Year's End By Richard Wilbur Essay

It creates a mood that readers can understand. Williams does a wonderful job contrasting death and life; his use of “attiring” and “disattiring” basically narrates how trees lose their leaves, leaving them “clothless”, but then the branches are preparing for what’s to come--their rebirth in the coming season. The liquid moon makes me think that he’s trying to create irony; the moon is liquid, as if melted, even though it’s winter time and everything is supposed to be frozen. The irony is subtle, yet very impactful when you notice it. Perhaps the long branches represent the strength of the trees despite the harsh environment around them. The buds can be seen as children being prepared by their parents for what’s to come, possible teaching them what to do and what not to do so that they can survive the winter and bloom in the spring. Like letting a child go off to college after years of care so that they can become their own person. The “wise trees” have experience, an experience that they have to share with their “buds”. The wise stand sleeping in the cold to take their last breath and let their children take their places. This poem is very meaningful because Williams creates a very important similarity between the trees and humans. Readers can relate because most parents go through the stage of letting their children go and letting them continue what they

In “Spring and All”, Williams personifies spring, and the season takes on anthropological attributes, to change the dimension of the poem. When Williams brings up the season, he characterizes “spring” as “sluggish and dazed” (line 14-15). He uses these attributes to describe the season in order to personify the spring season, in order to make it more relatable to the reader. Williams’ poem is personified again, in a way that defines the cyclical nature of plant life. Williams describes plants as entering “the new world naked, cold, uncertain of all save that they enter” (line 16-18) therefore comparing plants to human babies by using the words “naked” and “uncertain”. The use of these keywords furthers his intention for the reader to relate directly with the natural realm. He spends a significant amount of detail in defining the characteristics of dead plants. This image is significant to the poem, as leads us to knowing that winter is truly exanimate and cold. In the context of the entire poem, it tells us that there has to be a death in order for a new life to

Poems are like snowflakes. While no two are the same, they all have common structures and themes. One prevalent theme in poetry is that of death, which is present in both “Because I Could Not Stop for Death” by Emily Dickinson and “Stopping by Woods on a Snowy Evening” by Robert Frost. Dickinson perceives death as a gentleman, while Frost perceives death as loneliness, which provides insight on how the time periods of the poems, the genders of the authors, and the authors’ personal experiences influence literature.

The desire to attain a pensive repercussion to readers through the work of literature is limned in Richard Wilbur's, The Writer. The poem follows the progression and contemplation of a father’s daughter who is aimed to write a story in the peace and serenity of her home. As he observes her, he finds that she types at unequal rates, breaking at certain intervals sometimes puzzled to regain her thoughts. “Young as she is, the stuff / Of her life is a great cargo, and some of it heavy: / I wish her a lucky passage.” The father believes that her message is to be of significance and that she should not fret when stuck in a state of absence. He only desires the best for his daughter and acknowledges that despite the length of time needed, one should

The whole second half of the poem is one giant extended metaphor!  Wilbur compares the difficulties of growing up those of an ‘iridescent creature’ – a ‘dazed starling’ that in spite of difficulties, ultimately flies free.  It serves as a metaphor for life’s ups and downs.

In literature, themes shape and characterize an author’s writing making each work unique as different points of view are expressed within a writing’s words and sentences. This is the case, for example, of Edgar Allan Poe’s poem “Annabel Lee” and Emily Dickinson’s poem “Because I could not stop for Death.” Both poems focus on the same theme of death, but while Poe’s poem reflects that death is an atrocious event because of the suffering and struggle that it provokes, Dickinson’s poem reflects that death is humane and that it should not be feared as it is inevitable. The two poems have both similarities and differences, and the themes and characteristics of each poem can be explained by the author’s influences and lives.

Richard Wilbur, while still living, is recognized as a great influential poet. He was born in 1921, and therefore was a prime age to be drafted as a soldier in World War II. Due to his horrific experiences fighting for America across seas, Wilbur found poetry as a way to express his view of the world. “One foes not use poetry for its major purposes, as a means to organize oneself and the world, until one’s world somehow gets out of hand,“ Wilbur once said. The way in which he organized his thoughts into words, however, at first maintained a very formal style which gained scrutiny because the dreadful topics with which he dealt were reduced to a sort of dark comedy, lacking true emotion. (1) Wilbur has been known to be a central example of the poetic formalism linked to the 1950 post-war period (2). When Wilbur grew old and continued his developing poetic distinctness, many of his poems grew with him to become much more personal, as if he had learned to accept and express his grueling experiences freely. Wilbur’s story is well reflected in his poetry, one especially written in 1950, titled, “The Pardon,” which serves as an example of work that encompasses subjects more near to him. “The Pardon” presents how a young boy grows into adulthood and comes to accept death through the creation of a juxtaposition between the narrator’s young self and older self while employing intricate rhyming and sounds, both intense concrete and withheld images, and supernatural elements.

why he stopped, may be he doesn’t know himself. May be, he is comparing the beauty of nature to something, but on a symbolic level, the snow strongly reminds me that the poem is set in winter, and which is also widely represented as the image of death.

Although this poem also is connected with nature, the theme is more universal in that it could be related to Armageddon, or the end of the world. Even though this theme may seem simple, it is really complex because we do not know how Frost could possibly

In the poems “Because I Could Not Stop for Death”, by Emily Dickinson and “Home Burial”, by Robert Frost, literary elements are used throughout both poems to get the message the authors are trying to portray. One main important literary element that is used to entice the reader, is symbolism, because it helps the authors describe something without actual describing it. Symbolism is also used because it shows how significant an object is. Characterization is also an important literary technique because it, gives the reader an idea on how the character would act, work, and their values in life. Death is a topic that is used in both poems. Also, every character express their opinion about death differently.

The first line of stanza four “Or rather-- He passed Us—“ (l. 13) demonstrates that the speaker is uncertain about her existence in the world. Now she feels that her life symbolized by the sun is passing by. She becomes chilled by the “dews” (l. 14). Lines three and four in this stanza illustrate the reason for her coldness. The speaker is attired in a light “Gown” (l. 15) and cape or “Tippet” made of “Tulle” (l. 16), which is a kind of thin, transparent, open meterial. When people die,

The seasons in the poem also can be seen as symbols of time passing in her life. Saying that in the height of her life she was much in love and knew what love was she says this all with four words “summer sang in me.” And as her life is in decline her lovers left her, this can be told by using “winter” as a symbol because it is the season of death and decline from life and the birds left the tree in winter. The “birds” can be seen as a literal symbol of the lovers that have left her or flown away or it can have the deeper meaning that in the last stages of our life all of our memories leave us tittering to our selves.

Throughout the poem the speaker explains their old age through several metaphors, first comparing it to “That time of year [...] when yellow leaves, or none, or few, do hang upon those boughs that shake against the cold” (1-3). The speaker compares death to winter, and old age to autumn. In a similar manner to the previous poem, death is once again compared to cold. The speaker then compares death to nighttime, and their old age to “the twilight of such day [...] which by and by black night doth take away.(5-6). The speaker, lastly, compares their age to “the glowing of such fire/ that on the ashes of his youth doth lie”(9-10).

     Frost moves onto autumn and shows what little life is left begins to wither and fall, or as he put it in the first line of the third set ?Then leaf subsides to leaf.? The playful spirit of the young is lost in time as age quickly pours what seems like endless duties upon adults. Things once learned are forgotten and the sun creeps slowly below the horizon. Time once again takes it toll on all things living

Poets, Judith Wright, Sylvia Plath and Emily Dickenson all express their views on life and death, however, do so in varying manners. Through imagery, Wright and Plath both consider life’s beginnings, however, Wright considers it to be a beautiful gift, whereas Plath views birth as an empty burden. Subsequently, through structure Dickenson and Wright each acknowledge life, expressing how in some cases it is difficult, yet in other circumstances it is celebrated. Finally, through tone, Dickenson and Plath convey their views on death, yet differ in that Plath believes it is purifying and holds a sick fascination with it, while Dickenson instead holds a unique curiosity about it. Therefore, whilst each poet recognises the journey of birth,