Ted Kooser: A Major American Poet

To fully understand how Poe’s life and the poem are connected, one must have a thorough knowledge of his upbringing and adulthood- the things that led to his somber life. He was born on January 19, 1809, in Boston Massachusetts. His parents, Elizabeth Arnold Hopkins Poe and David Poe Jr., were actors. His father soon left the family and Poe’s mother died of tuberculosis in 1811. This ultimately led to Poe being parentless around age three. Poe had an older brother and a younger sister, who are now all

In each of the poems, “Thanatopsis”, “Dust in the Wind” and “Don’t Fear the Reaper” they are mostly meaning death. The main point each poem is making is to live life to it’s fullest and not to fear death.

In the final stanza, he makes the reader sad as he assumes the inevitable will happen and she will die. He expresses this through metaphors such as a “black figure in her white cave”, which is a reference to the bright white hospital rooms and although he is the black figure he thinks she just sees a shadow which could be the grim reaper or even death himself, coming to end her journey. No one wants to deal with the sorrow of losing a loved one for good, as

I believe that Edgar Allan Poe’s life was a very horrendous one and that his poems did reflect that. Poe’s mom died of tuberculosis as well as his wife Virginia. His dad left him on his own then a few days later passed away. EAP was born on January 19, 1809 in the Boston area of Massachusetts. Both of Poe’s parents died before he was the age of three. Poe’s parents were named David and Elizabeth Poe, and after their death Poe was raised as a foster child by John and Frances Allan. Though his foster dad was a tobacco exporter he still sent Poe to the some of the prime boarding school. Later Poe did attend the University of Virginia.

In the “The Hawk in the Rain,” Ted Hughes writes, “I drown in the drumming ploughland, I drag up / Heel after heel from the swallowing of the earth’s mouth, / From clay that clutches my each step to the ankle / With the habit of the dogged grave, but the hawk/ Effortlessly at height hangs his still eye” ("News about Ted Hughes”). This is Hughes’ first and most accomplished collection to this day. During the twentieth century Hughes produced some of his most important works that became influential in todays’ society. Hughes was famous for his animal poems that was written for both adolescence and adult audiences. Ted Hughes’ works were

Collin’s mother was a big influence to his poetry, and is one of the reasons he became a contemporary writer.

Death is an aspect of life that everyone becomes acquainted with sooner or later. The poem, “Because I Could Not Stop for Death,” by Emily Dickinson, is seen as a reflection of the passing of time in one 's life while living. No one knows when it is their time to die, and we live everyday as if tomorrow it promised. Dickinson is saying that since we as humans tend to live on the expectation for tomorrow, we don 't think about the end of our life or when it will be. That time will stand still when, and only when, life draws to a close, yet it will no longer matter.

Death is the major speaker of this poem, its persona shows how cruel and violent it can be, however she also speaks of getting everything out of life you can before death. Starting with line twenty three of the poem she begins talking about living a full life before death, "When it 's over, I want to say all my life/I was a bride married to amazement/I was the bridegroom, taking the world into my arms." (23-25). Being a bride married to amazement is a comparison to commitment, being with the same person every day. However in this case with a lifestyle instead. Doing amazing and memorable things every possible day you can, not letting life pass you by. This also fits perfectly with the next few lines

A child’s future is usually determined by how their parent’s raise them. Their characteristics reflect how life at home was like, if it had an impeccable effect or destroyed the child’s entire outlook on life. Usually, authors of any type of literature use their experiences in life to help inspire their writing and develop emotion to their works. Poetry is a type of literary work in which there is an intensity given to the expression of feelings and ideas by the use of distinct styles and rhythm. These distinct styles include different types of poems such as sonnets, villanelles, free verse, imagist poems, and many more. And these distinct styles are accentuated with the use of literary devices such as metaphors, similes, imagery, personification, rhyme, meter, and more. As a whole, a poem depicts emotions the author and reader’s can relate to. In the poem’s “Those Winter Sundays,” by Robert Hayden, and “My Papa’s Waltz,” by Theodore Roethke, we read about two different parent and child relationships. These two poems help portray the flaws and strength’s parents exhibit and how their children follow their actions and use it as a take away in their grown up lives.

The final stanza of the poem represents the woman going into labor and the delivery of her child into the world. “I wither and you break from me;” (16). This line represents the moment the

Figuratively, in stanza three, the poem symbolizes the three stages of life: childhood represented by “Children strove” (l. 9), youth represented by “the Fields of Gazing Grains” (l. 11) and the end of the life represented by “the Setting Sun” (l. 12). On the way of her journey, the speaker views children struggling to win in the race in School. She also sees cereal grasses collectively in the field, and at last the speaker perceives with her eyes that the sun is setting on the way of her journey. This stanza gives us a clue of her passing by this world; however the speaker is not able to figure out that she is dead. She simply thinks the sun is setting on a regular basis.

Two of Emily Dickinson’s poems, “I heard a Fly buzz-when I died” and “Because I could not stop for Death” are both written about life’s stopping point, death. Although the poems are written by the same poet, both poems view death in a different manner. Between the two poems, one views death as having an everlasting life while the other anticipates everlasting life, only to realize it does not exist. While both poems are about death, both poems also illustrate that the outcome of death is a mysterious experience that can only be speculated upon with the anticipation of everlasting life.

Again, the author selects a new set of imagery, such as stars, moon, sun, ocean, and wood to remind of the heaven in which the speaker used to live, and then to sweep it off right away. The last statement “For nothing now can ever come to any good” (16) finally reinforces the speaker’s loss and unhappiness. In loneliness, the speaker’s love becomes fiercer and more truthful. It is the fierceness and truthfulness that lead the speaker to the last stair of hopelessness. The end of the poem is also the hopeless end of the speaker’s life because of “nothing …good.”

Judith Wright extensively uses the structure of her poems to convey many ideas and themes. The structure of a poem is crucial to delivering its key message as it determines both the tone and how the poem is read. She shows the reader throughout the poem how the dust, which is symbolic of the barren emptiness that has “overtaken… dreams” of beauty and comfort as well as financial dependence, will consume the earth if the current environment is not conserved and protected. Wright’s use of title emphasizes this point in the clearest way she can and re-enforces her major concept to the audience. Another example of how structure is used in this poem is juxtaposition. The first and second stanzas are strategically placed next to each other because of their greatly opposing descriptions. In stanza one, the new world of dust and wind, many negative adjectives are used, such as “harsh”, “grief” and “steel-shocked”. Stanza two, which talks about the past, contains a wide range of positive adjectives such as “good”, “kinder” and “beautiful”.