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

The Tyger Commentary

Extracts from this document...


The Tyger Commentary The poem ?The Tyger?, written by William Blake, is a poem that centers on evil?s ability in hiding behind a beautiful mask. Not only does the poet describe its physical characteristics, but shows confusion that occurs with such fear. Blake uses a questioning tone throughout the poem to exemplify his ideas and beliefs in the tiger?s origin and the reasons behind the creature?s physical appearances. In the first stanza, Blake shows the secrecy of the tiger by linking nature with its origin and its physical appearances. Blake makes this evident so that it?ll highlight the tiger?s eerie aura. Blake starts off with comparing the tiger?s eyes to something that is: ?burning bright? to show the tiger?s fire in its eyes. Fire is the very substance that keeps us warm, but it?ll hurt if we choose to go too close; this shows the tiger?s ability to kill a person. ...read more.


Blake shows the tiger?s secrecy by illustrating its ability to give fear, and its birth in the forests of the night. In the next three stanzas, Blake uses a handful of questions to exemplify vivid images portrayed of the tiger?s physical appearances as its superiority over humans. As the poem progresses, Blake questions the tiger once again; ?In what distant deeps or skies / Burnt the fire of thine eyes?? This question in particular not only compares the tiger?s eyes to fire, but distant deeps or skies to forests. These ?distant deeps or skies? does not mean forests at all; this enhances the poet?s wonder, awe, and innocence in seeing the tiger. As Blake?s questions pile up, he describes the creator?s work, of the tiger, as ?art? and found it amazing how the creator could ?twist the sinews of (the tiger?s) heart?. Blake chooses extreme diction in creating his awe and wonder towards the tiger?s birth. ...read more.


This question may be the highlight question of this poem. As this question ponders within the minds of readers, the final line changes from ?could? (in the first stanza) to ?dare?. ?Could? means if someone has the capability to do so, but ?dare? means that someone would have the courage to do so. This particular word change shows that humans have the ability in creating something so corrupt, but would have the ability to find that its creation may be much powerful than they are. This exemplifies the fear in which the tiger brings out, and the tiger?s superiority over humans. Blake uses questions in order to keep the readers in confusion and in need to consult with a tiger?s creation. Throughout the poem, Blake highlights the evil behind the mask by portraying its fearful symmetric beauty. His tone is shows as she describes the fear to disastrous settings. Blake accentuates on the origin of the tiger to remind people that people may not be who they think they are. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our International Baccalaureate World Literature 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 International Baccalaureate World Literature essays

  1. How to write a commentary

    Some teachers begin their courses by giving students extensive lists of literary terms to learn. It is usually better to introduce two or three terms at a time with enough appropriate examples for the significance of the figures to sink in. Metaphor is a term that students cannot do without.

  2. In Time for a Tiger, Anthony Burgess impresses upon his readers that his heroes ...

    He loved another girl and was deceived by his family into thinking she had married another, heartbroken, he agreed to marry Fatimah. Upon learning the truth, divorce was not a question due to his cultural obligations. He was reduced to being the collateral damage of a tragic love story, his

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