Analysis Of Emily Bront�'s 'Remembrance'

The deceased are often remembered in either the best of themselves or the worst. Family and friends usually look back and reminisce on the most striking qualities held by their lost loved ones. Death is a shocking and confusing period for those affected by it and the whirlwind of emotions, such as the various stages of grief, catch many by surprise. Born in 1908, Theodore Roethke was an American poet who was deemed one of the most proficient and leading poets of his generation. In his poem, “Elegy for Jane”, Roethke uses a variety of poetic devices to express the different themes of love, happiness, and grief. His use of imagery, symbolism, persona, tone and word choice, contribute to the deeper meaning of the poem, assisting in the expression of the speaker’s feelings for Jane and of how, Jane, herself felt.

In this essay I will discuss the effects of W. H. Auden’s poem ‘In Memory of W. B. Yeats’ upon the tone, and the foreshadowing of plot line of Ian McEwan’s novel Atonement. The poem and the novel are both elegiac- it is the contribution of the poem to Atonement at the crucial point before the deaths of the characters Robbie and Cecilia that begins to set the tone of elegy within the novel. This acknowledgement of death and mourning brings a sense of impending doom; the love expressed from Cecilia to Robbie by the inclusion of lines from ‘In Memory of W. B. Yeats’ is matched by the element of tragic loss it also insinuates. The poem, set at a time of great impending disaster within Europe (Norton)

Loss is initially explored in the first stanzas of ‘Conscript’ by FA Horn and ‘The Photograph’ by Peter Kocan. Contrasting initial subjects are explored as ‘Conscript’ tells the story of a man enlisted in war, which furthermore teaches him life skills in order for him to advance into a true man, exploring the loss of his identity. This differs to ‘The Photograph’ which explores the loss of a man who was sent to war and tragically killed before experiencing the joys of life. Horn expresses in ‘Conscript’ that metaphorically ‘he’s twice the man he was – a puny chap’ foreshadowing his development into being the man that was sought of him, leaving behind or losing his prior identity. Contrasting to this, Kocan reveals in ‘The Photograph’ loss in a dissimilar way, in which the subject of the poem is identified to have died, with the earlier stanzas of this poem communicating that Jim ‘went to War…’; furthermore stating that he ‘didn’t come back’ with the poet using emotive

Death is something that at some point will come to each of us and has been explored in many forms of literature. “The Raven” and “Incident in a Rose Garden” are two poems that explore common beliefs and misconceptions about death. Though both poems differ in setting, tone, and mood there are surprising similarities in the literary tools they use and in the messages they attempt to convey. The setting and mood establish the tone and feel of a poem. In “The Raven” we are launched into a bleak and dreary winters night where a depressed narrator pines for his dead girlfriend.

In the two sonnets, “Remember” by Christina Rossetti and “The Cross of Snow” by Henry Wadsworth Longfellow, the authors address death and remembrance indicating similarities when exploring grieving process but also demonstrate its differences through literary techniques. They both utilized symbolism, imagery, and metaphorical language but showed differences in tone.

The soldiers who had attended the war were shown to have died brutally, like “cattle”, yet when reaching the home front, it is seen that they are laid to rest in a much more civil and dignified manner. The concept of this can be seen as an extended metaphor throughout the entire poem, with the battle front seen as a world filled with violence, fear and destruction, where as the home front is perceived as a place marked by order and ritual, a civilized world. The second sonnet opens with “What candles may be held to speed them all?”, invoking a more softer and compassionate tone towards the audience, more specifically through Owen’s use of a rhetorical question. It captures the readers’ attention, engaging them to feel empathetic and notice the shift of energy from anger and bitterness to a sadder and more somber tone. Owen’s use of descriptive language, as simple as it seems, such as ‘boys’ and ‘girls’ provokes the audience to view the horrors of the war as if they had been placed onto children, because in reality the ‘men; who had signed themselves into war to fight in glory for their country had really only just been boys themselves.

Gwen Harwood’s poetry endures to engage readers through its poetic treatment of loss and consolation. Gwen Harwood’s seemingly ironic simultaneous examination of the personal and the universal is regarded as holding sufficient textual integrity that it has come to resonate with a broad audience and a number of critical perspectives. This is clearly evident within her poems ‘At Mornington’ and ‘A Valediction’, these specific texts have a main focus on motif that once innocence is lost it cannot be reclaimed, and it is only through appreciating the value of what we have lost that we can experience comfort and achieve growth.

This verse explores the anonymity of the soldiers, who were nameless in their sacrifice to fight in the war. However, the “breath of the wet sea” eventually washes the signature away. The rain is indicative of the progressions of human life, illustrating how the anonymity of the names will allow them to be forgotten, and the gravity of the situation to be ignored. The fifth and final stanza explores the irrelevance of the deceased soldiers. The final line of the poem suggests that although the soldiers lost their lives, their journey is not over as they are “enlisted at the front”.

Memory is presented as either a way of life or a community of change, as demonstrated in ‘Aspens’, ‘Old Man’, ‘Aldestrop’. He does this through the variety of techniques such as change in form, use of imagery and alternations in the tone of each poem to explore memory. As well as this, Thomas explicates the devastation of emptiness due to the consequence of war, which is portrayed through the use of soft consonantal sounds or the use

The mood and tone of the poem is encouraging and persuasive, but the words he uses in the poem are not always encouraging and persuasive. He uses words like “grave”, “grieved”, and “dying” to compare to death, in which he is encouraging his father to fight.

Both the “Valediction Forbidding Mourning” by John Donne and “Because I Could Not Stop for Death” by Emily Dickinson contain age-old themes. These themes focus on inevitable feelings and events of life; love and death. Although both “Valediction Forbidding Mourning” and “Because I Could Not Stop for Death” contain the two themes, they differ greatly in how they are presented and what they represent. In “Valediction Forbidding Mourning,” a husband traveling away from his wife is consoling her.

This poem is written in ballad form which is odd because one would think of a ballad and think a love story or an author gushing on about nature not an allegory about personified Death. Dickinson both unites and contrasts love/courtship with death, experimenting with both reader’s expectations and the poetic convention dictating specific poem form. This is why Dickinson is widely hailed because of her unconventional writing methods.

Throughout the poem the narrator uses a motherly tone to presents the idea of being able to remember all things that have brought us

In the poems you have studied a recurring theme is that of ‘loss’. This can take many forms: death; identity; hope or loss of innocence

The Structure, style and poetic techniques of a poem contribute greatly to the development of the central idea of a poem. Three poems with central ideas that stood out to me were ‘The Darkling Thrush’ by Thomas Hardy, ‘Days’ by Philip Larkin, and ‘Remembrance’ by Emily Brontë. The central idea of each of these poems revolve around the idea of time and change. Firstly, I will discuss how in ‘The Darkling Thrush’ the simple and traditional structure, the bleak yet straightforward style and techniques such as vivid imagery and capitalisation combine to develop the central idea of change. The same can be said for the simple structure and style used in ‘Days’ which combine with poetic techniques such as metaphors to develop Larkin’s argument against time and change. Finally I will discuss how the idea of time is developed through techniques such as vivid imagery and symbolism in ‘Remembrance’ along with changing styles and a slow, consistent rhythm.