Central Paradox

Even though this song does not have obvious connections to fate, as many folk pieces do not, I still felt that there was an underlying message about how the writer was feeling and his uncertainty of his

However, the poem has fluidity despite its apparent scarcity of rhyme. After examining the alteration of syllables in each line, a pattern is revealed in this poem concerning darkness. The first nine lines alternate between 8 and 6 syllables. These lines are concerned, as any narrative is, with exposition. These lines set up darkness as an internal conflict to come. The conflict intensifies in lines 10 and 11 as we are bombarded by an explosion of 8 syllables in each line. These lines present the conflict within one's own mind at its most desperate. After this climax, the syllables in the last nine lines resolve the conflict presented. In these lines, Dickinson presents us with an archetypal figure that is faced with a conflict: the “bravest” hero. These lines present the resolution in lines that alternate between 6 and 7 syllables. Just as the syllables decrease, the falling action presents us with a final insight. This insight discusses how darkness is an insurmountable entity that, like the hero, we must face to continue “straight” through “Life” (line 20).

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The theme of fatalism in the poem is so strong that it is evident that fate was a strong force in the lives of the people of this

In the poem “The Waking”, written by Theodore Roethke, the use of symbolism accentuates the unavoidable presence of death and its relativity in the case of being interchangeable with life. The speaker stresses that one’s existence is never ending and death is only the bridge between this life and the next. By “[waking] to sleep”, the speaker substitutes abstract concepts such as living and death with “waking” and “sleeping”, respectively. The use of symbolism signifies the difficult interrelations between life and death, which justifies symbols as a way of understanding difficult concepts. In addition, the speaker states that “ [he wakes] to sleep, and take[s] [his] waking slow” as another way of saying that his life’s purpose is to die in

“since feeling is first” can be defined literally and figuratively. The poem literally talks about a man who is deeply in love. An example would be stanza 1, where the man is trying to show how much he loves his women by telling her that feelings come first and if someone were to pay attention to trivial things then the feelings are not considered to be something deep. On the other hand, the poem figuratively talks about life being sensible if we were to go with the flow, and not thinking about reasons for everything that’s happening in life. For instance ; stanza 1, emphasizes how a person should consider his feelings first to entirely live his life. If he pays attention to minute details in life he may leave a major part in life. If you want to make sense of everything you do, you will fail to understand the true meaning of it. It also compares our life to a paragraph (line 15). In paragraph the ideas should be coherent, but in life there is no logical order. Sometimes lines can overlap in life. The same thing can be repeated over again. The last line “And death i think is no parenthesis”, tells us that death is not an interruption. In paragraphs, parenthesis are interruptions that come in between but in life the only parenthesis is death and it’s a full stop. Death is final and we can’t refrain from death.

Another recurring theme that the author points out is fate and the journey to the afterlife. In the poem, God represents fate itself, controlling people’s destiny”No man has ever faced the dawn certain which of fate’s three threats would fall: illness, or age, or an enemy’s sword, snatching the life from his soul.” (lines 68-71). The author is saying that nothing is going to change our fate, and we should be fine with that.

The second stanza is addressed to ‘wise men’ who know they cannot hide from death and it’s inevitability. Poetic techniques used in this stanza are metaphors, rhyme, symbols and repetition. The line “words had forked no lightning” is a metaphor because words cannot actually fork lightning. This line suggests that the men hadn’t made an impact on the world, nor accomplished all they wanted to in life. Rhyming is also a technique used in every line, ‘right’ and ‘night’ are rhyming words used, and ‘they’ in the second line rhymes with ‘day’ in the previous stanza. So ‘night’, ‘light’ and ‘right’ rhyme, and ‘day’ and ‘they’ rhyme, hence the ABA ABA rhyming pattern. The third poetic device used in the second stanza is symbolism of ‘dark’ in the first line, which represents death. Repetition of “do not go gentle into that good night” is repeated every second stanza as the ending line, ‘night’ in the final line also symbolises death.

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I think that the role of fate in the poem is big. The word fate, to me, means someone’s destiny to do something. The word seems to describe the main character Beowulf. In the poem, Beowulf was a hero who helped people because it was the loyal and right thing to do. He never does it for his own good.

In each of the poems, “Thanatopsis”, “Dust in the Wind” and “Don’t Fear the Reaper” they are mostly meaning death. The main point each poem is making is to live life to it’s fullest and not to fear death.

The sense throughout the entire poem is that the speaker is nervous about embarking on a new journey in their life. Something encapsulated perfectly when the speaker says “this is the beginning of sadness, I say to myself” (24). The irony here is that many children dream of becoming older from the time they can talk. Hell, maybe even before that. They see a distorted view of freedom in adulthood and oppression in childhood. This speaker’s view of blossoming out of childhood, however, is bleak and contrast with what most children want. Maybe the speaker is scared of getting closer to going to high school, having to leave certain things or people behind or, maybe they just fear change in general. The poem does not hand the correct interpretation to the reader and leaves it up for interpretation, something that makes the poem more powerful by allowing the reader to draw their own conclusions as to why the speaker is apprehensive about reaching their new milestone. Thus rings the bell, calling for a pause of reading and the start of thinking. This openness leaves different readers with different backgrounds, different experiences and different personalities to all read differently into what the speaker fears about growing up. A reader who grew up affluent may attribute this concern as a normal progression of feelings which starts as fear but grows into excitement due to having new experiences to enjoy. A reader who grew up poor may think the speaker realizes they will have to make tough decisions to survive and that the best years of their life are behind them. This openness of having different people read differently into the speaker’s irony is why a thirty-two-line poem leads to an infinite amount of interpretations. As well as being used for humour, irony is also used to highlight certain expectations of growing

The poem begins with the narrator's describing the poem as a 'dream' that ''was not at all a dream'', which already causes doubt and tension within the reader. The narrator then goes on to talk about

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This writer was given an assignment of researching three questions related to learning disability. The three questions are: 1. what is a learning disability? 2. How do individuals with learning disabilities process information? and 3. What challenges are related to how these individuals process information? This writer has learned a lot about learning disability and special education all throughout this course, during this research, and during observation time in the classroom. Special education, a program developed in order to provide a free, appropriate education to all students, even those with special needs, was