Poetry Analysis Essay Example for Free

Poetry Analysis Essay Poems are written by many different people, in many different forms. People have written poems about almost everything you could imagine. There is poetry written about everyday experiences, and the most exaggerated imaginations. Death is a form of poetry that I find very intriguing. Mostly because of the little we know about what happens after death. There is no answer to this question only speculation on what each individual believes happens beyond life. This is where poets use their imaginations to entertain us with what they see as life after death. This subject can have no limit because there is no way to prove or disprove any of their thoughts. Everyone thinks about death at one point it is an inevitable part of life. One we all have to deal with at one or more times in our lives, poetry can give us different perspectives of such subjects that are not always easy to deal with. I have chosen Emily Dickenson’s â€Å"because I could not stop for death†, and John Updikes â€Å"Dog’s Death† to analyze. Both of these poems are about death but they are also very different and are told from a different point of view. Emily Dickenson is well known for her poems about death. During the course of her career she has entertained her readers with a very unique view about death. Though each poem about death she writes has a different perspective, a different points of view or meaning, making them very interesting to read. Emily Dickenson’s poem â€Å"Because I could not stop for death† is not in the traditional rhyme scheme that is usually associated with poems. This poem is written in iambic meter in quadrants, meaning that each stanza is made up of 10 syllables. This particular type of â€Å"rhyme† is supposed to be subtle. The first time I read this poem I had a hard time understanding what I was reading. The poem is written in a unique way that I did not recognize. I had to read the poem several times and write myself some notes before I could piece it all together. From what I gathered the narrator of this poem is speaking to us from beyond the grave. The Narrator is â€Å"to busy to stop for death, so death would stop for her†. I felt like in this poem gave death a different persona than we usually see. Death in this poem is kind of courteous when he was alone with her on the carriage leading her to her final resting place. Death also takes time for her by putting away her â€Å"labor and leisure†. Though the description of death were daunting and descriptive of what I would expect death to look like. This poem is a personal journey that she is taking when she realizes that she is dead and watching her own life pass her by on her way to her final resting place. She is pretty calm about the events that are taking place, hinting that either she has been dead for a while or she was aware that death was near. Emily Dickenson is narrating this story as the dead through the course of her life. â€Å"Dog’s Death† by John Updike is another poem about death written in a very different point of view. This poem was written in a narrative point of view, which I think was a good fit for the poem. Typically narrative would be told as a story but it works well for this poem. Though both poems are told by the narrator in â€Å"dogs’ death† there is a show of emotion that is not seen in Emily Dickenson’s poem. Speaker reveals a lot about the nature of the situation by simple terms. He mentions his children, and his wife. These terms make it easy for us to piece together the situation. These clues tell us that the writer is an older male; he is a husband and a father. John Updike uses terms like â€Å"surrounded by love† which gives the reader a way to relate. John’s poem was very cleverly written. John Updike wrote this poem with a limited amount of rhyme scheme but it is still very easy to follow. This poem caught my attention first because I am a dog lover and I can relate to the story teller. I think that this would be true for many of its readers. The images of the narrator holding the puppy, and petting its fur, on the way to the vet show that the narrator is loving and compassionate. These actions are very powerful images that almost anyone can relate to. The words of this poem were easily translated into emotion then easily stored into the memory of the reader. The narrator tells a story about a family with a new puppy, and the family’s feelings surrounding the tragic event that just happened to their dog. In the beginning of the poem the narrator begins by letting the reader know some of the specifics about the story. He tells us about the use of newspaper for training the dog, symbolizing that the dog is still a puppy. He tells of the family including a wife and children which gives depth to the loss of â€Å"family† member. There is also a little insight of what had happened to the dog in the very beginning when He says â€Å"she must have been kicked unseen or brushed by a car†. Then in the second stanza he states that the autopsy later revealed that she had a ruptured liver. This poem does not follow a traditional rhyme scheme just like Emily Dickenson’s poem. Poems are sometimes distinguished by their rhyme scheme, and Emily Dickenson’s poem is a good example of how poetry can work even without a rhyme scheme. John’s poem follows a rhyme scheme but only in certain parts of the poem. Both of these poems are told with a beginning, middle, and end. Though, the perspective of these stories, are completely different. These are two poems about death that could not be any further apart. Emily Dickenson’s poem is told from the afterlife watching her life pass her by as she passes into eternity. This story is not particularly sad and I don’t think it was meant to be. This story is told about a person who lived their life and was accepting that it is time to move on. Though this story is about death it is not meant to be sad or invoke those types of feelings. In John Updikes â€Å"Dogs Death† this poem is meant to be sad. This poem shows a connection with a family member. This family spent time training this puppy, and had developed a connection with the puppy. Both narrators in both poems use very powerful images to tell the story. The reader develops the story even more by telling of the children. This story is also more recent of a poem. In Emily Dickenson’s poem they talk about a carriage, and in John Updikes poem they drive in a car to the vet. They are both written in stanzas using Quadrants. In the end I would have to say that Emily Dickenson’s poem is more sophisticated. I think that her poem shows more creativity and has a very unique point of view. I think that this poem does a very good job at making the reader think about what the narrator is trying to say. On the other side I think that John Updikes poem is one that can relate to the masses. John Updike chose to write about something that all of us can read and relate to. I like this type of poem because it evokes emotion from you as you read. Both of these poems are about death but they are written in two completely different ways, telling two completely different stories, and that is what is great about poetry. References: http://www. gradesaver. com/emily-dickinsons-collected-poems/study-guide/section1/ http://www. shmoop. com/because-i-could-not-stop-for-death/analysis. htmlhttp://www. goodreads. com/topic/show/73624-nov-8-dog-s-death-john-updike http://www. online-literature. com/dickinson/

Environmental Racism :: essays research papers fc

Environmental Racism To begin with, a definition of environmental justice is necessary. This may be accomplished quite well by using à ´The Principles of Environmental Justiceà ¶. They contain 17 principles à ´drafted and adoptedà ¶ in Washington, D.C. on the 24th through the 27th of October 1991by delegates to the First National People of Color Environmental Leadership Summit. 1) Environmental Justice affirms the sacredness of Mother Earth, ecological unity and the interdependence of all species, and the right to be free from ecological destruction. 2) Environmental Justice demands that public policy be based on mutual respect and justice for all peoples, free from any form of discrimination or bias. 3) Environmental Justice mandates the right to ethical, balanced and responsible uses of land and renewable resources in the interest of a sustainable planet for humans and other living things. 4) Environmental Justice calls for universal protection from nuclear testing, extraction, production and disp osal of toxic/hazardous wastes and poisons and nuclear testing that threaten the fundamental right to clean air, land, water, and food. 5) Environmental Justice affirms the fundamental right to political, economic, cultural and environmental self-determination of all peoples. 6) Environmental Justice demands the cessation of the production of all toxins, hazardous wastes, and radioactive materials, and that all past and current producers be held strictly accountable to the people for detoxification and the containment at the point of production. 7) Environmental Justice demands the right to participate as equal partners at every level of decision-making, including needs assessment, planning, implementation, enforcement and evaluation. 8) Environmental Justice affirms the right of all workers to a safe and healthy work environment without being forced to choose between an unsafe livelihood and unemployment. It also affirms the right of those who work at home to be free from environme ntal hazards. 9) Environmental Justice protects the right of victims of environmental injustice to receive full compensation and reparations for damages as well as quality health care. 10) Environmental Justice considers governmental acts of environmental injustice a violation of international law, the Universal Declaration On Human Rights, and the United Nations Convention on Genocide. 11) Environmental Justice must recognize a special legal and natural relationship of Native Peoples to the U.S. government through treaties, agreements, compacts, and covenants affirming sovereignty and self-determination. 12) Environmental Justice affirms the need for urban and rural ecological policies to clean up and rebuild our cities and rural areas in balance with nature, honoring the cultural integrity of all our communities, and provided fair access for all to the full range of resources.

Notes on A Constable Calls by Seamas Heaney Essay

Seamus Heaney tells us about a memory from his childhood. A policeman visits his family farm to take a record of the crops that Heaney’s father is growing. The description of the bicycle is our first indication that the policeman is not welcomed and that he is seen -by Heaney at least –as an intimidating, unpleasant figure. Everything in the description of the bike hints at this. The ‘fat black handlegrips’ sound ugly and unpleasant, and seem to suggest that the bicycle’s owner might be similarly unappealing. The dynamo is ‘cockedback’, reminding us of the trigger of a gun. The pedals are ‘relieved / Of the boot of the law’, implying that the constable is a man whose presence causes pressure and discomfort. He represents ‘the law’ and is therefore disliked. At that time in Northern Ireland, most Catholics would have viewed the police as an oppressive force. The descriptions of the constable reinforce that idea. The harsh ‘k’ and ‘g’ sounds in the opening stanzas emphasise the harshness of the authority the constable represents and they also create a sense of tension. It is clear that the constable is not welcome in the Heaney home. His hat is on the floor: nobody has taken it from him or offered him a place to put it. Again, the physical description of the constable focuses on unattractive aspects of his appearance. His hair is ‘slightly sweating’ and marked by the cap he has been wearing. The idea of his oppressive presence is again picked up by the reference to the ledger (record book) being ‘heavy’. The young Heaney is filled with fear as he watches the constable. He stares at his gun and remembers every detail of it in its holster. The tone of the poem is one of fear. Meanwhile, the constable continues to record the family’s crops. Heaney’s father answer’s the constable’s questions with curt, one word replie s, showing how unwelcome both he and his interrogation are. The young boy is terrified to hear his father lying about the crops. He knows that there is a line of turnips which his father has not admitted to, and in his horrified imagination, he sees his father –and maybe even himself –being taken to the barracks and thrown in a cell. The constable takes his leave, putting the ledger away. Heaney refers to it as the ‘domesday book’ because he is so terrified that his father will be judged and punished for his  little lie about the turnips. This name for the ledger also reinforces the idea of the constable belonging to an oppressive force which holds the threat of violence over people like Heaney’s father. Of course, the young boy is grossly exaggerating the policeman’s power in this instance. To a small child, the lie about the turnips seems enormous, but in reality, nobody would be thrown in jail for such a minor offence, even if it were to be discovered. However, young Heaney’s emotions towar ds the constable reflect his father’s dislike and resentment of being held to account for his crops. The constable looks at the young boy and says ‘goodbye’. This reminds us that the constable is, in reality, just a man. This is the only instance of his humanity. It is not likely that he wishes to appear threatening or intimidating, but that is how he is viewed by the Catholic community. He is seen as a representative of an unwelcome, despised, oppressive authority. Outside the window, the constable is for a moment just a shadow. There is something shadowy about the descriptions of him throughout the poem. We never learn any details about him as a person: what we learn of him is based on the images of menace and threat.

A Interview About Dissociative Identity Disorder Essay

For my ethnography project I chose to interview a childhood friend of mine who later in life was diagnosed with as multiple personalities. Today, the metal illness is known as Dissociative Identity Disorder (DID). Living with multiple personalities is difficult for the individual, but also the family around them. Life can be strange or difficult at times, but like with any other mental disorder, learning how to cope and understand the disorder can help the individual and the people around them. For the purpose of this project I have changed my friend’s name to Charlene Garcia to protect her identity. Our phone interview took place throughout a couple weeks. While interviewing Charlene these past weeks, I have a better understanding of her mental illness and â€Å"her three sisters† (as she puts it). Knowing her for over thirty years, I look back and can understand the different moods. A lot of incidents made instantly sense. Personally, I just thought she was plain nuts. There are personal stories she has never shared with me, to include, her diagnoses of DID. Mostly from embarrassment and ill repute. Charlene was born in Dallas, Texas in 1972. She remembers a few things about her childhood, but has a hard time recollecting as a lot of pieces are missing. As a result of her parents’ divorce in 1974, Charlene and her siblings moved to Clovis, NM to live with her father and step-mother. In 1976, her mother drove to Clovis, kidnapped Charlene and her siblings and droveShow MoreRelatedDissociative Identity Disorder And Multiple Personality Disorder1384 Words   |  6 PagesDissociative Identity Disorder (DID for short and popularly known as multiple personality disorder) is one of the more fascinating and simultaneously terrifying of the formal mental disorders. 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