But This Morning Poem Ap Language

By starting with the line “each bird and stone, each roof and well”, the fifth stanza inserts personification when the author describes that animals aren’t the only ones aware of the change of seasons, but that unanimated objects understand and feel it as well. The

“The cherry hung with snow” indicates there is a comparison between winter and spring. This works for the poem, helping it to clarify the stages of life. Cherry trees have beautiful flowers in the spring, at which time life all around flourishes.

In this poem, I would argue that the imagery suggested provided great support for the poems content. "It is a cold and snowy night. The main street is deserted". This line best describes the poems setting and triggers a specific image

Imagery plays one of the biggest roles in the poem because it describes every detail in the scenery. Imagery also helps the reader visualize the scenery without any pictures by describing the area as much as possible. For example, “heaping field and highway with a silence deep and white” (line 3-4), explains how the white snow is laid on the highway and field. The reader could depict out of that line is how the

In the poem the night is personified as having a gnashing and enormous moan. According to stanza one, lines three and four, “The small boy weeps to hear the wind prepare/A night of gnashing and enormous moan.” This personification shows how the boys sees the weather in his eyes and how much he fear the weather for the snowman. This reveals the innocence of the child which is why the snowman is later moved to “trickle the purest rain, a tear,” for the boy. Personification was also used in this poem to personify the snow man as having emotions and feelings toward the little boy. Due to this we were able to see the boys fear and sadness toward the snowman and the snowman’s reaction of feeling sympathy toward the boy’s feelings. Without this personification we would not be able to know the snow man’s feelings are emotions. In this poem personification is a very contributing factor in showing the innocence of the little boy and telling the feelings of the snowman toward the little boy when he becomes emotionally moved due to the little boys fear and sadness.

The first stanza provides the setting of the poem. The speaker was leaning on a gate and he conveys his thoughts and feelings. The whole landscape is barren, it is winter again and it is gray. In these two lines “Frost was spectre-grey, And Winter's dregs made desolate” Frost and Winter are the key characters." Frost” is like a ghost, the first of many things that are dying. This line gives the reader the image of a haunted landscape. It likens the frost and dusk of the day to the spectre of a ghost and this gives the poem foreboding aspect as if the frost is evil and malevolent. “Winter” is like a human character and it is a metaphor for death that made desolate and isolated. The use of the word ‘dregs’ evokes the idea of an unappetizing

In this poem, Emerson describes the beauty left behind by a frightening winter storm. Emerson expresses the storm as it approaches and stops and the people effected by it. The people are not able to do as they please because of the storm, but it bothers Emerson very little. For instance, instead of describing the people as being trapped in their homes, Emerson states that they are “enclosed in a tumultuous privacy of storm.” Emerson modifies phrases several times to focus on the wind and snow as the subject of the poem. When Emerson says "astonished Art," he refers to the snow as a painter’s canvas or a piece of clay. Emerson uses all of these words to show that the storm is like a craftsman. He uses personification for the snow and wind by

In the winter, “frosty wind [...] moans” (1) and “ earth [stands] hard as iron [and] water [is] like as tone” (2). The first stanza literally describes the winter and the coldness surrounding it; however, the diction such as “long ago” (4), sets a story-telling kind of mood. Also, assonance, repetition of the “o” sound, helps develop the imagery of the wind moaning. Repetition of snow, “snow on snow” also builds the imagery of snow falling. This

As the poem begins, snowflakes fall from the sky, but do not reach the ground. The snowflakes stop at a horizontal line which goes across the screen. This line may symbolize the need to

The Third section of the poem, stanzas( 9 to 12), the father moves through “dooms of feel,” instead of “dooms of love”. He learns to receive and show the full range of human emotion . “septembering arms” he describes part of the body of his father. He mentions the September is the nine month of the year, it is symbol to the birthstone and sapphire, like his father arm, he gives a lot free, he opens the mind and the soul of the people. “if every friend became his foe he’d laugh and build a world with snow.” The father is tolerant and respectable person with his friends even they stabbed him, he laugh at them and pardon them. “snow” this word in the last line of this stanza symbolize something bad will happen, sad, death, and despair

The repeated sounds of word interior consonants, or consonance, also plays a role in adding to the verbal flow of the poem with the sounds of the words “all, fills, alabaster, wool, wrinkles, and stump, stack, stem, and wrists, posts, ghosts” More of the beautiful imagery of the poem is obvious when it is paraphrased and also reveals the emotional theme of the peace and tranquility that is experienced in the leaden silence of a heavy snowfall. This is the poem paraphrased-Snow falls silently from dark and heavy clouds and sprinkles the forest and roads that are blanketed in white, it fills in and equals out the mountains and the valleys in a continuous blanket covering fences in a heavenly sheet, all the remains of the summer’s harvest in the fields with covered with snow and showing not a clue, beautifully highlighting the remaining exposed features, then vanishing in a vapor, leaving no traces of their presence. It instantly reminds anybody that has ever experienced a winter storm of this beauty in nature, and of the peace and beauty in the purity of the clean snow. Dickinson also makes the reader subliminally realize the perceptual pleasure and heightened imagery of the scene by associating the scenes with other things normally associated with beauty such as the application of powders and makeup to a person’s face, celestial veils, and the ruffled ankles of a Queen.

The poem starts with the narrator making more of an observation than a description. The speaker sees a little black thing in the snow, and the little thing is crying out “weep! ‘weep!”. This use of imagery, calling—what the reader assumes is the chimney sweeper—a person a “thing”, really tells how insignificant this sweeper is, not even worthy of having a name. The little black thing is not only the chimney sweeper, but the reader can also confirm that the sweeper is a little boy. The image of the “black” boy—most likely black because he is covered in sooth—really makes the reader sympathize, and also picture the boy in the snow. The contrast between the boy and the snow really emphasizes the dark mood of the poem. Snow often symbolizes innocence and purity; this is especially true in this poem. A child always represents purity, but in

In the first stanza, the narrator is traveling through the fields covered with snow without stopping. The images of coming evening and falling snow are masterly combined to

After spring quote, the poem changes tone from enjoyment to depression. Frost’s poem shifts at “He says that early petal-fall is past” (6). The mid-wood bird sees fall is settling in and understands that nature’s beauty is going away. All of the sunshine and good times are fading away with summer, along with all

Imagery is vivid language that allows the reader to visualize what the author is describing. The second stanza in the poem has imagery because when reciting “And the grave is not it’s goal / Dust thou are, to dust thou returnest” we can picture a funeral service, and understand how our goal in life is not death, but setting satisfactory goals that will make a change. In the third stanza “Is our destined end or way; / But to act, that each to-morrow / Finds us farther than to-day” we can picture a road, or pathway. We can see the importance to live meaningfully. In the fifth stanza “In the world’s broad field of battle, / in the bivouac of Life, Be not like dumb, driven cattle! / Be a hero in the strife!” we can imagine battlegrounds, people fighting, bombs dropping, soldiers following their leaders like “dumb, driven cattle.”