Acceptance of death is one of the main themes of Emily Dickinsons poem, Because I could not stop for death Only published in 1886 after her death; it puts the reader in a first person perspective, following her funeral carriage as it is drawn by

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Acceptance of death is one of the main themes of Emily Dickinson’s poem, “Because I could not stop for death” Only published in 1886 after her death; it puts the reader in a first person perspective, following her funeral carriage as it is drawn by horses to her burial. Unlike conventional poems where death is a dark bad thing, in “could not stop”, Dickinson describes death warmly, personifying it as a civil gentleman; while also using many metaphors and imagery to explore the themes of the poem

The first two stanza’s of the poem set the slow, dark tone of the poem, which is started with an in media res, “because”, giving the reader the sense that they are joining the story part way through and signifying that most of the speakers life is already over. The carriage then makes its first appearance, being described as holding “Ourselves – And Immortality”, ourselves referring to her with death, and immortality referring to the religious afterlife where she expects to live forever. Throughout the poem Dickinson slows the pace down with constant uses of hyphens and in stanza two combines this with the adverb “slowly” to slow the pace down further. The frequent pauses give the sense that Dickinson is reflecting on what she is writing and gives a certain spontaneity to the piece. Dickinson concludes the stanza writing that she “put away [her] labour and leisure for his civility”, meaning that she was ready to put away work and play for the civility of death. The “put away” phrase almost makes it seems like the speaker is just giving in to death, and in combination with the adjective less and euphemistic diction, show the reader her acceptance of death.

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The mood of the opening two stanzas is rather neutral, only hinting at the underlying darkness, and it is in the third stanza in which it is revealed. Dickinson begins by describing the carriage passing a school, where children “strove At Recess – in the Ring” the verb “strove” is used instead of a more expected word such as “play”, making the children seem to struggle in their activities; and the noun “Ring” also makes the children seem confined and trapped, and in combination with “strove”, makes childhood innocence seem a difficult goal to achieve. The carriage then passes ...

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