Analysis of Caol Ann Duffy´s Education for Leisure

Nevertheless, in the poem ‘Nesting time’, Stewart interprets a personal experience in first person of the appearance of a bird that lands upon his daughter and forgets the thought of the harsh world. Stewart’s descriptive language repeatedly explains the poem as if seen in his viewpoint, beginning with an interjection, ‘oh’ communicating of his incredulity of an ‘absurd’ bird. Symbolizing the bird with strong coloured imagery its ‘mossy green, sunlit’, described to be bright and joyful, with sweetness shown with the type of bird, ‘honey-eater’, Douglas Stewart takes the time to describe its admiration juxtaposed to the dangerous world surrounding it. While visualizing the birds actions, ‘pick-pick-pick’ of alliteration and repetition of its

Over the course of the next several days, you will complete a writing assignment. In the assignment, you will demonstrate your understanding of the tenets of modernist literature by rewriting a Romantic poem in a way that incorporates typically modernist qualities in terms of language, style, literary elements, and themes. The assignment is broken down into four parts.

Essentially a monologue set within a frame, this poem creates two personae. The anonymous author gives a brief introduction and conclusion. The Wanderer, an aging warrior, who roams the world seeking shelter and aid. The Wanderer’s monologue divides into two distinct parts, the first being a lament for his exile and the loss of kin, friends, home, and the generosity of his king. In nature, he finds absolutely no comfort, for he has set sail on the winter stricken sea. Poignantly, the speaker dreams that he is among his companions, and embracing his king, only to awaken facing the gray, winter sea, and snowfall mingled with hail.

INTRODUCTION – (1 paragraph) STRUCTURE 1. Opening sentences which introduce the poem, its author and its form.Explain why the poem is of a particular form (either a ballad or lyric poem). 2. Thesis statement: A general statement about what the poem communicates about life and life experience. 3. Signpost: briefly outline the more specific reasons for how/why the poem conveys this life experience and / or message. (Introduce the main features which will be explored in more detail in the body of your essay).

The poem that stood out to me the most from the speaker, and narrative vs lyric unit was “Lorena” by Lucille Clifton. I really enjoyed this poem and it made it easy for me to understand the concept of speakers. Lucille Clifton wrote the poem, but wrote it about a experience Lorena Bobbit went through. It was hard for me to understand how a poem could have a speaker other then the author but this one made me see how sometimes the author is not necessarily the speaker. “I thought about/authority and how it always insisted/on itself” (pg. 57, 2-4). These lines contain the phrase “I”, but when Clifton uses the phrase “I”, she herself is not the individual, Lorena Bobbit is meant to be the speaker. This poem was a narrative, it told a story about the even Lorena actually lived through. It really stood out to me a lot and helped me understand the concept on a deeper level.

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

The poet uses many metaphors, repetition and morbid diction to illicit the response I had to this poem. Firstly, Butson compared the emotions and internal struggles of a

The writer makes use of diction to express his feelings towards the literary work and to set the dramatic tone of the poem. Throughout the poem, there is repetition of the word “I”, which shows the narrator’s individual feeling of change in the heart, as he experiences the sight of hundreds of birds fly across the October sky. As the speaker effortlessly recounts the story, it is revealed how deeply personal it is to him. Updike applies the words “flock” and “bird” repetitively to the poem, considering the whole poem is about the sight of seeing so many birds and the effect this has on a person. When the speaker first sees the flock of birds in lines 8-10, alliteration is applied to draw attention to what the narrator is witnessing. In line 29, Updike

Prompt: Write a unified essay in which you relate the imagery of the last stanza to the speaker’s view of himself earlier in the poem and to his view of how others see poets.

Write a research-based two-voice poem spoken by Nya and Silva (the main characters from A Long Walk to Water) that expresses your ideas about how these characters survived in challenging environments.

Diction affects the tone of the passage. Starting from line 14, the diction evolves into a more negative view. He uses biblical reference towards the beginning of the stanza. He begins to analyze his surroundings more rigorously, and sees the differences in how they look from a distance, to how they appear close by. Once this negative connotation has begun, the flock is said to be “paled, pulsed, compressed, distended, yet held an identity firm” (Lines 20-21). The author’s choice of words as in “less marvelous” (line 25) indicates his intention for making his lines definite, giving it a solid state of meaning. It symbolizes that the feeling of someone longing for something, and once they receive it are not as impressed by it. The diction plays a critical role when the tone of the qualities of nature are exposed. The author conveys the “trumpeting” of the geese as an exaltation to the beauty and simplicity of nature. “A cloud appeared, a cloud of dots like iron filings which a magnet underneath the paper undulates” (Lines 16-18). The iron filings in this phrase symbolize the issues the man faces. Once he looks closely at the flock, he realizes that these issues are only miniscule and do not add up to life in general. This elates him, thus concluding him to lift his heart.

You have been asked by your local radio station to give a talk on the poetry of John Montague. Write out the text of the talk you would deliver in response to the above title. You should refer to both style and subject matter. Support the points you make by reference to the poetry on your course.

The words of this play is convoluted and often mean nothing at all, however it is these qualities that make the words important. The professor often speaks words that sound interesting but have no meaning and is called out by Carol. He uses language that are flowery, used to create the idea that he is an intellectual. These words, while having no straight meaning, creates the overall implication that language is meaningless. This is increased by Carol’s frustration at not being able to understand his lectures.

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

It 's easy to just concentrate on the ornate language of ‘’Maud’’, but there 's a lot of drama in the narrative of the poem. There