Naming of Parts, by Henry Reed

The first, second and the third stanza has a different rhyme scheme. The first one is AABBA and the second one is CDCDE. That creates a different beat or rhythm to this poem. All around the poem, figurative language pop around the page. For example, in the 5 stanzas, there is a simile.

Each of the poems relies heavily on imagery to convey their respective messages. Often throughout each of the poems, the imagery is that of people. However, each uses similar imagery to very different, yet effective ways to explore the same

“for you the flag is flung—for you the bugle trills,For you bouquets and ribbon’d wreaths—for you the shores a-crowding, For you they call, the swaying mass, their eager faces turning” (II,II) Without imagery in the context of the poem, the readers would not be able to sense the emotions both writers and characters are feeling. Both poems are connected and have share a common relationship on the topic of imagery. Imagery is a very important factor that compares both

A new sentence leads into the second stanza to introduce a new idea; it shifts the attention of the poem from the imagery of the redwood growing against the house to the shortness of the

the poem. Not only does the choice of diction determine the tone, but also the order in which

Both speakers ply nature as setting to express their emotion.the speaker in the poem “The Lonely Land”apply “cedar and jagged fir’s action” as setting to express the lonely environment of the poem and the negative attitude.

In both ‘In the park’ and ‘Drifters’, The poets use form and structure to create mood. Harwood makes use of Stanzas while Dawe makes use of Free Verse. Harwood’s Stanzas each contain a different mood whilst Dawe uses Free Verse to emphasis the poems story of constant movement. The use of

There is also figurative language used in phrases such as “Having come from the clouds” and “tilting road”. This adds to the effect of imagery and emphasis on the journey to the sawmill town. It also helps to make the stanza more interesting to the reader.

The third stanza which marks the middle of the poem begins, "The Ocean said, Come flow freely with me" with ten syllables written in pentameter accompanied by iambic, spondee and trochee syllables. A steady rhythm in meter is noted in the next four lines which declines to trimeter for all four lines. Line fourteen, "and the creatures in my seas." contains pyrrhic, trochee and anapestic syllables. The fifteenth line in trimeter, "Here your tears will disappear," contains for the first time in the poem, a dactyllic syllable accompanied by the iambic syllable. Line sixteen, "and your worries will cease." contains again the iambic syllable now accompanied by the pyrrhic syllable. The last line in the series of trimeter lines is line seventeen which states, "Be the element that I need.". concludes the metered pattern. In lines fourteen through seventeen the meter is measured the same, however there is a new element added to the syllables previously used in the beginning stanzas. The repeated trimeter is suggestive of familiar situation but the new syllable is

In stanza two, ambiguity is more prevalent. Although there are some elements of abstruse, Ammons uses specific words in repetition to create a degree of complexity for the poem. Ammons uses words such as “summary”, “deeper”, “longer”, and “length” to convey the point. I question why Ammons used these words, in particular, “summary” and “deeper” because the overall second stanza conveys a message of an idea or item of great importance. “Summary” and “deeper” contradicts that message because both words contrast each other. Summary generally means a short version on main points of an idea or event while deeper is a term people use to compare two objects or items. Although Ammons does not in any

The poem progresses from mourning of the deceased to praising of his achievements and fate to die before his glory withered. Therefore, the tone shifts from somber and quiet to upbeat and positive. Such shift of tone is achieved by Housman’s use of sounds. In first two stanzas, Housman describes the funeral procession as he remembers the time when the young athlete was proudly brought home after he won a race. Then, he solaces the mourners by reminding them it is better that the athlete “slip betimes away from fields where glory does not stay” (lines 9 and 10) because the laurel “withers quicker than the rose” (line 12). The soft “s” sound stands out especially in second and third stanza and it creates a sense of calm and quiet tone and evokes an image of townspeople mourning the death of their “hero”; Consonance of “s” sounds is present in words “shoulder, set, threshold, townsman, stiller, smart, slip, betimes, fields, does, stay, grows, withers, and rose.” In addition to consonance, soft sound alliteration in “road all runners” (line 5) helps to create a quiet tone. As the poem progresses into praising of the young athlete in stanzas four through seven, the consonance of hard “c”, “t”, and “f” sound become prominent. Readers can immediately detect

Henry Reeds has divided his poem in five six-lined stanzas. Each stanza has followed a particular pattern of alternating. In the stanzas the poet has used imagery and word play as the major poetic devices. His aim which has been achieved quite sufficiently, is to evoke the suggestions made by the instructor and explain the implications of the

     Another contrast is the vision of the woman before the bombing at the church and after the bombing at the church. At the beginning she is described in a whole stanza, as if a camera were slowly panning her entire figure. Her beautiful hair and white clothing make one think of a pure, angelic figure. Then, suddenly, in one line, her description is a new one, “Her eyes grew wet and wild.” It seems like the camera now just flashed to her face as it turns to look at it. The short verses long descriptions show the reader her state of being. The long lined description gives a feeling of sereneness, then the one-liner shows the reader her panic and shock

In the third stanza, a lot of imagery is used. The significant ones are present in the seventh and eleventh lines. In the first line, the poet writes, "A

“In Naming of Parts” by Henry Reed, there is a class and they are learning about the different parts of a riffle. While this lecture is going on the students keep wishing they were outside because it was now spring. Everything was blooming and they are inside talking about guns. Reed gives us the contrast of spring and guns. Spring represents life and guns represent death.