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

"Snake" By D. H. Lawrence - review

Extracts from this document...


"Snake" By D. H. Lawrence Vocabualry: *Carob-tree: a red flowered tree originally in the Mediterranean area. * pitcher : tall, round container with an open top and large handle. * flickered: moved * mused : think about * bowel: bottom of earth * perversity: offensive * log: tree trunk * clatter: v. loud sound of hard things hitting * convulsed : violent movement * writhed: to twist and turn in great pain * paltry: worthless Background : D.H. Lawrence belongs to the 20th Century. He was interested in the idea of contrasts. Most of his writings deal with the conflict between opposities such as instinct and artificiality apects of modern life, good and evil, light and darkness, man and animal. He believed that human nature in general is made of opposities. "Snake" is a 74 line free verse poem. It incorporates a narrative element recording the poet's encounter with a snake at his water-trough .This poem was written when D. H. Lawrence and his wife were living in Taormina ,Sicily in 1920. This poem is derived from Lawrence's actual experience there. Theme: The setting is a hot July day upon which the poet takes his pitcher to the water-trough , where a snake is drinking The poet here recreates the image of the traditional snake which is usually associated with evil. He introduces two types of snakes ; the literary snake and the allegorical one. He suggests an allegorical(metaphorical) meaning to the idea of the snake. ...read more.


The colour of the snake "earth -brown, earth golden" makes it charming and bright as well as confirms that it is coming from earth's "burning bowels". The words "burning" and "smoking" create an atmosphere of heat. The 6th stanza breaks the silence and tranquility of the previous stanzas as it introduces us to another sound, which is the voice of the poet's reason and education that urges him to kill the snake because it is "venemous".The use of colour here again appeals to the sense of seeing and serves to show the reader how this snake looks attractive. However, the poet admires him and was glad that this snake sought his hospitality and came as a " guest in quiet "to drink and leave peacefully. The simile here: How glad I was he had come like a guest in quiet, to drink at my water-trough" again conforms with the overall idea of the poem which depicts the snake as a tamed ,harmless creature. The 7th and 8th and 9th stanza further enhances human cruelty against nature. The voice of the poet's education or in other words his civilization is inherent in him, he can't get rid of it. He keeps hearing voices and comments which urdge him to "take a stick and break him off". In other word ,to destroy nature and the beauty that he sees and appreciates. The poet starts asking direct questions to himself ,however it shows how confused and preplexed he is between this voice of reason and his instinctive feeling towards this snake which resembles nature and he sees that it didn't harm him, therefore why should he kill this creature. ...read more.


16th stanza ,"Pettiness" the narrator expiates, for his prejudices, his psychological limitations, and then ends up in a tone of repentance and guilt . The poet feels guilty and is left with something to "expiate". Form and Langauge: The poem is written in free -verse with no rhyme scheme and no regular stanzas. This could reflect the irregular movement of the snake as well as the lack of harmony between man and nature in modern time and the sense of confusion the writer feels. The poet uses very simple modern everyday language . He also tends to use narration where you get the feeling that he is narrating a story which is one of the important technique of modern poetry. Moreover, he used this technique to make the reader share with him his feelings and draw a realistic picture of his experience. However, at some points, the writer uses different vocabulary to atrract the attention to turning points in the poem , for example words like "mused", "dignified" , "humility" , " proceed" to refer to the majesty of the snake. To sum up, it is clear that D. H. Lawrence is interested in the idea of contradictions in life. He believes that life is bounded with oppositions. However, in this poem he shows how he appreciates nature and rejects all man's reason and teachings which is based on the stereotype image of the snake. This confusion in the poet's mind is illustrated successfully and effectively in a way that made us identify and sympathize with this snake . ****************** Mrs. Rasha Sakr ...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 DH Lawrence 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 DH Lawrence essays

  1. Sons and Lovers Critical Review.

    Although a significant determination, he fails again to resolve the question of the meaning of life. His real success lies in the fact that he will continue to pursue life's challenges and arrive at eventual conclusions to all questions. 3.)

  2. "Examine DH Lawrence's 'Mountain Lion' and 'Snake', showing how the poet a) uses language ...

    The only true information given is that they are Mexicans, adding to the whole foreign feeling. Descriptive words such as "emerge" are used to make their approach out of the "dark" signify a sense of evil and wrong. There is then repeated questioning of why they are there, what they are doing and what they have.

  1. Consider the different ways, including use of language, that each writer uses to get ...

    He describes Annie's feelings in direct plain language, "she wept with fury, indignation, desolation, and misery." This shows her vulnerability and takes the reader inside her character. In this story the reader can relate to Annie's feelings, we can sympathize with her anger and pain at being rejected, whereas the

  2. D.H. Lawrence's "The Odour of Chrysanthemums" - review

    Wondering why he should have turned out to be the "trouble" he has - she seems to be shifting some of the blame onto the wife with the words, "You've had a sight of trouble with him Elizabeth, you have indeed.

  1. Discuss the part played by the narrator in two, or more texts. The two ...

    Both stories are written in the first narative, even though Lawrence manganges to change the narrator of his story half way through. Both stories are very descriptive as to what our narrators are feeling and thinking. In The Remains of the Day Stevens is always analysing his thoughts and questioning his own motives and actions.

  2. Compare how nature is used/conveyed in 'A Snowy Day in School' and 'Schoolroom on ...

    The last line of the poem is vicious through violent images and can almost be seen as a threat. This line in particular stands apart from any other in the poem, as there is no other mention of such an idea until the very last line, it is a shock to the reader.

  1. David Herbert Lawrence - review of The Rainbow

    Outside, was all vastness, and a throng of real, proud people whom she would love"2 Ursula, similar to Tom, imagines majestic scenes of urbanization and culture, which act as a stimulus for future exploration. In addition, Ursula, similar to Anna, has impractical expectations of how she should be received in the world.

  2. Consider how effectively Elaine Gaston and Medbh McGuckian portray relationships in the poem "Seasoned" ...

    "His back a solid Irish oak, bent, moved, straightened to each particular need" this is a metaphor and again refers to the father's strength and ability to do what is required in his job-" all in a days work" "At home he bathed us on a Saturday night bent over

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