Hardwood uses childhood recollections to demonstrate a refined understanding of the irreversible
passage of time and the immortal nature of memory. In Hardwood’s ‘The Violets’, the persona
contact with violets, a sensory motif of the poem, triggers a childhood memory in which she first
discovers the inevitable transience of time. Indentation is used to indicate the time shift into the past.
The child persona’s question to her mother, “Where’s my morning gone” demonstrates her naivety
and obliviousness of the concept of time and also conveys the innocence of childhood. The child,
distressed about the ‘hours of returning light’ which were ‘stolen’ from her, resists her mother’s
attempt of comforting with ‘spring violets’ and her father’s scolding. However,
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Hardwood uses childhood recollections to gain a new perspective of the passage of life through
nature. In the Hardwood’s ‘At Mornington,’ water is a significant motif representing the nature of life.
In the beginning of the poem, the speaker recalls a childhood memory in which she first discovers the
concept of death through water as shown when she was “caught by a wave and rolled like a doll
among rattling shells.” The simile highlights the imposing power and hints at the connection between
the turbulence of water and life. The speaker reflects on her initial childish fearlessness and
simpleminded thoughts: “And indeed I remember believing as a child, I could walk on water.” The
notion of walking on water is a biblical allusion to Saint Peter and is symbolic of childhood
innocence. The speaker recalls another memory in which she observes the pumpkins,
“The cry of a tormented man had come to the peaceful green mystery of my river, and the great presence of the river watched from the shadows and deep recesses.”
This makes the reader speed up and conveys the racing mind of the speaker and the fear of the situation. Then in the last four lines the attitude changes a little, “could take root, / sprout, branch out, bud-- / make of its life a breathing / palace of leaves” (33-36). These lines end the poem with some hope and contrasts the beginning. It shows that the speaker can indeed overcome his struggle with crossing the swamp. The unique technique of the author’s writing shows the discombobulated mind set of the speaker but still leaves some hope.
Mary Oliver’s poem “Crossing the Swamp” shows three different stages in the speaker's life, and uses personification, imagery and metaphor to show how their relationship with the swamp changed overtime. The swamp is personified, and imagery is used to show how frightening the swamp appears before transitioning to the struggle through the swamp and ending with the speaker feeling a sense of renewal after making it so far into the swamp. Finally, metaphor is used to compare the speaker, who has experienced many difficulties to an old tree who has finally begun to grow. Mary Oliver uses the literary element of personification to illustrate the speaker and the swamp’s relationship. She portrays the swamp as alive in lines 4-8 “ the nugget of dense sap, branching/ vines, the dark burred/ faintly belching/ bogs.”
In her poem, “Crossing the Swamp,” Mary Oliver uses vivid diction, symbolism, and a tonal shift to illustrate the speaker’s struggle and triumph while trekking through the swamp; by demonstrating the speaker’s endeavors and eventual victory over nature, Oliver conveys the beauty of the triumph over life’s obstacles, developing the theme of the necessity of struggle to experience success. Oliver uses descriptive diction throughout her poem to vividly display the obstacles presented by the swamp to the reader, creating a dreary, almost hopeless mood that will greatly contrast the optimistic tone towards the end of the piece. While describing the thicket of swamp, Oliver uses world like “dense,” “dark,” and “belching,” equating the swamp to “slack earthsoup.” This diction develops Oliver’s dark and depressing tone, conveying the hopelessness the speaker feels at this point in his journey due to the obstacles within the swamp. As the speaker eventually overcomes these obstacles, he begins to use words like “sprout,” and “bud,” alluding to new begins and bright futures.
as in her final moments the narrator recalls her earliest connection to the landscape. A key theme throughout the poem is the importance of embracing nature, emphasized by the metaphor of the “fine pumpkins grown on a trellis” which rise in towards the “fastness of light”, which symbolizes the narrators own growth, flourishing as a fruit of the earth. Through her metaphors and complex conflagration of shifting perspectives, Harwood illustrates the relationship that people can develop with landscapes, seeing both present and past in
In the excerpt from “Cherry Bomb” by Maxine Clair, the narrator makes use of diction, imagery and structure to characterize her naivety and innocent memories of her fifth-grade summer world. The diction employed throughout the passage signifies the narrator’s background and setting. The narrator’s choice of words illustrates how significant those memories were to her. Specific words help build the narrator’s Midwestern background with items like the locust, cattails and the Bible.
Alice Walker uses imagery and diction throughout her short story to tell the reader the meaning of “The Flowers”. The meaning of innocence lost and people growing up being changed by the harshness of reality. The author is able to use the imagery to show the difference between innocence and the loss of it. The setting is also used to show this as well.
Oscillating between the progression of life through the memories and experience of an individual is expressed through Gwen Harwood’s poem The Violets. The poem encapsulates the human experience as both integral to the formation of our perceptions of life and the timelessness that it provides to the audience. Gwen Harwood is able to create a text that goes beyond the way we respond, creating a deeper awareness of the complexity of human attitudes and behaviours. The matrilineal theme reveals that the core of the poem The Violets stem through childhood memories as a component to reveal our own personal reconciliations.
“They dreamed of ponds and streams. They were saving to buy microscopes. In their bedrooms, they fashioned plankton nets. But their hopes were even more vain than more, for I was a child, and anything might happen; they were adults living in Homewood. There was neither pond or stream on the
In Eugenia Collier's short story “Marigolds”, the author uses flashback and juxtaposition to create the narrator's voice and present a particular point of view. The narrator uses flashback to show her memories and feelings. The narrator shows in paragraph 1, when she states “ memory is an abstract painting-it does not present things as they are, but rather as they feel.” The use of flashback is to show how her childhood.
In the short story “The Flowers”, Alice Walker sufficiently prepares the reader for the texts surprise ending while also displaying the gradual loss of Myop’s innocence. The author uses literary devices like imagery, setting, and diction to convey her overall theme of coming of age because of the awareness of society's behavior. At the beguining of the story the author makes use of proper and necessary diction to create a euphoric and blissful aura. The character Myop “skipped lightly” while walker describes the harvests and how is causes “excited little tremors to run up her jaws.”. This is an introduction of the childlike innocence present in the main character.
The calming light that speckles onto the ground through the leaves of the tree enchants the speaker. It captivates the poet to become under nature’s spell by its enchanting beauty. The power and mystery behind nature is unbelievable as humans continue to explore the wonders of how nature works at its
In the novel Chronicle of a Death Foretold written by Gabriel Garcia Marquez, the narrator sets out on a journey to assemble the remaining pieces of truth surrounding the murder of Santiago Nasar, twenty-seven years after incident. As the narrator recounts the series of facts relating to Santiago’s death, the reader becomes aware of the emptiness, as an accumulation of these informations can’t recreate the event itself. Judging both the narrator’s desire to revisit the past and the foretold events leading up to Santiago’s death, the narrative explores the ways in which the past and the future have an effect upon the present state. The narrator uses the form of a chronicle to organize time into a confined segment, he engages in the nature of time itself and the analysis of the murder. Captivated by the murder that occurred nearly 30 years ago, the narrator continues to look for the truth surrounding Santiago’s death out of desire secure the past.
Additionally, “defining the wood with one feature prefigures one of the essential ideas of the poem: the insistence that a single decision can transform a life” (Robinson). This one feature, the yellow leaves, and in it the sole definition of
Allen Curnow’s ‘Time’ and Emily Dickinson’s ‘Because I Could Not Stop For Death’ show the similar themes of the passing of time and its implications. The two poems both discuss events that occur throughout an average life (childhood, work, marriage and death are some examples), however, there is a stark contrast between the finality of ‘Because I Could Not Stop For Death’ and the mundaneness of ‘Time’. The poem ‘Time’ is a tribute to the passing of time and how much humans have grown to obsess over it. The poem is an extended metaphor, using the repetition of “I am” to instigate that the voice is Time itself.