As the sun warms me I begin to grow comfortable not only in my clothes but in the place and the day” (675). The use of words such as “clear warm light” and “sun warms me” creates a lighter tone, the diction for feelings of comfort and warmth associated with the passage cause the reader to also feel more relaxed. Wendell Berry has become more at ease in the woods, and not only does he find happiness in the woods, and sees it in a new light, but also looks at himself in a better way, and becomes more accepting. He becomes more accepting of himself through his acceptance of nature and spending time isolated, away from the hustle and bustle of everyday life. This acceptance that Wendell Berry finds is seen in the essay through the tone shift from dark to light, specifically through the use of darker diction/tone at the beginning and lighter in the end of the
Both Perillo and Gregg see death as a cruel and gruesome subject. In the end, they gradually start to shift to an accepting attitude toward death. In “Shrike Tree”, the use of simile, paradox, and imagery can be seen used throughout the poem. The poet, Perillo states “the shrikes pinned birds on the trees in blackthorns”, this creates a gruesome image carved in the audience’s mind, it shows that Perillo is quite disgusted by the image of birds being pinned on black thorns. As “the shrike pinned smaller birds on the tree’s blackthorns…while some burned holes in the sky overhead.” The use of imagery invokes a sense of discomfort and disgust in the speaker. In “Plums Failing Well”, the only attention they receive is from “ants and birds”. This indicates that humans have absolutely zero respect towards the plums. In fact, the only attention they receive is from the lower class creatures such as “ants”. By using personification, if “only they can breath”, the poet is comparing plums to humans. By stating that if they can breathe just like humans, they will more likely receive more respect because humans normally respect other human
Mallard was looking at out of her window. She uses kinesthetic imagery when describing the movement of the trees. She evokes olfactory imagery through her description of “the delicious breath of rain” in the air. Her use of auditory imagery is especially prevalent when she writes, “The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves.” The use of imagery is pointed out when Chopin personifies the fear that is “creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air.” Chopin’s vivid use of imagery to make the story appeal to several of the senses represents Mrs. Mallard’s discovery of being “free” which is what she repeats many times throughout the
Yusef Komunyakaa’s poem “Blackberries” was published in 1992. This poem is about a ten-year-old boy and his job picking and selling blackberries. The young boy who is not named is the narrator of the poem.The nameless boy narrates his life as it occurs in a rural and poor community. Although, the poem is about blackberries there are much deeper meanings running through the poem. The reader can choose to take the poem as a depiction of a person’s socioeconomic status, a young boy and his love for picking berries, or as a way for Yusef Komunyakaa to demonstrate the journey of maturation from child to adolescence.
Dillard implements imagery all throughout her essay, which gives the reader a clear picture of the events occurring. For instance, she describes her husband “gesturing inside a circle of darkness” as a result of him gradually travelling farther away from her (Dillard). Ultimately, the use of imagery in this case represents the loneliness the narrator begins to feel. The author also utilizes metaphors to get her message across. Dillard compares “grammar and lexicon” to a “decorated sand bucket and a matching shovel” because without the other, they will not be able to fulfill their purpose (Dillard). The comparison proves that the mind needs these “two tools” in order for a person to further their knowledge of a language. The author manages to incorporate figurative language into her writing excellently to convince the reader the value of
Authors use imagery to give a visual representation of the setting. As Lutie Johnson is walking down the street, the wind is against her as “It found all the first and dust and grime on the sidewalk and listed it up so the dirt got in their noses, making it difficult to breathe. The wine is purposefully trying to make the lives of those walking in the city more strenuous by hindering their ability to breathe. When Lutie Johnson arrives at her destination, she is greeted by an ominous sign, “where years of snow had finally eaten the paint down to the metal and rusted, making a dark stain like blood.” The fact that the color is described like blood reiterates the idea that the setting is unwelcoming and does not appreciate the narrator’s presence. Because of this, Lutie Johnson is uncomfortable in the new setting.
He notices “…the trees separating from the shadows…the sweet scent of the air…the smell of the sun firing buds and opening blossoms” (193) He states: “This was nature.” (193). The reiteration of this statement in contrast to the night portrays to the reader the narrator and his friends evolving character. The young men go from the chaos of the night, and their juvenile thoughts and actions, and are forced into their new perspectives of their lives brought with the new
Poetry has many ways to express different views on life. Maxine Kumin, poet of “Woodchucks”, seems to be writing about simply trying to keep woodchucks out of her garden. There is the illusion that the poem is not just about getting rid of the woodchucks from the poem but possibly something a bit darker. Maxine Kumin’s poem “Woodchucks” is not just about ridding a garden of woodchucks but more so on the line of justifying the violent behavior in humans.
In Sheila Heti’s short story “The Raspberry Bush” she presents the theme of the realization that Life is short, through the techniques of imagery, metaphorical parallels and character development. The imagery used to describe the Raspberry Bush represents the change between the young and elderly, and the physical life of the Raspberry Bush parallels metaphorically to human life and the passing of time. Both these techniques are used to develop Heti’s theme that life is short. The realization of this theme is seen through the protagonist’s reaction to the death of the Raspberry Bush and how it greatly affects her entire mental state. The use of each technique is carefully portrayed and helps to advance the reader’s understanding of Heti’s theme
Most obvious is Kinnell’s frequent use of the word “black.” He associates the word with both innocence and the forbidden; when he reflects on the simple act of blackberry eating, it is the former, but when he discusses the “black art of blackberry making,” it is firmly the latter. Kinnell implies the inevitability of losing innocence through this juxtaposition; even in the “innocent” act of blackberry-eating, there is lust, there is black magic. Another telling repetition is Kinnell’s reiteration of the word “icy” in the 2nd and 2nd-to-last lines of the poem. His use of “icy” to describe the blackberries implies their resistance to his passions, their frigidity in the face of his fire. In the beginning of the poem, the blackberries are “overripe, icy;” by the end, after Kinnell’s through with them, they are “silent, startled, and icy.” Their coldness is alarming as it suggests Kinnell has imposed his desire over them against their will; this implication makes the poem vastly darker. Kinnell’s final significant use of repetition is in his use of the words “ripe” and “overripe” in lines 2 and 7. While “ripe” suggests a desire ready to be actualized, “overripe” suggests desire delayed too long; in light of the significance of Kinnell’s use of “icy,” “overripe” implies desire delayed to a dangerous
Few things are as enchanting as late summer, when the days are long and warm and berries grow ripe. Blackberries are the subject of poet Galway Kinnell’s poem Blackberry Eating, in which he discusses the richness of blackberries and uses them to describe his fondness of words. He gives meaning to his own words through the use of musical devices including imagery, repetition, connotation, and syntax.
Adults teach children through songs and in the poem “Blackberry Eating” by Galway Kinnell that is exactly what the speaker is doing. The speaker of the poem is teaching the reader his love of words by comparing them to his love of blackberries. Kinnell utilizes this through several musical devices such as onomatopoeia, repetition, and alliteration.
On September 28, we collected 30 gall balls near Susquehanna University, Selinsgrove, Snyder County, PA. we have two sites. We chose a blackberry tree (Prunus serotine) in the field and use the tape measure to draw a circle with a radius of 2 meters and marked this area as our site 1. Then as the same blackberry tree as the center, draw a circle with a radius of 10 meters and marked the area out out this circle as our site 2. Group 1 random collected 15 gall balls from site 1 and marked them with red tape. Group 2 random collected 15 gall balls from site 2 and marked them with green tape. After the collection, we bring all the 30 samples to the laboratory separately. Each group used knife and forceps to cut and open the gall balls and put the
Heaney uses imagery throughout the poem. He begins in the first stanza, line three when he describes one of the blackberries, “At first, just one, a glossy purple dot.” This clarifies the ripeness and desirability of the blackberry. The following line, “Among others, red, green, hard as a knot,” describes the blackberries that are less than desireable; the unripe ones. Then, Heaney takes note of a “rat-grey fungus.” By describing it as “rat-grey,” the reader is led to believe that it is something disgusting.
Their talk begins when the Gardener ask the Servant to tie the apricot tree to the wall.” Go, bind thou up yon dangling apricocks,/Which, like unruly children, make their sire” I think this apricot can be understood like the country which has been ruined by some arrogant ruler, in this case Richard, who does not care about his ancestors who were trying really hard to stabilize the country. The servant asks him why does he need to do this when he is not fault for what happend to the apricot.” Why should we in the compass of a pale/Keep law and form and due proportion,/Showing, as in a model, our firm estate,/When our sea-walled garden, the whole land,/Is full of weeds, her fairest flowers choked up. “ The servant does not know why do they have to all that stuff if they are not only ones responsible for that. Probably the same thoughts had the King, too. He did not want to arrange the country when their neighbours were fighting in the war and were also messed up like Richard’s country, although he was helping them. Further in the conversation they talk about Bollingsbroke’s seizing the Richard and banishing him. They are comparing the reign of the king with their garden, they wish that king had organized his country like they did their garden. Their trees are wounded but