Analysis Of The Fish By Elizabeth Bishop

The imagery used in this verse appeals to the sense sight. This helps the reader visualise what the writer is taking about. It also allows the reader to relate and connect more to the poem.

Black Fish uses the death of a recognized Killer Whale trainer at SeaWorld, Dawn Brancheau who was one of Tilikums trainers thorough his twenty years in captivity, almost as a framing device to explore the theory that possessing Orcas in captivity is corrupt and unnatural for the whales. In Black fish, there are many different tragedies that went on while the Orcas were in captivity. Fisher men separated the young from the mothers and took them into SeaWorld. Many of the workers were unaware of all of the immoral actions they were taking part in. Tilikum was the Killer Whale that ended up killing Dawn Brancheau and causing a stir in SeaWorld. Having Orcas in captivity damages them but, the trainers were scared to leave because they want to continue to care for the whales. There is a relationship shared with the trainers and the whales yet it is obvious that very little was taught in the SeaWorld industry about these intelligent mammals.

Throughout the poem the extended use of imagery by the writer allows the reader to relate and sense how we might view the world if we had lost our sight. We are able to see the world in a different manner. In addition to the imagery of the world we read about throughout the poem we also see the writer uses imagery to describe the characters. For example, the writers use of imagery for the description of the blind girl gives the reader a vision of a warm hearted girl, that views the world through all of her other senses. As described by the speaker upon their first encounter in lines 18-21

Woolf organizes her writing using various forms of syntax which contributes to the significance of the memory. The author’s portrayal of the setting is recounted with long, detailed sentences in order to illustrate its importance. The excitement of fishing is depicted as Woolf retells “Sometimes the lines would be handed to us; baited by gobbets cut from fish; and the line thrilled in one’s fingers as the boat tossed and shot through the water” (12-15). The author includes multiple semicolons not only to extend the sentence, but to also present similar ideas in a like structure. Notably, the author conveys tactile imagery to support the lengthy sentences with compelling details. The tossing of the boat and the touch of the fishing line embodies the exciting chaos the author had felt in the past. As a result, readers are then able to understand the specific attributes of Woolf’s memory that made the experience significant. Additionally, Woolf further develops the impact of her excitement as she describes “…and then- how can I convey the excitement? - there was a little leaping tug...” (15-17). Again, lengthy sentence structure helps to connect the images of her memory. The dashes communicate to readers a sense of the author’s internal thoughts, as if she was writing all that was on her mind. The dashes outline changes in the flow of the language, so that readers can note clearly defined shifts. They also symbolize the vividness of her memories, therefore the significance of the events in her situation. Unique from the majority of the sentences, Woolf includes declarative structure as she states “It was a perfect lesson” (25). The line stands out to the readers, amongst the other sentences, because of its length, which is intended to convey an idea directly. The

Imagery is used flawlessly in this short story. O’Connor uses descriptive adjectives fairly often to paint a picture in the reader’s mind and to add spice to her

This poem is a rhyming pantoum poem, which is represented by the repeated words and the rhythm of the poem. Theirs is also no uses of a simile or metaphors on this poem, but this poem does contain a great deal of imagery. What is imagery? Imagery can be described as the visualizing the mental images, figures, or things of the text. Imagery in this poem is important, because it helps give the reader a visual of the theme and can also help to understand it a

Small details are instrumental in seeing the bigger picture. This is apparent when reading “The Fish” by Elizabeth Bishop. Most often the reader experiences visual imagery in poetry. In this poem the reader encounters visual, auditory, and sensory imagery. “The Fish” is filled with minute details that paint a picture for the reader. With each new element that is introduced, it becomes easier to visualize the fish. The speaker is able to show the reader the beauty as well as the ugliness of this creature with her vivid imagery. The imagery used is so distinct that the reader can envisage being the fisherman and catching this fish. Another important element involved in this poem is irony.

The author uses imagery in the poem to enable the reader to see what the speaker sees. For example, in lines 4-11 the speaker describes to us the

Le uses descriptive imagery of objects in order to show the internal nature of the characters. The narrator holds a butterfly paperweight next to her ear and “[hears] a soft rustling, like wings brushing against a windowpane. The rustling was a whispered song. It was the butterfly’s way of speaking, and [she] thought [she] understood it” (Le 25) Le captures the narrator’s young, wild imagination by showing an impossible interaction between the narrator and the butterfly paperweight. She evokes an image of wings brushing against a windowpane to prompt readers to imagine the butterfly’s swift fluttering in the paperweight. She compares the paperweight to her “Ba’s heavy head pressed down on the pillow at night, full of thoughts that dragged him into nightmares when all he wanted was a dream as sweet

He uses this imagery in this poem to emphasis this dark place in which he now lives. Deep sea can be a cold and scary place. This would capture a human experience because deep in the sea would be a dark and lonely which is something a human can feel and relate to.

The use of imagery can be seen throughout the poem. The title of the poem itself is an example of imagery. “Natural Bridge/Rogue River Canyon” gives an image to our brain of some bridge formed naturally from rocks and sparks off our sense of sight. Similarly, “And my reflection is dominated by water” arouses sense of sight and touch too. There are other several examples of imagery in the poems like “hard stone”, “dark”, “high hills”, “mark”, “asunder”, “pressed”, etc. All of these words in the poem ignites at least one of our senses. All of these imagery contributes to the poem by creating images in our head that let us interpret the poem in same way as writer does. These imageries

These three lines are perfect examples of the imagery within the poem because they contain an image of a river with its small peeks and waves trembling and glistening in the afternoon sun. All the while it equates the natural beauty of the river to the beauty that the young man sees in the youthful maiden.

The speaker furthermore conveys the idea that nature is a grandeur that should be recognized by including the element of imagery. The poet utilizes imagery as a technique to appeal to reader’s sense of sight . It is “the darkest evening of the year” (line 8) and a traveller and his horse stop “between the woods and frozen lake” (line 7). By writing with details such as these, readers are capable of effortlessly envisioning the peaceful scenery that lies before the speaker. The persona then draws on reader’s sense of sound. “The only other sound’s the sweep / Of easy wind and downy flake.” The illustration allows readers to not only see,

In the third stanza, Arnold uses imagery and metaphors to depict the setting, which further set the mood of the poem. The first three lines portray and insinuate prospects of a visual image. The last five lines appeal to the auditory sense in the form of despair. In the first part of the stanza, Arnold characterizes the sea as divine.