Shadow theory is the understanding and analyzation of characteristics that the subject is unaware of: weaknesses, repressed ideas, desires, instincts, and shortcomings. The side of a any given personality which is not consciously displayed in public may have positive or negative qualities, and this is the Shadow self. When the Shadow remains unconscious, it causes problems for the person that holds that Shadow and the people that interact with them. Baker believes, “The Shadow self also embodies many darker aspects of the main character’s personality as well as deeply repressed impulses that aren’t always conspicuous to the reader” (1). When reading Hamlet, readers may not pick up on Hamlet’s Shadow.
The “shadow text”, like alternate universes, informs, parallels, animates and enervates the textual body […] The shadow has illimitable faces potentially as many as there are cultural artifacts within human production and experience. (Keller 11) One part of
Writing can change the way people see things. Words have the power to make something horrible seem good, or make an event in history seem very different than how it may have actually gone down. Throughout history, people have used words to empower and destroy people, to showcase something dark in a good light, or to show the darkness of a seemingly good event. One example of this is Andrew Jackson’s, On Indian Removal speech, and Michael Rutledge’s Samuel’s Memory.
The first stanza of the poem uses metaphors portray the writer point of view and imprint on the reader. The line, ‘night that covers me’, refers to death that hangs over him whist in hospital and the pain that never leaves him. He uses ‘black as the pit from pole to pole’ as an extended metaphor to emphasize that he is surrounded and there is no place for him to turn to. Using these techniques push the reader to imagine the hardship of his life and his suffering. With the 3rd and 4th line, ‘I thank whatever gods may be, for my unconquerable soul’, he is not selective in thanking any god in particular but to any higher being able to help him withstand his punishment.
The speaker’s relationship with his “lost Lenore,” seems to be an unexpected one. Lenore is referred to as an angel, while the narrator is surrounded by ghosts and evil feelings. The feeling of terror which was felt when the narrator opened the door to find “darkness there and nothing more,” could have been reduced had a light been nearby to illuminate the hallway, but the importance of the darkness shows the audience that the lack of religion and prayers of the narrator are taking a toll on him, as the seemingly lack of religious beliefs Poe had also affected his life. Not only did Poe allude to the evil aspects of religions in this poem, but he also threw in a few allusions that make the audience question what Poe’s beliefs truly were. Poe alludes to the Hellenistic story of Pallas Athena in line 41, the narrator points out that this Raven is “perched upon a bust of Pallas,” Poe specifically chose Pallas because she and Lenore relate to each other in the ways that the two of them will only live on in their names.
He says that they see shadows. This is his illustration. The way that we can apply it is, to detainment facilities and different things that need different methods for support. You can likewise apply this in different social orders in today's time. In addition, another example of a rhetorical
When Poe’s speaker states,” For the moon never beams without bringing me dreams of the beautiful Annabel Lee,” he demonstrates that he obsesses over his late lover even after her death. Likewise to a child, the speaker struggles with understanding the harsh reality of death. By expressing that there is not a day that goes by without the speaker thinking of Annabel Lee he demonstrates that he is still not at peace with her passing. The speaker does not possess that maturity to move past the situation and constantly lives in agony reliving the loss of Annabel Lee. In the same way, when Hurst’s speaker states, “I remember doodle,” he demonstrates that he thinks of his brother after he died.
David Dabydeen’s Turner, is a postcolonial response to the authors of colonial atrocities. Dabydeen attempts to convey within his poem a society haunted by the injustices of the past which have been denied recognition and redemption from the prosecutors and historians themselves. Drawing on theoretical concepts of postcolonialism, hauntology and mid-mourning, Dabydeen’s Turner, attempts to highlight the agony and powerlessness of those who were, currently, and will soon be subject to, to overcome the curse of past injustices. Focusing on the physical and psychological marks the colonial project placed and continues to place on the body and psyche of the drowned slave, the narrative of agency being gained through death is problematize. As summarized by Steph Craps, David Dabydeen’s Turner, is essentially a poem which brings to the attention to the reader the immortal presence of past injustices.
Poetry Analysis Once the poem “History Lesson” was written numerous poetry foundations celebrated it for many reasons. “History Lesson” not only makes an impact on literature today it has also impacted people also. This poem inspires people and moves them to the point to where they can find a personal connection to the poem itself and to the writer. Not only does it hold emotional value for those who were victimized and those whose family were victimized by the laws of segregation, but the poem is also celebrated for its complexity. The poem uses many techniques to appeal to the reader.
Another classmate commented that she liked how the first line seemed to have a completely different meaning when rereading the poem, since it illustrates how killing one’s own inner demons is a cycle. One student also felt disconnected at “with each glance your shadow grows darker”, since the poem is not clear about what this character is glancing at or where this dialogue is coming
shadows.¨ The mood the author sets is eerie because he uses the words like
Mary Oliver’s poem “Wild Geese” was a text that had a profound, illuminating, and positive impact upon me due to its use of imagery, its relevant and meaningful message, and the insightful process of preparing the poem for verbal recitation. I first read “Wild Geese” in fifth grade as part of a year-long poetry project, and although I had been exposed to poetry prior to that project, I had never before analyzed a poem in such great depth. This process of becoming intimately familiar with the poem—I can still recite most of it to this day—allowed it to have the effect it did; the more one engulfs oneself in a text, the more of an impact that text will inevitably have. “Wild Geese” was both revealing and thought-provoking: reciting it gave me
Author Erica Funkhouser’s speaker, the child of the farm laborer, sets the tone in “My Father’s Lunch,” through their narrative recount of the lunch traditions set by their father preceding the end of a hard days worth of work. The lunch hour was a reward that the children anticipated; “for now he was ours” (14). The children are pleased by the felicity of the lunch, describing the “old meal / with the patina of a dream” (38-39) and describing their sensibilities as “provisional peace” (45). Overall, the tone of the poem is one of a positive element, reinforced by gratitude.
Rita Wong’s “offering” to Zhi Ma Wu, the Bygone Black Sludge of Nature Rita Wong’s Forage is powerful and unrelenting in its position against chemical harms on the environment, but this stance is not made obvious until after the poem “offering.” This delay is due to Wong’s first paying tribute to the death of the naturally grown, as represented by zhi ma wu, whilst the world progresses toward to the genetically modified. The title of “offering” and Wong’s heritage as a Chinese Canadian alludes to the form of this two-part poem, which consist of a border and a body, as it is illustrative of a bucket and a burning joss paper. The bucket embodies the deceased by receiving the joss paper offerings, and in order to personify the deceased to which