The poem “Ithaka” by C. P. Cavafy illustrates Foster’s quest theory by using metaphors. Throughout the poem there are several metaphors but overall the whole poem is a metaphor all in itself. The speaker begins to tell you right as the poem begins, “Laistrygonians, Cyclops, angry Poseidon—don’t be afraid of them: you’ll never find things like that on your way as long as you keep your thoughts raised high,as long as a rare excitement stirs your spirit and your body.” The Laistrygonians, Cyclops, and angry Poseidon are obstacles that will cross your path, don’t let them get in your way. It is comparing these three terrifying things to the obstacles you come across everyday and how you can’t let them destroy you. As the first part of Foster’s theory, you the questor must overcome these problems and continue to be happy and let the excitement of adventure rule out these scary things and not let them phase you.
At the end of the poem, the speaker ponders the outcome if he had taken the other road and this ultimately leads him to regret his decision of taking the road that is less traveled by. Immediately into the poem, the speaker utilizes a symbol of a forked road to represent different life choices that need to be made. The road is separated into two which indicates that every road represents a decisions in life which also often has more than one possibility. Because we are unable to see what is at the end of the road and predict the future, we need to think about the consequences behind it. The readers get a sense that the forked road is symbolic in stanza three where the author states that "knowing how way leads on to way/ I doubted if I should ever come back"(line 14-15).
Sometimes one reads a poem and it makes no sense. Reading a poem can be challenging, especially in a fast paced culture like ours, because a poem needs time. In a poem, the poet does not reveal the meaning that is behind his words immediately but rather brings the reader on a journey through images, metaphors and style. Poets express sentiments or paint a picture on a page and invite the reader to experience their own feelings and emotions also. To do so poets follow or choose a style this is determined by a set of rules.
Furthermore various literary techniques such as symbols, extraposition, and imagery add to the meaning of the poem Through form and literary techniques, Robert Pack emphasizes, through the answers of the “echo,” that no matter how frightening life seems to be, it is important to take a “leap.” The form of the poem is structured effectively to enhance the readers’ understanding of the author 's intentions The voice B the superficial aspect of the author’s person, or it can be said to represent the goural people on their fears and insecurity about the future. By having the voice let out its concern and misgivings the poet increases the readers’ attachment to the poem. By having the “echo,” a one-word addendum that each rhymes to the last
(Mendelsohn 75) Thus, the issue of translating is important concerning the interpretation of this poem. If there were mistakes in the translation, an inaccurate portrayal would change the way people view the poem. Moreover, in his article Mendelsohn mentions how another version of the same poem had included additional lines that added a “triumphant assertion of the power of beauty, of the “finer things”—of poetry itself” (77) to the poem’s ending. These lines completely change the tone and feel, and give the poem a more powerful and appreciative, up lifting tone. The difference in the ending compared to the new version of “Old Age Poem” displays how small changes in a primary source can influence the audience’s viewpoint.
T. S. Eliot’s use of allusions is meant to easily communicate an idea through the use of familiar references the reader may catch on. In the poem The Love Song of J. Alfred Prufrock, Eliot alludes to Michelangelo, Lazarus, John the Baptist, and Hamlet, each adding to the notion that Prufrock struggles with social anxiety and love. Perhaps the most significant purpose of incorporating Biblical allusions is to invoke emotions and ideas that a reader, especially one with a religious background, may associate with a particular passage. His allusions also emphasize the theme of death and also seem to purposely undermine Prufrock’s self-worth. The presence of allusion referencing biblical and other literary works helps freshen the theme and message about Prufrock while altering the perspective of the text, creating not only and understanding but emotional mood for the
The Merriam Webster dictionary defines the noun “pilgrim” as “one who journeys in foreign land” (Merriam-Webster, N.d). A reader of poetry journeys through the stanzas into another world escapes their surroundings and voyages the setting of a story. Edward Hirsch states, “Reading poetry is an adventure in renewal, a creative act, a perpetual beginning, a rebirth of wonder” (Edward Hirsch, N.d). Both readers of poetry and pilgrims take a journey and discover things they did not know before. Both readers and pilgrims are clueless at first as to what will unfold in the plot, but they continue to journey on and find out the fate.
On the surface, Emily Dickinson’s poem #605 seems to be an unconvincing declaration of life, but with the appliance of more neglected etymologies the piece describes a journey characterized by growth of self-assurance and inner power. The keyword “alive” gives the poem new breadth when considering the “Of a fire, flame, or spark: burning, not extinguished” definition alongside the standard “having life, living” definition. This etymological application accentuates the text’s reddish, fiery shades which expose the reader to the more enthusiastic and passionate undertones of the text. The incorporation of this alternate meaning reaches the peak of its depth in the final stanza. When placing the new meaning side by side with the standard definition,
The mood of the poem is desperate because the speaker is eagered to see the freedom or the idealistic democracy in his country, “I do not need my freedom when I’m dead.”. The speaker wants the changes to happen at his current period of time, instead of “tomorrow” or “another day”. In the poem, “Democracy”, the theme, discrimination, is implied by the words like “Democracy” or “freedom”. The speaker addresses “Democracy will not come/ Today, this year”, which means that true democracy or true freedom is not established within his/her society. The speaker wants freedom, and he is discriminated by surrounding
The first three stanzas as well as the first four lines of the fourth stanza constitute the lyrical voice’s complaint of his world, focusing on the desire to get away from such an oppressing reality (“Fade far away, dissolve, and quite forget / What thou among the leaves hast never known,” (ll. 21-22)) by Imagination, by what is called here “the wings of Poetry”. However, from line 35 to 78 the speaker is no longer surrounded by that desolated world; he is now in another dimension, reality or place his own imagination led him to, this is why, at the end of the poem, he is uncertain about the veracity of this new reality: “Was it a vision, or a waking dream?/ Fled is that music – do I wake or sleep?” (ll. 79-80). He tells us he “cannot see”
The theme of this paper is perseverance. To help me demonstrate, I will be using the poem “Invictus”, written by William Ernest Henley. Initially, I relate to “Invictus” because it inspires me. Next, “Invictus” speaks of overcoming obstacles. Lastly, I know what adversity feels like, and “Invictus” shows that I am not alone.
Throughout the poem, Prufrock is hesitant about love because he wants something meaningful for himself. T.S. Eliot uses literary devices like allusion and imagery to not only express the meaning, but to build the plot vividly. It is mentioned several places throughout this poem that Prufrock will have time to do things. “Time for you and time for me and time yet for a hundred visions and revisions,”