Toad As An Extended Metaphors In Toads By Philip Larkin

The strongest usage of metaphor in this poem is in the first stanza in the line “write their knees with necessary scratches”. While scratches cannot be written, words can, so this insinuates that children learn with nature, and that despite its fading presence in today’s urban structures, it is a necessary learning tool for children. The poet has used this metaphor to remind the reader of their childhood, and how important it is to not just learn from the confines of a classroom, but in the world outside. This leads to create a sense of guilt in the reader for allowing such significant part of a child’s growing up to disintegrate into its concrete surroundings. Although a positive statement within itself, this metaphor brings upon a negative

Like many novels in the young adult genre, The Maze Runner by James Dasher can be interpreted as a metaphor of the challenges of growing up. Throughout the novel, many undercover metaphors are revealed. A metaphor for birth, the boys are brought to The Glade with no memories, life in The Glade later becomes comforting like an ideal childhood. Unlike the peacefulness of The Glade, the maze becomes a period of adolescence. Eventually, in the end of the novel, The Gladers manage to fight their way out of the maze, entering the harsh adult world

Furthermore, poetry, and the personification of poetry, conversations with old friends and family, should not need a special occasion, rather it should “ride the bus” with patience for the stops before your own and the understanding of other’s needs before your own (line 13). You can also say the bus can represent the speed at which life passes you by and how easy it is to miss something if you are not paying attention, or even, that these missed moments have a poem to help you along your long journey home. With the use of

The poem suddenly becomes much darker in the last stanza and a Billy Collins explains how teachers, students or general readers of poetry ‘torture’ a poem by being what he believes is cruelly analytical. He says, “all they want to do is tie the poem to a chair with rope and torture a confession out of it”. Here, the poem is being personified yet again and this brings about an almost human connection between the reader and the poem. This use of personification is effective as it makes the

‘The Secret Life of Frogs’ is a poem that delves into the childhood perception of war, in particular World War I, and the experiences of their fathers. ‘The Secret Life of Frogs’ deals with the idea of misunderstandings incurred when children attempt to understand adult concepts. This is evident through the use of punning. The term ‘Frog’, which is frequently used throughout the poem adds amusement to the text because to the readers, it not only translates literally to a frog, but also represents the rival French people in the war through a negative light. However, the narrator, who is also one of the children in the poem, does not understand this other meaning attached to the term ‘frog’. This can clearly be seen in the final sentence

The character of Bartleby in Herman Melville’s novella “Bartleby, the Scrivener: A Story of Wall-Street” is a person who refuses to become an object in capitalistic society. Initially, he is the perfect example of the objectification and mechanization of humans in the workplace. In essence, Bartleby is a machine that continually produces. Ultimately, he begins to resist the mind numbing repetition of his tasks and the mechanization of his life. The other main character, the narrator, is a facilitator of the capitalistic machine. He dehumanizes his employees by ensuring that their free will is denied in the workplace using objectifying nicknames, providing a workplace devoid of human touch and connection,; and perpetuating mechanized, repetitive work. Melville’s “Bartleby, the Scrivener” shows the dehumanizing effects of working in a capitalistic environment and ultimately suggests that one must conform to a standard way of life or will cease to exist.

The speaker also chooses her diction precisely, so that there is clear contribution to the overall idea that the poem is indeed about the quest for change and longing from escape from the swamp. Two very different forms of description are used to represent this source of dread: once by the simple name, swamp, and

Dark words and phrases are initially sprinkled throughout the poem giving it a sense of despondence. For example, Oliver uses the phrase, “the dark burred/ faintly belching/ bogs” which describes the swamp as dark and grim (6-8). The imagery of the swamp is very dark because it symbolizes the hardships that people may have during their lifetimes. Crossing the swamp is a very difficult task, and Oliver compares it to the challenges of life. Therefore, she states “My bones/ knock together at the pale/ joints” (13-15). This once again demonstrates the difficulty of crossing the swamp as Oliver faces many physical challenges including the pain of her old bones. The author transitions from these dark and negative images to illustrations of hope and growth in the next few lines. For example, she describes “a poor/ dry stick given/ one more chance by the whims/ of swamp water” to take root and grow (28-30). This demonstrates how people may face tremendously difficult obstacles to overcome in their lifetimes similar to a dry stick having difficulty taking root. However, these challenges allow people to attain success. Without struggle, there would be no achievement in life. It is the hardships in life that truly allow people to appreciate success once it is achieved. Oliver concludes the fabulous piece with more uplifting and positive imagery of a

In the poem “William Street” Slessor explores the poverty within the streets of Kings Cross that demonstrates the everyday struggles that people within the community go through searching for employment. This is shown through, “the dips and molls with flip and shiny glaze (death at their elbows, hunger at their heels)” uses imagery and slang to depict the criminal activity due to poverty. This creates a visual representation of the pickpockets, drunks and

Symbolisation is also used to counteract the miserable life of an Australian housewife. This can be seen in the line “She practises a fugue, though it can matter to no one now if she plays well or not, (stanza one, line one).” This line suggests that the woman portrayed is a musician. The poem latter reads, “Once she played for Rubinstein, who yawned,” (stanza one, line nine). This suggests she was talented enough to present to Rubenstein but didn’t succeed. “The children caper, round a sprung mousetrap where a mouse lies dead.” This line symbolizes the housewife. Her dreams of becoming a musician are trapped within her own environment. This same line can also evaluate the difficulties and harshness of the urban Australian life. Seeming sad this is something that is exciting to the children.

Metaphor/Simile - Jimmy Cross compares the rock that Martha sent him to a egg because an egg is dainty and delicate. Martha is also considered very dainty and delicate in the story so far, the smoothness of the rock is referring to Martha's skin being soft. The specks of color represent Jimmy Cross’s feelings towards Martha and how in the context of the war, Martha is a constant reminder of his past life, which is a damaging thing to carry during the war.

In a society where work is portrayed as needed, individuals that prefer not to are seen as rebels and enemies of the capitalist way of life. I think that Bartleby is a victim of this capitalist way of life, him and the Queen are cultural rebels, they represent the absurdity of work and the necessity of identity.

Shakespeare’s usage of metaphor and simile in A Midsummer Night’s Dream is best understood as an attempt to provide some useful context for relationships and emotions, most often love and friendship, or the lack thereof. One example of such a usage is in Act 3, Scene 2 of the play. Here, the two Athenian couples wake up in the forest and fall under the effects of the flower, thus confusing the romantic relationships between them. Hermia comes to find her Lysander has fallen for Helena. Hermia suspects that the two have both conspired against her in some cruel joke, and begins lashing out against Helena. She says “We, Hermia, like two artificial gods, / Have with our needles created both one flower, / Both one sampler sitting on one cushion, / Both warbling of one song, both in one key; / As if our hands, our sides, voices, and minds, / Had been incorporate. So we grew together, / Like a double cherry, seeming parted; / But yet a union in partition / Two lovely berries moulded on one stem: / So, with two seeming bodies, but one heart; / Two of the first, like coats in heraldry, / Due but to one, and crowned with one crest.” (Shakespeare 2.3.206-13). Shakespeare writes this list of vibrant metaphors to establish the prior relationship between these two characters and to make it evident how affected Helena is by this unexpected turn of events, as well as to add a greater range of emotion to the comedy, thereby lending it more literary and popular appeal.

‘Now, you dear good old Ratty,’ said Toad imploringly, ‘don’t begin to talking in that stiff and sniffy sort of way, because you know you’ve got to come. I can’t possibly manage without you, so please consider it settled and don’t argue – it’s the one thing I can’t stand. You surely don’t mean to stick to your dull fusty old river all your life, and just live in a hole in a bank, and boat? I want to show you the world! I’m going to make an animal out of you, my boy!’

Shakespeare’s work is among the hardest to read because of its supposed complexity and sophistication. The language used in the Early Modern Era is different than that of the Post Modern Era. Audiences that saw the performances were aural learners and were able to pinpoint certain tones and facial expressions that readers may not detect through words. Watching the plays performed provided better feedback than readings do (Palfrey 10-11). Metaphors, implicit or explicit, are figures of speech that help compare two unlike things and are not designed for literal intake. Yet, with Shakespeare’s work, metaphors should be taken literally. According to George Lakoff and Mark Johnson, however, this technique of comparison allows metaphors to simultaneously highlight and hide certain attributes and/or qualities about the thing(s) being compared to (12-13). The highlighting and hiding of metaphors gives readers more insight into what Shakespeare may have meant at the time or even more so in what context did the people of the Elizabethan Age use language (Palfrey 11). Two important components of metaphors that do the highlighting and hiding are the vehicle and the tenor; each can be implicit or explicit as well. The metaphor in question emphasizes both the importance and unimportance of Lavinia’s character.