Emily Dickinson’s “the Snake”

The detail increases the power the snake exudes in the perspective of the man. “Children, dogs, and horses…who weren’t as strong” compared to the snake, created panic and fear, because of its “six powerful fangs” and “little

As the initial path of conflict between snake and man is developed, literary devices such as imagery allow the reader to more easily visualize and connect to the story. Descriptive imagery is the first literary device used in “The Rattler”. The use of “ Light was thinning; the scrub’s dry savory odors were sweet on the cooler air. In this, the first pleasant moment for a walk after long blazing hours” (The Rattler 1) in the opening of the piece encourages the reader to delve into the narrator’s life and experience what he feels. After the narrator abruptly sees the snake, the imagery changes from the peaceful rural life to a dark, intense description of the snake, “a six-foot black snake thick as my wrist, capable of long-range attack and armed with powerful fangs” (The Rattler 2), changing to the viewpoint of the snake for the reader. The switch in the use of imagery takes the reader through a completely different path and alters their emotional response to the story. The snake’s presence illustrates the narrator’s obvious fear and anxiety while allowing the reader to feel the same emotions

It is apparent from the first line of the poem that author is in a state of overriding fear travelling through the unknown: likening the road to an “old snake shedding its skin.” A snake is a clear representation of childhood fear and youthful paranoia, due to its intimidating nature. Walcott compares the path to a snake because he fears it just like a snake, to him the path is daunting and potentially deadly at first. The author not only compares the road to a snake but a snake shedding its skin. This paints a grotesque image for readers and illustrates how he views his initial journey with anything but enthusiasm. The author is in the unfamiliar wilderness searching for not only the storyteller’s house but himself. His state of childhood terror is only counterbalanced by his encounter with the storyteller.

This imagery paints a clear picture of someone who is desperately waiting for time to pass, and it conveys the experience in a way that is understandable for the audience. In addition to the use of imagery, the author also employs copious amounts similes. For instance, in the last two lines of her poem, Dickinson pens: “It goads me like the Goblin Bee,/ That will not state its

Throughout the poem, Dickinson employs repetition to show the cyclical experiences of the soul, hence to create an observant tone. At the beginning of the poem, the soul is going through her first stage of her cycle of experiences. The speaker refers to one of the three stages of the soul’s cycle when they voice, “The soul has bandaged moments” (Dickinson 1). The use of “moments” indicates there are multiple times where the soul experiences a distinct change in how certain events or actions are assessed, as well how the events or actions affect the soul, such as the soul feeling fearful during her bandaged moments. Therefore, the cyclical experiences of the soul expressed using repetition play into the observant tone of the poem, which is lengthened

The third stanza describes the snake as “cool and gleaming as a braided whip” (9-10). Describing the snake as a braided whip demonstrates the intricate woven pattern of the snake’s scales and the poet’s appreciation for nature and its’ beauty. The snake is not a useless piece of rubber, but a beautiful and vibrant part of nature. “He is as beautiful and quiet as a bead brother” (10-11). The snake is quiet, makes no sound, and snuggles into

Dickinson is by no means stating that we should keep the truth completely hidden; however, she is quickly asserting her opinion of how the truth needs to be told. In telling the truth one must slant or hold back from embellishing all of the details of that particular truth. The ensuing line, “Success in Circuit lies” (1.2), parallels the first lines’ slant with a curvature of a circuit. A circuit goes perfectly around an area eventually returning back to the same spot. Dickinson conveys that only certain details should be let out, eventually giving you the truth as a whole. Also the words chosen in this line seem have reason to be grouped together. The word “lies” (1.2) is paired within a sentence with the word “Success” (1.2), giving the connection that lies may be needed to obtain success. The poem is trying to point out that truth and lies both can become truth, if they are presented in the correct circuit. The third line, “Too bright for our infirm Delight” (1.3), uses a metaphor to compare truth to light. This metaphor is full of imagery, associating truth to something that stimulates one’s sense of sight. Something that is too bright hurts the eyes, thus the metaphor conveys that telling the truth in its entirety can at times be painful. Finally, the last line of this stanza, “The Truth’s superb surprise” (1.4), personifies the truth as having the ability to give a surprise. A

Approaching Emily Dickinson’s poetry as one large body of work can be an intimidating and overwhelming task. There are obvious themes and images that recur throughout, but with such variation that seeking out any sense of intention or order can feel impossible. When the poems are viewed in the groupings Dickinson gave many of them, however, possible structures are easier to find. In Fascicle 17, for instance, Dickinson embarks upon a journey toward confidence in her own little world. She begins the fascicle writing about her fear of the natural universe, but invokes the unknowable and religious as a means of overcoming that fear throughout her life and ends with a contextualization of herself within

Within the poem, Dickinson writes, "The simple news that Nature told, With tender majesty." Dickinson is using personification because nature cannot literally speak to her and tell her the basic truths about life. In this poem, Dickinson communicates with the world, though the message from Nature. She views nature as her friend, which stresses to the reader that nature is personified. Dickinson uses slant rhyme within the poem, she also uses

There is a lot more to poetry than just the words themselves. “What William Shakespeare called, “the mind’s eye” also plays a role” (Borus34). What that means is that your experiences and thoughts will add to your understanding. Dickinson had an active mind and a style so unique and unusual with her writing. Something that was very unusual about her writing was that she never put a title to her poems. Just like many poets, she used a wide assortment of literary devices such as, metaphor, simile, alliteration, and symbolism. “Unlike many writers of her time, Dickinson did not use conventional rhyme, capitalization, or punctuation” (Borus36). For example, she would put dashes not just at the end of a line, but also

In Dickinson’s poem, “Because I could not stop for Death,” there is much impression in the tone, in symbols, and in the use of imagery that exudes creativity. One might undoubtedly agree to an eerie, haunting, if not frightening, tone in Dickinson’s poem. Dickinson uses controlling adjectives—“slowly” and “passed”—to create a tone that seems rather placid. For example, “We slowly drove—He knew no haste / …We passed the School … / We passed the Setting Sun—,” sets a slow, quiet, calm, and dreamy atmosphere (5, 9, 11,

In addition to poetic devices used, the poem has a structural pattern that deepens the meaning by adding emphasis. The poem structurally consists of six stanzas with four lines each. These stanzas use an 8,6,8,6 syllable scheme for most of the poem. In addition, each line is written in iambic meter meaning every second syllable is stressed. This is also a common syllable scheme for ballads and hymns. Knowing Dickinson’s background, this syllable scheme adds meaning as a ballad is used to narrate something and a hymn is a religious song or poem. In the poem, there are unsystematic capital letters and dashes in multiple locations. However, these capital letters have meaning behind them. In lines one and four “Because I could not stop for Death/And

The poem, “A Narrow Fellow in the Grass,” by Emily Dickinson is a collaboration of fear and intrigue. The poem is presented through a young boy as he makes his way through cool and damp grassland during the afternoon. The issue the young boy must deal with is the unwelcome encounter with a snake. From the first glimpse of the slithering snake the tone of the poem is set: an uneasiness mood followed by persistent fear. The combination of external conflict and dexterous imagery create the atmosphere of this poem.

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,

The use of words like silently, softly, in the beginning when he is first describing the snake and the snake's motions, serve to get us into a quiet, observing mood. Then saying the snake "mused a moment" gives us the impression that the snake is "like a king", quiet and majestic. Again, later in the poem, using words such as dreamily and slowly, projecting that quiet atmosphere.