In the first stanza the author mainly compares her childhood days to her best friend’s. She used a number of poetic techniques including visual imagery and stereotyping to make a clear comparison. Such use of techniques stimulates the reader’s senses by evoking their own childhood memories because it has been presented in a way the reader can easily relate back to. For example in the line, “we were first equal Mary and I”, this creates a sense of equality, friendship and friendly rivalry. Further on in the stanza, the composer writes “with same coloured ribbons in mouse-coloured hair and with equal shyness”, it is a stereotype used to enforce the fact that they are equal or same. The author makes use of such imagery and stereotyping to
In the first stanza the author mainly compares her childhood days to her best friend’s. She used a number of poetic techniques including visual imagery and stereotyping to make a clear comparison. Such use of techniques stimulates the reader’s senses by evoking their own childhood memories because it has been presented in a way the reader can easily relate back to. For example in the line, “we were first equal Mary and I”, this creates a sense of equality, friendship and friendly rivalry. Further on in the stanza, the composer writes “with same coloured ribbons in mouse-coloured hair and with equal shyness”, it is a stereotype used to enforce the fact that they are equal or same. The author makes use of such imagery and stereotyping to