To His Coy Mistress Essay

To His Coy Mistress Essay.

“To his coy Mistress” is poem written by Andrew Marvell, and this is one of his best poems ever. Author used Carpe Diem, very interesting style of writing poetry. In this poem he describes his life and how he wanted a more time with special woman. “To his importunate Mistress” is poem which is written by Peter de Vries. He also in his poem used many things that are like in Marvell’s poem “To his coy Mistress. The first sentence is same in both poem, so many writers considered that his story is copy of the Marvell’s “To his coy Mistress”.

The first poem has three stanzas, and we can see that author in this poem want tell us that all he wants is more time to him and his love. The major role in this poem has woman, who is more or less young, and an old man. In the first stanza the old man describes how he would love her, but it is not enough time for everything he wants.

He also talks about how he could spend much time with her so that he can watch and admire each part of her body. His love is so big, so he says that her refusal would not affect on him because he is diligent in what he wants.

In the second stanza he recalls how short human life is, and that we don’t have much time to do all things which we want. He thinks that everyone should enjoy in life, and do everything what they want. If we have opportunity for something we mustn’t miss it, because we could regret later. The last stanza talked about how he urges her to comply, claiming that in loving each other with passion they will make the most of the time they have to live. The second poem “To his importunate Mistress” is written by Peter de Vries.

Peter de Vries was an American editor and novelist known for his satiric wit. His poem “To his importunate Mistress” has two stanzas. On the beginning of the first stanza we can see that the first sentence is the same like in Marvell’s “To his Coy Mistress”. So we can say that Peter de Vries poem is meant to mock Andrew Marvell’s “To Coy His Mistress”. Peter’s poem talked about having a mistress. The author describes a man who has a wife but also he has a mistress. His wife accepts him as it is, because she loved him.

The material things are the most important thing in his life and he doesn’t see anything except that. All his time he devoted her mistress and forgets about his wife. He bought her many expensive things, and thoughts that he can with that things attract any woman. But on the end he realized that his wife is the only who was loved him all that time. On the end of this poem we can conclude that his wife beat his mistress and she was able to return to her husband. “To his coy Mistress” is a metaphysical poem, which is written in iambic tetrameter.

He also used metaphors, irony and in the first part of the poem the speaker appeals to the character, in the second part he expresses his emotions, and in the third part the speaker uses reason. The setting for this story is very important because in this poem we have two layers of setting, the setting which we imagine and setting which speaker imagines. In the second poem the speaker also used symbols, irony and metaphors. Both stories tell about mistress, and the first sentences are same in both poems.

So we can say that the Peter’s poem is a parody of Marvell’s “To his Coy Mistress”. De Vries’s used the same structure and metaphors like Marvell in his poem. There are a many similarities, but there are also differences. “To his importunate Mistress” shows stereotypical characteristics, the most important thing in life is money, while “To his coy Mistress” speaks of love and praise. In the first poem the author used carpe diem, which describes the passion of society.

You may also be interested in the following: to his coy mistress poem analysis essay

To His Coy Mistress Essay

I Heard a Fly Buzz When I Died and After the Apple PIcking: An Analysis Essay

I Heard a Fly Buzz When I Died and After the Apple PIcking: An Analysis Essay.

A poet uses the elements of poetry to express his/her theme. This is particularly true in the poems I Heard a Fly Buzz When I Died by Emily Dickinson and After the Apple Picking by Robert Frost. Both poets use metaphor and rhyme scheme to accentuate the themes of these two famous poems by two of America’s most beloved poets. Metaphors, comparing two unlike or unrelated things, are essential to poetry and the purpose of poetry is to evoke an emotional response.

Therefore, there must be a theme, or main point, to a poem and that point is what will awaken emotion in the reader.

I Heard a Fly Buzz When I Died is a work that when the title or first line is read, sets a tone of uneasiness because it deals with death and flies. Most people do not want to dwell on their own mortality and no one can find tolerance for a fly. However, Dickinson portrays death in a way that it is only thought of as part of the natural process of life and she does this through the use of metaphors.

The most obvious metaphor is where death is compared to a fly. The fly is seen as an annoying insect that is drawn to putrid decaying things that were once alive.

The fly is insignificant where humans like to think that the whole world will be affected by their deaths, in reality, it will be as common as a house fly. The next metaphor is tied to the first in that the deathbed watchers are waiting for the King to make his presence known in the room. The King is obviously a metaphor for a royal personification of death. While they are anticipating some type of pageantry, death shows himself as a fly which heightens the theme of the commonality of death. After the Apple Picking is also rich with metaphors.

The most obvious metaphor is the comparison of death with sleep. The narrator has finished a hard day’s work picking apples and he is extremely tired. In fact, he has fought sleepiness all day. The setting is late fall to early winter which also points to the end of life. This sleep is something that the narrator can not fight just as a person can not fight death. When the time comes, there is nothing a person can do but give into it. Rhyme scheme is another way that Dickinson and Frost accentuate the theme. In After the Apple Picking, the rhyme scheme is varied and subtle just as death can be.

Death is certain like the rhyme scheme, but it is different for each person and it is not always earth shattering. Dickinson’s rhyme scheme in I Heard a Fly Buzz When I Died does follow a pattern, but it is also subtle. Her use of subtly takes the form of slant rhyme so that there is not a harshness that would detract from the theme of the commonness of death. Theme is the major element of poetry and through the use of other poetic elements, it can be conveyed effectively. Emily Dickinson and Robert Frost knew this and made use of rhyme scheme and metaphors to enhance the meanings of their poems.

I Heard a Fly Buzz When I Died and After the Apple PIcking: An Analysis Essay

A Biographical Approach to the Poem The Whipping by Robert Hayden Essay

A Biographical Approach to the Poem The Whipping by Robert Hayden Essay.

Robert Hayden is one of the best-known American poets of his time. However, he is also one of the most underrated poets of all time, arguably not as much accolades as other poets of the same era. His poems exude admirable sincerity and tremendous grasp of poetic devices. His beautiful poem “The Whipping” is regarded as one of his finest work. A biographical approach to the poem would reveal to us that Hayden transforms his bitter memories to a sumptuous work of art.

The poem is basically about a woman whipping a boy, for some reason that is not explicitly stated in the poem.

The second line “is whipping the boy again” tells us that violent act is being carried on regularly. The reader immediately would assume that the woman is the mother of the boy, regardless if the woman is the boy’s biological or foster parent. The picture that Hayden had painted is vividly painful. The lines “she strikes and strikes the shrilly circling / boy till the stick breaks” suggests the level of anger of the woman and the fear and pain of the boy.

The woman stopped whipping the boy only when the stick was already broken.

Halfway through the poem, the author shifts from third to first person “words could bring the face that I / no longer knew or loved…” Those first person lines suggest to the readers that the speaking persona could have undergone the same kind of treatment. The line “well, it is over now, it is over” is a potent hint that the narrator is recalling his past. He is able to forgive the one that whipped him. However, he is unable to shake off the memories of being whipped as a boy. A peek to Hayden’s biography is likely to lead us to clues that had led him to conceive this poem.

Hayden was born and grew up in a Detroit ghetto which the people there called Paradise Valley. During that time, violence, in the form of corporal punishment, was not uncommon. Hayden also had an irregular family life as a child. His biological parents were separated even before his birth. A couple who also exhibited a volatile relationship took him in. As a child, Hayden had witnessed domestic violence from both his biological and foster parents (Greasely 251-252).

Hayden had shown us admirable honesty through his poem “The Whipping. Corporal punishment is not much talked about by adults, probably because they are now currently the ones guilty of whipping their children. Hayden had shared his memories to us to convey a message that would be vital for any community. He is suggesting to us that corporal punishment is more likely to generate childhood trauma than discipline. Moreover, he is also arguing that violence to a child is injustice. Parents blaming their child for their “lifelong hidings” are the primary reason why this vicious cycle of violence is still ongoing.

A Biographical Approach to the Poem The Whipping by Robert Hayden Essay

Hathaway’s Poetry Essay

Hathaway’s Poetry Essay.

William Hathaway is a combat war veteran who has written many novels regarding war and men (Rommel). He usually takes mature and intimate subjects and topics. However, one of his poems entitled “Oh, Oh” catches none of these ideas. This is what makes the poem different. Instead of the usual subjects, Hathaway tackles a very childlike mirth in this poem. Although the use of words is quite complex and thought-provoking, the poem speaks of the young love blooming in the midst of a created world.

This passionate poem with its rich imagery is an elegant example of two figures of speech, namely, irony and onomatopoeia. The imagery constructed by Hathaway in the poem is evident in many of the descriptions he has used. In the poem, through the use of diction and tone, the poet expresses the loving emotion that he feels towards his girl. He tries to take hold of the precious moment where he and his girl are alone in a field of grass.

Furthermore, images of their dreams are also illustrated vividly. This was done by the use of the train and the railroad.

As the train nears them, the dream of him being president fills the moment. The connection between the man and the girl is also established by the girl’s agreement to the dream, even adding, “and me first lady” (Hathaway 574). The relationship thus exhibited by the pair seems to deepen more as the passing train travels farther. Another very good method of enriching the imagery of the poem is actually evident on the poem’s title. Analyzing the title, it gives an impression of a calm and yet emotional air during the moment.

Although the passing train is somewhat fast and the moment is short-lived, the poet effectively slows down the ticking of the clock due to the way he uses words that linger into the reader’s mind. For this reason, the author paints a nice image of the scene. One of the tools that made the poem’s imagery successfully depicted is the author’s use of different figures of speech. One of them is the onomatopoeia which is very obvious in most of the lines. In the first place, onomatopoeia is a figure of speech where imitation of natural sounds by words is employed (Microsoft Encarta).

As can be seen from the title, the poem is seemingly full of onomatopoeic words. One such instance is the line, “moocows chomping daisies” (Hathaway 574). The animals were described by the use of the sounds they make, thus, creating a more vivid image as if the reader hears the natural sounds at that moment himself. Another such example is exhibited by “the choo-choos light” where the poet tries to let the reader hear the coming of the train with that sound characteristic of the train (Hathaway 574). As can be observed, although the poet did not really used the word train, it was already understood as such.

What makes it different is that it gives a childlike touch to the poem. This effort is a good way of implying that the lovers are in their youthful years. The overall effect of the deliberate use of onomatopoeic verses thus gives the youthful spring to the poem. Besides the use of onomatopoeia, the author also uses the figure of speech known as irony. In this type, also known as paradox, the author tries to articulate contradicting ideas to drive a point or portray different images (Microsoft Encarta). Interestingly, the author does not actually use irony literally.

Instead, the kind of irony used in the poem is that of situational irony, that means, there are two images that are depicted which complementarily contrast each other. This can be clearly explained by looking at the two circumstances that are represented in the poem. The first of the two images is that of nature. As can be seen from the opening verses of the poem, the author narrates the image of nature in grassland. He even tried to include grazing animals in his narration. Thus, the image is rendered as a natural environment where the living creatures such as “the moocows chomping daises” and the “grass stems” are thriving (Hathaway 574).

On the other hand, the other image is that of the created world. This man-made image includes that of the rail road, the train and even those “Hells Angels” mentioned in the poem (Hathaway 574). All these things are created in the mechanical world of man, thus setting an unnatural environment. This mechanical image is the opposite image of the natural surrounding describe earlier. Therefore, such mechanical image and natural surrounding is a utilization of irony. What makes it more interesting is that the young couple seems to bridge these two images.

The “arm waves to us from the black window” is a connection between these two contrasting images (Hathaway 574). The use of figures of speech in the poem makes its richer literary content. It gives an impression that the author played with appropriate words to create a youthful touch to the whole piece. The thing that sets the poem apart is its stillness in the midst of a fast-passing moment. The imagery was a masterpiece mainly contributed by the use of two figures of speech, specifically, onomatopoeia and irony. Using these classic tools of poetry, the author creates a poem full of emotion and passion.

Hathaway’s Poetry Essay

Kenneth Slessor Speech: Critical studies of Texts Essay

Kenneth Slessor Speech: Critical studies of Texts Essay.

”The gulls go down the body dies and rots, and time flows past them like the hundred yachts.” Kenneth Slessor, a renowned poet and journalist was born on the 27th of March 1901 in Orange, New South Wales. Throughout his eventful life, Slessor was able to compose an array of poems through which he was able to convey his experiences through life. But why exactly are his poems still considered so relevant and significant in this era? Firstly, Slessor’s poems were widely recognised for their ability to accurately depict his understanding of humanity, life, death and change.

Across his oeuvre he conveys a unique yet consistent view of the meaning of life and death. He presents this through the use of poetic techniques such as metaphors, repetition, similes and alliteration which are evident through all of his poems. Good morning/afternoon Mr Younes and Yr. 12.

The poems “Out of Time” and “Beach Burial” are both compositions of Slessor’s later work that are considered memorable and influential by many of his critics.

They are said to reveal his interaction with the environment and clearly depict his immediate emotions. I am sure that you will all agree that Slessor’s work is significant in today’s era because of his ability to cleverly and creatively use features to inter-relate the true essence of his poems. The poem ‘Out of time’ vividly initiates the essence of life and humanity as being primarily dominated and controlled by Time. Many critical analysis of Slessor’s work convey that his perception of time is that of a mystery, something that cannot be clearly defined and comprehended. His personal connection with time is deluded with the fact that it can be both a destructive force and a pleasure found in a moment.

The adamant and unstoppable nature of time; causes it to solely control and thus highlight the vulnerability of the human existence. As observed in the first sonnet the destructive nature of time is expressed through the lines “Or time, the bony knife, it runs me through…time takes me, drills me, drives through bone and vein.” Metaphorically, time is referred to as a knife which is usually related with the feelings of betrayal and deceit. Thus, Slessor finds that time is a masked identity victimising humanity the ‘faceless host’ and moving on without hesitation or remorse. Similarly, Slessor’s experience as a war correspondent in El Alamein observing “…Convoys of dead soldiers” rolling to shore led to the inspiration of composing the elegy ‘Beach Burial.’

He explores the nature of time and the unfortunate occurrence of war. The intense and futile nature of war educates Slessor to conclude that time is the conqueror that withholds the universal fate of death. Have you ever felt invisible in a crowded area? Well, this is precisely what Slessor conveys death to be like. Death is commonly interpreted as the termination of life, a force that has an eternal end. Once our time is up we have no link to this world but are rather taken up to the “Other front.” Slessor clearly states that once death has its grasp, humanity will lose its identity as they will eventually be lost in a memory taken by time. This is reinforced in “Beach Burial” in the lines “Unknown seaman- the ghostly pencil wavers and fades…the wet season has washed their inscriptions…”

The styles of Slessor’s poems are unique yet there is still a relative consistency evident throughout his oeuvre. In the poem “Out of Time” Slessor presents the poem in a cyclical pattern that imitates the nature of time. The last line of each sonnet is the beginning line of the next thus indicating a link throughout the poem. Slessor makes this style distinctive by beginning the poem with “I saw Time flowing like the hundred yachts” and ending with “And Time flows past them like a hundred Yachts.” Wouldn’t you agree that his use of repetition and personification of time clearly expresses the main value of this poem? Through these techniques Slessor cleverly portrays that time is a continuous force that will never come to an end but will always have its command over humanities life.

On the contrary, the style of the poem “Beach Burial” is that of an elegy. By presenting his poem in this style, Slessor conveys the empathy that he felt as a result of his experience in El Alamein. The use of onomatopoeic reference “…The sob and clubbing of gunfire…” accurately depicts the futility and harsh nature of war. He then primarily expresses that death has the last say because in the end all of humanity will ultimately be untied by death through fate. This is portrayed in the line “Whether as enemies they fought…the sand joins them together.” A common technique that I am sure you all are aware off is that of water imagery. Water like time is a vast force that is eternal in nature, its ability to be both rough and calm precisely reflects the nature of time and the gloominess of death. The imagery of water is commonly used throughout Slessor’s oeuvre.

It is reinforced in the stanzas of ‘Out of Time’ in the lines “So time, the wave, enfolds me in its bed….water bends…the tide goes over.” And in “Beach Burial” in the lines “…They sway and wander in the waters far under…” As you may have noticed, the structural integrity of Slessor’s work can be seen as a solid representation of the values that he so intricately portrays. Both “Out of Time” and “Beach Burial” are composed with completely different structures yet still effectively portray the values of each poem. Composed of an ensemble of three quatrains and a couplet forming a sonnet, “Out of Time” is characterised by three sonnets. In each of these sonnets Slessor expresses a different aspect of time, linking them together to form a poem that is similar to that of an anecdote.

However, the irregularity of the lines in “Beach Burial” mimics the movement of waves creating an atmosphere and mood that is both solemn and humble. Don’t you agree that this creative use of imagery precisely delineates the depth of Slessor’s emotions? Hopefully I have given you a thorough insight as to why Slessor’s poems are still relevant and significant today. It is evident to see that the themes and values that he expresses through his poems are off a universal significance and his ability to convey them through poetic devices accurately depicts the central notions of his poems. Thus, readers such as us and even critics are able to relate and recognise the articulate nature of his work and for this reason Slessor’s work will continue to be of a great significance.

Kenneth Slessor Speech: Critical studies of Texts Essay

Vitae Summa Brevis Spem Nos Vetat Incohare Longam by Ernest Dowson Essay

Vitae Summa Brevis Spem Nos Vetat Incohare Longam by Ernest Dowson Essay.

This poem is by Ernest Dowson (1867-1900). Merely discussing him is a sad matter, because Dowson was both a student at Oxford for a time and a severe alcoholic whose life ended far too early. We can extend the parallel further in he was a Roman Catholic by conversion. We should not be surprised that he titled his poem in Latin; this was in the days, after all, when a knowledge of Latin was considered indispensable to a good education. So that is why students of English poetry find themselves faced with these Latin words at the head of the poem:

Vitae Summa Brevis Spem Nos Vetat Incohare Longam It means, essentially, that the brief (brevis) sum (summa) of life (vitae) forbids/prevents (vetat) us (nos) beginning (incohare) a long (longam) hope (spem).

But we can think of it as meaning simply: The Shortness of Life Forbids Us Long Hopes

The phrase comes from lines in Ode 1.4, by the Roman poet Horace (65-8 b.


Dowson is speaking of the brevity of human emotions. Weeping and laughter, love and desire and hate, he says, do not last long, and he thinks they end with death (“passing the gate”).

In like manner, he tells us, the days of pleasure and happiness, which he poetically terms “the days of wine and roses,” are not long either. And as for our short life, it is like a path seen coming out of a mist, then disappearing into that same mist.

Dowson’s poem is undeniably beautiful. Happiness is brief, life is short and vague and a mystery, but in reading those lines by Dowson we must say that, as R. H. Blyth once remarked, put that way, it doesn’t sound too bad.

Dowson did have a sense for the poetic phrase. Many who have never read his poem know the words “the days of wine and roses,” which were used for the title of a movie about a descent into alcoholism. And it is from another poem by Dowson (Non Sum Qualis Eram Bonae sub Regno Cynarae) that the words come which gave the title to Margaret Mitchell’s novel and the famous film of the Civil War, Gone With the Wind.

One writer calls Ernest Dowson “The incarnation of dissipation and decadence,” which combined with the sad beauty of today’s poem, brings to mind the rather indelicate expression that a rose may grow out of a manure pile — the “pile” in this case being Dowson’s decadent and deadly habits. For him, the combination of an excessive lifestyle and alcoholism with his tuberculosis proved quickly fatal. He died a few months beyond his 32nd year.

Vitae Summa Brevis Spem Nos Vetat Incohare Longam by Ernest Dowson Essay

‘Poetry’ by Marianne Moore Analysis Essay

‘Poetry’ by Marianne Moore Analysis Essay.

In the poem, Moore dissects the meaning and understanding of poetry. She tries to make a point of the importance and usefulness of poetry to a person. There is the mention that most people do not take the time to appreciate something of they do not understand it. From research on this poet I have discovered that she has a unique writing style that she is referencing in the poem. There are a few images in her poem like when she writes, “Hands that can grasp, eyes that can dilate, hair that can rise…” Another example of imagery is, “elephants pushing, a wild horse taking a roll, a tireless wolf under a tree…” There are also other poetic elements in this poem as well as images.

This poem really contains the main theme of the nature of people. She describes a stereotypical view that people do not take the time to appreciate and understand things. The poem honestly causes me a lot of confusion, which is why I picked it.

I do not know how to get a full understanding of anything in this poem, especially things such as themes and allusions so I do not really have anything to say about either of those things so I am going to move on.

There is one piece of irony I found in this poem. Her first line, “I too dislike it; there are things that are important beyond all this fiddle,” is an example of irony in her poem. For she is a poet sharing her negative opinion of poetry, I am assuming.

The tone of this poem seems to be slightly melancholy for most of it.

‘Poetry’ by Marianne Moore Analysis Essay

The Impact Of The French Revolution Upon English Poets Essay

The Impact Of The French Revolution Upon English Poets Essay.

The impact of the French Revolution upon English poets, and especially Wordsworth, is well known. Wordsworth’s Prelude , which was begun in 1798 appeared only after Wordsworth’s death, is an account not only of a poet’s coming of age, but also of his disillusionment with the radical political causes that propelled the unexpected violence following from the first revolutionary acts that culminated in the execution of Louis XVI and Marie Antoinette. Writing The Prelude in 1798, Wordsworth expresses the ecstasy he and his contemporaries felt “When Reason seemed the most to assert her rights / A prime enchanter to assist the work / Which then was going forward in her name” .

These hopes were dashed, when, as Wordsworth writes, revolutionaries “now, become oppressors in their turn, / Frenchmen had changed a war of self-defense / For one of conquest, losing sight of all / Which they had struggled for”.

A year after Wordsworth began to write The Prelude, notes Simon Bainbridge: Coleridge [wrote] to his friend and fellow poet Wordsworth identifying the Revolution as the theme for the era’s definitive poem, writing .

. . that “I wish you would write a poem, in blank verse, addressed to those who, in consequence of the complete failure of the French Revolution, have thrown up all hopes of the amelioration of mankind. . . . It would do great good”. It was, Bainbridge further notes, Coleridge’s urgings that “informed Wordsworth’s examination of the Revolution’s impact in The Prelude and The Excursion . . . but poems on the events in France had begun to appear very quickly”. The early period of the Revolution appeared to the English poets as the realization of a poetic ideal. When reflecting in The Prelude on his visit to France in 1790, Wordsworth famously writes that the period was “a time when Europe was rejoiced, / France standing on top of golden hours, / And human nature seeming born again”.

“It was in such millennial terms,” writes Bainbridge, that many poets responded to events in the early years of the decade, understanding these events through biblical [eyes] . . . as the second coming of Christ, bringing about the end to the old world and the creation of a new one. Referencing M. H. Abrams influential essay, “English Romanticism: The Spirit of the Age” (1984), Bainbridge acknowledges that the increasingly violent disasters overtaking the revolutionary movement caused poets such as Coleridge, Southey, and Wordsworth to recast the notion of revolution, not as a political project to be enacted in reality, but as a personally transformative endeavor undertaken within the individual imagination . For the English poets writing at the turn of the century, Abrams states, “hope is shifted from the history of mankind to the mind of a single individual, from militant external action to an imaginative act”.

Wordsworth actually lived in France during some of the most stirring scene of the new order .he became a convinced revolutionist and was eager to join the Girondists. (Sampson, 1975, p.476)

William Wordsworth’s attitudes to the French Revolution underwent significant changes during his two visits to France. His differing views of the Revolution were motivated by the fact that that he visited revolutionary France in slightly different periods. Wordsworth visited France for the first time in 1790. At that time France celebrated the first anniversary of the fall of Bastille. During his first visit Wordsworth did not experience any significant political event of the period. On the other hand, during his second visit in 1791-92, the situation in France was quite different. Politics in France became quite complicated as several political fractions were fighting for power and influence. Revolutionary France was also in danger of invasion of Austrians and Prussians. Wordsworth was also still present in France during the first revolutionary massacres when the Jacobin Terror began. During the first visit to France in 1790, Wordsworth’s views of the Revolution were mostly optimistic.

Wordsworth’s predominantly optimistic views of the Revolution were motivated by several factors. The basic motivation for visiting France was not to examine or observe political processes of the period. Wordsworth intended to experience the sublimity of the Alps. Wordsworth was then rather accidental observer of the situation in France and he did not examine political processes of the country very deeply. Wordsworth and his companion Robert Jones visited France in 1790, one year after the beginning of the Revolution, when the prospects for a successful issue of the Revolution were very bright. Wordsworth also visited mostly small towns and rural areas. He was not a witness to turbulent political meetings of the period, he did not experience revolutionary atmosphere in bigger towns. Wordsworth entered France at the first anniversary of the beginning of the Revolution. At that time the whole France celebrated the glorious beginning of the Revolution.

Wordsworth was impressed by these festivities and the overall optimistic atmosphere. He praised the brotherly spirit of the French united during these festivities. As the basic motivation for the visit of France was to see the Alps, Wordsworth did not focus on the description of political situation and he mostly describes the scenery. Wordsworth also visited Switzerland, where he praised liberty of the people and the republican regime. During his visit to Switzerland he describes the country as a model to follow. In fact he projects his enthusiastic hopes about the Revolution in France into the Alpine republic. Wordsworth uses the political status of Switzerland to envisage his hopes for rebirth of the human race signaled by the French revolution. In Wordsworth’s description of Switzerland the description of the scenery often mingles with his revolutionary ideals. Wordsworth projects the freshness and purity of the Alpine landscape with freshness of revolutionary ideals.

Wordsworth creates with his descriptions in The Prelude almost “pastoral” impression, when he associates the pure, untamed landscape with pure revolutionary ideals of liberty, equality and fraternity that cannot be “tamed” as well. During his first visit, Wordsworth saw France “standing on the top of golden hours”, as a symbol of a new era for mankind. It cannot be said that Wordsworth examined the situation in France very deeply. In the descriptions in The Prelude Wordsworth focused on the newly achieved liberty and equality of the French. He contrasts the new situation with that of the old regime which he associates with oppression and inequality. He does not focus very much on contemporary political situation in France. In his descriptions he predominantly focuses on revolutionary festivities and brotherhood of the people. He is charmed by the basis ideas of liberty, equality and fraternity. It can be said that Wordsworth does not see the Revolution as a political phenomenon, or he does not interpret it politically. On the contrary, he interprets it in a more abstract and idealistic way.

The Revolution is a phenomenon when human nature, bound by inequality and oppression, is born again. He praises freedom and equality, but he does not speak about their practical use. Unlike during his second visit, he does not mention practical aspects of the Revolution. He does not speak about people’s participation on power ,he does not really have clear political vision of the Revolution. He is optimistic about the future of revolutionary France, on the other hand he speaks about the future on abstract level, his liberty and equality are not really political, but rather idealistic ,abstract concepts. He observes liberty and equality via the lens of revolutionary festivities. He does not speak about liberty in practice, in real life or in politics. Wordsworth in his descriptions focuses on liberty and equality as abstract concepts that unite the whole nation. During the second visit to France in 1791-1792, Wordsworth’s attitudes to the Revolution become more complicated, on the other hand it cannot be said that he became really disillusioned with the Revolution. One his motivations for the visit was to become more fluent in French, on the other hand he was also attracted by the spirit of the Revolution which he had experienced during his first visit.

During the second visit to France Wordsworth had more opportunities to examine the situation in France more deeply. He observes that his new “urban” experience is different from the “rural” one of his first visit. He observes the situation in Paris and he finds out that the political scene in France is fragmented into numerous rival parties. As he experiences every-day life of the French and not revolutionary festivities of his first visit, he reveals that huge numbers of the French are not loyal to the Revolution at all. One can observe certain confusion in his views of the Revolution. On the one hand he remains loyal to the ideals of the Revolution, on the other hand he observes that political situation in France is no longer really optimistic or enthusiastic and the Revolution is not only liberty and equality as abstract concepts, but it is predominantly real political struggle. During the second visit to France he fell in love with a young French lady Annette Vallon. She gave birth to their child in 1792. Wordsworth had not chance to see his daughter or Annette since 1792 to 1802 because of the war between Britain and France.

Wordsworth visited France briefly in 1802 when the war between the two countries was interrupted. It can be said that Wordsworth’s concern about his daughter in turbulent revolutionary France during the war in many respects affected his views of France and revolution. Wordsworth, being separated from his daughter, was concerned about her fate what made him belief in bright prospects of the Revolution. Wordsworth believed in an optimistic future of France and the Revolution and this belief or hope conditioned his enthusiastic support to the principles of the Revolution. In the years 1791-1792 Wordsworth also experienced his first disillusionment with the Revolution. Wordsworth mentions French soldiers’ unwillingness to fight and their anti-revolutionary, non-patriotic thinking. During the second visit to France Wordsworth also experiences that the situation in France might be even dangerous. Wordsworth fears possible invasion of Austrians to France, he is not sure that patriots and supporters of the Revolution will be that numerous to oppose the invading forces.

He is afraid of the fact that anti-revolutionary powers might join invading armies what would cause a terrible bloodshed. At this moment Wordsworth raises the question whether the revolutionary powers will not be overthrown. Wordsworth’s deep belief in the Revolution receives a serious blows and he observes that support to the Revolution is not as strong as he thought. Another important moment when Wordsworth experiences disillusionment with the Revolution, is the time of so called September Massacres, when furious mob killed numerous people in French towns. Wordsworth is frightened by these occasions and he realizes that Revolution is not only a “fight” for liberty and equality, but a real life-or-death struggle. It can be postulated that Wordsworth’s complicated attitudes to the Revolution during his second visit were conditioned by growing radicalization and violence in France. On the other hand it cannot be said that these episodes made Wordsworth hesitate about revolutionary ideas. Wordsworth left France in 1792 as an enthusiastic supporter of revolutionary ideas although he knew that the actual political situation in France was not ideal.

He observed that influence and power was being usurped by the radical political groups, such as radical left-wing party Jacobin Party and left-wing politician Maximilien Robespierre. Wordsworth believed that this usurpation of power and influence was in conflict with original revolutionary ideals. It can be said that during the second visit to France Wordsworth’s attitudes to the Revolution become more complex. Wordsworth do not focus on abstract notions of liberty and equality, on the other hand, it can be said that Wordsworth’s revolutionary thinking has now a clearly defined vision. He met a French soldier, Captain Michel Beaupuy who deeply influenced Wordsworth in his thinking. Under Beaupuy’s guidance Wordsworth realized that Revolution was not only a fight for abstract ideals, but also real political and social program.

Wordsworth now encounters the idea of peoples’ participation on power, he believes that people should have to right to create their own laws. On the other hand, Wordsworth is not blind to facts, he observes that huge masses of people are blind to the great ideals of the Revolution and he knows that “some men are set apart for rule and honour by their virtues and knowledge” (Harper 163). In Wordsworth thinking appears a strong aspect of democracy as he stresses the fact that individuals who lead the country should be chosen for their virtues and knowledge and not for their noble origin. In Wordsworth’s thinking also appears a strong social aspect. He finds out that revolutionary ideas can be only empty abstract concepts when majority of people live in starvation and poverty. Revolution and its outcomes have clearly defined shape in Wordsworth’s thinking. In Wordsworth’s view, the Revolution is a great chance to improve peoples’ lives.

Sampson, George. The Concise Cambridge History of English Literature,(London:Cambidge University Press, 1975).

The Impact Of The French Revolution Upon English Poets Essay

Poetry by Gwen Harwood Essay

Poetry by Gwen Harwood Essay.

“Ideas and the way those ideas are presented are what makes a poets’ work distinctive. Choose 2 poems from 1 poet and describe how they show the distinctive characteristics of this poets’ work. Gwen Harwood skilfully employs language techniques to explore a variety of distinctive themes and ideas in her poems. This is seen in ‘In The Park’ where Harwood explores the human condition through the simplistic and dull life of her female protagonist, while in ‘Prize Giving’ she explores multiple universal themes through her male protagonist Professor Eisenbart.

Harwood effectively establishes a simplistic image through her title ‘In the Park’ to imply the mundane simplicity of the place, the people and the idea. This is enhanced through the simplistic first line as the woman “sits in the park”. Here we are introduced to the protagonist with her depressingly dull and monotonous life, clearly portrayed through Hardwood’s image in describing how the protagonist’s “clothes are out of date”. This not only portrays her shabby physical appearance but also the idea that she lives in the past and that time has passed her by.

The use of negative connotation describing how her “two children whine and bicker, tug her skirt” adds to the depressing mood, before Hardwood goes on to tell us that “A third draws aimless patterns in the dirt”, helping to further reinforce her lack of purpose in life. The double entendre of the persona being “too late” on two levels effectively conveys that she is “too late” to show disinterest to him and that it is “too late” for her and this lost love to regain a close relationship.

Harwood’s clever employment of the cliched expressions of “how nice” and “time holds great surprises” conveys how dull and pointless their conversation is to reinforce the superficiality of the situation and the pointlessness of their reunion as his “neat head” has no remnant of communication left to share with her. Furthermore, the woman’s low self esteem is portrayed as she interprets his of the words “but for the grace of God… ” as his relieved sense of having escaped her monotonous lifestyle.

The vague and unimportance of their conversation is enhanced as “they stand a while in flickering light” whilst “rehearsing the children’s names and birthdays. ” Harwood implies the facade of interest the man takes in the children who “whine, and bicker”, yet ironically the woman is talking to the man’s “departing smile”. Her uninviting and uninspiring lifestyle which is perhaps causing him to leave. A sense of motherly love is represented in he poem as the woman is “nursing the youngest child”. The image of the Madonna-like child on her implies something very different when we see her as she “sits staring at her feet”, her apathy replaces caring and the boredom of her life replaces her joys of motherly love. The final line of “to the wind she says, “they have eaten me alive. “”, conveys that sadly he is gone and that she is alone, with no one to talk to but the wind, to which she voices the truth of her pain and disillusionment.

The ideas from “In the Park” are also reflected similarly in another of Harwood’s poems, ‘Prize Giving” where the arrogant Professor Eisenbart is contrasted to the dominating Titian-haired girl. The poem immediately establishes Professor Eisenbart as an abhorrent character through the use of connotative language in “rudely declined”. The professor is implied as stodgy and old fashioned character “when pressed with dry scholastic jokes” where he changes his mind and decides to “grace their humble platform”.

This portrays the humble status of the school in contrast to his arrogance and superiority, which is further exemplified “when he appeared” and “the girls whirred with an insect nervousness”, implying that he sees himself as a light they’re attracted to. This sound imagery not only suggests the mood of interest in him but also the sound of the assembly as a collective. The head is differentiated “in humble black” who “flapped round and steered her guess, superb in silk and fur”, which characterizes her as comparatively less ego-centric that the “resplendently dressed guest.

Alternately, she feels a sense of pride in others around her and in what she is doing when it is clear that Professor Eisenbart concerns only for himself. In the third stanza, the girls are referred to as “half-hearted blooms tortured to form the school’s elaborate crest” which creates an image of the flower arrangement that is the assembly. This imagery personifies the girls as reluctant to represent the school, but also symbolises their innocent flowering into womanhood which makes “Eisenbart scowl in violent distaste”, conveying that his indifference has turned into revulsion.

The simile when Eisenbart “then recomposed his features to their best advantage: deep in thought, with one hand placed like Rodin’s Thinker” further enhances his self image of conceit and superficial self control for appearance sake as he stages this pose in this allusion to the classic thinker statue. Eisenbart vies the girls as a “mosaic of young heads, Blonde, black, mouse brown” as all he sees is a colour pattern of heads and does not acknowledge the girls individually. However, this is changed when “underneath a light… ne girl sat grinning at him, her hand bent under her chin in mockery of his own”. Here, a spotlight is shone, in Eisenbarts’ mind, onto the titian haired girl who shows an amused perspective as she seems to interrupt him as no one else does. His closer observation now beyond the “mosaic” shoes a flicker of interest in him, as opposed to his previous disinterest. He remains uncaring and uninterested by the “host of virgin hands” until once again he is challenged by the “girl with titian hair” who “stood up, hitched at a stocking, winked at near-by friends”.

He notes all this detail move by move as implied by the punctuation in her attitude of directness, self-composure, self-composure and ultimately intention of some act to shatter his power. The youthful titian haired girl challenges “his calm age and power” of knowledge, experience and authority as she transforms before him and becomes a powerful person in her passion and her arrogance well beyond his own. From his indifference, he is now the “suffered” victim to “her strange eyes, against reason dark”. Harwood uses figurative language here to emphasize the change of his perspective as the power is now turning to her.

Here there is a challenge between his logical sense of reason and the seeing “strange eyes” of this titian haired girl. They are odd to him because they allude the sense of reason that he lives by and she defies. The power and passion of the girl has “forged his rose-hot dream” and his own power is a fake, a forgery, in contrast to hers. The final stanza in this poem reveals that “age and power” can be challenged as Eisenbarts’ false superiority is seen through the “eyes” of the titian haired girl. Synecdoche is employed when Eisenbart is “summoned by arrogant hands” to show the girls power.

She is symbolised by the power of her music, characterized as “titian-haired” to imply her passionate nature and her “eyes” that see through Eisenbarts’ superficial superiority and arrogance. Her power is further conveyed as “Eisenbart teased his gown”, showing his sexual unease and realisation that his self image is weakened. His perspective changes as the young and fiery girl defeats him by deflating his self- image and superiority. Eisenbart now sees himself differently as he “peered into a trophy which suspended his image upside down: a sage fool trapped”.

His composure has left him and his self-image is reflected in her trophy as he is mirrored upside down, symbolically reversed and up-ended. The oxymoron in “sage fool” demonstrates that he is controlled by her power. The ideas presented in Gwen Harwood’s poetry is made distinctive through her use of a variety of themes and language techniques. The powerful ideas represented in “In the Park” and “Prize Giving” explore multiple universal themes and give the reader a better insight into the human condition.

Poetry by Gwen Harwood Essay

Robert Frost Essay Essay

Robert Frost Essay Essay.

Frost utilizes imagery, metaphors, rhyme and rhythmic patters, emotionally charged diction, and sound devices to clearly and insightfully describe a typical day, seeing the beauty and complexity in simple and average events and objects. Frost utilizes imagery in his poetry in order to created a vivid image in the readers mind and have a deeper emotional connection with them. Creating a solid picture in the mind of a reader allows them to more intellectually understand deep concepts. This is true of all types of learning whether it be math, architecture, or physics.

If you give a person a diagram or picture, they grasp a concept much more efficiently. The statement, “A voice said, Look me in the stars”, in the poem “A Question” creates a defining picture of a supreme being, and creates a picture of the galaxy in the form of a person. Many people will see this beautiful collection of diction as a description of a heavenly father or mother.

The use of any imagery also entertains the senses of a reader leading to a longer lasting memory and more cognitive involvement.

In addition to imagery, Figurative language such as metaphors is a key device in Frost’s writing. Frost incorporates metaphors in his poetry to make strong comparisons to events and ideas in which the reader can relate to. Comparing complicated ideas with other similar objects or ideas gives the reader another example and thing to use as a tool of understanding. For example, “soon the sun’s warmth makes them shed crystal shells” when speaking of the melting snow after the winter seguing to spring allows the reader to more easily understand Frosts vision of the melting snow.

Comparing melting snow to a creature that is shedding a shell made of crystal allows the reader to better understand what Frost means to depict. Metaphors and similes have the same effect but metaphors require a more elevated understanding of symbolism to recognize and define them. Also rhythmic patters seem to be a common and effective device in much of Frost’s poetry. Rhyme and Rhythmic patters in the poetry of Robert Frost provides a natural flow of words and contributes to the specific tone of a work to allow the reader to more easily receive the intended message.

Rhythm and rhyme are crucial to leave a lasting memory in the mind and has been proven to be cognitively helpful when memorizing things. For example, in the poem, “After Apple-Picking” Frost uses a rhyme pattern of abbacc in the first six lines, which allows things to flow and be easily recalled to memory after the fact. People enjoy reading things that rhyme; it gives them an expectation for what is to come, in addition to pulling a reader in. The ability to relay a message in iambic pentameter while incorporating a rhyme scheme is a talent and creativity unmatched by many.

Another example of rhythm and rhyme is in music. The uses of rhythm are an enormous part of why people love music and constantly listen to it. Music also leaves a lasting impression on people for years long after hearing it and allows the piece to be continuously listened to without becoming repetitive and boring. Continuing on a musical note, sound devices fill Frosts poetry and are many times hidden. My personal favorite is the use of sound devices in order to make the poem sound pleasurable to the reader and to make sounds in the diction and syntax in order to create a certain tone.

Many times Frost specific words and syntax to create a sound that contributes to his intended mood. For example, Frost will use certain words such as “through”, “two”, and “toward” with long vowels to create an emphasis tone. Also Frost will use short choppy words like “still” and “shock” to create a quicker pace in tone. The use of certain consonants and vowels cause the reader to read at different paces and concentrate on certain parts and speed through others. Another incredible tool to successful poetry is emotionally charged diction.

Frost strategically uses emotionally charged diction in order to better describe his ideas. Using diction that “packs a punch” and carries a load of emotion in it provides more energy to a phrase. The phrase, “I’ve tasted of desire” from the poem “Fire and Ice” for example. The combination of the words “tasted” and “desire” create a lustful and sinister tone in just a simple short sentence. Whether it is the emotion of happiness, fear, depression, love, or tranquility the use of specific vocabulary can create that specific tone.

Just as a motivational speaker uses strong words to inspire, Robert Frost uses strong words to inspire or express. Frost effectively uses emotionally charged diction to write incredibly powerful poems in a short amount of words. Short and simple is the most effective type of persuasion method. It ensures the reader is still engaged and does not lose interest due to an excess of length. Robert Frost effectively depicts the beauty and complicity of an average day and typical ideas by using imagery, metaphors, rhythm patterns, emotionally charged diction, and sound devices.

To effectively write poetry one or more of these devices must be used. To effectively entertain anyone or cause him or her to want to make a change, the recipient must feel some sort of emotional connection. Robert Frost uses specific wording, descriptions, and rhythms to create this effect. The fact that Frost incorporates all of these devices in his poetry makes him a profound poet and his poetry incredibly well known and successful.

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Robert Frost Essay Essay