Humans Strive For Prominence, And Recognition

The poem, “Death of a Young Son by Drowning” written by Margaret Atwood was awfully sad and tragic as it described the death of her son and its lasting effect on her. The speaker begins the poem by describing how her son was brave, adventurous and led with success. However, the mood of the poem quickly changes as the young boy slipped off the bank and into the water. From there, the boy struggles in the water before eventually drowning. As he is pulled out of the water the mother realizes that all the plans that she had for the future are over and that a part of her has died alongside her son. Atwood uses multiple types of figurative language that gives this poem a sense of realism and really shows the reader the devastation and heartache that occurs after the loss of a child.

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.

As one of the most frequently used themes, death has been portrayed and understood differently throughout modern history as well as by poets Christina Rossetti and Henry Wadsworth Longfellow in “Remember” and the “Cross of Snow.” It appears in literature as the preeminent dilemma, one that is often met by emotions such as grief, hopefulness, depression, and one that can encompass the entire essence of any writing piece. However, despite Rossetti’s “Remember” and Longfellow’s “Cross of Snow” employing death as a universal similarity, the tones, narratives, and syntaxes of the poems help create two entire different images of what the works are about in the readers’ minds.

Prompt: Write a well-organized essay in which you analyze how the poem's organization, diction, and figurative language prepare the reader for the speaker's concluding response.

In her poem, “Lady Lazarus,” Sylvia Plath uses dark imagery, disturbing diction, and allusions to shameful historical happenings to create a unique and morbid tone that reflects the necessity of life and death. Although the imagery and diction and allusions are all dark and dreary, it seems that the speaker’s attitude towards death is positive. The speaker longs for death, and despises the fact the she is continually raised up out of it.

Atwood’s “Death of a Young Son by Drowning” perfectly grasps the life-altering heartbreak that occurs after the loss of a child by utilizing literary devices such as imagery, personification, simile, and metaphor. In the poem, an image of a voyage is used to characterize a child’s journey from life to death. “The dangerous river”, is used as a metaphor to describe the birth canal which the child victoriously navigates, but after embarking upon the outside world, the child goes into a “voyage of discovery” (4) that results in his death in the river. “On a landscape stranger than Uranus” (14) emphasizes the estrangement felt by the mother without having any knowledge of the environment. Comparing it to Uranus she describes it to be just as strange as a another planet. In the ninth stanza, the mother reminisces the death of her child as she says, “My foot hit rock” (26) which is a representation that she has hit rock bottom and her life will now never be the same. The final simile of the poem, “I planted him in his country / like a flag” (28-29) identifies the relationship between the dead child and the land. It ties the mother to the land in a way that had not been thought of, a way that is fraught with grief. An extended metaphor is developed throughout the poem, comparing the experience of giving birth that the character had, to a river and its contents. It helps to understand the different stages of birth by expressing the hurricane of emotions, and incidents that occurred with the use of waves expressing times of difficulty and pain.

William James, an American philosopher and psychologist once said “believe that life is worth living and your belief will help create the fact.” Life, regardless of how close it lies to death, is worth keeping. The poem “Do Not Go Gentle into That Good Night”, by Dylan Thomas is a son’s appeal to a fading father. He shows his father that men from all walks of life confront death, however, they still war against it. Thomas uses figurative language to classify men into four different categories to persuade his father to realize that a life, regardless of how it was lived, should be fought for.

The final line of the poem, “We all go: only a few, first class.”(14), is a metaphor for death in itself. The speaker states that while death is certain and something everyone must endure; only a select few have the privilege of doing so while maintaining a spot in history as well as in the hearts of people worldwide. It is a common dread to be forgotten. For this reason, the passengers of the Titanic shouldn’t be actually be mourned for the way they have, but they should rather be envied.

One particular paragraph is especially eloquent, and warrants closer analysis: “People grieve and bemoan themselves, but it is not half so bad with them as they say. There are moods in which we court suffering, in the hope that here, at least, we shall find reality, sharp peaks and

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 begins with a personification of death as "kindly" (3). By doing this, the speaker introduces a portrayal on death that might have conflictions. Most of the times, death has a negative connotation. Whether it is an inevitable or tragic view, it opposes to what is seen in the poem. The speaker accepts death as a friendly invitation when the time is right, rather than something that is bound to happen. The speaker then joins immortality, personified as a passenger in a carriage. Immortality simply cannot be a passenger as it is a non-living thing. The reasoning for this could be that immortality ties together the link between the speaker and death, ultimately introducing the voyage to come. The first stanza sets a precedent of a meter to follow throughout most of the poem. The first line contains eight

The author uses several types of poetic terms in this poem to develop the theme of a person accepting grief in their life. One poetic term she used was a metaphor. The metaphor is “Ah, grief, I should not treat you like a homeless dog.” Although grief is not a type of dog, the author wants us to think of grief in the same way that we would think about a homeless dog. The same phrase can also be considered a simile. The author intends for us to think of grief as being like a homeless dog. Another way that the author expressed her theme was by using a specific kind of repetition like anaphora. Several words are repeated at the beginning of two or more lines and sentences in the poem. These words are “you,” “your,” “my,” and “and.” There are also several phrases that are repeated throughout the poem. These phrases are “your own,” “I should,” and “you need.” She uses these repetitive words and phrases in the poem to describe a conversation that a person is having with grief.

There are some things that we do know about this poem. It is most often referred to as an elegy because of the mood of mourning and regret. Upon further reading I discovered that this poem is like others of its time period. Many

Margaret Atwood creates a haunting and beautiful piece describing the experience a sad child goes through. She structures her poem by using five stanzas; two stanzas consisting of five lines, then one stanza with ten lines, and ending with two stanzas consisting of five lines. She uses simple yet powerful diction, tone, metaphors, similes, symbolism, and imagery to show the unknown speaker giving advice to a sad child. Her message/theme is sadness is a part of life and there are different ways to deal with it, but when death comes the thing that one is being sad about doesn’t matter.

In the first stanza of the poem, Larkin sets us in the middle of mundane middle class English social life. He notes that we involve ourselves in all sorts of socializing; but even though we fill up our time with such social activities, Larkin suggests that such a life is empty and that although we disguise it from ourselves, underneath we really want to be alone. In the second stanza he extends the wish to be alone to its logical terminus, death. He suggests, then, that in spite of our social involvement we all have a death-wish within us and that immersing ourselves in the social round is harmful because it is a mechanism we use to prevent ourselves from coming to terms with death and our desire for it; i.e. we kill our natural awareness towards death and the temporal nature of life through indulgence in social traps.