Fast Break
The most exciting play in basketball is the fast break. This poem outlines every detail of the fast break and does a great job using the words to create a fantastic visual for the reader. The title of the poem, “Fast Break,” is actually what the whole poem is describing. The visual that is created is one of the reasons this poem is so appealing. My love for the game of basketball, more specifically at the collegiate level is another reason why this poem catches my attention. The author, Edward Hirsch, is probably the speaker and also a coach or fan of the team that is playing. I would say that he was a player, but all five players of the team are outlined in the poem and it’s not written in the
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The man with the ball now is probably the shooting guard who also quickly passes the ball up to point guard who is already sprinting down court past the defenders. Another insinuation that this team has an offense based on the fast break is the forwards hustling down the court as soon as one of their team-mates has the ball. With an unquestionable advantage down court, probably three on one or two the point guard feeds one of his forwards the ball. Now towards the end of the fast break, and the poem, the forwards share the ball as if playing hot potato until the single defender remaining down court commits to the wrong man. The final man with the ball is one of the forwards to unexpectedly loses his balance while making the lay-up and crashes down to the floor, but from the flat of his back he sees the ball fall successfully through the net.
There are some powerful forms of imagery and good figures of speech in this poem as well specifically at the conclusion of the poem. The most influential form of imagery in this poem is the final stanza. The final aspect of the play would be the ball going through the hoop to score two points. A compelling visual image is used to conclude the poem, “…to see any orange blur floating perfectly through the
The book “Last Shot” shows what a basketball game is really about. It doesn't just show you the game and who wins; It shows you how all the competitors need to prepare immensely to attempt to win. It shows you how the players could throw everything away with their grades or selling team merchandise for a maximum profit. During the read of this book, you are Stevie Thomas, teen writing contest winner. You get to experience the time of your life (at least from his perspective), which is going and reporting at the Men’s Basketball NCAA Tournament Final Four. You discover what the reporters have to go through and maybe what the players are told to do. Basketball is much more than just the game, it’s life.
The imagery used in this verse appeals to the sense sight. This helps the reader visualise what the writer is taking about. It also allows the reader to relate and connect more to the poem.
The theme of this poem is about a high school basketball star that has become less successful in the
The movie “Breaking Away” presents the story of a young man from working class origins who seeks to better himself by creating a persona through which he almost, but not quite, wins the girl. The rivalry between the townies and the college students sets the scene for the story of four friends who learn to accept themselves as they "break away" from childhood and from their underdog self-images.
The poem tells the story of the life of the former high school basketball standout, Flick Webb and his fall from grace and fame. The speaker takes us on a journey through Flick’s life, beginning with the main street in town, developing to Flick’s fall from fame to his lowly job, and then ends by telling us of his menial daily habits. He was once the best basketball player in his area. However, he has since his fall from grace he is now just a lowly gas attendant who checks oil, and changes flat tires for a living.
The poem maintains a specific structure that organizes six lines into each stanza and places major verbs in the beginning of each line, which allows the speaker to describe a different part of the juggler’s performance for each stanza and place emphasis on the actions of the juggler to underscore the amazement the speaker feels. The first stanza describes how gravity usually works, but introduces the juggler’s power to defy this gravity, while the second stanza describes how the juggler moves the balls around in order to show this superhuman power. The poem reaches its climax in the fourth stanza, ending the performance of the juggler, and the last stanza describes how even though the act is over, the juggler has left a sense of awe and inspiration into the speaker. This specific organization helps the speaker transition his feeling of the performance from the beginning to the end, successfully showing the juggler has left him in wonder. Furthermore, in the second stanza, Richard Wilbur places the verbs, “Learning,” “Grazing,” “Cling,” and “Swinging” in the beginning of each line, putting the emphasis on those words and pausing for a moment before going into the important verbs (9,10,11,12). This syntax helps the poet describe what makes the speaker so amazed by the juggler, the specific and graceful movement of the juggler as he throws the balls up and down the air.
The use of imagery to depict a Golden Age is evident in John Updike’s poem “Ex-Basketball Player.” This piece of poetry tells the story of a man named Flick Webb, who works at a garage pumping gas and repairing cars. As the poem continues, we learn that Flick once was an incredible basketball player; he holds the county record for points in a season. However, after high school, he never continued with his abilities, and never studied another trade. There is one stanza of the piece—the third stanza—that focuses on Webb’s ball-playing days. Updike describes his incredible abilities with beautiful language, comparing Flick’s hands to “wild birds” in the sense that they were delicate yet impressively skilled; as the poet describes them later on,
In the beginning stanza, the speaker’s use of personification reveals the tone of a grim and melancholy existence. “A ball will bounce, but less and less. It’s not/ A light-hearted thing, resents its own resilience./ Falling is what it loves” (lines 2-3). The speaker can be compared to the ball which begrudgingly bounces back time after time. This can be viewed as the speaker’s own perception on his stance in life. The speaker’s boredom
The author uses imagery in the poem to enable the reader to see what the speaker sees. For example, in lines 4-11 the speaker describes to us the
Remember that boy in high school that was the star of the basketball team? He still holds most of the records for the team. He scored more points than anyone else in the school’s history. He never studied much because he was an athlete. His basketball skills were going to take him places. But high school ended and there are no more games to be played. Where is that former all-star now? In his poem “Ex-Basketball Player,” John Updike examines the life of a former high school basketball star. Flick Webb was a local hero, and he loved basketball. He never studied much in school or learned a trade because he was a talented athlete. Now years later, the only job Flick can find is working at the local gas station. He used to be a star, but now
In contrast to the imagery used by Housman, Updike stresses the athlete’s fading glory as the athlete has lived past his triumphant days. As “To An Athlete Dying Young” begins the poem through the imagery that shows the athlete’s success and his gain of honor, whereas “Ex-Basketball Player” indicates that the athlete’s life is no longer filled with glory. The road leading to the place where he works shares with the readers how meaningless and empty the athlete’s life has become as the road “runs past the high-school lot, bends with the trolley tracks, and stops, cut off” (2). Flick, the subject of the poem, has had his years of glory when he played for his high school since he had the skills and talent to break records. He had extra talent that made him become one with the basketball and handle it like no one else could as “his hands were like wild birds” (18). Although Flick had his glorious years, unlike the athlete in “To An Athlete Dying Young” Flick’s glory does not last because he now “checks oil, and changes flats” (20). “To An Athlete Dying Young” emphasizes that it is better
Competitive, this is the imagery that this poem is creating and the reason why the author did this is to show us how competitive this swimmer is. This swimmer is in a race and he wants to win, the author shows us that the swimmer was well trained and ready for this. The author uses many imagery in his poem and it lets us picture in our head what is going on. When you read the poem you picture everything, nothing is a blur and you know what exactly is going on in this poem. To me it was like watching the whole thing in my head while I was reading it, without the imagery the author put in I would understand a thing about what was going on. “He flips, converts, and is gone all in one. We watch him for signs. His arms are steady at the catch, his cadent feet tick in the stretch, they know the lesson well.” In these two sentences you can picture what is going on, and in these two sentences the author shows us again how good of technique this swimmer
These three lines are perfect examples of the imagery within the poem because they contain an image of a river with its small peeks and waves trembling and glistening in the afternoon sun. All the while it equates the natural beauty of the river to the beauty that the young man sees in the youthful maiden.
Because the poem is long, it won’t be quoted extensively here, but it is attached at the end of the paper for ease of reference. Instead, the paper will analyze the poetic elements in the work, stanza by stanza. First, because the poem is being read on-line, it’s not possible to say for certain that each stanza is a particular number of lines long. Each of several versions looks different on the screen; that is, there is no pattern to the number of lines in each stanza. However, the stanzas are more like paragraphs in a letter than
1. This case starts out in a lab that is located in a building that is operated by Crescordia. Crescordia is a company that makes a range of products such as artificial hips and scalps but also is one of the few companies that sell fixation devices. At the beginning of the case Crescordia holds a seminar for orthopedic surgeons so they can better familiarize themselves with the products and procedures that are needed when dealing with using these fixation plates. During this seminar the CEO Peter Walsh enters excitedly to see what is going on. You can tell right from the start that he is a very big people person and is incredibly interested in finding out the needs and what