Emily Dickinson in her poem 986, uses the description of a snake to show how nature may be intimidating at first but with time is harmless. Certain aspects of nature are always going to make people uneasy at times. Emily Dickinson shows just that, by picking one of the most controversial animals to depict. At first she only describes the animal in it’s natural state. Dickinson does this by writing, “ The Grass divides as with a Comb _/ A spotted shaft is seen (pg 1067)”. The snake exists in harmony with it’s surroundings. It is not until humans are in the equation that a change is seen. Dickinson begins to explain this by declaring, “Yet when a Boy, and Barefoot — _/I more than once at Noon _/ Have passed, I thought, a Whip lash” (1067)”.
The poem, “The Death of a Toad” by Richard Wilbur, ponders the appearance and reverie that a toad may have towards the end of its life. Wilbur uses careful structure, imagery and diction to gradually show that to the speaker, the death of the toad starts as just a simple cease of breathing; but it transforms into a mystical journey. Wilbur arranges events to follow the thoughts, and adjustments, that the speaker's attitude goes through. The poem bluntly starts with the rather insensitive perception “A toad the power mower caught.” The basic absence of sympathy is obvious in the description that follows in the next few lines about the toads wounds, and actions.
The poems “Because I could not stop for Death” and “I heard a Fly buzz-when I died” by Emily Dickinson both describe death and a journey one takes to get there. In “Because I could not stop for Death” the speaker tells of someones journey of death that did not see it coming and had no time to slow down to notice it. While in the poem “I heard a Fly buzz-when I died” the speaker describes ones journey to death that aware it is coming, someone who is prepared and waiting for it to happen. Death can arrive in many different forms, it is different for everyone and nobody knows or can predict accurately when or how it will come no matter how prepared or not prepared someone is.
In “A Barred Owl” by Richard Wilbur and “The History Teacher” by Billy Collins, both poets use literary techniques such as imagery, euphemisms, and irony to uniquely exemplify both the positive and negative results of efforts made by adults to protect and preserve the innocence of children. Wilbur’s “A Barred Owl” describes a young girl who awakens one night to the sound of an owl calling, however, her parents quickly mislead her to believe that the owl is simply asking them silly questions, in order to disguise the fact that the owl is actually about to hunt down its prey. Wilbur develops this message powerfully through the incorporation of imagery that not only sets forth the setting of the poem but also graphically illustrates the thought
Emily Dickinson is able to poetically yet horrifically describe the danger of human thoughts in “69”. Dickinson believes it is much safer to meet a satanic demon in an ally way, rather meet a demon that haunts one’s mind, because internal demons are the real threat to humanity. Edgar Allen Poe agrees with Dickinson’s claim of haunting thoughts, and the roles humanity, death, and other supernatural beings play in “The Conqueror Worm” gives theatrics to these beliefs. “The Conqueror Worm” tells a story where humanity is at the mercy of its madness and sin, and death is portrayed as the hero, while angles sit helpless and horrified in the audience. Dickinson expresses her belief of the more threatening nature internal demons possess over the external demons society fears, while Poe goes on to theatrically portray the power of an internal demon.
Another literary device that Dickinson uses in this poem is satire. Satire, in literature, is the making fun of a human character flaw or some type of human weakness. She uses satire to point out the flaws in society such as their need to talk and go on about the smallest and most unimportant details even if they know that the person which they are talking to does not really care. She states that it must be boring to be one of the “somebody’s”, with all the noise and attention that they receive directing what they do. She seems to be making fun of the” somebody’s” for trying to fit into a society that only cares about their own individual images.
“In the living room the voice-clock sang, Tick-tock, seven o'clock, time to get up, time to get up, seven o'clock!” This opening sentence positions the reader to experience the miserable, melancholy world of Ray Bradbury’s “August 2026: There Will Come Soft Rains.” In his work, Ray Bradbury focuses mainly on personification to almost give a sense of life to the house while also providing strong, descriptive imagery.
The man first intentions were to leave the snake to its own accords. Shortly later realizing taking the snake life will be the best move. “The Rattler” is a prime example of doing what 's best for the empowerment of your people, if killing is has to be done. The imagery heightens the effect of danger for the snake when the man had his garden hoe.
Though Nathaniel Hawthorne wrote The Scarlet Letter two hundred years after the Puritan era, an insight into their community is still seen. Though some characters embody the Puritan era, others are the opposite. Pearl’s strong bond with nature connects her to Romanticism and individualistic spirit disconnects her from Puritanism, and Hester, like her daughter, does not reflect the Puritan era through her indulgence in clothing and emotional characteristics. Pearl’s bond with nature connects her to Romanticism. Pearl’s connection with nature is demonstrated when she is described to be as wild as a bird (Hawthorne 139).
The poem “Wild Nights-Wild nights” shows the theme of love. The theme is a romantic expression which the author expresses by the longing of the “wild-night”. In the poem “Wild Nights-Wild nights”, Emily Dickinson finds herself longing for this romantic night and uses metaphor as a way to express her emotion. The author uses two major elements of poetry which are metaphor and allusion. However, the one that is an obvious standout is the use of metaphor.
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
In Dickinson’s “A Narrow Fellow in the Grass” it never specifically mentions that the animal moving through the grass is a snake, but the reader can eventually infer it with its reference to “a Whip lash”(l. 13) because a whip is shaped very similarly to a snake, and snakes also move very fast under and through the grass much like the “Narrow Fellow” was described as doing. This is very different from the way that Berry approaches a very similar idea in a completely different way, right from the beginning of the poem it says “I found on the floor of the woods / a small snake…”(l. 2-3) which is much more direct and to the point. This allowed Berry’s speaker to talk more about what the snake was like up close and their experience with it, while Dickinson’s speaker described what the snake was like from afar and how he saw is flash by when he was a boy. Another small difference is that Dickinson’s speaker actually mentions his gender in the line, “Yet when a Boy,”(l. 11) this also gives the reader an idea of who the speaker is, since he is referencing himself as a boy he must be older and looking back at himself.
The first stanza of this particular Dickinson poem helps to set the on going theme for the rest of the poem. The theme of course for this particular poem is about the sea and early morning walk that Dickinson had with her dog. The opening stanza of the poem reads, “I started Early- Took my Dog -/And visited the Sea -/The Mermaids in the Basement / Came out to look at me” (I. 1-4). From this passage the audience can presume that Dickinson has taken her pet dog for a walk on the beach in the early morning hours, and that on the walk she may have encountered beautiful sea creatures that looked up at her.
When Dickinson was young she thought of death as a kind, peaceful gentleman. She elaborates on this idea in her poem “Because I could not Stop for Death”, “Because I could not stop for Death/ He kindly stopped for me/ We slowly drove - He knew no haste,” Emily Dickinson uses the personification of Death in a way that bears resemblance to a classy, peaceful gentleman who is willing to slowly guide and patiently wait for a lady. Her wording also gives the connotation that she is young and in love with this gentle Death. This idea abruptly turns into hatred when she loses her parents.
Dickinson uses the image of a sunset, the horses’ heads, and the carriage ride to establish
Emily Dickinson lived during a time when many would become very well acquainted with death. As such it would become a specter that was feared as it could make an appearance at any time. So looking at Dickinson 's work it seems rather interesting that taken as a collection there seems to be the tale of one character that comes to view death in a multitude of different ways throughout their life. First is the feared figure that leaves them restless, then death comes as something numbing but leaves the living to celebrate the life of the one that has passed, life as a story that is completed and finished upon death, and finally coming to see death as kind figure that takes one to a new home. this finally view is what paints death as something that is not to be feared but rather as something natural, it is the next