• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Consider how the romantic poets have responded to the subject of nature with close references to at least three poems studied.

Extracts from this document...

Introduction

Consider how the romantic poets have responded to the subject of nature with close references to at least three poems studied, comment in detail on: 1. Imagery (e.g. simile, metaphor, personification.) 2. Subject matter/theme 3. Characteristics of the romantic movement Romanticism was a poetic movement of the 19th century, during The French Revolution. The poetry reflected on feelings of everyday events. It was written in a simplistic language so that everyone could understand and appreciate poetry because earlier poetry was written formally with a complex language, which only the well educated could understand fully. Romantic poems had strong characteristics, which stand out, these are: pantheism, the importance of childhood and memories, a simplistic style, an informal and everyday language, emotional and political. From studying Keats, Coleridge and Wordsworth Nature has been the most influential characteristic, and has inspired them to write personal poems reflecting on God, permanence, education, childhood and memory. The poem 'To Autumn' written by Keats (1795-1821) is a typical romantic poem and in the first sentence 'Season of mist and mellow fruitfulness,' we already have a sense of calmness because the words 'mist' and 'mellow' are very soft and gentle sounding words. Keats has used 'm' and 's' words like these because he wants to get across the calmness of autumn and how relaxed it is, he does this by using words which are almost impossible to be said in a harsh and vicious way. ...read more.

Middle

In the first stanza Coleridge is looking into his fireplace and notices something blows out of the fireplace and 'which fluttered on the grate.' This senses an unhappy memory for him, it is a childhood memory because it is at school and this is a characteristic of romanticism. In school the 'fluttering stranger' from the fire would fascinate him because it is a piece of nature, which he finds beautiful and thrilling. The second stanza is typical of romanticism because of the images described in the poem. 'With unclosed lids, already had I dreamt of my sweet birth-place, and the old church tower.' 'On the hot Fair-day.' This line builds an image of his christening at a large church on a light day in summer. This would be when the church is surrounded by nature and he is dreaming about how perfect his birth was. Because he was christened in the summer when the earth is very green this has given a link between nature and God because in an idyllic image there would be nature. Seeing a fluttering piece of soot in your fire meant that a stranger or visitor was approaching and Coleridge believed that when he saw a fluttering piece of soot at school then someone would visit him to relieve his boredom at school. ...read more.

Conclusion

Wordsworth has referred to a person as being dull for not acknowledging and appreciating the city in the morning, this makes the reader feel like an interesting person because they would be able to appreciate the 'ships, towers, domes, theatres and temples.' This is quite a harsh and strong comment to make and this just shows how much Wordsworth thinks of nature. By appealing to the reader's senses of touch, taste, smell, hearing and sight he allows you to visualise a supreme, perfect scene of exactly what Westminster looks like in the morning. 'All bright and glittering in the smokeless air. Never did sun more beautiful steep In his first splendor,' is building up a feeling of warmth because it is a very colourful passage. The word 'steep' increases the reader's sense of touch. To add nature into the poem Wordsworth has commented on 'open unto the fields, and the sky,' this has set a very peaceful tone to the poem and has demonstrated that nature can live together in harmony with man. This image really takes hold of Wordsworth and in a state of passion because of the perfection he cries out to God 'Dear God.' This has added vigour to the poem and to get back to the peacefulness and silent perfection he has added about how still London is in the morning, which means his 'almighty heart is lying still. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE John Keats section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE John Keats essays

  1. Compare and contrast Keats 'Ode of Autumn' with Heaney's 'Death of a Naturalist' bringing ...

    Keats language accompanies his classic English style of poem, uses the traditional metre in conjunction with that customary style of English poem. Heaney's poem uses the metre along with alliteration, assonance, onomatopoeia, punctuation and scatological words to get his message across; Heaney's often strong words mean that your throat even moves like a frog.

  2. Comparing Wordsworth and Keats' Romantic Poetry.

    Keats instead personifies many more diparate things about autumn, like the sun, "friend of the maturing sun". Autumn bears fruits because of the maturing sun, so he personificates them toghether in the first two lines of the poem. Wordsworth uses allitenation at the end of his poem "Daffodils" to empasise

  1. Compare how nature is presented in two Romantic Poems

    In verse fifteen, Shelley is expanding his horizons, "What fields, or waves, or mountains?" Just to find something that can compare with the skylarks wondrous melody, he goes on to compare it to be better even than the poet's art "Thy skill to poet wer, thou scorner on the ground".

  2. Compare and analyse the poems of Keats (“Ode to Autumn”, “Ode to a Nightingale”) ...

    In Ode to a Nightingale Keats also sees the nightingale as a thing of immense spiritual power, something so powerful that it can trigger his imagination and send him into a fantasy world of "verdurous glooms and winding mossy ways" where he can forget his pain for a short while,

  1. Write an appreciation of "The Eve of St Agnes" as a narrative Romantic poem.

    When Porphyro finally gets to Madeline's room, avoiding all danger the romance begins. Porphyro's intention at the start was just to see young Madeline, however his intentions increase. He is so serious about seeing Madeline he swears that he would never hurt her.

  2. In this study I will be comparing the 2 poems, To Autumn and Ozymandias. ...

    The imagery in Ozymandias is rather different, less changing. It seems that the author knows everything, can predict the future even. I think this comes from the many references to time; "vast", "antique", "boundless". These references also seem to produce an image of a "vast" area, which is empty.

  1. “To Autumn” by John Keats and “The Prelude” by Wordsworth

    The poem is used to symbolize the stages in ones life and would suggest that this stage of the poem represents the prime of someone's life as ''they think warm days will never cease''. Keats uses a more positive side of nature in the first stanza, the words ''fruitfulness, ripeness, swell and plump'' helps to build a calm sunny atmosphere.

  2. Rich Sensuousness, well-wrought form and depth of thought are characteristics of Keats poetry. By ...

    '...nor ever can those tress be bare; Bold lover,............For ever wilt thou love and she be fair.' The unchanging happiness of the figures is emphasized in stanza three by the repetition of words and phrases: 'happy', 'for ever', 'move', even though their passion is unsatisfied their state far transcends that of mortals for whom satisfaction turns pleasure into safety.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work