Hayden's poem Those Winter Sundays has such a bitter loveliness to the sound and emotions it gives. The way he uses words gives off such harsh tone, strong almost cold lyrics, yet the sounds is filled with innocence along with darkness, and overall the poem has such solemnity.
The title speaks casually, saying "Those," and we think cold with "Winter," and Sundays is a day where traditionally families go to church, or have the day off from work. When we start reading the poem it's as if we know what Hayden is talking about referring to the title.
Just looking back at the past he described looking and observing his father, and his own feelings toward his father, we can say the title , "Those Winter Sundays."
The element that brings the bitterness in is the sounds of words and meaning of the words at the same time. The father "put his clothes on in the blueblack cold, then with cracked hands that ached from labor in the weekday weather made banked fires blaze."
The words "blueback," "cracked," the phrase: "ached from labor in the weekday weather made banked fires ablaze," is able to include the adjectives and expressions of the words to inject emotion into the reader. We know what ached means, and weather in relation to "banked fires ablaze" gives the impression of harshness.
The words work in the way Hayden put together and chose them. With these descriptions, he's able to bring his image to us. It is easy to paint a mental picture of what he is writing , so we seem to actually step into his work.
There are two characters, a narrarator and a father. The phrase, "When the rooms were warm, he'd call, and slowly I would rise and dress, fearing the chronic angers of that house," hints of something dark about the relationship with the father and narrarator.
In the last part of the poem in the phrase, "Speaking indifferently to him, driven out the cold and polished my good shoes as well," seems that the poem has goodness and darkness in together, which makes the poem again have that sweet somemnity to it.
The very last phrase he seems to question what love is. Is he questioning someone or something? He asks about the "love's austere and lonely offices." "Lonely," and "offices," is love what the narrarator is experiencing? The harsh winter, and the question of love, these are two different, opposing elements that clash with eachother.
Tuesday, April 13, 2010
Tuesday, April 6, 2010
my essay
The pitch is going for a huge lecture. My plan is to put on my brown corduroy jacket and write out a lesson for my students. My topic is till on hold, but I know I will be researching extensively on the topic through many sources. I'm focusing on detail as well as the general idea too. I'll try to put what I've learned from my professor into my lesson.
Tuesday, March 16, 2010
T.S. Elliot's Hollow Men p1599
Hollow Men seems like a death statement. It is so repetative in saying, "under the twinkling fading star," "Falls the shadow" at the end of most versus. The references to the "twinkling fading star" are related to death of the hollow men who don't want to be known as "lost, violent souls," but as again, the "Hollow Men" and also the "stuffed men."
"IN death's dream kingdom," says he is somewhere near that. What is "death's dream kingdom?" It is the place after a life the men want to describe in their own way how they lived that is waiting for them in the end. The "twinkling fading star" hints that wishes are gone and can't be obtained anymore. The "Sunlight on a broken column" meaning there is no more sunlight, "the voices are In the wind's singing," meaning voices of that were once alive are lost and disapearing; not living, "More distant more solemn Than a fading star," meaning onto the place where life was there to live, but the men can't live anymore. They are "distant," going into a world that is "solemn."
Elliot writes of kingdoms. He relates this dreary-like life and connection with an after-life with kingdoms. He is describing an imaginative world that is existing for dead men. When the narrarator describes not wanting to known as "violent" but hollow gives us the feeling he has done things in life that could be misenterpreted. It is like a solemn confession the dead men are making as they enter the kingdoms.
Descriptions like "This is a cactus land," "stone images,"There are no eyes here In this valley of dying stars," tell this the men aren't in a good place. The verse, "Shape without form, shade without colour, Paralysed force, gesture without motion;" are describing opposities. It is the opposite of the hollow men's desire of the world they want to be in.
"IN death's dream kingdom," says he is somewhere near that. What is "death's dream kingdom?" It is the place after a life the men want to describe in their own way how they lived that is waiting for them in the end. The "twinkling fading star" hints that wishes are gone and can't be obtained anymore. The "Sunlight on a broken column" meaning there is no more sunlight, "the voices are In the wind's singing," meaning voices of that were once alive are lost and disapearing; not living, "More distant more solemn Than a fading star," meaning onto the place where life was there to live, but the men can't live anymore. They are "distant," going into a world that is "solemn."
Elliot writes of kingdoms. He relates this dreary-like life and connection with an after-life with kingdoms. He is describing an imaginative world that is existing for dead men. When the narrarator describes not wanting to known as "violent" but hollow gives us the feeling he has done things in life that could be misenterpreted. It is like a solemn confession the dead men are making as they enter the kingdoms.
Descriptions like "This is a cactus land," "stone images,"There are no eyes here In this valley of dying stars," tell this the men aren't in a good place. The verse, "Shape without form, shade without colour, Paralysed force, gesture without motion;" are describing opposities. It is the opposite of the hollow men's desire of the world they want to be in.
Tuesday, February 23, 2010
Steven's The Emperor of Ice-Cream p1442
Emperor of Ice-Cream seems like a fun child-like sort of title or name. As the poem ends with a description of a woman and "her horny feet" explaining "how cold she is, and dumb," this may be far from a child's poem.
The beginning says, "Call the roller of big cigars, The muscular one, and bid him whip In kitchen cups concupiscent curds." The picture is a muscular man who rolls cigars, "big" ones, and he is carrying ice-cream. The muscles of the man are able to handle the hard ice-cream.
The next part describes boys and girls together doing their own thing which means something once after the last part of the poem is read.
Next, the poem talks about a dresser. The footnotes say "deal" is "Plain, unfinished wood." Stevens describes the deal as "Lacking the three glass knobs." Usually a dresser has a few knobs to open each drawer. After describing this, Stevens writes, "She" referring to a woman which means there is a female character participating. Looking closely at how Stevens describes this she character seems odd. "If her horny feet protrude, they come To show how cold she is, and dumb."
"Take from the dresser of deal, Lacking the three glass knobs, that sheet On which she embroidered fantails once And spread it so as to cover her face." There is someone the narrator is asking to do this. It could be the muscular man, but it doesn't say for sure. But, from the description of the deal and what the narrator wants someone to do, the dresser may be some kind of sturdy coffin, for the narrator is asking someone to cover this woman's face with the fantails.
The meaning of Emperor is someone who rules provinces or certain peoples all together. Ice-Cream describes the woman. Going back to the descriptions of her - horny feet, cold and dumb. Horns make sounds. So, horny feet could mean the lady is kicking or trying to make sounds with her feet. Stevens says once again, "If her horny feet protrude, they come to show how cold she is, and dumb." Finally the words - " Let the lamp affix its beam," hints that the murderer is taking this woman in secret in the night to bury her.
These versus conclude the woman is being murdered or kidnapped. So, going back to the description of the boys and girls, the scene comes to be a funeral. The emperor has taken the cream and made it ice. Cream is soft and sensual like femininity is. The ice is the coldness of death. The emperor of Ice-Cream unfortunately owns her, taking her down.
The beginning says, "Call the roller of big cigars, The muscular one, and bid him whip In kitchen cups concupiscent curds." The picture is a muscular man who rolls cigars, "big" ones, and he is carrying ice-cream. The muscles of the man are able to handle the hard ice-cream.
The next part describes boys and girls together doing their own thing which means something once after the last part of the poem is read.
Next, the poem talks about a dresser. The footnotes say "deal" is "Plain, unfinished wood." Stevens describes the deal as "Lacking the three glass knobs." Usually a dresser has a few knobs to open each drawer. After describing this, Stevens writes, "She" referring to a woman which means there is a female character participating. Looking closely at how Stevens describes this she character seems odd. "If her horny feet protrude, they come To show how cold she is, and dumb."
"Take from the dresser of deal, Lacking the three glass knobs, that sheet On which she embroidered fantails once And spread it so as to cover her face." There is someone the narrator is asking to do this. It could be the muscular man, but it doesn't say for sure. But, from the description of the deal and what the narrator wants someone to do, the dresser may be some kind of sturdy coffin, for the narrator is asking someone to cover this woman's face with the fantails.
The meaning of Emperor is someone who rules provinces or certain peoples all together. Ice-Cream describes the woman. Going back to the descriptions of her - horny feet, cold and dumb. Horns make sounds. So, horny feet could mean the lady is kicking or trying to make sounds with her feet. Stevens says once again, "If her horny feet protrude, they come to show how cold she is, and dumb." Finally the words - " Let the lamp affix its beam," hints that the murderer is taking this woman in secret in the night to bury her.
These versus conclude the woman is being murdered or kidnapped. So, going back to the description of the boys and girls, the scene comes to be a funeral. The emperor has taken the cream and made it ice. Cream is soft and sensual like femininity is. The ice is the coldness of death. The emperor of Ice-Cream unfortunately owns her, taking her down.
Monday, February 15, 2010
Booker T. Washington's From Up from Slavery p665
Washington had the drive, motivation, and spririt to be educated without being bogged down by the challenges of being a black man and by the obstacles he had in having access to a school while working at the salt mines.
When someone rises above the rest of his people, it's not that they aren't as good as him, he is just his own kind of person. Also, we all have our own purpose in life, Washington's happened to be a supporter and teacher in shaping what we call freedom. But does this just happen? I'm always wondering what successful people have. Are they born with it? Do they learn how to be successful?
From reading this, I see that Washington wanted to be educated. By putting aside his suffering as a slave, the consequences of being one, and by doing whatever he could to get to his day and night school, he got to where he wanted to be. Washington wanted plenty more, but his journey from being a slave to a well educated man among white men, I think was acheived.
First of all he had a speacial fascination with books and the thought of going to a place where people were taught- a school. While helping his mistress go to school he says, "The picture of several dozens boys and girls in a schoolroom engaged in study made a deep impression upon me, and I had the feeling that to get into a schoolhouse and study in this way would be about the same as getting into paradise" (667). Washington found something he knew he liked and wanted to do. It stuck with him.
Washington expresses his amazment on how other slaves knew about the "grape-vine telegraph." The tone is strong on how he describes it, and he pinpoints the learning aspect of their knowledge. Washington mentions - "In this connection I have never been able to understand how the slaves throughout the South, completely ignorant as were the masses so far as books or newspapers were concerned, were able to keep themselves so accurately and completely informed about the great National questions that were agitating the country"
(667-8).
He's astonished at how these slaves learned. "I have never been able to understand," he says. He has thought more than once how the slaves knew things. This is about learning, he notices how learning is prevalent in everyone's lives, not just masters and owners. "These discussions showed that they understood the situation, and that they kept themselves informed of events..."(668). Washington doesn't mention anyone else noticing how they were learning of the news. This was inspiring to him.
So how was Washington to be educated? He described how his life "had its beginning in the midst to the most miserable, desolate, and discouraging surroundings"(665). He spends time explaining his "difficulties." The time period seems so long as to how he assured himself an education. Boy nothing stops Washinton as he says, "There was never a time in my youth, no matter how dark and discouraging the days might be, when one resolve did not continually remain with me, and that was a determination to secure an education at any cost"(678).
Problem one describes him having no teacher. "At that time there was not a single member of my race anywhere near us who could read, and I was too timid to approach any of the white people. In some way, within a few weeks, I mastered the greater portion of the alphabet"(675). Straightforward he snatches a "blue back spelling book" once he finds there was no one to teach him.
Washington met one of his "keen disapointments" of work disabling him to go to school. What does he say? "Despite this disappointment, however, I determined that I would learn something, anyway"(676). That's when he solved the problem and went to night school instead.
Washington didn't let anything get in the way of his goals. The difficulties go on with changing a clock at work in order to be at school on time, being "uncomfortable" having no hat amongst all the boys who did to making himself one from jeans, having no name to making himself one, and to keep finding good teachers.
Knowing that being free from years of expected, promised labor, it was hard to know what to do with oneself. I thought he would get tired of all these obstacles and just decide to be at peace with the salt mines. But no, he sticked to getting an education.
Describing the difficulties, there is no mentioning of whinning, discouragment, rethinking about his goals, or throwing in the towel and putting it in the trash. Washington describes the situation, then right after it is read, he writes what he did to solve it.
This quote really defines the subject- "I have learned that success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed"(679).
When someone rises above the rest of his people, it's not that they aren't as good as him, he is just his own kind of person. Also, we all have our own purpose in life, Washington's happened to be a supporter and teacher in shaping what we call freedom. But does this just happen? I'm always wondering what successful people have. Are they born with it? Do they learn how to be successful?
From reading this, I see that Washington wanted to be educated. By putting aside his suffering as a slave, the consequences of being one, and by doing whatever he could to get to his day and night school, he got to where he wanted to be. Washington wanted plenty more, but his journey from being a slave to a well educated man among white men, I think was acheived.
First of all he had a speacial fascination with books and the thought of going to a place where people were taught- a school. While helping his mistress go to school he says, "The picture of several dozens boys and girls in a schoolroom engaged in study made a deep impression upon me, and I had the feeling that to get into a schoolhouse and study in this way would be about the same as getting into paradise" (667). Washington found something he knew he liked and wanted to do. It stuck with him.
Washington expresses his amazment on how other slaves knew about the "grape-vine telegraph." The tone is strong on how he describes it, and he pinpoints the learning aspect of their knowledge. Washington mentions - "In this connection I have never been able to understand how the slaves throughout the South, completely ignorant as were the masses so far as books or newspapers were concerned, were able to keep themselves so accurately and completely informed about the great National questions that were agitating the country"
(667-8).
He's astonished at how these slaves learned. "I have never been able to understand," he says. He has thought more than once how the slaves knew things. This is about learning, he notices how learning is prevalent in everyone's lives, not just masters and owners. "These discussions showed that they understood the situation, and that they kept themselves informed of events..."(668). Washington doesn't mention anyone else noticing how they were learning of the news. This was inspiring to him.
So how was Washington to be educated? He described how his life "had its beginning in the midst to the most miserable, desolate, and discouraging surroundings"(665). He spends time explaining his "difficulties." The time period seems so long as to how he assured himself an education. Boy nothing stops Washinton as he says, "There was never a time in my youth, no matter how dark and discouraging the days might be, when one resolve did not continually remain with me, and that was a determination to secure an education at any cost"(678).
Problem one describes him having no teacher. "At that time there was not a single member of my race anywhere near us who could read, and I was too timid to approach any of the white people. In some way, within a few weeks, I mastered the greater portion of the alphabet"(675). Straightforward he snatches a "blue back spelling book" once he finds there was no one to teach him.
Washington met one of his "keen disapointments" of work disabling him to go to school. What does he say? "Despite this disappointment, however, I determined that I would learn something, anyway"(676). That's when he solved the problem and went to night school instead.
Washington didn't let anything get in the way of his goals. The difficulties go on with changing a clock at work in order to be at school on time, being "uncomfortable" having no hat amongst all the boys who did to making himself one from jeans, having no name to making himself one, and to keep finding good teachers.
Knowing that being free from years of expected, promised labor, it was hard to know what to do with oneself. I thought he would get tired of all these obstacles and just decide to be at peace with the salt mines. But no, he sticked to getting an education.
Describing the difficulties, there is no mentioning of whinning, discouragment, rethinking about his goals, or throwing in the towel and putting it in the trash. Washington describes the situation, then right after it is read, he writes what he did to solve it.
This quote really defines the subject- "I have learned that success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed"(679).
Monday, February 8, 2010
Charlot's [He has filled graves with our bones] p385
Charlot's piece about his men and the "white man" really conjures up serious arguments on the morality of men and whos rights that need ammendment. If the white man who Charlot is speaking to were to read this, would he be convinced?
Ontop of these thoughts, the piece has a most defined tone. Words gathered up, and I could just feel his suffering, deep anger and frustration. Charlot writes so well, after reading, I think the white man would know very well what he said.
Adam and Eve, the cross, and murder are some of Charlot's strongest points. First of all, I know who Charlot is. He's saying "white man." "Yes, my people, the white man wants us to pay him. He comes in his intent, and says we must pay him - pay him for our own - for the things we have from our God and our forefathers; for things he never owned, and never gave us." p385
Charlot is one of the "poor Flatheads" looking at the white man. To demonstrate his knowledge he writes a reference to Adam and Eve, "He says his story is that man was rejected and cast off. Why not reject him forever?" p386 We see Charlot and his people aren't just whinning, he is coming from a whole new language and knows who and what the white man believes.
"He says one of his virgins had a son nailed to death on two cross sticks to save him. Were all of them dead then when that young man died, we would all be safe now and our country our own." p386 Charlot is comparing both ideas to the white man's treatment of his people.
He seems to be asking, is this what your god wants? Charlot, knowing the white man, gives a reason for Jesus dying to free us of sin. He described the white man as: A "roving skulk," first; a natural lier, next; and, withal, a murderer, a tyrant." p386
This hits home because the story of Adam and Eve and Jesus' resurrection are highlights of the white man's education and beliefs. Finally, the murder is like the last punch and pow. Charlot goes from religion to an act of kindness in exchange for brutality. The story of the murder ties in with Charlot's reasoning, how should we owe you anything when all we had was nothing but kindness to give to you?
All throughout the reading Charlot infuses the idea that the white man wants more. The first, third, fifth, seventh straight forward and every other paragraph mentions how the white man wants more.
This idea is highlighted by the murder. Charlot describes in the most sympathetic tone the care the daughter gave the white men when they were poor and had so little. Considering how it is taught to leave the biggest argument and the strongest evidence at the end of an essay, Charlot left this murder at the end showing what he is saying of the white man is definately true. You can't argue that murder is not wrong like the white man said of Charlot and his people.
After this said Charlot again says they still want more. This setts the tone so strong. "His avarice put him in debt, and he wants us to pay him for it and be his fools...We, the poor Flatheads, who never troubled him, he wants now to distress and make poorer."p387
Not only this kind of tone he setts, we can also hear the sarcasm with anger and frustration. Charlot writes throwing questions one after another about why his people aren't wrong.
"Does not his breath, his gums, stink? His jaws lose their teeth, and he stamps them with false ones; yet he is not ashamed. No, no; his course is destruction; he spoils what the Spirit who gave us this country made beautiful and clean."p385
We can see he isn't clueless about is questions, he answers them loudly with the "no, no," and quickly hurls the statement in which he based the whole writing on. He knows the white man is destructing and he tells us that's not hard to wonder why.
Ontop of these thoughts, the piece has a most defined tone. Words gathered up, and I could just feel his suffering, deep anger and frustration. Charlot writes so well, after reading, I think the white man would know very well what he said.
Adam and Eve, the cross, and murder are some of Charlot's strongest points. First of all, I know who Charlot is. He's saying "white man." "Yes, my people, the white man wants us to pay him. He comes in his intent, and says we must pay him - pay him for our own - for the things we have from our God and our forefathers; for things he never owned, and never gave us." p385
Charlot is one of the "poor Flatheads" looking at the white man. To demonstrate his knowledge he writes a reference to Adam and Eve, "He says his story is that man was rejected and cast off. Why not reject him forever?" p386 We see Charlot and his people aren't just whinning, he is coming from a whole new language and knows who and what the white man believes.
"He says one of his virgins had a son nailed to death on two cross sticks to save him. Were all of them dead then when that young man died, we would all be safe now and our country our own." p386 Charlot is comparing both ideas to the white man's treatment of his people.
He seems to be asking, is this what your god wants? Charlot, knowing the white man, gives a reason for Jesus dying to free us of sin. He described the white man as: A "roving skulk," first; a natural lier, next; and, withal, a murderer, a tyrant." p386
This hits home because the story of Adam and Eve and Jesus' resurrection are highlights of the white man's education and beliefs. Finally, the murder is like the last punch and pow. Charlot goes from religion to an act of kindness in exchange for brutality. The story of the murder ties in with Charlot's reasoning, how should we owe you anything when all we had was nothing but kindness to give to you?
All throughout the reading Charlot infuses the idea that the white man wants more. The first, third, fifth, seventh straight forward and every other paragraph mentions how the white man wants more.
This idea is highlighted by the murder. Charlot describes in the most sympathetic tone the care the daughter gave the white men when they were poor and had so little. Considering how it is taught to leave the biggest argument and the strongest evidence at the end of an essay, Charlot left this murder at the end showing what he is saying of the white man is definately true. You can't argue that murder is not wrong like the white man said of Charlot and his people.
After this said Charlot again says they still want more. This setts the tone so strong. "His avarice put him in debt, and he wants us to pay him for it and be his fools...We, the poor Flatheads, who never troubled him, he wants now to distress and make poorer."p387
Not only this kind of tone he setts, we can also hear the sarcasm with anger and frustration. Charlot writes throwing questions one after another about why his people aren't wrong.
"Does not his breath, his gums, stink? His jaws lose their teeth, and he stamps them with false ones; yet he is not ashamed. No, no; his course is destruction; he spoils what the Spirit who gave us this country made beautiful and clean."p385
We can see he isn't clueless about is questions, he answers them loudly with the "no, no," and quickly hurls the statement in which he based the whole writing on. He knows the white man is destructing and he tells us that's not hard to wonder why.
Tuesday, February 2, 2010
Kate Chopin's The Storm p.531
Being a sequel to another story of Chopin's, this piece begins and ends as if there is more to it. It begins randomly with the Bibi and Bobinot at a store and Calixta at home. Alone it seemed like a story that is to be read by anyone who wants to listen. Today any kind of story whether it be through movies old and new, books, cartoons, a nickelodeon, photos, animation or other kinds that a story can be told through, invites people to sit down and just listen, watch, and enjoy. One reason we are willing to sit down and read The Storm, is because we are able to connnect with her characters and experience Chopin's detailed descriptions that tell what is happening or what something looks like as if the readers were right there with the characters to watch it. This draws an audience, who is interested, to be inspired and emersed in a story.
Bibi and Bobinot are stopped from going home from Friedheimers because of the storm. Well many of us have been caught in storms. What the characters are doing are normal to human life and it opens a door that invites the audience to connect with the characters because we understand what it's like to be human. For example, Bobinot finds shrimp for Calixta because she likes them. Bobinot purchased the shrimps because, "of which Claixta was very fond." At the end Bobinot shows Calixta the can of shrimps. "I bought you some shrimps, Calixta," offered Bobinot, hauling the can from his ample side pocket and laying it on the table. "Shrimps! Oh, Bobinot! you too good fo' anything!" p534. Through Chopin's great descriptions of things we know exactly what she's talking about. We know what Calixta looks like. Have we seen a woman's lips like hers before? "Her lips were as red and moist as pomegranate seed" p533. "She was a little fuller of figure than five years before when she married; but she had lost nothing but her vivacity. Her blue eyes still retained their melting quality; and her yellow hair, desheveled by the wind and rain, kinked more stubbornly than ever about her ears and temples p532." Whoa, what a description. Chopin shows us how you can describe yellow hair, lips, and eyes with words on paper. It seems so real.
So admist the reality of the story and her great descriptions, the things that are going on in the story are up to the readers to figure out. The storm seemed like a heavy wall between lies that lifts when the characters continue with their lives after the storm. Bobinot didn't seem to know what Calixta was doing during the heavy storm. Alcee's wife thinks he is by himself but during the storm he was showing old love for Calixta. It seems Calixta and Alcee might turn the whole story into a love affair.
Bibi and Bobinot are stopped from going home from Friedheimers because of the storm. Well many of us have been caught in storms. What the characters are doing are normal to human life and it opens a door that invites the audience to connect with the characters because we understand what it's like to be human. For example, Bobinot finds shrimp for Calixta because she likes them. Bobinot purchased the shrimps because, "of which Claixta was very fond." At the end Bobinot shows Calixta the can of shrimps. "I bought you some shrimps, Calixta," offered Bobinot, hauling the can from his ample side pocket and laying it on the table. "Shrimps! Oh, Bobinot! you too good fo' anything!" p534. Through Chopin's great descriptions of things we know exactly what she's talking about. We know what Calixta looks like. Have we seen a woman's lips like hers before? "Her lips were as red and moist as pomegranate seed" p533. "She was a little fuller of figure than five years before when she married; but she had lost nothing but her vivacity. Her blue eyes still retained their melting quality; and her yellow hair, desheveled by the wind and rain, kinked more stubbornly than ever about her ears and temples p532." Whoa, what a description. Chopin shows us how you can describe yellow hair, lips, and eyes with words on paper. It seems so real.
So admist the reality of the story and her great descriptions, the things that are going on in the story are up to the readers to figure out. The storm seemed like a heavy wall between lies that lifts when the characters continue with their lives after the storm. Bobinot didn't seem to know what Calixta was doing during the heavy storm. Alcee's wife thinks he is by himself but during the storm he was showing old love for Calixta. It seems Calixta and Alcee might turn the whole story into a love affair.
Tuesday, January 26, 2010
Dickinson - poem 236 p.81
Poem 236, from my first impression, involves religion. Being religion the center of the piece it pronounces strong statements about religion to the narrarator's own beliefs. The structure, punctuation, and the verses, particularly the last one, all make this piece what it is, impressive.
Is this from Dickinson's own point of view? The voice and tone to me is argumentive and emphasizes her view on the rules in a religion. The verses are like statements. "Some keep the Sabbath going to Church- I keep it, staying Home-". There's a harsh break between "Some keep the Sabbath goint to Church-..." then she comprimises that commonality with "I keep it, staying Home-..."
As as her reader, I grew up as a Catholic, so I already have judgments and preconsumptions about the subject. As if relating to her, my own feelings come up about how I view my religion. By the "Sexton" singing instead of "tolling the Bell," wearing her wings instead of "keeping the Sabbath a Surplice," and having "an Orchard, for a Dome-" remind me we all have our own opinions about how we view our religion. I learned of what we believe and today I've disconnected myself from that. I believe authors let you translate their works into whatever you want, yet sometimes poems are questionable because you may not be as knowledgable about the subject, for example, not knowing about the author can leave you straying for an explanation about a verse in a piece.
I notice how some words are capitalized. I see many poems have this. Poems can break away from technicalities of writing. Some of these capitalized words I didn't know the meaning of. "Bobolink" is an American bird. "Surplice" - a clerical investment. "Sexton" - a minor official in a church. Thinking of Bobolink and the Orchard made the piece seem light hearted, showing a bright side of the narrarator's personality. There are three versus. The last one is like a conclusion. The first two explain her opinions on things, and she concludes. I think this versus can be viewed in countless ways. The saying, " So instead of getting to Heaven, at last- I'm going, all along." Is she saying although the narrarator does different things from the norm that she will still go to heaven? It's not a question, "all along" seems like a finalization. The poem seemed carefree about beliefs and way of life.
Is this from Dickinson's own point of view? The voice and tone to me is argumentive and emphasizes her view on the rules in a religion. The verses are like statements. "Some keep the Sabbath going to Church- I keep it, staying Home-". There's a harsh break between "Some keep the Sabbath goint to Church-..." then she comprimises that commonality with "I keep it, staying Home-..."
As as her reader, I grew up as a Catholic, so I already have judgments and preconsumptions about the subject. As if relating to her, my own feelings come up about how I view my religion. By the "Sexton" singing instead of "tolling the Bell," wearing her wings instead of "keeping the Sabbath a Surplice," and having "an Orchard, for a Dome-" remind me we all have our own opinions about how we view our religion. I learned of what we believe and today I've disconnected myself from that. I believe authors let you translate their works into whatever you want, yet sometimes poems are questionable because you may not be as knowledgable about the subject, for example, not knowing about the author can leave you straying for an explanation about a verse in a piece.
I notice how some words are capitalized. I see many poems have this. Poems can break away from technicalities of writing. Some of these capitalized words I didn't know the meaning of. "Bobolink" is an American bird. "Surplice" - a clerical investment. "Sexton" - a minor official in a church. Thinking of Bobolink and the Orchard made the piece seem light hearted, showing a bright side of the narrarator's personality. There are three versus. The last one is like a conclusion. The first two explain her opinions on things, and she concludes. I think this versus can be viewed in countless ways. The saying, " So instead of getting to Heaven, at last- I'm going, all along." Is she saying although the narrarator does different things from the norm that she will still go to heaven? It's not a question, "all along" seems like a finalization. The poem seemed carefree about beliefs and way of life.
Tuesday, January 19, 2010
Beautiful
You are beautiful
no doubt you are.
My laugh lines are the products of smiling with my friends and loved ones.
My wrinkles show that I'm not afraid of change.
My dark circles under my eyes are highlighted, not concealed.
My loved one remembers me by my huge freckles.
My small eyes are windows to a beautiful heart
My lips are full and ready to show case my smile
My skin keeps me covered during harsh winter months
In the name of beauty, let every woman embrace her
Femininity. Herself.
no doubt you are.
My laugh lines are the products of smiling with my friends and loved ones.
My wrinkles show that I'm not afraid of change.
My dark circles under my eyes are highlighted, not concealed.
My loved one remembers me by my huge freckles.
My small eyes are windows to a beautiful heart
My lips are full and ready to show case my smile
My skin keeps me covered during harsh winter months
In the name of beauty, let every woman embrace her
Femininity. Herself.
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