... continues to show throughout the poem. While there are many negative ideas in the poem, the next is when Roethke states, “At every step you missed / My right ear scraped a buckle” (11-12). This in fact shows that the little boy is being drug around by the drunken father. In this particular instance the boy is being hauled around, but the author compares it to a dance when you would “miss a step” and stumble. Roethke then states, “You beat time on my head”, as if he were keeping time for a dance or a rhythm on the boys head (13). This all enlarges the negativity and sadness of the poem. The small boy also states, “But I hung on like death” (3). This proves ...

... setting of the poem is Birmingham, Alabama, and it is 1963. It is important for the readers of this poem to consider the time period during which this poem was composed. In the South, especially in the 1960’ s, relations were not good between African Americans and whites. African Americans were often the target of hate crimes and prejudice. The theme of the poem is not directly stated, it is to be understood by its audience. The poem tells the story of a young girl who asks her mother if she can participate in a Freedom March on the streets of Birmingham. Her mother refuses to let her go due to the fact that there is a high risk that the march is poten ...

... The people also give him great titles such as the “Lord of the Mighty Danes,” “ guardian of the Scyldings,” and “protector of warriors.” Much of these people's respect come in response to Hrothgar's generosity to everyone. This generosity can be seen towards Beowulf, when the king gives his thanks for the heroic deeds of the warrior. Hrothgar rewards Beowulf with priceless material as he says to the warrior, “You shall lack no earthly riches I can offer you.” The people of the land also trust their king, who holds a strong belief in God. In the scene where Hrothgar celebrates Grendel's death, he holds the monsters hand as he says, “Let us give thanks at once ...

... makes a comparison between two things that are basically not similar. The passage stated, "It was just perfect in the way it was that place, that whole going to that place, that whole junior high school lion." That meant going to that place was like a lion. That is what makes this passage a metaphor. The fourth passage is a simile. The passage said that everything had changed. That it had changed so fast like the tablecloths magicians pull from under stuff on the table but the gasp from the audience makes it not matter. The passage was comparing going to junior high school to a tablecloth the magicians pull because junior high school was a big change to the boys. ...

... exactly is going on, later realizes that he was getting to the point of having each other and always being there for one another. The poet uses visual and auditory images to mainly help the romantic, fantasy-like place. “The sea is calm, the tide is full” and “Of pebbles which the waves draw back, and fling,” is an example of images that appeal to the visual sense. While “ Where the sea meets the moon-blanched land” and “With tremulous cadence slow, and bring...” uses an auditory sense. “Come to the window, sweet is the night air,” can apply to both senses. Sweet can mean angelic or precious to qualify to be an visual image, or it can mean almost like a melo ...

... match each other; in the second and fourth stanzas, the final lines match. The final stanza combines the last lines from the odd and even-numbered stanzas for an additional line. This portrays the ongoing war between life and death. The old man went back and forth between life and death as the stanzas' last lines switched back and forth. In the end, the two last lines join together as the old man and his son accept that death is a part of life. Next, the references to "good men," "wild men," and "grave men" display the three basic stages of life: birth, life, and death. In stanza three, the stanza pertaining to "good men," the portion "the last wave by" de ...

... American mainstream society. Each school system is influenced by thoughts of bettering youth, but in much opposite ends of the spectrum. The French commission stated that the youth of America were offered the same curriculum in the hopes to form a united, equal society. America, as seen by the French, was a land of golden opportunities available to every child regardless of social standing. It was the basis for our country to survive. It safeguarded our standing in the world. Mike Rose’s school offered quite the opposite. It was a haven for long standing views on school being selective as to whom actually deserved the education. The only hope of the pres ...

... in tonight,/The sullen wind was soon awake,/ It tore the elm-tops down for spite,/ And did its worst to vex the lake(Barnet 567):" This description gives the reader the first glimpse of what is yet to come. These turbulent words help give the poem a gloomy feeling. When Porphyria arrives at the speaker's cottage, she is dripping wet. The speaker makes it an important point to describe her after her arrival. The description of the articles of clothing that Porphyria is wearing helps the reader know that Porphyria is from an upper-class family. She was wearing a cloak and shawl, a hat, and gloves. It is apparent that the speaker works for Porphyria's family ...

... begins his poem by addressing the "Wild West Wind" (1). He quickly introduces the theme of death and compares the dead leaves to "ghosts" (3). The imagery of "Pestilence-stricken multitudes" makes the reader aware that Shelley is addressing more than a pile of leaves. His claustrophobic mood becomes evident when he talks of the "wintry bed" (6) and "The winged seeds, where they lie cold and low/ Each like a corpse within its grave, until/ Thine azure sister of the Spring shall blow" (7-9). In the first line, Shelley use the phrase "winged seeds" which presents images of flying and freedom. The only problem is that they lay "cold and low" or unnourished or not e ...

... so that the Lover's orders sound off Time's destructiveness as well. Each line offers a different image of Time at work: on the lion, the earth, the tiger, the phoenix-bird. Time is indiscriminate in its devouring. In the second quatrain, the lover grants to Time its own will: "And do whate'er thou wilt, swift-footed Time," acknowLedging priorly that in its fleet passage Time does "Make glad and sorry seasons. n For the first time one sees Time in other than a destructive capacity--in its cycLical change of seasons, some Time does "make glad" with blooming sweets. So the lover changes his epithet from devouring to swift-footed, certainly more neutral in tone. ...