While reading the poem, Shel assumes that his reader will have some sort of imagination, due to his fictional descriptions. Shel begins the poem by telling us where the sidewalk ends. He tells us what it is like where the sidewalk ends. The way he describes the place and how highly he speaks of it shows that he feels deeply about it. He speaks of a place where the grass grows white.
Write the major classification for each color below: Warning, Regulatory/Prohibiting (Reg/Pro), Guide and Give and example of each. Classification Example 10. White Regulatory Speed Limit, No Passing Zone 11. Yellow Warning Curve Ahead, Intersection Ahead 12. Green Guide Street Sign, Exit Sign, Mile Posts 13.
Trishtanya Jones June 5, 2015 Eng 102 I will be discussing the following terms on pages 66-77. One of the following terms is rhythm; rhythm is the pauses in a poem and the pattern of stresses. In addition, meter is the fixed and recurring rhythm in a poem. To enjoy the rhythms of a poem, no special knowledge of meter is necessary. In the book, it mentions when analyzing a poem, it helps to have a clear sense of how the rhythms works, and the best way to reach it is through scansion.
Remember to use specific examples from the text to support your points. Look at the deeper meaning of the poem. What is the poet trying to tell the reader? How does the structure of the poem affect the reader’s understanding? Incorporating sources into your paper: o The in-text citations for the works from the textbook should be formatted as an indirect source.
Before Willy passed away the Lomans “[nothing] planted” (122). They had no financial support and no hope for a better future. After Willy died and his seeds were planted in the back yard, the rest of the Loman family could start hoping for a better future. They would have financial support from the life insurance money and use this advantage as a source of hope for a new beginning, paralleling the seeds being planted in fertile soil and growing into a plant. Arthur Miller makes constant references to nature and farming in Death of a Salesman.
Formalism/New Criticism: Unlike other approaches, formalist criticism approach works on using the text itself to state the author’s intentions without any connection of author’s life. It regards literature as a unique form of reader’s individual views rather than author’s interpretations of the text. In the meantime, formalist criticism approaches focus on using elements of forms in the text, such as tone, imagery, symbols, metaphor and simile, sound effect, structure, rhythm, and etc., to dig deeper understanding of the text. Analyze the story, play, or poem in relation to one of these critical approaches: Heaney’s poem, “Digging,” is definitely one of my favorite poems I have read through out the whole literature class in the summer. Using the formalism criticism approach to analysis the poem, I paid more attention on the symbols, metaphor, and simile in the text, which eventually helped me develop better understanding of the poem.
Symbolism of the Journey Stacey Lindsey Eng. 125 Introduction to Literature Instructor: Andrea Baer February 22, 2013 Symbolism of the Journey Robert Frost’s “The Path Not Taken” and Eudora Welty’s “A Worn Path” focus on one particular theme that is “Journey”. While the two writers have displayed a similar theme, it is a different point of view. Each of them have showed particular journey through which life can change. Out of many things in these two literatures there is one thing in common, i.e.
Comparing Two Poems Recently, my class has read “The Raven” by Edgar Allan Poe and “The Road Not Taken” by Robert Frost. “The Raven” differs and is similar from “The Road Not Taken” in many ways. These two poems are written by two different authors. The subject of the poems is different. The mood is similar and there is also a difference between the styles of the poem.
The Theme of the Magi Max Lei ENG 125 – Intro to Literature Jennifer Wiseman Jan 27th 2014 The reading selection which I have chosen to critique this week is the Gift of the Magi by William Sidney Porter. It is one of many literary works assigned for reading during week two, but unlike the other written works assigned I made a connection with this short story. I valued this short story originally because a similar experienced during Christmas, and so a personal sentiment developed. But after reading Gift of the Magi over and over I was able to re-evaluate the written work for its true qualities, the use of key literary element. Using a formalist approach outlined by class courseware my emphasis will pertain to supporting the memorable qualities a third person perspective presents, plot developments and important literary tools.
The tone of the title is set apart from the rest of the poem. Unlike the poem which is narrated from a first person point of view, the title provides a third person perspective into the events. This helps readers understand that although the poem is addressed to her book, the poet is actually addressing her readers. The more detached tone in this case and the generalisation of “The Author” adds a universal element to the events described in the poem and Bradstreet shows the readers that the experiences in her poem are applicable to any author. These experiences include the strong attachment between author and book which is also hinted at the beginning with the possessive pronoun ‘Her’.