From beyond the grave‚ the narrator of Emily Dickinson’s "Because I Could not Stop for Death‚" also once published under the title "The Chariot"‚ describes the peaceful process of her death which is personified as a gentleman who escorts her in his carriage. In this striking poem‚ Dickinson employs various poetic devices to reveal the narrator’s calm acceptance of death. In fact‚ it seems to be presented as no more frightening than being taken on a date with a suitor. All other literary techniques
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son’s feelings but the mother as well‚ her description of the father and sons bond really comes from her heart‚ this made her poem a lot more emotional than Homer’s. Mary Nagy’s poem is more of a real poem because she has more of a rhyme scheme‚ every other line rhymes throughout the entire poem. Finally‚ Mary Nagy does not give any of her characters names. I am not sure why except when some one reads her poem perhaps they can think of themselves as the father‚ son‚ or even the mother. Homer’s
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Achieving Goals and Behind Irony “We Real Cool” is a poem wrote by Gwendolyn Brooks in 1966‚ which is one of the popular poem she did. She’s an African American born in Topeka‚ Kansas and raised in Chicago. She is the author of numerous poetry‚ including “Blacks” (1981)‚ Annie Allen (1949)‚ for which she received the Pulitzer Prize‚ and the “Children Coming Home” (The David Co.‚ 1991). She also wrote several other books such as‚ “Negro Hero” (1945)‚ “Maud Martha” (1953)‚ “In the Mecca” (1968)
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How does Rossetti use language‚ form and structure to convey the speaker’s anger towards Sister Maude? At the start of the poem‚ a rhetorical question is used. ‘Who told my mother of my shame‚ who told my father of my dear?’ implies that the poem is written to a specific person and it gives the poem an accusing tone. This suggests that the speaker blames Sister Maude for what has happened. The use of a caesura in the first stanza also demonstrates the speaker’s anger. ‘Who but Maude‚ my sister
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Speaker and Tone‚ and Diction and Syntax of the poem. “The rhyme of this poem is AABB and the rhymes of the third and fourth lines are identical throughout the poem” (Allen‚ 2011‚ para. 10). The poem is repetitive and creates a mood that can be seen as lighthearted and friendly. Based on the rhyme and meter the poem is seen as more musical and happy. According to Spirko (2014)‚ “This lilting‚ playful tone‚ which relies so heavily on the rhyme scheme for its effect‚ provides much of the poem’s satirical
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“The Soldier” A Detailed Look at a Criticized Poem Grief‚ death‚ devastation: with the strong exception of Rupert Brooke‚ these were the themes reflected in most war poetry during WWI. Brooke laced his poetry with sentimentality and nationalism‚ which was very different from the themes of other works during the time. Many people love and admire his poems‚ but despite his poetry being criticized by the public‚ Rupert Brooke was a talented young poet throughout World War I. This poem was first
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to describe his death. It also refers to the eternal mind as the cycle of humanity. This metaphor shows the goodness of dying instead of thinking the normal view of death‚ which is sad‚ and depressing. This poem has fourteen lines and a distinct rhyme pattern‚ and therefore it is recognizable as a
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of one man’s own experience during World War I. Owen wrote about the war because he was a poet and a soldier. I believe that Owen saw the disorder that war created‚ and I noticed that he used irregularities of rhyme in the seven stanzas to reflect that disorder. Also‚ the poem of half rhyme gave his poetry a dissonant‚ disturbing quality that amplified his theme. His usage of language gave the poem an urgency and directness‚ and all the senses were utilized. The poem expressed the horrors of war and
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a) Imagery and Image Patterns b) Figurative Language – ie. Simile‚ Metaphor‚ Personification‚ Allusion‚ etc. Personification: the free bird leaps Imagery: Leaping on the back of wind c) Sound Techniques — ie. Rhyme‚ Alliteration‚ Onomatopoeia‚ etc Rhyme: with a fearful trill …….but longed for still …….on the distant hill …….. d) Other Language Techniques 5. Identify and explain the significant shifts and changes in the poem. Specifically‚ look for shifts in:
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Old English‚ Old Saxon‚ Old High and Low German‚ and Old Norse‚ being used without rhyme. The scheme was to divide each line into two‚ with a caesura between. Each line would have three or four stressed syllables beginning with the same consonant; two of these would be in the first half of the line; and one or two in the second. Alliteration gradually began to disappear as the basic structure for poetry when rhyme was introduced from Latin hymns. In Icelandic poetry‚ however‚ it remains a basic poetic
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