Emily Dickinson Alternate Ending
Page 434 Question 5 Also describe effect of line endings.
Read the first stanza aloud, paying attention to end-stopping lines and the run-on line. What is the subject of the sentence that beings on line four? "I" is the subject of the sentence that beings on line four.
What is the effect of this? The way the poet positions line endings in his poem slows the "tempo" of the poem. This causes the audience to understand that the narrator is remembering his childhood memories and desperately wants to remember them.
Page 439 Question 4 – the first one.
Think of all the ways Dickinson extends the metaphor. How is hope's song endless? How does it keep you warm? By using a large amount of em dashes and alternating between iambic pentameter and iambic tetrameter, Emily Dickinson is able to make …show more content…
Find the simile in the second stanza that restates this comparison. How do these words help you to understand the girl's feelings? Herded, corralled, delousing, and branding. "…barbed wire fencing which holds them in like stolid cattle…" The poet's use of connotation helps me understand the girl's feelings by expressing how poorly Japanese Americans were treated. By using words which would generally be associated with cattle to describe the Japanese Americans' treatment, the poet shows that even an "advanced" society like America can still have its cruel side.
Look at the poet's diction, or word choice, in line 22. What connotations, or associations, do you have with the verb impaled? What other words could the poet have used to describe how the dewdrop is fixed on barbed wire. When thinking about the verb "impaled," I think of a weapon or tool being forced into a human or animal's body. However, I would not associate "impaled" with a wound caused by a weapon or tool that has completely gone through a human or
Read the first stanza aloud, paying attention to end-stopping lines and the run-on line. What is the subject of the sentence that beings on line four? "I" is the subject of the sentence that beings on line four.
What is the effect of this? The way the poet positions line endings in his poem slows the "tempo" of the poem. This causes the audience to understand that the narrator is remembering his childhood memories and desperately wants to remember them.
Page 439 Question 4 – the first one.
Think of all the ways Dickinson extends the metaphor. How is hope's song endless? How does it keep you warm? By using a large amount of em dashes and alternating between iambic pentameter and iambic tetrameter, Emily Dickinson is able to make …show more content…
Find the simile in the second stanza that restates this comparison. How do these words help you to understand the girl's feelings? Herded, corralled, delousing, and branding. "…barbed wire fencing which holds them in like stolid cattle…" The poet's use of connotation helps me understand the girl's feelings by expressing how poorly Japanese Americans were treated. By using words which would generally be associated with cattle to describe the Japanese Americans' treatment, the poet shows that even an "advanced" society like America can still have its cruel side.
Look at the poet's diction, or word choice, in line 22. What connotations, or associations, do you have with the verb impaled? What other words could the poet have used to describe how the dewdrop is fixed on barbed wire. When thinking about the verb "impaled," I think of a weapon or tool being forced into a human or animal's body. However, I would not associate "impaled" with a wound caused by a weapon or tool that has completely gone through a human or