Von Schiller

The poem maintains a specific structure that organizes six lines into each stanza and places major verbs in the beginning of each line, which allows the speaker to describe a different part of the juggler’s performance for each stanza and place emphasis on the actions of the juggler to underscore the amazement the speaker feels. The first stanza describes how gravity usually works, but introduces the juggler’s power to defy this gravity, while the second stanza describes how the juggler moves the balls around in order to show this superhuman power. The poem reaches its climax in the fourth stanza, ending the performance of the juggler, and the last stanza describes how even though the act is over, the juggler has left a sense of awe and inspiration into the speaker. This specific organization helps the speaker transition his feeling of the performance from the beginning to the end, successfully showing the juggler has left him in wonder. Furthermore, in the second stanza, Richard Wilbur places the verbs, “Learning,” “Grazing,” “Cling,” and “Swinging” in the beginning of each line, putting the emphasis on those words and pausing for a moment before going into the important verbs (9,10,11,12). This syntax helps the poet describe what makes the speaker so amazed by the juggler, the specific and graceful movement of the juggler as he throws the balls up and down the air.

Hancock supports this theme through the somber tone of this poem: a tone that is dark, serious, and gloomy. Through the tone that Hancock uses, the overall mood created is one that is both creepy and depressing. The diction that Hancock uses helps

During the first stanza, the speaker addresses the balls; which in a way despise their own ability to ability to bounce, suggesting the juggler surmises. The author continues to reveal the true ability of the balls with symbolism and imagery in the last line of the first stanza, (“It takes a sky- blue juggler with five balls to shake our gravity up.”). Describing the juggler as “sky-blue” symbolizes the speaker's truths hidden within the art of juggling. The line also reveals what juggling evokes upon the audience; perhaps allowing them an escape from their own reality and enjoy the juggler’s entertainment.

The poem also uses end rhyme to add a certain rhythm to the poem as a whole. And the scheme he employs: aabbc, aabd, aabbad. End rhyme, in this poem, serves to effectively pull the reader through to the end of the poem. By pairing it with lines restricted to eight syllables. The narrator creates an almost nursery-rhyme like rhythm. In his third stanza however, his last line, cutting short of eight syllables, stands with an emphatic four syllables. Again, in the last stanza, he utilizes the same technique for the last line of the poem. The narrator’s awareness of rhyme and syllable structure provides the perfect bone structure for his poem’s rhythm.

One Native artist working to challenge the stereotypes that have burdened Native Americans for so long is Fritz Scholder. As stated best by NPR host, Robert Siegel, “Fritz Scholder broke almost every rule there was for an American Indian artist.” Scholder was one-quarter Luiseno, a California Mission Tribe, but grew up identifying as “non-Indian.” Scholder has always worked in a series of paintings, and states that all of his paintings are self-portraits of some aspect of himself. His work takes on a combined form of pop art with abstract expressionism. He started his controversial series on the Native American, which illustrates the “real Indian,” in 1967. Scholder has not always painted Indians. In fact, he never intended on painting

The tone of this poem is established by the way the lines seem flat and void of emotion. The

with greater meaning. The poem is about the narrator sitting in and listening to an astronomer

The opening lines of the poem exhibit personification, saying, “[The ball is not] A light-hearted thing, resents its own resilience. / Falling is what it loves.” The use of personification humanizes the balls, providing them emotions, as it loves to fall because it is being active in the air, a contrast from being tediously set on the ground, for it “settles and is forgot.” Like the balls, the audience too loves to be active, rather than settle and ‘be forgot.’ The first feature of imagery in the poem is in line six, in which the speaker states, “It takes a sky-blue juggler with five red balls.” The physical description of the juggler provides insight into the juggler’s character: sky-blue is regarded as a pleasant color seen when the sun is out and the juggler’s talent brings joy to its audience. The tone of the stanza is seemingly disconsolate, meant to reflect the lives of the audience, with words such as: “less,” “resents,” “falling,” “settles,” and “forgot.” This is prior to when the juggler is introduced in the final line, as the juggler’s performance stimulates the audience, making them forget about their dull days outside of the performance.

The most obvious poetic devise of this poem is the rhyming scheme. Rhyming is when there is close similarity in the final sounds of two or more words or lines of writin.

2. alliteration- Used for poetic effect, a repetition of the initial sounds of several words in a group. The following line from Robert Frost's poem "Acquainted with the Night provides us with an example of alliteration,": I have stood still and stopped the sound of feet." The repetition of the s sound creates a sense of quiet, reinforcing the meaning of the line

Write an essay that identifies the story/essay/poem’s Romantic theme/main idea and purpose. Describe the tone and mood of the text and explain how the author uses imagery, figures of speech, and symbolism to communicate its message. Provide clear and accurate examples and evidence from the text and analyze by using insightful commentary and criticism.

Heinrich Schliemann who is the writer and the main character of this book was born in 1822 January 6th in a poor family. When he was young he was impressed by a Greek mythology called “Iliad” written by Homer. As a child he believed that the story of Trojan War really exist and dreamed to see the legendary city Troy.

INTRODUCTION – (1 paragraph) STRUCTURE 1. Opening sentences which introduce the poem, its author and its form.Explain why the poem is of a particular form (either a ballad or lyric poem). 2. Thesis statement: A general statement about what the poem communicates about life and life experience. 3. Signpost: briefly outline the more specific reasons for how/why the poem conveys this life experience and / or message. (Introduce the main features which will be explored in more detail in the body of your essay).

Like an example being “Money wins the priest his stall…. Red hats for the Cardinals.” Within the poem the pattern creates rhythm as when reading it out loud it sounds very smooth. The author also uses words of opposite construction. Like for example these words “to throw” and “can strow”, also “ebb” and “flow” and then “to” and “fro” are examples of an rhetorical pattern which is showing that money has a lot of power.

Johann Christoph Friedrich von Schiller, German philosopher, poet, and dramatist was born in Marbach, Württemberg in 1759. From a young age Schiller proved to be very successful in Academia, and began writing plays while still attending military academy. Although talented, Schiller did not aspire to be a dramatist, in some of his personal memoirs he mentioned “I wanted only to be a clergyman-and have never got beyond the theatre!”(Pilling, 2005). In 1782 he was appointed theatre poet at the Mannheim Court Theatre, it was here where he produced the revolutionary Sturm und Drang drama The Robbers. Sturm und Drang was a period of German Literature that sprung up after the Enlightenment and before Weimar Classism; typically the works from this period revolve around a protagonist who is driven by revenge or material possessions, not by nobility and good motives, and achieves what he wants through aggressive action. This movement also rejected Enlightenment principles of rationality to support emotion and motivation of the human spirit. “The movement was distinguished also by the intensity with which it developed the theme of youthful genius in rebellion against accepted standards, by its enthusiasm for nature, and by its rejection of the rules of 18th-century neoclassical style” (Thomas, 1901). It is an almost sort of reckless attitude or view towards the established orders. These were young men who wanted to “overthrow the ‘reasonable’ compromises, the caution of the realists,