His poem captivates his readers or listeners and sends them on a fictional road that describes how each situations outcome may be altered by the choices being made and how a conclusion will be different every time. Robert Frost’s “The Road Not Taken” illustrates the act of choosing and dealing with life’s “speed bumps”. According to the author of Journey into Literature R.Wayne Clugston, “Robert Frost’s lyrical style and masterful use of ordinary language and rural settings made his poetry delightful. Building on delight, he engaged in ironic inquiry to give expression to complex ideas and questions that define the human spirit” (as cited in Clugston, 2010, section 2.2) “The Road Not Taken” is easily comprehended because most people experience this identical state of mind dealing with day to day issues. Is this right or wrong?
The poem I picked was preformed on HBO, Brave New Voices. This is a show that is hosted one time a year. The title of the poem I picked is “Love letter to Albuquerque schools,” it is about schools having no freedom, no individualism, and it express’ how you are treated it school. This poem caught my eye when they were performing it on television; it defines how high school is. The poem has no specific rhyme scheme it is a free form poem.
The poem is structured using free verse and one stanza. He has no control over his fate and this is reflected in his unstructured, uncontrolled style of writing due to the poet’s chaotic mental state. The only rhyming word in the poem is the word ‘rain’ as that is the only constant in his life as it is present at the time of writing and at the time of his death. The rhythm in the poem is very slow and is constantly at that pace throughout, which creates an atmosphere of sadness, depression and anxiety, reflecting the poet’s feelings and emotions. The unchanging rhythm indicates that his emotions don’t change.
As the narrator goes on it addressed the image of the men gathering, and as they talk there is no laughter, as if something looms over them. Then we have the work by Robert Frost and his poem “Out, Out-“, thought the literary format is different the use of irony is still present. Right from the opening line we are greeted with a sense of dread when Frost personifies the buzz saw as something menacing and dangerous, “The buzz saw snarled and rattled in the yard” (K&M, 844). Then the poem goes on to describe an almost picturesque setting with the mountains in the distance and the setting sun behind them. Everything seems idealistic, that is until the boy cut his hand off with the buzz saw, having been distracted by the simple prospect of supper, his life ends.
Obviously, the rhyming elements, alliteration and especially the figurative language greatly strengthen both the poem’s significant message and the smooth flow of rhythm. Although there is no rhyme scheme, Alone does have consistent end rhymes that usually have the long ‘o’ sound. After every stanza of the poem, Angelou repeats, ‘Alone all alone, nobody, but nobody can make it out alone’. Angelou particularly repeats the word ‘nobody’, probably to explain not a soul in this world can make it in this world alone. Angelou uses alliteration to enhance the smooth flow throughout the poem, such as, ‘alone all alone’ and ‘nobody no nobody’.
Although perils may present themselves, they remain distant, and, in the end, there truly is “good in everything” (II.i.17). This passage, more than any other in the play, presents the conceits of the pastoral mode. Here, the corruptions of life at court are left behind in order to learn the simple and valuable lessons of the country. Shakespeare highlights the educational, edifying, and enlightening nature of this foray into the woods by employing language that invokes the classroom, the library, and the church: in the trees, brooks, and
In this poem, the lady autumn teams up with the sun, basks in the breeze of a granary, and takes lazy naps in a field. Lines 2-3: Autumn is personified for the first of many times in the poem. She and the sun whisper together like a bunch of gossipy teenage girls. But the goal is serious and necessary: they are responsible for the bounty of fruit and crops that will sustain people through the winter. Line 12: The speaker asks a rhetorical question to introduce a connection he believes the reader will recognize, between autumn and the harvest.
These details help us understand Mr. Monet’s personality. I always believed he had an almost solitary seeking personality. My reason for thinking this is: ‘He spent most of his day inside the pump house by the river,’ (page 4) and ‘On his weekends and holidays he would visit the forested areas near the sugar factory,’ (page 5). Mr. Monet favored spending time with his wild-life friends on his holidays and weekends instead of friends. To me he seemed like a person who found comfort in solitary from humans and favored spending time with animals.
By expressing a point of view through the use of a character, Eliot fulfills another requirement of a dramatic monologue. Some scholars argue this as a free verse poem bearing no resemblance to Eliot’s life. Splitting the work into three stanzas, Eliot correlates the poem to his life as follows: unhappy marriage and life, a journey from his troubling beginnings, and in the end finding enlightenment through religion. This reveals that “The Journey of the Magi” is much more than a simple bible story regarding the Three Wise Men. Upon first inspection of reading the poem, the reader might develop a sense that Eliot’s is only writing about the journey of the three Magi trying to reach the baby Jesus.
This structure enables the poet to retell the story and within each new stanza Wordsworth adds more information with regards to the disappearance in a simple, communicative manner. This enables him to create a story-like form which is easy to understand. The sound pattern follows the traditional abab rhythm associated with Literary Ballard’s and is present throughout with no deviation. Within the Literary Ballard Sibilant alliteration is used creating soft gentle sounds ‘the sweetest thing that ever grew’…‘the sweet face of Lucy Gray’. The repetition of these sounds creates a mournful pattern of melancholy and sadness surrounding the disappearance as the reader if forced to acknowledge Lucy’s sweet and innocence and that she did not deserve her fate like many other children who disappear under similar, mysterious circumstances.