In the poem “When I Heard the Learn'd Astronomer”, by Walt Whitman, the speaker “[becomes] tired and sick” of the learned astronomer's “proofs, [and] figures” used to observe the stars. While the others attending the lecture applaud the astronomer for his approach to the stars, the speaker, however, exits the lecture hall to enjoy the stars in his preferred method of going outside in the “perfect silence”. These contrasting scenes expose the dichotomous relationship of the speaker’s and the astronomer's approach to observing the stars. The use of structure, diction, and imagery reveal how the astronomer’s approach of observing the stars is far too mechanical and structured to truly see their beauty.…
The first line in the second stanza has a break after “words” accentuated by a comma putting emphasis on the word “words” and slowing the rhythm of that sentence. In “bravely clear” there is a reversed letter pattern “el” and “le”, which makes the words flow together. The words “child”, “night”, “some” and “small” are repeated throughout this poem perhaps to emphasize these words. There may be a connection between “child” and “thing” since both words are preceded by the word “small”. In lines ten and eleven there is internal rhyming with the words “listening”, “dreaming” and “thing” which have the same “ing” ending. The author uses alliteration in “some” and “small” which draws the two words together. In the last line there is…
The Sun is a star. It is a rather ordinary star - not particularly big or small, not particularly young or old. It is the source of heat which sustains life on Earth. Jane Urquhart’s “Shadow” illustrates how important the sun is in people’s lives. Structural device and personification are used throughout the poem with imagery to describe the sun’s importance and its functionality towards humans. These devices work to express a leading understand of how the sun works in our favour and its every human’s personal guardian.…
In the second line of the lyrics, “But as long as there are stars above you”, the writer uses both imagery and symbolism. The visual imagery allows the reader to imagine stars twinkling in the night sky. The use of imagery “allows the reader to identify with the story, the characters and the themes by making…
As the poem begins, Kinnell begins by using consonance, a technique that is found in music as well as literature. This is found in the first line by his using two words that both start with the letter “L,” love and late. By using this technique, he is creating a common feel between the lines of the poem, helping the reader to feel the same way throughout. This is reminiscent of music because it can be compared to a chorus of a song. When the chorus is repeated, the listener feels the connection between the verses. This repetition is like the glue that holds the entire piece of poetry together. Other examples of consonance are found later in the poem, like “strength” and “squinch” and “splurge.” All…
The diction in this poem prepares the reader for the speaker's concluding response because it shows that the speaker remembers the event very vividly; therefore it must be a very significant event in his life. An example of this is when he describes a cloud as "paled, pulsed, compressed, distended"� (line 20). Another example is when he describes the flocks of flying geese as "great straggling V's"� (line 9). Also, when the speaker says "as if out of the Bible or science fiction"� it lets the reader know that the event is…
The timeless essence and the ambivalence in Yeats’ poems urge the reader’s response to relevant themes in society today. This enduring power of Yeats’ poetry, influenced by the Mystic and pagan influences is embedded within the textual integrity drawn from poetic techniques and structure when discussing relevant contextual concerns.…
Upon a "certain hour", or sleep, the speaker beckons his soul to fly free, escape the day, and ponder its own themes. The speaker's soul does not necessarily appreciate the day's happenings and thoughts, so it drifts in dreaming to a place where it can think about "night, sleep, death, and the stars." The daytime mind of the speaker, most likely representing a restricted or bound form, thinks about things it is perhaps not naturally inclined to do. This poem is like a snap-shot of the human soul between consciousness and…
Both Keats and Longfellow were poets during the Romantic period. The two compose poems in which they reflect on their inability to live up to their creative potential and the idea that death could intervene at any moment. Longfellow is disappointed in his failures and sees comfort in the past rather than an uncertain future. Moreover, Keats fears he won’t accomplish all that he wants, but sees possibility and realizes his grievous goals won’t be important after death. While Longfellow’s tone is fearful, Keats’ is appreciative and hopeful about what life has to offer right now. In both poems, the poets use the literary devices parallelism and symbolism, to depict their particular situation in their own lives, while also using diction with characteristics of romantic poetry, reflecting their time period.…
Lord Bryon 's, born George Gordon Byron, inspiration for this particular poem came from seeing his cousin by marriage at "party of Lady Sitwell 's on 12 June 1814, where she 'appeared in mourning, with dark spangles on her dress." (Needler, 2010). Bryon looked on upon her from afar and even though she was saddened, he couldn 't help but see her true beauty. Seeing his cousin this way was as if someone had stripped away everything, the fake smiles, the manners, the elegant dresses, etc. to reveal her true self. In the first stanza of the poem, "She walks in beauty, like the night / Of cloudless climes and starry skies;" is a simile allowing the reader to see her as Bryon saw her, the light in all the darkness that surrounded her at that moment. ("She Walks in Beauty" as cited in Clugston, 2010, lines 1 & 2). She was the star in the dark sky. The use of the enjambment in the lines mentioned indicates that the thought continues without a pause onto the second line.…
American Poet, Robert Frost in his beautiful poem, “Nothing Gold can Stay” explains that nothing that is amazing will always continue to be great forever. He develops his message through a series of lines that all have the same meaning. Specifically, Frost uses the surroundings of mother nature to emphasize his point, that all the good and beautiful things in life all fade away at some point. Additionally, in lines three and four “Early leaf’s a flower”, “so an hour.” These two lines are strong in Frost’s poem, it gives meaning by revealing that the leaf’s going to blossom, but vanish with the nick of time. Frost’s purpose is to tell a story; that all things will perish, but good will follow. He illustrates a image in the reader's…
He does this by using several poetic devices that help create images into the readers’ mind. For example, the noun “luminary clock” in line 12 is the brightest representation in the entire poem. Frost uses the luminary clock as a metaphor, comparing the moon to a clock. The light from the moon “reaches” the persona even when he has “outwalked the furthest city light” (I. 1). The author also uses alliteration in line 7 to plant the image of the persona coming to a complete stop, standing still, making no noise. Frost also uses certain words to call attention to the theme. For instance, words such as “an unearthly height,” give the reader a sense of something being far away. The persona is far into his depression and is now feeling am immense amount of loneliness. As he’s walking, he hears “an interrupted cry,” (I.8) only to find out that it isn’t for him. This causes the persona to feel far away from everyone. The words, “walked out in rain—and back in rain” sets a gloomy and depressing image in the readers mind. This line from the poem explains how the persona has gone on this lonely, miserable walk many times again. Frost uses repetition in this line to stress that the persona has been in and out of depression. He also uses repetition to make the walk seem long and weary. The persona has walking in and out of the rain and feels as if he is being rained on with…
In a time of despair after the war, poet Wallace Stevens uses metaphors to differentiate between two contradictory voices through his poem “Gubbinal,” Stevens establishes these opinions to show the distinction between optimists and pessimists. In the poem Stevens sees himself as the optimist that paints the world in a very beautiful light versus the pessimists who retorts with “The world is ugly, and the people are sad,” refusing to acknowledge the gifts the world is offering them. Stevens compares the sun to a “strange flower”, assuming that the word strange has the same meaning as extraordinary. The sun itself is a light which can be linked to the idea of purity and enlightenment. After correlating the sun to a flower, Stevens states “Have…
Other than being a well-known nursery rhyme, basically all the lines in The Star rhyme which I think makes poems easier to remember. Lastly, The Star, for me, is one of those poems that are easy to visualize and visualizing helps the reader get more in depth with the message of author. 2. As I explained in the first paragraph The Star is a nursery…
While both John Keats’s “Bright Star” and Robert Frost's “Choose Something Like a Star” deal with the steadfastness of stars, they differ in that Keats relates it to a romantic couple while Frost relates it to a man struggling for guidance. “Bright Star” relates the qualities of a star, for better or worse, to a man longing to stay in his lover’s company. “Choose Something Like a Star” The tone that each poet uses to help describe the narrator’s view of the stars is quite similar. Keats is skeptical of the loneliness that stars experience, but can overlook that skepticism due to his tremendous admiration of the star’s steadfastness. Frost greatly appreciates and respects the star, desperately looking towards it for advice.…