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Low Tide by April Lindner

The poem is a 16-line poem with no rhyme scheme. The lines very in length. Even though there is no rhyme, the poem has a rhythmic effect to it, although the rhythm varies from line to line for example, the rhythm, the rhythm in the first 4 lines is alike – U | U | U | U|. However, it changes in the next line to | U | U | U | U | U. It also varies in the next line to and so forth. The poet uses alliteration in “Low Tide” especially the “S” sound, the sound that the water would make along the shore: “surf slips,” “ secrets,” silk. The metaphor in the poem is the comparison between the lowering tides to a strip tease dance. The words ”more strip tease” describe the way the tide slowly falls back to reveal more and more of the shore. The “surf slips back” as a strip tease dancer would “slip” out of her clothing. The poet says the “show” suns two times a day, referring to the two low tides each day and also to the strip tease “shows.” The tide ebbing is also a “slow disrobing” as a strip tease is. The shallows “expose crinkles,” just as a dancer would expose her body. When the poet talks about “what’s left veiled undulates,” she is actually talking about the sea life floating hidden in the currents. The double meaning here is the dancer’s “veiled” part’s of her body, which she moves in an “undulating” or suggestively waving motion. At night when the tide “unfurls,” it lets loose together the things that it exposed in “silk,” or in beautiful moonlight water. In the same way the striper “unfurls” her wrap and hides her “secrets,” or body parts, in “silk,” or her robe.

In addition to the metaphor, Lindner personifies the tide as a stripper, who wraps up he secrets I her robe. The poet also uses a simple very effectively: “crinkles tender as the lines a bed sheet etches on skin.” The lines and marks left by the tide are compared to marks made by lying in bed. Her descriptive images give a lyric quality to the poem as well: “shallows webbed with gold ripple.” Draws a picture of sunlit waves; “rich nether tangle of the rockweed and rotted wrack” brings the image of the under water sea plants; the tide “black and glistening, tipped with moon” helps the reader to picture a silky black robe, tipped with silver that a stripper might wear.

Poem 2

Eleanor Rigby – John Lennon & Paul McCartney

This “poem” is actually lyrics to a song by the Beatles. It talks of the theme of loneliness and isolation of people in a society where no one cares and where people have lost faith and religion. The choice of the title ”Eleanor Rigby” seems to say that this woman represents the many alienated people in our world whose names are unknown or forgotten by others. The poem is constructed of 8 stanzas. The first and last are 2 lines and repeat each other. The line length in the other stanzas varies to from 3 four-line stanzas to 3 six-line stanzas. The 2 line stanzas repeat the sentence, “Ah, look at all the lonely people!” calling the reader’s attention to the social problem from the beginning and emphasizing it at the end. The four line stanzas repeat “All the lonely people,” but further ask, “Where do they all come from?” What is their story? Why are they isolated? The remaining three stanzas tell the story of two of these people – Eleanor Rigby and Father McKenzie. Eleanor “lives in a dream,” and “waits at the window” for someone to come for her. She’s “wearing the face that she keeps in a jar by the door.” These words paint the image of a woman who depends on makeup for her “public” appearance. Another image is of Father McKenzie “writing a sermon that no one will hear.” People are not interested in religion. When Eleanor Rigby dies, she is “buried along with her name.” Just as no one came for her funeral, no one will remember her after she is gone. When she dies, Father McKenzie buries her, but “No one was saved.” To the writers, his work as a priest is worthless. She has not been not saved. The tone of the song is a sense of sadness and of isolation. The writers achieve this through the imagery and through the repetition of phrases such as, “All the lonely people, where do they all belong?” There is rhyme in the poem. Lines are repeated to achieve rhyme in verses 1, 3, 5, 7, and 8. In verse 2, “door” rhymes with “for.” In verse 4, “hear” rhymes with “near,” and “there” rhymes with “care.” In verse 6, “name” rhymes with “came,” and “grave” rhymes with “saved.” Although the lines vary in length there is a definite rhyme to the song. Also, the repetition of lines adds to the rhythmic quality.

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Death be not proud by John Donne

It is fourteen-line poem. The rhyme scheme is abbaabbacddcbe. The poem was written in 1610 and Donne clearly uses the language of the past: “thou,” “dost,” “canst,” “thy,” “shalt,” “art.” Donne also adds accent marks or combines words to fit the rhythm that he wants to achieve: “calléd” and “swell’st.” He uses alliterations of consonance in lines such as “For those whom thou think’st thou dost over throw,” “And better than thy stroke; why swell’st thou then,” “much pleasure, then from the much more must flow.” In the opening “Death be not proud,” Donne uses the imperative mood to show his belief in deaths lack of power. This is a lyric poem in which Donne personifies death and compares him to a person who is proud of the power that he holds over mankind. However, Donne never capitalizes death even though he speaks to him and addresses him directly as a person. The poet seems to say that powerless and is not all-powerful. He calls rest and sleep “thy pictures” or images of death. He says that actually man will get pleasure from death because death will ring them “rest of their bones, and souls delivery.” They will be released from their body and their souls will be set free. He also paints an image of death as a “slave to fate chance, kings, and desperate men.” In other words we are granted eternal life.

Poem 2

I, Too by Langston Hughes

It is written in five stanzas in varying length. The first and last stanzas are only one line each. The poem does not rhyme. It doesn’t have a definite rhythm. It’s written in plain straightforward language. It’s personal from the eye point of view yet it represents black Americans. The poet’s choice of words shows how he feels about the place of the black man in America: “the darker brother,” “ I, too, am America.” When he says, “I, too, sing America” he talks about how the black Americans and how they praise America and want to be part of the land but yet they are not recognized as equal or part of it. In stanza one he talks about how he is sent to the kitchen when company comes, referring to segregation. At the same time he “grows strong” for now he accepts his condition but he grows in strength and his desire to overcome it. In the third stanza the tone changes and it’s signaled by the word “tomorrow.” It predicts the laws to come that will end segregation by saying “Nobody’ll dare” to tell him to eat in the kitchen. In the fourth stanza the poet holds out hope that the public one-day will accept him for who he is and see his inner beauty. The poet uses the word “ashamed” to express how he hopes the public will feel and will regret how they have treated the African Americans.

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Jabberwocky by Lewis Carroll

The poem is a nonsense poem designed by Lewis Carroll as part of Through the Looking Glass. The tone is playful. The explanation on the next pages helps to make the meaning clearer and helps a reader to understand the language that Carroll uses to form his poem. Even with out the explanation, the musical quality of the work and the syntax that he uses give jabberwocky a wonderful childlike appeal. The poem is written in four line stanzas it has a mostly regular rhyme scheme: abab cdcd efgf hihi jklk mnon abab. The rhythm, for the most part, is regular, with some lines varying, usually the last line in the poem. Carroll also uses the internal rhyme, “he left it dead and with its head;” “O frabjous day! Callooh callay.” Examples of alliteration include “gyre” and “gimble,” “mimsy” and “mome,” and “Tum tum and tree.” Another device Carroll uses is to repeat the first stanza at the end of the poem it sets the stage in the story and shows the reader the story is at an end. The language that Carroll uses is, first of all, is dated in style and word choice “t’was,” “has’t thou,” for instance. The most unusual part of the poem is the language the Carroll invents. As humpty dumpty explains the words, Carroll puts together words to create ideas. The following are his “portmanteau” (double meaning) words: “galumphing”—galloping and jumping; “frabjous “—fabulous and joyous; “chortled”—chuckled and snorted; “slithy”—lithe and slimy.

Poem 2

Nothing Gold Can Stay by Robert Frost

This poem is an eight-line poem with no line breaks. There is basically a regular rhythm except the first and the last lines don’t follow the regular rhythm. Frost uses alliteration, for example, “Her hardest hue to hold.” The theme of Frost’s poem is that nothing beautiful in the world lasts forever. He uses the images of the first green buds of nature that people treasure, which soon disappear. Next, he uses the image of a leaf becoming a flower and then eventually dying as all things do. And he says Eden, a paradise for man, “sank to grief.” In the last two lines, Frost emphasizes once more how time goes on and everything changes and nothing remains the same, “So dawn goes down to day/Nothing gold can stay.”

Cartoon Analysis HIstory

September 22, 2009

History

Political Cartoons Blog

Cartoon 1

The issue the cartoonist is addressing is the United States protection of Cuba from Spain. The cartoonist labels Spain as the villain the U.S as the hero and Cuba as the maiden in distress. He uses the analogy of a stage production to get across his point. The cartoonist’s opinion on the issue seems to be that the journalists are over dramatic in their portrayal in their problems between Spain and Cuba. The cartoon was created before the Spanish American war.

Cartoon 2

The issue the cartoonist is addressing is that many people believe that the U.S. will be so caught up in trying to add other territories just as it had recently added Hawaii, which would cause problems for the country. He labels all the territories: Cuba, Puerto Rico, Philippines, and Hawaii. He uses the symbol of a disheveled Uncle Sam who is overcome by children. His analogy of the father having trouble taking care of so many children represents America being involved with to many countries at once. This cartoon was created at the beginning of the Spanish American war.

Compare and Contrast

Compare

Both articles were either written before or after the war.

Both articles express negative feelings toward the U.S. going to war.

Contrast

The first article seems to warn the United States really shouldn’t jump in and save other countries from their problems by always being a hero.

The second article seems to say the before we go involved in a war we ought to think about how the results will affect our country.

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Mending Wall By Robert Frost

The poem is written in a conversational tone as if the poet is speaking to he reader. There is no rhyme or rhythm. The words are easy to understand, but they contain many images. It is written in almost a prose form, with sentences ending in the middle of a line.

The speaker sets out to do a routine farming procedure, replacing stones along a fence separating his neighbor’s orchard from his. However, Frost takes an everyday subject and asks a deeper question, searching for a deeper meaning. He signals that at the beginning of the poem when he says, “Something there is that doesn’t love a wall.” He makes a simple explanation for the damage to the wall— “frozen ground swell,” “hunters,” etc.— but he implies that there is a spiritual force that doesn’t like walls so it tears them down. He goes on to tell of his mending chore with his neighbor. They walk the line together but “ keep the wall between us as we go.” Here Frost implies that they rarely meet and only to complete this task: “and set the wall between us once again.” He compares the repair to an outdoor game, one on a side, not a team, an image that underlines their separateness. Although there is really no need for a wall, his neighbor insists, “Good fences make good neighbors.” Frost expresses his desire to change his circumstances because he sees walls as bad things “what I was walling in or walling out, And to whom I was like to give offence.” When he repeats the phrase “Something there is that doesn’t love a wall,” Frost actually refers to himself. He compares his neighbor to an “old-stone savage armed.” His purpose, like the savages, was to keep the enemies out. When he says that his neighbor “moves in darkness as it seems to me” Frost suggests the neighbor’s blindness of purpose. Instead of warming to his neighbors and trying to communicate ad become friendly, he is stuck in the past: he will not go behind his fathers saying he clings to tradition.

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I like to see it lap the Miles By Emily Dickinson

This is a poem in four stanzas. It does not rhyme. The poet achieves a since of connectedness which goes past the line breaks. She uses “and” to string together ideas like the journey of the locomotive. On the other hand she uses dashes to interrupt the lines so that the poem sort of creates a stop and go effect rather like the jerky motion of a train.

The poet compares the train to a horse not just any horse but a spirited horse that gallops proudly around the landscape. She personifies the train as a living thing using action verbs to describe its journey: it “laps” miles “eats” valleys, “steps” around mountains and “pears” into houses. The descriptive adjectives that she uses are also generally used for people: “prodigious” “supercilious” “complaining.”

Throughout the poem the author stress the power of the locomotive until the last several lines when the locomotive is described as “docile and omnipotent.” With these two adjectives, the author seems to say that the horse/locomotive is very powerful but is tamed by the power of man who leads it to its own “stable door,” or station house. All the nouns are capitalized except the last one, “door.“

Poem 2

Annabel Lee By Edgar A. Poe

The poem is very lyric. It has a musical quality created by in rhyme, a regular rhythm internal rhyme repetition of words and phrases and alliteration. The rhyme scheme of the first verse is ababcb; the scheme of the second verse is dbebfb after that the rhyme scheme varies, but each verse has some of the same rhyme sounds, for example the repetition the long e sound in each verse. Examples of words that are repeated often are “sea” “Annabel Lee” “me” “we.” Examples of internal rhymes are “for the moon never beams without brining me dreams,” “And the stars never rise but I feel the bright eyes.” Phrase that are repeated include “ of the beautiful Annabel Lee”, “to love and be loved”, “many and many.” An example of alliteration is “can ever dissever m soul from the soul,“ “sepulcher by the sea,” tomb by the “sounding sea.” The alliteration is and s sounds like a whisper.

The language is not simple and straightforward. The tone is sorrowful and mournful its created by the words such as sepulcher and chilling killing demons tomb. The poems seems to start out as a simple story at first, but it quickly becomes a bizarre of a man who believed that angles were jealous of his love and so therefore sent a chill wind to kill her. In the end the reader learns that at night-time he lies down by her tomb because he believes their love is stronger than death.

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London by William Blake

London is a four-stanza poem that has relatively short lines. The poem has a definite rhythm. It has a rhyme scheme, which is abab cdcd efef ghgh. It is a four stanza poem, each with four lines. The poem describes the speaker’s reactions to the people that he meets and the sights that he sees in the streets of London. Blake uses language that is rich in meaning. As indicated in the notes, which go along with the poem, many of the words have connotations, or overtones, that Blake uses to suggest his feelings about the city of London and its government and the way the people have been denied their freedom by the king. For example the streets are “chartered” or restricted. He hears the “ mind forged manacles” or shackles in the voices of the men. In other words everyone feels enslaved there. The churches are “blackening,” either turning black from the soot or figuratively turning black from the corruption of using chimney sweeps to clean them. Blake also describes the way prostitution “plagues” marriage and contaminates the new born babies. Other word choices show the tone of this poem to be somber as well. Some of these include “marks of weakness marks of woe,” repeating the word “cry,” “sigh,” and “curse.” The language of the poem and the images stress Blake’s sense of horror and disgust at the way the speaker sees London in this poem. There is no sense of hope for the future or love for the city.

Poem 2

The winter evening settles down by T.S. Elliot

The poem is not written in stanzas form or verse form. The lines vary from short to very short. The line breaks don’t always reflect the end of a sentence or the end of a thought. It is not always in complete sentences. There is a rhyme scheme although it is irregular and some lines don’t rhyme. The rhyme scheme is abcbddefefegg. The language is simple. Some of the words date the poem as in the past like chimney pots and cab horse. The tone of the poem is dreary and cheerless. The winter evening is described in the terms of routines of the people who live there. The time is six o’clock. It is the “burnt out ends of smoky days,” when the workers are coming home from the factories for their dinner. The description of the winter showers spreading the “grimy leaves” and “newspapers from vacant lots” emphasizes the dirtiness and poverty of the area, as do the “broken blinds and chimney pots.” Everyone has gone inside his or her poor little house and the lights come on. No one is going out for entertainment and fun. Therefore, the cab-horse is lonely.

3 poems in class

Rotaion 3 poem 1 Wild Nights – Wild Nights! By Emily Dickinson

Rhyme scheme

• · Last word of the Second and fourth line rhyme
• · 1^st stanza abbb
• · 2^nd stanza cdec
• · 3^rd stanza fghg
• Style tone
• · very short lines
• · choppy sentences
• · uses dashes to emphasize pauses
• · uses exclamation points to emphasize words such as “Nights!…Chart!… Sea!...Thee!”

Rotation 3 poem 2 I felt a Funeral, in m Brain By Emily Dickinson

Alliteration

· “a service like a drum” metaphor

· “creek across my soul”

Rhyme scheme

· 1^st stanza abcd

· 2^nd stanza efgf

· 3^rd stanza hiji

· 4^th stanza klml

· 5^th stanza nopq

Figurative language

· boots of lead

· plank in reason

· creak across my soul

· mind was going numb

· as all the heavens were a bell

· hit a world at every plunge

Style

• · no sentence punctuation
• · the stanza breaks are at strange points with dashes at the end of most of them
• · the last stanza it just randomly ends

Rotation 3 poem 3 I’m Nobody! Who are you? By Emily Dickinson

Rhyme scheme

• · 1^st stanza abcb
• · 2^nd stanza defe

Style

• · uses dashes to lengthen the pauses when used

Naming of Parts by Henry Reed

1) In Henry Reed’s poem Naming of Parts, the language in the first three and a half lines of each stanza is that of an army instructor explaining the parts of a riffle to a now group of soldiers as shown in the first three lines. Stanza 1: “Today we have naming if parts…” The second part of the same stanza is the thoughts of a day dreaming soldier as his mind wanders to a garden scene. “Japonica…”

2) The first half of this stanza describes parts of the rifle and how they work. The second half describes observation of nature. The rifle descriptions are exact and precise. The description of nature uses more imagery.

3) In each stanza there is a phrase with in the stanza that is repeated as the last line of that stanza. While the words are the same they relate to different things. The first being a rifle and how it operates the second to the Japonica plant and its role in nature

4) The effect of using these language differences and similarities is to show what Reed sees as the contest between the world of nature and the World of War.

On another level by using the Japonica flower Reed is expressing anti-atomic bomb sentiments. The origin of the word Japonica is Japan. Reed did not select this flower randomly this is symbolism. Reed indicates that the United States did not have a “point of balance” with the atomic bombing of Japan.

USDA GOVERNMENT INSPECTED

AFTER THE FACT – USDA Government Inspected.

How effective were the laws?

In 1906 in response to the book The Jungle by Upton Sinclair, Teddy Roosevelt and his Republican friends in the senate wanted a bill passed that would regulate the meat packing industry. They wanted the secretary of agriculture to administer the law, provide around the clock meat inspections, labeling, and self-financing. In the end there was a compromise that did provide more money from the government for inspections, but the cost was not borne by the processors. The bill did give authority to the Agriculture department with the federal courts as the final judge of the secretary of agriculture’s rulings. The law banned the use of unhealthy dyes, chemical preservatives, or adulterants. More money was provided that allowed a better inspection system that was carried on day and night. Roosevelt had used the office of the President and his proverbial big stick to get the law passed. One of Roosevelt’s best friends, the progressive senator Albert Beveridge of Indiana, said of the President, “It is chiefly to him that we owe the fact that we will get as excellent a bill as we have here.”

Did the laws really create the change that the progressives wanted?

The final law, as passed, did not seem to accomplish what the progressives had wanted. Many compromises had been made. At first it was uncertain how the courts would react to the implementation of the law by the executive department. The amount appropriated by congress turned out to be more than needed and inspections continued. The opposition had fought for total court review with the secretary of agriculture having little authority. It seemed at first that they had been successful in changing the original intent of President Roosevelt in the passage of the law. The meat packers did not challenge the law until 1917 in United States v. Cudahy Packing Co. In this case the federal courts upheld the secretary’s authority. Two years later the Supreme Court narrowed the view and said the labeling of meat “is a question of fact, the determination of which is committed to the Secretary of Agriculture . . ., and the law is that the conclusion of the head of an executive department . . . will not be reviewed by the Courts, where it is fairly arrived at with substantial support.” Finally after thirteen years the progressive movement had the victory that had seemed to evade them in the original passage of the law. The opposition had fought for total court review with the secretary of agriculture having little authority. In the end the Supreme Court supported the progressive side.