Poetry

This semester, I learned point illustration explanation (PIE) in y writing skills which will be valuable in my future college papers. The topic that stood to me the most was point illustration explanation (PIE). PIE makes the reader understand one’s purpose better. When using PIE, the flirts thing a person starts with Is the P which stands for point. The point Is the topic sentence and this sentence will be one of the claims the entire essay addresses which is pretty much the reader’s the argument. Next is the I which stands for illustration.

During the illustration phase, the writer shows the proof of one’s argument I. E. , the writer can provide evidence to purport the point, or topic. Depending on the type of essay, this can take many forms. Whether it’s textual evidence, a memory based on the point, or a supporting quote from an outside source. Last but not least we have the E which stands for explanation. This is where the writer must find the reasoning between the point and the Illustration, which Is kind of Like a conclusion because one is tying the Illustration back to one’s point.

While writing paragraphs may seem like an intuitive kind of skill, there are some easy things to keep in mind while writing to make sure paragraphs do hat they’re supposed to do: illustrate an idea and end when it’s done. This strategy helps prove one’s point through the reader. This semester we read “How to watch Your Brother Die” by Michael Lease”. When writing this paper, I learned how to observe the types of strategy the author uses by providing the evidence (quotes) from the text and this is valuable because when a person Is writing a paper stating their point, that person has to prove that point.

One can’t Just state their point and expect the reader to agree with them. For Instance, In How to Watch Your Brother Die” the author uses vivid imagery; the quotes he uses to invite the reader in were: “Remember the time he was Jealous and opened your eyebrow with sharp stick” (Lasses 479). “Feel the lover’s hand on your arm restraining you. See In the guard’s eye how much a man can hate another man” (Lasses 480). “Stand beside a casket covered in flowers, white flowers. Say Thank you for coming,’ to each of several hundred men who file past in tears, some of them holding hands” (Lease” 481).

In “How to Watch Your Brother Die”, Lasses uses vivid imagery. His Imagery Invites readers go threw his Journey with him, the narrator takes the reader with him in the past when his brother “broke his skin” causing him to bleed to watching him be buried, with his brother’s gay friends being at the funeral for support. This semester we also watched a movie called the “Dead Poets’ Society’. By watching the movie, I learned to pay close details to certain characters and I will value this in the future because I will be able to see the different methods the 1 OFF poetry affects the students throughout the course. The Dead Poets were dedicated o sucking the marrow out of life. That’s a phrase from Thoreau that we’d invoke at the beginning of each meeting. You see we’d gather at the old Indian cave and take turns reading from Thoreau, Whitman, Shelley; the biggies. Even some of our own verse. And in the enchantment of the moment we’d let poetry work it’s magic” (Keating: Dead Poets’ Society). Mellon chapter. The meetings will be conducted by myself and the other new initiates now present. Todd Anderson, because he prefers not to read, will keep minutes of the meetings.

I’ll now read the rotational opening message by society member Henry David Thoreau. ‘l went to the woods because I wanted to live deliberately. I wanted to live deep and suck out all the marrow of life” (Neil: Dead Poets’ Society). In the “Dead Poets Society’ The boys create a club called the dead poets’ society to express their thoughts to one another. Professor Keating encouraged them to believe in their own beliefs and to strive for their own voice. Professor Keating gives them clues to start something that has to do with language which is poetry and he showed the boys how language works and how it’s all around us.

I feel like using PIE has improved my writing skills from high school papers to college papers. If I had watched the movie the “Dead Poets’ Society without having learned the PIE structure, I would of Just watched the movie without examining the details of the actual meaning of the movie. But having learned the PIE structure, I had the opportunity to go beyond the movie. And I loved it because of the way the characters acted and Just the movie itself. There was a lot of poetry through the professor’s teachings but I don’t think it’s the actual poetry that changed his students o react the way they did which was by creating a secret club.

And Neil ending up killing himself. I think the thing that really influenced his students was the professor, the way it taught the class and made them read the poems and do activities inspired them. If they were to read the poetry on their own, they wouldn’t have gotten the same reaction. Society then was not as good as it is now and by society I mean parents; all the parents controlled their child on what school that is good for them and what career they should do.

But the professor changed that towards his dents, he also influenced them to think for their own no matter what anybody says “l always thought the idea of education was to learn to think for your self” (Keating: Dead Poets’ Society). While learning the PIE structure, I had few difficulties throughout my papers. Looking back at my three essays I see how my writing has evolved. What I learned from my first essay that helped me write my second essay was being clearer when writing my explanation in PIE. For instance when using we or they, I need to be more specific on who I’m referring to.

Symbols in this poem vary from the use of fruits, the moon, flowers, sisterhood, money and water. Firstly, even though, the title of the poem: Goblin Market seems self-explanatory, as we can instantly assume that this poem is about a fruit-market which is run by goblins this sounds like it’s a poem which sounds like a fairy-tale/fantasy or maybe a story which focuses on little kids. Although, it is strongly argued against that this Is not a story aimed at kids as most of the sexy-stuff which appends In the poem Is Implied, rather than It being explicitly described.

This is because most lines are almost ‘ludicrously-erotic’ thereby It cannot be said that this Is suitable for It being aimed at young children/SLD. So we can Infer that this title Is very deceptive as there Is a lot more going on under the surface of the Image of a fruit-market. Furthermore. The title Is very deceptive to the readers as from the title we are only told that the poem is about a market but we aren’t given much detail on hat type of market it is and what is being sold by the goblins.

The underlining deception of this poem is that this poem is about the Victorian ‘marriage-market’ which is a term referred to the underhand manipulations many men and women undergo in order to marry and move up the hierarchy in society. The symbolism of fruit in this poem is that it symbolizes the temptation which is openly displayed in society. Alternatively, it could also be said that it is a metaphor for sex and because it’s being advertised everywhere it is being perceived as a product which can be ought.

This refers back to the fruit being a huge temptation as the ;fruit’ Is a given object used In the poem to describe people who have been tempted and given Into temptation. Rosettes states, In the poem In line 406-407: “Held her hands and squeezed their fruits, against her mouth to make her eat”. This is an intense imagery being portrayed in the poem as the Goblins have pinned Lassie’s hand and are now trying to force-feed her, the juice of the ‘fruit’.

This thereby, can be argued that the rut’ is not in fact the actual fruit but instead it is a figure of speech which is being used to describe the action of the intense image of violence and rape. Alternatively, the use of the flowers in the poem symbolizes the fragile purity of women who haven’t been married yet and have not given into temptation of those goblin fruit. However, in reality it is known that flowers can be ‘plucked’ so in a sense this can represent the loss of purity from those individuals. The loss of purity can therefore indicate that the women have given Into temptation of the goblin fruit.

Evidence of this Is given In the poem as Rosettes states In line 150-151: “ate their fruits and wore their flowers, Plucked from bowers” the use of the word ‘bower’ can have multiple meanings as it can either be read to be a shady part of a garden or it is also used for suggested the loss of virginity when it says that the flower’ has been ‘plucked’ from a ‘bower’ Furthermore, this poem primarily focuses on female heroism and sisterhood as the main characters- Laura and Leslie- are both living in a fantasy parallel universe with a distinct lack of human contact with men.

So thereby, we can read the poem by closely understanding the relationship and bond these 2 sisters have. Rosettes states in the poem “for there is no friend like a sister”, this quote represents sisterhood as it infers that Laura and Leslie will always be there for each other and also it was with the help of Leslie that Laura was able to live a normal life after she had still given into temptation. This was purely because of the fact that she was lucky enough to have a sister to redeem herself from being a similar tragedy like the character of Jeannie.

Hurry home so I can talk to you and keep you away from those stupid thoughts tempting you to failure. Besides, I was just told by a messenger from Macbeth, reporting that the king Is coming to my fortress tonight. The news nearly drove me to crazy because I had no preparation at all to welcome Dunce’s entrance and to plan for the murder. I must be well planned since tonight would be the only chance for us to kill Duncan and grip the kingship. Come murderous thoughts! “Unsexes me here and fill me from” head to toe with “direst cruelty. ” (Act l, scene v, line 40-41) Come to my female breast!

Turn my mother’s milk into poisonous acid. Make me feel no remorse and human compassion, which reverent me to succeed In persuading my lord. Cover the world with darkness so that no one could see my evil crime. This is my plan: Macbeth is going to greet the king with warm welcome in order to deceive all. Just leave all the preparations for me and our lives will be changed after tonight. Both fate and witchcraft seem to want you to be the King, my lord! Second Entry- On the eve of Dunce’s murder Duncan has finally arrived at my fortress and he is having feast with Macbeth.

The king shows great appreciation on our hostess and has no perception at all about the fact that his fife Is at risk. According to my plan, the king must be killed tonight and I will be the Queen of Scotland. Within my expectation, Macbeth kept finding excuses to give up the plan after the arrival of the king. He said “he hath honored me of late, and I have bought golden opinions from all sorts of people” (Act l, scene vii, line 32-33). Such a coward he is! He puts his ambition behind fame and loyalty. Apart from that, Macbeth also scared of the probability of failing.

Along with his timidity, I reinforced his determination by showing defiance towards him. I asked him whether he was run or Just woken, and showed contempt about the fact that he says “l can’t” after saying “l want to”. I told him that he will live as a coward and his behavior is not masculine at all. In addition, I told him the plan of how the deed is going to perform. With all the above threatening and defiance, my lord was persuaded to commit crime as a result. What a success it is! This is my plan: when Duncan is asleep, I will get his two guards drunk and make them into deep sleep.

Without protection from anyone, we could blend In and murder the king, whilst all the blame will be laid on the two runner guards rearwards. Meanwhile, we wall De grieving loudly once we are tool the news of his death later. This would definitely be a flawless plan. Both my lord and I are ready and we will exert every muscle in our bodies to seize the throne tonight! Third Entry – After Dunce’s murder The deed is done eventually. Luckily, the worries about the wake of guards and about the failure of Macbeth in finding the daggers did not happen. These will inevitably ruin our attempt if they happen.

When Macbeth came back from the chamber with his bloody hands, an utterly sorry sight was shown n his face. When he was with two drunken guards, he told me that he could not reply “Amen” when they said “God bless us! “. Moreover, he claimed that there is a voice keeps crying “sleep no more: Macbeth does murder sleep”(Act II, scene it, line 38-39). Macbeth was afraid of the punishment from God and the harass from supernatural. I told Macbeth that we must never think of our doings in this way since this will drive us mad. Once again, I convinced him by calling him a coward.

I commanded him to get some water and wash the filthy blood from his hands. Also, I as really furious with him because he was so nervous after the murder that he took the two daggers out of the room. The daggers are the only evidences to show the guards are guilty! I asked him to put them pack, and he rejected me and told me “I’ll go no more. I am afraid to think what I have done”(Act II, scene it, line 53-54). He is even more timid than a child since only children are frightened by scary pictures. Frankly, if Duncan had not reminded me of my dead father and made me weak, I would have killed him myself.

This would be better than now seeing my lord to lost is resolve. On the other hand, Macadam appeared soon after the deed had done. He was terrified by the kings death and rang the bell to wake up all the people and tell the treason. With I pretending horror and Macbeth showing sorrow, neither Macadam nor Lennox suspected on us. The two guards were killed by Macbeth. Our deeds will be covered since then and the murder will be blamed on the two dead guards. Now, Malcolm and Donaldson have fled away. My lord will be crowned in Scone. I am becoming the Queen of Scotland and I will take control of the country!

Leadership’s contingency theory focuses on the importance of a leader related to heir situation, (Morehouse 2010, p. 123); transformational theory focuses on a process that changes and transforms people, (Morehouse 2010, p. 200); and authentic leadership focuses on leadership being morally grounded and responsive to needs, (Morehouse 2010, p. 237). Aristotle Rhetoric discusses how a leader must be able to observe and discern what persuasion might be effective using deferent internal arguments. Aristotle defines pathos as emotions of the listener, ethos as character of the speaker and logos as logic or reason.

Leaders must master rhetoric skills In both written and verbal communications to succeed. Immunization that strikes a positive chord with the listener Is Important in order to guide a team to achieve a goal. Each leader in 12 Angry Men and Dead Poets Society had a clear goal and understood how to drive their group that goal. 12 Angry Men is in a sass’s courtroom, where 12 men from various backgrounds and different personalities, find themselves deciding the fate of a teenage boy accused of murdering his father.

The vote must be unanimous and without doubt, with a guilty verdict resulting in the death of the young man facing trial. Dead Poets Society Is In a 1 puffs all male boarding school, (Walton Academy), which prides Itself on excellence, tradition, honor, and discipline. Walton Is rolled In Its’ educational methods and Is not open to today’s ‘talking outside the box’ mentality. John Keating is a new poetry professor and a Walton alumnae, who wants to Inspire Nils young men to KICK at ten world Transiently, to “suck ten marrow out AT life”, (Oxford University Press USA, 2011), and find their own place in the world.

With 12 Angry Men, Juror #8, (Fond), was not the assigned Jury leader but emerged as the primary leader within minutes of the group sequester. Fond’s situation allowed his leadership traits to apply with success. Fond’s leadership was due to his ethical need for a Jury decision without reasonable doubt. Fond is authentic when presenting his reasoning for the not guilty vote. After casting the single not guilty vote, Fond used inductive reasoning to ask questions that triggered a battery of emotional and logical discussions ensuing internally and externally with each man.

Fond appealed to each of the 11 other Jurors by asking probing questions and his first being “l Just want to talk…. Let’s not easy to raise my hand and send a boy off to die without talking about it first” (Lumen, 1957). This inductive statement is also an appeal to emotions of others, asking them to engage before making such a pivotal life decision. Fond was using pathos or emotions to persuade. This results in the group allowing a one-hour deliberation before taking a second vote. Fond requested the second vote be secret ballot, showing his supportive skill, to allow those not quite comfortable to vote their conscience.

Juror #9, (Sweeney), is the first to change his vote to not guilty, basing it solely upon Fond’s single stand signifying character the eldest of the group. Fond was using ethos or hereafter to persuade. After Sweeney’s not guilty vote, Fond continues his appeal using logical arguments, presented in a manner that promote respect of others, statements as “suppose that…. ” And “is it possible. Fond is appealing to those quieter, possibly of lower social status and unsure to voice their thoughts.

Fond’s rhetoric of emotion, character, and logic appeals to each Juror in differently and draws them into to his goal of discussing the trial and ensuring their decision is without doubt. Fond begins to gain their respect and supportive input into the discussions. Juror #5, (Clunking), relates to the accused as he grew up in similar situation and once he moved to reasonable doubt, assists in logically arguments with how a switchblade knife is used. Clunking physically acts out how a person would use a switchblade. Fond transforms other Jurors into leaders and supporters of reasonable doubt argument.

Fond questions the fact that the knife used to kill the father is unique, he wonders if there could be other similar knives to the group. The knife that killed the father is brought to the Jurors and as the group discuss its’ uniqueness. Fond resents a second knife identical to the knife of evidence. This one act of logic presents reasonable doubt. Another example of logical argument is the eyeglass marks on the female witnesses’ nose. The female witness identifies the young man at night as the murderer; noise awoke her and she saw the young man from her window. The female witness had nose marks but no glasses during the trial.

Fond asks Juror #4, (Marshall), who wears eyeglasses if anything else besides glasses could make nose marks like found on the female witness. Marshall says no. As Fond gathers support, en moves Trot Inactive to actively reasoning Walt social arguments, presents more passion and his own thoughts causing reasonable doubt. An example of his passion is specific to El train argument. Fond goes to great lengths on asking if someone is able to hear other noises over the El Train, if there was enough time for the elderly male witness to make it from his bed to the door while the El Train passed.

Fond counts off the length the elderly male witness would have to walk from his bedroom to the apartment door, would the old man be able to make the distance in the time of the El train passing. This is an appeal to logic and contradicting to the witnesses’ statement. Fond exhibits contingency theory aspects, maneuvering through the discussions with the other Jurors, due to his position of power because of logical arguments. Fond rewards or punishes Jurors based on their level of support with his attention level.

Fond accepted a cough drop from Juror #2, (Fiddler), but refused gum from juror #7, (Warden); offered water to Sweeney but not to Juror #10, (Begley). 12 Angry Men is biased in presentation, (I. E. All white male Jury, Puerco Rican/ minority accused, effectiveness of America’s Judicial system, Juror personal biases), and within some of Fond’s arguments, (I. . Ignoring some aspects of discussions). Each Juror also brought some personal bias to the story: Juror #g’s (Cob) intolerance of most anything or Juror #ass’s, (Begley), racists aspect of us/them mentality.

Fond’s character bias appears through ignoring of topics he did not agree with or did not help his reasonable doubt argument, (ignoring the thought of sunglasses also causing nose marks the same as eyeglasses). With Dead Poets Society John Keating was a leader due to his situation of being a Walton Academy professor. At the same time, his leadership is contingent upon the needs of his ‘key students. Todd is new to Walton but is following in his older brother’s valedictorian status, which causes self-doubt. Neil desires control over his own life but his father is dismissive and overbearing.

Charlie is the most outspoken of the group but desires more freedom. Knox is painfully shy. Keating starts his first class off extraordinary; challenging students to think for themselves, be daring, communicating they are powerful men who have a wonderful life to live. Settings first class is interactive and passionate; he is interested in the boys and their thoughts. Keating presents poetry in a different light; it is what ascribes humans. Keating challenges the boys to live life to the fullest by showing them past alumnae pictures and stating, “They’re not that different from you, are they?

Same haircuts. Full of hormones, Just like you. Invincible, Just like you feel. The world is their oyster. They believe they’re destined for great things, Just like many of you; their eyes are full of hope, Just like you. Did they wait until it was too late to make from their lives even one iota of what they were capable? ” (Hokiest Dead Poets Society, 2011). This question alone invokes emotion and logic, which are woo of Aristotle internal arguments, (pathos, and logos). He is appealing to their youth to KICK toward transformation of all. ten Torture.

I Nils Deigns ten teacher-student connection Ana Keating is interesting to the boys. The boys find Seating’s old yearbook where he has Dead Poets Society, (DIPS), as an activity, which prompts them to ask about it. Keating tells the boys is it a secret club where boys meet in a nearby cave to read poetry, discover life and become true to themselves. Neil decides that the group should start DIPS up again, find their own place in the world, allowing poetry to inspire. The boys initiate a new DIPS, with Todd Joining as long as he does not have to read poetry aloud.

Keating is using inspired motivation to enable his students to grow and expand their minds beyond the rigid Walton walls. DIPS is a method allowing the boys to challenge their own beliefs and be creative, which is intellectual stimulation. DIPS meetings ensue in a nearby cave at night where the groups of boys begin to read poetry, share their thoughts and dreams, discuss subjects, allow rebellious behavior, and bond. This is a step in team building, support, and starting to lead heir own lives. The boys are building trust, collaboration, and are transforming into leaders of themselves.

As the movie progresses, Keating gains more stamina and enthusiasm because of the boys’ responses. Keating uses unorthodox yet inspiring ways of pushing the boys to self-awareness and thinking for themselves. Keating presents how individuals in a group conform without awareness by having the boys march as a group, at first discordant, but soon in unison. Keating berates Todd to create a poem off the cuff in front of the class and Todd succeeds. Keating expresses his pride with Toddy’s success: “Don’t you forget this”, (Quotes from the movie Dead Poets Society, 2011).

Keating has each student stand on his desks to see the room from a different perspective. All these acts touch on transformational leadership points: idealized influence, motivation, or intellectual stimulation. The students themselves continue to transform, becoming more like independent and freethinking. Neil auditions for a play and secures a part knowing it will displease his father. Knox is interested in a girl named Chris, who has a popular football player boyfriend. Nook’s vision of dating Chris is clear and as he finds self- inference secures a date with Chris.

The group is supportive of each other via various examples: Neil tossing Toddy’s duplicate from his parents into the wind, the boys attending Nil’s play, and the boys supporting Knox in his quest for Chris. The boys are cohesive. Seating’s inspiring direction in the hands of young men is unregulated and without the tempering of experience. The boys do not understand where to draw the line in the quest for becoming individuals. Charlie sends a letter from “DIPS” to Welter’s administration requesting acceptance of women. Welter’s administration is splashed and demands the culprit for punishment.

Charlie admits guilt, does not supply DIPS memoir names, Ana receives punishment. Keating attempts to point out expression must be tempered with logic with “There is a time for daring and a time for caution, and a wise man knows which is called for’, (Quotes from the movie Dead Poets Society, 2011). Keating suggest Neil tell his father, (Mr.. Perry), how he feels about acting and that he wants to take part in the play. Mr.. Perry disapproves of Neil participating in the play, however, Neil does not tell Keating this. Neil participates in the play. Mr..

Perry removes Neil from Walton and tells him he will attend military school and become a doctor. Neil is not self-assured enough or experienced enough to withstand his father’s rule and commits suicide. Mr.. Perry blames Keating for his son’s death and request a school inquiry. The school headmaster, and to a degree the parents, coarse the boys to sign documents stating Keating is the cause of Nil’s suicide. Walton Academy dismisses Kitten. The next day the headmaster takes over Settings somber poetry class during which Keating enters to secure his belongings.

As Keating is leaving, Todd stands upon his ask exclaiming “”Oh captain, my captain”, (Weir, 1997). Todd finds his voice, his inner leader and expresses his support and appreciation to Keating with this one act of defiance. In conjunction, Toddy’s statement is an emotional and character appeal to the boys to do the same. One by one the boys forever changed by Keating stood on their desks. Dead Poets Society biases appear in presentation and in characters. Walton Academy is a learning institution that is not open to other methods of teaching.

It appears the means is more important than the end, which is not true for all educational institutions. The movie does not explore fully the impact Keating had on other professors. In a short snip toward the end, Keating sees another professor taking his class outside which alludes to his impact but no farther. Keating bias is realism and idealism, shown by his action of ripping out the first chapter of the poetry class book, which is the realistic method of poetry. Keating is not open to teaching poetry methods. 12 Angry Men and Dead Poets Society are not only entertainment movies but also lessons in leadership and rhetoric.

World War One, or as most historians refer to it “The Great War,” was supposed to be the war to end all wars. From 1914 to 1918, young men were encouraged to sign up to fight for the British army against the might of the Germans. Because conscription wasn’t introduced until 1916, recruitment songs, posters and poetry were needed to encourage men to sign up. These songs and poems were specially written using a wide variety of rhetorical devices so as to display the potential advantages that joining the army could bring.

Most recruitment poems have subtle similarities as they are all written for the same purpose: to persuade. The main way they do this is through the use of rhetorical devices. In the poem ‘Who’s for the game? ‘ the first three verses have rhetorical questions featuring heavily. For example, “Who’ll grip and tackle the job unafraid” and “Who’ll give his country a hand? ” This also occurs in “Fall In” with the line, “Will you send a strangled cheer to the sky / and grin till your cheeks are red? ” These words are examples of rhetorical devices.

They make you question yourself after you have read it about whether or not you enlist. The titles of the two poems also set the tone of the different poems and make the reader aware of what they are about to read. Making sure that the title displays this is important, because you then know what some of what is about to happen before you have even started the first word. “Who’s for the game” shows war as a fun, exciting prospect that men, if they signed up, would enjoy. Whereas “Fall In,” the other recruitment poem, has a military connotation.

Fall in” is a marching term that is used a lot in the army, so before you have read a word of the actual poem, you know that the rest of the poem is going to have a military background, perhaps talking about how war is like from the military’s point of view The structure of the poems are very similar, as they both have the same rhyming pattern with alternate lines rhyming – “played” and “unafraid” as well as “fright” and “tight” This makes the poems catchy and therefore easier to remember.

This will then cause the poem to stick in people’s heads, continuously persuading them to join the army. In the poem “Fall In,” the author relates personally to you with the lines “Is it football still and the picture show / the pub and the betting odds” These are all things that the people who the poems were read by would have done in their everyday life. This is mirrored in “Who’s for the game? ” where they mention “the red crashing game of a fight” this compares war to a game like football to make it more appealing to the readers of the poem.

This targets the audience through their word choice. “Crashing”, is a positive adjective which makes the reader more accepting of war. This also makes the poem sound more appealing and attractive to the reader. Also in “Who’s for the game? ” they relate to you by appealing to men’s sense of bravery and chivalry in the lines “Your country is up to her neck in a fight / and she’s looking and calling for you” There are a number of appealing factors about that line, the first being the pronoun – “Your”; this makes it sound as if you own the country and it would be a shame to let it go.

Then they refer to the country as a female in the words, “her neck” This makes them think that they are strong and brave and also personifies war as a beautiful woman that they need to go and rescue. This emphasises the point even further by saying that she’s “looking and calling for you. ” The writer has made it sound like they’re talking about every single male that hasn’t signed up yet. In the next section I will look at a different viewpoint of the same experience of war, from soldier poets.

These poets fought in the trenches and wrote poems about what their experiences were like. The author of “Peace,” Rupert Brooke, was a neo-classical poet whose poems glorified war and made it sound like a glorious adventure, however he never experienced combat at first hand. He became famous because of his good looks. An Irish poet was quoted to have described him as “the handsomest young man in England! ” Arthur Graeme West, however, isn’t as famous as him.

This is probably because he was known to write poems attacking young soldier-poets who were writing poems idealising war – like Rupert Brooke. His own personal gruesome experience was probably his motivation to write such a scathing poem about the young poets. In “Peace,” the main aim of the poem is to explain to people about how great the war is and how much of an adventure it would be when you sign up to join the army. Brooke has used the sonnet structure to his advantage.

In the first eight lines, the octave, he is explaining about how war could liven up their lives in the line, “… nd wakened us from sleeping,” and then in the last six lines, the sestet, he brings the poem to a close reassuring the reader about death, “Naught broken save this body, lost but breath;” This talks about how when you die your body is the only thing that is broken, and nothing is lost apart from breath, It hints at the fact that the soul of a person will live on after death. This makes the reader more accepting of death, because it says that after death you will live on. However, in “God!

How I hate you,” West has also used the end of the poem to hammer home his point. In the first five lines he talks about why he is writing the poem. The title itself is from when he is addressing the poets who are glorifying war. The title continues into “… you young cheerful men,” the men being the poets. In the last part he goes into a much more detailed version of war with strong adjectives like “warm grey brain,” and powerful similes like, “smashed like an eggshell” This is a good example as it likens a man’s head to an eggshell which is very easy to smash.

The choice of simile here suggests that human life is fragile Imagery plays a huge part in both poems. “Peace” is showing war in a positive way like in the line “… we have found release there,” this meaning that war has cleansed them from the boring Edwardian society that they lived in before the war. “God! How I Hate You,” in contrast shows war in the opposite way, with the gruesome wording in the latter section. “Spattered all bloody,” is one of the strongest phrases in the poem and it is made all the more poignant with the last two lines.

These lines are almost mocking the young-soldier poets, saying that even though that the war is so ghastly, “… still God’s in His Heaven” and all is right in the world. There are also hints at sarcasm, which is meant to make the soldier poets embarrassed about what they’ve written. The last poems I am going to look at are “Dulce et Decorum est” and “Anthem for Doomed Youth. ” “Dulce et Decorum est” is a war poem written by Wilfred Owen in collaboration with Siegfriend Sassoon. Wilfred Owen was seen as one of the most important war-poets in World War One.

He wrote poetry in the trenches and kept a diary. He experienced shell shock after a shell burst near him in 1917 and was sent to a military hospital in Scotland called Craiglockhart where he met Siegfried Sassoon. Whilst there, his poetry changed and became more explicit and more didactic in content. The poem is very negative about war. They mention a lot of the effects that war can bring on you like, “Drunk with fatigue,” which meant that the war was so tiring they were acting as if they were drunk from the effects.

Also, “Deaf even to the hoots,” means that they were concentrating so hard on the war that they couldn’t hear anything at all. The reason for all this negativity is that it was written in 1917, three years after war had broken out so they had had time to see how bad the war is and to construct a poem saying how startlingly horrific it is. Owen does very well at portraying a gas attack, the main event in the poem. The first of these very emotive stanzas is “vile, incurable sores. ” The first word, “vile” immediately makes your repulsed and moved about the use of this foul language.

Another one is “gargling from the froth-corrupted lungs. ” I think this is the worst and most dreadful of the three stanzas because corrupted makes you think of how ruined and destroyed this young soldiers lungs must be after inhaling the gas. The last one is “watch the white eyes writing in his face. ” The strongest word in this stanza is definitely writihing. These poetic techniques are really vivid because they make you really disgusted at what has happened to these poor soldiers during the war.

All these really horrible descriptions of war really hit home the ideas about the ‘bogus’ patriots, like Jessie Pope, whom the poem is addressed to. The reason for addressing the poem to her is that she stayed at home yet encouraged men to join the army and to go and fight in the war. As well as her it is also addressed to all the soldier poets like Rupert Brooke who glamorised war. This gave the poem more fame than others because most people saw the reception from the other well-known poets that it was aimed at. As well as using a lot of descriptions to describe war he uses continuous verbs like “… uttering, choking, drowning. ” This gives you the sense of the war never ending with no hope of going out as after you’ve read one word you’re immediately pounded on with another one. This gives the poem more depth than the actual words written on the page. Also a lot of similes in the first paragraph including, “Bent double, like old beggars under sacks,” as well as “coughing like hags. ” These also give you the idea that war is a really terrible place to be because things like hags and beggars aren’t very nice things to be likened to.

The soldiers have also not become human because of the war – they have aged and become dehumanised. I think that putting the title at the end of the poem rounds off the whole poem because you don’t really read those last lines but it gives you time to digest the poem and focus on what you have actually read. In this poem, there is also use of sarcasm and an accusatory tone because of the people that the poet was directing it to – Jessie Pope and other poets just like her. “Anthem for Doomed Youth,” was written by Wilfred Owen in collaboration with Siegfried Sassoon when they met in Craiglockhart, a military hospital in 1917.

They wrote it together relying on each other to adjust bits slightly using both poets’ skills. The war was reaching its conclusion and poems were becoming more detailed as four years of war had given them lots to write about. Gruesome injuries, horrific detail and the soldier’s own personal accounts affected how poets displayed their words to the reader. The grisly nature of the poem is displayed immediately in the first stanza with the description, “What passing-bells for these who die as cattle? ” This likens deaths of soldiers to that of cattle.

If someone dies like cattle it is not going to be a glorious death. The quote also states about how, after a soldier’s death, no one will sound church bells in memoriam of them in the line, “What passing-bells… ” This makes the deaths sound unimportant and that nobody cares if a soldier dies. Instead of bells, the only sounds they were likely to get were “the monstrous anger of the guns… ” and, “the stuttering rifles rapid rattle. ” This likens the typical funeral noises to that of war. There is also a use of alliteration with “rifles’ rapid rattle” It shows how brutal and quick the rifles could fire.

They use personification in the “choirs of wailing shells. ” Instead of a choir of church boys singing the soldiers had the “wail” of an exploding shell. This creates a shocked and surprised mood to the comparison of shells to choir boys. With the line, “What candles may be held to speed them all? ” It questions whether or not anyone cares about the amount of death that is happening. It says that boys won’t care because they are the ones that possibly could go to war in the future. Girls will be the only ones feeling sorry for them and “girl’s brows shall be their pall.

“Palls” are the cloth used to cover coffins so it means that the girls will be the most caring people. Also at the end of the poem, to round the end off, they use a metaphor about death. “And each slow dusk a drawing-down of blinds” This likens death to the drawing-down of blinds, or in the soldier’s context, their eyes closing. This makes the reader feel more accepting of death, it being likened to just drawing down of blinds – something that some people do every evening, and there is a sense of finality over this sombre and grave ending.

In conclusion, my favourite poem was “Anthem for Doomed Youth,” because it had a very musical background, “no prayers nor bells” and “… save the choirs. ” The poem is a great poem, I think because two poets wrote it together. With two poets working on one poem, they can annotate each other’s work and make additions to it and change some parts to suit both there own. With all the references to music there is a lot to focus on, however if you can get your head around the poem it is a very emotive and meaningful poem.

Aden was not only a great poet during his life but an author as well as a playwright. An Interesting fact about Aden was that he was most well-known for his Hamilton-like ability to write poems in almost every verse form. This talent was one of the many reasons that he will be remembered as one of the leading literary influences in the 20th century. Sense of Loss He has left behind a legacy of work that has the ability to touch on and give written account to thoughts and emotions that, at times seem too difficult to express in our own words.

One such time would be at a funeral, where one would be hard pressed to convey their emotions in a way that is clear but beautiful in the way that it is conveyed. I would believe it is only proper to quote a portion of Addend’s own poem hat deals directly with this subject; its title being Funeral Blues. “He was my North, my South, my East and West, My working week and my Sunday rest, My noon, my midnight, my talk, my song: I thought that love would last forever; I was wrong.

The starts are not wanted now; put out every one, Pack up the moon and dismantle the Sun, Pour away the ocean and sweep up the wood; For nothing now can ever come to any good. ” Humorous stories/ Recollections In High school, many of us were, to put it bluntly, forced to read poetry that all in all seemed boring, dealt with feelings and meanings we didn’t care to comprehend ND had a rather gloomy or outright obsessive focus on love and relationships.

I was one of those people who rather hated reading poetry and verse like Romeo and Juliet let alone spending an entire class trying to discuss the deep meanings pertaining to love and things of the like. Love Is great and all but does poetry about It need to be so Enter the poetry of W. H. Aden as a lovely shot of reality in the world of poetry on the subject of love. There is a quote from Aden that seems to summarize perfectly his approach to poetry, specifically poetry pertaining to love. “Thousands have lived thou love, not one without water. This quote not only summarizes his approach but his tone with his poetry about love as well as other topics. Addend’s ability to write about love without breaching the wall of dreamed fantasy or idealistic perfection is what truly set his apart. While love is important, as any emotion is, it is not a life sustaining forces as many Romantic poets’ writings would lead people to believe. It is in his poetry that Addend’s dry, blunt and sometimes sad sense of humor would shine though. Perhaps some found it a little strange and difficult to understand as humor, but it was uniquely him.

Encourage the Living W. H. Aden was an artist the likes of which only comes around once in a great while. Even though he is no longer with us we can still experience him through his words and ideas. Through the ages his poems will continue to inspire people through his unique approach on poetry topics and humor. His poems have helped many to see Romantic poetry in a different light and with a more realistic view point and a bit of humor. In closing I would like to leave you with one of his quotes, “We are all here on Earth to help others; what on Earth the others are here for, I don’t know. “

In the stories The Gilded Six-Bits by Zora Neale Hurtson and The Waltz, by Dorothy Parker, the main characters find themselves acting under the tight social constraints that society projects on them. Their gender, race and class all dictate how they see themselves and how others see them, and therefore how they must act. Missie May, Joe and the narrator of The Waltz are all puppets to convention, although not always conscious of it. Through this essay I will demonstrate the social restrictions and rules that existed for people of color and women in the early 1900s, with evidence from the text.

The Gilded Six-Bits is a moving story of frustration and greed. In the home of a poor young black couple in the southern states is where our scene takes place. As we find out, Missie May is an attractive black newly married homemaker who takes pride in her husband’s hard work and in her own work around the house. Her husband who works at a fertilizer company adores her, and puts her on a pedestal and yet expects her to stay in her role as a subservient homemaker.

As is demonstrated in the story, Missie May struggles with her social restrictions and expectations. Firstly, the color of her skin decrees of what class she is. She is of color, meaning she is lower than even the lowest white folk and also dictates what part of town she must live, at what level she must marry, and where she is to work, but most importantly, it defines how other (white) people treat her.

Not only is Missie May black, but also a woman. This puts her at a double disadvantage, since even white women were still struggling to be recognized as valued human beings at this time. White women were just achieving the vote and had just finished proving to the world that they were valuable commodities, during the First World War, when they were made to do men’s jobs to keep society going. Opinion of women at this time is very low. Women’s main role was still to marry and have children.

In The Gilded Six -Bits, the first example of role playing is during Missie and Joe’s little game. Every Saturday Joe throws silver dollars onto the floor where Missie stands, and then she must catch him and go through his pockets to find the coveted candy kisses. This is a fun routine they go through every week when Joe is paid, and both parties look forward to it. Missie May goes through the motions of the game: “Nobody ain’t gointer be chunkin’ money at me and Ah not do ’em nothin’,” she shouted in mock anger.” (p. 1439)

Hence, the first role Missie plays is as a predator in a friendly game with her husband. Although society doesn’t impose what she is supposed to do in that instance, it is her husband’s expectations that are imposed on her. Joe insists on playing this game every week, and therefore she must play her character with him every time. Although it is ‘just a game’, it is very representative of their relationship in that he requires her to take her role as he takes his.

Next, we see Missie in her predictable role, as a wife and as a woman. We hear from Joe that “Woman ain’t go no business in a man’s clothes nohow. Go away.” (p.1440) And later he puts her in her place by denouncing the fact that she is hungry: ” ‘You ain’t hongry, sugar,’ Joe contradicted her. Youse jes’ a little empty. Ah’m de one whut’s hongry.” Next, Joe gives Missie an order that insults her since she knows how to do her business:

“Have it on the table when Ah git out de tub.” She resentfully comes back with her declaration that she is indeed an excellent wife: “Ah’m a real wife, not no dress and breath.” As you can tell, Missie accepts her role as a woman and as a wife, and also accepts her subservient role with her husband. She follows the guide lines he sets for her. An interesting observation is that the rules differ as soon as they enter the home. During their little game, Missie and Joe are equals, but as soon as they set foot in the home setting, Missie becomes servile and Joe becomes demanding.

Joe is the hard working husband, who brings home the money and supports his wife. He treats his wife well, and ‘adores’ her and yet expects her to be obsequious. “Ah’m satisfied de way ah is so long as ah be yo husband, ah don’t keer bout nothing else.” (p.1442). He is proud that she is very attractive and treats her as an object and feels he owns her. “Ah ain’t never been noewhere and Ah ain’t got nothin but you.” (p.1441) Joe also feels the need to parade Missie around to show off what he’s got: “Go ‘head on now, honey and put on yo’ clothes. He talkin’ ’bout his pritty womens – Ah want ‘im to see mine.” (p.1442)

Another instance of keeping in the role of a lady is when Joe refuses to give Missie a second helping of the tater pone: “Nope, sweetenin’ is for us men-folks. Y’all pritty lil frail eels don’t need nothin’ lak dis. You too sweet already.” (p.1440) I interpret this to mean he doesn’t want her to take more because it isn’t lady-like to have seconds and he wants her to keep her nice figure so he can show her off.

His possessive attitude changes when he catches Missie May in bed with Otis D. Slemmons. His attitude towards her changes immensely. She no longer has ‘marital duties’, but still must maintain the cleaning and cooking. This makes her more of a slave than a wife, because she is supposed to do these things as a wife, but once the intimacy is gone, what is left is the bare bones of being a wife, which is to cook and to clean for the husband.

After she is caught in bed with Slemmons, Missie laments her loss of menial duties:

“It was day. Nothing more. Joe wouldn’t be coming home as usual. No need to fling open the front door and sweep off the porch, making it nice for Joe. Never no more breakfast to cook; no more washing and starching of Joe’s jumper-jackets and pants. No more nothing, So why get-up?” (p.1444)

I find it very interesting that as soon as her husband finds out about her affair, she mourns not the loss of trust, or ‘good times’, but she mourns the work that she did for him. She laments that she can no longer serve him the way she used to. Missie May took her role as being a wife very seriously and when she thought there was no need for her ‘services’ anymore, she decided there wasn’t much to live for, which is quite shocking. Missie May was so involved in her role with her husband, that she had no other identity.

“He had both chance and time to kill the intruder in his helpless condition – half in and half out of his pants – but he was too weak to take action. The shapeless enemies of humanity that live in the hours of Time had waylaid Joe. He was assaulted in his weakness. Like Sampson awakening after his haircut. So he just opened his mouth and laughed.” (p.1143)

This last scene describes a time when Joe does not know how to act or what to do. There is not a specific protocol for poor blacks or rich whites of what to do when one catches one’s wife cheating. He is not sure what he feels or whether to laugh or cry. He is not clear as to what his role in this situation is. Does he kill the intruder? Does he beat his wife? Joe is caught in a brutally complicated situation, where society has no specific guidelines to follow. Fortunately, Joe, being the good soul he is, hits Slemmons, and comforts his wife, not following convention in the least with those actions.

The narrator in The Waltz by Dorothy Parker takes a humorous look at women’s etiquette in society. The Waltz is about a woman who is trapped in the conventions of her high class society. She must conform to the ‘rules’ of her status. In this case, she is asked to dance by a man whom she detests and does not want to waltz with. For pages, she condemns the man with whom she dances while outwardly ‘enjoying’ herself. The narrator (whom we shall refer to as Mary) ironically points out how women are supposed to be passive and receptive to men. The rules of convention dictate that she must not only dance with him, but forgive his clumsiness and invite him to continue dancing with her, all the while, inside damning his every word and motion. “There was I, trapped. Trapped like a trap in a trap.” (p.1463)

Although Missie May and ‘Mary’ differ greatly in their social class and their race, they share a common bond of both being women in the early 1900s. Here we have Missie May, at the very bottom of the social totem pole, being a black woman, and then we have Mary, who is of the highest social ranking, and incredibly, both suffer from the constraints of society. In the next quotation, we see the two facedness of Mary; the contradiction between her thoughts and her actual speech:

“Ow! For God’s sake, don’t kick, you idiot; this is only second down.

Oh, my shin. My poor, poor shin, that I’ve had ever since I was a little girl!

‘Oh, no, no, no. Goodness, no. It didn’t hurt the least little bit. And anyway it was my fault. Really it was. Truly. Well, you’re just being sweet, to say that. It really was all my fault.’

Die he must and die he shall, for what he did to me. I don’t want to be the over-sensitive type, but you can’t tell me that kick was unpremeditated…but when it comes to kicking, I am Outraged Womanhood. When you kick me in the shin, smile.” (p.1463)

Mary apologizes profusely, and is always saving the man’s embarrassment, always cradling the man’s ego. This high-class woman is expected to stay mute about her opinions and stoop to pleasing the man. Even though she is not serving a man directly as Missie May serves Joe, Mary is in a sense serving under male society’s laws. She serves men by not outwitting them, by not broadcasting her opinions and by ‘smiling’. Mary is just as servile as Missie May in that she obeys a man based society.

The three characters discussed in this essay, from The Gilded Six-Bits and The Waltz, all deal with the challenges of their roles in society differently. Missie May accepts her role graciously, until she lashes out and has an affair, Joe gets caught in a moment when he does not know what to do, and therefore laughs, and ‘Mary’ talks to herself, but never exposes her inner thoughts. No matter the class, race or gender they all found ways to cope with the roles society had imposed on them.