1. Original Text
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 a 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.
2. Initial Response
This poem is about a teacher at a high school. The speaker in the poem, who is a teacher, is trying to teach his students how to swim; they act as though they are drowning even though they are fish. The speaker talks about how the bell punctures a hole into the door, and the great pressure pulls the students out into other classrooms. The teacher goes home and is calmed down by his cat until he turns back into a normal human who just relaxes at home.
3. Paraphrase the Poem
Before
I began to talk
I saw them waiting there
In neat order and frozen stiff
In a box.
Slowly words began to fill the place
Though I didn’t notice it
Till I heard it
With my own ears
And then I heard some sounds
Of students learning hard
And I knew that even though I’d try to frustrate them
With all my talking
That they had listened up
Like gulping down everything
And letting me into their minds.
Together we talked inside the room
Like thirty mouths throwing around words
Till the school bell rang
Creating
A vacuum-like hole in the door
Where we all left out from
They went to other classes
I guess and I went home
Where Queen Elizabeth
My cat came next to me
And liked my cover
Till I became a normal human again.
4. SWIFTT
SW = Syntax/Word Choice
D.C. Berry uses no set structure for the poem, which is free verse. He portrays the classroom as an aquarium and the students in it as fish. He uses different words to relate this. For instance, he uses the word “gills” in part to describe how the students opened up to his words. The teacher’s words are represented by water, and he mentions how they swam around the room to describe a discussion they had.
I = Imagery
The biggest images that Berry uses are the classroom being an aquarium and the students being fish. The speaker in the poem says that he thought his words were drowning them but notices that “they had opened up like gills for them”. This is great imagery and allows readers to get a sense of how the teacher felt and responded to the students swimming around the room.
F = Figurative Language
The poem is full of figures of speech. Berry first uses this instrument when he describes the students by calling them “as orderly as frozen fish in a package”. The next time he uses figurative language is when he describes how the students listened intently and earnestly to him by creating gills to take in the water that was his words. The speaker also says that he and the students discussed things together “like thirty tails whacking words”.
T = Tone
The tone in the beginning of the poem is disappointed at uninspired at the sight of the teacher’s frozen package of fish. Then, the students become interested and participate in the class discussion, so the speaker because inspired and delighted at the intensity of the class. He is filled with wonderment at the delight of the students.
T = Theme
The theme of the poem is that people can inspire others to learn and become active. It is that knowledge is power, and that people shouldn’t believe completely what they see. For example, in the beginning of the poem, the teacher believes that the student are like senseless fish who won’t remember what he is about to tell them. To his surprise, they do, which reinforces the theme of inspiration and belief in man.
5. Conclusions
Part of my initial reaction was correct. The teacher feels as though today would be just another ordinary boring day at school but is surprised when he students actually begin to care and listen to his words. He is inspired by them because they are inspired by him, which shows that both parties are feeding off of each other and learning more than they had ever imagined from each other. D.C. Berry shows that there are ways to help inspire students to learn as much as they can and become efficient students of life and school.
Sunday, January 29, 2012
War is Kind by Stephen Crane
1. Original Text
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!
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!
2. Initial Reaction
My first reaction to this poem is surprise at the speaker because he only consoles the mother, lover, and daughter of the dead soldier by saying that war is kind and that he died gloriously. Stephen Crane seems to be writing about the stupidity of death in war and the anger of losing a young man who leaves so many behind. I was amazed that the speaker describes the death of the soldier to his loved ones by repeatedly saying that war is a kind time and that it doesn’t hurt those around it because they died with honor.
3. Paraphrase the Poem
Don’t cry, young woman, because war is gentle,
Because you man threw his crazy hands into the air
And the scared horse ran with no one on him,
Don’t cry.
War is gentle.
Gruff, loud drums of the legion,
Little spirits who can’t wait to fight,
These soldiers were born to dig and die.
The mysterious glory lies above them.
Great is the god of war, great, is his land—
A field where many dead bodies lie down.
Don’t cry, little girl, because war is gentle.
Because your dad falls in the sickly trenches,
Hit in his chest, swallows and dies,
Don’t cry.
War is gentle.
Fast flaming flag of the legion,
Eagle made of red and gold,
These soldiers were born to dig and die.
Show them the merits of destruction,
Make them seem the goodness of killing
And a field where many dead bodies lie down.
Mother whose heart hung meekly as a button
On the shiny beautiful shroud of your child,
Don’t cry
War is gentle!
4. SWIFTT
SW = Syntax/Word Choice
The poem is a free verse with the repetition of the two phrases “Do not weep” and “War is Kind”. Crane uses these two phrases to emphasis, first, telling someone not to cry over the dead, and, second, that war is kind and caring. These are both great examples of word choice because the show the irony that Crane wants to allow readers to see. Crane uses a great many words to express the emotion that should go along with reading the poem. He also uses some words to show a great contrast between what the speaker is saying and what it actually means.
I = Imagery
Crane uses a multitude of words to allow readers to get a good sense of what the speaker is describing. The first of many such examples would be how the “lover threw wild hands towards the sky”. Crane is trying to describe a soldier’s last breath and how the man reaches for the stars. Another example is Crane’s description of the kingdom of the battle-god. By using the words “a field where a thousand corpses lie”, Crane is able to allow readers to better understand the dominion of someone very evil.
F = Figurative Language
There are no similes and metaphors in the poem. There is, however, the allusion to Lucifer or a god of war of some sort when Crane writes “battle-god”. Crane is trying to show how fighting and war is just a game of the higher beings and that man should not take pride in killing and senseless deaths.
T = Tone
The tone of the poem is sarcastic, bitter, and stupefied at the love for fighting and the sense of glory and pride it gives. The speaker shows sarcasm and bitterness when he tells the family of the lost not to cry and that war is kind and giving, not evil and greedy.
T = Theme
The theme of the poem is anger at the glorification of death and fighting. The poem centers around the stupidity of war and leaving those that you love and who love you behind. The poem try to show that there is no pride and honor in war by being ironic and sarcastic.
5. Conclusion
My first reaction towards the poem was correct in many ways. The poem does revolve around the idea that there is no honor to be found in war, just death and devastation for those left behind. I was correct in that the poem shows the faultiness of a soldiers love for war and gaining pride and honor in fighting. The poem also has no reference to God and his hand in the problems of man.
Wednesday, January 18, 2012
Musee des Beaux Arts by W.H. Auden
1. Original Text
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.
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,
Had somewhere to get to and sailed calmly on.
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,
Had somewhere to get to and sailed calmly on.
2. Initial Reaction
My first response to the poem was confusion at how the author moved from one subject to another so quickly. Then, I began to understand some of what Auden is speaking about. He talks of how suffering and bad events are natural and that people go on with their lives even though something terrible may be happening close by. He talks of children not caring about what goes on around then. Auden talks about the painting by Breughel of the landscape around the fall of Icarus into the ocean. Auden says that the ships and people who saw it occur had lives they had to live and things they had to do. Auden focuses on the normality of bad events in life.
3. Paraphrase Poem
With regards to pain they were always right,
The great artists: how amazingly well they understood
Its natural state: how it occurs
While someone is just going about their daily routine;
How the old are just waiting,
For a great occurrence, there is always
Ignorant people who don’t really care about it, playing
Around in the woods outside:
People always remember
That also great disasters and death must occur
And in another part of the world
Where dogs just live out their lives and a horse
Scratches its butt on a tree.
In Breughel’s Icarus: how all turn away
With ease from the disaster; the farmer may
Have heard him fall and cry out in help,
But for him it wasn’t really that important of an event; the sun was shining
And the painting had white legs falling in the green ocean
Water, and the rich ship that should have seen
Something crazy, a boy falling from the sky,
Had somewhere to be and moved on quietly.
4. SWIFTT
SW = Syntax/Word Choice
The first and most obvious specific choice of words is the title of the poem itself. It is referring to a museum of fine arts, which means that the story will contain mentions of a painting or something of that nature. Auden also uses the words “human position” to show that disasters and agony are commonplace and occur around us. “Children” also shows that Auden is viewing people as ignorant to the happenings of the world around them. The syntax is also very interesting in the poem. Auden allows the poem to flow from one idea to the next with ease and uses prepositional phrases to emphasize his meanings quite well.
I = Imagery
Auden uses imagery in many cases during the poem. The first example of this is his description of people going about their daily lives. It shows that these people care not about what is going on around them. A very obvious example of imagery is when Auden refers to Breughel’s Icarus, which is a painting depicting the scenery at the moment that Icarus fell from the sky. Auden also uses the words “expensive delicate” to describe a ship that was at the location of Icarus’s fall to help show readers that the people who turn away are snobbish and ignorant for not helping.
F = Figurative Language
There isn’t much figurative language in the poem because there was never any real need for it. There are no obvious cases of figurative language that can be found.
T = Tone
The tone of the poem is nonchalant and seems to just be describing a normal day in the world rather than showing the ignorance of man. The tone is also critical of the indifference to daily occurrences during the second part of the poem.
T= Theme
The theme of the poem is apathy. Man cares not for the misfortunes that befall others to the extent that they would try to show to others. The theme plays on the example of no one helping a boy who had fallen into the ocean. The theme is harsh towards the ignorance of man to his surroundings and how people only care about what is happening to them.
5. Conclusion
My initial response was correct to a degree. The author first talks about the conclusion in the first part of the poem and describes how he got to such a conclusion in the second part of it by using a painting he saw in a museum. Auden is surprised at the apathy and non-response of mankind to the suffering of others. He talks of man as children who do not see what is going on around then. Auden describes how humans live in corners not caring about what is happening to others. He describes the painting by Breughel of Icarus who fell into the ocean from the sky. He is amazed how ships and farmers went about their daily business without trying to help him. Auden is shocked at the ignorance of man.
The Lamb by William Blake
1. Original Text
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!
2. Initial Reaction
My first reaction to this poem was that William Blake was praising the beauty and tenderness of the lamb. Blake seems to see the lamb as something of beauty and that the one that created the lamb is a man who called himself a lamb. During that line, Blake seems to be referring to Jesus Christ and how he was born a child from Mary and that he created the lamb itself so that the lamb must be blessed by God, Himself.
3. Paraphrase the Poem
Small lamb, who created you?
Do you know who made you?
Gave you life, and made you food?
Next to water and close to grain;
Gave you a great fleece,
Fully clothing, wool-like, and a pure white;
Gave you a sweet voice,
Making everyone happy?
Small lamb, who made you?
Do you know who made you?
Small lamb, I’ll tell you,
Small lamb, I’ll tell you.
He is called by your name,
Because He calls Himself a lamb.
He is humble and gentle;
He was born as a small child.
I’m a child, and you’re a lamb,
We are called by the same name as His.
Small lamb, God has blessed you!
Small lamb, God has blessed you!
4. SWIFTT
SW = Syntax/Word Choice
A very obvious interesting word choice would have to be Blake’s constant use of He, Himself, and God, to emphasis the presence of a greater being and a higher power that created him. Blake also uses the word “little” multiple times so that it would seem that the title itself should have been “Little Lamb”. It may be that the reason he does so is to figuratively emphasize that the lamb is such a small creature but still has a certain beauty to it because it was created by God.
I = Imagery
Blake uses some words to allow the reader to imagine what he is describing in the poem with better clarity. The first example of this is when Blake describes where the lamb lives “by the stream” and such. The next example and the strongest instance of imagery would when Blake describes the lamb by talking about the “clothing” that surrounds it. Blake writes that it has the “softest clothing, woolly, bright”, which allows readers to picture a little, fluffy lamb.
F = Figurative Language
There is some figurative language in the poem, mostly when Blake talks about Jesus. When Blake talks about Jesus, he writes that “He is meek, and he is mild”, but he doesn’t really mean that God himself is a humble and soft being, but is rather tying together the “little lamb” and Jesus as a shepherd. Another example of figurative language would be the mild personification Blake uses by asking the lamb a question but never really expecting it to answer back.
T = Tone
The tone of the poem is that of curiosity and jubilance both at the topic of the beauty of the creation of the lamb and the wonderment of God. Blake writes about who had created such an amazing being such as the lamb. He also is amazing by the creation and the power the name itself has because the Creator had named Himself the same.
T = Theme
The theme of the poem is the praising of the creation by God. Blake is rejoicing at the creation of the lamb and the beauty that God was about to mold. He also is also describing Jesus as a lamb and symbolizing Christianity as a religion that represents meekness, gentleness, and peace. The theme is of poem is of Jesus and how he is like the lamb and therefore the child as well.
5. Conclusion
My initial interpretation of the poem was incorrect in some aspects. The first being that the narrator of the poem is actually a child who is foolishly asking a lamb who made him and how it could be so beautiful and peaceful. The poem is about how the child connects himself to the lamb because Christ himself called himself a lamb and became a child himself. The poem is about the connection of the child to God and all other creations made by God.
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!
2. Initial Reaction
My first reaction to this poem was that William Blake was praising the beauty and tenderness of the lamb. Blake seems to see the lamb as something of beauty and that the one that created the lamb is a man who called himself a lamb. During that line, Blake seems to be referring to Jesus Christ and how he was born a child from Mary and that he created the lamb itself so that the lamb must be blessed by God, Himself.
3. Paraphrase the Poem
Small lamb, who created you?
Do you know who made you?
Gave you life, and made you food?
Next to water and close to grain;
Gave you a great fleece,
Fully clothing, wool-like, and a pure white;
Gave you a sweet voice,
Making everyone happy?
Small lamb, who made you?
Do you know who made you?
Small lamb, I’ll tell you,
Small lamb, I’ll tell you.
He is called by your name,
Because He calls Himself a lamb.
He is humble and gentle;
He was born as a small child.
I’m a child, and you’re a lamb,
We are called by the same name as His.
Small lamb, God has blessed you!
Small lamb, God has blessed you!
4. SWIFTT
SW = Syntax/Word Choice
A very obvious interesting word choice would have to be Blake’s constant use of He, Himself, and God, to emphasis the presence of a greater being and a higher power that created him. Blake also uses the word “little” multiple times so that it would seem that the title itself should have been “Little Lamb”. It may be that the reason he does so is to figuratively emphasize that the lamb is such a small creature but still has a certain beauty to it because it was created by God.
I = Imagery
Blake uses some words to allow the reader to imagine what he is describing in the poem with better clarity. The first example of this is when Blake describes where the lamb lives “by the stream” and such. The next example and the strongest instance of imagery would when Blake describes the lamb by talking about the “clothing” that surrounds it. Blake writes that it has the “softest clothing, woolly, bright”, which allows readers to picture a little, fluffy lamb.
F = Figurative Language
There is some figurative language in the poem, mostly when Blake talks about Jesus. When Blake talks about Jesus, he writes that “He is meek, and he is mild”, but he doesn’t really mean that God himself is a humble and soft being, but is rather tying together the “little lamb” and Jesus as a shepherd. Another example of figurative language would be the mild personification Blake uses by asking the lamb a question but never really expecting it to answer back.
T = Tone
The tone of the poem is that of curiosity and jubilance both at the topic of the beauty of the creation of the lamb and the wonderment of God. Blake writes about who had created such an amazing being such as the lamb. He also is amazing by the creation and the power the name itself has because the Creator had named Himself the same.
T = Theme
The theme of the poem is the praising of the creation by God. Blake is rejoicing at the creation of the lamb and the beauty that God was about to mold. He also is also describing Jesus as a lamb and symbolizing Christianity as a religion that represents meekness, gentleness, and peace. The theme is of poem is of Jesus and how he is like the lamb and therefore the child as well.
5. Conclusion
My initial interpretation of the poem was incorrect in some aspects. The first being that the narrator of the poem is actually a child who is foolishly asking a lamb who made him and how it could be so beautiful and peaceful. The poem is about how the child connects himself to the lamb because Christ himself called himself a lamb and became a child himself. The poem is about the connection of the child to God and all other creations made by God.
Friday, January 13, 2012
The Tyger by William Blake
1. Original Text
Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?
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 sieze the fire?
Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare sieze 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?
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?
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?
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?
In the forests of the night,
What immortal hand or eye
Dare frame thy fearful symmetry?
2. Initial Reaction
My first reaction was that the poem was about what kind of greater being would create a being such as the tiger when it had created the lamb as well. The poem showed the greatness and beauty of the tiger and how it was made to be a predator and killer. An underlying theme of the poem is the anger at the evil in the world that was created by God.
3. Paraphrase the Poem
Tyger! Tyger! Very dangerous
Inside the darkness of the night
What God with his strength
Could create such an evil
In what fiery hell or heaven
Burns the evil that you emit?
In what world did you come from?
Who would be brave enough to create you?
And what strength and what mind
Could create the predatory feeling you emit?
And when the evil began to spread,
What scary grab? & what scary reach?
What object that created you? What chain that held you still?
In what room where you grown?
What could you be pounded against? What amazing strength
Would be able to so easily grab you?
When the heavens threw their attacks,
And what sad heaven with their liquid,
Did God smile at his creation to see?
Did the person who made it make the poor innocents?
Tyger! Tyger! Very dangerous
Inside the darkness of the night
What God with his strength
Could create such an evil
4. SWIFTT
SW = Syntax/Word Choice
There are many different words that the William Blake uses to allow the reader to better understand the references that he was making. The first example of this would have to be when Blake uses the word immortal to allow readers to better understand that he is referring to an almighty being. Blake also uses the word dare multiple times because he is trying to give the feeling that creating the tiger is dangerous and could hurt the world very badly.
I = Imagery
Blake invokes many images of fire and despair during the poem. By using words such as fire, deadly, and anvil, he allows readers to picture the creation of an ultimate evil by an “immortal” who has the strength to hold down some deadly evil. Blake also uses words such as “burning bright” and “sinews” to allow readers to be better picture a crazy and strong tiger.
F = Figurative Language
The author uses some figurative language to allow the poem to flow and create beauty in his words. When Blake says “What hand dare seize the fire?”, he is referring to who would dare to seize the creature that is the Tyger. Blake also uses personification of the stars and the heavens who throw down their spears and cry respectively.
T = Tone
The tone of the poem is fearful and scared at the amazing being that was created by an immortal. The tone through the entire poem is curious and surprised at the power of the being that created such a monster. Fear is put throughout the poem with the use of words such as dread and fire.
T = Theme
The theme of the poem is that of wonder at why God would create evil in the world after he had created good such as the lamb. It centers around the amazement of construction such a harmful source from the same anvil in which good and justice was created. The them through the poem is consistently about the surprise at the creation that God was able to make.
5. Conclusion
My first impression was for the most part accurate. The poem is about the creation and spread of evil in the world. It is about the wonder of why the stars and the heavens would allow such things to befall man. Blake writes about why God would create a force to go against the good and just that he hoped for mankind and the entire world. Blake writes about his amazement at how something like this was allowed to be released into the world just as the tiger is released at the lamb.
Wednesday, January 11, 2012
Siren Song by Margaret Atwood
1. Original Text
This is the one song everyone
would like to learn: the song
that is irresistible:
the song that forces men
to leap overboard in squadrons
even 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.
This is the one song everyone
would like to learn: the song
that is irresistible:
the song that forces men
to leap overboard in squadrons
even 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.
2. Reaction to the poem
My first impression was that this poem was about a woman who tells a man who is trying to court her not to come. She warns him that the men who have come for her are either dead or so scared that they forgot about her. No matter how hard she tries to warn him, he comes to her and let’s himself be immersed in her allure. She begs him to free her of this curse, but when he comes to her, he is destroyed just like the other men before him. At the end of the poem she gives up and allows him to be destroyed, saying that the song isn’t worth it but works every time.
3. Paraphrase the poem
Everybody wants to learn
this song: the song
that no one can resist:
the song that makes men
to leave safety and homes in flocks
even if they’ve witnessed the skeletons of others
the song no one has ever learned
because anyone who’s ever listened to it
is dead, and those who aren’t, can’t remember it.
Should I tell you the song’s secret
And what will you do for me if I do, can you get me
out of this curse?
I don’t like doing this to people
living in this jail
looking like a drawing and impossible to exist
with these crazy looking birds,
I hate being a part of and singing with
this group, deadly and expensive.
I’ll tell you the secret of the song,
just you, only you can,
Come close to me. This song
is me begging for help: Save me!
Just you, you alone can,
you are different
finally. Sadly,
this song is really lame
but it never stops them for coming.
4. SWIFTT
SW = Syntax/Word Choice
SW = Syntax/Word Choice
The author choice in words is extremely clever in some cases. For example, the author uses the word irresistible to show that it is impossible to move away and leave the island. The author also uses the word squatted to show that it is actually a bird-like creature sitting on the island. “Help me!” allows the reader to see that the siren is trying to act weak in front of her prey. The author uses the word unique to let it show that the siren is flattering the men by telling them that they aren’t actually being lured in because they are different.
I = Imagery
Margaret Atwood uses many choice words and phrases to allow readers to picture parts of the poem. The first would be “squadron” and “beached skulls”, which allow readers to imagine men jumping from ships in throngs and passing numerous other dead men on beaches. Atwood also uses the words “bird suit” and “feathery maniacs” to allow readers to fully imagine how the sirens look.
F = Figurative Language
There aren’t many instances in which Atwood uses figurative language but there are some cases. One would be when the siren asks to be free of a “bird suit”, which could be alluring to the curse that was put on them. The other time would be when she talks of “feathery maniacs” she is talking about sirens who are mythical creature who lure in men with their song.
T = Tone
The tone of the poem is at first calm and sad at the stupidity of men who will never stop till they die. As the poem goes on the tone begins to become manipulative and pitiful because the siren is asking for help even though the person will die no matter what. At the very end of the poem, the tone turns neutral and evil with a sinister feeling when the siren says that the song always works.
T = Theme
The theme of “Siren Song” is to never trust those who have certain reputations for destroying those around them. The theme is centered around the song of the siren and how it lures in men who think they must save or help the siren when, actually, they are going to their graves.
5. Conclusion
Parts of my initial reaction were incorrect. Instead of alluding to a woman who was being courted by throngs of men, the narrator was actually a siren who was luring in men by pretending to ask for help and telling them that everything was okay because they were different. I thought that the bird suit was some sort of bad history, but it was actually a curse that had sentenced the siren to the island to forever bring men to their deaths.
Tuesday, January 10, 2012
To Marguerite: Continued by Matthew Arnold
1. Original Text
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 hollows 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—
Oh! 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—
Oh might our marges meet again!
Who order'd, that their longing's fire
Should be, as soon as kindled, cool'd?
Who renters vain their deep desire?—
A God, a God their severance ruled!
And bade betwixt their shores to be
The unplumb'd, salt, estranging sea.
2. Reaction to the poem
The beginning of the poem seems to emit a feeling of sadness and loneliness that one feels when they are disconnected from others. During the poem, I was hit by the words "We mortal millions live alone," and I felt that it portrayed a unique emotion of anger at all those whose lives are too short for hating and bearing grudges. The next part of the poem surprised me because it seemed to talk about something that could be, a sort of glimmer of hope that seems to allude to the connections against all odds. During the third stanza, it seems as though such hope and connection has been thrown out and a rift has been caused as deep as an ocean and far reaching as the crevices of one’s mind. The last stanza makes me understand his anger for such events and confusion as to why these things are happening.
3. Paraphrase the poem
In the world of the living with islands all around,
With large distances separating us,
Living all through this world of ours,
We humans live privately hiding our feelings and thoughts.
All humans feel the flow and stirring of life,
And understand the different paths and courses their life can take.
But when people begin to show themselves to others,
And they are engulfed by the feelings and emotions that bloom around them,
And deep inside them on dark days with a few lights,
Love and goodness begins to spread;
And words of welcome and friendship spread from person to person,
Across all the other background noise and distances that are part of daily life-
Ouch! Then an eternal sadness and pain
Is felt in the deepest part of their hearts;
Because people remember the times when all were
Together as one and friends to all!
Now all there that is left is rifts that split up everyone from even the closest of friends-
If only our strength could bring us back together!
Who decreed that our love and feelings
Should be destroyed as soon as they bloomed?
Who owns you so that they can decide your deepest wants?-
An absolute ruler who has all power must have passed a law to split us!
And decided that their life and feelings to be
Poisonous and strange to me.
4. SWIFTT
SW = Syntax/Word Choice
The words that the author used, seemed to bring out at some times a sense of longing or sadness but at other times showed anger or joy. By using the world echoing in line 2 of the poem, the author was able to make use understand how large of an expanse the rift between him and his lover really was. Another time in line 6, the author uses the word endless to try to add the effect of something beyond our comprehension and imagination. The author also uses words such as starry and divinely, to give a feeling of beauty and hope during a dark time. The author also uses words such as estranging when referring to the sea to indicate loneliness and indifference. Such wording that gives off a feeling of sadness, anger, and hope shows the amount of emotion the author put into the poem.
I = Imagery
The first part of the poem uses imagery to allow readers to picture deep and wide expanses between islands to describe the distance and distrust between people. Words such as echoing, shoreless, and endless, allows readers to feel the deepness of the words. During the second stanza, the author uses imagery to allow readers to feel the glimmer of understanding and feeling between others. It allows us to understand the joy of friendship, like the song of a bird in the morning. During the third stanza, the author uses words such as farthest and plains to allow us to feel that the expanse is so far and deep it seems almost impossible that everyone used to be together. The author uses words such as fire, God, and estranged sea during the last stanza to give us a sense of anger and finality to the decisions that were made, which ended in a calm and eerie sea.
F = Figurative Language
Caverns, islands, seas, oceans, continents; all these words are part of complex figurative description of people, their hearts, the space and distance between, and friendship and closeness. The author uses figurative language to relate islands to people who are in a "sea of life," which is the world around them. The nightingale refers to hope and beauty in a time of darkness before something amazing. The author indicates that caverns are actually the hearts of others and that a continent is a group of people who are joined together through bonds. The author also uses God as a figure of speech that is referring to an absolute law or decision. The author uses a clever series of figures of speech to connect bodies of water and land to humans and how the interact while never bringing up people completely.
T = Tone
The initial tone of the poem is sad and forlorn and gives a feeling of separation and distance between others. The author uses words such as alone, shoreless, and endless to give a sort of empty feeling. The tone of the poem is also thoughtful and angry at the distance between people and the decision to split a continent and create small islands that are left to their own devices. The tone of the poem gives a weariness of someone who tried so hard to create bonds with the one they love but have trouble with getting someone's affection.
T = Theme
Theme of the poem revolves around a change of heart of a lover or someone that the author loved. It seems as though the author centers his writing on the space between others and the distrust and dislike between people. The theme also contains anger at separation and hate at anyone who changed his lovers mind towards him.
5. Conclusion
Parts of my intial reaction were incorrect in regards to the overall tone and feeling. At first I thought that most of the poem was filled with anger and hurt, but it seems that the poem centered around the distance and loneliness of a man. It portrays islands and seas as men and the coldness around them. I feel that the poem argued at the injustice of changing one's feelings without ever consulting the other person in the relationship. The poem creates a perfect mixture of anger and sadness at the millions that live alone and at the women who left his side.
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 hollows 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—
Oh! 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—
Oh might our marges meet again!
Who order'd, that their longing's fire
Should be, as soon as kindled, cool'd?
Who renters vain their deep desire?—
A God, a God their severance ruled!
And bade betwixt their shores to be
The unplumb'd, salt, estranging sea.
2. Reaction to the poem
The beginning of the poem seems to emit a feeling of sadness and loneliness that one feels when they are disconnected from others. During the poem, I was hit by the words "We mortal millions live alone," and I felt that it portrayed a unique emotion of anger at all those whose lives are too short for hating and bearing grudges. The next part of the poem surprised me because it seemed to talk about something that could be, a sort of glimmer of hope that seems to allude to the connections against all odds. During the third stanza, it seems as though such hope and connection has been thrown out and a rift has been caused as deep as an ocean and far reaching as the crevices of one’s mind. The last stanza makes me understand his anger for such events and confusion as to why these things are happening.
3. Paraphrase the poem
In the world of the living with islands all around,
With large distances separating us,
Living all through this world of ours,
We humans live privately hiding our feelings and thoughts.
All humans feel the flow and stirring of life,
And understand the different paths and courses their life can take.
But when people begin to show themselves to others,
And they are engulfed by the feelings and emotions that bloom around them,
And deep inside them on dark days with a few lights,
Love and goodness begins to spread;
And words of welcome and friendship spread from person to person,
Across all the other background noise and distances that are part of daily life-
Ouch! Then an eternal sadness and pain
Is felt in the deepest part of their hearts;
Because people remember the times when all were
Together as one and friends to all!
Now all there that is left is rifts that split up everyone from even the closest of friends-
If only our strength could bring us back together!
Who decreed that our love and feelings
Should be destroyed as soon as they bloomed?
Who owns you so that they can decide your deepest wants?-
An absolute ruler who has all power must have passed a law to split us!
And decided that their life and feelings to be
Poisonous and strange to me.
4. SWIFTT
SW = Syntax/Word Choice
The words that the author used, seemed to bring out at some times a sense of longing or sadness but at other times showed anger or joy. By using the world echoing in line 2 of the poem, the author was able to make use understand how large of an expanse the rift between him and his lover really was. Another time in line 6, the author uses the word endless to try to add the effect of something beyond our comprehension and imagination. The author also uses words such as starry and divinely, to give a feeling of beauty and hope during a dark time. The author also uses words such as estranging when referring to the sea to indicate loneliness and indifference. Such wording that gives off a feeling of sadness, anger, and hope shows the amount of emotion the author put into the poem.
I = Imagery
The first part of the poem uses imagery to allow readers to picture deep and wide expanses between islands to describe the distance and distrust between people. Words such as echoing, shoreless, and endless, allows readers to feel the deepness of the words. During the second stanza, the author uses imagery to allow readers to feel the glimmer of understanding and feeling between others. It allows us to understand the joy of friendship, like the song of a bird in the morning. During the third stanza, the author uses words such as farthest and plains to allow us to feel that the expanse is so far and deep it seems almost impossible that everyone used to be together. The author uses words such as fire, God, and estranged sea during the last stanza to give us a sense of anger and finality to the decisions that were made, which ended in a calm and eerie sea.
F = Figurative Language
Caverns, islands, seas, oceans, continents; all these words are part of complex figurative description of people, their hearts, the space and distance between, and friendship and closeness. The author uses figurative language to relate islands to people who are in a "sea of life," which is the world around them. The nightingale refers to hope and beauty in a time of darkness before something amazing. The author indicates that caverns are actually the hearts of others and that a continent is a group of people who are joined together through bonds. The author also uses God as a figure of speech that is referring to an absolute law or decision. The author uses a clever series of figures of speech to connect bodies of water and land to humans and how the interact while never bringing up people completely.
T = Tone
The initial tone of the poem is sad and forlorn and gives a feeling of separation and distance between others. The author uses words such as alone, shoreless, and endless to give a sort of empty feeling. The tone of the poem is also thoughtful and angry at the distance between people and the decision to split a continent and create small islands that are left to their own devices. The tone of the poem gives a weariness of someone who tried so hard to create bonds with the one they love but have trouble with getting someone's affection.
T = Theme
Theme of the poem revolves around a change of heart of a lover or someone that the author loved. It seems as though the author centers his writing on the space between others and the distrust and dislike between people. The theme also contains anger at separation and hate at anyone who changed his lovers mind towards him.
5. Conclusion
Parts of my intial reaction were incorrect in regards to the overall tone and feeling. At first I thought that most of the poem was filled with anger and hurt, but it seems that the poem centered around the distance and loneliness of a man. It portrays islands and seas as men and the coldness around them. I feel that the poem argued at the injustice of changing one's feelings without ever consulting the other person in the relationship. The poem creates a perfect mixture of anger and sadness at the millions that live alone and at the women who left his side.
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