Stanza

a man. For example, “He kindly stopped for me.” This scene shows death stopping for the author and taking her on his carriage. By using the word “kindly,” it suggests that the author and death are two lovers, or they are strangers. The first stanza also personifies immortality as he was with them on the carriage. Emily says “The carriage held but just ourselves- And immortality.”…

Written in ballad stanzas, the verse - read today as a poem – pieces together conventional ideas and images of love in a way that transcends the "low" or non-literary sources from which the poem is drawn. In it, the speaker compares his love first with a blooming rose in spring and then with a melody "sweetly played in tune." If these similes seem the typical fodder for love-song lyricists, the second and third stanzas introduce the subtler and more complex implications…

about how Dickinson is stuck, unable to keep going as she is now. Looking at how she repeats herself in a way by using “palsied” and then “paralysis” on the same line. It reinforces the theory that she is stuck as she is. By just focusing on the first stanza a great deal of information can be gathered about what Dickinson is saying about herself. When Dickinson says she has “dropped my Brain” it could be said that she has lost her sense of self. That she is not sure of who she is anymore.…

The concept of pre-existence is the idea that souls live before physical human bodies come to exist on this world. It explains how humans start in an ideal world that slowly becomes a shadowy life. In the fifth stanza, Wordsworth writes, “Our birth is but a sleep and a forgetting… No entire forgetfulness, And not in utter nakedness, But trailing clouds of glory do we come… From God, who is our home” (ln. 19-26). Wordsworth expresses his belief that all humans used…

shall focus on ‘those winter Sundays’ of Hayden’s childhood. The poem is fairly short with five lines in the first stanza, four in the second and five again in the last stanza. Since most of the action in any piece of writing takes place in the middle, a reader is given the impression that not much shall take place or change throughout the duration of the poem. However, the long last stanza emphasizes that the poet has a lot to reflect upon after the events in the poem have taken place. Through…

about being different and taking the road no one else has taken. Then again, I optically discern a man. Who is highly indecisive and discombobulated, and needs to make a decision in order to move forward. We descry his indecisiveness in each stanza. Each stanza has the same pattern. He tests out a solution and it fails. When he verbally expressed, “Then took the other, as just as fair” (Frost 6). That would implicatively insinuate that they are equipollently good. Then he verbally expresses,…

Throughout the poem Frost uses symbolism. A fork in the road that represents two choices, to describe a difficult life decision that the speaker is faced with and his thoughts as he makes the potential life changing choice. In the poem in the first stanza Frost mentions a situation where the speaker comes to a fork in the…

talks about how fast fame passes us by in the blink of an eye and that the athlete by passed this by dying young. The authors feelings that it is better to die a young successful athlete is better than to live a long life can be seen in the third stanza. Smart lad, to slip betimes away From fields where glory does not stay. And early though the laurel grows It withers quicker than the rose The author clearly feels that the athlete chose the smart way to…

The distinctive structure of Did I Miss Anything? and Ex-Basketball Player contributes to the development of their themes. In Did I Miss Anything?, the author uses each stanza as a response from different viewpoints, the teacher and the student. The stanzas are organized in a way that the different viewpoints are interchangeably respond to “Did I Miss Anything?” The sarcastic tone in the poem expresses how a teacher feels when students ask if they missed anything when they were absent in class.…

dominant technique of the work, appearing in every stanza of the poem. A sense of structure and openness is created through the teacher’s comparisons. In stanza three, the poem is shaped and constructed into something the students can go inside of, rather than a two-dimensional paper. Like a "mouse" in a maze "probes his way out", the teacher is suggesting the students do the same, to explore the text of the poem. Another metaphor is made in stanza four, as the teacher invites the students to…