...Poems are writings that us, humans, use to express our thoughts, opinions, and most importantly our feelings on topics. How can I tell you what I feel for you and Beautiful eyes,Beautiful face written by Nicholas Gordon both share their feelings about their crush. Both poems use their own distinct tone to help develop the theme, poetic devices to help the reader understand the narrator’s feelings and rhyme scheme. Gordon uses a very similar tone in both of the poems to help with developing the theme. Two lines from the poem, How can I tell you what I feel for you that help establish the tone is “You won't believe it! Better I stay mute” and “And yet I wish to tell you of my love”. The tone used in that poem is shy, the narrator is scared to tell their crush how they feel for them. The tone helps develop the theme, because even though the narrator loves this person to death, he is still scared and shy to tell the person that they love them. Similarly, in the poem, Beautiful eyes,Beautiful the...
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...For many ppoems in light of this statement.eople home is defined by the people who live there. Compare and contrast the ways in which home is represented in at least two poems. Many people associate home with the people living in it. So for them home could be anywhere in the world as long as their loved ones are with them. But when that person dies one loses their sense of security and also tends to feel abandoned. In Aunt Julia the poet speaks about her and his loneliness and anger after she passed away and also his childhood memories. He says she used to speak Gaelic but he could never understand her. In the 2nd stanza he says she used to wear men’s boot and her strong feet were stained with peat. By this we can tell that his aunt was a very strong and independent woman .In the 3rd stanza he says that he was the most comfortable in her house and even the sound of crickets at night used to comfort him. In the next stanza her strength is personified through the word “flouncing”. He says “she was buckets and water flouncing into them.” This suggests that she was very lively and energetic. In the 5th stanza we come to know that his aunt has died. He uses words such as “silenced”, “black” and “grave”. He says that he can still hear her voice welcoming her and it sounds like a seagull’s voice. Seagulls have a very homely sound and this tells us her presence made him feel at home. But as he says he still hears her voice even after she’s dead suggests...
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...Compare and Contrast the poem ‘Sonnet CXXX’ by William Shakespeare and an extract describing Iranian love poetry from the book Censoring an Iranian Love Story by Shahriar Mandanipour published in 2009. The poem and text are connected the the techniques used by the poets to describe women in love poetry. Shakespeare’s sonnet, written for his mistress the Dark Lady is part of his sequence parodies of Petrarchan blazon objectification of the female form, similarly the extract from Censoring an Iranian Love Story explores the technique used by Iranian Sufi poets in the past, the humour here is also tongue in cheek as the narrator makes reference to body parts that were ignored in comparisons as their use would be considered inappropriate. The form and structure of of both texts vary, Text A is a Shakespearean sonnet with a abab, cdcd, efef, gg rhyme scheme with a volta before a couplet, whilst using iambic pentameter in a first person setting. Text A additionally uses caesurae to present stereotypical images of idealised beauty. Text B on the other hand is a single paragraph of continuous prose and detailed descriptions which similarly are used to portray the ideals associated with Iranian beauty, Text B however uses a third person narration. Text A written for Shakespeare’s mistress uses comparative nouns to describe desired qualities of an Elizabethan woman, and the qualities which have been bestowed own his mistress. He does this by pairing nouns such as “red”,“coral” as...
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...‘The Darkling Thrush’. * Hardy gained his interest in literature from his mother. * At the age of 22 Hardy moved to London and started to write poems. These early poems praised country life. Yet Hardy didn’t publish his poems until he was 58. He was 60 when he wrote this poem. * Hardy wrote over 900 poems in his lifetime. * Hardy’s poems are straight to the point and sometimes gloomy in outlook. In this poem he finds a source of hope when a thrush suddenly starts to sing. * Hardy’s most common theme is about the way people struggle against fate. * Hardy's themes also include rural life and nature, love, change, time, loss and death. * Hardy’s tone is usually ironic; that is he sees the unexpected twists and surprises of life. The twist in this poem is that when the poet was in a sad mood due to winter a weak old thrush caused him to feel hope. * Most of Hardy’s poetry is relatively simple and yet skilful. However, some of his poetic writing can be difficult due to old-fashioned words and phrases. * Hardy loves to think in surprising images that appeal to the reader’s intelligence. * Hardy’s poems tend to be descriptive, lyrical, and regular in form. He is a poet who likes even lines and a set rhyme scheme. We see this in ‘The Darkling Thrush’. * It is very important to note that in this poem the poet is alone and is enjoying his loneliness. He is experiencing a type of sweet sorrow. He is gloomy but he likes being gloomy. He has chosen his...
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...Approaching the Work Anthology How to compare the poems Meerkat Poetry Meerkat Poetry In section B of your AS exam, you will be asked to write one essay about the poems in the Work anthology. You will be given a choice of two questions. You can compare and contrast at least two poems of your choice, in response to a statement: OR You can compare one named poem and one other of your choice, in response to a statement: All the poems that you choose must come from the Work section of the anthology, which you have studied. How will my response be marked? Your response will be marked for three assessment objectives: AO1: 15 marks: AO2 – 5 marks: AO3 - 20 marks: TASK 1: Understanding how to compare Look carefully at the mark scheme for AO3. In addition to what is noted above, it always states: “In order to meet the AO3 requirement, effective comparison and contrast will need to be demonstrated.” Answer the following questions. 1. How are you asked to show similarities between the poems? 2. How are you asked to show differences? 3. What is meant by “literary” – what might you refer to in a literary response? Sample question with its indicative content from the mark scheme: For 5a: Compare all the way through, all your points should lead to exploring a similarity of a difference Compare all the way through, all your points should lead to exploring a similarity of a difference It’s OK to disagree with the statement in the question It’s OK to disagree with the statement in...
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...Christopher Law May 08 TZ1 English A1 Unseen Paper 1 Poem- Hello Day – Worldwide This poem is about the poet imitating a radio announcement to express his desire for a worldwide Hello Day to break through social barriers, which exist in daily life. The title of the poem is ambiguous and at first sight absurd and provocative. ‘Hello’ has denotations of greeting and connotations of friendliness. The parenthesis help to establish the setting of the poem, which is possibly a radio station, where an announcement is being made, or this could simply be a part of the poets imagination. ‘World Hello Day’ is possibly a day fabricated by the poet. In the first stanza, distance and unfamiliarity is created with the use of the pronoun ‘their’. A hyperbole is used to describe the hostility that exists in the opposing town, as good morning is considered ‘offensive’. This reveals the poets dissatisfaction towards people in ‘their town’. The poet imitates the people in the other town by inserting sophisticated and aggressive diction, which also portrays the tense atmosphere in the other town. The word ‘unsolicited’ not only highlights coldness and dissociation, but also is suggestive of conventions that exist in modern society. The word ‘provocative’ shows the poets feeling of bewilderment. The use of enjambment here is perhaps imitative of the persuasion of businessmen and lawyers who speak with tone. The tone is uncertain in the first stanza as the poet uses the word ‘maybe’, which indicates...
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...every raven tress, Or softly lightens o’er her face; Where thoughts serenely sweet express, How pure, how dear their dwelling-place. And on that cheek, and o’er that brow, So soft, so calm, yet eloquent, The smiles that win, the tints that glow, But tell of days in goodness spent, A mind at peace with all below, A heart whose love is innocent! "She Walks in Beauty" is a poem written in 1814 by Lord Byron. One of Lord Byron’s most famous, it is a lyric poem that describes a woman of much beauty and elegance. TITLE: What’s Up With the Title? We usually refer to this poem simply by its first line, "She Walks in Beauty." But the first line does more than introduce the subject of the poem – a beautiful woman. The first line of the poem (and therefore the title) is an apparently conscious echo of the famous sonnet by William Shakespeare, "Shall I compare thee to a summer's day" (Sonnet 18). Except, of course, instead of comparing the beautiful woman to a "summer's day," Byron compares her to "night." So he's not just setting up a contrast between night and day, he's also setting up a contrast between himself and Shakespeare. This is a pretty gutsy move, if you think about it – even in the early nineteenth century, when Byron was writing, Shakespeare was generally accepted to be the greatest English poet of all time. Usually, when poets referenced Shakespeare, they did so in an almost reverential way. But here, Byron gives Shakespeare a shout-out, only to turn Shakespeare's...
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...Owl” by Richard Wilbur and “The History Teacher” by Billy Collins, adults attempt to explain the unknown to children by lying. In both poems, literary devices are used to convey exactly how the adults manipulate the children to believe everything other than the truth, mainly to keep them in a state of calm and ignorance. Devices such as rhyme scheme and juxtaposition are used in Wilbur’s poem to demonstrate the effectiveness of lying to calm one’s fears while other devices such as tone and metaphors are used in Collins’ to show the effects of misinformation on the actions of the youth, as well as the ignorance of the individuals who spread it. Wilbur utilizes the rhyming scheme (couplets) in “A Barred Owl” to develop the little girl’s fear of the owl into her acceptance that it is not a threat. For example, the first two lines is a couplet, and it serves to introduce the frightening scene to the little girl: “The warping night-air having brought the boom of an owl’s voice into her darkened room…” Throughout the rest of the poem the couplets are utilized to progress the poem’s mood from frightening to one of peace. Especially with the last 3 couplets, the rhymes contribute to the child finally accepting the speaker’s lies with regards to the owl. The first 6 lines and the last 6 lines can also be seen as juxtaposition, as there is a great contrast between them. When the dark setting with the owl’s “voice” is first introduced, it instills fear into the child. However, after the...
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...Blackberry Picking – Critical essay Chris Inglis ‘Choose a poem in which there is a noticeable change of mood at more than one point of the poem. Show how the poet conveys the change(s) of mood and discuss the importance of the change(s) to the central idea of the poem.’ The poem “Blackberry Picking” by Seamus Heaney is based around the poet’s memories as a child going out in rural Ireland to pick as many blackberries as possible. The poem displays an excited and nostalgic mood throughout the first stanza, but a turning point occurs at the start of the second stanza which changes the central idea of the poem from hope to disappointment. The poem’s opening lines gives the reader an idea of the time of year Heaney embarked on his quest to find the berries a very peaceful atmosphere is created kas the mixture of rain and sun required for the berries to ripen is detailed, as well as the amount of time the children put into the picking. “Late August, given heavy rain and sun, for a full week the blackberries would ripen.” The time of year suggests that going out blackberry picking will be the poet’s last ‘adventure’ before returning to school; this fills Heaney with excitement. The contrasting weather shows that it was a real occasion for the berries to ripen, which added to the poet’s excitement. Word choice of “full week” emphasises the period of time the children went out picking berries for, they used the entirety of the time available to them. The excitement...
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...How to Write a Compare/Contrast Essay Compare and contrast essays are the other big essay types in academic writing. These essays will follow a specific question and are fairly easy to complete. There are several ways to write this type of essay. The most important thing to remember is structure. Many wonderful essays fall victim to the woes of bad structure, making any ingenuity to fall by the wayside. Go over the rules on how to write a general essay, and then structure your compare/contrast essay in one of the following two formats: 1. Introduction 2. Your introduction — like the five-paragraph-essay, should open generally (with a quotation, anecdote, generalization), and lead into the thesis statement. 3. Topic 1 4. This next portion of your essay (which may consist of one paragraph or several) should cover only the first topic of the comparison and contrast. Compare/Contrast essays take two topics and illustrate how they are similar and dissimilar. Do not mention topic 2 in this first portion. 5. Topic 2 6. This next portion of your essay (which may also consist of one or more paragraphs) should cover the second of the two topics. Do not discuss Topic 1 in this section. Since you have already gone into great detail about it, you may allude to Topic 1 briefly; however, do not analyze Topic 1 in this section. This portion of the paper is to discuss Topic 2 in great detail. 7. Topics 1 and 2 Together 8. Now that you have analyzed both Topic 1 and Topic 2 independently...
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...Compare the Ways in Which Chaucer and Duffy Convey the Ideas about Lust and Love Chaucer’s ‘Wife of Bath’s Tale’ is a medieval text set in a patriarchal society in which women were treated in an unequal manner. In contrast to the social factors in medieval society, Chaucer’s story is dominated by women, making this a matriarchal story which presents themes of women‘s independence. This idea is accentuated due to the fact that the Wife of Bath narrates the story. The main character of the knight who reflects the personality of promiscuous males in the medieval period who were mostly lustful towards woman and the roles between men and women showed inequality. Conversely, Duffy’s poems are contemporary in contrast to Chaucer’s patriarchal influence in his story, there is more of a sense of equality as she is a modern feminist author which presents the genders in the poems ‘Adultery’ and ‘Valentine’ in a quite ambiguous nature. The reader is unable to understand if the narrative voice is a male or a female. As a result the gender of the narrator in ‘Adultery’ and ‘Valentine is ambiguous. In addition, due to the ambiguity her poems, primarily ‘Valentine’ as she compares love to an onion and does this by using imagery, symbolism and choice of lexis. Both Chaucer and Duffy present ideas about lust and love in their work. However, Chaucer presents the idea of love in a medieval fairy tale which is more idealistic as the story ends on a happy note. By contrast Duffy presents the idea...
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...Compare and Contrast how feelings of fear and confusion are conveyed through the use of imagery and other poetic techniques. I am going to compare the use of poetic devices to portray fear and confusion in 3 different poems, they are; Patrolling Barnegat by Walt Whitman, On the Train by Gillian Clarke, and Storm on the Island by Seamus Heaney. These poems all portray a feeling of confusion, often it is linked with the theme of war. In Patrolling Barnegat, Walt Whitman uses repetition to enhance the power of the storm he is describing. "Wild, Wild the storm, and the sea high running" The repetition of wild in this line helps to enforce the power of the storm and nature. Whitman also uses personification in this line where he compares the movement of the sea to a person running, as if he is saying that the sea will move for nobody. He is also making it sound as if the sea is rushing to get somewhere as if it is on a mission. Whitman also incorporates rhyme in his poem. This gives his poem a strong rhythm and this rhythm ties in with the image of the rolling sea, and gives this image more effect. In Storm on the IslandSeamus Heaney also describes a vivid, powerful storm. He describes the storm like he has learnt from past experience. He describes preparing for the storm as if he has gone through it many times before. "Can raise a tragic chorus in a gale" Here Seamus Heaney is comparing the storm to a tragic chorus, which ...
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...Describe at least one important technique used in EACH test. Explain why this technique was important in each text. In the poem Anthem for Doomed Youth, by Wilfred Owen, various language techniques are used, these are important because they help portray the writers key themes. The poem is in the form of a sonnet, it is split between two parts. In both stanzas, Owen focuses on two key themes. The first theme is the horror of war and the terrible conditions facing the soldiers, in contrast, the second theme is the meaningless and lack of religion in response to such horror as seen during the war. Owen uses extremely strong and powerful imagery throughout his poem. In the very first line he asks, ‘What passing-bells for these who die as cattle?’, the connotation implies that in war, millions die with the same significance as cattle which justifies the lack of sounding from the bells. The manner of their deaths is being compared to the mass slaughter of the animals. Owen in appalled by the inhumane deaths these young men experienced. He feels as if they are nameless and faceless - losing their identities in the chaos of war. The use of this simile is important because it helps Owen to create a sense of what is recognized as the helplessness and inhumane treatment the soldiers received. In the second line of his poem he uses personification. Owen describes the ‘monstrous anger of the guns’, giving the guns a powerful, negative connotation. By doing so, the anger is misplaced...
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...Exam Question: Compare the ways the poet reveals feelings about a place in `Nothing’s changed` with the ways another poet reveals feelings about a place? Both poems talk about how division and segregation can cause two societies to be pushed apart from each other. Division is a key theme running through both `Nothing’s changed` by Tatmkhulu Afrika and lawerence felinghetti`s `two scavengers in a truck…`. In `nothing’s changed` division is a key aspect of the whole poem shown through symbolism and certain language. An example of this is when the emphasizes the whites as “new, up-market, haute cuisine” with “bunny chows” and “plastic table`s top”. These phrases suggest to us that there is a huge division in society as `plastic` is for those who are poorer in contrast to `haute cuisine` which is upper class choices. This is also presented in `Two scavengers…. ` when the poet emphasizes the division in society by contrasting the rich with the poor. An example of this is when he describes the rich as “casually coifed” and the poor as “grungy” with “iron hair”. These phrases suggest to us the stark contrast between the rich and the poor. I have also learnt through symbolism there is a lot of struggle in society, and how differences in appearance can determine your status in society. Stereotyping is a core theme in both poems. In `Two scavengers…` stereotyping is a key point throughout the whole poem. An example of this is when the poet describes the rich as “elegant” and...
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...asking for comparison/contrast and then to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective. It will also explain how you can (and why you should) develop a thesis that goes beyond “Thing A and Thing B are similar in many ways but different in others.” INTRODUCTION In your career as a student, you’ll encounter many different kinds of writing assignments, each with its own requirements. One of the most common is the comparison/contrast essay, in which you focus on the ways in which certain things or ideas—usually two of them—are similar to (this is the comparison) and/or different from (this is the contrast) one another. By assigning such essays, your instructors are encouraging you to make connections between texts or ideas, engage in critical thinking, and go beyond mere description or summary to generate interesting analysis: when you reflect on similarities and differences, you gain a deeper understanding of the items you are comparing, their relationship to each other, and what is most important about them. RECOGNIZING COMPARISON/CONTRAST IN ASSIGNMENTS Some assignments use words—like compare, contrast, similarities, and differences—that make it easy for you to see that they are asking you to compare and/or contrast. Here are a few hypothetical examples: * Compare and contrast Frye’s and Bartky’s accounts of oppression. * Compare WWI to WWII, identifying...
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