The metaphorical voyage found in Richard Wilbur’s “The Writer” and the experience described in Ted Hughes’s “The Thought-Fox” show events in which a journey of discovery is made. Though their theme and metaphors are vastly different, many parallels exist between their use of animals and their creation of sensorial imagery. In this way, the reader finds how the voyage of life and the flight of a bird are akin to the adventures of a fox; one can hope to direct fate, but we must let it run its natural course.
“The Writer” begins with the speaker informing the audience that his daughter is “at the prow of the house” (1) where his “daughter is writing a story” (3) as “the windows are tossed with linden” (2). From the beginning of the poem, the speaker begins to deliver an extended metaphor of life’s voyage with the phrase “prow of the house” (1). Moreover, the speaker continues it throughout the poem with phrases such as, “Like a chain hauled over a gunwale” (6) or “I wish her a lucky passage” (Line 9) or “Beating a smooth course” (29).
In addition to the metaphor, the Wilbur depicts precise imagery and a symbol for the audience to experience. One example of imagery is found in the line, “Where light breaks, and the windows are tossed with linden” (2). Not only does this line create a sense of confined—yet open—space, but the audience can easily imagine the sound and wave-like movements coming from the swaying linden trees. Another image created is two people anticipating the “starling” (19) to fly smoothly into the outside world as they watch the “sleek, wild, dark / and iridescent creature” (22-23) “helplessly from . . . through the crack of a door” (20). Lastly, Wilbur utilizes the form of a small fragile bird trying—repeatedly—to fly out of an unfamiliar room into the world. As the speaker’s daughter will have struggles during her life because situations are unfamiliar to her.
Similarly, “The Thought Fox” establishes the physical setting very quick; the speaker is a room in which “something else is alive / besides the clock’s loneliness” (2-3) and where there is a “blank page” (4) where the speaker is imagining a forest at midnight. In doing so, Ted Hughes begins to create a metaphor of darkness with the phrase “midnight moment’s forest.” The darkness found in this forest represents the unknown bounds of the human imagination because the deeper one goes into darkness the further one “is entering [into] loneliness” (8).
The tree “swings through another year of sun and leaping winds, of leaves and bounding fruit.” This sentence evokes images of happiness and serenity; however, it is in stark contrast with “month after month, the whip-crack of the mortgage.” The tone of this phrase is harsh and the onomatopoeia of a “whip crack” stirs up images of oppression. The final lines of the poem show the consequences that the family accepts by preserving the tree—their family heritage. When the speaker judges the tree by its cover she sees monetary value, but when she looks at the content in the book she find that it represents family. Even though times may be tough for the family, they are united by memories of their ancestors.
William Faulkner overwhelms his audience with the visual perceptions that the characters experience, making the reader feel utterly attached to nature and using imagery how a human out of despair can make accusations. "If I jump off the porch I will be where the fish was, and it all cut up into a not-fish now. I can hear the bed and her face and them and I can...
John Hollander’s poem, “By the Sound,” emulates the description Strand and Boland set forth to classify a villanelle poem. Besides following the strict structural guidelines of the villanelle, the content of “By the Sound” also follows the villanelle standard. Strand and Boland explain, “…the form refuses to tell a story. It circles around and around, refusing to go forward in any kind of linear development” (8). When “By the Sound” is examined in regards to a story, the poem’s linear development does not get beyond the setting. …” The poem starts: “Dawn rolled up slowly what the night unwound” (Hollander 1). The reader learns the time of the poem’s story is dawn. The last line of the first stanza provides place: “That was when I was living by the sound” (3). It establishes time and place in the first stanza, but like the circular motion of a villanelle, each stanza never moves beyond morning time at the sound but only conveys a little more about “dawn.” The first stanza comments on the sound of dawn with “…gulls shrieked violently…” (2). The second stanza explains the ref...
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
The poem is written in the father’s point of view; this gives insight of the father’s character and
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
The verse novel, ‘The Simple Gift’ explores how relationships and place can impact detrimentally on one’s identity and sense of belonging. Herrick uses Billy to highlight how social issues such as dysfunctional families can lead to isolation and loneliness. Using first person narrative, “I”, Herrick in the poem 'Sport' establishes the barriers to belonging. Herrick uses flashback and hyperbole “he came thundering out” to highlight detachment from home prompted by Billy’s abusive alcoholic father. Detailed repetition of “I was ten years old” intensifies the poignant loss of Billy’s innocence and his displacement from a childhood sanctuary. Consequently the poem ‘Longlands Road’, uses personified enjambment, “rocks that bounce and clatter and roll and protest”, to capture the image of an angry boy who is searching for a sense of belonging. Imagery created through vivid descriptive language, “rundown and beat / the grass unmown around the doors”, depicts the impoverishment and disrepair of “Nowheresville”. While Billy’s description of “Mrs Johnston’s mailbox on the ground...” expresses his contempt and frustration. Subsequently, the ramifications of Billy’s discontent, portrayed by the sarcastic statement “It’s the only time my school has come in ...
Fulfilling the roles of both mother and breadwinner creates an assortment of reactions for the narrator. In the poem’s opening lines, she commences her day in the harried role as a mother, and with “too much to do,” (2) expresses her struggle with balancing priorities. After saying goodbye to her children she rushes out the door, transitioning from both, one role to the next, as well as, one emotion to another. As the day continues, when reflecting on
In the end of the narrator’s consciousness, the tone of the poem shifted from a hopeless bleak
Magistrale, Tony. "The Art of Poetry." Student Companion to Edgar Allan Poe. Westport, Conn. ;London: Greenwood, 2001. 39-41. Print.
Piper’s use of imagery in this way gives the opportunity for the reader to experience “first hand” the power of words, and inspires the reader to be free from the fear of writing.
Part I is particularly anecdotal, with many of the poems relating to the death of Trethewey’s mother. The first part begins with an epitaph from the traditional Wayfaring Stranger, which introduces the movement of the soul after death, and the journey towards the ‘home’ beyond. In “Graveyard Blues”, Trethewey examines the definition of “home” as a place of lament, in contrast to the comforting meaning in the epitaph beginning Part I, and the significance of the soul’s movement after death. The ‘home’ described in the epitaph is a place of comfort and familiarity, where the speaker returns to their mother. In contrast, Trethewey describes the ‘home’ she returns to after her mother’s death as a hollow place, the journey back to which is incredibly
In the beginning of the story, with an extensive and vivid description of the house and its vicinity, Poe prepares the scene for a dreadful, bleak, and distempered tale. The setting not only affects Poe’s narration of the story but influences the characters and their actions as well. Both the narrator and his boyhood friend, Roderick Usher, question w...
With fewer than fifty published poems Elizabeth Bishop is not one of the most prominent poets of our time. She is however well known for her use of imagery and her ability to convey the narrator?s emotions to the reader. In her vividly visual poem 'The Fish', the reader is exposed to a story wherein the use of language not only draws the reader into the story but causes the images to transcend the written work. In the poem, Bishop makes use of numerous literary devices such as similes, adjectives, and descriptive language. All of these devices culminate in the reader experiencing a precise and detailed mental image of the poem's setting and happenings.
“The Fish,” written by Elizabeth Bishop in 1946, is perhaps most known for its incredible use of imagery, but this analysis does not merely focus on imagery. Instead, it is based on a quote by Mark Doty from his essay “A Tremendous Fish.” In it he says, “‘The Fish’” is a carefully rendered model of an engaged mind at work” (Doty). After reading this statement, it causes one to reflect more in-depth about how the poem was written, and not just about what its literal meaning lays out. In “The Fish,” Bishop’s utilization of certain similes, imagery in the last few lines, narrative poem style, and use of punctuation allows the audience to transport into the life of the fish; therefore, allowing them to understand Bishop’s ideas on freedom and wisdom.