in this poem was to demonstrate the importance of enjoying the present, for the plain reason that worrying about the past and future only brings distress.
Hutch, the main character of The Big Field, has played baseball all of his life. He has always played shortstop, the same position that his father dreamed of playing as a professional. “Hutch, had always thought of himself as the captain of any infield he’d ever been a part of” (Lupica 1). Hutch finds himself being demoted to second base because there is another player, Darryl, on his new team that is expected to go pro and also plays shortstop. Hutch struggles because he does not want to play second base and his father does not support him because he does not want baseball to break Hutch’s dreams like it did his own. Hutch is betrayed by his father and Darryl when he finds them practicing together. Hutch has to learn to adjust and eventually becomes friends with Darryl, the up and coming shortstop. He understands that if he wants to win, then he needs to work together with Darryl. His father also comes around and finally gives Hutch his approval. Students should read this book in a high school English classroom because it demonstrates how relationships can be difficult, but teamwork can help to solve many issues.
The timeline carries on chronologically, the intense imagery exaggerated to allow the poem to mimic childlike mannerisms. This, subjectively, lets the reader experience the adventure through the young speaker’s eyes. The personification of “sunset”, (5) “shutters”, (8) “shadows”, (19) and “lamplights” (10) makes the world appear alive and allows nothing to be a passing detail, very akin to a child’s imagination. The sunset, alive as it may seem, ordinarily depicts a euphemism for death, similar to the image of the “shutters closing like the eyelids”
Across Five April's by Irene Hunt is about how the civil war tears apart a family during the hard times of the civil war. There were 239 pages it this story. The book follows the life of Jethro Creighton, a young farm boy in rural Illinois as he grows from a protected and provided for nine year old, to a educated and respectable young adult during the chaos of the civil war.
In this poem the late summer leads her soldiers, the daisies, into battle with autumnal frost, which ends with the daisies becoming the casualties and summer and autumn make a vow. Summer is the general that leads her soldiers into battle repeatedly without a win. Similar to the thrown away lives of the soldiers in the Civil War who were repeatedly sacrificed when the commanding generals suffered loss after loss. In addition, the Civil War had ended on “vow.” Suddenly in the third stanza, Dickinson’s poem shifts the “seasonal cyclicality of death” as autumn is now thought of posthumous (Kohler 46). The tormented landscapes, fallen figureheads, and the constant battle with large numbers of death provide Dickinson with an agitated autumn, and
The poem “anyone lived in a pretty how town” by E.E. Cummings talks about the cycle of life and the importance of structure, symbolism, and language of the poem. For instance, the poem has nine stanzas, which has a rhyming pattern of AABC. The rhythm of the poem is significant for it supports one of themes, the cycle of life. Cumming uses season to explain the poem's progress. “spring summer autumn winter” (3) and “sun moon stars rain” (8) symbolizes time passing, which represents life passing. In the poem, as the seasons and skies rotate, life continues along with them. In addition, the uses of the words “snow” (22), “buried” (27), “was by was” (28), and “day by day” (29) leading to death. Towards the end of the poem, the depression of death was mention, but Cumming was just stating the n...
The story that Jess Walter tells, much like any other novel, is one of joy and sorrow. Lives intersect and separate, people fall into and out of love, and dreams are made and broken. What Walter does with his plot though is quite different. He writes it in a way where the whole book itself relies on the reader’s ability to realize that though some people meet for only a brief amount of time, their dreams and hopes, can hinge on even the briefest moments. Sometimes the characters in the novel have their stories intersect, some in very interesting ways, and other times you see their story as it is and was, just them. Walter does a wonderful job of bringing together many different lives, many stories, and showing how just because you feel alone, does not mean you are, your life and story can at any moment intersect with another and create a whole different story. Perhaps, Alvis Bender puts the idea that Walter is trying to convey into the best words, “Stories are people. I’m a story, you’re a story . . . your father is a story. Our stories go in every direction, but sometimes, if we’re lucky, our stories join into one, and for a while, we’re less alone.”
The poem starts out describing the dreary streets with cheap hotels and restaurants where the speaker lives. He is on his way to a place where women, including the one he adores, are getting together to talk and have some tea. They are talking about people with great creative minds, like Michelangelo and unlike Prufrock. This is the first of many excuses he gives in the poem. Next, he talks about how there is so much time. There is time for ?indecisions? and ?revisions, before the taking of a toast and tea.? Here he is trying to convince himself that there is plenty of time to decide what he is going to say before he makes a toast in her honor.
At the beginning of the poem, the speaker starts by telling the reader the place, time and activity he is doing, stating that he saw something that he will always remember. His description of his view is explained through simile for example “Ripe apples were caught like red fish in the nets of their branches” (Updike), captivating the reader’s attention
“We pluck and marvel for sheer joy. And the ones still green, sighing, leave upon the boughs…” (14-16). This emphasis on nature reflects the respect and connection to the natural world the culture was trying to convey in their poetry. The colorful and illustrative descriptions of the physical world are indicative of the mindset and focus of these poems. Namely the fact that they were concerned with the world around us and the reality we experience as opposed to that of abstract concept of god or the supernatural as seen in other historical texts. This focus on nature is important because it sets the context in which the major theme of loss and separation originate from. In this poem the poet chooses to emphasize the passing of time in the choice of comparing the two seasons. Spring, in which life begins a new, and fall, in which the leaves begin to fall off and die. The poem reads “And the ones still green, sighing, leave upon the boughs- Those are the ones I hate to lose. For me, it is the autumn hills” (15-18). This juxtaposition of these two
The Flowers By Alice Walker Written in the 1970's The Flowers is set in the deep south of America and is about Myop, a small 10-year old African American girl who explores the grounds in which she lives. Walker explores how Myop reacts in different situations. She writes from a third person perspective of Myop's exploration. In the first two paragraph Walker clearly emphasises Myop's purity and young innocence.
In the poem “To Autumn” the initial impression that we get is that Keats is describing a typical Autumn day with all its colors and images. On deeper reading it becomes evident that it is more than just that. The poem is rather a celebration of the cycle of life and acceptance that death is part of life.
In “Written at the close of Spring,” Smith’s second sonnet, she focuses on the wonderful ability nature has in rejuvenating itself each year. Smith personifies Spring in the way it “nurs’d in dew” its flowers as though it was nursing its own children (“Close of Spring” 2). While it creates life, Spring is not human, because it has this ability to come back after its season has passed. Human beings grow old and die; we lose our “fairy colours” through the abrasive nature of life (“Close of Spring” 12). Smith is mournful that humans cannot be like the flowers of Spring and regain the colors of our lives after each year.
Andrew Marvell in his poem describes a young man convincing his fair mistress to release herself to living in the here and now. He does this by splitting the poem up into three radically different stanzas. The first takes ample time to describe great feelings of love for a young lady, and how he wishes he could show it. The idea of time is developed early but not fully. The second stanza is then used to show how time is rapidly progressing in ways such as the fading of beauty and death. The third stanza presses the question to the young mistress; will she give herself to the young man and to life? Although each stanza uses different images, they all convey the same theme of living life to the fullest and not letting time pass is seen throughout. Marvell uses imagery, symbolism, and wonderful descriptions throughout the poem. Each stanza is effective and flows easily. Rhyming couplets are seen at the ends of every line, which helps the poem read smoothly.
The first stanza of “To Autumn” describes the way in which autumn is able to support life. On the one hand, its about ripeness as things grow older as the year is approaches its end, and helped by the “maturing sun” (l. 2), autumn has to “fill all fruits with ripeness to t...
We get the idea that the poem starts out in the fall, "Two roads diverged in a yellow wood" (5). The season fall represents the year coming to an end, and e...