The caged bird\'s song represents the sustaining hope of achieving this society. CONNOTATION: Alliteration - Repetition of constant sounds at the beginning of words. But the bird that talks down his narrow cage can seldom see through his bars of rage... this stanza Maya uses alliteration of seldom and see to make the poem more affective. Seldom and see both have the repeated "S" sound. Repetition of vowel sounds in non-rhyming words.
Poetic Analysis ‘Magpies’ ‘Magpies’ by Judith Wright is a captivating and fun poem, which explains the two completely different personalities of magpies. In this poem, the poet positions the reader to see nature as mature, prim and proper, but also extremely greedy and selfish. It successfully uses imagery, movement and sound devices to do this. The poetic devices similes, personification, rhythm, rhyme, alliteration and assonance will be examined in this essay. This poem is about magpies, animals that are mature and relaxed, but when food appears they lose these attributes and adopt a greedy and selfish behavior.
Birds Essay John James Audubon, author of Ornithological Biographies, conveys his outlook on a flock of birds that surrounds him overhead; in comparison, Annie Dillard, author of Pilgrim at Tinker Creek, intimates her deepest thoughts on this wonder. In light of this, each author dissimilarly conveys an intense affection for birds; Audubon asserts a scientific and objective approach, whereas Dillard provides a more spiritual and less objective perspective. Although both authors love birds, their viewpoints differ on a magnified level. Taking a scientific approach on the subject, Audubon views the sky as “filled with pigeons... the light of noonday was obscured as by an eclipse...” (16-17). Providing figurative language, Audubon compares the darkness of a group of pigeons to a rare scientific phenomenon that only an intellectual might consider.
2) The opening begins with “Oh” to show the emotional impact of the incident. How does the bird affect the life of the poet? The bird allows the poet to have an escape from the cruel hard
John James Audubon and Annie Dillard both wrote short passages describing large flocks of birds using vivid imagery and descriptive diction to convey the effect that the flocks had on them as an observer. Both passages have an awed and laudatory tone since the writers seem to be enchanted by the beauty o the birds. While Audubon gives a literal description of what he saw, Dillard describes the birds through the extensive use of figurative language. The descriptive diction in both passages serves to give the reader a mental image of what the writer saw as the birds flew by. Audubon uses phrases like “countless multitudes” and “immense legions” to describe the large amount of birds that he watched fill the sky.
“They saw a bird, an ordinary rather sad-looking bird, with big eyes, pointed beak and long, straggling tail.” Then adds a shift in the mood inquiringness by one of the children passing by. “But the black boy was obviously enthralled; he signaled them to be quiet, so they knelt close to the wattle bushes motionless, expectant.” The tone of the passage then elevates into a merriment diversion of enjoyment. Elucidating the alternations the lyre bird endures. “In an instant all his drabness was sloughed away, for his song was beautiful beyond compare: stream of limpid melodious notes flowing and mingling, trilling and soaring: bush music, magic as the pipes of pan.” James Vance Marshall shows endless detail about the performance the lyre bird undergoes. “On and on it went, wave after wave of perfect harmony that held the children spell-bound.” Then we encounter a double shift when the music stops but the performance.
He appeal to the emotion of sympathy for the bird as she tirelessly soar and wait for the captured. This shows that the birds have emotion and real connection for each other unlike anything a machine can have. This emotional connection between the birds is what makes machines different from real life. With ethos, Eiseley is able to showcase how birds possess emotion and how important that emotion. Eiseley uses juxtaposition in order to help show the differences between life and machine.
His creative use of humor and sadness adds a special interest to the story. In a detailed manner, the author describes the physical qualities of whooping cranes. He uses the crane description to symbolize the mood of the couple as well as the couple’s relationship. The birds are described positively from the start as, “tall and stately” (621), while their actions mirror the mood of the couple. For example, “staring motionlessly toward the Gulf” (621), just like the couple.
“The Lesson of the Moth” In society today there are two main different types of people, the free spirited individuals and the conservative individuals. The free spirits believe to live in the moment and die doing something that makes them happy while the conservatives believe to live in routine and stick to “playing it safe”. In Don Marquis’s poem, “The Lesson of the Moth”, Don uses a moth and a cockroach, named Archy, to portray those two personalities. The poem dives deep into how people go about their lives, a touchy subject for some, and how they view each other. The poem starts off with Archy giving the reader the setting and an idea that the moth is suicidal, but the next stanza explains that the moth and the cockroach do not understand each other’s lives.
Eiseley also uses rhetorical devices like ethos in order to convey the emotions that a bird has. He describes the bird to "have been soaring restlessly above us for untold hours" to wait for her mate. He appeal to the emotion of sympathy for the bird as she tirelessly soar and wait for the captured. This shows that the birds have emotion and real connection for each other unlike anything a machine can have. Rhetorical devices like ethos and juxtaposition are used throughout Eiseley's passage to convince the reader that birds and machines are truly different.