Original
The trees are in their autumn beauty,
The woodland paths are dry,
Under the October twilight the water
Mirrors a still sky;
Upon the brimming water among the stones
Are nine-and-fifty swans.
The nineteenth autumn has come upon me
Since I first made my count;
I saw, before I had well finished,
All suddenly mount
And scatter wheeling in great broken rings
Upon their clamorous wings.
I have looked upon those brilliant creatures,
And now my heart is sore.
All's changed since I, hearing at twilight,
The first time on this shore,
The bell-beat of their wings above my head,
Trod with a lighter tread.
Unwearied still, lover by lover,
They paddle in the cold
Companionable streams or climb the air;
Their hearts have not grown old;
Passion or conquest, wander where they will,
Attend upon them still.
But now they drift on the still water,
Mysterious, beautiful;
Among what rushes will they build,
By what lake's edge or pool
Delight men's eyes when I awake some day
To find they have flown away?The trees are in their autumn beauty, The woodland paths are dry,
First Impression
- Yeat’s poem, The Wild Swans of Coole, is about Yeats describing the beauty of swans. In the beginning of the poem, Yeats sets the mood of the action and states that there are fifty-nine swans. Through the poem, the swans are slowly swimming and moving peacefully. At the end, Yeats wonders what they are going to do next and as he opens his eyes again, the swans are gone.
Paraphrased
The trees are at their autumn beauty,
The paths are dry,
In October’s sun, the water
Resembles a still sky;
And on this beautiful lake
Are fifty-nine swans.
The nineteenth autumn has arrived
Since I can I started counting;
I saw, before I was finished
All the swans stood
And flying in broken unison
With their clamorous wings.
I have seen these brilliant creatures,
And now I am sad.
And now times have changed,
Since the first time on this shore,
The sound of the wings above my wings,
Walking lightly.
Full of life, lover and lover,
They swim in the cold
Swimming peacefully or flying in the air;
Their heart are still young;
Love or hate, wonder where they will fall,
As they attend to find their way.
But now they drift in the water,
Mysterious and elegant;
And what paths will they build,
And by what lake
Delights men’s eyes when I wakeTo see that they are gone?
Syntax and Word Choice
- The poem is written in five stanzas, in which one stanza contains one sentence. The Wild Swans of Coole also follows the rhyme scheme of ABCBDD. The word choice is simple English, with the exception of unwearied, trod, and “nine-and-fifty swans.”
Imagery
- Yeats makes references to earth, water, and air and swans. All three elements tie together into visual imagery. The three elements symbolize the basics of the foundation of freedom. The swans symbolize Yeat’s need for said freedom.
Figurative Language
- One figurative language that Yeats uses is rhetorical question in which Years says “By what lakes edge or pool/ Delight men’s eyes when I awake some day/ To find they have flown away?” What Yeats is asking is, “Where should I look when my freedom has flown away?”
Tone
- Yeats uses a gloomy tone and he almost appears as if he was on the verge of depression. One example if his tone is “And now my heart is sore./ All's changed since I, hearing at twilight,”
Theme
- The overall theme of The Wild Swans of Coole is freedom. As the days goes by, Yeats notices that he follows the same routine every day, whereas the swans have the freedom to fly where ever they like and they are in control of themselves. Yeats yearns for this type of freedom.
Conclusion
- I can understand what Yeats was trying to accomplish through The Wild Swans of Coole. Humans can relate to Yeats and his yearning for freedom, because they too want to escape their normal routine. After analyzing the poem, I can fully understand why Yeats wrote this poem and why he chose swans to be the subject.
Saturday, March 17, 2012
The Solitary Reaper, By: Wordsworth
Original
Behold her, single in the field,
Yon solitary Highland Lass!
Reaping and singing by herself;
Stop here, or gently pass!
Alone she cuts and binds the grain,
And sings a melancholy strain;
O listen! for the Vale profound
Is overflowing with the sound.
No Nightingale did ever chaunt
More welcome notes to weary bands
Of travellers in some shady haunt,
Among Arabian sands:
A voice so thrilling ne'er was heard
In spring-time from the Cuckoo-bird,
Breaking the silence of the seas
Among the farthest Hebrides.
Will no one tell me what she sings?—
Perhaps the plaintive numbers flow
For old, unhappy, far-off things,
And battles long ago:
Or is it some more humble lay,
Familiar matter of to-day?
Some natural sorrow, loss, or pain,
That has been, and may be again?
Whate'er the theme, the Maiden sang
As if her song could have no ending;
I saw her singing at her work,
And o'er the sickle bending;—
I listened, motionless and still;
And, as I mounted up the hill,
The music in my heart I bore,
Long after it was heard no more.
First Impression
- The poem, The Solitary Reaper, is a poem about how a man is listening to a beautiful woman singing as she is cutting and binding the grain. Throughout the poem, the man is trying to figure out what the woman is singing and whether she is sad or happy. At the end of the poem, the man does not know what she was singing, but the song stuck to his heart.
Paraphrased
Behold, the person on the field,
A wonderful, young woman!
Harvesting and sing by herself;
Stopping, or just passing by!
She cuts and binds the grain by herself,
And sings a depressing tone;
O Listen! For the Vale profound
Is overflowing with the sound.
No Nightingale ever shown
More hospitality to weary groups
Of travelers in some shady haunt,
Among the desert:
A thrilling voice that has never been heard
During the spring from a cuckoo-bird,
Breaking the silence
Among the farthest Hebrides.
Is anyone going to tell me what she is singing?—
Perhaps the lamenting numbers flow
For tired, sad, far away things,
And battles long ago:
Or is it some more humble lay,
Familiar matter of to-day?
Some suffering, loss, or pain,
That she is experiencing again?
Whatever it may be, the Maiden sang
And it does not look like it has an ending;
I saw her singing at her work,
And over the sickle bending;—
I stood still and listened,
And as I go up the hill,
The music is in my heart, and it will stay there.
Syntax and Word choice
- The poem is written in four stanzas with one to two sentences per stanza. The word choice is modern English, with a few exceptions. Wordsworth replaces some modern words with whate’er and to-day.
Imagery
- The melancholy song symbolizes the status of the woman in the field. The setting of the poem can represent how the woman is isolated from the world. Finally, the nightingale represents the woman singing while travelers are passing by.
Figurative Language
- One example of metaphor in The Solitary Reaper was the comparison between the nightingale and the woman. Wordsworth states that the woman is like a nightingale singing to travelers passing by. There are no signs of simile.
Tone
- The tone of the poem was relaxed yet mysterious. One example is the man’s need to figure out what the woman is singing. At the same time, Wordsworth describes the song as soothing and enriching.
Theme
- The main theme of this poem is the theme of poetry. Wordsworth wants to show the reader that poetry is not restricted to just plain words. Songs can be considered poetry as well.
Final Conclusion
- After using SWIFTT on The Solitary Reaper, I can see the imagery and the figurative language clearly. The only thing I do not fully understand is the theme of the poem. Also, I can relate to the man and his curiosity to find out what the woman was singing about.
Behold her, single in the field,
Yon solitary Highland Lass!
Reaping and singing by herself;
Stop here, or gently pass!
Alone she cuts and binds the grain,
And sings a melancholy strain;
O listen! for the Vale profound
Is overflowing with the sound.
No Nightingale did ever chaunt
More welcome notes to weary bands
Of travellers in some shady haunt,
Among Arabian sands:
A voice so thrilling ne'er was heard
In spring-time from the Cuckoo-bird,
Breaking the silence of the seas
Among the farthest Hebrides.
Will no one tell me what she sings?—
Perhaps the plaintive numbers flow
For old, unhappy, far-off things,
And battles long ago:
Or is it some more humble lay,
Familiar matter of to-day?
Some natural sorrow, loss, or pain,
That has been, and may be again?
Whate'er the theme, the Maiden sang
As if her song could have no ending;
I saw her singing at her work,
And o'er the sickle bending;—
I listened, motionless and still;
And, as I mounted up the hill,
The music in my heart I bore,
Long after it was heard no more.
First Impression
- The poem, The Solitary Reaper, is a poem about how a man is listening to a beautiful woman singing as she is cutting and binding the grain. Throughout the poem, the man is trying to figure out what the woman is singing and whether she is sad or happy. At the end of the poem, the man does not know what she was singing, but the song stuck to his heart.
Paraphrased
Behold, the person on the field,
A wonderful, young woman!
Harvesting and sing by herself;
Stopping, or just passing by!
She cuts and binds the grain by herself,
And sings a depressing tone;
O Listen! For the Vale profound
Is overflowing with the sound.
No Nightingale ever shown
More hospitality to weary groups
Of travelers in some shady haunt,
Among the desert:
A thrilling voice that has never been heard
During the spring from a cuckoo-bird,
Breaking the silence
Among the farthest Hebrides.
Is anyone going to tell me what she is singing?—
Perhaps the lamenting numbers flow
For tired, sad, far away things,
And battles long ago:
Or is it some more humble lay,
Familiar matter of to-day?
Some suffering, loss, or pain,
That she is experiencing again?
Whatever it may be, the Maiden sang
And it does not look like it has an ending;
I saw her singing at her work,
And over the sickle bending;—
I stood still and listened,
And as I go up the hill,
The music is in my heart, and it will stay there.
Syntax and Word choice
- The poem is written in four stanzas with one to two sentences per stanza. The word choice is modern English, with a few exceptions. Wordsworth replaces some modern words with whate’er and to-day.
Imagery
- The melancholy song symbolizes the status of the woman in the field. The setting of the poem can represent how the woman is isolated from the world. Finally, the nightingale represents the woman singing while travelers are passing by.
Figurative Language
- One example of metaphor in The Solitary Reaper was the comparison between the nightingale and the woman. Wordsworth states that the woman is like a nightingale singing to travelers passing by. There are no signs of simile.
Tone
- The tone of the poem was relaxed yet mysterious. One example is the man’s need to figure out what the woman is singing. At the same time, Wordsworth describes the song as soothing and enriching.
Theme
- The main theme of this poem is the theme of poetry. Wordsworth wants to show the reader that poetry is not restricted to just plain words. Songs can be considered poetry as well.
Final Conclusion
- After using SWIFTT on The Solitary Reaper, I can see the imagery and the figurative language clearly. The only thing I do not fully understand is the theme of the poem. Also, I can relate to the man and his curiosity to find out what the woman was singing about.
Telephones Pole, By: John Updike
Original
They have been with us a long time.
They will outlast the elms.
Our eyes, like the eyes of a savage sieving the trees
In his search for game,
Run through them.
They blend along small-town streets
Like a race of giants that have faded into mere mythology.
Our eyes, washed clean of belief,
Lift incredulous to their fearsome crowns of bolts, trusses, struts, nuts, insulators, and such
Barnacles as compose
These weathered encrustations of electrical debris¬
Each a Gorgon’s head, which, seized right,
Could stun us to stone.
Yet they are ours.
We made them.
See here, where the cleats of linemen
Have roughened a second bark
Onto the bald trunk.
And these spikes
Have been driven sideways at intervals handy for human legs.
The Nature of our construction is in every way
A better fit than the Nature it displaces
What other tree can you climb where the birds’ twitter,
Unscrambled, is English?
True, their thin shade is negligible,
But then again there is not that tragic autumnal
Casting-off of leaves to outface annually.
These giants are more constant than evergreens
By being never green.
First Impression
- Telephone Poles by John Updike is a poem about telephone poles and how they impacted our lives visually. While he is preaching about telephone poles, Updike admires the inventors of the telephone pole. Finally, Updike “challenges” Nature by stating that our telephone poles are better than Nature’s “telephone poles.”
Paraphrased
They have been with us our whole lives.
They’ll be here a long time
Our eyes, like a beast looking for his
Prey
In search of a game.
Run through them. They blend along
the streets
Like a race of giants that have been mentioned in mythology.
Our eyes, washed of belief
Life incredulous to their heads of
Bolts, trusses, struts, nuts, insulator, and such
Barnacles as compose
These rusty poles filled with electrical
wires—
Each a Gorgon’s head, which, if used correctly,
Could blind or stun us
Yet we are their creators
See there, where the men
Has roughened a second bark
On the bald trunk. And these spikes
Goes sideways to help
The human legs
The way we create is in every way
Better than the way nature created
What other tree can you climb where the birds
sing,
in clear English? It is true that their
shade is unimportant,
But then again there are no signs of autumn on it
Shaving off leaves annually.
They are more frequent than trees themselvesBecause they are not green.
Syntax and Word Choice
- The poem is written in two stanzas; the first stanza talking about the many features of the telephone poles, where the latter one is about why telephone poles are far more superior to trees. As far as word choice goes, Updike uses modern English and is clear and concise.
Imagery
- Updike uses visual imagery when describing the nature of telephone poles and trees. In addition to visual imagery,
Figurative Language
- Updike uses similes in his poem to describe how humans see telephones everywhere they look. This simile can be found in lines 3-4:” Our eyes, like the eyes of a savage sieving the trees/ In his search for game,”
Tone
- Updike seems to use a relaxed yet persuasive tone. In the first stanza, Updike uses a relaxed tone to describe the nature of the telephone pole. In the second stanza, Updike uses a persuasive tone to persuade the reader to choose telephone poles than trees.
Theme
- The overall theme of Telephone Poles is that people should take more time to appreciate nature. In the poem, Updike states that: “The Nature of our construction is in every way/ A better fit than the Nature it displaces.” This is a clear example that people are adapting to a more industrialized world where trees are becoming “obsolete.”
Conclusion
- After re-reading and analyzing the poem, I was able to see Updike’s viewpoint on telephone poles versus trees. In a way, humans are becoming more technology-dependent and are slowly forgetting the simpler forms of resources. Humans need to advance forward but at the same time, remember where our original source of energy came from.
They have been with us a long time.
They will outlast the elms.
Our eyes, like the eyes of a savage sieving the trees
In his search for game,
Run through them.
They blend along small-town streets
Like a race of giants that have faded into mere mythology.
Our eyes, washed clean of belief,
Lift incredulous to their fearsome crowns of bolts, trusses, struts, nuts, insulators, and such
Barnacles as compose
These weathered encrustations of electrical debris¬
Each a Gorgon’s head, which, seized right,
Could stun us to stone.
Yet they are ours.
We made them.
See here, where the cleats of linemen
Have roughened a second bark
Onto the bald trunk.
And these spikes
Have been driven sideways at intervals handy for human legs.
The Nature of our construction is in every way
A better fit than the Nature it displaces
What other tree can you climb where the birds’ twitter,
Unscrambled, is English?
True, their thin shade is negligible,
But then again there is not that tragic autumnal
Casting-off of leaves to outface annually.
These giants are more constant than evergreens
By being never green.
First Impression
- Telephone Poles by John Updike is a poem about telephone poles and how they impacted our lives visually. While he is preaching about telephone poles, Updike admires the inventors of the telephone pole. Finally, Updike “challenges” Nature by stating that our telephone poles are better than Nature’s “telephone poles.”
Paraphrased
They have been with us our whole lives.
They’ll be here a long time
Our eyes, like a beast looking for his
Prey
In search of a game.
Run through them. They blend along
the streets
Like a race of giants that have been mentioned in mythology.
Our eyes, washed of belief
Life incredulous to their heads of
Bolts, trusses, struts, nuts, insulator, and such
Barnacles as compose
These rusty poles filled with electrical
wires—
Each a Gorgon’s head, which, if used correctly,
Could blind or stun us
Yet we are their creators
See there, where the men
Has roughened a second bark
On the bald trunk. And these spikes
Goes sideways to help
The human legs
The way we create is in every way
Better than the way nature created
What other tree can you climb where the birds
sing,
in clear English? It is true that their
shade is unimportant,
But then again there are no signs of autumn on it
Shaving off leaves annually.
They are more frequent than trees themselvesBecause they are not green.
Syntax and Word Choice
- The poem is written in two stanzas; the first stanza talking about the many features of the telephone poles, where the latter one is about why telephone poles are far more superior to trees. As far as word choice goes, Updike uses modern English and is clear and concise.
Imagery
- Updike uses visual imagery when describing the nature of telephone poles and trees. In addition to visual imagery,
Figurative Language
- Updike uses similes in his poem to describe how humans see telephones everywhere they look. This simile can be found in lines 3-4:” Our eyes, like the eyes of a savage sieving the trees/ In his search for game,”
Tone
- Updike seems to use a relaxed yet persuasive tone. In the first stanza, Updike uses a relaxed tone to describe the nature of the telephone pole. In the second stanza, Updike uses a persuasive tone to persuade the reader to choose telephone poles than trees.
Theme
- The overall theme of Telephone Poles is that people should take more time to appreciate nature. In the poem, Updike states that: “The Nature of our construction is in every way/ A better fit than the Nature it displaces.” This is a clear example that people are adapting to a more industrialized world where trees are becoming “obsolete.”
Conclusion
- After re-reading and analyzing the poem, I was able to see Updike’s viewpoint on telephone poles versus trees. In a way, humans are becoming more technology-dependent and are slowly forgetting the simpler forms of resources. Humans need to advance forward but at the same time, remember where our original source of energy came from.
To An Athlete Dying Young, By: A.E. Housman
Original
The time you won your town the race
We chaired you through the market-place;
Man and boy stood cheering by,
And home we brought you shoulder-high.
To-day, the road all runners come,
Shoulder-high we bring you home,
And set you at your threshold down,
Townsman of a stiller town.
Smart lad, to slip betimes away
From fields were glory does not stay
And early though the laurel grows
It withers quicker than the rose.
Eyes the shady night has shut
Cannot see the record cut,
And silence sounds no worse than cheers
After earth has stopped the ears:
Now you will not swell the rout
Of lads that wore their honours out,
Runners whom renown outran
And the name died before the man.
So set, before its echoes fade,
The fleet foot on the sill of shade,
And hold to the low lintel up
The still-defended challenge-cup.
And round that early-laurelled head
Will flock to gaze the strengthless dead,
And find unwithered on its curls
The garland briefer than a girl's.
First Impression
- This poem by A.E. Housman talks about a runner, who wins a race for his hometown, yet is met with a terrible fate. Within the poem, Housman talks about how the runner would prepare for his races and how he brought life back into his hometown. In the end, Housman promises that the people will celebrate his victory, even after his death, and that the runner’s legacy will live on forever.
Paraphrased
That time you won that race for your town
We hoisted you through the market;
Men and children stood cheering,
And at home we celebrated loudly.
Today, the runners ran the course,
We brought you home shoulder-high,
And brought you down at your home,
The hero of a still, silent town.
Smart man, to wake up earlier than usual
From the fields were limited glory
And where the shrooms grow
It decays quicker than a rose
The eyes of the camera
Cannot see you crossing the line,
And silence sound worse than cheers
After the earth stopped their ears:
Now you will not endure this torture.
Of those who ran till they couldn’t,
Runners whom their reputation outran
And the name died before the man.
So set, before your name fade.
Placed in a coffin,
And lower the coffin
For the still-defended champion.
And we will place a crown on his head
And it will compliment his deeds,
And find it unwhitered on its head
The wreath quicker than a girl’s
Syntax and Word Choice
- The poem is written into seven stanzas, with four lines per stanza. Furthermore, the poem follows the pattern of aabbccdd. The language is, for the most part, straightforward. The only difference in stanzas is in the last stanza, Housman includes intermediate words like, unwithered and garland briefer.
Imagery
- In the fourth stanza, Housman says, “Eyes the shady night has shut…”while alludes to the camera capturing the moment the runner crosses the finish line. In addition to the runner’s success, Housman includes the runner’s burial to allude to his death.
Figurative Language
- There are not any signs of similes or metaphors; however, the poem is ironic because the runner’s hometown is celebrating his death instead of feeling grief or distress.
Tone
- The main tone of this poem is more of a sympathetic yet ironic tone. As the poem progresses, Housman and the townspeople feel some grief for the runner, yet they started to celebrate as the runner was being buried.
Theme
- The overall theme in To an Athlete Dying Young is, to live your life to the fullest. Housman alludes to the fact that life is like a race course, in which our destination is the finish line. Housman subliminally states that at the end of your life, all you have are your achievements and your memories.
Conclusion
- After using SWIFTT on To an Athlete Dying Young, I can understand the point that A. E. Housman is trying to get across: Live your life to the fullest. Furthermore, Housman wants his readers to take chances and create memorable achievements.
The time you won your town the race
We chaired you through the market-place;
Man and boy stood cheering by,
And home we brought you shoulder-high.
To-day, the road all runners come,
Shoulder-high we bring you home,
And set you at your threshold down,
Townsman of a stiller town.
Smart lad, to slip betimes away
From fields were glory does not stay
And early though the laurel grows
It withers quicker than the rose.
Eyes the shady night has shut
Cannot see the record cut,
And silence sounds no worse than cheers
After earth has stopped the ears:
Now you will not swell the rout
Of lads that wore their honours out,
Runners whom renown outran
And the name died before the man.
So set, before its echoes fade,
The fleet foot on the sill of shade,
And hold to the low lintel up
The still-defended challenge-cup.
And round that early-laurelled head
Will flock to gaze the strengthless dead,
And find unwithered on its curls
The garland briefer than a girl's.
First Impression
- This poem by A.E. Housman talks about a runner, who wins a race for his hometown, yet is met with a terrible fate. Within the poem, Housman talks about how the runner would prepare for his races and how he brought life back into his hometown. In the end, Housman promises that the people will celebrate his victory, even after his death, and that the runner’s legacy will live on forever.
Paraphrased
That time you won that race for your town
We hoisted you through the market;
Men and children stood cheering,
And at home we celebrated loudly.
Today, the runners ran the course,
We brought you home shoulder-high,
And brought you down at your home,
The hero of a still, silent town.
Smart man, to wake up earlier than usual
From the fields were limited glory
And where the shrooms grow
It decays quicker than a rose
The eyes of the camera
Cannot see you crossing the line,
And silence sound worse than cheers
After the earth stopped their ears:
Now you will not endure this torture.
Of those who ran till they couldn’t,
Runners whom their reputation outran
And the name died before the man.
So set, before your name fade.
Placed in a coffin,
And lower the coffin
For the still-defended champion.
And we will place a crown on his head
And it will compliment his deeds,
And find it unwhitered on its head
The wreath quicker than a girl’s
Syntax and Word Choice
- The poem is written into seven stanzas, with four lines per stanza. Furthermore, the poem follows the pattern of aabbccdd. The language is, for the most part, straightforward. The only difference in stanzas is in the last stanza, Housman includes intermediate words like, unwithered and garland briefer.
Imagery
- In the fourth stanza, Housman says, “Eyes the shady night has shut…”while alludes to the camera capturing the moment the runner crosses the finish line. In addition to the runner’s success, Housman includes the runner’s burial to allude to his death.
Figurative Language
- There are not any signs of similes or metaphors; however, the poem is ironic because the runner’s hometown is celebrating his death instead of feeling grief or distress.
Tone
- The main tone of this poem is more of a sympathetic yet ironic tone. As the poem progresses, Housman and the townspeople feel some grief for the runner, yet they started to celebrate as the runner was being buried.
Theme
- The overall theme in To an Athlete Dying Young is, to live your life to the fullest. Housman alludes to the fact that life is like a race course, in which our destination is the finish line. Housman subliminally states that at the end of your life, all you have are your achievements and your memories.
Conclusion
- After using SWIFTT on To an Athlete Dying Young, I can understand the point that A. E. Housman is trying to get across: Live your life to the fullest. Furthermore, Housman wants his readers to take chances and create memorable achievements.
War is Kind, By: Stephen Crane
Original
Do not weep, maiden, for war is kind,
Because your lover threw wild hands toward the sky
And the affrighted steed ran on alone,
Do not weep.
War is kind.
Hoarse, booming drums of the regiment,
Little souls who thirst for fight,
These men were born to drill and die.
The unexplained glory flies above them.
Great is the battle-god, great, and his kingdom--
A field where a thousand corpses lie.
Do not weep, babe, for war is kind.
Because your father tumbles in the yellow trenches,
Raged at his breast, gulped and died,
Do not weep.
War is kind.
Swift blazing flag of the regiment,
Eagle with crest of red and gold,
These men were born to drill and die.
Point for them the virtue of slaughter,
Make plain to them the excellence of killing
And a field where a thousand corpses lie.
Mother whose heart hung humble as a button
On the bright splendid shroud of your son,
Do not weep.
War is kind!
First Reaction
- War is Kind by Stephen Crane is a poem about the misfortunes of war. Crane also writes about how women cry over their husbands and sons being drafted into war. However, Crane wanted the women to know that the women should not cry because, “War is Kind.”
Paraphrased
Do not cry, women, because war is kind,
Because your men chose to fight for our country
And the frightened solider runs alone
Do not weep.
War is kind.
Rough, loud drums of the regiment
Men who live to fight,
They were born to fight and die.
The unknown outcome overcomes them,
The battle is great, fighting on the battlefield
A place where many men died.
Do not cry, lady, because war is kind,
Because your forefathers have been extinct,
Raged in battle, choked and died,
Do not weep.
War is kind.
Huge flag of the regiment,
With an red and gold eagle crest,
These men were born to fight and die
Point to them the action of the battlefield,
Make sure they know the feeling of killing
In a field where many man died.
Mothers whose hearts sink low
On the bright feel of your son,
Do not weep.War is Kind!
Syntax and Word Choice
- Some of lines in the poem depict the actual actions of war, while other lines describes the misery of women in respects to wartime. Also, Crane uses repetition by repeating the phrase, “War is kind.”
Imagery
- One of the images that Crane repeats in the poem is the image of thousands of bodies lying on the battlefield. More examples of imagery in the poem were the flag’s symbol, the beat of the drums, and the son’s button.
Figurative Language
- There are not any traces of similes and metaphors. However, there are allusions to Lucifer (god of the underworld) and Ares (god of battle).
Tone
- The tone of this poem is considered ironic and somewhat dark. The main reason for a dark tone is the way Crane repeats the phrase, “War is kind.” Also, Crane light hearted words to describe war.
Theme
- The theme that Crane was implying is “War is kind.” Crane wanted to show the women that war was a beautiful thing, when in reality, war was cold and dark. Overall, the real theme is “War is horrifying.”
Conclusion
- After reading the poem for a second time, I can fully understand that Crane wanted to make war seem like it was nothing to worry about. However, Crane subliminally uses an ominous tone to describe both the reality of war and the misery of the family.
Do not weep, maiden, for war is kind,
Because your lover threw wild hands toward the sky
And the affrighted steed ran on alone,
Do not weep.
War is kind.
Hoarse, booming drums of the regiment,
Little souls who thirst for fight,
These men were born to drill and die.
The unexplained glory flies above them.
Great is the battle-god, great, and his kingdom--
A field where a thousand corpses lie.
Do not weep, babe, for war is kind.
Because your father tumbles in the yellow trenches,
Raged at his breast, gulped and died,
Do not weep.
War is kind.
Swift blazing flag of the regiment,
Eagle with crest of red and gold,
These men were born to drill and die.
Point for them the virtue of slaughter,
Make plain to them the excellence of killing
And a field where a thousand corpses lie.
Mother whose heart hung humble as a button
On the bright splendid shroud of your son,
Do not weep.
War is kind!
First Reaction
- War is Kind by Stephen Crane is a poem about the misfortunes of war. Crane also writes about how women cry over their husbands and sons being drafted into war. However, Crane wanted the women to know that the women should not cry because, “War is Kind.”
Paraphrased
Do not cry, women, because war is kind,
Because your men chose to fight for our country
And the frightened solider runs alone
Do not weep.
War is kind.
Rough, loud drums of the regiment
Men who live to fight,
They were born to fight and die.
The unknown outcome overcomes them,
The battle is great, fighting on the battlefield
A place where many men died.
Do not cry, lady, because war is kind,
Because your forefathers have been extinct,
Raged in battle, choked and died,
Do not weep.
War is kind.
Huge flag of the regiment,
With an red and gold eagle crest,
These men were born to fight and die
Point to them the action of the battlefield,
Make sure they know the feeling of killing
In a field where many man died.
Mothers whose hearts sink low
On the bright feel of your son,
Do not weep.War is Kind!
Syntax and Word Choice
- Some of lines in the poem depict the actual actions of war, while other lines describes the misery of women in respects to wartime. Also, Crane uses repetition by repeating the phrase, “War is kind.”
Imagery
- One of the images that Crane repeats in the poem is the image of thousands of bodies lying on the battlefield. More examples of imagery in the poem were the flag’s symbol, the beat of the drums, and the son’s button.
Figurative Language
- There are not any traces of similes and metaphors. However, there are allusions to Lucifer (god of the underworld) and Ares (god of battle).
Tone
- The tone of this poem is considered ironic and somewhat dark. The main reason for a dark tone is the way Crane repeats the phrase, “War is kind.” Also, Crane light hearted words to describe war.
Theme
- The theme that Crane was implying is “War is kind.” Crane wanted to show the women that war was a beautiful thing, when in reality, war was cold and dark. Overall, the real theme is “War is horrifying.”
Conclusion
- After reading the poem for a second time, I can fully understand that Crane wanted to make war seem like it was nothing to worry about. However, Crane subliminally uses an ominous tone to describe both the reality of war and the misery of the family.
The Oven Bird, By: Robert Frost
Original
There is a singer everyone has heard,
Loud, a mid-summer and a mid-wood bird,
Who makes the solid tree trunks sound again.
He says that leaves are old and that for flowers
Mid-summer is to spring as one to ten.
He says the early petal-fall is past
When pear and cherry bloom went down in showers
On sunny days a moment overcast;
And comes that other fall we name the fall.
He says the highway dust is over all.
The bird would sing and be as other birds,
But that he knows in singing not to sing.
The question that he frames in all but words
is what to make of a diminished thing.
There is a singer everyone has heard,
Loud, a mid-summer and a mid-wood bird,
Who makes the solid tree trunks sound again.
He says that leaves are old and that for flowers
Mid-summer is to spring as one to ten.
He says the early petal-fall is past
When pear and cherry bloom went down in showers
On sunny days a moment overcast;
And comes that other fall we name the fall.
He says the highway dust is over all.
The bird would cease and be as other birds
But that he knows in singing not to sing.
The question that he frames in all but words
Is what to make of a diminished thing.
First Impression
- Robert Frost’s The Oven Bird is a straightforward poem. In this poem, Frost talks about a bird as he sings throughout the seasons. It seems that the bird is experiencing the change in the wild life as the seasons change. Throughout the poem, Frost usesjoyful words and has a pleasurable feel. However, I cannot pin point the major point of The Oven Bird.
Paraphrased
There is a well known singer,
Who is loud, a summer bird,
Who makes the trees feel alive again.
The bird says the leaves are old and that the flowers need the sun of summer.
He says that the early petals say that fall is over
When the pears and cherry blooms fall from the heavy rain.
And on those sunny days a moment cast;
And comes that other drop we call fall.
The bird says that the dust is over all.
The bird would sing just like the other birds,
But he knows that singing is not singing.
The question that he poses in words
Is what to make of a tragedy.
Syntax and Word Choice
- The Oven Bird is a single stanza that follows the rhyme scheme of AABCBDCDEEFGHG. Most of the lines are viewed from a bird’s P.O.V. Furthermore, most of the lines are related to nature. Frost also includes assonance and two couplets, yet he does not add them at the end.
Imagery
- Robert Frost cleverly uses different words when referring to the seasons. The center image in the poem is the tree. In the poem, the tree symbolizes life, in that, life is essentially short. Also, as the poem progresses, the tree goes into the cycle of life and death.
Figurative Language
- One example of figurative language is the birds understanding the changes in the season. Another example is when the bird is singing about its surroundings; this could be classified as personification.
Tone
- The tone can best be described as calm, in respects to the environment. However at the end of the poem, Frost states that “He says the highway dust is over all… / the question that he frames in all but words / is what to make of a diminished thing.” Those last two lines keep the readers in suspense.
Theme
- The overall theme is that life is short and to not waste your life. Symbolically, the seasons emphasize the idea of life and death where, spring is the beginning of life, summer is the middle of life, fall is the preparation for death, and winter is the moment of death.
Conclusion
- Now that I fully understand the overall theme of The Oven Bird, I feel that I can understand the poem better. In addition, SWIFTT has enable me to see that the tone shifts from happy and cheery to solemn and suspenseful.
There is a singer everyone has heard,
Loud, a mid-summer and a mid-wood bird,
Who makes the solid tree trunks sound again.
He says that leaves are old and that for flowers
Mid-summer is to spring as one to ten.
He says the early petal-fall is past
When pear and cherry bloom went down in showers
On sunny days a moment overcast;
And comes that other fall we name the fall.
He says the highway dust is over all.
The bird would sing and be as other birds,
But that he knows in singing not to sing.
The question that he frames in all but words
is what to make of a diminished thing.
There is a singer everyone has heard,
Loud, a mid-summer and a mid-wood bird,
Who makes the solid tree trunks sound again.
He says that leaves are old and that for flowers
Mid-summer is to spring as one to ten.
He says the early petal-fall is past
When pear and cherry bloom went down in showers
On sunny days a moment overcast;
And comes that other fall we name the fall.
He says the highway dust is over all.
The bird would cease and be as other birds
But that he knows in singing not to sing.
The question that he frames in all but words
Is what to make of a diminished thing.
First Impression
- Robert Frost’s The Oven Bird is a straightforward poem. In this poem, Frost talks about a bird as he sings throughout the seasons. It seems that the bird is experiencing the change in the wild life as the seasons change. Throughout the poem, Frost usesjoyful words and has a pleasurable feel. However, I cannot pin point the major point of The Oven Bird.
Paraphrased
There is a well known singer,
Who is loud, a summer bird,
Who makes the trees feel alive again.
The bird says the leaves are old and that the flowers need the sun of summer.
He says that the early petals say that fall is over
When the pears and cherry blooms fall from the heavy rain.
And on those sunny days a moment cast;
And comes that other drop we call fall.
The bird says that the dust is over all.
The bird would sing just like the other birds,
But he knows that singing is not singing.
The question that he poses in words
Is what to make of a tragedy.
Syntax and Word Choice
- The Oven Bird is a single stanza that follows the rhyme scheme of AABCBDCDEEFGHG. Most of the lines are viewed from a bird’s P.O.V. Furthermore, most of the lines are related to nature. Frost also includes assonance and two couplets, yet he does not add them at the end.
Imagery
- Robert Frost cleverly uses different words when referring to the seasons. The center image in the poem is the tree. In the poem, the tree symbolizes life, in that, life is essentially short. Also, as the poem progresses, the tree goes into the cycle of life and death.
Figurative Language
- One example of figurative language is the birds understanding the changes in the season. Another example is when the bird is singing about its surroundings; this could be classified as personification.
Tone
- The tone can best be described as calm, in respects to the environment. However at the end of the poem, Frost states that “He says the highway dust is over all… / the question that he frames in all but words / is what to make of a diminished thing.” Those last two lines keep the readers in suspense.
Theme
- The overall theme is that life is short and to not waste your life. Symbolically, the seasons emphasize the idea of life and death where, spring is the beginning of life, summer is the middle of life, fall is the preparation for death, and winter is the moment of death.
Conclusion
- Now that I fully understand the overall theme of The Oven Bird, I feel that I can understand the poem better. In addition, SWIFTT has enable me to see that the tone shifts from happy and cheery to solemn and suspenseful.
Ode on a Grecian Urn, By: John Keats
Original
Thou still unravish'd bride of quietness,
Thou foster-child of silence and slow time,
Sylvan historian, who canst thus express
A flowery tale more sweetly than our rhyme:
What leaf-fring'd legend haunt about thy shape
Of deities or mortals, or of both,
In Tempe or the dales of Arcady?
What men or gods are these? What maidens loth?
What mad pursuit? What struggle to escape?
What pipes and timbrels? What wild ecstasy?
Heard melodies are sweet, but those unheard
Are sweeter: therefore, ye soft pipes, play on;
Not to the sensual ear, but, more endear'd,
Pipe to the spirit ditties of no tone:
Fair youth, beneath the trees, thou canst not leave
Thy song, nor ever can those trees be bare;
Bold lover, never, never canst thou kiss,
Though winning near the goal - yet, do not grieve;
She cannot fade, though thou hast not thy bliss,
For ever wilt thou love, and she be fair!
Ah, happy, happy boughs! that cannot shed
Your leaves, nor ever bid the spring adieu;
And, happy melodist, unwearied,
For ever piping songs for ever new;
More happy love! more happy, happy love!
For ever warm and still to be enjoy'd,
For ever panting, and for ever young;
All breathing human passion far above,
That leaves a heart high-sorrowful and cloy'd,
A burning forehead, and a parching tongue.
Who are these coming to the sacrifice?
To what green altar, O mysterious priest,
Lead'st thou that heifer lowing at the skies,
And all her silken flanks with garlands drest?
What little town by river or sea shore,
Or mountain-built with peaceful citadel,
Is emptied of this folk, this pious morn?
And, little town, thy streets for evermore
Will silent be; and not a soul to tell
Why thou art desolate, can e'er return.
O Attic shape! Fair attitude! with brede
Of marble men and maidens overwrought,
With forest branches and the trodden weed;
Thou, silent form, dost tease us out of thought
As doth eternity: Cold Pastoral!
When old age shall this generation waste,
Thou shalt remain, in midst of other woe
Than ours, a friend to man, to whom thou say'st,
"Beauty is truth, truth beauty," - that is all
Ye know on earth, and all ye need to know.
First Impression
- The language in this poem by George Keats is hard to interpret. I feel like Keats is explaining someone's ashes in an urn. Furthermore, Keats is describing the urn itself. Finally, Keats pays special attention to the shape of the urn.
Thou still unravish'd bride of quietness,
Thou foster-child of silence and slow time,
Sylvan historian, who canst thus express
A flowery tale more sweetly than our rhyme:
What leaf-fring'd legend haunt about thy shape
Of deities or mortals, or of both,
In Tempe or the dales of Arcady?
What men or gods are these? What maidens loth?
What mad pursuit? What struggle to escape?
What pipes and timbrels? What wild ecstasy?
Heard melodies are sweet, but those unheard
Are sweeter: therefore, ye soft pipes, play on;
Not to the sensual ear, but, more endear'd,
Pipe to the spirit ditties of no tone:
Fair youth, beneath the trees, thou canst not leave
Thy song, nor ever can those trees be bare;
Bold lover, never, never canst thou kiss,
Though winning near the goal - yet, do not grieve;
She cannot fade, though thou hast not thy bliss,
For ever wilt thou love, and she be fair!
Ah, happy, happy boughs! that cannot shed
Your leaves, nor ever bid the spring adieu;
And, happy melodist, unwearied,
For ever piping songs for ever new;
More happy love! more happy, happy love!
For ever warm and still to be enjoy'd,
For ever panting, and for ever young;
All breathing human passion far above,
That leaves a heart high-sorrowful and cloy'd,
A burning forehead, and a parching tongue.
Who are these coming to the sacrifice?
To what green altar, O mysterious priest,
Lead'st thou that heifer lowing at the skies,
And all her silken flanks with garlands drest?
What little town by river or sea shore,
Or mountain-built with peaceful citadel,
Is emptied of this folk, this pious morn?
And, little town, thy streets for evermore
Will silent be; and not a soul to tell
Why thou art desolate, can e'er return.
O Attic shape! Fair attitude! with brede
Of marble men and maidens overwrought,
With forest branches and the trodden weed;
Thou, silent form, dost tease us out of thought
As doth eternity: Cold Pastoral!
When old age shall this generation waste,
Thou shalt remain, in midst of other woe
Than ours, a friend to man, to whom thou say'st,
"Beauty is truth, truth beauty," - that is all
Ye know on earth, and all ye need to know.
First Impression
- The language in this poem by George Keats is hard to interpret. I feel like Keats is explaining someone's ashes in an urn. Furthermore, Keats is describing the urn itself. Finally, Keats pays special attention to the shape of the urn.
Paraphrased
Your untouched motionless position,
The foster-child of silence and slow time,
Sylvan historian, who can’t express you
A flowery tale more sweetly than our rhyme:
What legend made your shape
Of deities, or mortal, or both,
In Tempe or the dales of Arcady?
What men or gods are these? What maidens opposed?
What mad pursuit? What struggles to escape?
What pipes and timbrels? What wild ecstasy?
Melodies that are heard are sweet, but unheard melodies are sweeter: therefore your melodies, play on;
No the physical ear, but more internal.
A song with no tone from the pipe:
Fair youth, under the trees, you cannot leave
Your song, and not even these trees can be bare;
Bold lover, never cannot kiss you,
Though winning near the goal- yet do not grieve;
She cannot fade, because of your bliss,
For when your love fades, she will be fair!
Ah, happy, happy, limb! That cannot shed
Your leaves, did not tell the spring goodbye;
And happy melodist, enduring,
For every song is new and exciting
More happy love! A happier love!
Forever warm and forever enjoyed,
From above are the angels,
That leaves a sorrowful heart,
A burning headache, and a dehydrated tongue.
Who are coming to these sacrifices?
To what green altar, O mysterious priest,
Lead you to that heifer lowing at the skies,
And all her silken flanks with garlands drest?
And what town, either by river or by the sea shore,
Or one built on a mountain with a peaceful citadel,
Is empited of this folk, this virtuous morn?
And little town, your streets little by little
Will be silent; and not a soul to tell
Why your art is barren, and ever return.
O loft shape! Fair attitude! With brede
Of marble, emotional men and women,
With forest branches and crushed weeds;
You, in silent form, dare tease us out of thought
As your eternity: Cold Pastoral!
When old age shall eradicate this generation,
You shall remain, in spite of other misery
Than ours, a friend to man, in which you said,
“True beauty is beautiful,” – that is all you know on earth, and all you needed to know.
Syntax and Word Choice
- The poem is written into 5 stanzas. Furthermore, the poem is written in 1st person point of view. The word choice is somewhat difficult to comprehend. Keats uses a load of Shakespearean words like doth, thou, and thy.
Imagery
- This poem contains a number of visual imagery. For example, Keats describes the figure of the urn. One example of this is "What mad pursuit? What struggle to escape?" Also, the urn itself signifies beauty and truth.
Figurative Language
- The poem includes paradox and rhetorical questions. Two examples of paradox in the poem are "Heard melodies are sweet, but those unheard/ Are sweeter..." and "That leaves a heart high-sorrowful and cloy'd..." One example of rhetorical question is "Who are these coming to the sacrifice?"
Tone
- The tone of this poem can be described as mourning and descriptive. One example of the author's tone is "Ah, happy, happy, broughs! That cannot shed/ Your leaves, nor ever bid the Spring adieu."
Theme
- The theme, or rather the moral of the poem, can be found in the last two lines of the poem. They read "'Beauty is truth, truth beauty,--that is all/ Ye know on earth, and all ye need to know.'" This shows that Keats strongly supports inner beauty and truth.
Conclusion
- Even after using SWIFTT, "Ode on a Grecian Urn" was still difficult to interpret. Although, I was able to see that Keats was describing the shape of the urn, as well as see the moral of the poem. However, the only thing that I wonder is, if the urn was filled with anyone's ashes.
The Lamb, By: William Blake
Original
Little Lamb, who made thee?
Dost thou know who made thee?
Gave thee life, and bid thee feed,
By the stream and o'er the mead;
Gave thee clothing of delight,
Softest clothing, woolly, bright;
Gave thee such a tender voice,
Making all the vales rejoice?
Little Lamb, who made thee?
Dost thou know who made thee?
Little Lamb, I'll tell thee,
Little Lamb, I'll tell thee.
He is called by thy name,
For He calls Himself a Lamb.
He is meek, and He is mild;
He became a little child.
I a child, and thou a lamb,
We are called by His name.
Little Lamb, God bless thee!
Little Lamb, God bless thee!
First Impression
- The Lamb by William Blake is about a man asking the lamb who and how he was created. Furthermore, this poem is a contrast to The Tyger. At first, the man questions who gave the lamb the ability to live, to feed, and to have a tender voice. Finally, the man questions how the lamb obtains his name.
Paraphrased
Little Lamb, who made you?
Do you know who made you?
Gave you life, and gave you food,
By the stream and over the mead;
Gave you delightful clothing,
Clothes that are soft, woolly, and bright;
Gave you a tender voice,
Making everyone in the valley rejoice?
Little Lamb, who made you?
Do you know who made you?
Little Lamb, I’ll tell you,
Little Lamb, I’ll tell you.
He is called by his name,
He calls himself a lamb.
He is timid, and He is gentle;
He became a lost child.
You are a child, and a lamb,
We are called by his name.
Little Lamb, God bless you!
Little Lamb, God bless you!
Syntax and Word Choice
- The poem is broken into two stanzas with repetition. The word choice is basic. Some examples of Blake’s basic words are meek, woolly, and vales. Furthermore, Blake uses some Shakespeare words like thee, thou, and thy.
Imagery
- The main image in the poem is the coat of the lamb. Blake describes the coat as “Softest clothing, woolly, bright;” Blake makes the reference to the coat to show the purity and brightness of the lamb. Furthermore, the multiple questions that Blake poses mainly represents/relate to God or a higher being in the sky.
Figurative Language
- One use of figurative language is repetition. In the 2nd stanza, Blake repeats the line “Little Lamb, I'll tell thee, / Little Lamb, I'll tell thee.” Also, at the end of the poem, Blake repeats “Little Lamb, God bless thee! / Little Lamb, God bless thee! ”
Tone
- The tone of the play seems to amazed and fascinated. As the poem progresses, Blake becomes more fascinated about the beauty and nature of the lamb. One example of his tone is “Little Lamb, who made thee? / Dost thou know who made thee?”
Theme
- The theme of the poem can be the need for education. In the poem, Blake issues a need for the anatomy of the lamb. With all the questions asked, the reader can see that the main point for this poem is to figure out who made the lamb.
Conclusion
- My impression of the poem has not changed. However, after using SWIFTT, I was able to see the imagery of the lamb’s coat. Furthermore, I was able to answer the question of who made the lamb. Compared to The Tyger, Blake made The Lamb more light-hearted and just as well written as The Tyger.
Little Lamb, who made thee?
Dost thou know who made thee?
Gave thee life, and bid thee feed,
By the stream and o'er the mead;
Gave thee clothing of delight,
Softest clothing, woolly, bright;
Gave thee such a tender voice,
Making all the vales rejoice?
Little Lamb, who made thee?
Dost thou know who made thee?
Little Lamb, I'll tell thee,
Little Lamb, I'll tell thee.
He is called by thy name,
For He calls Himself a Lamb.
He is meek, and He is mild;
He became a little child.
I a child, and thou a lamb,
We are called by His name.
Little Lamb, God bless thee!
Little Lamb, God bless thee!
First Impression
- The Lamb by William Blake is about a man asking the lamb who and how he was created. Furthermore, this poem is a contrast to The Tyger. At first, the man questions who gave the lamb the ability to live, to feed, and to have a tender voice. Finally, the man questions how the lamb obtains his name.
Paraphrased
Little Lamb, who made you?
Do you know who made you?
Gave you life, and gave you food,
By the stream and over the mead;
Gave you delightful clothing,
Clothes that are soft, woolly, and bright;
Gave you a tender voice,
Making everyone in the valley rejoice?
Little Lamb, who made you?
Do you know who made you?
Little Lamb, I’ll tell you,
Little Lamb, I’ll tell you.
He is called by his name,
He calls himself a lamb.
He is timid, and He is gentle;
He became a lost child.
You are a child, and a lamb,
We are called by his name.
Little Lamb, God bless you!
Little Lamb, God bless you!
Syntax and Word Choice
- The poem is broken into two stanzas with repetition. The word choice is basic. Some examples of Blake’s basic words are meek, woolly, and vales. Furthermore, Blake uses some Shakespeare words like thee, thou, and thy.
Imagery
- The main image in the poem is the coat of the lamb. Blake describes the coat as “Softest clothing, woolly, bright;” Blake makes the reference to the coat to show the purity and brightness of the lamb. Furthermore, the multiple questions that Blake poses mainly represents/relate to God or a higher being in the sky.
Figurative Language
- One use of figurative language is repetition. In the 2nd stanza, Blake repeats the line “Little Lamb, I'll tell thee, / Little Lamb, I'll tell thee.” Also, at the end of the poem, Blake repeats “Little Lamb, God bless thee! / Little Lamb, God bless thee! ”
Tone
- The tone of the play seems to amazed and fascinated. As the poem progresses, Blake becomes more fascinated about the beauty and nature of the lamb. One example of his tone is “Little Lamb, who made thee? / Dost thou know who made thee?”
Theme
- The theme of the poem can be the need for education. In the poem, Blake issues a need for the anatomy of the lamb. With all the questions asked, the reader can see that the main point for this poem is to figure out who made the lamb.
Conclusion
- My impression of the poem has not changed. However, after using SWIFTT, I was able to see the imagery of the lamb’s coat. Furthermore, I was able to answer the question of who made the lamb. Compared to The Tyger, Blake made The Lamb more light-hearted and just as well written as The Tyger.
The Tyger, By William Blake
Original
Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?
In what distant deeps or skies
Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare seize the fire?
And what shoulder, & what art.
Could twist the sinews of thy heart?
And when thy heart began to beat,
What dread hand? & what dread feet?
What the hammer? what the chain?
In what furnace was thy brain?
What the anvil? what dread grasp
Dare its deadly terrors clasp?
When the stars threw down their spears,
And watered heaven with their tears,
Did he smile his work to see?
Did he who made the Lamb make thee?
Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Dare frame thy fearful symmetry?
First Impression
- This poem from William Blake, is about how the author is "asking" the tiger how he was made. William Blake starts the poem by asking who made the tiger as a whole. As the poem progresses, Blake begins to ask the tiger how each body part was made. Finally, Blake repeats the line "Tyger! Tyger! burning bright/ In the forests of the night,/ What immortal hand or eye/ Dare frame thy fearful symmetry? " The one thing I don't understand is, Who exactly made this tiger?
Paraphrased
Tiger! Tiger! Burning bright
In the forest at night,
What immortal hand or eye
Could make you?
In what distant seas or skies
Made the fire in your eyes?
On what wings dare he aspire?
What hands crafted the fire?
And what shoulders and what art.
Could twist the muscles of your heart?
And when you heart begins to beat.
What terrifying hands? And what terrifying feet?
What the hammer? What the chain
In what furnace was your brain?
What the anvil? What terrifying grasp
Dare your deadly clutch?
When the stars fell from the sky,
And rained on the Earth,
Did he smile when his work saw?
Did the man who made the lamb, make you?
Tiger! Tiger! Burning bright
In the forest at night,
What immortal hand or eyeCould make you?
Syntax and Word Choice
- The poem is broken up into 6 stanzas, with each stanza consisting of about 1-2 sentences. Furthermore, the meter is regular and rhythmtic. The word choice is "semi-modern" English. Blake also uses simple Shakespearean words like thy.
Imagery
- Blake uses burning bright to describe and represent the tiger. The "forging" represents the actual construction of the tiger and how every living thing is made. Furthermore, sentences like "What immortal hand or eye..." and "Did he smile his work to see?" represents Satan or an evil being.
Figurative Language
- Blake compares the tiger's eyes to fire and the construction of the tiger's heart, to twisting and binding the muscles of his heart.
Tone
- The tone that Blake uses in this poem is, intersting and curious. Throughout the poem, Blake questions the tiger's existence. One example of his tone is, In what distant deeps or skies/ Burnt the fire of thine eyes?/ On what wings dare he aspire?/ What the hand dare seize the fire?
Theme
- It is difficult to determine the theme of this poem. The main idea of the poem, however, is to figure out who made the tiger.
Conclusion
- After using SWIFTT on The Tyger, I can conclude that the main reason for Blake writing this poem was for the reader to answer his question of, "Who made the tiger?" Along with posing multiple questions, Blake does a marvelous job of describing the tiger, making this a very well written poem.
Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?
In what distant deeps or skies
Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare seize the fire?
And what shoulder, & what art.
Could twist the sinews of thy heart?
And when thy heart began to beat,
What dread hand? & what dread feet?
What the hammer? what the chain?
In what furnace was thy brain?
What the anvil? what dread grasp
Dare its deadly terrors clasp?
When the stars threw down their spears,
And watered heaven with their tears,
Did he smile his work to see?
Did he who made the Lamb make thee?
Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Dare frame thy fearful symmetry?
First Impression
- This poem from William Blake, is about how the author is "asking" the tiger how he was made. William Blake starts the poem by asking who made the tiger as a whole. As the poem progresses, Blake begins to ask the tiger how each body part was made. Finally, Blake repeats the line "Tyger! Tyger! burning bright/ In the forests of the night,/ What immortal hand or eye/ Dare frame thy fearful symmetry? " The one thing I don't understand is, Who exactly made this tiger?
Paraphrased
Tiger! Tiger! Burning bright
In the forest at night,
What immortal hand or eye
Could make you?
In what distant seas or skies
Made the fire in your eyes?
On what wings dare he aspire?
What hands crafted the fire?
And what shoulders and what art.
Could twist the muscles of your heart?
And when you heart begins to beat.
What terrifying hands? And what terrifying feet?
What the hammer? What the chain
In what furnace was your brain?
What the anvil? What terrifying grasp
Dare your deadly clutch?
When the stars fell from the sky,
And rained on the Earth,
Did he smile when his work saw?
Did the man who made the lamb, make you?
Tiger! Tiger! Burning bright
In the forest at night,
What immortal hand or eyeCould make you?
Syntax and Word Choice
- The poem is broken up into 6 stanzas, with each stanza consisting of about 1-2 sentences. Furthermore, the meter is regular and rhythmtic. The word choice is "semi-modern" English. Blake also uses simple Shakespearean words like thy.
Imagery
- Blake uses burning bright to describe and represent the tiger. The "forging" represents the actual construction of the tiger and how every living thing is made. Furthermore, sentences like "What immortal hand or eye..." and "Did he smile his work to see?" represents Satan or an evil being.
Figurative Language
- Blake compares the tiger's eyes to fire and the construction of the tiger's heart, to twisting and binding the muscles of his heart.
Tone
- The tone that Blake uses in this poem is, intersting and curious. Throughout the poem, Blake questions the tiger's existence. One example of his tone is, In what distant deeps or skies/ Burnt the fire of thine eyes?/ On what wings dare he aspire?/ What the hand dare seize the fire?
Theme
- It is difficult to determine the theme of this poem. The main idea of the poem, however, is to figure out who made the tiger.
Conclusion
- After using SWIFTT on The Tyger, I can conclude that the main reason for Blake writing this poem was for the reader to answer his question of, "Who made the tiger?" Along with posing multiple questions, Blake does a marvelous job of describing the tiger, making this a very well written poem.
On Reading Poems to a Senior Class at South High, By: D.C. Berry
Original
Before
I opened my mouth
I noticed them sitting there
as orderly as frozen fish
in a package.
Slowly water began to fill the room
though I did not notice it
till it reached
my ears
and then I heard the sounds
of fish in an aquarium
and I knew that though I had
tried to drown them
with my words
that they had only opened up
like gills for them
and let me in.
Together we swam around the room
like thirty tails whacking words
till the bell rang
puncturing
a hole in the door
where we all leaked out
They went to another class
I suppose and I home
where Queen Elizabeth
my cat met me
and licked my fins
till they were hands again.
First Reaction
- This poem by D.C. Berry is about a teacher and his students reading poems together in class. At first, Berry compares the students to frozen fish because they are perhaps motionless. As the poem progresses, the students become more active and more interactive in class. The poem ends with the teacher going to his house and being greeted by his cat.
Paraphrased
Before
I begin
I noticed them sitting there
Like a bunch of frozen fish
In a package.
Slowly water begins to fill the room
And I didn’t notice
Till it reached
My ears
Then I heard the sounds
Of students listening
And I knew that I had to
Drown them
With my words
That they opened up
Like their “gills”
To listen to me
Together in unison, we “swam”\
Like in a fish school
Till the bell rang
Making
A hole in the door
Where we all exited the classroom
They went to another class
And I went home
Where my cat
Queen Elizabeth welcomed me
And licked my finsTill they were hands again.
Syntax and Word Choice
- This poem is written in free style, meaning no rhyme sequence or specific pattern. The word choice is simple and easy to understand.
Imagery
- One of the more noticeable images is the aquarium. In the poem, Berry compares the classroom to an aquarium and the students as fish. Berry states that, “Slowly water began to fill the room,” meaning that his words are being to bring life into the classroom.
Figurative Language
- Berry uses similes and metaphors to show how he influences his students. Berry’s words give the students meaning and they engage in the lesson at hand. One example of a simile in the poem is, “Together we swam around the room / like thirty tails whacking words.” Another example of figurative language is, “...where Queen Elizabeth/ my cat met me /and licked my fins…”
Tone
- The overall tone of the poem is slow and bland to exciting and noticeable. As the teacher starts to bring excitement to his classroom, so does the students.
Theme
- One theme that can be derived from this poem is the notion that a teacher can bring out students’ potentials and have them engage in the discussion.
Conclusion
- After re-reading and analyzing On Reading Poems to a Senior Class at South High, I can tell that the teacher was somewhat surprised that he actually got the students to listen to his lectures. The stereotype that students are supposed to listen and learn is emphasized in this poem.
Before
I opened my mouth
I noticed them sitting there
as orderly as frozen fish
in a package.
Slowly water began to fill the room
though I did not notice it
till it reached
my ears
and then I heard the sounds
of fish in an aquarium
and I knew that though I had
tried to drown them
with my words
that they had only opened up
like gills for them
and let me in.
Together we swam around the room
like thirty tails whacking words
till the bell rang
puncturing
a hole in the door
where we all leaked out
They went to another class
I suppose and I home
where Queen Elizabeth
my cat met me
and licked my fins
till they were hands again.
First Reaction
- This poem by D.C. Berry is about a teacher and his students reading poems together in class. At first, Berry compares the students to frozen fish because they are perhaps motionless. As the poem progresses, the students become more active and more interactive in class. The poem ends with the teacher going to his house and being greeted by his cat.
Paraphrased
Before
I begin
I noticed them sitting there
Like a bunch of frozen fish
In a package.
Slowly water begins to fill the room
And I didn’t notice
Till it reached
My ears
Then I heard the sounds
Of students listening
And I knew that I had to
Drown them
With my words
That they opened up
Like their “gills”
To listen to me
Together in unison, we “swam”\
Like in a fish school
Till the bell rang
Making
A hole in the door
Where we all exited the classroom
They went to another class
And I went home
Where my cat
Queen Elizabeth welcomed me
And licked my finsTill they were hands again.
Syntax and Word Choice
- This poem is written in free style, meaning no rhyme sequence or specific pattern. The word choice is simple and easy to understand.
Imagery
- One of the more noticeable images is the aquarium. In the poem, Berry compares the classroom to an aquarium and the students as fish. Berry states that, “Slowly water began to fill the room,” meaning that his words are being to bring life into the classroom.
Figurative Language
- Berry uses similes and metaphors to show how he influences his students. Berry’s words give the students meaning and they engage in the lesson at hand. One example of a simile in the poem is, “Together we swam around the room / like thirty tails whacking words.” Another example of figurative language is, “...where Queen Elizabeth/ my cat met me /and licked my fins…”
Tone
- The overall tone of the poem is slow and bland to exciting and noticeable. As the teacher starts to bring excitement to his classroom, so does the students.
Theme
- One theme that can be derived from this poem is the notion that a teacher can bring out students’ potentials and have them engage in the discussion.
Conclusion
- After re-reading and analyzing On Reading Poems to a Senior Class at South High, I can tell that the teacher was somewhat surprised that he actually got the students to listen to his lectures. The stereotype that students are supposed to listen and learn is emphasized in this poem.
Musee des Baux Arts, By: Auden
Original
About suffering they were never wrong,
The old Masters: how well they understood
Its human position: how it takes place
While someone else is eating or opening a window or just walking dully along;
How, when the aged are reverently, passionately waiting
For the miraculous birth, there always must be
Children who did not specially want it to happen, skating
On a pond at the edge of the wood:
They never forgot
That even the dreadful martyrdom must run its course
Anyhow in a corner, some untidy spot
Where the dogs go on with their doggy life and the torturer's horse
Scratches its innocent behind on a tree.
In Breughel's Icarus, for instance: how everything turns away
Quite leisurely from the disaster; the ploughman may
Have heard the splash, the forsaken cry,
But for him it was not an important failure; the sun shone
As it had to on the white legs disappearing into the green
Water, and the expensive delicate ship that must have seen
Something amazing, a boy falling out of the sky,
First Impression
- The first time I read this poem, Auden was explaining the hardships of the elderly. As the poem progresses, the elderly soon remembers their youth, and in an instant, their youth “transforms” into a boy falling from the sky. Then, the boy starts to drown, which could signify the elderly’s youth disappearing.
Had somewhere to get to and sailed calmly on.
Paraphrased
In the case of suffering, they were not wrong,
The old master: they understood
Its human position: how it takes place
While someone is eating, walking, or opening a window
How, when the elderly respectfully wait
For their death, there are always
Children who did not ask for this to happen, skating
At the end of the world:
They never forgot
That even a religious-based death must occur
Anyhow in a dirty corner
Where people go on their life, even those less fortunate
leaves their mark in life
For example in Breughel’s Icarus, for instance: how everything goes wrong
Calmly from the disaster; The farmer may
Have heard the cries of the dead
But for him it was not a failure; the sun shines
As it is approaches from the horizon
Water, and a ship worth seeing from a distance
And then something amazing, a spirit coming down,Had somewhere to go and sailed calmly on.
Syntax and Word Choice
- The sentences are long and lengthy. Usually, one entire sentence is one stanza. As for word choice, Auden uses basic words. For some words like especially, Auden replaces it with a word like specially. Furthermore, Auden uses more “old-fashioned” words like ploughman and martyrdom.
Imagery
- Auden alludes to the birth of Jesus by saying “For the miraculous birth, there always must be/Children who did not specially want it to happen.” Another image that Auden uses is Breughel's Icarus, where Auden says, “…In Breughel's Icarus, for instance: how everything turns away/ Quite leisurely from the disaster…” Finally, Auden alludes to the crucifixion of Jesus by saying, “Anyhow in a corner, some untidy spot,/ Where the dogs go on with their doggy life and the,/ torturer's horse,/ Scratches its innocent behind on a tree”
Figurative Language
- There are no notable signs of similes or metaphors.
Tone
- The tone of Musee des Baux Arts is straightforward and monotone. As the poem progress, Auden writes in a more laid back style of writing, just like the ploughman when he saw the boy fall from the sky.
Theme
- The overall theme of Musee des Baux Arts is, humans are naïve when it comes to environmental changes. One example of this theme is when the ploughman goes on with his day, even though the boy fell from the sky.
Conclusion
- At first I thought that the elderly was facing the challenges of being old. However, after analyzing the poem using SWIFTT, I found that Auden is trying to tell humans that sometimes we are completely oblivious to what’s happening around us. Also, this poem can be viewed through many viewpoints, for example: the ploughman and his ignorance to the boy falling from the sky or the feeling of the boy falling from the sky.
About suffering they were never wrong,
The old Masters: how well they understood
Its human position: how it takes place
While someone else is eating or opening a window or just walking dully along;
How, when the aged are reverently, passionately waiting
For the miraculous birth, there always must be
Children who did not specially want it to happen, skating
On a pond at the edge of the wood:
They never forgot
That even the dreadful martyrdom must run its course
Anyhow in a corner, some untidy spot
Where the dogs go on with their doggy life and the torturer's horse
Scratches its innocent behind on a tree.
In Breughel's Icarus, for instance: how everything turns away
Quite leisurely from the disaster; the ploughman may
Have heard the splash, the forsaken cry,
But for him it was not an important failure; the sun shone
As it had to on the white legs disappearing into the green
Water, and the expensive delicate ship that must have seen
Something amazing, a boy falling out of the sky,
First Impression
- The first time I read this poem, Auden was explaining the hardships of the elderly. As the poem progresses, the elderly soon remembers their youth, and in an instant, their youth “transforms” into a boy falling from the sky. Then, the boy starts to drown, which could signify the elderly’s youth disappearing.
Had somewhere to get to and sailed calmly on.
Paraphrased
In the case of suffering, they were not wrong,
The old master: they understood
Its human position: how it takes place
While someone is eating, walking, or opening a window
How, when the elderly respectfully wait
For their death, there are always
Children who did not ask for this to happen, skating
At the end of the world:
They never forgot
That even a religious-based death must occur
Anyhow in a dirty corner
Where people go on their life, even those less fortunate
leaves their mark in life
For example in Breughel’s Icarus, for instance: how everything goes wrong
Calmly from the disaster; The farmer may
Have heard the cries of the dead
But for him it was not a failure; the sun shines
As it is approaches from the horizon
Water, and a ship worth seeing from a distance
And then something amazing, a spirit coming down,Had somewhere to go and sailed calmly on.
Syntax and Word Choice
- The sentences are long and lengthy. Usually, one entire sentence is one stanza. As for word choice, Auden uses basic words. For some words like especially, Auden replaces it with a word like specially. Furthermore, Auden uses more “old-fashioned” words like ploughman and martyrdom.
Imagery
- Auden alludes to the birth of Jesus by saying “For the miraculous birth, there always must be/Children who did not specially want it to happen.” Another image that Auden uses is Breughel's Icarus, where Auden says, “…In Breughel's Icarus, for instance: how everything turns away/ Quite leisurely from the disaster…” Finally, Auden alludes to the crucifixion of Jesus by saying, “Anyhow in a corner, some untidy spot,/ Where the dogs go on with their doggy life and the,/ torturer's horse,/ Scratches its innocent behind on a tree”
Figurative Language
- There are no notable signs of similes or metaphors.
Tone
- The tone of Musee des Baux Arts is straightforward and monotone. As the poem progress, Auden writes in a more laid back style of writing, just like the ploughman when he saw the boy fall from the sky.
Theme
- The overall theme of Musee des Baux Arts is, humans are naïve when it comes to environmental changes. One example of this theme is when the ploughman goes on with his day, even though the boy fell from the sky.
Conclusion
- At first I thought that the elderly was facing the challenges of being old. However, after analyzing the poem using SWIFTT, I found that Auden is trying to tell humans that sometimes we are completely oblivious to what’s happening around us. Also, this poem can be viewed through many viewpoints, for example: the ploughman and his ignorance to the boy falling from the sky or the feeling of the boy falling from the sky.
Siren Song, By: Margaret Atwood
Original
This is the one song everyone
would like to learn: the song
that is irresistible:the song that forces men
to leap overboard in squadron
seven though they see beached skulls
the song nobody knows
because anyone who had heard it
is dead, and the others can’t remember.
Shall I tell you the secret
and if I do, will you get me
out of this bird suit?I don’t enjoy it here
squatting on this island
looking picturesque and mythical
with these two feathery maniacs,
I don’t enjoy singing
this trio, fatal and valuable.
I will tell the secret to you,
to you, only to you.
Come closer. This song
is a cry for help: Help me!
Only you, only you can,
you are unique
at last. Alas
it is a boring song
but it works every time.
Initial Reaction
Before I read the poem for the first time, I thought “The Siren Song” was about a sirengoing off to warn people on a boat. After reading the poem for the first time, the first thing that came to my mind was, “Why was this woman crying out for help?” Furthermore, I did not understand the “bird suits” and the “feathery maniacs.”
Paraphrased
This song is for everyone
For those who want to learn: The song
Is irresistible:
The song that forces men
To jump into the army
Even though they see death
The song nobody knows
Because people who heard it
Are dead, and other people can’t remember
Can I tell you a secret
And if I do, will you get me
Out of this place?
I don’t like it here
Stranded on this island
Looking beautiful and mythical
With these two maniacs,
I don’t like singing
This trio, fragile and valuable
I will tell you a secret.
To you, and to you only.
Come closer. This song
Is a cry for help: Help me!
Only you, you can,
Because you’re unique
At last. Sadly
It’s a boring song
But it works every time.
Syntax and word choice- Atwood uses modern diction into her poem. From reading the poem, the words are easy to understand and easy to imagine what the words mean. The poem also contains basic sentences instead of long paragraphs. After the first few lines, Atwood shifts from talking about the Siren Song to the woman calling out for help from people who hear the Siren Song. The best thing about this poem is that Atwood uses many different styles of diction and syntax to keep the writer from becoming bored.
Imagery- The only form of imagery in “The Siren Song” is the birds. The bird suit that Atwood refers to symbolizes the woman singing in the form of a bird. The “feathery maniacs” refer to the other two “birds” beside her singing, thus composing a trio.
Figurative Language- From reading the poem, it is clear to see that Atwood did not use any metaphor or personification.
Tone- The woman seems like she is crying out for help. However, at the end of the poem she states that the song is boring, but it works every time. This shows that Atwood could entice any man just by saying a few words and crying out for help. In simpler terms, the poem shifts from desperation tone to a victorious tone.
Theme- The overall theme of “The Siren Song” revolves around the idea of seducing a man through temptation. At first, the woman cries for a man to save her and for someone to get her off the “island.” Towards the end, the woman succeeds in tempting the man to help her, yet she has always done this and is bored.
Conclusion
After analyzing the elements of this poem, I enjoyed the poem a bit more. In my initial reaction, I did not understand the “bird suits” or who the “feathery maniacs” were. However after re-reading the poem, I can understand that the bird suits are like the chains that “hold down” the woman and the feathery maniacs are the other sirens singing along with her. Other than the bird imagery, this poem was straightforward and likeable.
This is the one song everyone
would like to learn: the song
that is irresistible:the song that forces men
to leap overboard in squadron
seven though they see beached skulls
the song nobody knows
because anyone who had heard it
is dead, and the others can’t remember.
Shall I tell you the secret
and if I do, will you get me
out of this bird suit?I don’t enjoy it here
squatting on this island
looking picturesque and mythical
with these two feathery maniacs,
I don’t enjoy singing
this trio, fatal and valuable.
I will tell the secret to you,
to you, only to you.
Come closer. This song
is a cry for help: Help me!
Only you, only you can,
you are unique
at last. Alas
it is a boring song
but it works every time.
Initial Reaction
Before I read the poem for the first time, I thought “The Siren Song” was about a sirengoing off to warn people on a boat. After reading the poem for the first time, the first thing that came to my mind was, “Why was this woman crying out for help?” Furthermore, I did not understand the “bird suits” and the “feathery maniacs.”
Paraphrased
This song is for everyone
For those who want to learn: The song
Is irresistible:
The song that forces men
To jump into the army
Even though they see death
The song nobody knows
Because people who heard it
Are dead, and other people can’t remember
Can I tell you a secret
And if I do, will you get me
Out of this place?
I don’t like it here
Stranded on this island
Looking beautiful and mythical
With these two maniacs,
I don’t like singing
This trio, fragile and valuable
I will tell you a secret.
To you, and to you only.
Come closer. This song
Is a cry for help: Help me!
Only you, you can,
Because you’re unique
At last. Sadly
It’s a boring song
But it works every time.
Syntax and word choice- Atwood uses modern diction into her poem. From reading the poem, the words are easy to understand and easy to imagine what the words mean. The poem also contains basic sentences instead of long paragraphs. After the first few lines, Atwood shifts from talking about the Siren Song to the woman calling out for help from people who hear the Siren Song. The best thing about this poem is that Atwood uses many different styles of diction and syntax to keep the writer from becoming bored.
Imagery- The only form of imagery in “The Siren Song” is the birds. The bird suit that Atwood refers to symbolizes the woman singing in the form of a bird. The “feathery maniacs” refer to the other two “birds” beside her singing, thus composing a trio.
Figurative Language- From reading the poem, it is clear to see that Atwood did not use any metaphor or personification.
Tone- The woman seems like she is crying out for help. However, at the end of the poem she states that the song is boring, but it works every time. This shows that Atwood could entice any man just by saying a few words and crying out for help. In simpler terms, the poem shifts from desperation tone to a victorious tone.
Theme- The overall theme of “The Siren Song” revolves around the idea of seducing a man through temptation. At first, the woman cries for a man to save her and for someone to get her off the “island.” Towards the end, the woman succeeds in tempting the man to help her, yet she has always done this and is bored.
Conclusion
After analyzing the elements of this poem, I enjoyed the poem a bit more. In my initial reaction, I did not understand the “bird suits” or who the “feathery maniacs” were. However after re-reading the poem, I can understand that the bird suits are like the chains that “hold down” the woman and the feathery maniacs are the other sirens singing along with her. Other than the bird imagery, this poem was straightforward and likeable.
To Marguerite, By: Matthew Arnold
To Marguerite
By: Matthew Arnold
Original
YES: in the sea of life enisled,
With echoing straits between us thrown.
Dotting the shoreless watery wild,
We mortal millions live alone.
The islands feel the enclasping flow,
And then their endless bounds they know.
But when the moon their hollow lights,
And they are swept by balms of spring,
And in their glens, on starry nights,
The nightingales divinely sing;
And lovely notes, from shore to shore,
Across the sounds and channels pour;
O then a longing like despair
Is to their farthest caverns sent!
For surely once, they feel, we were
Parts of a single continent.
Now round us spreads the watery plain--
O might our marges meet again!
Who order'd that their longing's fire
Should be, as soon as kindled, cool'd?
Who renders vain their deep desire?--
A God, a God their severance ruled;
And bade betwixt their shores to be
The unplumb'd, salt, estranging sea.
Initial Reaction
After reading the poem for the first time, I did not understand what Arnold was talking about. The only thing I could comprehend from reading the poem was that Arnold was expresses a feel of a “break-up.” He is explaining how close him and his lover were and how far apart they’ve become. I can understand how Arnold feels and I understand that he may be going through depression. People have different views and different remedies on break-ups. Another thing I don’t quite understand is who Arnold was beginning to “curse”. He does this by saying, “Oh why did you do this to us?!” I don’t know if Arnold is referring to a higher power or to an event that made them break up.
Paraphrased
Yes! In this isolated life,
Our roads crossing each other.
Scattered in this shoreless ocean.
We live alone.
The islands in a tight grip
And they known their endless bound
But when the moon shines,
And they are cleansed by the comfort of spring,
And on starry night,
The nightingales sing;
And beautiful notes can be heard
From island to island;
Oh! Then a cry of despair,
From even the farthest islands are made!
For they once felt that we were,
Intertwined and connected.
And I long for the day,
That our paths cross again!
Who ordered that their fire,
Should be stimulated, cool’d?
Who said our desire is worthess?
A God has disconnected us;
And uttered between our shores to becomeA salty, contaminated sea.
Syntax and word choice- From reading the poem, Arnold uses some depressing words like shore less, despair, and betwixt. From the original text, it is difficult to see any form of stylistic elements, which requires in depth analysis.
Imagery- Arnold does use the island and shores to show the reader how distant apart the two lovers are. The separate islands symbolize the two lovers, and Arnold states that the islands use to be connected and now the islands have become separate. Also at the end of the fourth stanza, Arnold hopes that “their watery plains merge someday.”
Figurative Language- Arnold uses many forms of imagery to symbolize his loneliness. For example, the “separation of islands” and “shoreless watery wilds” conveys a sense of despair and solitude. He also refers to his love as a “single continent,” which basically means that their love is in separate continents.
Tone- The poem has a depressing tone. One example of the depressing tone is shown in lines 13-14: “O then a longing like despair/ Is to their farthest caverns sent!” This example shows that even if they were happily separate from miles away, they can still feel the sadness from their relationship.
Theme- The overall theme in “To Marguerite” would be the effect of a break-up. Also, one can conclude that from the text, loneliness and grief is the overall theme. From the story, the reader can clearly see that Arnold was grieving over his break-up.
Conclusion- My view on this poem still hasn’t changed a bit. I can slightly understand the poem and what Arnold is going through, however there are still a few unanswered questions. Hopefully, Arnold recovered from his break-up and continued with on
By: Matthew Arnold
Original
YES: in the sea of life enisled,
With echoing straits between us thrown.
Dotting the shoreless watery wild,
We mortal millions live alone.
The islands feel the enclasping flow,
And then their endless bounds they know.
But when the moon their hollow lights,
And they are swept by balms of spring,
And in their glens, on starry nights,
The nightingales divinely sing;
And lovely notes, from shore to shore,
Across the sounds and channels pour;
O then a longing like despair
Is to their farthest caverns sent!
For surely once, they feel, we were
Parts of a single continent.
Now round us spreads the watery plain--
O might our marges meet again!
Who order'd that their longing's fire
Should be, as soon as kindled, cool'd?
Who renders vain their deep desire?--
A God, a God their severance ruled;
And bade betwixt their shores to be
The unplumb'd, salt, estranging sea.
Initial Reaction
After reading the poem for the first time, I did not understand what Arnold was talking about. The only thing I could comprehend from reading the poem was that Arnold was expresses a feel of a “break-up.” He is explaining how close him and his lover were and how far apart they’ve become. I can understand how Arnold feels and I understand that he may be going through depression. People have different views and different remedies on break-ups. Another thing I don’t quite understand is who Arnold was beginning to “curse”. He does this by saying, “Oh why did you do this to us?!” I don’t know if Arnold is referring to a higher power or to an event that made them break up.
Paraphrased
Yes! In this isolated life,
Our roads crossing each other.
Scattered in this shoreless ocean.
We live alone.
The islands in a tight grip
And they known their endless bound
But when the moon shines,
And they are cleansed by the comfort of spring,
And on starry night,
The nightingales sing;
And beautiful notes can be heard
From island to island;
Oh! Then a cry of despair,
From even the farthest islands are made!
For they once felt that we were,
Intertwined and connected.
And I long for the day,
That our paths cross again!
Who ordered that their fire,
Should be stimulated, cool’d?
Who said our desire is worthess?
A God has disconnected us;
And uttered between our shores to becomeA salty, contaminated sea.
Syntax and word choice- From reading the poem, Arnold uses some depressing words like shore less, despair, and betwixt. From the original text, it is difficult to see any form of stylistic elements, which requires in depth analysis.
Imagery- Arnold does use the island and shores to show the reader how distant apart the two lovers are. The separate islands symbolize the two lovers, and Arnold states that the islands use to be connected and now the islands have become separate. Also at the end of the fourth stanza, Arnold hopes that “their watery plains merge someday.”
Figurative Language- Arnold uses many forms of imagery to symbolize his loneliness. For example, the “separation of islands” and “shoreless watery wilds” conveys a sense of despair and solitude. He also refers to his love as a “single continent,” which basically means that their love is in separate continents.
Tone- The poem has a depressing tone. One example of the depressing tone is shown in lines 13-14: “O then a longing like despair/ Is to their farthest caverns sent!” This example shows that even if they were happily separate from miles away, they can still feel the sadness from their relationship.
Theme- The overall theme in “To Marguerite” would be the effect of a break-up. Also, one can conclude that from the text, loneliness and grief is the overall theme. From the story, the reader can clearly see that Arnold was grieving over his break-up.
Conclusion- My view on this poem still hasn’t changed a bit. I can slightly understand the poem and what Arnold is going through, however there are still a few unanswered questions. Hopefully, Arnold recovered from his break-up and continued with on
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