Theme Of Woodchucks

Maxine Kumin?s, Woodchucks provides an interesting and creative perspective into the mind state of those influenced by nazi warfare. What begins as a seemingly humorous cat and mouse hunt, reminiscent of such movie classics as Caddyshack, soon develops into an insatiable lust for blood. Kumin?s descriptive language provides the reader with the insight necessary to understand to the speaker?s psychology as they are driven beyond the boundaries of pacifism.

The aftermath o the gas attacks is addressed in the last stanza. The reader is now apart of the poem by the use of the possessive pronoun "you too" that imposes the reader to empathise with the injured victim. The victim is then described by the gruesome alliteration and assonance of "watch the white eyes writhing in his face" that together enhance the vivid sight. The continuing imagery of "gargling from the froth-corrupted lungs" uses onomatopoeia to lead the reader to believe that war is incorrectly glorified. The last lines "My friend, you would not tell with such a high zest/ To children ardent for some desperate glory,/The old Lie: Dulce et decorum est

The tone of the poem changes as the poem progresses. The poem begins with energetic language like “full of heroic tales” and “by a mere swing to his shoulder”. The composer also uses hyperboles like “My father began as a god” and “lifted me to heaven”. The use of this positive language indicates to the responder that the composer is longing for those days – he is nostalgic. It also highlights the perspective of a typical child. The language used in the middle of the poem is highly critical of his father: “A foolish small old man”. This highlights the perspective of a typical teenager and signifies that they have generally conflicting views. The language used in the last section of the poem is more loving and emotional than the rest: “...revealing virtues such as honesty, generosity, integrity”. This draws attention to a mature adult’s perspective.

In the middle of the poem, the speaker arrives at the number of casualties from the war. When he reads this number he can’t believe that he is still alive. As he reads down the names he uses the visual imagery and simile to describe how he expected to find his own name in “letters like smoke” (line 16). This helps the reader understand how lucky the speaker felt about somehow escaping the war still alive. As he goes

     In the fourth stanza, the speaker’s killing instinct has taken over her body. She shows no pity towards the woodchucks as she takes the mother woodchuck and shoots her, watching it fall to its helpless death. She then takes another baby woodchuck, looking in its eyes, and kills it. She continues to kill the rest like a trained assassin, or psycho killer driven by pure frustration.

The author was giving a message then at the end of the poem it changes. He was giving the message that war happens to everybody and that they will have to go to war at some point in there life. The problem is that they don’t know the bourdon that it puts on the people that he has supported and been supported by until his son is sent of. He gets a totally different feeling when he doesn’t know what could happen to his son. He gets his message across by proving that every body has something to do with war wether they like it or not. Your parents might have been to war, if not them then your uncles, cousins, friends, or your neighbors(old men). Then if it isn’t them it could be your child who is going and the feeling is different, you lose the feeling of security when you cant protect your child. He

The novel Woodlawn was an inspiring story of teamwork, overcoming racial diversity, and the joining of a divided town. There are many examples of one of the main themes and that is the power that sports had on the racial conflicts from that time aera. As well as the importance of teamwork being another theme. But, mainly the change from a town with no racial equality to everyone fighting for it.

The soldiers who had attended the war were shown to have died brutally, like “cattle”, yet when reaching the home front, it is seen that they are laid to rest in a much more civil and dignified manner. The concept of this can be seen as an extended metaphor throughout the entire poem, with the battle front seen as a world filled with violence, fear and destruction, where as the home front is perceived as a place marked by order and ritual, a civilized world. The second sonnet opens with “What candles may be held to speed them all?”, invoking a more softer and compassionate tone towards the audience, more specifically through Owen’s use of a rhetorical question. It captures the readers’ attention, engaging them to feel empathetic and notice the shift of energy from anger and bitterness to a sadder and more somber tone. Owen’s use of descriptive language, as simple as it seems, such as ‘boys’ and ‘girls’ provokes the audience to view the horrors of the war as if they had been placed onto children, because in reality the ‘men; who had signed themselves into war to fight in glory for their country had really only just been boys themselves.

In the second stanza the distinctive experience of power is present. The use of the technique of imagery and emotive words “to pluck them from the shallows and bury them in burrows’ tells us that the soldiers were strong, loyal and had enough power within a degree to assist fellow soldiers. The use of personification to create sound “sob and clubbing of the gunfire” This leads the audience to understand what the soldiers were up against without even directly saying it. The imagery visually shows the scene in their

How much deer could a woodchuck chuck, if a woodchuck were driving down the road and came across a dead, pregnant doe? Well, the woodchuck chucking the dear is a bit irrelevant. Rather, the two poems Traveling through the Dark by William Stafford and Woodchucks by Maxine Kumin respectively focus on the relationship between humans and nature. Woodchucks takes an allegorical approach, with a heavy handed political message. Traveling simply examines the significance of human life in the context of nature. If the poems were literary characters, Traveling would be Jane Eyre, Woodchucks would be Brutus. Traveling is personal, with the narrator having a strong sense of humanity, but ultimately basing his actions on logic.

In this poem, we see the tone light and free, also much imagery. We see this immediately with the first line saying, the “afternoon was the colour of water falling through sunlight” (1). We immediately get a sense of a beautiful day, maybe even fall with the trees descriptions in the following line, “trees glittered with the tumbling of leaves” (2). Lowell shows such beautiful imagery throughout her poem especially in her first two stanzas, that when we read that they are in the middle of war in the third stanza, that it is slightly shocking. That there are “two little boys, lying flat on their faces” (7) and that they are, “carefully gathering red berries” (8). Here Lowell shows that it is still a beautiful day but the darker reality is that they are currently in a war. Then we start to see the poem more in a melancholy light. That these two little boys are picking berries to save for later, instead of enjoying it right now. However one day the boys wish that “there will be no more war” (10), and that then, they could in fact enjoy their berries, their afternoon and “turn it in my fingers”. In this poem, we clearly see the different tones throughout. Lowell shows us the light tone, then a more melancholy tone and then finally a hopeful tone.

causes the poem to flow, and thus lightens up the dark and serious issue of war. The lines "But ranged as infantry, And staring face to face, I shot at him as he at me, And killed him in his place." are easy to read; however, their meaning is extremely

Kumin uses vivid imagery to describe the destruction that the woodchucks caused. “They brought down the marigolds as a matter of course” and “beheaded the carrots.” This introduces the speaker’s adversarial tone throughout the rest of the poem. She immediately seeks revenge on the woodchuck family. The author states that the speaker, at one point, was not a violent person. “I, a lapsed pacifist fallen from grace puffed with Darwinian pieties for killing.” Now, the author shows the speaker’s “survival of the fittest” beliefs in order to express the ongoing adventure of killing the woodchucks. She shot the smallest woodchuck first and watched it fall into the roses. The author provides more imagery to describe the manner in which the mother woodchuck died. “She flip-flopped in the air and fell, her needle teeth still hooked in a leaf of early Swiss chard.” By doing this, it is easy to imagine the ball of fur tumbling through the air, dead. Kumin shows the speaker’s seek for vengeance when she begins to kill all of the woodchucks. “O one-two-three the murderer inside me rose up hard.” Here, the revenge that the speaker is in search of is noticed. The author puts into her poem that the last woodchuck is an “old wily fellow,” implying that he is clever and sneaky. The

“He’s lost his color far from here”. This line gives the reader a true image of how horrific military wounds could be. The irony that the soldier of the poem “liked a blood smear down his leg” then becomes rather depressing for the reader. This irony also suggests to the reader how foolish the subject is, due to his want of a “blood smear” and then, ironically he obtains “a leap of purple spurted from his thigh”. As well as graphical contrasts, there are also cases of contrasts between atmospheres before and after the war. It is shown that pre war, majority of the community was more joyful; “voices of play and pleasure.” Now however, it seems to be solemn as seen in “Voices of boys rang saddening like a hymn.” This line symbolizes a disheartening atmosphere and also has connotations of a funeral which, once again, proves the horrors of war portrayed by Wilfred

The children are the ‘we’ of the first half of the poem. They “loved it” (5) when the mother kicked out their father and were “glad” (1) at the result of divorce. When their father lost his job they “grinned” (4) and were “tickled” (line 7) with pleasure as they watched their father’s world crash down around him. The sympathy conveyed through the narrative sits with the mother and children during the first half of the poem. As the daughter begins to speak in present terms, and the “you” (1,3) suddenly is now “father” (17), the poem undertakes a dramatic shift. Sympathy begins to surface, from the reader, for the “bums in doorways” (18) who begin to take on a victimized persona with their hands depicted as useless “flippers” (21) attached to their “slug” (19) bodies. It is not to say that the speaker has forgotten the cruel insensitive man that she recalls in the first part of the poem, but the father is now not the only villain and the mother and children are not the only sufferers.