The Oven Bird- Robert Frost

There is a singer everyone has heard,
Loud, a mid-summer and a mid-wood bird,
Who makes the solid tree trunks sound again.
He says that leaves are old and that for flowers
Mid-summer is to spring as one to ten.
He says the early petal-fall is past
When pear and cherry bloom went down in showers
On sunny days a moment overcast;
And comes that other fall we name the fall.
He says the highway dust is over all.
The bird would cease and be as other birds
But that he knows in singing not to sing.
The question that he frames in all but words
Is what to make of a diminished thing.

First Instinct

          After reading through the poem once, I have come to the conclusion that the poem is about a bird. Also the poem is written through the eyes of the bird. Throughout the poem, the birds talks about the different seasons. The bird mentions specific events that occur in each season that he lives through. The poem begins in the mid- summer and end in the winter. Finally, the poem begins in a happy tone however, it ends a depressed tone.

Paraphrasing

Everybody has heard this singer,
Loud, summer and wood bird,
Who has the ability to make a solid tree have sound.
Says the leave are old and flowers are new
Summer is to spring as one to ten.
The bird says the petal-falling is past
When pears and cherry blooms fall like showers
On sunny days a moment is cloudy;
And then comes the next season, fall.
He says the pollen is over all.
The bird would stop and be like other birds
But that he knows it is not time to sing.
The question that he surrounds in everything but words
Is what to make of lessened thing.

SWIFTT

Syntax/Word: Throughout the poem, Frost uses specific phrases that have to do with nature. The phrase “When pear and cherry bloom went down in showers” is used to describe how the petals are falling off the trees. This is significant because a shower is another word for rain; rain is part of nature. The lengthy sentences function as a way for the author to include specific details about each season the bird goes through. Also the sentence structure goes from long details sentences to short and to the point sentences. This could support the author’s purpose in representing the seasons. For example, summer is long and plenty of events occur during this time period. While the winter seems short and nothing occurs because everything is dead around the bird.

Imagery: throughout the poem, Frost uses seasonal imagery to keep the reader’s attention and support his purpose in writing the poem. The image of a mid-wood bird depicts a picture of a woodpecker because the readers envision a bird that is also half way up the tree making it seem like it has sound. This is significant because the whole poem is seen through the eyes of this specific bird. Another image is cherry blooms falling like showers depicts a sense of all the leaves fall at once like a shower because the readers envision a shower of cherry blooms falling. This is significant because in the poem is represents that time period before summer turns into fall. The final image in the poem is of highway dust all over, which depicts a picture of dust and pollen being everywhere that the bird looks. This is important because during falling, all the leaves are falling causes the pollen to travel through the air and be all over everything.

Figurative: In the poem, the bird is personified as possessing the human characteristic of knowledge. The author employs personification in order to all the readers to understand that bird has knowledge and understanding of the different seasons and what occurs in each season. Another form of figurative language that is used in the poems is metaphors. The subject of summer and spring is compared to a scale of one to ten. This fitting because according to the bird summer is extremely better than spring. The final example of a metaphor is the poem is when the cherry blooms falling compared to a shower. This is fitting because cheery blooms falling and showers share these characteristics: everything falls at once and while everything is falling they all fall at the same time. This is significant because it allows the readers to understand the point Frost is trying to make about the cherry blooms fall.

Tone: Once the readers have fully analyzed the poem by Frost, individuals can conclude that the tone of the poem is insightful. There is an insightful tone about the poem for plenty of reasons. First reason is that bird is aware of the events that are occurring around him. Second reason is that the bird is observant. As he continues to describe what is going on around him, he also realizes that time is passing by and changing.

Theme: The theme of poem that Frost was trying accomplish was the life is too short. Another aspect of the theme could be that since life is too short, always recognize the time passing you by and the events that are occurring around you.

Conclusion

After closely analyzing the poem “The Oven Bird” by Frost, I can conclude that my first reaction is similar to the actual meaning of the poem. The poem is actually written through the eyes of a wood pecker. One reaction that the got after closely analyzing the poem was that poem’s purpose was to teach the reader that life is too  short to being waiting around for something to happen. For example, the bird is constantly waiting for summer to arrive but once it does it goes by quickly. According to the bird it is important to make every moment count.

Ode to a Grecian Urn- John Keats

Thou still unravish'd bride of quietness,
Thou foster-child of silence and slow time,
Sylvan historian, who canst thus express
A flowery tale more sweetly than our rhyme:
What leaf-fring'd legend haunt about thy shape
Of deities or mortals, or of both,
In Tempe or the dales of Arcady?
What men or gods are these? What maidens loth?
What mad pursuit? What struggle to escape?
What pipes and timbrels? What wild ecstasy?
Heard melodies are sweet, but those unheard
Are sweeter: therefore, ye soft pipes, play on;
Not to the sensual ear, but, more endear'd,
Pipe to the spirit ditties of no tone:
Fair youth, beneath the trees, thou canst not leave
Thy song, nor ever can those trees be bare;
Bold lover, never, never canst thou kiss,
Though winning near the goal - yet, do not grieve;
She cannot fade, though thou hast not thy bliss,
For ever wilt thou love, and she be fair!
Ah, happy, happy boughs! that cannot shed
Your leaves, nor ever bid the spring adieu;
And, happy melodist, unwearied,
For ever piping songs for ever new;
More happy love! more happy, happy love!
For ever warm and still to be enjoy'd,
For ever panting, and for ever young;
All breathing human passion far above,
That leaves a heart high-sorrowful and cloy'd,
A burning forehead, and a parching tongue.
Who are these coming to the sacrifice?
To what green altar, O mysterious priest,
Lead'st thou that heifer lowing at the skies,
And all her silken flanks with garlands drest?
What little town by river or sea shore,
Or mountain-built with peaceful citadel,
Is emptied of this folk, this pious morn?
And, little town, thy streets for evermore
Will silent be; and not a soul to tell
Why thou art desolate, can e'er return.
O Attic shape! Fair attitude! with brede
Of marble men and maidens overwrought,
With forest branches and the trodden weed;
Thou, silent form, dost tease us out of thought
As doth eternity: Cold Pastoral!
When old age shall this generation waste,
Thou shalt remain, in midst of other woe
Than ours, a friend to man, to whom thou say'st,
"Beauty is truth, truth beauty," - that is all
Ye know on earth, and all ye need to know.

War is Kind- Stephen Crane

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!

First Instinct

          After reading through the poem “War is Kind” by Stephen Crane, my first reaction is that I had a hard time understanding Crane’s purpose in writing the poem. Throughout the poem he repeatedly mentions that war is kind. However, the facts that he uses in his stanza prove that war is not kind. For example, when Crane says that field is filled with a thousand corpses, the readers are left to wonder how that represents war being kind. Also my first reaction is that Crane talks about the men that are fighting in the war are trained to fight and defend themselves. Therefore, if they die it is there fault for not using that they learned to defend themselves from the enemies.

Paraphrasing

Do not cry, girl, war is kind,
Because your significant other went crazy
And the alarmed horse ran alone
Do not cry
War is kind.

Raucous, roaring drums of the troops,
The men yearn to fight,
These special men were born to fight and die.
The mysterious glory is above them.
The battle-god is great and his kingdom is great too.
His kingdom is a field filled thousands of corpses.

Do not cry, dear, because war is kind.
Due to your father falls into yellow ditches,
Exploded at his chest, swallowed and died.
Do not cry.
War is kind.

Rapid, mighty flag of the troops,
Eagle with crown of red and gold,
These special men were born to fight and die.
Point for them the advantage of slaughter,
Make plain to them the excitement of killing
And the field filled with thousands of corpses.

Mother whose heart are modest as a button
On the bright marvelous blanket of their son,
Do not cry.
War is kind.

SWIFTT

Syntax/Word: Throughout the poem, Cranes uses phrase that emotionally heavy to appeal to the readers emotions. An example of this appeal to the reader’s emotion is “mother whose heart hung humble as a button”. This appeals to the readers emotions because even though the mother’s child has passed away she is still humbled because he died fighting for something he believed in. Also Crane’s uses of the maiden and babe, allow the readers to realize that he has written the poem for a female. Crane could be writing this for a female due to the majority of the time, in which the poem was written in, only men were allowed to fight in wars. Women were forced to stay and care for the children and houses.

Imagery: Throughout the poem, Crane uses specific imagery to allow the reader to visualize that he is discussing. The first imagery in the poem, is the “affrighted steed ran on alone”. This imagery is used for the readers to picture a frightened horse running extremely fast by itself. In times of war, it was a common thing for regiments to see horses run around by themselves because the rider was murdered in action. The second piece of imagery Crane uses in his poem is the booming drums of the regiment. By using this imagery the readers can visualize the regiment lining up to fight with the booming drums playing their “theme song”. A field where a thousand corpses lie is another form of imagery, used. By using this imagery can better understand that war is not really kind because thousands of individuals die and are left to rot in fields. The last image that the reader can visual is a troop dying. Readers can visual this because Crane specifically describes his death, “raged at his breast, gulped and died”.

Figurative: In order for the readers to realize that Crane uses figurative language in the poem, they have to closely analysis it. In the second stanza, gives glory animal characteristics. Glory cannot fly therefore the Crane gave glory the characteristics of a bird. The finally form of figurative language used in the poem is a metaphor. The metaphor compares the regiment to an eagle. By comparing the regiment to an eagle, the readers can analysis that Crane believes that they soldiers are strong and brave.

Tone: After closely analyzing the poem, readers realize that the tone of the poem is sarcastic. The tone is sarcastic because throughout the poem Crane says that war is kind but within the stanzas Crane does not use facts to support this claim. The imagery and word choices help the reader analyze the sarcastic tone in the poem. An example of imagery that applies to sarcastic tone is line fourteen through sixteen. In this lines Crane describes a soldier dead, however, in the follow two lines Crane says don’t cry because war is kind. Nothing about men sacrificing their lives to fight in a war is kind.

Theme: After closely analyzing the poem, the readers can come to the conclusion that the theme of the poem is that war is really not kind at all. Readers can come to this conclusion by analyzing the word choices, imagery, and tone. Since the tone of the poem is sarcastic, the readers can conclude that when Crane mentions that war is kind, he really means the opposite. Also the imagery that Crane provides throughout the poem represents all the horrid aspects of a war.

Conclusion

          After further analyzing, the poem I have come to the conclusion that my first reaction to the poem as similar to what the poem is actual about. “War is Kind” is about war not being kind. However, now I have a better understanding why Crane repeatedly using that war is kind. His purpose of using that was to a sarcastic tone to the poem. By doing this the readers have a better understanding of his position on fighting in a war; that it is not kind. One reaction that has change since analyzing the poem is about the men that trained to fight in war. Even though these men are trained to fight, they should not be. War is not a kind thing to be involved in, tons of men and women sacrifice their lives for something they believe in.

The Lamb & The Tiger- William Blake

The Lamb

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!

First Instinct

          After reading through the poem “The Lamb” by William Blake, my first reaction to the text was that I thought about the Lamb of God. In first stanza, Blake mentions little details that can be related to God and the Bible. For example, in the third line Blake mentions “gave the life” relates to God because God gives life to all living things on earth.  An example of how the poem is related to something religious is that mead is a form of alcohol. The blood of God in church is presented by red wine which is another form of alcohol. Finally, in the last couple of line, Blake says “God bless thee”.  Another reaction, I had to the poem is that the word choice throughout the poem was soft and light. The softness of the poems kind of reminded me of a lamb itself.

Paraphrasing

Who made the little lamb?
Do you know who made it?
Gave it life and provide it food,
By the stream and over the field;
Gave the clothing of happiness
The clothing of bright wool;
Gave it such a tender voice,
Making all the valleys celebrate?
Who made the little lamb?
Do you know who made it?

Little Lamb, I will tell you,
Little Lamb, I will tell you.
He is called by the name,
He calls himself a Lamb.
He is timid, and he is gentle.
He was a little child.
I’m a child, and you a lamb,
We are call by His name.
Little Lamb, God bless you!
Little Lamb, God bless you!



SWIFTT

Syntax/ Word: “The Lamb” has two stanzas that are about equal in length. This functions as Blake’s way to realize that the two stanzas are equally important to understand. After reading through the poem, readers realize that the poem is written in a way that a nursery rhyme would be.

Imagery: Throughout the poem Blake uses imagery to describe the lamb and nature.  The image of “softest clothing, woolly, bright” describes both the lamb and nature because the readers can picture the lamb being soft and woolly while being outside in the bright sun.

Figurative: The main form of figurative language Blake uses in “The Lamb” is allusions. Throughout the poem, Blake alludes to the bible. The author alludes to the bible in order to discuss the lamb in the poem. Through this reference, the readers connect the little lamb to the Lamb of God and can more fully understand the author’s purpose to make the readers think of the lamb as pure.

Tone: Once the readers have fully analyzed the poem by Blake, readers can conclude that the tone of the poem is pure. There is a pure tone to the poem for plenty of reasons. The first reason is that the poem is about a little lamb. The majority of the time when an individual thinks of a little lamb they think of something that is pure. The second way is the tone is pure is when some individuals they of lamb, they think of the Lamb of God.

Theme: After further analyzing the poem by Blake, the readers can have a better understand of what the theme of the poem is. The theme of the poem is innocence. Innocence is the theme because little lambs are innocent. Also the Lamb of God is innocent.

Conclusion

                    After further analyzing the poem “The Lamb” by Blake readers can conclude what Blake’s true meaning for writing the poem is. Once I closely analyzed the poem, I concluded that my first reaction was correct. The poem is about the Lamb of God. The true meaning of the poem compares the little lamb to the Lamb of God.

The Tiger

Tyger! Tyger! burning bright
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?

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?

What the hammer? what the chain?
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?

Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Dare frame thy fearful symmetry?

First Instinct

          After reading through the poem, “The Tiger” by Blake, my first reaction to the text was that it describes a tiger. The readers can realize that the poem is describing a tiger due to the first and last stanza. In an individual is in a forest at night and there is a tiger nearby all they well see its eyes. The eyes of the tiger will be bright because of the reflection of light from the moon. One an individual notices this eye, they instantly become terrified.

Paraphrasing

Tiger! Tiger! Brightly blazing
At night in the forests
What unreal hands or eye
Could frame the fearful balance?

In the distant skies
The thin eyes burn with fire?
On what does he dare desire?
What hand dare take the fire?

And what shoulder & art
Could twist the tendons of the heart?
And when the heart beings to beat,
What fear hand and feet?
What hammer and chain?
In what heater was the brain?

What hammer and chain?
What furnace was your brain in?
What blacksmith? What fearful clutch
Challenge it lethal freighting clasp?

When the stars heave down their spikes,
And their tears flooded heaven
Did he smile at his work?
Did the same person who made the lamb, make the tiger?

Tiger! Tiger! Brightly blazing
At night in the forests
What unreal hands or eye
Could frame the fearful balance?

SWIFTT

Syntax/ Word: “The Tyger” has two repeating stanzas, the beginning and last. This is Blake’s way to place emphasize on what he believes to be most important in his poem. The middle stanzas are used to describe the beautiful animal. After reading through the poem, readers realize that the poem is written in a way that a nursery rhyme would be.

Imagery: Throughout the poem Blake uses imagery to describe the tiger and nature.  The image of dark glowing eyes surrounded by dark forest describes both the tiger and nature because the readers can picture the tiger staring at them through the tree branches. They can also picture seeing only darkness and two bright eyes staring back at them.

Figurative: The main form of figurative language Blake uses in “The Tyger” is rhetorical questions. Throughout the poem, Blake uses rhetorical questions to make the readers think about what Blake is asking them, even though the answer to the question is known. For example, “Is he the one who made the lamb?” is a rhetorical question that the readers already know the answer to but they still think about it. Of course, the same individual created the lamb and the tiger; God.

Tone: Once the readers have fully analyzed the poem by Blake, readers can conclude that the tone of the poem is danger. There is a danger tone to the poem for plenty of reasons. The first reason is that the poem is about a tiger who hunts at night. Therefore, if an individual runs into a tiger during the night they are died. Second reason why the tone of the poem is danger is because it is the opposite of the lamb. The lamb is innocent, while the tiger is dangerous.  

Theme: After further analyzing the poem by Blake, the readers can have a better understand of what the theme of the poem is. The theme of the poem is that it is the opposite of the lamb, even though they had the same creator.

Conclusion

                    After further analyzing the poem “The Tyger” by Blake readers can conclude what Blake’s true meaning for writing the poem is. Once I closely analyzed the poem, I concluded that my first reaction was correct. The poem is about a dangerous. Blake wrote about a tiger because he wanted to contradiction his own poem about the Lamb of God.  

On Reading Poems to a Senior Class at South High- D.C. Berry

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.

First Instinct
          After reading through the poem “On Reading Poems to a Senior Class at South High” by Berry, my first reaction to the text was that the student were being compared to fish; while the classroom was being compared to a fish tank. As the classroom begins to fill with water, the student transform into fish. One of the students tries to drown the rest of the class. However he or she does not have the ability to drown the class because they have gills like a fish. Once the final bell ring, the classroom let out and the fish were able to leave the class and return home. Once home the boy or girl allows their cat to lick their hands until they have calmed down from the events that occurred during their day.

Paraphrasing

Before
My mouth opens
I spotted them sitting nearby
As orderly as a school of fish.

Water began to fill the room gradually
I did not see it
Until it got to
My ears

Suddenly I heard sounds
Of fish in a tank
And I knew that I had
To drown them
With words
That only opened up
Like gills for them
To let me in.

Around the room we swam
Thirty tails hitting words
Until the ringing of the bell
Opening the door
Where we all left
And went to another class
And I went home

Where my cat
Queen Elizabeth greeted me
To lick my fins
Until they changed back into hands.

SWIFTT

          Syntax/Word: After reading through the poem, readers can realize that there is no specific rhythm or meter. Therefore the poem is free verse. Since Berry is comparing the classroom to a fish tank and the comparing the students to fish, he choice of words are similar to words that have to do with fish. The central image of the poem has to do with fish; Berry uses words that are related to fish. The word gills is used to describe how the students opening up and letting words in. this is significant because it flows with the rest of poem discussing things that involve fish.

          Imagery: Throughout the poem, Berry uses imagery to describe the classroom and students within it. The image of frozen fish in a package depicts a picture of the students sitting in even rows. This is significant because in a frozen fish package the fish a prefect even rows for the customer. Another image in the poem is of thirty fish swimming around the classroom whacking words at each other.

Figurative: Throughout the poem “On Reading to a Senior Class at South High”, Berry uses figurative language to describe the classroom and students. The first form of figurative language that was used in the poem was metaphors.  The subject of the classroom is compared to an aquarium. This is fitting because the classroom and an aquarium share this characteristic: both cage something in. This is significant to the poem  because this metaphor allows the readers to better understand Berry’s opinion on classrooms. Another metaphor that was in the poem was the students being compared to fish.  The student being compared to fish is fitting being they shared these common characteristics; when fish are in frozen package they look like students sitting in rows of decks and when  students are running around a classroom they kind  of look like caged in fish. The second form of figurative language Berry uses in the poem is a simile. The simile in the poem is when Berry compared the student’s mouth to gills. This is significant because it supports the students being like fish. Alliteration is the final form of figurative language used in the poem. The alliteration allows Berry to draw the reader’s attention to specific words in the poem that he believes is important.

Tone: Once the reader have fully analyzed the poem by Berry, readers can conclude that the tone of the poem is intimidated. There is an intimidated tone about the poem for plenty of reasons. First reason is the student is intimidated because he does not understand why the classroom is filling with water. Once the child get over the fact that the room has transformed into an aquarium, he is then intimidated by the other students in the classroom. He is intimidated by the other students because they are beginning to attack him with their words.

Theme: After further analyzing the poem by Berry, the readers can have a better understand of what the theme of the poem is. The theme of the poem is that individuals should not judge other. If an individual judges another individual without know the individual; their judgment could possibly be incorrect.

Conclusion

After closely analyzing the poem “On Reading to a Senior Class at South High” by Berry, I can conclude that my first reaction is similar to the actual meaning of the poem. The poem is actual meaning for the poem is to describe how one student views the classroom and other students. For example, the student says that he originally to notice the room was filling with water until it was up his ears. The students opinion on the students is that like are like a bunch of caged in fish with nowhere to swim. One way my first reaction was incorrect was that the student was not attempting to drown the other students. However, the student does try to judge the other students without getting to know them first. But his judgments do not bother the other students because they just take them. Finally, the student returns home, where he contemplates his decision to judge the other without knowing them.

Musee des Baux Arts- W. H. Auden

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.

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.

First Instinct

          After reading through the poem by Auden, my first reaction to the poem is that in the beginning of the poem, it is discussing elderly individuals. In the first stanza it mentions how elderly people have suffered and are suffering due their age. However, more individuals are being born into their life as they continue to suffer. With the new addition to the family, the elderly individuals begin to suffer even more because they wish they were that young once again. However in the second stanza, Auden mentions a famous piece of art. In this piece of art is shows that opposite of the first stanza. A young boy seems to be in trouble but the elderly farmer does not even attempt to help save the boy. However, in the end a ship appears and saves the young boy from drowning.

Paraphrasing

People are never wrong about suffering
the elderly people; understand it well
and its human position. How it takes place
While somebody is eating or opening the window
Or just boringly walking around;
How, the elderly are respectfully, and keenly waiting
For a baby, there always must be
Children do not especially want it to happen, Skating
On a pond by edge of woods:
Never to forget
That even the horrible misery must run its course
Anyway in a corner, some messy spot
Where the dogs go on their life and the intimidator's horse
Cuts its naïve butt on a tree.

In Icarus, how everything turns away
Rather unhurried from the tragedy; the farmer may
Have heard the splashes and the cries for help
But for him it was not important; the sun shine
As it had to on the legs disappearing into the grass
Water and the ship that must have seen
Something amazing, a boy fell out of the sky,
Had to go somewhere and sailed away.

SWIFTT

          Syntax/Word: The long stanzas functions to allow the author to describe how art establishes itself. The structure supports the author’s purpose because having to long stanzas allowing the author to give a real life example of suffering and then an example of suffering in art. Throughout the poem, Auden uses childish phrases to describe things discussed within the poem. The childish phrases are used to distract the readers from what they are truly readers. This is like children participating in childish activities to distract them from what is occurring in their lives.

          Imagery: After reading through the second stanza, the readers can conclude that the whole second half of the poem is imagery itself. It is imagery itself because Auden is describing a specific painting. The image of this picture depicts a picture of a boy drowning, crying out for help; however the farmer that sees the boy does not save him. The boy in the picture continues to drown until a boat passes by to save him. This is significant because the purpose for the author to write this poem was to prove that nobody cares about other sufferings and pain. Then in the first stanza, the author depicts a sense of everybody life for individuals during a certain time period because the readers can envision the children skating on a frozen pond, the dog bring tied to something, and the elderly individuals walking around. This is significant because it provides an everyday example of how individuals do not bother with other’s suffering and the children do not suffer.

          Figurative: After reading through the poem a few times, that Auden does not uses any forms of figurative language. There are no forms of metaphors, similes, or personification in “Musee des Beaux Arts”.

          Tone: Once the reader closely analysis the poem, they can conclude that the tone of the poem is casual. There is a casual tone to the poem because Auden writes what was coming to his mind as he was writing. Auden uses this tone to place emphasize on the individuals in the poem attitude towards living their life.

          Theme: In order for the readers, to be able to understand what the theme of the poem is they had to closely analysis the poem extremely well. After reading the two stanzas, the reader can be somewhat confused about the main message Auden is trying to get across. However, there is a common theme between the two stanzas; which is apathy. Apathy is a common theme between the two stanzas because they both discuss how humans are indifferent about the events that are occurring around them. For example, the boy is drowning the farmer realizes that the boy is in danger but decides not to help him.

Conclusion

          After closely analyzing the word choices, imagery, figartive language, tone, and theme I have gained a better understanding for the true reason why Auden decided to write this piece of literature. Auden’s true meaning for writing “Musee des Beaux Arts” is that it is his way of expressing his feeling toward today’s society. In today’s society Auden believes the individuals are apathetic towards events that are surround them and occurring in their life. Another reason for Auden writing the poem is to express his opinion about individuals only caring about the suffering they can through and not suffering others go through. This assumption can be supported because of the paint that is described in the second stanza.

Siren Song- Margaret Atwood

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 the beached skulls
the song nobody knows
because anyone who has 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

First Instinct

          After reading through the poem “Siren Song” by Atwood, my first reaction to the text was that it was describing an actual siren on a fire-truck. In the first few line of the poem, it mentions how everybody wants to learn the song. This reminds me of a siren on a fire- truck because during one part of everybody’s childhood, they wanted to be a fireman. Next, in the poem it says that the siren will tell us a secret. Sirens on a fire-truck tell individuals that somewhere in the distance there is a secret fire that they are travel to. Sirens on a fire-truck do not enjoy playing due to them knowing that every time they are playing, somebody is in danger due to a fire. Finally, in the last line, “but it works every time” my reaction was that the siren works every time because they allow the fireman to arrive at the fire before things get to out hand.

Paraphrasing

Everybody wants and hopes to learn this song:
the song is alluring
the song makes men
jump overboard into regiment
even though they see dead bodies
nobody knows this song
due to everybody hearing it
since everybody has heard the song,
it is dead and can’t be remembered.
Can I tell you a secret,
if I do will you let me
out of the bird suit?
It is not enjoyable
crouching on the island
looking charming and imaginary
with two fluffy fanatics
I don’t like singing
the three deadly and precious.
Tell you the secret
and only to you.
Come here. The song
is a cry for help.
Only you can help me,
you are special.

Finally,
the song is boring
however it works all the time

SWIFTT

Syntax/ Word: The simple structure functions to allow the readers to easily comprehend the poem. This structure supports the author’s purpose because the poem gets straight to the point and is easy to comprehend. Not only is the structure of the poem is simple but the diction throughout the poem is simply. This is significant also because Atwood wanted to the poem to be easy to comprehend for the readers.

Imagery: Throughout the poem, Atwood specific images to help the readers understand her purpose for writing the story. The first image in the poem is beached skulls. This is significant because it foreshadows what will happen to the men who listen to the siren song. The next image in the poem is a bird suit. This is significant is shows that the siren song is wearing a costume in order to fit in with other two sirens. These two sirens are some kinds of birds, which is why the third siren is in a bird costume.

Figurative: After analyzing the poem closely, the readers can conclude that Atwood does not use any forms of figurative language in “Siren Song”.

Tone: Once the readers have fully analyzed the poem by Wordsworth, readers can conclude that the tone of the poem is manipulative. There is a manipulative tone to the poem for plenty of reasons. The first reason is that the song lures men into the sea even though they see dead bodies that have washed up on the beach. The second way is that the song manipulates the men into believing that they are going to learn a secret that nobody else knows. In the end, the men end up being tricked to their death by the song.

Theme: After further analyzing the poem by Atwood, the readers can have a better understand of what the theme of the poem is. The theme of the poem is deception. Deception is the theme because the siren song tricks men into listening to the song. Once the men are listening to the song, they are murdered.

Conclusion

                    After further analyzing the poem “Siren Song” by Atwood, readers can conclude what Atwood’s true meaning for writing the poem was. Once I closely analyzed the poem, I could conclude that my first reaction was incorrect. The true purpose for writing the poem is to discuss a song that tricks men into listening to it, so they will eventually be murdered. The dead bodies that wash up on the beach are men that had been tricked into listening to the siren song. Even though, men continuous see the washed up bodies, they continue to be manipulated by the siren song, which eventually leads to their down fall. Also, the siren song mentions that it does not like to sing anymore, however, it will never stop singing because it likes to trick men to their deaths.