Through a comparison of how the authors depict this theme the responder gains an insight into the different human experiences of each time and the composers. In both texts the two protagonists search for the platonic form of the universal desire of love; however love is undoubtable transformed by their respective contexts which are why the texts offer an insight into two different human experiences. The persona in the sonnet sequence figuratively speaking wishes to be loved ‘for loves sake only’. Similarly Jay Gatsby metaphorically seeks a love that ‘went beyond her artificial world’. Although the two protagonists both idealised and sought a platonic love, because of the historical context of 1850’s England and 1920’s America experienced by the composers, it was only possible for the persona in the sonnets to achieve this while Gatsby couldn’t realise his ideal; this is reflective of the composers themselves.
Garson believes that Keats is reinforcing the representation in race, class and gender relations. “The poem, then, is written not in a historical vacuum, but in the face of a national act of appropriation that seemed to promise England benefits not only spiritual but also material, and in the context of the political debate of which Keats was fully aware. The ode, however, tends apparently to suppress both the appropriation and the debate” (455), Garson says. Garson tells us that Ode on a Grecian Urn has no significance or relation to historical context. Indeed that new historicism does not focus on the historical as much however does focus on the culture.
Commentary For my transformation I chose Wilfred Owen’s poem Exposure. I chose this for my base text because I enjoyed Owen’s elevated use of lexis to refer to the obscene weather conditions in the poem. I also enjoyed how Owen emphasised the importance of time and waiting in the poem, through this idea I thought I could produce a sound transformation. I chose to turn my transformation into the form of a letter, I did this because I felt that the feelings of Owen could be portrayed expertly in a letter however I could not have the letter addressed to a family member of Owen’s because the feelings presented in his poem would not have been suitable to reveal to the members of his family therefore I addressed the letter to a friend of Owen’s who had been in the Army and been through the same or similar events as Owen himself. I started my letter with the date however I did not make it specific because I wanted to portray that Owen has lost track of time and can’t be sure what day it actually is.
How conflicting perspectives texts are distinguished When you’re analysing Conflicting Perspectives in relation to Hughes and your related text, you must be able to identify how the chosen medium and form influences the use of perspective. Medium and Form * Hughes writes confessional (form) poetry (medium) so it is essential that an analysis is made of the purpose of such a choice * The confessional mode is a reflective form indicating that Hughes is looking back on events and personalities within his own life For Conflicting Perspectives, this implies that Hughes’ use of it is based around a desire to endorse a particular view of ... For Conflicting Perspectives this implies that Hughes’ use of the confessional mode is based around a desire to endorse a particular view of an event, his relationship with Plath. Moreover, Hughes’ capacity to speak objectively is possibly undermined by bias as he is motivated by a need to assert his position. Reflective Forms Most reflective forms – * Confessional poetry * Diary entries * Autobiographies Are valuable as they give the responder intimate insight into the composer, whilst also giving the composer a chance for catharsis. Impersonal reflective forms * Reports * Columns * Interviews * Biographies The composers voice doesn’t pervade the entirety of the text, conflicting perspectives are often explored in his pursuit of an objective interpretation of an event.
If we ask for a theme, is it okay for them to write a poem?” (Perez) Chris Semansky says “In his poem “Theme for English B,” Langston Hughes complicates the idea that the lyric “I” is a reflection of a coherent, stable identity by calling into question the notation that one can reveal the truth simply by expressing oneself. Instead, Hughes suggests that the self, rather than being coherent and autonomous, is actually the effect of relationships. These relationships inevitably involve power and, in Hughes’s case, include race, age, national, and professional identity.”
Literature reflected the lives of both cultures. Puritan literature was plain and did not emphasize the writer, but tried to glorify God. Puritans used no similes or metaphors, because these glorified the writer, not God (Baym 309). Native Americans, however, used showy language in literature much more freely. They believed in living life to the fullest, and this was shown through their literature as well as what possessions they had.
Both poems are rich in material, just waiting to be dug up, interpreted, and reinterpreted again. The poet`s different strategies on the usage of images and emotion, and other poetic devices really project an experience to the reader. My purpose is to, step by step, go through various poetic device, present the similarities and differences, convince you that both have similar roots, but also locate where poetic devices of the poems stem apart – particularly highlighting the effect on the child. Both poem`s overarching themes are of paternal, or family, dysfunction. Interestingly in “American Primitive”, the speaker initially purveys a sense of wonderment and admiration towards the father.
Question: O’Brien explores the notion of truth. What does he have to say about the truth of war? (Discuss this idea with close reference to at least three sources) Tim O'Brien explores the notion of truth by making an emphasis on emotional state - emotional truth. In his book The Things They Carried he instructs the reader that facts and chronology are meaningless to talk about the war. People who never faced the war or danger, living in peaceful time or even not in the place of the particular situation cannot imagine all the feelings and impressions of characters by learning only facts and figures.
Overview and Context The poem might be viewed as a literary exercise in logic as much as a ‘love’ poem’. Marvell’s speaker uses a tripartite structure to follow his argument to its conclusion, effectively forming a ‘syllogism’. This poem is also a prime example of the ‘sex-death’ juxtaposition (which critics such as Roland Barthes have explored in more detail), also a marked characteristic of Romeo and Juliet. Whilst many students will be able to understand the ideas contained within this poem, a very rough ‘translation’, such as the one which follows, may be useful. Click on the images to enlarge them.
Chapters 16 & 19 “Representing cultural knowledge in interpersonal and mass media contexts,” is the main idea behind these two chapters. Each chapter is different than the other but they both are talking about the same point. One is taking about the reason why we sing and understanding traditional African American worship. The other is about Native American culture and communication through humor. Both of these chapters were about culture knowledge and how we can’t accept other cultures because we think our way is the right way.