At first glance, Richard Wilbur’s “A Barred Owl” appears to be short and straightforward: a child, awakened by the hoot of an owl, calls for her parents, who soothe her with a lie about the owl’s supposed harmlessness. The child, blissfully unaware of the owl’s true nature, falls back to sleep, leaving the parents to reflect upon the owl, who they know to be a predatory creature. However, after a closer look at the puns and symbols Wilbur uses, “A Barred Owl” becomes more than just a simple poem about a child’s fear. Furthermore, Wilbur’s theme about ignorance is applicable in life, especially politics, today.
Wilbur uses puns, most notably on the word “barred,” to help express theme. Barred has two meanings: “having… stripes” and “forbidden or excluded” (Collins English dictionary at onelook.com). Wilbur uses the word in a literal sense as the owl is barred with stripes. He again uses the word literally as the house is physically unable-- forbidden, even-- to enter the house. But Wilbur also uses “barred” another way: the owl is figuratively barred-- excluded-- from the house as the frightening thought of it is blocked from the mind of the child by the parents.
Wilbur also uses symbols to express theme. The poem takes place in a “darkened room,” (2) one in which light, like the owl, is “barred” from entering. Initially, the reason behind Wilbur’s choice of setting seems rather obvious: it’s night, therefore the child’s room is dark. However, the dark room is symbolic: the parents lie to the child when they claim the owl is friendly--the child is in the dark about the truth; the dark of the room symbolizes ignorance. This isn’t the only place where Wilbur uses the word “dark” as a symbol: he writes in lines eleven and twelve, “... some small thing in a claw/ Borne up to some dark branch and eaten raw” (11-12). Like the child’s room, the branch is dark because it is night. However, Wilbur also uses the word “dark” to mean morbid and immoral, as the owl is killing its prey.
In the last line of the first stanza, the parents tell the child that the owl says “Who cooks for you?” (6). In the last line of the second stanza, the parents privately admit that the owl carries its prey “up to some dark branch and [eats
In “A Barred Owl”, Wilbur uses certain words and phrases to convey a dark, then humorous tone in the first stanza, then transitions back in the second stanza. The poem begins with a
The reader can first determine Oliver’s appreciation for nature through her vivid and crystal clear imagery of the “great horned” through the night. With its “razor-tipped toes” and “hooked-beak,” Oliver’s descriptions of the great horned owl show her respect towards the owl, and in the same vein, nature. Similarly, “the white gleam of the [snowy owl’s] feathers” effectively indicates Oliver’s respect and positive attitude towards nature and its picturesque qualities. At the same
‘Owls’ Mary Oliver Rhetorical Analysis Essay In this short excerpt from Mary Oliver’s ‘Owls’, the author carefully uses various rhetorical strategies to support comparisons in the beauty of nature. Oliver’s use of allusion and figurative language both contribute to the powerful comparisons of nature she makes. In this passage, the main example Oliver uses is comparing a great horned owl and a snow owl to a field of flowers, describing the owls with a striking and powerful presence and the field of flowers with an excessive beauty. Oliver successfully contrasts the two with great imagery and creates a balance of simple happiness and fear and awe.
Nevertheless, in the poem ‘Nesting time’, Stewart interprets a personal experience in first person of the appearance of a bird that lands upon his daughter and forgets the thought of the harsh world. Stewart’s descriptive language repeatedly explains the poem as if seen in his viewpoint, beginning with an interjection, ‘oh’ communicating of his incredulity of an ‘absurd’ bird. Symbolizing the bird with strong coloured imagery its ‘mossy green, sunlit’, described to be bright and joyful, with sweetness shown with the type of bird, ‘honey-eater’, Douglas Stewart takes the time to describe its admiration juxtaposed to the dangerous world surrounding it. While visualizing the birds actions, ‘pick-pick-pick’ of alliteration and repetition of its
Mary Oliver’s passage from “Owls” is composed of various stylistic elements which she utilizes to thoroughly illustrate her nuanced views of owls and nature. Oliver’s use of intricate sentence structure–syntax– and a speculative tone are formal stylistic elements which effectively convey the complexity of her response to nature.
The writer makes use of diction to express his feelings towards the literary work and to set the dramatic tone of the poem. Throughout the poem, there is repetition of the word “I”, which shows the narrator’s individual feeling of change in the heart, as he experiences the sight of hundreds of birds fly across the October sky. As the speaker effortlessly recounts the story, it is revealed how deeply personal it is to him. Updike applies the words “flock” and “bird” repetitively to the poem, considering the whole poem is about the sight of seeing so many birds and the effect this has on a person. When the speaker first sees the flock of birds in lines 8-10, alliteration is applied to draw attention to what the narrator is witnessing. In line 29, Updike
The rodents and insects are heard in a cave, while the bats are named Pipistrelle, Desmodus, and Tadarida. The owl is described as the biography of propaganda, and the hawk's solutions are seen in regurgitated pellets. The poem advises not to trust these animals and to be wary of their symbolism. Simply put, owls and hawks depict betrayal. The poem also warns against trusting certain animals, delving into dark themes like pogroms and false
In “A Barred Owl” by Richard Wilbur and “The History Teacher” by Billy Collins, adults provide easy explanations for children when confronted with harsh realities. Both works explore the use of white lies to respond to children’s fear and curiosity in an attempt to preserve their innocence. However, the writers employ literary devices that convey these concepts in different ways. While Wilbur presents parents’ well-intentioned untruths as beneficial to a child’s peace of mind, Collins reveals the serious consequences of a teacher’s trivial fabrications.
The owls in this story represent the quiet Floridian town of Coconut Cove as a whole. When Roy finally unites the town to stop the bulldozing of the burrowing owls home, it symbolizes the town uniting to defend itself from big cooperation, who just want to walk all over them. “Look, every day we’ve been reading about regular people, ordinary Americans who made history because they got up and fought for something they believed in. Okay I know we’re just talking about a few little and I know everybody is crazy about Mother Paula’s pancakes, but what’s happening out there is just plain wrong” (Hiaasen 248). In this quote, Roy asks his classmates to not stand by but to rebel against this corporation in order to save the owls, and by analyzing the motif, to save themselves as
hint of death within the abeyance of the forest. This is shown by the “half-drowned”
The next use of imagery is the “final glade” (Wilbur, line 6) where the toad will come to rest for
Comparing both of the poem, it carries across a similar message that the horror of mortality can allow a young individual to understand and realise the truth of the harsh reality. In 'Barn Owl,' due to the shot which she delivers, she has to 'end what [she had] begun' as she must be responsible for her actions and begin to act like an adult.Harwood uses enjambment, “obscene bundle of stuff” to create a sense of sympathy as attention is drawn to the detailed description of the owl's death. The use of the word, 'stuff' is quite child-like but at the same time, the phrase provides a vivid and evocative imagery of the ugliness of the owl's death. It also emphasises her inhuman actions that cause the owl to '[hobble] in its own blood' which are represented in the light imagery and like the owl she can 'not bear the light nor hide' as 'what [she has] begun' is the unavoidable journey from innocence to experience. As Harwood raises her 'innocent hand' it has caused her to regret it for 'sixty years'. Although Harwood did not have the real intension of winning, she made the choice of spelling it correctly. This shows the importance of her decision and that despite 60 years has gone by, guilt and regret still remain
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.
Wilbur creates this by illustrating the previously harmless owl as a violent predator, “Borne up to some dark branch and eaten raw” (Line 12). I believe that the grander purpose that was portrayed in the poem was the unpredictableness of nature
animalistic predator as Rachel maintains the same physical alertness to the owl as she did to him. The positioning of the owl stands in directly for Harry in the form of familiar imaging as the owl is side lit and angeled just has harry was in the scene prior. As the scene prose close up shots of both an owl and bunny reveal another fairytale like moment in the storyline that is reminiscent of a fable. Cutting back to Rachel the scene ends with her in a medium shot relaying a parable like message of the world hardships for “young things”. Overall, “very little real world pretense was used as sharp lines symbolic detail through technical elements where used to create “highly” detailed and “stylized” environment in which the “expressive power” was achieved to depict the symbolic depiction of good versus evil through cinematic use of staging, lighting, and shot scale.