Analysis of Elizabeth Bishops the Moose

The last literary device Eugenia Collier exercises to deepen her sensation  of despair and disgrace is diction. Collier influences her words to carve her emotions into the reader, one can sense the feelings of puzzlement and the irascibleness it evokes. For instance, in this quote the reader can grasp Eugenia’s voice through her use of eloquent words “ I indeed lost my mind, for all the smoldering emotions of that summer swelled in me and burst - the great need for my mother who was never there, the hopelessness of our poverty and degradation, the bewilderment of being neither child nor woman and yet both at once, the fear unleashed by my father’s tears. And theses feelings combined in one great impulse toward destruction.” This quotes reveals the emotions the author choice to seal

The analysis itself is clear and concise and the author uses good evidence, both from the novella and the literature of his field. This is not for the literary scholar, but like Beveridge (2009) it is intended for practitioners in other fields. This does not mean that anyone

“a mountain/within which a cave/where was heard/a stream’s faint murmur/ and seen the mirrored glance/ of an iridescent bird’s/luminous eyes/a cave/across the ridged walls/of which gallops and flickers/a herd of elk/ and on the sandy/floor beneath the feathers of firelight” (24).

King incorporates a myriad of stylistic devices that shape and develop the theme of the passage in the book. Through the periodic use of rhetorical questions such as,

Updike continues his portrayal of the vast splendor of nature through metaphors, similes, and diction pertaining to a large flock of starlings that flew and over and lit on the gold course where the two men in the poem are playing. The approaching flock of birds seem like a “cloud of dots” (Line 16) on the horizon to observers. The author compares The image of the steadily approaching flock of starlings to iron filings (the birds) stuck to a magnet through a piece of paper (the horizon). The men stand in awe of the black, writhing, approaching mass, much like children do when the magnet picks up the filings through the paper. By comparing the approaching birds to the magnet and iron filing scenario in a simile, Updike subtly likens the men reaction to a small child’s reaction when he/she sees the “magic” of the magnet and the iron filings for the first time. The simile purpose is to show how nature can make grown men feel like small, free little kids when experiencing nature at its best. As the observers continue to watch the looming flock of birds, the flock became one huge pulsating mass of birds that seemed as “much as one thing as a rock.” (Line 22) Updike once again eloquently portrays nature as absolutely stunning to show how nature affects man. The birds descended in a huge “evenly tinted” (Line

Furthermore, poetry, and the personification of poetry, conversations with old friends and family, should not need a special occasion, rather it should “ride the bus” with patience for the stops before your own and the understanding of other’s needs before your own (line 13). You can also say the bus can represent the speed at which life passes you by and how easy it is to miss something if you are not paying attention, or even, that these missed moments have a poem to help you along your long journey home. With the use of

For all of its awkwardness Whitman’s poem is vibrant and a joy to read, with a dictionary close at hand. He makes the steam driven locomotive come to life on the page with the “ponderous side-bars, parallel and connecting rods, gyrating” (Whitman line 5) you can see the metal violently swinging back and forth. When he describes the thick, purple hazed, smoke rising from the machine one can almost feel the oily vapors on the face and nostrils. As the “warning ringing bell … sounds (sic) its notes” the reader can’t help but hear it in the distance, and at the end as the machine “Launch’d o’er the praries wide, across the lakes, To the free skies unpent and glad and strong” (Whitman lines 24-25) the same reader can glimpse the ghost train gliding into the sunset.

The speaker also chooses her diction precisely, so that there is clear contribution to the overall idea that the poem is indeed about the quest for change and longing from escape from the swamp. Two very different forms of description are used to represent this source of dread: once by the simple name, swamp, and

Graff then goes on to establish his ethos in the first few paragraphs while continuing to expand the thoughts and ideas on pathos throughout his essay. He begins to build his community and trust by recognizing his own credentials and sharing his personal background in writing. One of the first things noticed from the footnote about Gerald Graff’s professional career is that he has vast experience in the writing department. He is an English professor at a prestigious university, a past president of the Modern Language Association, and part of the professional association of scholars and teachers of English and other languages (198). But, since his background only assists his argument and does not define it, it is crucial to also look at his word choice, mood, language, and ideology in order to fully claim Graff a credible author.

There is also figurative language used in phrases such as “Having come from the clouds” and “tilting road”. This adds to the effect of imagery and emphasis on the journey to the sawmill town. It also helps to make the stanza more interesting to the reader.

The narrator’s diction on the page can be described as vain due to the fact he doesn’t need an introduction when the narrator says it is “not really necessary” (4). The narrator’s diction reveals that he has a methodical, stone cold personality that puts the narrator in a more superior position then the human race. Achieving

Elizabeth Bishop was born on February 9th, 1911 in Worcester, Massachusetts. When Bishop was an infant, her father died from kidney disease, which provoked her mother’s mental breakdown and removal to a Canadian asylum. After her mother’s admission, Bishop moved in with her maternal grandparents in Nova Scotia, which became the setting for some of her future poems. Bishop was then taken back to live in Worcester with her father’s parents so that she could attend school in the United States. Bishop’s final move was in 1918, with her aunt and uncle outside Boston, where she lived until 1930, when she enrolled in Vassar College (Lombardi 6).

Driving down a narrow mountain road, “Traveling through the dark,” the narrator of the poem encounters a deer. This line might fool the reader into believing the poem has a happy theme however, the first word of the second line reverses this belief. The deer is actually “dead on the edge of the Wilson River Road” (2, 911). The traveler decides to send the deer over the edge of the canyon,

Austen has set out to save the rising art form of the novel. In this address to the reader she glorifies what a novel should be: the unrestrained expression of words conveying the wide range of raw human emotion. This veneration of the novel is necessary to the development of Catherine's fiction-loving character as it justifies the narrator's right to remain fond of this flawed heroine.

The third part of the poem begins with a more personal and philosophical tone. The speaker claims to have been such a youthful swinger of birches, an activity he can go back to only by dreaming. The birch trees, probably both ice-bent and boy-swung, stand for the order and control missing from ordinary experience. The "considerations" he is weary of are conflicting claims that leave him disoriented and stung. The desire to "get away from earth," importantly qualified by "awhile," shows a yearning for the ideal or perhaps for the imaginative isolation of the birch swinger. His "I'd like to