Dove structures her poem into three distinct stanzas each with a different subject of focus; this structure develops a storyline plot that makes the poem flow more smoothly and allows the meaning of the poem to be deeper than just recounting an experience. I mimicked the structure and storyline plot in my poem because it presents the issue in a methodical and clear order and also enables me to develop the deeper meaning of my poem. In the first stanza, she expresses that she wants space alone to think, but is surrounded by reminders of her role as a mother everywhere, so she decides to retreat to nature. Similarly, in my first stanza I introduce the problem of ethnic identity that I faced in this situation: that I feel strangled by all the expectations that are directly and indirectly put on me in the from the highly competitive Metropolitan society in which I was raised. I am constantly reminded of what society thinks I should be achieving and doing as a female, high school student and try out for the cross-country team to try to escape.
The tension presented in the first stanza is due to childbirth, and the pain and difficulty involved with that. The first line, “ I can remember you, child” , is an automatic attention - drawer, it also causes tension as it shows how fearless the poet is due to the boldness of the statement. The enjambement used within the first stanza allows the tension to build, as it acts like a continuous build- up to something significant (in this case - childbirth). This tension is then continued with the alliteration of “first Fierce confrontation”. The emphasis supplied by the literary device means that this quote will stay in our minds, whilst allowing us to easily flow through the stanza.
The second last stanza is a break from the sarcastic tone of the rest of the stanza as the classroom is described as a microcosm, and is an area for the students to “query and examine and ponder”, and “it was not the only place”. This is an accurate description of a classroom, as this is what you do in a classroom. The last stanza is also a break from the sarcastic tone of the poem. It is more serious, and is perhaps used as a way to make the student feel guilty, as until then, the tone of the poem had been more sarcastic and less serious, however the last sentence, “and you weren’t here”, is used to emphasize the point that the student missed something, and, by having the last sentence and second last stanza be more serious, it makes the student feel guilty on being
Without these quotation marks, it is not immediately apparent that those lines are meant to be spoken, which indicates that the marks are added for easier comprehension. The first stanza of the poem appears to be the thoughts of the nurse as she watches the children play, and the second stanza could be interpreted as a continuation of her thoughts, as in The Longman Anthology of British Literature (116), which does not include the quotation marks. As there is not any portion of the original printed illustration that could be interpreted as quotation marks, it seems likely that some literary anthologies add the marks to aid their
Her use of free verse also demonstrates how one should not be confined by their culture to look or think a certain way, but rather feel empowered to make their own opinions. She mixes up her writing style by using enjambment in the first stanza: “This girlchild was born as usual and presented dolls that did pee-pee and miniature GE stoves and irons and wee lipsticks the color of cherry candy” (1-4), and end-stops in the second stanza: “abundant sexual drive and manual dexterity. She went to and fro apologizing. Everyone saw a fat nose on thick legs” (9-11). From the second stanza on, each stanza transitions into end-stops in order to convey her serious tone.
In each stanza he writes “if you can…” and then puts a different aspect of life after it. In the first stanza he writes about if you can push through the struggles and challenges that life throws at you. In the second stanza he writes about “if you can dream - and not make dreams your master” and “if you can meet triumph and disaster”. In the third stanza he writes about “if you can force your heart and nerve and sinew to serve your turn long after they are gone”. In the fourth and final stanza he writes his conclusion to all of the above “if you can…” statements.
The stanza starts with a woman supplying a cave with “innumerable goods”. Then the woman fixes dinner for the “worms and the elves.” These two creatures have very differing social statuses, yet the woman must somehow please both the lowest and highest of people, without difficulty. Women are stuck in a position where they must please everyone at the same time, a seemingly impossible task and the contrast here highlights the incongruences women face everyday. The woman in the poem then works on “rearranging the disaligned.” This juxtaposition shows that women are always demanded to accomplish the impossible and criticized for not being successful. Women are set up to fail and chastised when they inevitably mess up.
The slightly odd break in the stanzas grasps the reader's’ attention and draws them into the meaning of the poem. The first line reads, “so much depends,” with a break and then on the next line “upon.” This is slightly unsettling to the reader who is used to nicely rhythmic and smooth sentences, so this irregular break in a poetic stanza further draws the reader into the poem. Even though he only uses four words, these short four words provide just the right
Besides, the fifth repetition of this poem is ‘sweet,’ there are three points; in stanza one has two sentences. That are “With love so sudden and so sweet” in the second sentence and “Her face it bloomed like a sweet flower” in the third sentence, and “I never saw so sweet a face” in the fifth sentence in stanza three. And, the sixth repetition of this