Compare And Contrast To A Locomotive In Winter

The novel Road to Winter (2016) by Mark Smith is set in the aftermath of a deadly virus that has wiped out most of the of the population in and around Angowrie, Australia. The text follows the adventures of Finn Morrison, a teenage boy who was left stranded after the death of his parents during the epidemic. When Finn encounters another survivor named Rose, his life becomes very chaotic and dangerous, Smith has successfully highlighted that when survival is threatened, it is not every man for himself. Finn and Rose, Ray and Finn and Ramage and his wilder gang are all excellent examples of groups when survival is threatened.

Emily Dickinson was an exceptional writer through the mid-late 1800’s. She never published any of her writings and it wasn’t until after her death that they were even discovered. The complexity of understanding her poems is made prevalent because of the fact that she, the author, cannot expound on what her writing meant. This causes others to have to speculate and decide for themselves the meaning of any of her poems. There are several ways that people can interpret Emily Dickinson’s poems; readers often give their opinion on which of her poems present human understanding as something boundless and unlimited or something small and limited, and people always speculate Dickinson’s view of the individual self.

Walt Whitman 's poem, "To a Locomotive in Winter" and Emily Dickinson 's "I Like to See It Lap The Miles" are two different poems about the same subject, the steam engine. Where Whitman uses solely free verse, Dickinson’s poem more closely follows standard writing practices, with very structured line breaks. Another key difference in these works is the speech they use; Whitman uses "old English" laden with thee and thy, whereas Dickinson uses fairly modern terminology. Whitman describes the elegant and powerful grandeur of the locomotive from the shining brass and steel to the twinkling of the wheels. Dickinson describes the arrogance and nuisance of it as she imagines it staring down upon the

“When I Heard the Learn’d Astronomer” by Walt Whitman is the recollection of a speaker that attended an astronomer’s lecture only to be bored and leaves the room to enjoy the stars without scientific analyzation hindering their natural beauty. On the other hand, “324” by Emily Dickinson demonstrates the role of nature in the speaker’s personal connection to religion and God instead of attending Church and sermons. Although their topics seem so unlike, the poetic devices within them have both similarities and differences. Whitman’s and Dickinson’s poems bear many differences, including structure, meter, and rhyme, while remaining alike in their use of imagery to convey like attitudes towards traditionalism and nature.

Without a doubt winter and summer are two different seasons and living in the south we have our fair share of extreme weather. Both seasons require a certain type of driving and to do that without problems you need to keep your car in working order. Without a doubt getting from point A to point B can be an issue if you do not understand how to manage your vehicle. During the winter and summer, you should always be careful to keep your tires road ready, your engine and fluids, battery and belts in check and always follow the rules of the road. Because winter and summer road conditions are vastly different there are a few things you need to know. First, during winter there may

While both are famous trailblazers the two are vastly different. Incipiently, both poets Emily Dickinson and poet Walt Whitman were well known poets one is considered to be one of America's greatest and most original poets, taking definition as her provience and challenging the existing definitions of poetry and a poet’s work, Whitman on the other hand was considered to be a latter day successor to Homer, Shakespeare and Dante, creating monumental work through the chatted praises from body to soul, found beauty and ressourance in death. Both poets come from opposite backgrounds, and while they both share inspirational sources, they do so in distinctive ways. Analyzing two seperate poems from Emily Dickinson and Whitman, I will be comparing and contrasting the poems as I go through

Dickinson starts the first stanza of the poem with, “Because I could not stop for Death – He kindly stopped for me” (807). Clearly she was not ready to go, death simply took her by surprise and brought her busy life to a halt. This could be seen as a beautiful way to take on death because death is usually said in such a morbid tone and the fact she associated “kindly” with death makes it beautiful. The second line says, “The Carriage held but just Ourselves – and Immortality” (Dickinson 807). The author emphasizes Carriage, Ourselves, and Immortality. Dickinson seems to be talking about her own death chariot and by immortality, she believes her death is not the end, but rather as a step to eternal life.

The last two lines of the poem are a timid reflection on what might happen “Had I the Art to stun myself/ With Bolts—of Melody!” (23-24). The idea that creation is a power that can get loose and injure even the creator illuminates why in this poem the artist positions herself firmly as a mere spectator. In these first two poems, we meet a Dickinson who is not entirely familiar to us—even though we are accustomed to her strong desire for privacy, these poems can be startling in the way they reveal the intensity of Dickinson’s fears. She is, after all, shrinking from what is dearest to her—nature, one of her favorite subjects, becomes a harsh judge, and poetry, her favored medium of communication, can suddenly render the reader “impotent” and the writer “stun[ned]” (19, 23). The extremity of her positions in shrinking from the small and beautiful things she loves creates the sense that this is just the beginning of a journey by leaving so much room for change.

Disguised as a carriage ride, Dickinson cleverly creates her metaphor of death. The carriage starts out riding and passing beautiful, natural scenery, similar to the journey of life. The ride is described as slow, and when the carriage stops, the horses of the carriage have their heads pointed toward. Whether this "eternity" resembles Heaven or Hell, it remains unclear. This poem gives an accurate representation of the short journey's people have until

In addition to these three stages, the final stage of eternity was symbolized in the last two lines of the poem, the “Horses Heads” (23), leading “towards Eternity” (24). Dickinson fathomed the incomprehensible progression of life by unraveling its complexity with figurative symbols. Emily Dickinson dresses the scene such that mental pictures of sight, feeling, and sound come to life. The imagery begins the moment Dickinson invites Her reader into the “Carriage.” Death “slowly” takes the readers on a sight seeing trip where they see the stages of life. The first site “We” passed was the “School, where Children strove” (9). Because it deals with an important symbol, —the “Ring”—this first scene is perhaps the most important. One author noted that “the children, at recess, do not play (as one would expect them to) but strive” (Monteiro 20).

The subject of this poem is the speaker and his/her life in the hands of The Owner. The point that the author is trying to make is that life is like a loaded gun, in that it has great potential, but cannot accomplish anything without the help of a master’s hand. The poem is very descriptive as to what is accomplished when the master takes control. I like this poem because I can relate it to the life of a Christian in the hands of God. The metaphors that Dickinson uses can be interpreted in different ways according to one’s beliefs, but I can definitely see religious connotations within this text. For example, The Owner can be seen as God, and in the fourth stanza the speaker states,

Edgar Allen Poe's "Sonnet- to Science" is an example of how the structure of a poem can both aid and hinder the poet in communicating his or her thoughts. Usually, when the poet chooses to structure his poem in the form of a sonnet, he is, through his speaker, asking a question and reaching an answer. In this poem, however, the speaker, probably a young poet, questions Science but reaches no conclusion. Poe uses the English sonnet to communicate his youthful speaker's feelings of disdain for science and facts as opposed to mythology and fantasy, which inspire poetic musings. He implores Science as to why "she" must impose her "dull realities" on the hearts of poets like himself, squelching their

Nature has an undefinable meaning as the theme is utilised in literature, and it has been a topic of reflection within the Romanticists since the beginning of the era. Romanticism and nature and inextricably linked ideas. Poets; Emily Dickinson and Walt Whitman wrote during the romantic era, and both drew heavily from aspects of nature in their work. Nature can be paralleled against several things, including humanity and the idea of life and death. The contrast between the natural world and the artificial world, and what this means for society, is also strongly eluded to in Dickinson and Whitman’s poems. Each poet uses nature as the backbone to their poetry in several instances. Dickinson’s, “Hope is the Thing with Feathers”, (Dickinson, 19) and “My Life Has Stood A Loaded Gun”, (Dickinson, 69) are strong examples of this. Whitman’s, “Song of Myself”, (Whitman, 29) and, “When Lilacs Last in the Dooryard Bloom’d”, (Whitman, 255) are also poems that show the connection between nature and romanticism. Poets, Dickinson and Whitman engage with romanticism in a creative and constructive manner through the utilisation of the natural world.

Two of Dickinson’s universal techniques are metaphor and the fresh application of language; both techniques result in powerful images, and can be seen in two of her poems that focus on nature themes, “ A Bird came down the Walk” and “narrow Fellow.” She closes the poem, “ A Bird” with a stanza equating flight through the air with movement through water,

When the speaker states, “Because I could not stop for Death—/He kindly stopped for me—,” she implies that most people do not stop to think about their death. People go on with their busy lives and do not talk or think about death because they are afraid of it. So Death must stop and “kindly” ask people into his carriage. After she went into his carriage, Dickinson goes on to portray what the speaker sees as she is dying. Contrary to the speaker’s busy and fast life, line five