Just as Shakespeare did, she uses a comparison to a relatable subject. She used her literature as her child, but unlike Shakespeare, she does not believe that her subject is perfect. Charlotte referred from the beginning of the piece to the work being “ill-formed” meaning full of grammatical mistakes and how the work no matter how much she tried to mend it she still did not see it as perfect. Both poets also hold a very close relationship to the subject of the poem. The attachments are alike in the matter that the author uses common metaphors.
One of them is using a very indirect metaphorical way of conveying their message, while the other uses specific examples. Also one chose to write a poem and the other chose to write a novel. Orwell chose to write his story from third person perspective and Niemoller chose to write his story talking directly how it had an effect on him. Although their styles are different they both are telling about leaders who use their power to their
Furthermore, Diaz also uses conflict to characterize the personalities of each character. Junot Diaz uses various methods to project his stories that allow the readers to understand the stories vividly. Junot Diaz begins his book with an epigraph by Sandra Cisneros in which it states : Okay, we didn’t work, and all memories to tell you the truth aren’t good. But sometimes there were good times. Love was good.
The poem is not good to read only because of its subject, however. The use of repetition and symbolism in “Blink Your Eyes” adds more depth to the poem, and highlights the societal issues that the author and others of his race have felt. Use of repetition in poetry directs the reader 's attention to that word or phrase, as Sundiata does in “Blink Your Eyes.” Along with how the stanzas are formed, the repetition used sets a pace to the poem. In the first stanza, Sundiata writes “thru a red light red light red light” (Sundiata 503). The use of repetition here is smart, because the “red light” that is spoken of has two meanings and is crucial to the overall theme of the poem.
In the following essay I will discuss and form a clear analysis about Elizabeth Bishop’s poem ‘Exchanging Hats’ that was published in 1979. Elizabeth Bishop is an American short-story writer that was born in 1911 and loved writing poems to describe the dominating side between male and female. It addresses many things such as crossing dressing, gender roles and it brings out a deeper meaning of fashion. It refers to the world famous story of Alice in Wonderland. It is done in such a way where everything that is being describe is not being said directly but rather describing actions that symbolizes different principals of theories.
In the late 18th century, writers and poets modified the individualism literary movement to direct their attention towards the gothic era. This theme is indeed a form of individualism, but it specifically inspired authors to bring awareness to the dark side of humanity. The authors in this time period believed that the only way individuals are able to express themselves and have a right to think their own thoughts or make their own decisions is to find their true self at their darkest moments. The gothic era usually obtained dramatic tones in their storylines, but also reflected on concerns the society had at the time of writing. Edger Allan Poe was a famous poet who often used certain strategies in his literary work to leave the reader in
Catullus often manipulates the audience’s emotions through his poetry and directs attention towards himself in order for the audience to feel sympathy for him and often contempt for Lesbia. Arrangement and Order I have discussed Catullus’s poems about Lesbia and their relationship in ascending order. This is not necessarily the order he wrote his poems in. However, there is unfortunately no irrefutable argument for how Catullus meant to arrange his poems. What we have in surviving manuscripts is a rough categorization by metre and genre: (a) there are the “polymetrics”, 1-60; (b) the mixed bag of long poems 61-68, though 65-68 are in elegiacs and must rather belong with (c), the elegies and epigrams (69-116).
Along with Carson’s use of the juxtapositions “we” and “them,” she also utilizes diction, tone, and irony to further explain the “we’s” and “thems” and to reinforce the poem’s theme of socially navigating through love as a young adult. Carson’s poem, as previously stated, is a narrative poem, which can also be read as a Shakespearean aside, even though there is a lack of rhyme meter nor are there any definite stanzas. As the narrator goes through the actions of meeting up with the
Her poetry takes a common incident or ordinary person and given a structure that is not a plain recitation of facts, poems that “skillfully combine biography and history” (325). She has stated in an interview with M. Wynn Thomas in 1995, her works have been influenced by Langston Hughes, Gwendolyn Brooks, Richard Wright, and James Wright. Dove is also asked often about her influences other than writers and repeats that she is “obsessed with” what she calls the “underside of history”. In the interview with M. Wynn Thomas, Dove said that the “underside of history” is the “dramas of ordinary people - the quiet courage of their actions, all which buoy up the big events” (The Swansea Review). Dove believes “putting these private events” alongside historical events makes the personal and historical equally important.
Hughes and cullen both state their opinion using poetry but they don't both are read with the same types of emotion. Hughes and cullen both use an underlying emotion to write their poetry. Hughes uses anger and force. Cullen uses a more informational and calm approach. Hughes uses strong descriptively forceful phrases like “fester like a sore” or “stink like rotten meat” when writing to gross out the reader but also to entice them to read more.