Compare the methods that poets use to create an interesting character in “Singh Song!” and another poem from character and voice (“Checking out Me History”). Both poems are dramatic monologues and have a conversational tone. The poems are written in free verse and this has connotations to the way that the characters have confusion over their identity. The irregular stanza lengths show the various cultural differences between the poems. In the poem “Singh Song!”, the poet uses repetition to show the persona of Singh as being very personal and intimate when he spends the little time that he has with his “newly bride”.
Let me count the ways.” (Line 1 Sonnet 43) The use of first person, authenticates that both poems are written for a personal response, this however cannot be seen in ‘Romeo and Juliet’ apart from when the characters speak. The use of alliteration in ‘Sonnet 43’, confirms that the poem was written for Browning’s lover. The repetition of “I love thee...” Shows it’s a personal poem for her true love. However, ‘Valentine’ could be interpreted as an open poem to allow the readers to understand the experiences Duffy has faced. The use of “...we are, for as long as we are.” (Line 16 and 17) Shows that Duffy is inviting her readers into the poem to help reflect upon how she feels.
To effectively show this, he uses rhetorical strategies such as italicizing words, and the use of punctuation and repetition. In this excerpt, J.D. Salinger used italics to show the change in tone of the character. This rhetorical strategy is useful in defining Caulfield and his view of life. An example of this would be when his sister Phoebe corrects him and tells him the poem was by Robert Burns.
Exam Question (January 2010) ------------------------------------------------- a) How does Keats tell the story in lines 68 to 170 of Part I of Lamia? (21 marks) b) How far do you agree with the view that in Keats’ poetry, women are presented as beautiful yet dangerous? (21 marks) A: Between lines 68 and 122 Keats predominantly uses dialogue to tell the story and from 123 to 170 he changes the style to more description based. The use of dialogue results in dramatic immediacy as the reader is involved in the progression of the narrative. However the description that Keats uses results in the reader having a more rich understanding of the narrative as it is being told from a third person perspective and in this case a much more vivid image of Lamia.
Tell us about one of Hughes’ poems. Don’t tell us about theme or how you relate to it. Tell us about the form of the poem. Name and define some of the elements of the form. Tell us about its attributes and history, what Hughes’ influences were in this poem, and so on.
Meghan O’Brien Mrs. Richardson AP English 4 January 2013 Prompt C: Foil Every author has a purpose to his or her writing; the grammar, syntax, and diction are used throughout to portray a lasting impression. Charlotte Bronte does this in her well known novel, Jane Eyre; her ability to build characters such as Helen from Lowood Institution compels readers to fall in love with the tragic tale, the main character, Jane Eyre experiences. Helen highlights Jane’s weaknesses by emphasizing the differences they share, such as Helen’s inward spirit and outward submission when reprimanded. Once arriving at Lowood Institution, Jane Eyre soon finds a companion who, unlike her, seeks the goodness in everyone and never patronizes anyone for their
How does gender inequality affect men? __________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________ 8. Emma Watson states that she wants to be a part of the gender equality movement because “…if not me, who, if not now, when.” Where else can this mindset be valued in our society? Give examples to support your thinking. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In freshman English you learned about ethos, pathos, and logos and how these literary devices are used to embellish language and public speaking.
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.
Introduction to Literature Final Paper ENG 125 April 21, 2012 I am writing about the two short stories that read titled, The Secret Life of Walter Mitty written by James Thurber and The Story of an Hour written by Kate Chopin. I picked these two stories because to me they were both about marriages which included the trials and tribulation that come with this union. In a marriage there is want for independence and excitement along with experience that marriage can inadvertently inhibit. I found that both these stories happen to illustrate some of the wants and or needs that arise out of marriage. However both these stories do show at times how desire and or necessity can be satisfied or experienced within the confines of one’s mind and that both stories illustrate a sense of confinement that
Her poetry intentionally brings up questions of Otherness and forces readers to reevaluate “their relation to her ‘Otherness,’” thus, both reader and author come into a dialogue over the text (47). Using the ideas of the Enlightenment, Wheatley sought to make her readers rethink “the prejudices of tradition” (57). By seeking Phillis Wheatley we find “a powerful perspective on how we can seek out each other in our own moment” (62). Henry Louis Gates, Jr. provides a clear explication of how Phillis Wheatley fit into the debates over race and racial equality in the eighteenth century. The phenomenon that Wheatley became in her day is indicative of the debates over human’s natural rights versus nature’s placement of them.