Albeit's Poem

Reflections Within is a non-traditional stanzaic poem made up of five stanzas containing thirty-four lines that do not form a specific metrical pattern. Rather it is supported by its thematic structure. Each of the five stanzas vary in the amount of lines that each contain. The first stanza is a sestet containing six lines. The same can be observed of the second stanza. The third stanza contains eight lines or an octave. Stanzas four and five are oddly in that their number of lines which are five and nine.

Roses are flowers that are so beautiful to the eye and complimentary to the nose, but once you look past the surface of the flower you notice the thorns that accompany it. These flowers are much like people in a sense that what 's on the outside is what appeals to others, but just like roses people have thorns that may be seen or unseen. The thorns that I bear can often times be seen but what about the thorns that were removed that left a scar on my stem? Those scars molded me into the woman I am today, pushed me to keep persevering, and taught me a lot about myself and the contribution I wanted to be to society.

“The Possibility Of Evil” by Shirley Jackson has many different forms of symbolism. One piece of symbolism is Miss Strangeworth’s roses, throughout the story she takes care of them. “Miss Strangeworth never gave away any of her roses, although tourists often asked her.” This piece of evidence shows how Miss Strangeworth is protective of her roses. Another piece of evidence to support the authors form of symbolism is when she cared and tended to the plants throughout the story. Throughout the story, tone is used to relate objects to real people. One form of tone is when Miss Strangeworth talks about her roses. “My grandmother planted these roses, and my mother tended them, just as I do.” This statement shows how Miss Strangeworth cared and tended the roses just as someone would care to a child. Jackson uses many forms of symbolism, and roses were just one of them.

Seemingly, the flowers represent Elisa. She believes she is strong and tough and able to accomplish anything thrown her way; however, taken for granted as she is only a woman allowed to look and act accordingly. Surrounding the flowers is a wire fence set up to keep out predators and to separate the flowers from the rest of the farm. The wire fence is symbolic in the fact that it is identical to the world Elisa lives in. Elisa is contained within the farm, unable to explore or leave without the help of someone else. Elisa is stuck on the farm, isolated from the rest of the world so that she can be kept safe. Naive and unaware of how the world works, her husband keeps her on the farm to protect her from harm. When Elisa gives the chrysanthemum to the travelling merchant, she gives him a small piece of herself. Later, as her and her husband are driving to town, she sees the flower tossed aside as though it was nothing; as a result, she realizes she could never go off on and live the way the merchant had. The flowers embody her character still, and how out of her home without protection, the world can be harsh and cruel. In short, Elisa’s isolation leaves her ignorant, unable to understand how callous the world is, and comes to the bleak realization that she can’t live a life anywhere outside of her fence. Because of how women were treated, constantly pushed down and unable to pursue their interests, Elisa is left unable to learn what life has to offer. Learning

The literary devices that May uses throughout the poem represent the understanding of the human mind. May states,“I've grown in secret.” The plants that the speaker tends to are a metaphor to illustrate self identity. By growing in secret, the speaker mind and understanding grows like a plant, unnoticed by the world. In addition, this illustrates that one’s self identity is found through the growth of understanding about one’s self. A flower is a garderns goal to achieve, as in a goal for

Lorna Dee Cervantes' poem, “Poema para los Californios Muertos” (“Poem for the Dead Californios”), is a commentary on what happened to the original inhabitants of California when California was still Mexico, and an address to the speaker's dead ancestors. Utilizing a unique dynamic, consistently alternating between Spanish and English, Cervantes accurately represents the fear, hatred, and humility experienced by the “Californios” through rhythm, arrangement, tone, and most importantly, through use of language.

Take a minute to imagine “Men looking like they had been/attacked repeatedly by a succession /of wild animals,” “never/ ending blasted field of corpses,” and “throats half gone, /eyes bleeding, raw meat heaped/ in piles.” These are the vividly, grotesque images Edward Mayes describes to readers in his poem, “University of Iowa Hospital, 1976.” Before even reading the poem, the title gave me a preconceived idea of what the poem might be about. “University of Iowa Hospital, 1976” describes what an extreme version of what I expected the poem to be about. The images I

Frost further points out that the stretch of woods being viewed is very rural. This is made possible by the reference to the location between the woods and frozen lake. In closing the final sentence of the second stanza Frost reiterates the fact that this occurs on “the darkest evening of the year” stating the darkness of the mood.

Ted Kooser, the thirteenth Poet Laureate of the United States and Pulitzer Prize winner, is known for his honest and accessible writing. Kooser’s poem “A Spiral Notebook” was published in 2004, in the book Good Poems for Hard Times, depicting a spiral notebook as something that represents more than its appearance. Through the use of imagery, diction, and structure, Ted Kooser reveals the reality of a spiral notebook to be a canvas of possibilities and goes deeper to portray the increasing complexities in life as we age.

First of all, in the poem of “The Rose that Grew from Concrete” the author is able to reveal the theme of always aim for greatness to the readers because it is able to compare someone’s life or goal to the rose which it is using figurative language to do so and which in the text the author adds personification to the writing and which is able to reveal the theme to readers. To begin, the author uses personification to develop the theme by using the rose to give it human like action like saying to was finally able to breathe ETC. It says, “ Funny it seems, but

Sun-flower,” and “The Lilly.” Wolfson argues that these three poems “tell a tale in three chapters,” (266) however each poem stands beautifully on its own only loosely an affiliated trilogy of different aspects of love. From plate 43, these short lyrics involve the personification of flowers. Often characterized for their delicateness and beauty, symbolizing love, and female sexuality, Blake uses botany to again establish a sense of sexual relationship within the poem. “My Pretty Rose Tree ” is constructed in two heroic quatrains written with an ABAB ACAC rhyme scheme. The speaker describes their temptation in being offered another flower (opportunity or other woman) as well as their protestation that he has his own “pretty rose tree” (Blake, Rose Tree 3) and does not need another. The outcome of his fidelity personifies the already feminized and objectified rose tree as jealous and dependent on the speaker for “tend[ing]” (6). In the trees jealousy, she only provides her barren “thorns” (8) for the speaker’s efforts in which he states is his “only delight” (8). Suggesting that the only delight a woman is capable of is the physical appearance. The thorns take on the Biblical symbolism of the crown of thorns in which Jesus wears up to his crucifixion to cause him pain and to mock his claim for authority. Similarly, the rose tree mocks the speaker’s possessive authority over her (as he

“’ But this is merely a negative definition of the value of education’” (23-24). Mark Halliday wrote “The Value of Education” from a first person standpoint. The introduction and the use of “I” demonstrates the poem is about the speaker. Likewise, the speaker uses imagery, self-recognition, and his own personal thoughts throughout the poem. He goes on throughout the poem stating external confrontations he is not doing because he is in the library receiving an education and reading books. With this in mind, the speaker goes on to convey images in your head to show a realization of things he could be doing if he were not in the library getting an education.

Richard Blanco is a Cuban- American poet who was given the oppurunity to write an inaugaration poem for Barack Obama's second swearing-in. He wrote a poem titled "One Today" that praised the good and unique things about the United States and also the everyday people who's daily routines help to make America the proud country that it is.

Does a beetle’s death require as much thoughtful consideration as a human’s? Is a beetle only less significant as a human due to the contrasting proportions? Does size matter at all? A dead beetle lies on a path through a field and is meditated on for only a glance. The passing person then continues the right of way. Wislawa Szymborska attempts to change our ideas of death to comprehend that even small things are relevant as shown in the poem, ‘Seen From Above,’ by utilizing the imagery of the dead beetle, through claiming death’s metaphorical right of way, and with the contrast of a deceased human and a dead animal.

Roses are given to people so often. Who among us does not attach some type of personal significance to the image of a rose? I would venture to say that no one has not given, been given, or wished to give or receive a rose. Roses are delivered from florists by the dozen during all holiday seasons, for anniversaries, for apologies, for courting. . . And it is in this obsessive usage that the meaning of the rose has been exploited. What delivers more