Emily Dickinson 's father was instrumental in bringing the railroad to Amherst, Massachusetts, and he even led a parade in honor of the first train. This proceeds to explain why, among her many masterworks, famous romantic poet Emily Dickinson included a poem entitled “I like to see it lap the miles” that can be interpreted as idolizing trains. Through artful verse, this poem expresses Dickinson’s admiration for the train through similes comparing the train with heavenly or religious items, two prominent shifts in the poem, and powerful description and imagery that further exemplifies her veneration of the iron horse. To begin, Dickinson’s poem is written without any direct statement that she was referencing the train. However, this quickly …show more content…
The similes “neigh like Boanerges” and “punctual as a Star” (Dickinson) outwardly express Dickinson’s reverence for the train. Noticeably, both “Boanerges” and “Star” are capitalized in the middle/end of the line. This employment of capitalization proposes that these words are key to this part of the poem. A star is in the heavens, high above the Earth, and phenomenal. Similarly, a Boanerges is a loud, loquacious preacher, who teaches about religion; something that is heavenly, and often difficult to explain. This wordage allows for the reader to assume that Dickinson is attempting to display the majesty and wonder of the train by comparing it to heavenly or religious things. Additionally, the opening of the line “and neigh like Boanerges” includes the verb “neigh”. Horses neigh in order to announce their position to the rest of the group. By using this verb, Dickinson shows how the train announces itself as it “neigh like Boanerges” (Dickinson), and announces a better way, much like a preacher. Although, the train is announcing a better, faster, way of transportation, rather than a religion. This use of figurative language is one of many methods in which Dickinson described the glory of
They show the narrator’s thought-provoking opinions and indirect form of imagery. Though not describing something tangible or visible they create a vivid image of what it means to try and hide something behind words. That the more words they know to talk about their private sufferings the less so they have to confront it since it is behind a wall of words that may not even be true. The last two lines of the poem, “A train whistles through the far hills. One day I plan to be riding it.” , exhibits a picture of a train in rolling hills far away while whistling and gives the reader a sense of determination.
Whereas, the poem continues there is some type of excitement in the afternoon, which in the 3rd line “Beloved, only afternoon” (Meyer). The afternoon is when school gets is the released therefore from jail. Here we see that Dickinson expresses excitement in two forms as they “Ecstatically leap” and “A Mob of
The writer starts the passage by saying, “Ten miles from the river we passed Sutter's fort, an old looking heap of buildings surrounded by a high wall of unburnt brick, and situated in the midst of a pleasant fertile plain, covered with grass and a few scattering oaks with numerous tame cattle and mules. We walked by the wagon and at night cooked our suppers, rolled our blankets around us and lay down to rest on the ground” , this gives the reader a deeper understanding of the setting the writer is in. Since the reader understands the setting, they can connect to the story on a more intense level. Then the writer says, “with pan in hand sallied forth to try our fortunes at gold digging. We did not have very good success being green at mining, but by practice and observation we soon improved some, and found a little of the shining metal.”
At first glance, the poem appears to be an English sonnet because of its fourteen line structure. Yet, it does not follow the rhyme sequence of a sonnet nor does it follow the traditional number of syllables per line. This deviation from the standard form of a sonnet begins to unfold some of the layers of the portrayal of Douglass that Hayden is painting. The way that his poem rebels from traditional
Dickinson on Death An analysis of the perspective on death and the afterlife presented in the poem “Because I could not stop for Death”. Death, and what happens to us afterwards has always been a much debated, highly controversial topic. Every era has its own take on it. This view on death is often reflected in the art and literature of that particular era.
The imagery of the first poem greatly contrasts from the overall tone. In “A Barred Owl,” Richard Wilbur describes an owl frightening a child and waking her from her slumber. Wilbur sets the scene with dark imagery: “The warping night air brought the boom/ Of an owl’s voice into her darkened
On page 185 Adah quotes from “’Hope’ is the thing with feathers” by Emily Dickinson
The use of metaphor is evident in the poem in the first stanza the metaphor “Futile - the winds -” is important because it is showing that in the middle there is no windy path that can break from their love. And the wind is incapable to produce. This goes back to my thesis because Dickinson is expressing her emotion and love that nothing can come in between the love she has for her significant other and not even the winds can stop the longing of their love. The second stanza “To a Heart in port -”, gives the message that her heart is being unused right now, but is in the boat coming.
To Dickinson, darkness seems to represent the unknown. The focus of this poem is people trying to find their way in the dark, where nothing can be foreseen. Sight is a prevalent theme in Untitled, achieved through words like
The poem that stood out the most while reading this assortment of Emily Dickinson poems, was her poem numbered 656/520. This poem used imagery in numerous ways throughout in order to show the audience the important themes and the overall meaning of this work of literature. The poem’s main theme was about a walk on the beach that the poet encountered in the early morning. Although the poem is about a beach it can also give the audience contextual clues into other aspects of life.
In “419,” Dickinson’s darkness is a metaphor for the unknown. Her use of dashes throughout each stanza disrupts their smooth flow and characterizes her narrator, showing the character’s hesitancy when abandoned in the darkness. As the character progresses through the darkness, however, the reader identifies a hopeful and perseverant tone. By expressing that “We uncertain step / For newness of the night,” the narrator shares the feeling of alarming change that is expected to become easier given time.
Both poets are very similar to each other in a way that both of them lived in the nineteenth century. "The two giants of 19th-century American poetry who played the greatest role in redefining modern verse are Walt Whitman and Emily Dickinson (Burt)". Both Emily Dickinson and Walt Whitman are considered as the founders of today’s modern American poetry, whose they put the keystone, and which was further developed by other poets over the years. The poetry has been redefined. The modern poetry becomes more discreet which uses the topics of everyday life.
Dickinson and Whitman have revolutionized poetry eternally. Emily Dickinson’s writing shows her introverted side, she found comfort in being reclusive. Her writing clearly depicts that certain works of her will not be meant for everyone, rather
Dickinson uses the image of a sunset, the horses’ heads, and the carriage ride to establish
This thesis will be dealing with the life and work of two most prominent women writers of the 19th and 20th century, Emily Dickinson and Sylvia Plath. For better understanding of complex topics their work reflects, I will describe important events from their biographies. Although Dickinson and Plath lived in two different centuries they were connected by a common thread, the position of women in the male-dominated world. Not only that they wanted for women to have the same rights as men, but also to be free from the roles of housewives and mothers which were imposed on them by a conservative society. They fought for these rights in only way they could, by writing.