Research Paper On Eleanor Farjeon

She grew up in the backwoods of eastern Kentucky, among plains and pastures where she and her siblings roamed and read every book their family owned (Kingsolver). Her love of literature was born at an early age. Even though

The atmospheric conditions may represent the hardships that the couple had to go through in their relationship, and may also be used contrast the unpredictability of the outside world compared to the steady relationship that the couple have. ‘A Youth Mowing’ is also a poem about relationships, this time it is between a younger couple. The river ‘Isar’ is a symbol of freedom, it represents the way that the men’s lives are. However, this sense of liberty is broken by the ‘swish of the scythe-strokes’ as the girl takes ‘four sharp breaths.’ Sibilance is used to show that there is a sinister undertone to the freedom that the boy has which will be broken by the news that his girlfriend is bringing. She feels guilty for ‘what’s in store,’ as now the boy will have to be committed to spending the rest of his life with her, and paying the price for the fun that they had.

The tone of the poem changes as the poem progresses. The poem begins with energetic language like “full of heroic tales” and “by a mere swing to his shoulder”. The composer also uses hyperboles like “My father began as a god” and “lifted me to heaven”. The use of this positive language indicates to the responder that the composer is longing for those days – he is nostalgic. It also highlights the perspective of a typical child. The language used in the middle of the poem is highly critical of his father: “A foolish small old man”. This highlights the perspective of a typical teenager and signifies that they have generally conflicting views. The language used in the last section of the poem is more loving and emotional than the rest: “...revealing virtues such as honesty, generosity, integrity”. This draws attention to a mature adult’s perspective.

In this poem, symbolism is used to help reader’s find deeper meaning in the little things included and show that everything comes back to the father’s fear of the child he adores growing older and more independent. “In a room full of books in a world of stories, he can recall not one, and soon he thinks the boy will give up on his father.” This sentence makes a reader assume that the story the five year old so

The use of simile in the last stanza ‘matchstick hands as pale as the violet stems they lived among’ is used to compare a frog to violet flowers, which are very delicate and easily broken. The innocence of childhood is painted through this visual technique as the narrator only sees the frogs being very delicate, but to the readers the simile also creates a vivid image of the condition of the ‘Frogs’/ the French. The use of first person helps to create a reminiscent tone about the narrator’s experiences, and further helps to stress the ideas of childhood innocence and the influence of war on children because the poem is written from a child’s perspective. The use of enjambment generates a conversational and personal tone, emphasizing to the readers the reality of the themes discussed throughout the poem. The use of symbolism of frogs as pets and also representing the French highlights the idea that adults saw ‘Frogs’ as insignificant or unworthy to speak about, whereas the children could not understand this adult thought, and they placed exemplary regard to the wellbeing of the

Furthermore, we have the use of first person, where the almost universal effect is to have an in-depth look into the character and their immediate response to a problem or dilemma. This poem no different, where in the first stanza we are ushered in with the use of anaphora in lines 2, 3 and 4 with the repetition of the word ‘’and’’. This specific use of anaphora is used to create the mindset and intelligible deduction of the traveller to the events and dilemma prescribed to him. Insofar as his immediate reaction be being presented with a choice. It shows his reaction of regret in that he is ‘’sorry he could not travel both’’ and explains what he wish he could do ‘’be two travellers’’ but also how he initiates his decision making process ‘’looked down one as far as I could’’. Also, the use of first person is used to connect with the reader, enforcing the affore-used notion that the reader substitutes their own personal truth into a positive

Into this atmosphere of spiritual paralysis the boy bears, with blind hopes and romantic dreams, his encounter with first love. In the face of ugly, drab reality-"amid the curses of laborers," "jostled by drunken men and bargaining women"-he carries his aunt's parcels as she shops in the market place, imagining that he bears, not parcels, but a "chalice through a throng of foes." The "noises converged in a single sensation of life" and in a blending of Romantic and Christian symbols he transforms in his mind a perfectly ordinary girl into an enchanted princess: untouchable, promising, saintly. Setting in this scene depicts the harsh, dirty reality of life which the boy blindly ignores. The contrast between the real and the boy's dreams is ironically drawn and clearly foreshadows the boy's inability to keep the dream, to remain blind.

“Slavery in the south was brutal as anybody could imagine” an idea expressed by Jean Toomer through his poem called “November Cotton Flower”. The poem is fourteen lines of rhyming verse describing the harsh, sudden and questionable bloom of a cotton flower in the month of November. It is composed of heroic couplets, with a regular rhyme scheme, which is as follows: A, A, B, B, C, C, D, D, E, E, F, G, H, H, but the poem reads like Shakespearian sonnet - three quatrains developing a certain tone and theme, followed by a couplet that undercuts or reverses them. In the beginning it portrays the scuffle for survival of cotton flower during November’s harsh winter weather; but towards the end, it describes the sudden bloom of it. The author goes in depth with most of the descriptions to give a reader a clear and strong mental image.

Opening into the story, Collier uses mood to help the reader focus on the climax. The mood of the story starts out quite dim, dreary, and depressed. The narrator explains how she believes that God wasn’t accommodating and didn’t provide for them in the beginning of the story. Lizabeth says, “But God was chary with miracles those days, and so we waited- and waited.”(Collier 76). Readers learn from this how the narrator was agitated and didn’t believe that it was fair that they were suffering. She believed that God should be merciful and grant them some miracles. However, downstream in the story, Miss Lottie’s marigolds are beautiful and stunning, which is in opposition the mood from the beginning of the story. The whole story doesn’t have a despondent mood. The narrator continues with, “Beyond the dusty brown yard, in front of the sorry gray house, rose suddenly and shockingly a dazzling strip of bright blossoms, clumped together in enormous mounds, warm and passionate and sun golden.”(Collier 79). This advances the idea of a silver lining in a rotten time. Unfortunately, approaching the end of the story, the mood takes a somber and mournful turn again. After Lizabeth gets caught disfiguring the flowers by Miss Lottie, Lizabeth feels shame, regret, and sorrow,

Finally through the use of empathic language, the child’s harsh epiphany is shown “I… wept, owl blind in the early sun.” This implying lies the persona’s is transformation to show a new appreciation for morality. In “Nightfall” the second part of the poem the persona uses a collective pronoun to depict togetherness as a notion of eternity which transcends earthly beings; “we stand in time’s long promised land.” The nostalgic tone presents the audience with Harwood’s perspective of the unyielding process of time and the inevitability of death. This notion is emphasised through parallelism; “we pick our last fruits”, hence utilising showing the reader of the organic discourse which to presents the comparison of the ripeness of fruit to the infinite life cycle of birth and decay. Furthermore, inevitability of death is illuminated through past tense of the self reflective question “Who can be what you were?” implying that persona’s father has ceased to exist. Through the character of the child, it is clearly evident that the poem Father and Child explores the challenging ideas of nostalgia and mortality making the texts valued in the eyes of the

Eleanor turned to books for solace and escape from these shocking personal losses and the suppressing nurture in her grandmother’s house. In the following years, Eleanor continued to receive her grandmother’s idea of a proper nurture. She still studied with the tutor her mother had hired, took classes for French

This is particularly evident within drifters were a families sense of identity is continuously hampered by their nomadic lifestyle with they must embrace as itinerant workers. Throughout the poem, the blackberry bush is constantly referred to as a symbol of hope that the family would settle into one location “when they came here, she held out her hand bright with berries”. The use of such a symbol brings to light the similarity between the drifter’s erratic life journey and the blackberry bush. As the family move into a town they begin to embrace there environment, only to end the experience as quickly as it began similarly to the blackberry bushes cycle of growth and ‘bright berries’ only to wither and die. This ultimately displays the emotional obstacles within a physical journey that reinforces our inner strength. Furthermore, the negative and positive aspects of the journey of life experienced by the characters are highlighted through the juxtaposing of the girls reaction to the decision to move, “the oldest girl was close to tear/ the youngest girl was beaming”. The positive element of the a family being an individual’s sense of support and identity is vaguely portrayed, however the overwhelming negative sense that such a family provides and undesirable predetermined script of one’s life is emphasised as in this instance it has impeded on the girls growth. This ultimately increases the responder’s awareness of the underlying emotional journey within every physical journey, increasing the inner strength of those that choose to take such

The main theme of the story expresses the notion of human scapegoat which has a devastating effect due to the crowd psychology that is presented in the story. The scenic setting stated in the beginning of the story highly opposes with the horrific violence that the story comes to. It mentions it being a beautiful summer day with flowers "blossoming profusely" and the grass "richly green” ,giving the reader to predict that the story is going to end just as well as the beginning.

They are living in a moment of revolution, of innovation, of speed and steam; and they are longing for returning to past ages where everything seems easier, like the Ancient Rome or Greece. But especially they are going to look for that innocence and purity in their inner souls, in something that everybody has had the pleasure to experience. For the Romantic poets childhood is vital, for they understood that the child has a wider overview of the world given that he has not lost the innocence that characterizes him; there is something magical, pure and divine in a child’s vision of the world and that is what the Romantics are longing

towns in which Emma lives, places which by their very simplistic natures are anathema to a romantic such as Bovary. It is only through Emma’s depiction of these villages that they are cast as mundane and drab. Though the image exists of the small and backward town with its town gossips and town idiot, it can be seen that it is simply a town, one in which a person can be content—that is, if she is not the always-unfulfilled Emma Bovary. Thus the setting and the stereotypical characters add to the realistic atmosphere that confronts Emma.