The speaker of Maxine Kumin’s “Woodchucks” begins the poem as passive only describing what everyone is doing, but then transitions to a place of power describing all the things they have personally done. After careful examination of the poem, the poem seems to be about the Holocaust. The speaker describes how “gassing the woodchucks didn’t turn out right.” (Kumin). This then leads to the speaker describing what him and others were doing to the “woodchucks”, the speaker says, “both exits shoehorned shut with puddingstone,” (Kumin). From these two pieces of evidence, it becomes clear that the woodchucks are like the Jews and the speaker is representing the Nazi’s. Later on in the poem, the speaker talks about how he or she was killing the …show more content…
For example when referring to himself or herself the speaker describes, “and the case we had against them was airtight,” (Kumin) and when describing other people the speaker says, “Next morning they turned up again, no worse” (Kumin). The use of the words we and they when describing is very passive and uninterested, almost like the speaker is unsure of what is going on, not wanting to admit what is actually going on. The speaker does not show any emotion because he or she is trying to hide what is actually happening and feel uncomfortable with their own actions plus the actions of others around the speaker. At this point, the speaker does not want to admit all the things they have done to be apart of this incident. Then in the middle of the poem there is a drastic change from passive to having power. The speaker states, “I, a lapsed pacifist fallen from grace / puffed with Darwinian pieties for killing” (Kumin). This evidence reveals the transition the speaker makes from being passive to becoming powerful. The speaker notices how he or she has changed and become someone they do not understand. The old person that used to be the speaker is now a killer, turned that way by the
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The poem has actually expressed the casual behavior of society towards abuse victims. People only use words as an expression but do not come for actual help. Nobody claims to be there for the victim instead they keep on carrying meaningless conversations which are not aimed in actually bettering off the conditions of the abuse victims. The word ‘Poem’ expresses the same notion of just using words but offering no help for the injured bodies.
Bowling will set up an idea in one line, then take it in an entirely new direction in the next. The description of “scarecrow of iron” (6) is simple enough; however, the addition of “with its head lopped off, dangling, waiting / for some kid to smash it in the face” (7-8) takes it in an entirely new and disturbing direction. In the fourth layer, muddy potato fields are compared to the battlefields of Passchendaele, an extremely costly battle in World War One. This comparison is unexpected, and seems to make light of a serious subject. In the next line, however, he changes direction again, saying that the two are so alike that “they weren’t alike at all” (13).
The tone of “Woodchucks” changes throughout the poem, it starts out with an irritated narrator who becomes obsessed at the end. In the beginning of the narrator is irritated that his “hands off” approach to killing the woodchucks by gassing them and failed. As the poem progresses he slowly takes pleasure in shooting each woodchuck and as days pass and he fails to eradicate all of the woodchucks the narrator becomes more obsessed and driven to kill. The narrator’s obsession is apparent towards the end of the poem when Kumin writes of the narrator keeping his gun “cocked and ready day after day after day” and dreaming of killing the elusive last woodchuck that he yet to kill
The speaker, instead of describing the swamp as dark and seamless, describes the swamp as “glittered” and “rich”. The abundance of life juxtaposes the previous image of scarcity in the swamp. At this point, the speaker is absent and the poem only focuses on the image of the swamp. This absence suggests that the speaker became part of the beautiful swamp. The vivid imagery of “fat grassy mires” and “succulent marrows” give the swamp a life-giving quality.
In chapters 14 and 15 of Into the Wild, Jon Krakauer becomes more than just an investigator or a narrator, he becomes a character. He tells his story of climbing the Devils Thumb, which exposes the similarities between himself and McCandless. This aids to his understanding of McCandless’s motivations, without ever meeting him, due to the parallels in their personalities and family issues. Chapter 14 is devoted to Krakauer’s story about his youthful love for mountain climbing. At age 23, he plans to do a dangerous climb on the Devil’s Thumb in Alaska alone. “
The novel “The Haunting of Hill House,” written by Shirley Jackson, closely follows the traditional tropes of an American Gothic. The main character of the novel, Eleanor, begins her journey to self growth after accepting an offer to live in a suspected haunted house for the summer. Moreover, Eleanor meets three other people that have an important effect on her development as a person. These characters slowly begin to question their own sanity due to the house’s destructive nature. Jackson appeals to fans of the American gothic through her particular description of the house and how the characters interact with it in order to show the environments foil of an absolute reality.
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.
The poem was written in a time where black people and women were dehumanized where those in power abused the power to gain more and those without power were continuously affected by it. Reading the poem and had an impact on me with the dictation of lexis, however all of these feelings were heightened when I listened to the oral performance. The poem starts of in the present tense “Even tonight and I need to take a walk” (Jordan 1) which gives a setting to the scene, in the opening few lines Jordan uses the repetition of “I” and “my” which made the poem for me more personal, the use of repetition in the opening part of the poem produced a deeper connection to the poem, repetition of the words placed emphasis and clarity of the words which came after “my body posture my gender identity my age…” (Jordan
Compare Contrast: Where the Red Fern Grows Relationships in the Novel and the Movie As you readers and movie watchers may all wonder, will there EVER be a movie that is the same as its novel counterpart? The answer is, we all highly doubt it. If we were to watch a movie exactly the same as the book version, wouldn’t it be quite boring? Yes it would.
In A.S Byatt’s “The Thing in the Forest”, the author uses the elements of a short story to craft a dark, mature fairytale. The title of the story, “The Thing in the Forest”, in the sense that it foreshadows the main idea of the story. The audience expects more than just a "thing", as listed in the title. Byatt emphasizes through figurative language that the main characters, Penny and Primrose, are dealing with more than just a creature in the forest that affected them for the rest of their lives, and that with this use of symbols to express a larger meaning to objects in the story. A.S Byatt emphasizes more on plot and setting, characters, theme and symbols.
He could imagine his deception of this town “nestled in a paper landscape,” (Collins 534). This image of the speaker shows the first sign of his delusional ideas of the people in his town. Collins create a connection between the speaker’s teacher teaching life and retired life in lines five and six of the poem. These connections are “ chalk dust flurrying down in winter, nights dark as a blackboard,” which compares images that the readers can picture.
(Prepositional Phrase) Any lucid individual would not think that killing someone made him or her into a superhuman, let alone think about killing someone in the first place. Finally, the narrator’s conscious drove him mad. In the final scene of “The Tell-Tale Heart,” while the police were sitting with the killer, thoughts kept racing through his mind. Guilt finally overflowed his brain, and that forced him into confessing his responsibility in the old man’s slaughter.
The character Penny is a protagonist in Byatt’s story “The Thing in the Forest”, and is presented in two lives or stages: childhood and adulthood. As a little girl, Penny is described as “thin and dark and taller, probably older than Primrose, and had a bloodless transparent paleness with a touch of blue in her lips” (Byatt 3). In the later stages of the story, Penny is described as having a “transparent face that had lost detail – cracked lipstick, fine lines of wrinkles – and looked both younger and greyer, less substantial” (Byatt 12). This later description can be taken as a representation of the battering from life that Penny had taken from the encounter with the thing to separation and placement with strange families, a predicament shared by Primrose who now had the same
This shows that the unknown citizen was average. Never getting fired isn’t an accomplishment that should be memorialized, but the government wants other citizens to be as average as the unknowncitizen. This eliminates individuality because the other citizens will follow after this example and soon they will all be average. The citizens can’t be unique if they are all indirectly told to become average. Lastly, the poem shows that the society is weakened.