Animal Imagery in Ted Hughes Poetry - The Jaguar, The Thought-Fox and Ghost Crabs.
Animal Imagery in Ted Hughes' Poetry Ted Hughes was born in West Yorkshire in 1930 and studied at Mexborough Grammar School, Pempbroke College, Cambridge. He shifted his studies from English to Archeology and Anthropology and became very much interested in mythology. Being considered as a poet of the Romantic period, Hughes widely uses pathetic fallacy in his poems. Inspired and influenced by D.H. Lawrence and Shamanism, Hughes makes animal imagery become his trademark in most of his poems such as The Jaguar, The Thought-Fox and Ghost Crabs. He believes in the purity of animals, which also functions as their strength and also as their superiority to man. Hughes' animal imagery is mostly used as a symbolic comparison to human beings and it puts forth how animals are in fact closer to the natural source of the universe. Portraying animals as ultimately strong creatures, Hughes draws the picture of man as limited and distant from natural instincts. To understand the usage of Hughes' animal imagery it would be better to first take a closer look at The Jaguar. In the poem it becomes plain to see that Hughes uses animal imagery very strongly to put forth the conformist society in which human beings live in. The poem describes animals in a zoo and their psychological states. Hughes begins to his poem by describing various animals such as monkeys and parrots and finally mentions
An examination of the sonnet from Petrarch to Browning.
Kunal Shrivastava 20/05/2003 An examination of the sonnet from Petrarch to Browning. A sonnet is a poem, which traditionally contains the subject of love. The creator of the sonnet was a man named Francesco Petrarca who was usually referred to as Petrarch. Petrarch wrote many of his sonnets based upon himself, and his lover, Laura. The conventional format of a sonnet contains fourteen lines, and is segregated to illustrate two arguments. Every sonnet takes the conventional format of fourteen lines, although the way the arguments are split up, may be different. For example, Petrarch and Elizabeth Barrett Browning's sonnet both take the format of an octave and a sestet, whereas Shakespeare's sonnet takes the format of three quatrains and a rhyming couplet. The arguments usually comprise of love juxtaposed against its opposite. For example, love versus hate, and love versus death. I have chosen to compare three sonnets. I will compare the subject of their sonnet, the form of the sonnet, and the way that they depict their argument in their sonnet. For example, how they have set out the sonnet, and their use of language. I have chosen to compare, Petrarch's, "XLL," and Shakespeare's, "Sonnet 138," and Barrett Browning's, "XLIII." The three sonnets that I have selected all contain the subject of love, but do
Personal response to "Dolce et Decorum Est", "Disabled" and "The Charge of the Light Brigade", comparing and contrasting the three poems
A personal response to "Dolce et Decorum Est", "Disabled" and "The Charge of the Light Brigade", comparing and contrasting the three poems War poems mainly tend to reflect on the futility of war, the pointlessness of it. They tend to be written about the poor men having to endure these battles, mainly in the two world wars during the twentieth century. Two war poets are Wilfred Owen (1893 - 1918) and Alfred Tennyson (1809 - 1892). I have chosen to compare and contrast three poems which these two poets have written between them. "Dulce et Decorum Est" - Wilfred Owen This poem was written by Wilfred Owen, who was a soldier in the First World War. He therefore gives a very vivid account of what it was like to be there, as he has had first- hand experience. The title of the poem means "it is sweet and honourable" and the phrase is continued at the end of the poem..."to die for your country". Just before this is stated at the end of the poem, Wilfred Owen chooses to write "The Old Lie". This tells us he does not believe this statement to be true. Calling the poem by this name is very ironic, as the poem is filled with horrible stories about what really happened, and so Wilfred Owen is saying how can all of this suffering be sweet and proper? The irony begins in the first line, where the soldiers are compared in a simile to old beggars. This implies that they look shabby,
Stimulus and Response analysis: Dramatic and Literary depictions of war
Response phase ''War'' Stimulus text one: part A - poem 'Dulce et Decorum Est' by Wilfred Owen Mr. Devine opened up our exam to revel that the theme would be war. The class was split into three groups and each group was given the poem 'Dulce et Decorum Est' as the first stimulus. We were asked to read it and discuss in our groups what we thought of the poem and how it portrayed war. At first we thought that the poem would have a positive opinion because of the title, 'Dulce et Decorum Est'. Dulce et decorum est Pro patria mori is a Latin translation for 'it is a beautiful and wonderful thing to die for your country'. However as we read the poem we found the words to be contradictory to the title. We found the poem to be very patriotic. Even from the first line the poet gave a sense of an uncomfortable and dreary atmosphere, 'Bent double, like old beggars under sacks'. The poem gave a descriptive picture of the negative and gruesome images behind war My group thought that the poet thought war to be based on lies and propaganda; it was portrayed as a wonderful and beautiful thing to die for your country yet truthfully war was horrifying and disturbing. Our group thought the poet believed people should know the truth about war before they sign up. We thought this because the poet images got more and more vile towards the end of the poem, which we thought was a symbol of the
"What effect did the 1914-18 War have upon the role and status of women?"
"What effect did the 1914-18 War have upon the role and status of women?" In the years before 1914 there were many problems for women with their oppression, lack of respect and general mis- treatment by males. There were three different classes, working, middle and upper classes. Working classes were the lowest and they would work in factories, mines and farms, the middle class were much richer, they would be the owners of the factories and the large farms out in the rural areas whereas the upper class were the gentry, often friends or even related to the royal family. Women had trouble getting recognition in all the three classes. The working class women were the most poorly treated. Often they would be made to go to work along with their husband to earn enough money for the large family to survive. They would have to be strong women so they could carry out the work in the factories and mines, the work at home and also to be able to give birth to many children as their survival rate was so appallingly low. At home their duties were to look after the many children and to clean the house. There were no labour saving devices or servants to help so the chores all had to be done by hand making them very tedious. They didn't have many prospects to look forward to either, they weren't educated as many were brought up in a large, poor family who could not afford to educate
Choose two of Owens poems and compare his attitudes towards war and his choice of poetic styles to present these views.
Choose two of Owens poems and compare his attitudes towards war and his choice of poetic styles to present these views. I will be comparing the two poems 'Anthem of doomed Youth' and 'Dulce Et Decorum Est.' Anthem of doomed Youth is one of Owen's most famous poems and one over, which he took great pains. The poem is written in sonnet form. The poem is a long comparison between the elaborate ceremonial of a Victorian-style funeral and the way in which men go to death in the Western Front. The poem was written while Owen was in Craiglockhart war Hospital. He was expressing his views and personal experiences from the front and back home. The poem compares home life to the front line; but it is shown in how the soldiers are treated after they fight and die for their country and that they have no meaning. 'Dulce Et Decorum Est' is poem that describes four corresponding sections. The first deals with the extreme condition of the exhausted soldiers. The second stanza deals with a gas attack and the cruel death of a soldier. This also happens in 'Exposure' where the soldiers are attacked by shells and are confused to whether they are dead or alive. The third stanza is the poet's reaction, and nightmare. The fourth stanza addresses the poetess. He expresses his views to the other poets who lie about the greatness of fighting. So we can see, already only in my introduction, that the
Why were the major cities of Britain bombed by the Germans in 1940-1941?
Abdullah Mamaniat 10Q Assignment Two: Objective 1 Britain in the Age of Total War, 1939-45 Question One Why were the major cities of Britain bombed by the Germans in 1940-1941? After Hitler failed to defeat the RAF in the Battle of Britain, he turned his attention to British towns and cities. The Blitz, the title given to the German bombing campaign on British cities during World War Two, was Hitler's attempt to destroy Britain's morale and 'soften up' Britain. The attacks started on September 7th 1940. British civilians had not experienced the horror of war until now, and these attacks continued until May 1941. The attacks were night time raids as opposed to daytime to enhance the fear factor and also because losses to the RAF fighters were too heavy during daytime. Another reason why the Germans attacked during the night was to make counter measures difficult. However, Britain did attempt to defend herself with anti-aircraft guns, searchlights, barrage balloons and fighter aircraft, but many of these measures simply relied on luck. The Germans' bomb aiming was inaccurate. They bombed from relatively high levels, perhaps as high as 12,000 to 15,000 feet. This was why the aiming was inaccurate and this led to high German losses. The targets the Germans were claiming to bomb were large cities. In these large cities the Germans claimed to be aiming for factories, railway
War Poetry Essay.
War Poetry Essay War was declared on Germany on the fourth of August, 1914. Britain had not fought a major war for over 100 years, and the general public attitude towards war was that Britain were indefatigable, and Germany would indisputably be subjugated before Christmas, 1914, and a glorious victory would be won over Germany. Very little thought was passed to the immense loss of British and civilian life that would be mourned by millions. This was mainly due to the moral produced by propaganda in the form of posters, poetry and film. The high-spirited propaganda lured many credulous young men into the glorious, valiant perception of war, which could be theirs, should they wish to participate. This poem, "Who's for the game?" by Jessie Pope was written at the beginning of the war and only echoes a pro-war attitude. It contains very little negativity about the war. This poem was written for "The Daily Mail" newspaper and encourages young men to take an active role in the war. The poem greatly exaggerates the glory and triumph of the war. The mood of the poem is evident from the light-hearted vocabulary used in the title and the stanzas. The title "Who's for the game?" proposes absolutely no peril, and suggests that the war is in some way reminiscent to a game of Cowboys and Indians, however on a much grander scale. "The biggest that's played." This is very
How do poets use ‘voice’ to instil their poems with personality? Consider with reference to three poets.
How do poets use 'voice' to instil their poems with personality? Consider with reference to three poets. For poetry to be truly personal, a voice is needed. It is through the voice of a poet that the reader can glean some sense of that poet's identity and nature. Who are they? What are they trying to say? Why? One could even go so far as to say that the voice of a poem or poet is fundamental to its aesthetic value and 'readability' - without a distinct and clear voice, how can we distinguish a poem from the surrounding, ambient babble? It is the voice which endears a poet to the reader - without a voice, how can we identify with a poet? All these questions must be considered carefully. The voice of a poet can be a vehicle for political, personal, and social expression, as well as instilling a poem with a sense of personality - one might say the function of a poet's 'voice' is to stamp their poem with their identity. It is the idea of an author's voice, rather than the voice itself which draws us towards the author as an entity - someone with whom we can identify, converse and understand. The actual process of reading may be, on one level, entirely one-sided, but in reading a poem (or any piece of literature for that matter) we bring as much to the work as we take from it. In this way, reading a poem is not one-sided at all, and is instead a rich progression towards a higher
The Historyof War Poetry and the works of Wilfred Owen
War Poetry Introduction A poet is generally a man who feels something and tries to express his ideas and emotions about this thing in a way far better than that of the ordinary man. And the more effect of the subject, the better the poem. So when t comes to war we find that the poets express themselves in the most eloquent way. War, just hearing this word makes one think of many calshing ideas about it. Every single person on this earth has a clear idea about war and some of us already have a personal experience with the tragedies and suffering of war In this simple thesis we will talk about war poetry and its major poet, Wilfred Owen. The first part of these papers is concerned with war poetry in genera, it begins with a historical background of war poetry traced back to the time of Homer. Followed by the major characteristics of this school of poetry which has no standard criteria. After that, we shed light on the major poets of this school: Siegfried Sassoon , Rupert Chawner Brooke, and Isaac Rosenberg. The Second part is concerned with the great war poet, Wilfred Owen. Talking about his importance as a poet and the disagreement of men of literature about him. Followed by a simple answer to the question: How does Owen represents his school. Finally, we will make a brief illustration of six of Owen's poems. Historical Background .... they are fortunate who fight
