...Thesis: In the poem “There is No Frigate like a Book” Emily Dickinson’s use of figurative language, sound devices and denotation and connotation show us how literature allows use of our imagination to go on a journey. At first glance it may seem that Emily Dickinson has written a simple poem in “There Is No Frigate like a Book”. However, further analysis reveals that she believes reading is a gift to all. Through observation of the poem we find her fascination with reading and the poem’s ability to take her reader on a journey; as well as reveal how reading can take us on any journey we wish to embark. The theme of the poem is that when we use our imagination while reading anything is possible, even travel to distant lands. The first clue that reveals this poem is about traveling through literature lies within its title. A frigate is a U.S. warship used mainly for escorting. The clever comparison of a frigate and a book set the tone and create excitement about where we will go. It is also this comparison that allows us to compare the necessary physical means required to take us on our adventure. The first thing that is noticed is the use of figurative language. The figurative language used in this writing is referred to as simile. A simile is a phrase that compares two different things. In lines 3 and 4 “nor any coursers like a page… of prancing poetry” we find the most obvious use of simile when comparing a horse to pages in a book. The other use of simile...
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...Poetry Analysis Essay for “Road Not Taken” By: Robert Frost Course # and Title: ENGL 102: Literature and Composition Semester of Enrollment: Spring 2012 Name: Timothy Bayless ID #: L22915807 Writing Style Used: MLA Timothy Bayless L22915807 ENGL-102 C04 Poetry Analysis Essay Outline I. Introduction A. Facts: Robert Frost thought a poem should start with delight but end in wisdom and has also won the Pulitzer Prize for poetry four times. B. Title and Author: “The Road Not Taken” By: Robert Frost C. Thesis: The poem displays the difficult decisions people make in order to progress in life and how one choice can alter the future for better or worse. II. Body A. Meaning and Message i. Surface Meaning: A person comes to a “y” in the road and has to decide which way to go. ii. Deeper Meaning: Internal debates are overwhelming when deciding what the right decision to make is. iii. Theme: The choices made in life can alter the future for better or worse. B. Tone i. The person speaking in the poem seems to have a certain level of maturity and it shows in the debate about which road to take. ii. The tone of the speaker is solemn in nature. iii. The reason the tone seems solemn is because the speaker is left with...
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...Overview of the Project – Part -1 Name of the Project: Illustrative journal and creative writing using Poem as a medium Project Objectives: When students complete this project, they will be able to… * Use prior knowledge to comprehend * Identify factual details from the text * Analyze poems using various comprehension strategies * Use creative writing tools to draft their class poem * Explore and evaluate the different railway systems across the world * Use technology to research about new topics and enhance learning * Use connections from real life to add and subtract numbers * Appreciate rhythm in poems by exploring the nuances of the same * Co-create tune for the class poem * Interview and learn from peers, family, relatives and community members * Design an independent project and co-create the same based on interviews, readings and research. Integration of Other Functional/Academic Skills: Problem Solving, Critical thinking/ Analysis are required throughout all the lessons. Each one of these fundamental academic skills can be integrated with the other to produce a project-based outcome. With respect to integration of subjects, it would be Mathematics, History and Geography along with Reading fluency, Comprehension, Speaking and listening, and Writing. There will be use of technology, music and dance throughout the project. Estimated time and brief outline of the project: The estimated time of the project would be around...
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...The Meaning of Life Analysis of the poem” Because I Could not Stop for Death” from Emily Dickinson “Because I Could not Stop for Death” is a poem written by the famous American poet Emily Dickinson in nineteenth century. She was born in Amherst, Massachusetts. Because she did not care about being famous or getting benefit from her writing, only 7 of her poems got published out of 1775. In 1886, after she died, Thomas Wentworth Higginson, a famous American writer collected her poems and published them in 1890, but most poems got changed. Till 1995, her poem was collected by Tomas Johnson and changed back to what they were. Tomas Wentworth Higginson thought her poem showed her specially understanding of nature and life, she had the deepest, and creative insight. Death, Eternal, and Love are three important theme of Dickinson’s poems. Dickinson was good at observing, and detailed describing. Most of her poems were from her experience and her own feeling, and her poems could give readers a usual and deep feeling. She was one of the greatest and effective female poets in nineteenth century. Her poem “Because I Could not Stop for Death” was famous of the distinctive understanding of Death. Dickinson’s understanding of Death was so distinctive and meanwhile, the poem was full of Philosophy. The poem “Because I Could not Stop for Death” was short but veiled. The whole poem contained of 24 lines, 6 verses, and 4 verses made 4 lines of the poem. Dickinson combined Death with formal elements...
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...Comparative analysis Comparative Analysis of two works E M. Tu English Literature 125 M V 05 August 2012 Comparative analysis Comparative Analysis of two works The creative process is often filled with emotions, and throughout it, it is not uncommon to experience the whole gauntlet of highs, lows and everything in between. The poems, “poetry” and “constantly risking absurdity” are two works that are filled with similarities in the creative process and yet they are very different. These two works give insight to the creative process from each poet’s perspective. They are both excited by it, but they achieve their goal through traveling different routes. As much as they like and appreciate the finished product you cannot help but believe that they are just as fascinated, captivated and even enthralled by the process itself. The creative process for them is a lot like certain aspects of life, and it is demonstrated in their work. Ferlinghetti’s experience is not one made up purely of joy, in fact; it is filled with struggle, but it is a journey in search of joy and of beauty. He must take risks and is willing to do so in pursuit of the desired goal every time he performs. He starts his poem in a manner using words that immediately catches your attention. You are immediately drawn in by his description of the risks that a poet must take each time he performs before an audience. There is always the possibility that he may end up looking like a fool (risking absurdity)...
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...Archetypal Analysis: How the Grinch Stole Christmas The school of criticism that best interprets Dr. Suess’ “How the Grinch Stole Christmas” is an archetypal analysis. The author frequently follows recurring symbols and themes found in numerous types of literature. Using several universal symbols, images, and character types, Dr. Suess has definitely created a poem filled with archetypal images and story patterns. Generally, “How the Grinch Stole Christmas” follows the archetypal pattern in which the main character, the Grinch, leaves his home on a quest – specifically, to stop Christmas from coming in Whoville. During this journey, being in itself a popular story line in literature, the Grinch encounters several common archetypes that reflect particular actions or situations that represent human nature. “How the Grinch Stole Christmas” is an obvious example of “Good versus Evil.” The “Who’s down in Whoville liked Christmas a lot,” (1); a happy, family-oriented town of individuals who had no notion of evil in their minds is distinguished as something “good”. However, “the Grinch hated Christmas”(2) and succeeds in stealing Christmas from the guiltless Who-families, distinguishing himself as “evil.” Additionally, the evil Grinch encounters Little Cindy-Lou Who, who asks him, “’Santy Claus, why,/Why are you taking our Christmas tree?” (74, 75) Her innocence reflects yet another archetypal character. She may also be considered a hero, as she predominantly exhibits goodness...
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... Different but the Same Whether reading a short story or a poem, there is always a story to be found within. The authors of these scripts are able to capture readers with the utilization of characterization, rhythm, or a fairytale setting throughout their narrative. It is imagination that sanctions the reader of these literary forms to be able to mentally visualize what the author would like the reader to visually perceive by use of symbolism or descriptive wording. A short story and poem, no matter how structurally different are two literary pieces where a rich story is embedded. Readers are drawn towards these scripts by means of rhythm (poem), characterization, or a fictional setting in their respective narratives. However, the mere script would not make it entertaining enough. It would depend on the imagination of the readers as they are reading the literary script. Every reader has their own way of visualizing the descriptions and symbolism used by the author. In the poem “The Road Not Taken” or short story “A Worn Path.” – There is a prevalent theme. No matter what solitary journey we find ourselves on, ‘we’ determine how the journey ends. “Do not follow where the path may lead... Go instead where there is no path and leave a trail."-Robert Frost Everyone is a traveler, choosing the roads to follow on the map of their continuous journey, life. There is never a straight path that leaves one with but a sole direction in which to head...
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...Lyric/Quote Analysis Assignment: “Oh The Places You’ll Go!” by Dr. Seuss is a poem that is kept in families for generations and is given to people as a gift when they graduate. Nonetheless, what is so inspiring about this children’s book? Well, it may look like a colourful bedtime story for someone less than four feet tall, but in reality, this poem contains virtually all you’ll ever need to know to make it successfully through life. This poem has so many lifelong lessons that it could easily be compared to any song. Here are some examples: A lyric from the song Anything, “Don’t play with fire...forget that, I can do anything”. The singer is emphasizing that everyone should pursue their dreams. You might counter unexpected challenges, but these obstacles will help you grow and compel you to step out of your comfort zone. Likewise, there will be people who will reprimand every choice you make but you should never let these naysayers waver your ambitions. A quote from the poem,“Waiting around for a Yes or No... Everyone is just waiting”. The author is indicating that people do not like making choices because they presume that one wrong turn will lead to a bitter...
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...An Analysis of the Setting in The Inferno Abstract Plutus and Pluto, and their placement in the fourth circle of Hell, were originally very confusing for me. After researching for the interactive oral, I had a much better understanding of him because, in Greek mythology, he is the God of wealth and, in Roman mythology, he is the God of the underworld. Pluto, the Roman God, is not only the God of the underworld, but also of the riches. He is placed in the fourth circle of Hell, that of greed and avarice, which makes sense because of the occupants’ sins, which have to do with riches and wealth. Also, the negative association of money and wealth to greed helped me tie in why a God was in Hell, other than the fact that Pluto/Plutus was Roman/Greek and not Christian. This development not only helped me understand why greed was around the middle of Hell, but also why Pluto/Plutus was there. It also connects to the prevalent idea of retribution, or an eye-for-an-eye, because the God of wealth, riches, and the underworld (money and evil) was around greed (evil due to money). My understanding of the retribution idea in The Inferno was also developed substantially through the interactive oral. Originally, it was easy for me to understand that the punishments were retributive; such as those who tried to look into the future will look backwards (to the past) for all eternity; gluttoners are rained upon by vomit (because they regurgitated what they ate), etc.; but what I did not understand...
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...Picking” does not come to a straightforward conclusion at the end of its literary journey, however, much can be said about the change in meaning within the poem from beginning to conclusion. At first glance, “After Apple Picking” seems like a straightforward poem about a person finishing their days work of picking apples. I intend to show that this is not the case at all and that Frost's poem progressively shifts throughout its entirety from a simple poem about apple picking to a literary piece about mortality. This journey will consist of four sections an introduction, a reflection, a realization and finally end with the acceptance of death. As stated above the first six lines showcase a very simple situation about a person completing their apple picking for the day. This simple situation that Frost outlines for the reader is the introduction to the poems overall journey. The introduction, outlines the central focus of the poem, which is apple picking and most importantly provides the reader with a sense of what is to come. There are in fact many hints that provide the reader with more insight into this sense of what is to come. The first line of the poem provides the reader with a picture of a ladder resting against a tree but it is not until the second line when that ladder is paired with the mention of heaven that the image of death is revealed. These images are revealed even further as the poem continues, “And there is a barrel that I didn't fill/Beside it and there may be...
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...homework done now or put it off until later, with the possibility of it being late or falling behind. We all face the decision on which path(s) to choose in life. Robert Frost’s 1916 poem “The Road Not Taken” demonstrates how the poet emphasizes ambiguity, which is “the use of language that has more than one meaning, creating uncertainty about how to interpret what has been stated,” (Clugston, 2010) that is associated with life choices. He also uses a metaphor, which is “an image that imaginatively compares one thing with another, showing how each has qualities that resemble the other,” (Clugston, 2010) by comparing the two roads with life choices of right or wrong. This poem captured my interest because it represents the decisions people make every day and the after effect that these choices may have on one’s life. In this essay I will use the formalist approach, which is “most widely used in literary criticism; it focuses on the form and development of the literary work itself,” (Clugston, 2010) to better explain my analysis. The poem is made up of four stanzas that include five lines each and the rhyme scheme of the poem is ABAAB. Although this is a short poem that does not take away from the fact that it has powerful meaning. People may never know the true meaning behind Robert Frost’s famous poem, “The Road Not Taken” but we all have our own opinions, beliefs and interpretations. Stated in Washington Times, “In the 44 years since [Robert Frost]'s death in 1963, much has been...
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...reader to understand a piece of literature if he or she has not undergone the process of research through background info about different aspects of the literary work. Analysis of the piece can always help, but it is not as effective without background information to back it up. Analysis and background information work hand and hand to cut literary pieces apart from their submerged privacy and uncover very important details hidden between the lines. Mark Doty’s “A Collection of Minerals” is an autobiographical poem, and it paints a very clear picture of when, where, and how he feels about that time in his life. Analysis and background information about the Cuban Missile Crisis and Mark Doty himself can help give the reader more insight into Doty’s emotional journey in “A Collection of Minerals.” In “A Collection of Minerals” Doty yields just enough detail and well thought out descriptions in order to inform the reader of when and where the story takes place. He allows the reader to know exactly how he feels. Doty uses allusion and symbolism tell the story of how his innocence faded away during a troubling time in his personal life and a troubling time in the country. “This was Titusville, Florida, / the year our class practiced/ climbing under our desks,...
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...notion of Negative Capability. But based on my research, few critical reviews have touched upon the point which I find clearly suggest itself in this poem: that the poet’s experience here depicted is not merely an escape into the realm of ideal beauty, but also an intoxication with the Romantic sublime. Between the sublime and his anticipated death, Keats builds an analogical connection from which he gains insights into both. Hence it is my endeavour in this paper to illustrate that in “Ode to a Nightingale”, Keats describes the entire process of his journey into and back from the sublime, after which he has to face again the transience of the sublime and the mortality of human life. Traditionally, most critics agree on the poem’s theme being the conflict between reality and the Romantic ideal of uniting with nature, among many other contrasts that are present throughout the poem. The most representative interpretation comes from Richard Fogle, who defines the principal stress of the poem as a struggle between ideal and actual, containing more particular antitheses of pleasure and pain, of imagination and reason, of permanence and change, of nature and man (32). However, the majority fails to detect the innate relevance between that ideal to the sublime. It is thus necessary to fill in the gap in that relevance before any further analysis. According to Wordsworth’s definition, which is placed by most scholars as the standard of the Romantic sublime, it is...
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...TRISTE, TRISTE ANALYSIS • Triste Triste explores the aftermath of intimate sexual interaction as a metaphor for artistic creativity. • Through intimate activity (sex) she discovers an out of body situation, a sense that her spirit becomes free • Explores the multi-faceted experiences of women and their roles • The poem begins hopeful and ends melachonic • Harwood utilizes figurate language which is highly emotional and suggestive • Shift in tense – starts present, ends past • Imprisoned heart is symbolic of the restrictions artists feel JUXTAPOSES/DIRECT COMPARISONS • Mourning to ecstasy (orgasm) • Freedom to entrapment • Strength to vulnerability TECHNIQUES • Harwood uses a complex rhyming scheme to further itterate the complexity of the poem relating to her intense feelings and emotions. • Figurative language, which creates an era of the poem, which is highly emotional. Through suggestive imagery and direct speech “ I was with you in agony, remember your promise of paradise, and hammers and hammers, “remember me” Gwen Harwood addresses her audience, manipulating them to determine their personal feelings on what she is saying. • The use of third person portrays an objective feel about the poem, restricting the level of conversational feeling. It increases the sense of detachment. • “Their blood-black curtains tight” Is alliteration combined with negative connotation to extenuate human’s blindness to occurrences in life? ...
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...Running head: INTRODUCTION TO LITERATURE Final Paper Ashford University Introduction to Literature ENG 125 Submitted: Final Paper Whether reading a short story or a poem, there is always a story to be found within. The authors of these scripts are able to capture readers with the utilization of characterization, rhythm, or a fairytale setting throughout their narrative. It is imagination that sanctions the reader of these literary forms to be able to mentally visualize what the author would like the reader to visually perceive by use of symbolism or descriptive wording. In the poem “The Road Not Taken” or short stories “A Worn Path” or “Used To Live Here Once” – There is a prevalent theme. No matter what solitary journey we find ourselves on, ‘we’ determine how the journey ends. The solitary journey that each of these literary pieces share is presented differently in each inditing. Robert Frost designed “The Road Not Taken” with specific designs in the narrative that revealed for me as the reader that there was a forthcoming journey. Frost also utilized the word “I” many times, which sanctioned me to imagine him alone. Comparative to this example let us compare “A Worn Path” where Welty utilized the word “she” throughout the writing piece. The linguistic choice inspired my imagination to visualize a woman walking alone. This visualization was reinforced in other places of the writing when the character spoke to animals to get out of her way:...
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