The Poem Alzheimer´s by Kelly Cherry: The Fickle Voice of Memory

Although later in his life he is “confronted with a similar situation” and becomes emotionally aware through this experience. He was unsure of making a career out of writing, because “the idea of living by writing was a scary thought.” He thought of his career for a long time and realized that he became depressed every time he thought of giving it up.(“Anxiety: Challenge by Another Name” 12). He become aware of his emotions through this experience.

Anne Bradstreet in her poem, “The Author to Her Book”, elaborates on the true struggles of the publishing process that writers may experience in their writing careers. Through a unique perspective, Bradstreet introduces the narrator of the poem as a writer with a “deformed” piece of work, which is compared to a mother with a child with deformities; both of which are exposed to the public eye. Though the use of an extended metaphor, Bradstreet in “The Author to Her Book” compares a defected piece of work to similarly, a child that has defects as well, which is used to convey the speaker’s self-critical, yet, loving attitude toward her work.

Writing can be frustrating when a writer like Gail Godwin knows her capability without expressing her true potential on the first draft. Godwin’s watcher replies to Godwin’s writing in regard to her writing that reads “fail”. Ironically the person that failed the writer was the writer herself. A writer needs these emotions to create new and possibly better ideas by branching

Three poems written by Harwood that emphasise the idea of memory’s importance and its ability to alter and determine perceptions are ‘Father and Child’, ‘The Violets’ and ‘At Mornington’. Each of these poems reminisces on pivotal experiences that modify one’s assessment

Later in life, when was grown up, no longer fighting, and in college he discovers his passion for writing. Instead of going to the gym one night, he sat down and wrote. He persevered through his hardships of his younger years through commitment, work ethic, and passion. Andre reflects on younger years versus his older self “ I felt more like me than I ever had, as if the years I'd lived so far had formed layers of skin and muscle over myself that others saw as me when the real one had been underneath all along, and I knew writing- even writing badly- had peeled away those layers…” (259). Overcoming and persevering through the hardships of his childhood help Andre realize his full potential and passion.

In order to be successful, the students must fully dive in and give themselves to writing. Though her students say that yes they do want to be writers, Dillard questions if they understand what the choice really means. She asks herself “why do I want them to mean it?”; perhaps because just as she can recognize a moth, she can also recognize that many of them will not end up becoming writers. They do not understand that writing will be hard work but relatively unrewarding. Only after the moth had died did it truly begin to burn, acting as a second wick. Only after she falls asleep do the candles in Dillard’s last paragraph flame and thrive. The true success of the writing-- the inspiration and understanding it creates for others-- will remain relatively unseen by the writer.

All writing comes in many different styles and attracts a certain audience in which it strikes their minds and opens them up to a new world of thinking or looking at things. “Writing to Connect” by Mary Pipher tells about this concept and elaborates on it greatly to encourage aspiring writers who may be feeling discouraged. Writing to Connect is a chapter in Mary Pipher’s newest book Writing to Change the World, where she discusses the use of powerful writing, changing aspects of the way people view things, and inspiring others to share their own stories and never be afraid of what you feel needs to be shared. Pipher directs the chapter toward aspiring writers to tell her audience they should never give up and inspires them with the use of rhetorical choices. Specific rhetorical choices provide further support for Pipher’s purpose of writing the chapter, she effectively writes to show her audience it’s never wrong to write what they feel, and to take chances in their writing. In “Writing to Connect” by Mary Pipher, she urges aspiring writers to push past their comfort zone of writing with the use of identification, personal anecdotes, and historical texts/occasions to effectively persuade them to never give up on what they feel needs to be said through writing.

I am writing on behalf of Lynn and Gilbert (Gil) Mabry, in reference to Gil’s mother Valeria (Val), recounting some of my memories in relation to Val’s Alzheimer’s progression. On numerous family visits over the course of seven years, there was a marked decline in both her physical and mental health.

Writing may be an enthralling experience for one and a clever way to decompress for another. In general, however, writing has different purposes for a variety of people. “Why I Write,” written in the late 20th century by Terry Tempest Williams, describes various reasons for writing narrated from a female’s perspective. The short essay begins in the middle of the night with a woman engulfed in her own thoughts. She abruptly goes forth by reciting the multiple reasons why she continues to write in her life. Through a variety of rhetorical devices such as repetition, imagery, analogies, and symbolism, Terry Tempest Williams produces an elegant piece of writing that offers the audience insight into the narrator’s life and forces the audience to have empathy for the narrator with the situation she is incurring.

The nervous system is a multiplexed body system that controls most other body systems directly or indirectly by sending and receiving signals through a complex system of nerves. As a whole, the nervous system can be broken down into the central nervous system (CNS) and peripheral nervous system (PNS). The CNS is composed of the brain and spinal cord while the PNS is composed of peripheral nerves that branch off of the spinal cord and continue to branch to reach the most distal points of the limbs. The PNS can be further broken down into the afferent and efferent division. The afferent division deals with information brought to the CNS from the nerve receptors. Furthermore, the afferent division breaks down into somatic sensory receptors whose

In “Alzheimer” Kelly cherry tells the story of a old man with Alzheimer. She is telling his story as he is coming home to what we expect to be his wife. This is a narrative poem in which we see this shell of a old man remembering bits and pieces from his house which seems to be the only thing that he remembers. The pieces are reveal piece by piece of the small things he remembers about his house. Even with all the things he remembers it won 't be enough to save this crazy old man. Cherry uses imagery, and diction to show a old man as he goes through the signs of Alzheimer, we see the terror he experiences as he comes home.

Reading and writing has always played a vital part in my life. From toddler to adult, pre-elementary to college, I’ve managed to sharpen both skills to my liking. However, even though it significantly helped, schooling was not what influenced me to continue developing those skills into talent. Many different things shaped and influenced my learning, and now reading and writing have become the safety net of my life. I know that even if I have nothing else in the future, I’ll still have my talent and knowledge. To ensure my success, I hope to further develop those skills so that I may fulfill my wishes.

Cherry uses tone to show the reader how losing your memory is sometimes a fate worse than death. As the poem goes on we see how Cherry’s tone goes from frustration and bitterness to sadness and sympathy. Phrases like “a crazy old man” (line 1) and “a book that he pretends to

In most of Cherry’s poems, particularly “Alzheimer’s” lines 15-22, she sometimes reveals her most impressive passages in order to portray her life: the very being of her existence (Clabough 3). She seems to do this in most of her works so that all the thoughts and feelings of the story can be felt by those reading the works without ever having to experience the situation. In addition, she is adamant her works can and will utilize autobiographical materials to create artistic and philosophical truths on the same level as presented in “Alzheimer’s” (Chappell 257). She speaks of this autobiographical information in a commentary regarding her father’s early life, her parent’s love for music, her childhood, and her father’s diagnosis of a disease that steals his identity. Stating that hearing the diagnosis was like hearing the screeching of violin strings at her first lesson (Cherry). The first glimpse of using this type of information in an artistic form is in lines 19-22 when she vividly draws a picture of her father in his younger years. He remembers how he looked, what he wore and that his favorite pastime was music. It is also clear he remembers his home in all of its glory but not those that lived there with him.

Since before the beginning of this creative writing course, I have always struggled to find a point to writing. By this, I mean that I always felt that having great skill and talent was what was required to be a writer, let alone a great one. From this point, I felt there was no need to continue my writing as I felt that in a sense it just wasn't good enough. However, reading the article "A Way of Writing", I found new hope. Here was a writer who says things such as "I must be willing to fail. If I am to keep on writing, I cannot bother to insist on high standards. I must get into action and not let anything stop me, or even slow me much"(Stafford) and quotes that writers don't necessarily have any special talent. The article "Why I Write" instilled further optimism through the authors view on just being a writer, not focusing on being good or bad. I found her words in which she writes "entirely to find out what I'm