...adult's private struggle regarding which path in life to take. I. Thesis and Introduction II. Symbolism of setting a. "Morning" symbolic of beginning of life in line 11 b. "Yellow wood" symbolic of sunrise and beginning in line 1 c. "Wood" in line 18 symbolic of private/inner struggle in line 18 III. Symbolism showing longing for both paths a. "Sorry" in line 2 b. "And both that morning equally lay" in line 11 IV. Symbolism showing backup plan a. "Kept the first for another day" in line 13 V. Symbolism showing satisfaction with choice a. "Made all the difference" in line 20 VI. Conclusion Symbolism in The Road Not Taken by Robert Frost is descriptive of a young adult's private struggle regarding which path in life to take. The many symbols in the poem show a young person who is indecisive about which choice to make and the longing to choose each option in front of them. The symbolism follows the person's indecision through to decision and finally shows satisfaction with the choice made. The first display of symbolism occurs in line 1, where he utilizes the term "yellow wood" to show the earliness of day, reminding the reader of sunrise and also showing symbolically a beginning. Again in line 11, Frost uses the term "morning" to show both the time of day and also symbolize the early stage of life the narrator is in. The repeated use of the word morning reinforces the point of life the narrator is in during the poem. The term "wood" in line 18 is descriptive...
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...footprint has been lost in the dark. (Line 4) I’m calling you America but you are not answering me. You have been made to vanish by those who deny truth.(Line 8) Surrounded by shadows we deny all that’s true until there is justice we will never have peace.(Line 12) Living under Dictatorships I search for you and I cannot find you. Your body tortured is nowhere to be found. (Line 16) If one’s dream is everybody’s dream to break the chains and begin our journey Let’s be confident Let’s go ahead, my race, Let’s preserve time for those to come.(Line 24) You’ve been abducted, America Your mouth has been gagged and today it’s our turn to bring you freedom. I’m calling you America our future awaits us and before it dies on us we will find you.(Line 33) I’m searching for you America. I’m calling you America Oh, Oh Fighting for our race and our freedom And we will find you among the darkness, You’ve been vanished by those who’re afraid of your truth. While we search for the truth Searching for our America Mama and papa’s dream And it’s our turn today to set you free. (Line 43)“Looking for America” 2013. Ruben Blades website. June 19, 2013, 05:05 http://www.rubenblades.com/lyrics/?currentPage=5. When listening to the lyrics of this song it reminds me of people like my mother and father who to me relate more to the familiar version of “The American Dream”. I grew up in Puerto Rico and have seen the struggles of my family to give us enrichment...
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...shows the struggle that the Japanese Americans had to face in order to find their true social and cultural identity. One social and cultural identity struggle would be when many Japanese Americans were ordered to move to Internment camps, due to World War II, but I believed that their true struggle was just to try and adapt to the new world and the evolving country. During this period, the Japanese Americans were being harassed by Americans and in the poem “Internment” the main character and many others were sprayed, “...Deloused with DDT (Line 5)...” I believe that I can relate to this character because even though I did not have to be sprayed with DDT, we both had to face racial harassment throughout our lives.I can further relate to this character by referring to when she only saw bleakness in the land outside of the camp, because I believe that I can see that emptiness as well when something does not go well or according to plan. Another example of how I can relate to the main character is when she sees bleakness in the land beyond the camp, “Not.. golden (Line 13-23).” This relates to me because when something does not go my way or something depressing happens, I also see emptiness in my surroundings. The quote can show to us how sometimes, people can treat you differently and get you into a depressive state. Overall, this made me realize that sometimes, people can be discriminated in a country because of your...
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...times throughout the entire poem; he used the word “portrait” eight times. This allowed the reader to develop his own thoughts and ideas of what the poem could be about. In this analysis Ashberry’s poem was created on the basics of derivative art; he portrays a situation where the artist’s creativity conflicted with the demands of the people (meaning the people from the “buildings”). They said to “try using the brush/as a means to an end. Select, for a portrait,/Something less angry and large, and more subject/to a painter’s moods, or perhaps, to a prayer (Lines 9-12).” In the poem, the author presents the struggle for the artist who wants to present the sea instead of just painting it. The author seemingly lionizes the painter’s struggle in finding the most creative and artistic way to display the sea. Quoting “nature, not art, might usurp the canvas (Line 14).” Summing up the poem, ultimately the author displays that the struggle would clash with what the community wanted. Art is a display of one’s self but viewed by that of the public. Interpreting this poem was very complicated. Summarizing the events of the poem, the author first identifies the painter, the buildings and the sea (as if they connect or have some time of relation). Then the painter positions himself between the symbolic pieces: the buildings and the sea. This sort of sets the tone and the assumption of the artist being torn between the two. The artist’s intention was to creatively produce an imitative portrait...
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...prejudices against you, while you face a lot of struggles yourself. This is also the case in the story ‘Freddy Andrews’ by Polly Borland where the reader meets the protagonist in the story, Freddy Andrews, who is confused with his Aboriginal identity and how he has to deal with all the hate towards his native people and himself. The main character is called Freddy Andrews and he is a white Aboriginal, whose mom and siblings are Aboriginal. His dad was white (line 7-8) and therefore he is part Aboriginal and part white. He lives in an Australian society where being Aboriginal is greeted with both discrimination and prejudice from the whites and all non-Aboriginals in general. Because of his ethnicity, he has faced many struggles in his life. He is confused with his Aboriginal identity because of all the hatred towards the Aboriginals from society. On the one hand, Freddy Andrews manages to hide his Aboriginal side in the prejudiced society because of his whiter skin, and therefore he avoids the negativity from strangers. Even though he is a white Aboriginal, he is still affected by the whites. In the text, he mentions: “I probably lost my own self-esteem because even places where I worked I’d hear ‘dirty black bastards’, Abo-bastards’, stuff like that. (lines 21-22)” As a result of the negativity from the rest of society, he began hanging out with other Aboriginals, which led to him having problems with drinking and going to jail (lines 15-16). In the text, he mentions: “After a...
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...uses imagery and metaphor to shed light on the psychological impact of war and loss. At the start of the poem, “Facing It”, Yusef Komunyakaa uses imagery to indicate his race in the first lines. He writes “My black face fades, / hiding inside the black granite" (lines 1-2). The word ‘black’ has been repeated twice in these lines, once to explain his skin color and the other in relation to the color of the war memorial. By Komunyakaa doing this he not only has made it known that he is an African American, but he also creates a connection between himself and the color of the memorial wall. He becomes one with the wall as he goes on to explain that his face “fades” and “hides inside” the granite. The outline of his face that allows him to be noticeable from the memorial vanishes, and he and the memorial have become one item. This coming together is not only on a general level, as his face goes "inside" the granite, but he is searching beyond the exterior into the inside of the rock. As a veteran soldier he associates him with the wall on a personal level. He knows these men despite the fact that he did not know them all. All the soldiers, deceased and surviving, are one. The first time Komunyakaa uses a metaphor is towards the beginning of the poem. Komunyakaa writes, “I’m stone. I’m flesh” (line 5). This simple...
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...the use of free verse, open structure, in which Hughes gets his poems across in a more casual manner unlike other poets like Robert Frost whose use of rhythm and structure are present in every line. Hughes style of writing is focused on the way people of his time spoke and he expresses that in every poem where he tells a story in conversational manner. The poems that I chose by Hughes describe the history, the struggle, the future of African Americans with his use of imagery to convey optimism and give hope to the human spirit. Langston Hughes creates not only a poem but a live picture of the history of his people like in the poem “Negro” where he describes himself as “Black like the depths of my Africa” (3). Here he states cultural identity of his people and the pride of being black. One of the most consistent things that we see in Hughes poetry is his use of things that are in motion like: rivers, stairs, and roads to describe things, or people that change. In his poem “The Negro Speaks of Rivers” the use of rivers is used to describe the passing of time, “I’ve known rivers ancient as the world and older than the / flow of human blood in human veins” (2-3). Hughes word choice in every poem is essential to convey optimism of the human spirit even when he begins to describe the struggles that are faced with, they still have hope. We see this in the poem “Mother to Son” where we see a mother talking to her son and describing her painful life but she tells him, “So boy, don’t you...
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...Jo Eun Kim (jek266) Medea: Tragic or Evil? Greek mythology is depicted in a variety of forms, from writings to works to art such as paintings and sculptures. With these different venues of expression, myth is also expressed in various ways, raising the question: how does the depiction of myth differ in texts and images? Sometimes the depiction in images matches that of textual writings, whereas in other instances the pictorial representation presents the same myth in a different light. For the purposes of this essay, I analyze the depiction of the story of Medea killing her children and fleeing Corinth in text and in images. I base my analysis on Euripides’ play Medea, and on images depicted on a Roman sarcophagus from the mid-second century CE, a Greek krater from 400 BC, and an Greek amphora from 300 BC. I argue that Euripides portrays Medea as both a victim and a perpetrator, while the images depict Medea in either a completely sympathetic or a nefarious manner. Euripides’ play portrays Medea’s murder of her children and subsequent fleeing from Corinth in a more well-rounded manner than the one sided depictions that are represented in the images. In order to analyze the differences in how the story is told in the textual version and the images, we must first examine the myth of Medea. Medea, a sorceress, was the daughter of King Aeetes, the king of Colchis. She fell in love with Jason when he came to Colchis to retrieve the Golden Fleece, which was the property...
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...nonetheless efficacious, philosophy of survival” (2). The author applies several poetic techniques from the villanelle’s style in the poem. For example, she uses refrain and two repeated rhymes, to give a specific effect on words and produce a message of ideas to the reader. The stanzas four and six are the most relevant for the analysis and research of this poem, in order to understand its structure and the reason of the writer to work write this down. The first stanza to be explained is the fourth one, it begins with this first line that says “Then practice losing farther, losing faster:” In this line the author uses euphony to make it sound good, and emphasize certain words, so that the reader can remember the line easily. This line changes the poem to the direction of losing progressively from less to more and from things not really relevant to things with significance in someone’s life. There are more poetic techniques to mention in the line. For example, the consonance technique is used on “farther” and “faster”, the same beginning and ending letters, and the author also uses “losing” before “farther” and before “faster”, to produce...
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...shadow of this red rock), And I will show you something different from either Your shadow at morning striding behind you Or your shadow at evening rising to meet you; I will show you fear in a handful of dust (25-30) This passage seems to be strategically placed after several lines that allude to a passage from Ecclesiastes 12 of the Bible and directly before a number of allusions and examples that illustrate the "fear in a handful of dust" (Eliot 1-76). To completely understand the meaning of the passage above, the context in which it is used and the allusions that are employed must first be recognized and understood. First, the several lines preceding the above passage allude to Ecclesiastes 12 of the Bible which portrays feelings of hopelessness and of meaninglessness; meanwhile, the selected passage contains a small sense of hope as well as an invitation to the reader to see what Eliot sees. "A heap of broken images" or "And the dry stone no sound of water" are both phrases included in the preceding lines that lack a sense of hope and that support the allusion to Ecclesiastes 12 in which "Everything is meaningless!" (Eliot 22, 24) (New International Version, Eccl.12). Following these lines that portray hopelessness is the passage written above that first seems to offer a small ray of hope by announcing "There is a shadow under this red rock" (Eliot 25). But even in that phrase lies a hint of something ominous or foreboding with the word "red." Eliot, or the speaker...
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...Rob Graham Mr. Buckley English 3 9/1/14 Livin’ on a Prayer Song Analysis Bon Jovi’s 1986 hit “Livin’ on a Prayer” was a major success and gave the band their first Number 1 on the “Hot Mainstream Rock Tracks Chart” as well as giving the band their second consecutive #1 “Billboard Hot 100 hit”. (http://en.wikipedia.org/wiki/Livin'_on_a_Prayer#Lyrical_interpretation) This song talks about a working class couple Gina and Tommy that struggle to make money while trying to keep their relationship alive, while also tying in the Union Strikes of the time. Firstly, throughout this song one can see that Bon Jovi is referencing a working class couple when they state “Tommy used to work on the docks” and “Gina works the diner all day working for her...
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...have eighty-eight lines, appear in eleven of twenty-four scenes, and, unfortunately, I have no costume changes. From what I know, most of Shakespeare’s women don’t”(page 2, line 12) is a quote from the teenager Tess, the main character in Greg Changnon’s short story How the Nurse Feels from 1998. Everyone can relate to the grief of Romeo and Juliet, but the nurse does not play a significant part in Shakespeare’s Romeo and Juliet, which makes it hard for Tess to imagine how the nurse feels and therefore how to play her role. In this short story, however, Changnon uses symbolism to throw light on feelings from characters we might miss out on when we normally read or watch the world famous tragedy. How the nurse feels is about the high-school student, Tess, who is playing the role of the nurse in the school production of Romeo and Juliet. In the very middle of her struggle finding out how to act her part, there is another drama taking place outside. Bad weather conditions have postponed the play and cancelled school, and suddenly Tiger De Soto, a minor performer in the play, has disappeared. Tess seems like a typical high school student, living a life with the relatable struggles of a teenager; parents with expectations, boring environment and confusing romantic feelings. She seems attracted to the boy Tiger, whom she barely knows and when she finds out that he has disappeared, she jumps to the conclusion that “He got the hell out of here”(page 3, line 85), meaning that he...
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...black tie and shoes.’ By placing Gellburg in dark and serious clothes the reader sees this as a villainous appearance. This is another technique used by play writers but most famously used by the author Anton Chekhov. We see in scene one that Gellburg is insecure about his identity as a man. We see this when he compares himself to a sex symbol, ‘ I’m no Rudolph Valentino.’ He is cautious about how people perceive him and shows signs that he struggles with how he sees himself. We see this struggle when he engages in conversation with Hyman. In these lines we notice Gellburg trying to escape the Jewish stereotype, ‘it’s Gellburg, not Goldberg.’ Further on he is even judgmental towards other Jewish people, ‘German Jews can be pretty… you know…(pushes up his nose)’ Here we have evidence of Gellburg being both ashamed and critical of his own religion. Although further on he shows signs of him being proud of his religion. We see this in the lines, ‘the only Jew ever set foot on that deck.’ The reader can see from this that Gellburg struggles to grasp his identity and how he wants to present himself to people. Also from this we can see that Gellburg has become a victim of the anti-Semitism going on in America at that time. In scene one the reader gets the sense that...
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...understanding many areas covered in math, for examples: whole number, the LCM prime factorization, and simplifying the expressions, Bar graphs and line graphs, proportions, rates and unit prices and ratios, percent problems, using the equations, simple and compound interest. These are example I have achieved this school quarter. Discuss one or two topics or concepts that have been a struggle so far. The concepts that I have a struggle with this term start with rounding and estimating like for example, I would have something like maybe 47 but I know how you round to the closer which will be 50 and if the whole number is 1. The second concept I been struggle with has been simple and compound interest has been the worse. For example: If I had $1000 into and investment for 1 year. I learn the $1000 is called the principal. If the yearly interest rate is 8%, in addition to the principal, you get back 8% of the principal you get back 8% of the principal will be for the use of the money overtime. 8% of $1000 you can does like 0.08 $1000 or $80.00. Describe one action step you can take to overcome your struggle. One of my action step, I’m trying very hard to overcome my struggle to me would be work more on my online classes, learn to turn homework in on time and talk to my Professor more if any probably occur in my math course. Another struggle has been simple and compound interest use the practice to study before taking any type of test whether you r class or other Professor. I try to...
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...I. HOTS: A. Inferring: 1. What did Mr. Kelada infer from the expression on Mrs. Ramsay’s face? (line 228) ______________________________________________________________________________________________________________________________ 2. What did the narrator infer from Mr. Kelada’s actions? (end of story) __________________________________________________________________________________________________________________________________ B. Uncovering Motives: If Mr. Kelada was so talkative, how can you explain the fact that “with all his loquacity, he had never told anyone what his business was”? __________________________________________________________________________________________________________________________________ C. Distinguishing Different Perspectives: Who is the narrator of the story? What do you know about him? ___________________________________________________________________________________________________________________________________________________________________________________________________ D. Explaining Patterns In the story “Charles”, we learned the HOTS of Explaining Patterns. How can we apply this HOTS to the story “Mr. Know All”? ___________________________________________________________________________________________________________________________________________________________________________________________________ ...
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