...Janessa Dirawatun CRN 15732 Poetry (1) The Current Motions William Stafford’s poem “Ask Me” and Theodore Roethke’s “My Papa’s Waltz” are two literary poems that use characteristics of everyday things to identify the emotion of the characters. Stafford’s piece expresses his life through the form of a river, while Roethke explains the relationship between a father and a son through a dance. The reader can depict how both authors use the movements of a river and a dance to express their inner-feelings. In Stafford’s poem, the river currents are understood to express life’s intermediate changes between highs and lows, through the past, present, and future. Roethke describes the Waltz between the father and son as a persistent movement that signifies both the emotional and physical issues that lie within their relationship. “My Papa’s Waltz” and “Ask Me” are similar through the complexity of emotions that the narrator goes through by using the key elements imagery, symbolism, and tone. These two literary pieces purposely run through the mix of emotions to change the reader’s perception of the poem from the beginning till the end. Throughout both literary poems, the authors provide imagery through words that have visual representation but very little description. The reader is taken into a state of mind where they can paint a picture in their head of what scenery the narrator is in. The imagery throughout the poems is important because they reflect the overall emotion of the poem...
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...Theodore Roethke’s “My Papa’s Waltz” and Emily Dickinson’s “I’m Nobody! Who are you?” explores this theme of the gilded side of humanity. Roethke opens “My Papa’s Waltz” through the eyes of a small boy, lending an initial tone of naivety and innocence. This mood is reinforced through his use of rhyme scheme, which adds to the childish effect. However, this feeling is quickly subverted, as a more sinister interpretation can be seen midway through the poem. The boy describes, “The hand that held my wrist/Was battered on one knuckle;/At every step you missed/My right ear scraped a buckle.” (9-13), leading the reader to question what the actual meaning behind this “waltz” is. The minor mentioning of the unhappy mother, as well as the phrase, “But I hung on like death:” (3) is suddenly relevant; it suggests that the father may be an abusive alcoholic, deviating from the prior assumption that he was simply a happy drunk spending time with his son. This shift in reader interpretation can also be attributed to Roethke’s unique word choice. Take for example the word “waltz,” which is used exclusively in the beginning and ending stanzas of the poem. A waltz is often linked with tranquility and lightheartedness, viewed by many as a wholesome sort of dance. Roethke plays off of this initial association by implementing words with negative connotations, such as “battered,” “scraped,” and “beat.” These words sharply contrast with the audience’s expectations of a waltz, thus forcing them...
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..."My Papa's Waltz" by Theodore Roethke is one of my favorite poems. It is one that gives each reader different emotion and interpretation. “My Papa’s Waltz” was written in a first person narrative and provides rhythm and symbolism. This poem displays a very relatable storey about the relationship between a son and his father. It has a known rhythm that brings to mind the type of dance that is symbolized in the title. Recognizing the character was easy because the author used “I” for first person narrative which helps the reader to communicate to what the author was intending his reader to understand. Roethke used the introduction of the poem to set the tone and setting for the story to follow. “The whiskey on your breath” Roethke T. (1942) was the first verse entry and immediately the reader can feel for the little boy thinking of what it would be like to have a drunken father. The method in which the poem is written opens the door of vagueness regarding the father’s state. The child's father was seen as being forceful to his son; while the son is frightened of his father drunkenness. The author wanted his reader to understand that whatever frame of mind a parent is in they have all the power and the child has to obey. It’s clear that the author wanted to provoke his reader with bit of remembrance of truthfulness by constructing the poem in first person narrative. The mention of the father and son romping around the room may seem rather harmless however the dance...
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...situations, Theodore Roethke wrote a poem titled “My Papa’s Waltz.” This poem has a multitude of differing interpretations. For example, those of us who grew up with a terrible childhood might think of a boy being abused by his father; however, others who enjoyed their childhood memories with their father may interpret the poem to be about a father and son having fun together while dancing. While the subject of “My Papa’s Waltz” has spurred passionate academic debate from professors, scholars, and students alike, the imagery, syntax, and diction of the poem clearly support the interpretation that Theodore Roethke wrote “My Papa’s Waltz” to help his readers to visualize the abusive relationship between a father and his son. In fact, the imagery, word choice, and syntax that Roethke provides readers points to abuse. Roethke purposefully chooses words with negative connotations. Instead, most people would consider his diction bone-chilling or depressing. One example of negative language the author uses in the poem is,“But I hung on like death.” The author could’ve chosen a much kinder metaphor, one that sets a happy tone; instead, he chooses to compare “dancing” with his father something deadly. This kind of diction leads...
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...Reading response to a poem ENG 125 October 29, 2012 "My Papa's Waltz”, by Theodore Roethke, is a fascinating poem. It is one that provokes its reader to have different emotion and interpretation. “My Papa’s Waltz” was written in first person narrative and provides tons of rhythm and symbolism. This poem displays a moment in the life of a father and son. “My Papa’s Waltz” has a known rhythm that brings to mind the type of dance that is symbolized in the title. Recognizing the character was easy because the author used “I” for first person narrative which endorsed the reader to communicate to what Roethke, the author was intending for his reader to understand passionately. Roethke used the introduction of the poem to set the tone and setting for the story to follow. “The whiskey on your breath” was the first entry verse. Immediately, it reminded me of a familiar story my wife shares about her childhood. The method in which the poem is written opens the door of vagueness regarding the father true state of mind. The child's father appeared as being forceful to his son while the son is frightened by his father drunkenness. The author wanted his reader to understand that whatever the frame of mind a parent is in, they have all the power and the child has to obey. It is clear that the author wanted to provoke his reader with a bit of remembrance of truthfulness by constructing the poem in a first person narrative. The father also has power over his wife who does...
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...“My Papa’s Waltz” “Recalling days of sadness, memories haunt me. Recalling days of happiness, I haunt my memories”. Many childhood memories are remembered as fun and joyful, the time without a care in the world. The speaker, which is the young boy in Theodore Roethke’s poem “My Papa’s Waltz”, recalls a time out of his childhood that involved him and his father during family time at home one evening. A strong bond of love and playfulness between father and son is shown thru Roethke’s recollection of personal childhood memories. The poem takes place at the family’s home on a quiet evening. The father comes home after a hard day’s work which is where Roethke states, “With a palm caked hard by dirt” (line 14) suggests that the father is a blue collar hard working man who provides for his family and puts the food on the table every night. Since he works so much and does not want to come home bitter and exhausted and complain about his long day, he rewards himself with a bit of alcohol. The speakers reveals, “The whiskey on your breath, Could make a small boy dizzy” (1-2). One might get the impression that the father came home drunk out of his mind, but what those two lines say to me is after having a drink or two, or maybe he drank at home, he was in such a good mood that he started waltzing with his son. Also since the father was such a hard worker and most likely was a big fellow, his son mentions the whiskey breath which would be too strong for him but does not make him seem...
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...Overlook Everyone has memorable moments from their childhood. Some of them merry and others are quite the opposite. Theodore Roethke’s poem, “My Papa’s Waltz” is a quatrain poem about a memory of a boy waltzing with his father. The speaker is now a grown man writing this as a memory. In the poem, he relates his relationship with his father to a "waltz." The author's childhood unfolds as the "waltz" is performed. In this performance, the diction the author uses allows the reader to have many perspectives of the poem. This poem can be viewed in two ways. One way to look at this poem is that the young boy is having fun with his father waltzing. Some, on the other hand, believe this is a poem about rough housing his son. There are examples for both agreements throughout the poem. I can clearly see the positive loving side of the son in admiration to his faulty father. This poem was written in the 1940’s which remains a controversial decade that created the welfare state, bred a culture of immorality and self-indulgence. Young adults urged people to explore alternative patterns of work and domesticity. They disputed paths to deeper fulfillment, even those involving illicit drugs, could be justified, believing they were creating a new America. Taking that into account, Roethke’s father character is more understood being from this time period. When Theodore was only fourteen, his father passed, leaving him with a wound and a sense of dissatisfaction that he was able to relieve only...
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...Elements of sound can be described as devices that are used by poets to reinforce meaning and themes into poetry. Poets can use sound devices such as alliteration, the repetition of two or more consonant sounds in successive words in a line of a verse or prose (Kennedy and Gioia, 2052) or rime, which is when two or more words that contain identical or similar vowel sound (Kennedy and Gioia, 2074). In the two pieces “We Real Cool” by Gwendolyn Brooks and “My Papa’s Waltz” by Theodore Roethke the poets use a combination of rime, rhythm and meter to get the poem’s meaning across. The poem “We Real Cool” uses rhythm, the pattern of stresses and pauses in a poem, to get across the poet Gwendolyn Brooks’ theme. “We Real Cool” is about a group of boys that should be in school but decide to skip to go do something that is considered “cool”. Brooks uses an imitative tone while simultaneously, questioning of a group of the boys in a pool hall’s lives. Questions come up like “What are they doing here?” and “Shouldn’t they be in school?” but the bigger question is how do they feel about their lives. The poem implies the message that the boys in this pool hall are unhappy with their everyday lives, so they feel the need to pretend to be something else, something “cooler”. By using certain elements of sound Brooks shows the readers that she believes that these boys in the pool hall are trying to be something they are not. The poem also gives the reader a feeling of nostalgia. It brings the...
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...voice to assist. My listening experience to this poem was interesting and to be honest a lot easier to get the tone and message because you have a voice guiding you and you can match the voice to what you think of the author and their views. The way the narrator spoke in a specific cadence brought out the theme a lot easier and more profound. Hearing the text(s) recited aloud was far better compared to a silent reading of it, because I did not have to think on my own…I was given a lot more of information about the poem instead of having to figure it out all by myself. Yes, I still had to interpret what the voice’s message was but it was much easier than reading it silently to myself. I feel the performance added to my experience of this particular text because I was given the rhythm of the poem, I could hear and feel it. Good question, did the performance change your perception of the poem or its content in any ways? Yes, because I first read the poem quietly to myself and tried to analyze it and I thought it was talking about death and how cool we think we are until death comes knocking and then we praying to Jesus. But after hearing it my thoughts were completely different and I feel she was talking about high school kids skipping class and how cool they think they are but they are really fools. References: Brooks, G. (1983, May 3). We real cool [Audio]. Retrieved from http://www.poets.org/viewmedia.php/prmMID/15433 Roethke, T. (1950s). My papa’s waltz [Audio]. Retrieved...
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...responsible for, the contents of such third party websites. Please use care when accessing them. Designed by Mike Brain Graphic Design Ltd Typeset by E Clicks Enterprise, Malaysia Cover design by Clare Webber Cover photo by Jenny Palmer The author and publishers are grateful for permission to reprint the following copyright material: Bloodaxe Books for the poem ‘Dreaming black boy’ by James Berry from Hot Earth Cold Earth, published by Bloodaxe Books, 1995. Reproduced with permission of Bloodaxe Books; University of Pittsburgh Press for the poem ‘Epitaph’ from Uncle Time by Dennis Scott, copyright © 1973. Reprinted by permission of the University of Pittsburgh Press; Michelle Saywack and Dr Keith Carter for the poem ‘This is the dark time, my love’ by...
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...English 175-‐02: Introduction to Literary Genres Instructor: Aaron Schab aschab@uidaho.edu 209 Brink Hall Department of English University of Idaho Course Meets: Life Sciences South 163 Monday/Wednesday/Friday 9:30 am – 10:20 am January 9, 2013 – May 10, 2013 Course Description In this class, we will learn about the basic conventions and terms used to understand and discuss the three major genres of literature: fiction, poetry, and drama. This class will help you understand the sometimes baffling world of literature, and is intended to provide the general student with basic experience in literary analysis. Additionally, I hope this class will lead you to a lifelong appreciation for (and engagement with) reading literature. Although this class features extensive reading and writing, it is not necessary for you to be a bookworm or a writing superstar to succeed in this class – if you ...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...King George V reigns over a quarter of the world’s population. He asks his second son, the Duke of York, to give the closing speech at the Empire Exhibition in Wembley, London. INT. BBC BROADCASTING HOUSE, STUDIO - DAY CLOSE ON a BBC microphone of the 1920's, of machinery suspended on springs. A formidable piece A BBC NEWS READER, in a tuxedo with carnation boutonniere, is gargling while a TECHNICIAN holds a porcelain bowl and a towel at the ready. The man in the tuxedo expectorates discreetly into the bowl, wipes his mouth fastidiously, and signals to ANOTHER TECHNICIAN who produces an atomizer. The Reader opens his mouth, squeezes the rubber bulb, and sprays his inner throat. Now, he’s ready. The reader speaks in flawless pear-shaped tones. higher creature in the vocal world. BBC NEWS READER Good afternoon. This is the BBC National Programme and Empire Services taking you to Wembley Stadium for the Closing Ceremony of the Second and Final Season of the Empire Exhibition. INT. CORRIDOR, WEMBLEY STADIUM - DAY CLOSE ON a man's hand clutching a woman's hand. Woman’s mouth whispers into man's ear. BBC NEWS READER (V.O.) 58 British Colonies and Dominions have taken part, making this the largest Exhibition staged anywhere in the world. Complete with the new stadium, the Exhibition was built in Wembley, Middlesex at a cost of over 12 million pounds. The Exhibition has attracted over 27 million visitors from every corner of our great Empire and the rest of the world. There’s no 2...
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...Generated by ABC Amber LIT Converter, http://www.processtext.com/abclit.html This is a work of fiction. Names, characters, places, and incidents are either the product of the author’s Imagination or are used fictitiously, and any resemblance to actual persons, living or dead, business establishments, events or locales is entirely coincidental. The Penguin Putnam Inc. World Wide Web site address is http://www.penguinputnam.com To Charles Coulter, my father and a very talented gentleman. Thank you for the genes you passed on to me. And the support that never wavered. All my love Also by Catherine Coulter THE COVE THE NIGHTINGALE LEGACY THE WYNDHAM LEGACY LORD OF FALCON RIDGE LORD OF RAVEN’S PEAK LORD OF HAWKFELL ISLAND THE HEIRESS BRIDE THE HELLION BRIDE THE SHERBROOKE BRIDE SEASON IN THE SUN BEYOND EDEN IMPULSE FALSE PRETENSES SECRET SONG EARTH SONG FIRE SONG ROSEHAVEN Generated by ABC Amber LIT Converter, http://www.processtext.com/abclit.html in hardcover from G. P. Putnam’s Sons 1 NEARB ALTIMORE, MARYLAND MARCH 1822 Slaughter County Course: Saturday Races, last race, one-half mile HE WAS GOINGto lose. He didn’t want to lose, dammit, particularly to Jessie Warfield, that obnoxious brat. He could feel Rialto just behind him, hooves pounding firm and steady on the black dirt, head stretched long, muscles hard and bunched. He looked over his left shoulder. Rialto was coming on faster than a man escaping from a woman’s bedchamber before her husband came through...
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...ongoing student publication project to bring classical works of literature, in English, to free and easy access of those wishing to make use of them. Cover Design: Jim Manis Copyright © 2003 - 2012 The Pennsylvania State University is an equal opportunity university. Charlotte Brontë Jane Eyre by Charlotte Brontë PREFA PREFACE A PREFACE TO THE FIRST EDITION of Jane Eyre being unnecessary, I gave none: this second edition demands a few words both of acknowledgment and miscellaneous remark. My thanks are due in three quarters. To the Public, for the indulgent ear it has inclined to a plain tale with few pretensions. To the Press, for the fair field its honest suffrage has opened to an obscure aspirant. To my Publishers, for the aid their tact, their energy, their practical sense and frank liberality have afforded an unknown and unrecommended Author. The Press and the Public are but vague personifications for 3 me, and I must thank them in vague terms; but my Publishers are definite: so are certain generous critics who have encouraged me as only...
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