Matsuo Basho Haiku

Throughout the poem the tone and harmony is showing many different moods including shyness, anger and calmness. An example of shyness is at the start of the poem “softy, silently it swishes”, an example of anger is in the middle of the poem “it thumps, it sprays it rips at shores, its ozone spray”, and finally at the end of the poem calmness is shown, “it spends its strength, it sings, it sighs. The wave recedes”. One aspect of the poem I find intriguing is the alliteration and personification. For example, “it sighs, it sings, it seeks”.

The poem also uses end rhyme to add a certain rhythm to the poem as a whole. And the scheme he employs: aabbc, aabd, aabbad. End rhyme, in this poem, serves to effectively pull the reader through to the end of the poem. By pairing it with lines restricted to eight syllables. The narrator creates an almost nursery-rhyme like rhythm. In his third stanza however, his last line, cutting short of eight syllables, stands with an emphatic four syllables. Again, in the last stanza, he utilizes the same technique for the last line of the poem. The narrator’s awareness of rhyme and syllable structure provides the perfect bone structure for his poem’s rhythm.

In this literary analysis it is essential to compare and contrast Cathy Song’s poem “Heaven” and Bryan Thao Worra’s poem “Pen/Sword” to give the reader a better understanding of what the authors’ are conveying to their readers. The similarities in the style, word choice, and theme will be compared, along with the differences of style, word choice, and theme reflected throughout each poem. Furthermore, I will determine the meaning behind the broken up and/or the way the lines of each poem while describing why the lines are strategically placed throughout the pieces. This will allow me to identify the meaning that the authors’ are explaining to the reader. Each poet specifically writes to give the reader(s) a picture of what they are feeling and defining their emotion through their writing.

With a few exceptions, the poem primarily follows the form of accentual-syllabic verse. The majority of lines are composed of three syllables, most often two unstressed and one stressed. Using a combination of structural technique and descriptive language, Williams emphasizes the action of visual perception.

This short story Seventeen Syllables is written by Hisaye Yamamoto of Japanese-American descent. The title is based on a form of haiku which is a Japanese poem. The theme of the story is about the difficulties transitioning from one country to another, intergrading traditions from one culture into another, and the generational differences.

A well-written poem would help one to engage into the work with their senses. One should be able to ask themselves what the poem caused them to think, hear, see, feel, taste, and to determine what he or she learned from the poet’s words. Many people believe that because poetry is an enigmatic art, and that there is no way for sure to know the

Women who assume the traditional role of staying at home to care for their children and their household responsibilities often need a creative outlet to express themselves, their ideas, or just to get away from monotony they experience in the day after day domestic routine. Many women find various forms of art a fulfilling way to satisfy their need for personal expression. Similarly, in the short story “Seventeen Syllables” by Hisaye Yomamoto, the “stay-at-home-mom”, Tome Hayashi, discovers that she possesses a talent for writing haikus and finds it very fulfilling, as she is able to express herself well through the mere seventeen syllables contained in a haiku. Mrs. Hayashi’s passion for writing haikus

Students are asked to go into nature and write a haiku with the below worksheet, where above each line they should write one syllable. It should take students about 10-15 minutes to write their haiku. Since these are 6th-graders, it might be best to take the class outside of the classroom and supervise them if your campus has a park-like area.

Because the poem is long, it won’t be quoted extensively here, but it is attached at the end of the paper for ease of reference. Instead, the paper will analyze the poetic elements in the work, stanza by stanza. First, because the poem is being read on-line, it’s not possible to say for certain that each stanza is a particular number of lines long. Each of several versions looks different on the screen; that is, there is no pattern to the number of lines in each stanza. However, the stanzas are more like paragraphs in a letter than

poem is not merely a static, decorative creation, but that it is an act of communication between the poet and

The poem does not follow a rhyme scheme or meter, which means that there is rhythm in the poem and it makes the poem more like a song. The poem has four stanza’s and has five lines within each stanza.

The poem is written in free verse, offers no type of rhyme scheme, and in one long stanza. This contributes to

Yukio Mishima’s novel The Sailor Who Fell from Grace with the Sea is a powerful allegorical novel written in Japan after World War II. It is deeply steeped in Japanese culture, and much of its deeper meaning can be lost to the western audience. One such example is the use of Summer and Winter as the titles for the two parts of the novel. In Japan, kigo and kidai are words and concepts that are traditionally associated with the different seasons. These range from obvious, such as the connection between summer and heat, to obscure, such as autumn and remembrance of the dead. Mishima wrote waka, a form of classical Japanese poetry from a young age and would have been familiar with these connections (“Yukio Mishima - Biography”). Within the

Shelley in his poem ‘Ode to the West Wind’ has used similes in his poem. He states that, “the leaves dead are driven like ghosts from an enchanter fleeing.” He also states that, “the winged seeds where they lie cold and low each like a corpse within its grave.” As observed from these examples, the poets will use these techniques to assist in easier interpretation of the poem.

With every end, there is a beginning. When the cold winter ends, there is a new beginning in nature where the trees and flowers start fresh as they grow once again. The poem “Spring”, takes us, readers, to a setting where the place shows complete nature. We are to imagine aesthetic scenery where spring has arrived and everything that happens during this season is happening right in front of us.