The tone ii the poem is immensely important because it tells the reader the attitude or feeling the poet takes toward a theme or subject. In other words, how the author feels about the subject in the poem. This is done by the choice of certain words or the inclusion of certain details rather than others. There can be two poems that are written about the same subject, but mean entirely different things because of the tone conveyed by the poet. For example, Richard Lovelace “To Lucasta On Going to the Wars”, and Wilfred Owen’s “Dulce et Decorum Est”, are both poems written about war, but the poems’ difference in tones make the two very different pieces from each other.
The tone of the poem refers to the attitude of the poet as well as the poet’s emotional colouring of the poem. The tone of this poem is personal as she refers to “I” and “You” on a constant basis throughout the poem. She is also questioning the reader by the use of the words “you” which contributes to the personal tone of the poem. The overall tone of the poem is bitter, angry as well as self-confident. As you read the title of the poem and the repetition of the words “I rise” you realize that the poem’s tone is one of triumph and of winning.
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.
Many of Muldoon’s poems can go under this category if readers accept the notion that “playfulness both conceals and permits a serious intent” (Patke 290). Commenting on the difficulty of “The More a Man Has,” M. Allen suggests that it structures “a myth” that motivates the speakers and the characters, however, it “neither explains nor redeems their predicament” (71). According to Wills, the difficulty of the text gives reason for readers to accuse the poet of willful obscurity and extremely “cynical” and “ungenerous tone” (Reading
Metaphors and Tone Why is life filled with so much strife? Many writers and poets have asked that same question writing about this topic in an attempt to understand or answer this question. Paul Laurence Dunbar’s poem ‘Life” illustrates this. Various poems are written about the struggles of life and the human condition poems such as Hawthorn’s ‘Oh if I could raise the darkened veil’. Paul Laurence Dunbar procures that life has many struggles and he uses metaphor and tone to portray this in his poetry.
Hanna Santaren Mrs Maria Pia Reyes English Language Arts 9 5/10/2017 Poetry Analysis: Langston Hughes’ “Dream Deferred” INTRODUCTION “Dream Deferred,” more commonly known as “Harlem,” was written by African-American poet Langston Hughes in 1951. Hughes was an activist for the African-American community in America. According to biography.com, he played a big role in the Harlem renaissance which was a cultural movement the promoted the acceptance of black people and culture. The oppression in the USA was still apparent during the time “Dream Deferred” was written. Although the poem doesn’t target the group specifically, it may connect to the struggle of the minority to achieve the “American Dream.” According to Merriam-Webster Dictionary,
Empson said that: „The machinations of ambiguity are among the very roots of poetry”(Surdulescu, Stefanescu, 30). The ambiguous intellectual attitude deconstructs both the heroic commitement to a cause in tragedy and the didactic confinement to a class in comedy; its unstable allegiance permits Keats’s exemplary poet (the „camelion poet”, more of an ideal projection than a description of Keats actual practice) to derive equal delight conceiving a lago or an Imogen. This perplexing situation is achieved through a histrionic strategy of „showing how”, rather than „telling about it” (Stefanescu, 173 ). It is true that Keats wished to make progress in philosophy: one reason for this was that he believed that an epic poet must be a philosopher. Apart from the passages in his letters where he talks of his philosophical
There are a multitude of techniques poets use to make their poetry both pithy and complex. Due to the limitations of certain poetic forms, poets may be forced to use the devices of meter and diction to accurately express their commentary. Some poets may choose to use allusions to relate a number of scenarios to a certain theme, utilizing the historical context of these scenarios as further material for interpretation. Other poets may choose the opposite approach to economy, intentionally writing little, but carefully using diction and metaphor to allow the reader to “say a lot” themselves by interpreting the work in a number of different ways. Although the poets John Keats, W.H.
"To think or speak poetically is to adopt a distorted stance toward the ordinary world..." and to do so is with the use of figurative language (Gibbs 1). Figurative language is the point at which you utilize a word or expression that does not make use of its literal meaning. Authors who utilize figurative language, use this to make their work more fascinating or more emotional than the exact language which essentially states simple facts. Authors frequently use figurative language to make unfamiliar things, settings and circumstances more relatable for the reader. Poems, specifically, depend intensely on figurative language.
The mood and manner of these writings explain why in certain minds Sri Aurobindo is equated with “The Philosopher as Poet”. An unequal volume, there are however, exceptions to the philosophizing mood. For instance, in a poem like Who, the poet speaks about the
In “The Trouble with Poetry”, and “Introduction to Poetry” Billy Collins focuses on the issue of forced inspiration, and the lack of appreciation readers, and aspiring poets have for the feel of poetry. In “Introduction to Poetry”, Collins mentions that some poetry enthusiasts try too hard to find the meaning of a poem; to try and decipher it like some ancient hieroglyphics, that they forget that poetry is not an essay and does not necessarily have to have a distinct message. In stanza’s seven and eight, the speaker states that poetry should be felt, and that what one poem means to a group of people could have a completely different effect on another group. In stanza eight “Feel the walls” is the speaker’s ways of saying that one should feel a poem and let the poem speak to them, instead of searching for what they believe to be its true meaning. In “The Trouble with Poetry” the speaker touches on the same idea of how poetry is so forced, and how it has lost its meaning as an expression and has become more of an addiction among
In “Introduction to Poetry”, Billy Collins attempts to communicate his feelings on the way that he believes poetry should be approached, as an object to be probed, and appreciated as a form of art. For example, the poem tells a student to “press an ear against its hive” (4). This means that Collin wants readers of poetry to pay close attention to the rhythms of poetry, by listening to the hive, which is a metaphor for the sounds of words in a poem. Collin contrasts this with “beating it with a hose” (15), a more brute force and ultimately less effective way to analyze poetry. This alternative view of poetry helps to create the mood that the writer intended.