Why Does Henley Write An Essay On Lines 12 And 14

In the third stanza, the diction of “heaven” and “noble” allows the speaker to craft an image of an almost godlike juggler. This view of the juggler creates the tone of amazement and ardent which breaks through the previous gloomy description of the earth in the first stanza which “falls/ So in our hearts from brilliance” (lines 3-4). This reveals that the world the juggler has made, unlike the earth which the speaker doesn’t appear to have fond feelings of, is a joyful and light-hearted place that the speaker is easily captivated by. As the juggler “reels that heaven in” (line 16), creates an atmosphere of an almost unearthly experience. This description of the juggler as a master of spiritual elements allows readers to view how the speaker's attitude is uplifted and enlightened.

being severed by white sealers as they tried to save themselves from drowning. Figurative language and the overall tone of the poem illustrate the gloom and sadness surrounding the event: “shadows” and “darkness”. The landscape made up of “low hills”, ”the silver-grey wash of clouds” and “the steel-shining channel” reflects this dark mood. Reference to black crows, hectoring and descending, eyes being pecked, conjures images of cold-blooded, inhumane slaughter and “filaments of sinew”. Harwood’s typical use of the sonnet form is not employed here but experiments with rhyme and metre, in the form of free verse, evident in many of her later poems. Run-on lines and stanzas add to the narrative style of the poem, best read out loud. Although the

In the middle of the poem, the speaker arrives at the number of casualties from the war. When he reads this number he can’t believe that he is still alive. As he reads down the names he uses the visual imagery and simile to describe how he expected to find his own name in “letters like smoke” (line 16). This helps the reader understand how lucky the speaker felt about somehow escaping the war still alive. As he goes

Cullen’s use of Simile provides the reader with vivid and specific details about the poem and what is means. These include phrases like “Your grief and mine must intertwine like sea and river,” where we can see use of simile to create vivid pictures of how humans should “intertwine” their emotions with others. Also, another use of simile in the text is when Cullen describes the pain of grief when she says “The ills I sorrow at not me alone like an arrow, Pierce to the marrow”. Through this passage we see the tone of grievance as well as the authors call for human togetherness and

During the 1930's prejudice and racism was spread through the U.S. For example in Harper Lee's To Kill A Mockingbird, the small town of Maycomb struggles with these aspects. Each character of the novel has a strong personality. Scout Finch is tough, always has an opinion, and is a tomboy. On the other hand Boo Radley stays hidden most of the time, but we all know he is actually a friend to Jem and Scout. Then there is Tom Robinson, a hardworking, strong, and innocent man. But what do all these characters have in common? They can all be analyzed as "mockingbirds". Throughout the novel each of their innocence is destroyed in some way. In Harper Lee's To Kill A Mockingbird several of these characters become a symbolic mockingbird including

While William Golding was writing Lord of The Flies, he came up with many theme statements. Some of which were more visible than others, such as good v.s. bad, but it goes way deeper than that. Civilization v.s. savagery, order v.s. chaos, and fear are good themes but I think that power rising over leadership is one main theme. To illustrate this theme the author describes on pages 22 and 23 is the first input of authority and leadership and also power by saying “Him with the shell. ” Ralph! Ralph!” “let him be chief with the trumpet-thing.” Ralph raised his hand for silence. “All right. Who wants Jack for chief?” With dreary obedience the choir raised their hands.” In other word the group is saying that they want Ralph to be chief without knowing how he will lead, or even taking in consideration any others. I think the author was trying to suggest that the choir already follows Jack because he is the leader of the choir and they have to respect his power. Also that Ralph was elected leader with little power. I think Ralph has little power because he had not done anything to gain the groups respect, with little respect comes little power.

‘Look We Have Come Through! The title of this section suggests a note of hope and faith in human resilience. How far is this reflected in the poems?’

However, the poem has fluidity despite its apparent scarcity of rhyme. After examining the alteration of syllables in each line, a pattern is revealed in this poem concerning darkness. The first nine lines alternate between 8 and 6 syllables. These lines are concerned, as any narrative is, with exposition. These lines set up darkness as an internal conflict to come. The conflict intensifies in lines 10 and 11 as we are bombarded by an explosion of 8 syllables in each line. These lines present the conflict within one's own mind at its most desperate. After this climax, the syllables in the last nine lines resolve the conflict presented. In these lines, Dickinson presents us with an archetypal figure that is faced with a conflict: the “bravest” hero. These lines present the resolution in lines that alternate between 6 and 7 syllables. Just as the syllables decrease, the falling action presents us with a final insight. This insight discusses how darkness is an insurmountable entity that, like the hero, we must face to continue “straight” through “Life” (line 20).

Early in the poem, Jarman points out the “sermon’s trenchant commentary on the world’s ills” (2-3), illustrating a mutilation of the connectedness of the congregation focusing instead on the very real but nonetheless generic ills of the world. Furthermore, the phrase “hand-wringing” (4) seems to describe the shaking of hands as the congregation members greet each other with the peace of Christ, again listing the routine of the congregation. Although, it appears to be more inclined towards a description of a helpless, passive anxiety that corresponds well with a sermon designed to impose guilt without inspiring action. Jarman goes on to compare the persistent nature of sin even in moments of peace with “motes of dust ride, clinging” (8). In this line, Jarman suggests that the congregation is sinful even after all the doctrinal procedure done to become clean from sin. Even the structure of the octave suggests a conventional and never changing sonnet form with 14 lines, a perfect Italian rhyming scheme, and a fascinating iambic pentameter alone, that inspires nothing more than an

The first stanza is addressed to ‘old men’ and how they should not simply slip away and die quietly, they should fight death until the end. Poetic techniques

The speaker feels that faith has disappeared and has separated her or him from the "ebb and flow" of life. This lost faith is compared to a sea that is very similar to the sea described in the first stanza. Words of lightness and beauty are used once more. The shore "lays like the folds of a bright girdle furl'd." There is a sense of encompassing joy in this phrase. This bright and joyful image is then contrasted by the last five lines of the stanza. "The Sea of Faith" has now retreated, like a tide withdraws from the shore. It is interesting to note the similarities and differences between the words of these five lines and the words from the first stanza. The sweet "night-air"becomes "the night-wind," and the cliffs that were once "glimmering and vast" are still vast, but only dreary edges. The sea that was "round" and "full" has now left the world empty and exposed. Similarly, the speaker has lost his faith and feels alone and vulnerable.

Often at times there are many voices in one poem. These voices represent the different views that come from the same material that are portrayed by the buzz that the bee elicit in the hive. The proposal that Collins is trying to exude is that there is never one way to read a poem. The type of approach will vary with reader and who they are, but by having a radical approach it will help to enhance our understanding of what the poem means. Collins wants the reader to feel free when analyzing a poem: “I want them to waterski across the surface of the poem waving at the author’s name on the shore.” As a teacher you try to pummel depth into your students’ minds and push them into the direction of understanding. The speaker declares that the grapple to illuminating meaning and the amount of time where the reader does not understand adds to the worth of the poem. The parallel to the surface of water, where you have not attained the depth even though you know it’s there is important to how much it takes to find the true meaning of a poem. While reading this poem it have the outlook on how poetry places more of aln emphasis on us to be able to pick apart the undisclosed meaning and essentially to be able to pull apart the poem without a fixed structure. By doing it this way it is able to help the audience to build upon skills to help interpret and understand, which substantially is important throughout any source of literature. We

The internally rhyming third, fifth and seventh lines strengthen the message of the entire poem. For example, the words curse and universe are rhymed within the fifth line, which makes it stand out, emphasizing the message not to fight against the universe. Also, the words puny form are emphasized by the seventh line’s rhyming, contrasting that message with the universe alluded to in the fifth. The structure of the third line is enhanced not only by its rhyming scheme, but also by the fact that its pace is slowed down by the extra unstressed syllable. The line is: “Don’t set your force ‘gainst the river’s course “.

This captures the frustration and the regret of having to deal with the situation in a Jeckle and Hyde sort of way, in that person one is very calm and although frustrated manages to turn to religion for help whereas in the second part of the poem they rebel against religion and it’s teachings and have corrupt thoughts and feelings.

The images throughout the "Windhover" recognize the battle Jesus Christ fought while He walked the earth. The battle involved Jesus fighting for humankind’s eternal salvation and the establishment of the kingdom of God on earth. Gerard Manley Hopkins, author of the poem, reinforces this imagery of the battle along with undercutting the imagery to add more confusion and mystery to this already complex poem. Through stressed words at the beginning of the line, highlighting a particular significance with two and even three continuous stresses, to containing seven stresses in one line, Hopkins bluntly emphasizes pivotal words and lines in the poem, Hopkins stresses and depreciates