Analysis Of Blackberry Eating By Galway Kinnell

In the novel Hate That Cat by Sharon Creech, Jack grows tremendously throughout the course of his school year. He grows tremendously through the extended teaching of Miss Stretchberry, and this teaching allows him to learn more and become a better poet. One way she helps him became a better poet is by teaching him about the use of alliteration in poems (14). This helps Jack expand his knowledge of all of the different literary devises you can use in a poem, which also gets him thinking more and about what all and how he could use this literary devise in his poems. The second way she helps him grow as a poet is by teaching him about onomatopoeias (19). Miss Stretchberry teaches him this literary devise through Edgar Allen Poe’s poem The Bells.

The poem that I chose is Ghost Dance by Sara Littlecrow-Russell. The title is something that sounded familiar to me, but the reason I chose to read this poem originally was that it told a story rather than describing something, someone, or a feeling, which had been a common theme among the poems that I had been browsing. I also knew that I wanted to recite a poem that used a more low tone rather than an upbeat one, which is something that the majority of this poem had. Subtle and major tone changes and pauses were more easily visualized for me while reading this the first few times more than some of the previous poems I had read. Finally, I had realized that the poem is something that I already had some knowledge on from another class that I had been taking during the year. Realizing this allowed for me to analyze in much more detail what historical events and ideas some of the lines and the entire poem were referencing which made the poem more powerful to me. Being able to connect the different lines of the poem to things that I had previously learned was interesting to me. All of these factors were what made this poem interesting enough for me to choose this poem over some of the other poems that I had been considering.

We then see the farmer’s unrequited ‘love’ throughout the poem where his bride is neglecting the idea of a husband “Not near, not near!’ her eyes beseech” the only words we hear from the bride show begging and trepidation, he notices her androphobia and it seems to impact his emotions when we reach the fourth stanza which stands out as a sensual, admiring description of the wife by the farmer. The poet uses sibilance (‘Shy…swift…/Straight…slight/Sweet…She/…Self.’) to convey the farmer’s whispered appreciation and leads on to compare her to nature ‘Sweet as the first wild violets,’ strengthening the farmer’s positive opinion of his wife, however, she does not show him the affection he desires, contrasting the predator-prey relationship I discussed in the first paragraph where only the farmer benefited. She is ‘Sweet.../To her wild self. But what to me?’ ending the stanza with a rhetorical question strongly suggests his unhappiness however the poet’s use of caesura, breaking the monotonous rhythm, and forcing the reader to take note of the phrase that proceeds the caesura further enforces the farmer’s deprived feelings in our minds. On the contrary, readers may interpret the farmer’s sudden outburst of affection towards

Emilia Lanyer’s poem “The Description of Cooke-ham” is titled as if it is a pastoral ode praising the estate Cooke-ham. However, upon reading the poem, one quickly realizes that the true subject is actually Lanyer’s patroness, with whom Emilia stayed at Cooke-ham for some time. While the poem does describe, in detail, the beautiful natural scenery at Cooke-ham, it does so always in reference to this woman. Lanyer never names the subject by name, instead referring to her primarily in second person, though it is assumed that the subject is in fact her patroness, Margaret Clifford, Countess of Cumberland.

Containing three quatrains and a rhyming couplet at the end, this poem displays a perfect English sonnet using iambic pentameter to make it sound serious and conversational. This is significant because most sonnets are about love and each quatrain, in English sonnets, further the speaker’s

“Snapping Beans” expresses the conflict between the granddaughter and the grandmother are not as close as they were prior to her leaving for school. She longs to tell her everything but cannot for she is afraid the closeness will be gone. The grandmother’s perspective of the world is very religious versus the new experiences she is having at school but yet she likes it. The narrator of poem is the granddaughter, who is home from college located in the North to visit her grandmother for the weekend. (5 & 6) The poem is 46 lines, one stanza and flows like a song or is conversational. Alliteration used is the “s” and “b” sounds in phrases “I snapped beans into the silver bowl” (1), “that sat on the splintering slats” (2) and “about sex, about

The Mower Against Gardens is one of four "mower" poems from author Andrew Marvell. The poem describes the capacity of mankind to destroy and manipulate nature. Marvell 's poem is deceiving, to first glace the poem appears to be non-stanzaic but is has hidden stanzas from lines 1-18 and 19-36. The division of the poem in such a way is strategic, the stanzas have a specific build, making the poem more structured and effective. Throughout the poem there are many poetic devices used, such as iambic pentameter and tetrameter, repetition and rhyming, as well as imagery. The author composed the poem in such a way that it is dulcet to read. The message within the poem is evident because of the Metaphors of nature and the destruction of mankind. Andrew

Since the poem is a Blues, the phonological structure of the text is of great importance and at the same time it cannot be expected to find many regularities. This assumption can be validated at first glance: There is no veritable rhyme scheme. On the other hand, there two dysillabic internal rhymes {\tql}bunch, hunch{\tqr} (l.1) and {\tql}sputter, gutter{\tqr} (l.2-3). Still the author uses a lot of other sound patterns as for example Alliteration, Consonance, Assonance and Onomatopoeia. For each only one or two examples are given due to their high occurrence. Alliterations can be found in the sixth line: {\tql}\underline{p}ass \underline{p}estilence{\tqr} or the seventh:{\tql}\underline{b}ent, \underline{b}lack{\tqr}. The two internal rhymes

The poem begins with a series of negative images, each of which are considered violent and undesirable in a family. For example, “The whiskey on your breath” suggests alcoholism, and “Could make a small boy dizzy” emphasizes that a boy is suffering from the effects of the alcoholic parent. This portrays emotional abuse that explores the possibilities of a toxic father-son dynamic. The line “But I hung on like death” then continues to imply that the father’s careless attitude is hurting the little boy internally. These images give insightful pictures to an unhealthy relationship caused by psychological violence. The speaker then adds a more positive image of dancing with, “Such waltzing was not easy” and “We romped until the pans slid from the kitchen shelf,”. Although most associate Waltzing as an enjoyable dance, it is in reality a metaphor that represents the relationship he has with his father. A father-son bond is supped to be pleasurable like the dance, but instead it is a rough experience like the

The poem "Kindness" by Naomi Shihab Nye speaks about how you experience kindness and what it really is. The main point in this poem is that in order to experience people's kindness you need to experience hurt, sorrow, and loneliness. The author says that when you loose everything and have no one or thing that when kindness comes along it lifts you up "and then goes with you everywhere/ like a shadow or a friend" (33-34). When portraying this message the author uses a sad but hopeful tone to send the message she wants to say. This tone helps portray the message because you can feel how sad someone is when they are lonely and they have nothing. Then when the author changes the tone at the end of the poem in the last stanza to hopeful tone the reader can feel the hope and happiness that a person feels when they are down and they are given kindness.

In “The Great Scarf of Birds” by John Updike, the speaker concludes that his heart has been lifted by the image of a gray scarf. The poem is marked with joy and reverence to the natural world around the speaker, but there is sadness in his last few words. The speaker prepares the reader for this conclusion through an abundance of imagery, similes, and poem structure.

In T.S. Eliot’s work “The LoveSong of J. Alfred Prufrock”, he uses diction to give an underlying meaning and tone to his poem in order to express the downfall of a man. The author uses his diction to give this poem Its tone as if he regrets what he did in life. He also shows great tone changes in this work, giving this poem a dramatic, almost tragic outlook. Many of his word choices also give his work an underlying meaning and adds to his theme and messages. A large part of his poem is also using metaphors to add to this underlying meaning and give more force to this tone he is trying to create.

Shakespeare, in his tragedy, “Macbeth,” illustrates an intriguing narrative in which a man named Macbeth receives equivocations from witches telling him that he will become the king, sending him spiraling down a path of madness and bloodshed. Shakespeare's purpose is to relay the ideas that unchecked ambition leads to a person’s downfall and to elaborate on the vanity of human ambition through the actions of the characters. In act 5, scene 5, he assumes a somber tone through the utilization of alliteration and symbolism in order to appeal to similar feelings and experiences in his Elizabethan audience.

Mary Oliver’s poem “Wild Geese” was a text that had a profound, illuminating, and positive impact upon me due to its use of imagery, its relevant and meaningful message, and the insightful process of preparing the poem for verbal recitation. I first read “Wild Geese” in fifth grade as part of a year-long poetry project, and although I had been exposed to poetry prior to that project, I had never before analyzed a poem in such great depth. This process of becoming intimately familiar with the poem—I can still recite most of it to this day—allowed it to have the effect it did; the more one engulfs oneself in a text, the more of an impact that text will inevitably have. “Wild Geese” was both revealing and thought-provoking: reciting it gave me

During the 1900s, there were many famous authors who wrote about African Americans and Civil Rights. This was what was going on during this time period. Segregation and discrimination towards blacks was increasing. Two famous authors were Langston Hughes and Maya Angelou. Langston Hughes wrote the poem “I, Too, Sing America.” Maya Angelou wrote the poem “Still, I rise.” These two poems both have their own meaning but are still similar in many ways.