Analysis Of The Poem Naming Of Parts By Henry Reed

‘Weapons Training’ is a monologue about the harsh and dehumanising conditions of the training session for the soldiers. During the poem, Dawe uses a variety of crude words, insults and Australian slang to show the dehumanisation and attitude the soldiers had to endure. Dawe uses both crude words and insult to humiliate both Australian and Vietnamese soldiers. He uses phrases such as “unsightly fat” and “are you queer “to insult Australian soldiers and “little yellows” and “rotten fish sauce breath” to insult the Vietnamese. The slang that Dawe uses is able to show a representation of Australian culture, the slang is “old crown jewels,” “tripe’s” and “copped the bloody lot.” Using these words, the poet is able to show that the culture is strong even during war. All the words that Dawe uses is a way of degrading the soldiers.

Imagery is used consistently right through the poem to evoke sensory experiences and to endorse the theme. For instance: ‘A stark white ring-barked forest’-‘the sapphire misted mountains’-‘the hot gold lush of noon’ and many more. All of these appeal to the readers senses and places brilliant visual image(s) in our minds by illuminating the various features of the country, from the perspective of the poems persona. This is attained using; adjectives, ‘the sapphire-misted mountains¬¬¬’, which gives us a picture of mountains with a bluish haze embracing it, this image would thus give an impression of a composed environment and evoke a sense of tranquillity. Additionally by using ‘sapphire’ to illustrate the mist surrounding the mountains we get a sense of Australia’s uniqueness as sapphire is a rare gem. Imagery is also displayed through a metaphor used to appeal to the sense of hearing. For example: ‘the drumming of an army, the steady soaking rain’. Here Mackellar depicts the rain as an army and allows us not only to visualize but get a sense of the sound of the rain, which is presented through the adjective ‘drumming’. This line also presents to us the intensity of the rain again through the adjectives ‘drumming, steady and soaking’.

Forman, in the third stanza, writes of a man, or the personified version of poetry, dressed in “fine plum linen suits” (9). Plum, symbolic to the Japanese for happiness and good fortune and symbolic to the Jewish for divine grace, was not placed in the poem involuntarily. We must carry ourselves with the sophistication and refined education we have received, but we need to sit down and talk about “the comins and goins of the world” (line 12). Poetry can bring you back to your memories and make you sit to think about the world. Even some of the shortest and most simplistic-looking poems are the hardest to decipher because of the hidden messages behind the text. It is important to take a moment, and not to rush, the reading of poetry or the conversations of life because you may miss something important with the assumption of thinking you hold this divine knowledge.

The appreciation of nature is illustrated through imagery ‘and now the country bursts open on the sea-across a calico beach unfurling’. The use of personification in the phrase ‘and the water sways’ is symbolic for life and nature, giving that water has human qualities. In contrast, ‘silver basin’ is a representation of a material creation and blends in with natural world. The poem is dominated by light and pure images of ‘sunlight rotating’ which emphasizes the emotional concept of this journey. The use of first person ‘I see from where I’m bent one of those bright crockery days that belong to so much I remember’ shapes the diverse range of imagery and mood within the poem. The poet appears to be emotional about his past considering his thoughts are stimulated by different landscapes through physical journey.

In the poem there is also an idea of man verses nature, this relates to the survival of the fittest. John Foulcher shows this through the use of first person point of view. For example in the second stanza “Then above me the sound drops” this again possesses sensory imagery creating a deeper human aura throughout the poem. Foulcher further uses a human aura to build a sense of natural imagery for example in the last stanza : “I pick up these twigs and leave them” adding closure

Hobson writes “The old man hangs the carcass feet-first from the pecan tree with gentleness” (5-7). The first type type of diction in this poem is peacefulness. The men in the poem take their time cutting the deer and they do it humbly too. Hobson uses words like “gentleness” and “softly” to direct a peaceful diction. Another type of diction in “Deer Hunting II” is appreciative. Hobson writes, “Now, watch me, Ungillisi, grandson, as I prepare this deer which the Great Spirit has given to us for meat.” The old man is very thankful that the “Great Spirit” gave him meat. He is thankful because he can use the deer in many ways. He can use it for clothes and food. The men are also appreciative of the dogs for finding their kill. Hobson writes “Guts in a tumbling rush fall into the bucket to be cooked with the hooves into a strength stew for the hunting dogs; brothers who did their part in the chase” (23-28). The men are also very thankful for the dogs who did their part in the hunt too. This poem displays a very positive attitude towards

Throughout the poem, a young boy's curiosity takes control of a relationship with his father, as it reveals his regretful combative past. The boy asks questions repeatedly from many different aspects including, “why we dropped the bomb on those two towns in Japan” “where is Saipan” “Where is Okinawa” “where is the pacific” (Fairchild 5-16). The questions stand as the absences of order and by all means, progress, no answers mean no progress. As the questions continue the speaker describes the father and says “the palm of his hand slowly tapping the arm of a lawn chair,” (Fairchild 7-8). The slow tapping equivalent the slow buildup of anger and fear. Following, the speaker's description of the father’s face as his son continues mindlessly is “wooden” as his eyes freeze “like rabbits in headlights” (Fairchild 6-7). So small and helpless

"The garden is a world filled with secrets. Slowly, I see more each day. The black pines twist and turn to form graceful shapes, while the moss is a carpet of green that invites you to sit by the pond. Even the stone lanterns, which dimly light the way at night, allow you to see only so much. Matsu 's garden whispers at you, never shouts; it leads you down a path hoping for more, as if everything is seen, yet hidden. There 's a quiet beauty here I only hope I can capture on canvas." - Stephen at the beach house planning to paint Matsu 's garden, page 31

Secrets fill the garden. In Gail Tsukiyama’s novel “The Samurai’s Garden”, she uses metaphors to show the audience the garden and its’ curator in a mysterious light. Tsukiyama’s character Stephen gazes upon Matsu’s garden with wonder and amazement. He compares it to another world, “The garden is a world filled with secrets… Matsu’s garden whispers at you, never shouts; it leads you down a path hoping for more, as if everything is seen, yet hidden” (Samurai 31). Tsukiyama creates another world within the fences of the garden. She integrates the secrets of its’ caretaker into the aura of the garden. The metaphor to another world impacts the reader by allowing the reader to see the mystery and beauty that shrouds it. The cloak of beauty shows

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

Once his heart is lifted, he sees the true beauty of nature and it’s true meaning.

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

Quite ironical. In the second stanza, he instructor is forced to call the group into attention. He shows them the rifles ‘swivels’ which sadly are fastened on a wooden frame to represent the gun. As the recruits mind keeps on wandering beyond he again notices that the japonica plant is blossoming in the neighbor’s garden. Then it dawns on the reader that it is the beginning of spring again as described in lines 4 and 5 .The use of contrast by Henry in this stanza is to highlight that the recruiters strain on how to divide his attention between the important lecture on how to hold onto a gun the war weapon; the recruiters on the other hand is concentrating the fragile flowers that just blossomed. The recruiter finds the flowers attractive as they are undergoing a natural process as opposed to his lesson that is not natural He is supposed to imagine a gun somewhere as he holds it. Despite the fact that the flowers are very fragile, they do not need to learn any lesson in regards to their safety or even follow any instructions that are capricious.

The poem begins with the poet noticing the beauty around her, the fall colors as the sun sets “Their leaves and fruits seemed painted, but was true, / Of green, of red, of yellow, mixed hue;” (5-6). The poet immediately relates the effects of nature’s beauty to her own spiritual beliefs. She wonders that if nature here on Earth is so magnificent, then Heaven must be more wonderful than ever imagined. She then views a stately oak tree and

causes the poem to flow, and thus lightens up the dark and serious issue of war. The lines "But ranged as infantry, And staring face to face, I shot at him as he at me, And killed him in his place." are easy to read; however, their meaning is extremely