When reading poetry, many poems possess a single hidden meaning that is meant to be accepted as the lone interpretation of the the piece. Yes, there may be some fluctuation from reader to reader, but there are only so many ways a poem with one central meaning can be interpreted. However, in the poem “The Bat” by Theodore Roethke the possibilities for interpretation are endless. In the very last line of the poem Roethke successfully makes his seemingly literal poem into a symbolic metaphor that can be applied to any life dream or goal, depending on the reader. He effectively does this by using elements of both symbolism and imagery to enhance the reader 's perception of doubt, fear, and loneliness. By analyzing the components of symbolism and …show more content…
In “The Bat” the symbolic object is as one could guess from the title, a bat(animal). Throughout the poem Roethke gives the reader a basis for a bats life and this is taken as literal all the way up to the very last line of the poem. The concluding line of the poem reads “When mice with wings can wear a human face” (10). The significance of this line is that it gives the “bat” the ability to be referenced to as a human. With that being said the poem is now able to be interpreted according to the beliefs, values, and ideas of whoever is reading. The reader is able to affiliate the “bat” and its struggles with that of the themselves or whoever they may chose it to represent. This is where the poem separates itself from the rest. Due to the fact the bats struggles include doubt, fear, and loneliness, all are very applicable concepts to life. The reader is able to pick the dream, goal, or life experience that they see these concepts relate to. As one may well know every person on earth finds loneliness, fear, and doubt through some life experience and each experience will differ from person to person. Therefore the symbolism the bat proposes is truly crucial to the poems …show more content…
Imagery is important to the poem because if Roethke did not use it the reader would lose an emotional connection to the poem. It is one thing to read a poem, but another to visualize it vividly. “The Bat” emphasizes its use of imagery to aid the reader in seeing the concepts of loneliness, fear, and doubt portrayed. Roethke allows the reader to picture the loneliness of the “bat” when he references him living in “the attic of an aging house” (2) or “His fingers make a hat about his head” (3). From this the reader can visualize the “bat” alone in the attic of a house covering him/her face with his hands. The “bat” is in solitude and all alone and the readers can see what that actually can look like. Roethke references the fear that the speaker sees in the “bat” when he claims “he brushes up against a screen, We are afraid of what our eyes have seen” (8). One can assume that everyone has seen or has an accurate visual of fear. With these words the author triggers this image of fear in the reader. Along with the components of loneliness and fear the author also creates images of doubt. Roethke states “He loops in crazy figures half the night” (5). One may be asking themselves how this pertains to doubt. When someone doubts another they in many cases they consider them silly, foolish, or in some cases stupid. So when thinking of someone repetitively running around in circles it is hard not
Westerfeld uses this simile to emphasize how close-knit the bats are. The ironic thing is that the bats eat metal flechettes. Alek, another protagonist, is waiting for the sun to set. Westerfeld writes, “The last rays still shone like pearl on the snowy peaks in the distance” (Leviathan 167). Westerfeld uses this simile to
Diane Ackerman, in her excerpt from “In Praise of Bats,” wants readers to recognize that life is beautifully strange, and it is the small moments that count. Ackerman takes on a gentle, calm tone to get her message across; to do this, she gives readers vivid imagery of bats, relating them to the beauty and abstractness of life. With the short-lived event of the event of the emergence of bats, Ackerman develops her meaning that the miniscule, seemingly insignificant moments in life is what we should look forward to the most. Ackerman introduces her excerpt with the brief description of her pet bats, Zuri and Rafiki: Zuri licking the “human essence” off of himself in an effort to show that he is distinct from the author and reader.
Upon first reading, I struggled to understand what the last lines meant as they read “but he showed me / what it means to survive / and how to build machines / and terrible wings” (Line 40-43). It took me a while to connect it to the overlying theme of the poem, but I found it related closely to the myth of Icarus and Daedelus. In that myth, Icarus and his father are trapped and his father has a craftsman mind, making them both wings out of wax and feathers. He is warned by his father not to fly too close to the sun, but Icarus does not heed the warning and the wax melts, Icarus falling to his death. While the poem does not completely fall into those strict descriptions, I find the premise to be the same.
The Raven is a symbol itself and one may see it as darkness or even death. The Raven as the poem and not the bird may also be about, his failure of outcomes as a
The use of this metaphor emphasizes the depth of the father's love, despite his struggles and sacrifices. Another literary device that both poems use is tone. Roethke's poem has a playful and nostalgic tone, with the use of words like "romped" (Roethke, line 5) and "clinging" (Roethke, line 16) suggesting a fond memory of his father. However, the tone also has a hint of darkness and danger, with the description of the "battered" (Roethke, line 10) knuckles and the "ear-scrap(ing)" (Roethke, line 12) dance.
On a literal way the poem is describing how a bird tries to escape from a room because it is lock in it, which is a dramatic situation, as it is described in the poem. The first interpretation, is that “she” will be free when “she” dies, as every time “she” tries to reach freedom fails “And leads to ample space, the only Heav’n of Birds”. The second is more pessimistic as it concludes that “she” will never be free, as every time “she” tries to reach that freedom there is a hindrance or it is not what she expected. Another interpretation would be that “she” thinks that there is a world out there because “she” can see it, but every time “she” tries to get to that world “she” fails so “she” realises that it is a bogus
Because of the differing overall tones in each poem, it is easily inferred by the reader that the two characters have two completely different, if not opposite, views of the world. The overall tone in Hughes’ poem is dark and controlling, leading the reader to believe that the hawk is not interested in the brighter things that life has to offer. The use of phrases like “perfect kills” and “my right” emphasize the height at which the hawk views itself. Rather, he believes that he himself is at the absolute height of all creation whereas the tone of Doty’s poem is light and child-like to emphasize the attitude of the dog and his love for everything around him. Using tone in two differing poems highlights the two main differences between the hawk and the dog and their outlooks upon life.
Furthermore, Warren uses the same elements in lines 19-21 to appeal to the reader’s perception of sound: “If there were no wind we might, we think, hear/ The earth grind on its axis, or history/ Drip in darkness like a leaking pipe in the cellar.” That is to say, if there were no distractions around, “no wind”, if everything were shown in clear light, one would be able to observe how time after time, or as “the earth [grinds] on its axis”, the wrongful character which humans conceal deep within, or “in darkness”. Thus, through the usage of the literary elements imagery and diction, Warren suggests the concept that the bat, taking flight in the night sky, represents man’s true character that he hides within
In the book, catcher in the rye, The hunting hat Is one of the main symbols. It symbolizes confident it’s the texture of holding tom is one of the main symbols. It symbolizes confidence self-esteem and protection of Holden’s emotions. In catcher in the rye Holden uses the red hunting hat to show comfort for himself and protection to his little sister ( phoebe ). When holden wears the hunting hat he feels comfortable slanger writes , “ anyways i put on my new hat and sat down and started reading that book out of africa ( page 19 ) ” when holden puts on the hat he is more comfortable then when he doesn’t have on the hat on.
In Edgar Allan Poe’s poem “The Raven”, the readers are shown the speaker’s grief stricken mind slip into insanity due to the loss of his love, Lenore. This mysterious poem illuminates many literary devices, such as metaphors, allusion, and symbolism. Metaphors are used to develop and emphasize the somber tone to the poem while also reflecting how his grief stricken mind influences his perception of the raven. Allusions to Greek mythology and the Bible also emphasize dark aspects of the poem and give subtle details to the speaker’s past. With symbolism, the importance of the raven is brought to a new understanding of the speaker’s emotions and overall giving the poem a new meaning.
Chopin uses bird symbolism and metaphors to reflect Edna’s journey and her true desires. The bird is used as a symbolic element used to represent Edna and
The narrator in Matthew Zapruder’s “Schwinn,” has a very bleak and empty perspective of his childhood, along with how it shapes him into the person he is today. At the very beginning of the poem, an inner struggle presents itself. To put differently, the narrator is undoubtedly unhappy with his life and identity: “I hate the phrase ‘inner life’ My attic hurts, / and I’d like to quit the committee / for naming tornadoes” (1-3). The symbolism in this section is essential for the understanding of the poem. Terms the narrator uses have a purpose, such as “attic” and “committee for naming tornadoes”.
The narrator is aghast when he realizes that the bird can speak. The narrator, both confused and amazed, starts showering the ebony bird with questions. His confusion only grows stronger when he realizes that the bird has only one reply for, Nevermore that he keeps on repeating. The poems major themes are death and sorrow and the nature of the
Symbolism plays a crucial role in relating both works of literature to the main theme of freedom. Robinson Jeffers uses symbolism all throughout his poem. One of the major symbols being the hawk in of itself. Birds, in general, are related to a sense of freedom, the sky is the limit. Birds have the ability to fly, and flying in itself represents freedom.
The bird is interpreted as the symbol of the African-American people, beating their metaphorical wings against their past cages of slavery, and the current cage of segregation and discrimination. Dunbar highlights this notion, declaring, “I know why the caged bird sings, ah me, / When his wing is bruised and his bosom sore, - / When he beats his bars and he would be free; / It is not a carol of joy or glee” (Dunbar, “Sympathy” 555). Dunbar addresses the fact that he is able to relate to this bird, and mentions the fact that the bird wishes it could be free; much like the African-Americans wished they could be free from discrimination at the time, while the bruises on the bird’s wings and body symbolize the mental abuse being enforced. Dunbar uses his poem to lay the groundwork for future forms of African-American literature by perpetrating the desire for freedom and equality.