Analysis Of The Poem ' Black Crows Gorge On Bright Oranges '

This is shown when it states, “A vast population of waterbirds lived in the swamp… paddocks and wooded country beyond were lorikeets, rosellas… families of pigeons – fruit-pigeon, bronze-wings… and high over stood the birds of prey, the hawks and kestrels” (1). Through the incorporation of asyndeton and descriptive language it emphasises how lively and welcoming Australia is, which is seen through the various types of birds entering the sanctuary. Malouf continues this notion of Australia being filled of warmth when it states, “A place where people came; he couldn’t keep all this, or his excitement in it, to himself” (13) and “How much life there might be in any square yard of it” (18). By Malouf expressing the characters’ emotions towards the land it showcases how the land itself brings joy and happiness into their lives which contrasts the attitudes presented in Europe. This is shown through the harsh tones and negative connotation used when Malouf describes the atmosphere of Europe as an uneasy and tortured setting when it states, “The air even at knee height was deadly” (91) and “The air was tormented” (92). Through the metaphor and word choice used it facilitates to the images of war being a cruel and unbearable experience, which is highlighted through the words ‘deadly’ and ‘tormented.’ Therefore, through juxtaposition

W.E.B. Du Bois has contributed greatly to contemporary sociological thinking because he began a conversation of what it means to be “other” in this American Society. In his conversation of what it means to be other he constructed and included three major concepts that continue to resonate till this day. His concepts include “the color-line”, “the veil”, and the “double consciousness” (Appelrouth and Edles, 269). Together, these concepts not only described past experiences of blacks in American society (e.g., slavery) but also continue to remind us that the relation of whites and people of color remains complex. In Du Bois’s own words, “the Nation has not yet found peace from its sins” (273).

The loss of Aboriginal ethnicity is also highlighted when the land asks “Where are the laws and legends I gave?” This dates back to the Aboriginal culture, as their spirituality is inextricably linked to the land. They believe everything on the vast landscape has meaning and purpose. As long as they look after the land, the land will thereby return the favour. However, through time, Aboriginals have begun shifting away from their original beliefs as their world collides with the Western world. Different meanings could be made out of this; such as the more Aboriginals walk away from their culture, the less inclined the land will be to look after them, thus breaking the chain of their spirituality and beliefs. Caesuras such as full stops and question marks are used are pauses for a moment of reflection. Through the reader’s understanding of the poem’s structure, they are able to not only understand how the poem is to be read but also get the feel and emotions coming across from the poet.

The poem suddenly becomes much darker in the last stanza and a Billy Collins explains how teachers, students or general readers of poetry ‘torture’ a poem by being what he believes is cruelly analytical. He says, “all they want to do is tie the poem to a chair with rope and torture a confession out of it”. Here, the poem is being personified yet again and this brings about an almost human connection between the reader and the poem. This use of personification is effective as it makes the

George Szirtes article “Formal Wear: Notes on Rhyme, Meter, Stanza, and Pattern” from the Poetry Foundation opens with opinions which focus on limitations of poetic form. As a counter to these common arguments, Szirtes claims, “Verse is not decoration: it is structural. It is a forming principle and words at depth” ("Formal Wear: Notes” 2). He then develops an argument explaining, “the constraints of form are spurs of the imagination: that they are in fact the chief producers of imagination” ("Formal Wear: Notes” 2). Taking these ideas into consideration Szirtes incorporates the idea of language explaining how language connects to memory and imagination which come together to form poetic images. Additionally, when poets use form it develops

John Updike arranges structure in the poem to create the specific feeling of having one’s heart change from seeing something beautiful. The beginning of the poem starts with a couplet that describes the setting; a man-made golf course “on Cape Ann in October” (1). Enjambment is integrated throughout the poem to surprise the reader and create anticipation. For example, in lines 8-9, enjambment adds tension as the narrator describes what he sees in the sky. The entire poem is free verse, this emphasizes the flight of the birds and how nature has no true rhythm. By using free verse, the reader is unable to predict what will happen next and uncertainty is added. Without the free verse, the poem would feel unrelaxed and harsh. In lines 50-1, Updike changes the word order to startle the reader and conclude the poem in an interesting and memorable way. The poet manipulates the structure to provide a suspenseful mood and make the reader feel interested in the storyline.

The line ‘driven like stakes into the earth’ is a simile and can be interpreted in two different ways. It can be seen as the fact that man is trying to build a city of impermanence, and the other is the literal meaning of mans crucification of the earth with buildings. Robert Gray also uses contrasting juxtaposition of imagery extensively in the poem. ‘On a highway over the marshland...cars like skulls, that is rolling in its sand dunes.’ This not only emphasises humankind’s assault on nature and the urbanisation that is contaminating natural spaces, but also compares the two landscapes as existing together. It once again forces the responder to visualise the situation, one of which they may be able to relate too and question life’s morals. The poem shows the destructive nature of mans actions, which is an issue in society that is prevalent.

The use of symbolism and imagery is beautifully orchestrated in a magnificent dance of emotion that is resonated throughout the poem. The two main ideas that are keen to resurface are that of personal growth and freedom. Furthermore, at first glimpse this can be seen as a simple poem about a women’s struggle with her counterpart. However, this meaning can be interpreted more profoundly than just the causality of a bad relationship.

The poem describes the weather and its effect on cotton flower by pointing out the dying branches and vanishing cotton. The image of insufficiency, struggle and death parallel the oppression of African American race. The beginning of the poem illustrates the struggle and suffering of the cotton flower; which represent the misery of African Americans and also gives an idea that there is no hope for them. But at the end the speaker says “brown eyes that loves without a trace of fear/ Beauty so sudden for that time of year” (lines 13-14). This shows the rise of the African American race, and their fight against racism. The author used mood, tone and

I chose the poem Oranges by Gary Soto because it seemed simple but at the same time seemed profound. When I first read this poem it was easy to follow but I realized there was a deeper meaning behind the simplicity and I was intrigued. To find this poem, I searched on the internet for poems that were recommended for students in grade 11. I was looking for a poem that was somewhat long so I could write quite a bit about it. I was also looking for a poem that did not contain any allusions or ornate language. While I was reading through my choices, I briefly analyzed them, after this process I chose the one that I understood the most. The word ‘oranges” caught my eye, because it is rare to see a poem with such a simple name, but I felt that

In the music video/song “Strange Fruit”, the phrase strange fruit doesn’t really refer to a fruit that is strange. It actually refers to people being lynched and hanging from trees. More specifically, the term strange fruit applies to the lynching of African Americans. This song was performed by Billie Holiday in 1939 at the Cafe Society in New York. The music video was actually a recorded performance from 1959. The song was written and performed because the purpose of was to raise awareness and fight against African American lynching because during that time, African Americans were being discriminated and abused. Billie Holiday in the music video/song “Strange Fruit” displays logos through context and imagery, pathos through her sorrowful tone and facial expressions, and lastly, ethos because she won many awards during her career in singing, and Strange Fruit is one of them.

The two short stories “Black Swan Green” written by David Mitchell and “Letters To A Young Poet” by Rainer Maria Rilke both share a common central idea. In both stories, there is a mentee looking for advice from their mentors. The mentees have a passion for poetry and are aspiring poets. The mentors inform their mentees that someone who wants to be a poet should get their motivation from natural aspects. For one thing, It’s your natural beauty that makes you who you are as a person and a poet. Poetry is for yourself, your thoughts and ideas, not an audience.

Often at times there are many voices in one poem. These voices represent the different views that come from the same material that are portrayed by the buzz that the bee elicit in the hive. The proposal that Collins is trying to exude is that there is never one way to read a poem. The type of approach will vary with reader and who they are, but by having a radical approach it will help to enhance our understanding of what the poem means. Collins wants the reader to feel free when analyzing a poem: “I want them to waterski across the surface of the poem waving at the author’s name on the shore.” As a teacher you try to pummel depth into your students’ minds and push them into the direction of understanding. The speaker declares that the grapple to illuminating meaning and the amount of time where the reader does not understand adds to the worth of the poem. The parallel to the surface of water, where you have not attained the depth even though you know it’s there is important to how much it takes to find the true meaning of a poem. While reading this poem it have the outlook on how poetry places more of aln emphasis on us to be able to pick apart the undisclosed meaning and essentially to be able to pull apart the poem without a fixed structure. By doing it this way it is able to help the audience to build upon skills to help interpret and understand, which substantially is important throughout any source of literature. We

Wordsworth, like many beggars, is found outside of the house of the protagonist, only he comes with a much stranger request. He asks to look at the bees in the grugru trees of the boy’s yard. As odd as it is, B. Wordsworth divulges in the boy that he is “the greatest poet.” He spends the majority of his days admiring with his gaze the wonders of Nature; an assortment of bugs and even morning glories, and cries over them. We learn, from the curiosity of the boy, that the ‘B’ in the poet’s name stands for Black, and that his brother is “White Wordsworth” and they “share on heart.” White Wordsworth is the name given to the famed poet of the Romantic Age, Williams Wordsworth. Seeing that he calls him ‘White’ based on his skin colour, we can carefully deduce that ‘Black’ is not his real name. It is a name taken on by him. In the face of invasion, Black forsakes his Trinidadian identity and embraces a new, more ‘appropriate’ one, based on a traditional English poet. Like his ‘brother,’ we see the strong admiration for Nature in

Again the description is bleak, (‘the sun beats .......the dead tree gives no shelter, the cricket no relief.’ ) Life-giving water is again absent, (‘the dry stone no sound of water.’ ) And moving transversally forward to section 5 brings the reader into the desertscape where there is an intensification of the oppressiveness . The absence of water is emphasised through repetition: