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Poetry Essay Free Sample Click The Image To Enlarge Pictures
"Hurting Love": Reckoning Poetry's Costs In Gwendolyn Brooks' "First Fight. Then Fiddle."
Gwendolyn Brooks' "First fight. Then Fiddle." initially seems to argue for the necessity of brutal war in order to create a space for the pursuit of beautiful art. The poem is more complex, however, because it also implies both that war cannot protect art and that art should not justify war. Yet if Brooks seems, paradoxically, to argue against art within a work of art, she does so in order create an artwork that by its very recognition of art's costs would justify itself.
Brooks initially seems to argue for the necessity of war in order to create a safe space for artistic creation. She suggests this idea quite forcefully in the paired short sentences that open the poem: "First fight. Then fiddle." One must fight before fiddling for two reasons. First, playing the violin would be a foolish distraction if an enemy were threatening one's safety; it would be, as the phrase goes, "fiddling while Rome burns." Second, fighting the war first would prepare a safe and prosperous place where one could reasonably pursue the pleasures of music. One has to "civilize a space / Wherein to play your violin with grace." It should be noted further that while Brooks writes about securing a "civilized" place to play the violin, she seems clearly to be using this playing as an image for art in general, as her more expansive references to "beauty" or "harmony" suggest.
Nonetheless, much that Brooks writes about the necessity to fight before fiddling indicates the she does not support this idea, at least not fully. For example, Brooks describes making beautiful music as being "remote / A while" from "malice and murdering." In addition to the negative way Brooks describes war in this line, as murder motivated by malice, the phrase "a while" significantly qualifies the initial command to "First fight. Then fiddle." While this initial command seems to promise that one will only have to fight once in order to create a safe space for art, the phrase "a while" implies rather that this space is not really safe, because it will only last for a short time. War will begin again after "a while" because wars create enemies and fail to solve underlying conflicts. The beauty of violin playing remains illusory if it makes us forget that the problem of war has not really gone away.
Brooks suggests moreover not only that war cannot really protect art but also that art is not really a just excuse for war. Indeed, she implies that art might be responsible for war's unjust brutality toward others. This idea is most evident in the poem's final sentence: "Rise bloody, maybe not too late / For having first to civilize a space / Wherein to play your violin with grace." Though on first read it seems like this sentence repeats the warning to fight before it is "too late," its language has a number of negative connotations that undercut this exhortation. "Civilize" might at first seem a laudable goal, but it is also hard not to hear in this word all the atrocities that have been committed because one group believed another group needed "civilizing" or lacked civility. Moreover, if war inherently makes even "civilized" people uncivil because of its brutality, war's final achievement in the poem--"a space / Wherein to play your violin with grace"--seems heavily ironic. "Grace" can suggest a valuable beauty or refinement, but also more superficial manners. And this possibility of merely superficial refinement, blind to the violence and even injustice committed in its name, is especially suggested by the image of having to "rise bloody." The artist playing his violin so gracefully also has blood on his hands. The first hypothesis of the poem, that one can fight and then fiddle--that is, that once can fight and put the war out of one's mind by playing beautiful music--has been replaced by a recognition that one cannot deny the violence that made beauty possible. For at a minimum war continually threatens this beauty. Even worse, this war has perhaps been unjustly waged with the protection or promotion of "civilized" beauty as its excuse.
This conclusion is striking since violin playing in the poem seems not only to provide a metaphor for artistic creation generally, but also writing poetry in particular. For by its heavy use of alliteration, assonance and consonance, the poem emphasizes its own musicality, as if it were like a violin being played. In just the poem's initial line "first" "fight" "fiddle" alliterate, as well as ring changes on the different sounds of the vowel "i"; "fight" and "ply" assent; and "slipping string" repeats the initial "s" and final "ing" sounds. Moreover, the sonnet itself is a very refined artistic form, easily associated with the difficulty and cultural prestige of violin playing. Indeed, as an emblem of Western civility (one thinks of Renaissance sonnets), the sonnet might be involved in the very justification of the destruction of other less "civilized" peoples that the poem condemns.
One might wonder why Brooks produces poetry, especially the sonnet, if she also condemns it. I would suggest that by critically reckoning the costs of sonnet-making Brooks brings to her poetry a self-awareness that might justify it after all. She creates a poetry that, like the violin playing she invokes, sounds with "hurting love." This "hurting love" reminds us of those who may have been hurt in the name of the love for poetry. But in giving recognition to that hurt, it also fulfills a promise of poetry: to be more than a superficial social "grace," to teach us something we first did not, or did not wish to, see.
SAMPLE ANALYSIS OF A POEM
“Lament” by Edna St. Vincent Millay
Your father is dead.
From his old coats
I'll make you little jackets;
I'll make you little trousers
From his old pants.
There'll be in his pockets
Things he used to put there,
Keys and pennies
Covered with tobacco;
Dan shall have the pennies
To save in his bank;
Anne shall have the keys
To make a pretty noise with.
Life must go on,
And the dead be forgotten;
Life must go on,
Though good men die;
Anne, eat your breakfast;
Dan, take your medicine;
Life must go on;
I forget just why.
Source: “Second April by Edna St. Vincent Millay.” Poet’s Corner. 2003. 25 Apr. 2007
In Edna St. Vincent Millay’s poem “Lament,” the speaker, a mother whose husband has just passed away, must face both her grief and the continued daily needs of her children: clothing, medicine, food. The children learn of their father’s death in no euphemistic terms as their mother tells them, “Listen, children: Your father is dead.” Rather than immediately becoming emotional, she focuses on the practical needs of her children, telling them that she’ll make them pants and jackets from his old clothing. She says, “Life must go on,” and “the dead must be forgotten,” stoically facing a bleak future. The poem’s only overt emotional reference comes when the speaker repeats, “Life must go on,” and adds, “I forget just why.” This last line is a clear indication of the hopelessness and emptiness that the speaker feels now that her loved one is gone, a common expression of frustration with the absurdity of death. Although all individuals grieve differently, this poem represents a universal expression: that life must go on even when we feel like it cannot.
1. Apostrophe: the poem is a direct address from mother to children, as evidenced by the first line “Listen, children:” 2. Repetition: the speaker’s.
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Which aspects of relationships are presented in the three poems we studied? References to “Piano” by D.H Lawrence, “Do not go gentle into that good night” by Dylan Thomas and “Hal-past two by U.A Fanthorpe In the three poems we have studied: Sonnet 116 “ Let me not to the marriage” by William Shakespeare ; “My last Duchess” by Robert Browning; “If” by Rudyard Kipling, different aspects of relationships and love are explored in different forms: power, pride, eternity, love as a guiding force and paternal care. These poets use language, images, and structure to make their messages about love more clear and evident. The first poem I am going to analyze is “My Last Duchess”. It portrays the tragic epilogue of a loveless marriage between the strict, severe Duke of Ferrara, who chose “never to stoop”; and the sweet, outgoing, naive Duchess privileged by the noble honor of being given her husband’s “nine-hundred-years-old” name. The poem investigates issues that can be involved in relationships where power and ego takes over. The Duke wields an exaggerated oppressive power, which contracts with the friendly attitude of the Duchess towards inferior classes’ people. This became the central cause problem in the relationship: he disapproved of the Duchess “smiles” and blushes which “went everywhere”. He expected her to behave with the same tremendous dignity as himself. The Duke wants to see his wife behaving in a way.
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Jackie ZY Seah Mr. Brian Eberle English 2 15 April 2014 Analysis of The Second Coming by William Butler Yeats William Butler Yeats in his poem . “The Second Coming”, makes a number of distinctive metaphors and symbols to express the features of the poem . that are critical to consider upon first reading the poem . this creates a theme in the poem . Yeats portrays a dismal world where anarchy reigns over the guiltlessness of humankind. This poem portrays a dark and foreboding atmosphere that serves are a warning to what may lie ahead for humankind if we continue on our current path toward destruction. In “ The Second Coming”, William Yeats’ ideas unfold in many significant metaphors with symbolic lines. The ideas of mankind needing God’s guidance to survive in the world are seen apparent to the readers. The first metaphor comes in like two of the poem . “The falcon cannot hear the falconer;” The falcon and its falconer exemplify that devastation caused toward society. This metaphor is interpreted in many ways. I have interpreted this as that the falcon to represent society and the falconer represents God and morality. By saying “ The falcon cannot hear the falconer,” Yeats may be indicating that society has lost sight of God and has lost all the values and morals once held in place by the foundation put in place by having a strong obedience to God. Humanity can no.
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Examine at least three pre-1914 peoms from ‘Best words’ and show how they reflect earlier attitudes towards women and relationships. Robert Browining, a great Victorian poet, wrote two pre-1940 poems . ‘My last Duchess’ and ‘Prophyrias lover’, they are both examples of domineering me or individuals who end up killing their former lovers. The main theme which the poems are centred around is madness. ‘The Ballad’ on the other hand has an unknown poet, this could be as a result of it being passed down from one generation to another. All the three poems deal with the distorted image and status of women, and how this had an impact on their relationships and the in way in which they were treated. I will now analyse these three poems . to see the way In which they get this message, enabling me to answer the purposed above. ‘My last Duchess’ In this poem the narrator talks to a silent listener about a dramatic event or experience. The dramatic monologue is a way to delve deep into the narrators thoughts, and she the way they change. ‘My last duchess’ commences with the narrator revealing his thoughts while he draws a curtain to produce a portrait of his wife, “That’s my last Duchess painted on the wall”, this indicated that the painting is a Fresco. “I call her a piece of wonder, now”, this suggests that he liked her this way-existing only in the painting- as the portrait only projects her.
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To analyze a poem stylistically, we can analyze the poetic device, which is usually deviation and foregrounding, that the poet used in the poem . The term foregrounding refers to an effect brought about in the reader by linguistic or other forms of deviation in the literary text (Leech, 1985).In poem . devices of foregrounding and deviation are always used to draw reader’s attention and impress the readers. In the aspect of deviation and foregrounding, there are some perspectives on the nature of poetic language. The first one is on the phonological level (phonological deviation). It is the sound system of a given language and the formal rules of pronunciation. (Aslam, Mukhtar & Sarfaraz, 2014) The second one is on the graphlogical level which is the study of a language’s writing system and the appearance created by using capital letters, ellipsis and so on in the poem . The third one is on the grammatical level (or morphological deviation). It is a method to analyze the sentence structure in the poem . Then is the lexical level (also called semantic deviation) which study the way in which individual words and idioms tend to pattern in different linguistic context and the meaning of the poem . (Aslam, Mukhtar & Sarfaraz, 2014) All of these perspectives are important in poem stylistic analysis . But here, in this essay, it would focus on discussing how the use of.
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In the poems “ A Time Past” by Denise Levertov and “When You Are Old” by William Butler Yeats both emphasize the memory of formal lovers. Levertov chooses to reminisce about the beautiful moments of the ended relationship and Yeats creates an anonymous speaker that requests of a former lover to remember her youth and his love for her, creating a surreal sense of mystery that only reveals some shadows of his own past love life. In the poems “A Time Past” and “When You Are Old” both use powerful imagery, symbolism, tone in “A Times Past” and the diction levels in “When You Are Old” to create two different views of former lovers. In the poem “When You Are Old” Yeats' diction changes as the poem progresses from stanza to stanza. In his opening, he instructs an "old and gray" woman "full of sleep" to "slowly read" a book of memories from her youth. She is comfortable and lazy in her age, now living out her days sleeping. These words soothe and ease the reader into a likewise comfortable state to better their understanding of his intention, which becomes clear later in the poem . As he moves to the second stanza, Yeats reminds his former lover of her "glad grace" that was loved by many in contrast to the "sorrows of [her] changing face" in her "pilgrim soul." Which was loved by many as a happy and beautiful person, the aged woman is asked to recall the only man that loved her for who she was. Moving on, he.
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the poem spilt out across the words written down which holds an encoding. The encoding or message is what the poet truly wants to get across to you from the particular speaker or mask they are behind. In the poem “If” by Rudyard Kipling, he masks himself with the face of a father reaching out to his son. He characterizes what would make the ideal person, making them seem almost holy, if they could accomplish all tasks addressed in the poem . Evidently, Kipling tries to rely to the audience through his tone and well put together examples, just the same as a father would do for a son, a roadmap to life and to the standards that one should hold within a society. Within this poem by Kipling, his mask or speaker seems to hold that of a parent, a father, providing advice for his child, his son, on how to be a perfect individual in the outside world. The speaker addresses how to behave in certain circumstances, and lets his son know that he must strive to be a nonjudgmental individual and to treat everyone with the same respect as you have for yourself. Kipling has the speaker portraying a figure that knows all that needs to be known for going into adult-hood. The speaker tries to lay out a spreadsheet of life behaviors, self-development, and self-worth. This is so that the reader can try to compare the mottos to their own life and relate to it or notice where they need to change their behaviors to fit the.
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Shaphon Munshi The Child Who Walks Backward The text that I will be analyzing is a poem by Lorna Crozier called The Child Who Walks Backwards. Throughout my analysis I will look into parental abuse, underlying meanings in the lines in the poetry, as well as connections I can make personally to the book. I think it is also important that I bring forth essential messages in the words and statements of the poem . The main theme I will choose to focus on is that abuse does not only happen at school or back alleys, but that it happens in homes as well. This poem is told from the perspective of someone on the outside of the abuse, specifically the neighbor to the mother and child. The poem goes on to tell you about how the mother claims that her young boy is allegedly running into things and having night terrors that cause these marks and injuries that appear on her son. As the poem goes on I believe that the description of the abuse increases from a level of bruises to broken bones to actual burning of the skin. It is quiet obvious that the neighbor knows better to believe that the boy is the one making these injuries occur, it is bluntly clear that neighbor is aware of the abuse in the statement “the child who climbed my maple with the sureness of a cat, trips in his room, cracks his skull on the bedpost, smacks his cheek on the floor.”. I am very fortunate to not of had to.
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Analysis of the poem . “Still I Rise” Maya Angelou’s poem . “Still I Rise” may contain different meanings depending on the reader who interprets it. It is a poem that talks about keeping one’s head up no matter how hard the situation they come from and not being affected by the problems on the side. Maya Angelou was part of a generation wherein the black race was still seen as “inferior”. During that time, the “truth” is usually kept hidden favoring the more superior groups of people. Hence, the first lines of her poem . “You may write me down in history With your bitter, twisted lies, You may trod me in the very dirt But still, like dust, I rise.” Maya Angelou was raped as a child. Thus, the line, “You may trod me in the very dirt” may be connected with the way she was treated when she was a child. On a larger sense, she may also be talking about the way her race was treated during the time of slavery. In the next stanza of her poem . Maya Angelou uses comparisons to depict a certain situation that she wants to show. “’Cause I walk like I’ve got oil wells Pumping in my living room.” In this certain line, Maya Angelou uses symbolism to express the way she rises above the situation. Oil wells are a symbol of prosperity. The richest countries in the world are oil selling countries. Thus, when Maya Angelou said that she walks like she has oil wells inside her living room, the reader.
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When writing your own rhyme, you have to identify the theme or if given, stay close to the subject or speech topics that were provided by your instructor. You have to sit down and think about the main topic of your poem essay and put down things you have to mention in your work. A good idea can be to take a walk while giving a thought about your poem essay. This will allow you to concentrate on your poem essay and right away get some rhymes in your head. Nevertheless, Innovative Writing Assistance Service is able to provide any client with rhymes from love essay to teaching essay.
You can also be asked to analyze a given verse in your paper. In order to evaluate the rhyme you have to do reading on the types and genres that exist, and define where the verse belongs in your poem essay. You can visit a library or search online for the information that can benefit your assignment. A lot of rhymes have been previously analyzed by different famous people so you will not experience much difficulty putting your poem essay work together. To make your paper look professional it is necessary to include quotes from the verse and provide your explanations.
Poem essay is one of the most beautiful types of essays you have to write during school or university years. Unlike many other papers, poem essay is the kind of writing where you can use your imagination, letting your mind wonder, and put your thoughts on paper in form of a verse. Many students enjoy writing poem essays because you can be as creative as you want. Your poem essay can also be the one where you have to analyze a given poem and give your comments about it.Tips on writing a Poem Analysis Essay
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