How do the Poets Explore the Theme of Death in Educating for Leisure, Mother in a Refugee Camp, Do not go Gentle into that Good Night, Remember, T...

In exploring this poem the tone of the opening line – “Abortions will not let you forget” – can be viewed as regretful and as offering a kind of warning. As we move through the poem the tone of line four, might be called literally imaginative, as she say; “The singers and workers that never handled the air”. While in lines 5-6 the tone seems at first brutally honest and realistic and then affectionate and realistic. As she continues to lines 7-10, as well as in many lines of this poem, the mother expresses herself as a person who is fully familiar with all the small, subtle realities of parenting. She even expresses her attitudes toward her abortions even more complex.

The children are unnoticed by others and the mother is the only one that is protecting them. This poem shows the hard times that the mother must face because her children have died. However the mother is coping with them while still protecting her children after they have died, This is the mother's way of coping because she is not yet ready to let go of her children and still wants to care for them. This poem shows this through nature by portraying the mother as a bird who is protecting her nest. Also the poem uses nature by describing the harsh times as a winter wind that has caused harm to the mother and her children.

Death is a topic that unites all of humanity. While it can be uncomfortable to think about, confronting death in unavoidable. “Dying” addresses that discomfort and universal unwillingness to consider the inevitability of death. Pinsky’s use of imagery, symbolism, and tone create a poetic experience that is like death, something every reader can relate to. In “Dying,” Pinsky describes how people are oblivious and almost uncaring when it comes to the thought of death. Pinsky is trying to convince the reader that they shouldn’t ignore the concept of death because life is shorter than it seems.

The speaker in “Remember” has a calm voice evident in the simplicity in the syntax of the poem which is easy to understand starting from the first line, but is increasingly uncertain until it turns commanding. Lines 3 to 8 show the uncertainties of the speaker as they do not know whether or not they will be able to “stay” with the person they are writing the poem to (presumably a beloved someone) or that they will be able to give them advice or “pray”. Yet, the tone takes on a strong personality when the speaker says: “Better by far you should forget and smile/Than that you should remember and be sad” (line 13-14) by this reassuring the recipient that no matter if the speaker dies, it is completely fine if they are forgotten and by this giving the poem a much more lighthearted tone. Unlike “Remember,” the “Cross of Snow” is not a mysterious poem, in fact, Newton Arvin’s biography called Longfellow: His Life and Work states that the poem was actually written to mourn his wife, who died horribly after her dress caught on fire from an ember in the chimney as the couple rested. Although, Longfellow tried to put the fire out, he did so unsuccessfully and in the meantime, burning his own face with scars he covered up with his long beard. Moreover, Longfellow’s wife was kept alive four days in hope of curing her, but at that point no one could help and she died. The poem, therefore, picks up a tone of isolation, emphasized by the cold atmosphere that the wintery scene

Here is a discussion of how the sound and metrics of the poem help convey that meaning. In the face of strong emotion, the poet sets himself the task of mastering it in difficult form of villanelle. Five tercets are followed by a quatrain, with the first and last line of stanza repeated alternately as the last line of the subsequent stanzas and gathered into a couplet at the end of the quatrain. And all this on only two rhymes. His villanelle repeates the theme of living and fury through the most forceful two lines, "do not go gentle into that good night," and "rage, rage against the dying of the light." Thomas further compounds his difficulty by having each line

It again reinforces the thematic concern of the overall theme. The tone does not change throughout the poem suggesting the constant constraint the poet felt. This is created by words such as "rage", "smouldering" and "furious". Which again highlights the irritation the poet herself felt due to the lack of freedom on the poetic inspirations. Therefore, the tone creates a sense of "life as bleak".

A.E. Housman was a poet born in 1859 who became very successful during his lifetime. “To an Athlete Dying Young” represents the theme of glory is fleeting by illustrating the point that if a successful athlete dies young, they will not have to worry about their glory of victory fading. They can rest in peace knowing they will be remembered at their athletic peak when they were successful and victorious. They will not have to go through the pain of watching their fame disappear or whither out with time. In this poetic masterpiece, Housman pulls together figurative language, sound devices, and structure to illustrate that glory is fleeting through a

In the poem, “To an Athlete Dying Young,” by A.E. Housman, there is a standout athlete that is very well known for his achievements throughout his town. He won his town the race and was hoisted home shoulder-high by the townspeople. However, some time later, he is being hoisted home again, except for a very different reason. The standout athlete has passed away and they are carrying him to his grave. He will never get to see the impact he made on the town, nor will he ever be able to see his accomplishments surpassed by someone new. Although, the sadness of his passing is overwhelming, there is some light to the situation because the young athlete died in glory.

This is expressed by the multiple examples of old men whom regret certain aspects of their lives and defy death even when they know their time is up. The speaker is urging his father to fight against old age and death. The meaning and subject of the poem influence the tone and mood. The tone is one of frustration and insistence. Thomas is slightly angry and demanding. His words are not a request, they are an order. The mood of the poem is is serious and solemn due to the poem focusing mainly on the issue of death. This mood and tone is created by words such as “burn”(2), “Grieved”(11) and “rage”(3) along with phrases such as “crying how bright”(7), “forked no lightning”(5), “near death”(13) and “fierce tears”(17). The insistent feeling is also created by the repetition of the lines “Do not go gentle into that good night”(1), and “Rage, rage against the dying of the light”(3). The figurative language used also affect how the meaning, tone and mood are interpreted.

The poem ‘Lost Woman’ by Patricia Beer is about the speaker losing her mother and then creating an image of her mother who goes onto become her muse. The speaker evokes mixed feelings in the reader’s heart and creates a strong contrast in the poem. The contrast is brought out through the use of sounds, juxtaposition, structure, metaphors, visual imagery, caesura and diction. The poet employs juxtaposition right from the start to bring out the contrast of emotions the persona felt when her mother died.

The statement that conformity and tradition are in opposition to individualism and defiance of authority is very true in The Dead Poet Society, and even more so in today’s society in general. One can walk into any high school and see this is true. In a typical high school, people seem to have very much in common, especially in dress, hair style, etc… which is in opposition to individualism in and of itself. People are so caught up in conforming to how society says they should live their lives, it really tarnishes the spirit of individuality human beings are meant to have.

There are three distinct tones in this poem. The poem right away has a very melancholy tone, which starts off by just describing how the main individual is having a hard time thinking and decides to go for a swim. But then, the individual is enveloped in suffering: “I came up once and hollered” (5). Pain is also quite prevalent emotion in this stanza: “I came up twice and cried” (6). Stanza 7 is where the tonal shift begins: “I could’ve died for love-But for

This piece has several “mini” themes given to almost each stanza, emphasizing reminiscing, grief, and isolation. Appearing to be from the point of view of a man (apparently the writer himself) profoundly grieving the departure of a lover who has passed on. He starts by calling for quiet from the ordinary objects of life; the phones, the clocks, the pianos, drums, and creatures close-by. He doesn't simply need calm, but be that as it may; he needs his misfortune well known and projected. Its tone is significantly more dismal than earlier versions, and the themes more all inclusive, despite the fact that it talks about a person. There is almost an entire stanza demonstrating a  bunch of analogies that express what the speaker intended to his lover. The style in the piece readers typically perceive it as a dirge, or a mourning for the dead. It has four stanzas of four lines each with lines in

The beginning of Shakespeare’s poem is “Shall I compare thee to a summer day?” By starting off with this rhetorical question, Shakespeare creates a very calm mood for the audience as they continue to read the poem. The reader is able to hint the theme of ‘love is immortal through art’ from Shakespeare asking them if he could compare them to summer. ‘Anthem for Doomed Youth’ starts with “What passing-bells for these who died as cattle?” Using the literary device of rhetorical questions, Owen creates a gloomy mood with the words ‘passing-bells’ and ‘died’, where the readers think about the question that has been asked as they read the rest of the poem. The poet makes the readers consider the question and think more deeply about the meaning of it as Owen slowly unravels the answer, revealing the message of ‘dying in war is miserable and unmerited’. Overall, both poems use rhetorical questions to create a mood for the readers and make the readers think more about the question that is asked. The rhetorical questions begin to reveal the themes of the poem to the audience as the poets answer their

The Recurring Theme of Death in the Poetry of Philip Larkin. In reading the poetry of Philip Larkin for the first time, one is struck by the characteristically glum atmosphere that pervades most of his poems. The vast majority of his verse is devoted to what is generally taken to be negative aspects of life, such as loneliness and dejection, disappointments, loss, and the terrifying prospect of impending death. Evidently, there are uplifting and humorous sides to his work as well, but for certain reasons Larkin is invariably identified with a downhearted, pessimistic temper and tone of voice, conveying a constant sense of failure and of disappointment that underlies all the more specific emotions and reflections of individual