... A, B, C, B. The first stanza goes like this: "Heart! We will forget him! / You and I tonight / You may forget the warmth he gave / I will forget the light." With the use of rhyming tonight, in line 2, and light, in line 4, it adds to the clarity and smoothness of the poem. Poetry, which can incorporate rhymes into the body of the poem, makes the poem catchier and easier to remember. Rhyme also displays a writers creativity and intelligence to be able to pull up words which rhyme. The use of paradoxes in Dickinson's poems is another technique which she takes advantage of in order to make her poetry interesting and enjoyable. Paradoxes are contradicting subjec ...

... of the woman the persona had on his bed. The woman was the persona’s present. It is not clear if they already had sexual relations but the woman was naked and in his bed. The last two lines were contradictory. Coolness and warmth were mentioned together. The same object, the orange, was the coolness of the night yet was the warmth of the persona’s life. On the other hand, in This is Just to Say, the plums were eaten already by the persona. It was not offered to the persona during that time. It was not supposed to be eaten at that instant. The sexual relation in this poem was not obviously stated. It would seem that the poem was just stating a situation in which t ...

... her volta, “And did thy wealth on earth abide”(ln 38) switches to a tone full of hope and faith. In Bradstreet’s first stanza she speaks of how she went to bed and regrets of not looking more clearly before “rest she took”(ln 1). She is awaken by shrieks of fire that is not aroused by any man. As she sees the light of the fire at the beginning of stanza two, she comes to a sharp realization about what is happening and says a quick prayer to God to save her comfort, and what, at the time, she considers her “life”. As she leaves her house in stanza three, taking one last look she realizes that all that was giving to her from God and now he takes what belongs to hi ...

... at them, the reader discerns immediately the focus of the poem. Mid-term Break, conversely, is a title that leads the reader to believe that the poem most likely is about a normal carefree vacation and break from school. The author of this poem used this title ironically. He anticipated the reader’s expectations, and took the poem in a different direction. The character in the story is certainly not having a “normal” spring break at all, as he is spending it grief-stricken over the death of his four-year old brother. If one examines this title on an interpretive level, the word “break” takes on a new meaning, as it could refer to the death of the child as break ...

... off the debris and put me to bed. He won't sleep tonight. His thoughts stay up with the moon trying to exercise the demons in his mind. Too intelligent, too spiritual for his own peace. A shaman, unstuck in time. A stroke of genius and a slap in the face of this world. Always restless, searching for answers. Impulsive and inspired, writing down his thoughts. Funny stories about Elvis and his followers, the Elvi, or dirty poetry. Painting his visions on sheets that hang from the eaves or painting me with psychedelic designs. It doesn't matter which. All of it makes me want him more. Some things I say to him are like sour notes played too often. I'm o ...

... of losing isn't hard to master" suggests that the speaker is trying to convince herself that losing things is not hard and she should not worry. Also, the speaker uses hyperboles when describing in the fifth tercet that she lost "two cities...some realms I owned." Since she could not own, much less lose a realm, the speaker seems to be comparing the realm to a large loss in her life. Finally, the statement in the final quatrain "Even losing you" begins the irony in that stanza. The speaker remarks that losing this person is not "too hard" to master. The shift in attitude by adding the word "too" shows that the speaker has an ironic tone for herself in her loss or ...

... Why-When Time Is Over", she is describing her feelings toward God. It appears as though she is angry with Him because she cannot get any answers to her questions. Emily Dickinson feels, that the answers to these questions will only come with death. " I shall know why-when time is over- And I have ceased to wonder why- Christ will explain each separate anguish In the fair schoolroom of the sky- (78)". After she dies and God answers all of her questions, Dickinson then says: " I shall forget the drop of anguish That scalds me now-that scalds me now!" This shows Dickinson's anger toward God. She does not want to have to die ...

... is gone. He/she states that he’d/she’d rather to be forgotten when he/she dies. However, the poem has a sarcastic tone to it. In reality, the poet “says” he/she wants to be forgotten, but really he/she wants to be mourned for and remembered.. It’s almost like the poem is guilt ridden. The entire thing talks about forgetting the poet after he/she is dead and to not even speak the poet’s name. This repetiveness of forgetting the poet would really make the audience feel guilty, and make the audience feel obligated to mourn, which is the poet’s true intentions in writing this particular poem. This poem does contain some imagery reinforced by alliteration. The ...

... tragedy, and comic. All of his writings include different subjects such as a young man that Shakespeare was good friends with, a dark lady he was in love with, a rival poet, advice, and his long absence from London (World Book Encyclopedia) Sonnets are the most famous of Shakespeare’s works. Sonnets are lyric poems made up of fourteen lines and sound more like a song without musical instruments than a poem. Sonnet 18 is one of the most admired of his collection. It is a beautiful romantic love poem written to compare summer to his love’s beauty. A beautiful piece of imagery is used in lines1-3: “Shall I compare thee to a summer’s day? Thou are more lovely ...

... chamber door. The student says the raven’s name is “nevermore” meaning the raven is a bearer of bad news. Yet the student “marvels” at the negativity of the “ungainly fowl”. This means that the student is intrigued with the bird even if it is evil. The third instance “nevermore is used the student speaks of the bird flying away just as his hopes have. The raven represents death so in saying “nevermore” he means that no matter what disappointments have befallen you, one can always rely on death. It is the one thing that will always be there. In the fourth instance “nevermore” is used the student wants to believe that the raven escaped from a crazy, old sick ...