Your Poem's Title Bubbles

“’ But this is merely a negative definition of the value of education’” (23-24). Mark Halliday wrote “The Value of Education” from a first person standpoint. The introduction and the use of “I” demonstrates the poem is about the speaker. Likewise, the speaker uses imagery, self-recognition, and his own personal thoughts throughout the poem. He goes on throughout the poem stating external confrontations he is not doing because he is in the library receiving an education and reading books. With this in mind, the speaker goes on to convey images in your head to show a realization of things he could be doing if he were not in the library getting an education.

|Spend about 1 hour on this section. Think carefully about the poems before you write your answer. |

Lorna Dee Cervantes' poem, “Poema para los Californios Muertos” (“Poem for the Dead Californios”), is a commentary on what happened to the original inhabitants of California when California was still Mexico, and an address to the speaker's dead ancestors. Utilizing a unique dynamic, consistently alternating between Spanish and English, Cervantes accurately represents the fear, hatred, and humility experienced by the “Californios” through rhythm, arrangement, tone, and most importantly, through use of language.

In the poem, “Backwards,” by Warsan Shire the poem dramatizes the conflict between the long for the past and the hatred of the present. This poem highlights the rough situation that the speaker is in as well as a need for what life was like before. One can easily see that the speaker in this poem is a child in the family, because of the context of line 3, “that’s how we bring Dad back.” This is referring to the longing for their dad before they were in the situation they currently are in. Although, there is not line to line rhyme scheme the poem is written backwards at the beginning of the second stanza. This is likely showing the reader the need for the past and emphasizing the importance of the current situation. The overall theme of this poem is showing what life was once like and what it is now.

Take a minute to imagine “Men looking like they had been/attacked repeatedly by a succession /of wild animals,” “never/ ending blasted field of corpses,” and “throats half gone, /eyes bleeding, raw meat heaped/ in piles.” These are the vividly, grotesque images Edward Mayes describes to readers in his poem, “University of Iowa Hospital, 1976.” Before even reading the poem, the title gave me a preconceived idea of what the poem might be about. “University of Iowa Hospital, 1976” describes what an extreme version of what I expected the poem to be about. The images I

Williams’s use of imagery is quite evident throughout “Love Poem With Toast”. He uses imagery to emphasize an intricate relationship between two characters in the poem. “Some of what we do, we do to make things happen, the alarm to wake us up, the coffee to perc, the car to start.” In the first line of the first stanza Williams uses vague diction and ambiguous language to convey a sense of drab and somewhat dreary tone. However, once you reach the second line of the poem it is full of imagery to contrast the dreary ambiguous tone of the first line. Contrasting the two lines accentuates the complexity of the relationship soon to be seen further along in the poem. Williams uses this same method of contrast through the second stanza but once we

Bang. The room grew absolutely silent. It took me a moment to realize that I was standing up and smoke was lingering around my gun. Mr.Richards was no longer laughing, or breathing for that matter. The wide-eyed people around me stared at the little girl who had always stayed quiet. I continued to be memorized at the smoke drifting around me like a shield, but the creaking of a wooden pew alarmed me. I turned to see a boy my age standing.

Then the speaker came on "chchchchchch are you chchchchchch there chchchchchch honey anyone in there"

The Vacuum by Howard Nemerov talks about a widower and his late wife, and how he uses the vacuum as a symbol for her death. The poem expresses deep sorrow and sadness that derive from the loneliness of the speaker, after his other half’s passing away. Nemerov attempts to take his readers on a grief-stricken journey, by strategically employing figurative language (mainly personification, metaphor, simile, and alliteration), fractured rhyme schemes and turns in stanza breaks in the poem.

In the first stanza of the poem, Swells, Ammons makes a connection between swell and memories. Swell is the vehicle and is use as a way to describe the substance of a particular memory. Memory plays a role as the tenor. The speaker believes there is a correlation in terms of the size of the “Swell in the ocean” with the importance or impact of the memory; as the swell increase in size, so will the memory significance. The stanza then goes on to create an image for readers with the words, “Information of actions summarized (surface peaks and dribbles.” One possible reason the lines are written in this way is because the words create an imagery of contours and functions of a human brain. Certain sections the human brain can retain information and condense data into its most useful aspects.

’s different he said okay I was walking down the street bang I heard again so this time I called my flying ants to help as I got there he was fleeting the seen so I got and began to chase.

Poetry can be divided up into different forms, more easily expressing an author’s emotions and intent with their poetry. For analyzing purposes I chose the poems Self-Help by Michael Ryan, Ghazal by Agha Shahid Ali, Psalm 150 by Jericho Brown, and Emergency by Michael Dylan Welch.

The rhyming and the supports from the speaker to be fearless teenagers that "Strike Straight. We/Sing sin. We/Thin gin. We” (4-6), allows the readers to have confidence in the speakers of the poem, the method gives them a realistic worth. In "Sadie and Maud," the rhyming is to bring an openness to the lines that stress the differences of living life “With a fine tooth comb” (4) and like "Maud, who went to college,/Is a thin brown mouse./...(and) is living all alone..."

Poppies fall, They are forgotten. Our men fall, We forget them. A year passes, we wear a poppy.

like bullet from a gun. I was in my car so the sound was on the roof.