Poetry pack analysis

the Right Word

by Imtiaz Dharker
 About Imtiaz Dharker

Imtiaz Dharker is a Pakistan born poet. She lived most of her early life in Glasgow but married a

Welshman, and (despite her husband losing his battle with cancer) she now divides her time between

London, Wales, and Mumbai/ Her poetry is varied but often concerns itself with themes such as feminism

home, freedom, journeys, geographical and cultural displacement, communal conflict and gender politics . as

is the case with this poem geographical and cultural displacement.

Imtiaz Dharker
“The Right Word” is a very aptly named poem as it is ostensibly about the poet trying to find the truest word
in order to describe the person who is at their door. Imtiaz Dharker describes this person and their action
from the perspectives of different people and this approach helps highlight how changing words slightly
can massively affect their context and points to the power that simply playing with phrase can have.

This poem was written in 2006, 5 years after the ‘9/11’ (11 September 2001) terrorist attack in the USA. for
some people the perpetrator of 9/11 were people fighting oppression while others saw them as murders.
the poem explores the power of words and their connotations. The poet tries different ways of describing
the person outside her door but eventually. in stanza 6 she abandons words and just uses her eyes. in this
way she moves from fearfully describing the person as a ‘terrorist’ to inviting a child into her home.

The poem is a conversation that the poet is having with herself about the perception and the connotations
of words. she states “I work with film and I know that I can take one image and edit it 10 different ways,
write ten different sets of words, and make it into ten different stories. That is one of the things that am
trying to do in the poem “The Right Word”.
https://youtu.be/GySgEL4NRFY?si=8ILd6gx3fkjFauYV
 stanza one

This first stanza of ‘The Right Word‘ is very impactful. It is sharp and to the point. Taken in isolation we could assume

from this opening line that the poem itself might just be about terrorism. What is also interesting is that Dharker uses

the word shadow in this stanza. The shadows comes into play often in the poem as you will see as the poem

progresses.
 stanza 2

Here we see the narrator question their first stanza, the effect of asking this question of themselves is to extend the

stanza to a further line. It’s as if just questioning what has been said can contort what was thought to be true. The

narrator then once again tries to describe the scene honestly. This time the character is taking shelter in the shadows

rather than lurking in them and they are not referred to as a terrorist, but a freedom fighter. This is an interesting

change in description, if you flip your perspective could a terrorist be classed as a freedom fighter if their cause was

one that you believed strongly in. the narrator is forcing the reader to look at things from more than one perspective.
 stanza three

Still, the narrator feels they haven’t got the description correct. This repetition gives the impression of a writer that is

really struggling to get the description that paints the most honest and legitimate picture. Although the description of

the person in this stanza seems far more harsh, more of a character assassination if you will, the description of their

actions seems less harsh, they are not considered to be lurking, as in the first stanza, but waiting, although this still

certainly has negative connotations it is not as sinister as the first description.

 stanza four

Still, the narrator struggles with finding the correct words to describe the situation. They postulate “are words no
more than waving, wavering flags” flags are often associated with nationalities and the idea of one wavering is a
play on words. A flag might physically waver, but I think the suggestion here is that different nations viewpoints
are quite often flawed and these lines suggest that is the case Once again the description of the character and
their actions are very different. This time they are watchful and are described as a guerrilla warrior. Is this
complimentary? It seems more positive than being a terrorist and a hostile militant, but not as kind as being a
freedom fighter. If you ever get the opportunity, you can play a game where you get a list of adjectives that all
mean the same thing and put them into order of which is the most powerful, for instance angry, upset, livid,
raging, and miffed. You could almost do that with the descriptions of the man in ‘The Right Word‘.
 stanza five

In this stanza, we see that the narrator has become so frustrated with their plight that they are literally
praying to god for help. This raises the importance once again, from being an issue relevant to nations
to one of being worthy of God's consideration. The man this time isn’t described as hiding in the
shadows, but defying them! This is an interesting concept. What does this mean? That the man is
clearly well defined and easy to see despite the shadow? Here the narrator actually sees their face.
The person is described as a martyr. Once again this is like a terrorist, just seen from an opposing point
of view. This subversion of meaning is present throughout ‘The Right Word‘.
 stanza six

In this stanza, it would appear the narrator has given up trying to find the words. The use of the word

“now” In the first line of this stanza brings a sense of immediacy to this part of ‘The Right Word‘. The

character is described as lost and a child who looks like the narrators. Describing the person as a

child instantly brings forward the idea of innocence, having been described as everything from a

martyr to a militant this description offers a nice contrast and highlights in some ways that every

terrorist, or indeed freedom fighter is somebody’s son or daughter.

 Stanza seven

This is the last stanza to have more than three lines, but the tone appears to suggest a revelation

for the narrator: like they have discovered something. They describe the character as looking like

your son, suggesting that despite this character, with eyes that are “too hard” being of

undetermined decency, it could easily be your son at the door.

 stanza eight

This stanza simply describes the narrator’s actions. They are indiscriminate as the person is invited in to eat.

Stanza nine

It would appear that this small act of kindness has reduced the freedom fighter/terrorist back to their innocent

child-like state. The wider picture here is that peaceful action beget peace. Just by showing kindness to this

man from the shadows he becomes like a boy again. Unspoiled and polite, with the suggestion being we

should all be less quick to judge, and then people won’t have to live up to the labels that we give them.
poetic devices
 subject:

The poem explores the doubt and uncertainty of the past 9/11 in terms of language and identity.

form

1. use of first and second person narration

2. direct address of the reader
3. varying stanza length( puts emphasis on the theme of uncertainty and doubt that is shown in the poem).
4. the lack of a formal structure and pattern shows the unpredictability of the post 9/11.
 Language

1. Simple direct language

2. Diction changes as the poem progresses (connotation of threat change to vulnerability).

3. focus is put on the power of words (how they affect our attitude)

4. forces the reader to explore the labels we apply through language.

Tone

Changes (from harsh to welcoming) and this is seen through the choice of words (diction).
 Rhythm/ Rhyme

1. The poem is written in free verse, there are no rhyming words and no regular rhythm. the lack of regular pattern emphasises on the theme of uncertainty, it shows how we live in

a divided global community that is unpredictable.

Imagery

1. “outside the door”: The figurative barrier that is represented by the image of the door suggest security and differences. “outside the door” offers no shelter or security.

2. “shadows”: Imply a sense of fear and we protect ourselves by remaining inside.

3. “Terrorist/child”: The central image of the terrorist initially suggest danger, fear, treat but these emotions are gradually broken down by the change of perspective ( from

terrorist to child).

4. the repetition of “outside the door” reinforces that the post 9/11 age is one of division and suspension.

5. Dharkers questions the labels we use but also challenges us to move our barriers in order to change our view of the world (words shape identity and perspective).
 activity

Page 210 to 213

 Stopping by the woods on a snowy evening by Robert frost

Whose woods these are I think I know. A

His house is in the village though; A
He will not see me stopping here B
To watch his woods, fill up with snow. A

My little horse must think it queer B 5

To stop without a farmhouse near B
Between the woods and frozen lake C
The darkest evening of the year B
He gives his harness bells a shake C
To ask if there is some mistake. C 10
The only other sound’s the sweep D
Of easy wind and downy flake. C

The woods are lovely, dark and deep, D

But I have promises to keep, D
And miles to go before I sleep, D 15
And miles to go before I sleep. D
 Analysis

Literary Devices
• Robert Frost captures the essence of peace during snowfall well. One can notice
how every rhyming word ends with the euphonic “oh” sound, how every word in the
stanza is either monosyllabic or disyllabic, making for a simple flow, an easy read,
and a simple sense of peace throughout. There is a noticeable consonance in the
third stanza with the “s” sound;

He gives his harness bells a shake

To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.
 THEME

• In the fourth verse, “sleep” is the metaphor used for true rest; the rest of a fulfilled
promise, of a fulfilled day, or even a fulfilled life. This is the only stanza of
‘Stopping by Woods on a Snowy Evening’ that consists of four rhyming lines, due
to the repetition of “and miles to go before I sleep,” likely because there is no
next verse to continue the verse-to-verse rhyming pattern.
• Additionally, the poet makes sure to remind the reader that life doesn’t stop no
matter how isolated from it a person is. This poem could be looked at as a simple
commentary on life — a statement suggesting that if one stands around and
watches his or her life for too long, one might lose it entirely. At the end of the
poem, the narrator returns to their journey, looking forward to the conclusion of
the darkest evening of the year, and the sleep, or perhaps death, they’ve earned.
CORRECTIONS, STOPPING BY THE WOODS ON A SNOWY EVENING
3.1 The regularity and predictability of the rhythm allows for a sense of security and
comfort in the face of the unknown and dark woods.
3.2 The horse seems more frustrated than confused as the horse shakes his head. The
repetition of the harsh “ss” sound echoes the clattering noise made by the bells on the
harness.
3.3The repetition emphasises the two possible meanings of the word “sleep”: literally it
denotes rest. Figuratively, the connotations relate to death. In this way, the dichotomy that
typifies the poem – that which is both lovely and awful – is emphasised at its close. The
poet feels he has so much to do before he rests/dies.
3.4 The woods represent that which is restful, seductive, “dark and lovely”. Their
unexplored depths represent the unknown and unchartered possibilities. The speaker
wants to stay and relish the atmosphere. On the other hand, the speaker is reminded that
he has “promises to keep” and even his little horse finds it strange to dawdle long on this
“darkest evening of the year”.
soccer karoo style
1. we had to shoo a fat sow, three piglets

2. and a family of chickens off the pitch,

3. then carry a somnambulant great dane

4. from the penalty spot before the game

5. could begin. Shortly after half-time

6. our goal keeper hoofed the ball skyward

7. and it burst into flower and wobbled

8. to earth.
9. both captain tried to shove the bulging

10. rubber back into its pod, but, with a sad

11. pssst, it died. I thought that was the end

12. of the game, but someone quickly collected

13. the old socks and underpants and stuffed them

14. inside the leather casing, and the game

15. went on, to end in a goalless draw

16. The teams trooped of the pitch

17. and the great dane, with a deep sigh,

18. slouched towards the penalty spot.

Introduction

Soccer Karoo style Clive Lawrance. Clive Lawrance was born in Pietermaritzburg
1935. He worked on the Kalahari gold fields and embarked on a career journey as
a journalist. He started dabbling in poetry later (1994) when he was 18. His love for
nature and simplicity of the karoo triggered the desire to put his feelings and
observation in words. He has written many literary pieces including a poem called
‘The of my Youth’
About the poem:
> This poem is written in a free verse - there is no definitive rhythm or rhyme scheme.

> It is conversational and narrative - it tells a story about a soccer match with a twist, as these players are
playing barefoot in the sand.

> it contains the use of popular South Africa slang. (‘shoo’)

> Clive’s conversational style conveys the message that little can disturb the slow pace of life in this rural
area - people and animals live together in a close proximity in the same community.
In the Karoo people are usually relaxed and peaceful/contentment:

◦Lazy type of mood

◦Dry and desolate(open, empty and isolated)

◦Sheep farming

◦No big city lights reflecting anything – no

buildings

◦Wonderful place to see stars/shooting stars

◦Very quiet place

◦Loose sense of structure

Sense of togetherness or family / The ground is shared with the animals

Analysis of the poem

> This poem tells the story of a game of soccer played in the karoo.

> The players have to chase animals off the field before they can commence their game. which
indicates the close community they share with the animals.

> When the soccer ball bursts, it is stuffed with socks and underwear so that play can continue.

> When the game ends, the animals return to the field. (as they were)
> Sow (female pig) and the piglets/Great Dane (big tall dogs)

> Somnambulant – sleepwalking state

> Psss (sound that the ball makes when it “dies”) - onomatopoeia

> Metaphor– ball burst like a flower (indicates that the ball has been used for a long time)

> The boys come up with a plan to ensure that the game continues -ingenuity (creativity)

> Troop – evokes the idea of belonging/togetherness/comradery (troop of animals)

Summary

> The poem is basically about a group of people who want to play a game of

soccer but have to chase away the animals off the field to do so. which sums up

how the community of the Karoo live with the animals as an amalgamated unit.

Everyone knows everyone and the practice of Ubuntu is clearly evident.

 Reapers in a mieliefield
Faces furrowed and wet with sweat,
Bags tied to their wasp waists,
women reapers bend mielie stalks,
break cobs in rustling sheaths,
toss them in the bags 5
and move through row upon row of maize.

Behind them, like a desert tanker,

a dust-raising tractor
pulls a trailer,
driven by a pipe-puffing man 10
flashing tobacco-stained teeth
as yellow as the harvested grain.
He stops to pick up bags loaded by thick-limbed labourers
In vests baked
brown with dust. 15

The sun lashes

the workers with a red-hot rod; they stop for a while
to wipe a brine-bathed
brow
and drink from battered cans 20
bubbling with malty “maheu”
Thirst is slaked in seconds,
Men jerk bags like feather cushions
And women become prancing wild mares;
soon the day’s work will be done 25
and the reapers will rest in their kraals
 ANALYSIS

• The poem is written in free verse – there is not set rhythm or rhyme.
•The enjambed lines allow for a free flow of ideas as the difficult working
conditions of the labourers are described.
•The five stanzas are rich with sound devices and many similes and
metaphors.
Theme
•In this poem the poet points out the harsh conditions under which many
labourers work. He faithfully records the suffering of the workers as he
evokes the tedium, the sweat and exhaustion of this kind of manual labour.
Analysis:
•Mtshali points out the harsh conditions under which many labourers work.

Other analysis in the other slides, uploaded

as pdf in the slides
CORRECTIONS, REAPERS IN THE MEALIEFIELD
4.1 It is extremely hot and dusty.
4.2 Personification – the sun is personified as a slave driver or prison warder
who carries a red-hot rod which he uses to lash the workers to force them to
keep working. This image evokes extreme pain and suffering. The conditions are
dreadful.
4.3 Line 25: simile – the heavy bags which contain mielies become as light as
bags containing feathers. There is a renewed energy as a result of the break.
Line 26: metaphor – the women are described as “prancing wild mares”. This
comparison demonstrates the renewed vigour with which the women return to
their task.
4.4 There is a definite sense of oppression. Although the poem is mostly
narrative, it portrays extreme labour in extreme circumstances with a
“pipe-puffing man” overseeing the labour done.
CAGED BIRD BY MAYA ANGELOU
A free bird leaps
on the back of the wind
and floats downstream
till the current ends
and dips his wing 5
in the orange sun rays
and dares to claim the sky.

But a bird that stalks

down his narrow cage
can seldom see through 10
his bars of rage
his wings are clipped and
his feet are tied
so, he opens his throat to sing.
The caged bird sings 15
with a fearful trill
of things unknown
but longed for still
and his tune is heard
on the distant hill 20
for the caged bird
sings of freedom.

The free bird thinks of another breeze

and the trade winds soft through the sighing trees
and the fat worms waiting on a dawn bright lawn 25
and he names the sky his own.
But a caged bird stands on the grave of dreams
his shadow shouts on a nightmare scream
his wings are clipped, and his feet are tied
so, he opens his throat to sing. 30

The caged bird sings

with a fearful trill
of things unknown
but longed for still
and his tune is heard 35
on the distant hill
for the caged bird
sings of freedom
 ANALYSIS

> The free bird can fly, walk, and see the outside world. The caged bird can't do all
these. He can only sing.
The free bird seems too busy to sing, as he has more pleasures to enjoy. He takes
his freedom for granted. He doesn’t know what being caged means. Yet, his
ignorance of oppression and slavery is his strength.
Perhaps, through the song of freedom, the person who caged the bird will tire of his
constant songs and set him free. Thus, his voice is his weapon.

Unlike the free bird who “leaps on the back of the wind,” “floats” and “dips” and
“claims the sky,” the cage restricts the abilities of the caged bird.
 > Nonetheless, he keeps his freedom of expression and uses it. The bird expresses himself
through singing. He is still alive and despite being a prisoner, he can still use his voice. His
throat is free. He sings so loudly that his voice reaches the "distant hill.“Even though he is in a
cage, there’s no lock or cage that can restrict his voice and freedom of mind.
The Structure
Stanzas and Lines
The poet positioned the stanzas based on emotions, themes, and mechanical patterns. The
poem has 6 stanzas and 38 lines. The first and fourth stanzas have a happy tone and the rest
are morose.
The poet grouped stanzas with similar patterns in the following pairs: Stanza 1 and 2 (7 lines),
Stanza 3 and 6(8 lines), Stanza 4 and 5(4 lines).

It's quite interesting how this adds musicality to the poem and creates a rhythm. The poem
reads like music. It's like a song with a chorus and a bridge.

Hence, "Caged Bird" can qualify as a lyrical poem.

 9 Literary Devices in the "Caged Bird" Poem
1. Metaphor
The hidden message in the poem is that it is not about a bird, but a person.
The title is a metaphor. Also, the line "the caged bird sings" is a metaphor.
It suggests more than what the meaning of the words first glances. There is a deeper
meaning to the poem. This poem is not about birds, but mankind.
The dreams of the caged bird represent the dreams of the slave. The bird sings of
“things unknown/ but longed for still.”
Things unknown to the caged bird are enjoyed by the free bird. Free people seem to
have everything and live life to the fullest.
The action of the caged bird to choose to sing is also a metaphor. Music is often
beautiful and enjoyable. But his state of being caged is despicable. However, when he
sings of freedom perhaps someone will hear his voice and open the cage.
2. Imagery
The speaker creates vivid imagery through descriptive words and phrases. Imagery
enhances the theme and tone of the poem.
The speaker sees the physical appearance of the caged bird. It is locked in a cage and
cannot fly because his "wings are clipped and his feet are tied." So, it stalks around, It
shows the lack of freedom of the bird.
Then, the imagery of the free bird that leaps and floats develops the theme of freedom
and a joyful tone.
The persona describes the surroundings and the actions of the birds: “Orange sun
rays,” "fat worms," "dips his wing," "opens his throat.“
These descriptions give the reader an image of the natural beauty and the actions of
the birds in the setting.
3. Juxtaposition
The poem compares two birds in different situations. Slavery is in contrast to freedom.
The caged bird and the free bird have different points of view.
Each bird expresses diametrically opposite emotions and actions. The free bird is
joyful and energetic, in contrast, the caged bird is sad and lethargic.
The free bird enjoys life, but in the poem, he does not sing although he is capable of
singing. The free bird does not sing of freedom because freedom is normal to him. The
free bird knows no fear. His body has not been clipped or tied.
However, the caged bird sings with fear and knows the value of freedom. His freedom
of movement has been taken away by whoever put him there.
4. Personification
Trees are given human qualities when the poet describes them as “the sighing trees.”
Another instance of personification is “on the back of the wind.” The wind doesn't
have a back. Humans usually carry their children on their backs. This metaphor
shows how the free bird is confident and feels secure in his freedom.
5. Repetition
Repetitive lines create rhythm, musicality, and emphasis. Stanza (3 and 6)
6. Symbolism
This poem uses symbolism by including various objects or characters that have a
meaning. symbolism strengthens the imagery.
The appearance of the caged bird is a symbol of captivity. The free bird is a symbol of
freedom.
The objects in the poem also have their own meanings. They include the sky, sun rays,
wind, wings, narrow cage, bars, throat, hill, and many more. You can group these
symbols into the theme they represent.
7. Assonance
Repetition of vowel sounds occurs several times:
A free bird leaps (line 1)
The free bird thinks of another breeze (line 23)
8. Alliteration
Repetition of consonant sounds at the beginning of sentences occurs several times:
But a bird that stalks (line 8)
can seldom see through (line 10)
9. Enjambment
This is the use of incomplete clauses or sentences in a line. This poem uses this technique a lot.
Stanza 1 is a good example. It's a complete sentence that ends with a period at the end of the
stanza. However, the poet has broken the sentence into a dependent clause that breaks at the end
of the line and continues the next line.

A free bird leaps

on the back of the wind...
Sometimes it takes hardship to find out your abilities and strengths.
Maya Angelou’s caged bird explores the themes of imprisonment, oppression
and freedom. It explores these themes by comparing the different experiences of
a free bird and a caged bird and the poet highlights why it is that the caged bird
sings. This essay will discuss how the poet uses imagery, structure and diction in
support of the main theme of the poem.
The speaker creates vivid imagery through descriptive words and phrases.
Imagery enhances the theme and tone of the poem. The speaker sees the
physical appearance of the caged bird. It is locked in a cage and cannot fly
because his "wings are clipped and his feet are tied." So, it stalks around, it
shows the lack of freedom of the bird. Then, the imagery of the free bird that
leaps and floats develops the theme of freedom and a joyful tone. The persona
describes the surroundings and the actions of the birds: “Orange sun rays,” "fat
worms," "dips his wing," "opens his throat”. These descriptions give the reader
an image of the natural beauty and the actions of the birds in the setting.
There is very little use of punctuation in this poem, most of the stanzas are comprised of a single sentence.
The extensive use of enjambment, repetition and the refrain all contribute to the musical quality. The
repetition shows the rigidness and emphasises on how the caged bird does not have a lot of things to do and
is forced to repeatedly do the same thing “but the bird that stalks down his narrow cage”.

The poet expresses human life through meaningful word choices that elicit different emotions and tones,
Angelou uses simple but powerful diction throughout. For instance: freedom, dawn, sings, wind, leaps, and
free bird depict happiness and enthusiasm. On the other hand, the words: caged bird, trill, grave shadow, and
rage imply sadness and powerlessness, which puts emphasis on the themes of imprisonment and
oppression.

The poet uses, imagery, diction, punctuation, repetition and enjambment to support the themes that are
explored by the poem.
 a young man’s thought before June the 16th
tomorrow I travel on a road
that winds to the top of the hill
I take with me only the sweet
memories of my youth
my heart aches for my mother 5
for Friday nights with friends
around a table with the broad belch of beer
i ask only for a sad song
sung by a woman with downturned eyes
and strummed by an old man with 10
a broken brow
o sing my sad song sing for me
for my sunset is drenched with red
A Young Man's Thoughts Before June 16 by Fhazel Johannesse is a poem written
from the point of view of a young boy on the day before his death. He knows what
will happen to him on June 16, and he writes a lament for himself and all the
others who will share the same fate as him.
 What is the poem about
What is the poem about?
What is the subject of the poem?
 The poem communicates the thoughts and feelings of one of the students in 1976
who would lose his life during the protests of June 16.
Who is speaking?
 The poet places himself in the shoes of one of the students.
What is the location/setting of the poem?
 The poet places himself in the shoes of one of the teenagers who participated in
the Soweto uprising of June 16, 1976. He sees himself the day before the event,
foreseeing the tragedy that is due to erupt.
 He is communicating his thoughts and feelings thus the location is in his head.
What happened on June 16?

On 16 June 1976, high school children from Soweto began a protest march for a
better education system. Their banners centred on their hatred at being forced to
undertake 50% of their shooling through the medium of Afrikaans which they
regarded as the language of oppression.

The police intervened, attempting to desperse the youth by means of teargas and live
bullets. The resultant massacre of the youth became the rallying point for rolling
mass-action that would eventually see the end of the hated Apartheid system.

June 16 (Soweto Day) is now a public holiday in SA, under the title of Youth Day.
Themes and messages of the poem:
 This poem is a dirge: a lament (mourn) for the dead/mournful song to be sung
at a funeral, for those children gunned down while conducting a peaceful protest.
Attitudes and feelings in the poem:
Emotions and feelings of the speaker:
 The student has no feelings of bitterness toward anyone and expresses an
acceptance of his impending fate.
Tone of the poem:
 Melancholic, nostalgic, longing & acceptance.
Form and structure of the poem (rhyme, rhythm, line length, stanza length, etc.):
 Free verse (lines with no prescribed pattern or structure).
 Lack of punctuation and free verse:
reflects flow of thoughts, suggests inferior education,
reflects a lack of control over the situation, suggests the simpleness of the speaker’s
idea and dream, to receive a better education & denotes a freedom from all rules,
which can also portray a freedom of spirit.
 The run-on-line and enjambment reflects natural speech and a conversational
tone.
Type of poem:
 A dirge: a lament for the dead/mournful song to be sung at a funeral, for those children
gunned down while conducting a peaceful protest.
This poem has a mixture of forms. It is in free verse, because it does not rhyme or have a
particular rhythm or structure. There is no punctuation – it is not formalised.
•It can also be seen as an elegy, because of its sad, mournful tone.
Poetic devices (e.g. metaphors, similes, enjambment, alliteration, personification,
etc.):
 Explained in the HAND OUT GIVEN.
Personal response to the poem (how do I feel, what impact does the poem have on
me):
 The poet lets me feel personally involved in this tragic day, as if I had been there. I feel
sad and angry for what the young student's had to go through in order to get freedom
 tomorrow i travel on a road
that winds to the top of the hill

What is the “road that winds to the top of the hill”?

• The road of life leading with twists & difficulties inevitably up the hill towards the
ultimate goal, in
this case death.
I ask only for a sad song

What do we call this “sad song”?

• A dirge: a lament for the dead/mournful song to be sung at a funeral, for those
children gunned
down while conducting a peaceful protest.
Activity
Poetry Essay
In an essay of between 200-250 words, discuss the poet’s use of Diction, Imagery
and poetic devices to emphasises and supports the themes (tragedy, death, horror
and sorrow) explored in the poem.
He wishes for the Cloths of Heaven by W.B. Yeats

Had I the heavens’ embroidered cloths,

Enwrought with golden and silver light,
The blue and the dim and the dark cloths
Of night and light and the half-light,
I would spread the cloths under your feet:
But I, being poor, have only my dreams;
I have spread my dreams under your feet;
Tread softly because you tread on my dreams.
He wishes for the Cloths of Heaven by W.B. Yeats

Had I the heavens’ embroidered cloths, A

Enwrought with golden and silver light, B
The blue and the dim and the dark cloths A
Of night and light and the half-light, B
I would spread the cloths under your feet: C
But I, being poor, have only my dreams; D
I have spread my dreams under your feet; C
Tread softly because you tread on my dreams. D
 Poet
Yeats was an Irish poet who won the Nobel Prize for Literature.
This poem is from the period when he wrote primarily about
mythology and Irish legend. Aedh, the god of death in Irish
mythology, was one of four characters who appear in Yeats’s
poetry in the middle of his writing career.

A love poem often abbreviated “The Cloths of Heaven,” this

work of Yeats explores the idea of wanting to give gifts to
someone you love, but having only the greatest gift of all, your
dreams, to give. The poem also explores the idea that love
makes you vulnerable because the person you love could hurt
you by treading harshly on your dreams.
 Background and Analysis
> “He wishes for the clothes of heaven” was written by WB Yeats for the celebrated
Irish actress Maud Gonne, a woman he loved for most of his life. Gonne did not return
his feelings, she rejected his marriage proposal at least four times, preferring that
they remain friends.

> It is a simple poem following the themes of vulnerability, love and dreams.

> Although its meaning is deep, this poem is short and simple to understand. Imagine
here in the first lines that the poet had a marvelous piece of cloth made in heaven that
was beautifully woven with gold and silver strands of light. (line 1 and 2)
The gold and silver light are interwoven with the beautiful blues of the sky at
morning and noon and night. (line 3 and 4)
If the poet had such a cloth, he would lay it under the feet of the person he
loved. Imagine laying a work of art under someone’s feet. (line 5)
But the poet is poor, and he doesn’t have anything like this cloth. In fact, he has
nothing except his own dreams. (line 6)
So, he lays his dreams at the feet of the person he loves, and he asks that the
person tread lightly on his dreams, as lightly as she would on a beautiful
heavenly cloth. (line 7 and 8).
Think about how valuable someone’s hopes and dreams are and why it would
be important to be careful how we walked on them.
In “He Wishes For The Cloths Of Heaven,” William Butler Yeats uses an extended metaphor
about the “cloths of heaven” to capture the idea that he wishes he could give his beloved the
best that he has to offer. The poem expresses that the author would be willing to make big
sacrifices to attain the love of his life, Maud Gonne, but in the end the speaker will not
succeed at wooing her, as consequence of not having the wealth.

Form the poem’s tone, we feel the speaker’s vulnerability. In sharing his dreams with his
beloved, he knows that he might get hurt in the process.

This lyrical poem is short, but it is rich in imagery, rhyme and rhythm.
In “He Wishes For The Cloths Of Heaven,” William Butler Yeats uses an extended metaphor
about the “cloths of heaven” to capture the idea that he wishes he could give his beloved the
best that he has to offer. The poem expresses that the author would be willing to make big
sacrifices to attain the love of his life, Maud Gonne, but in the end the speaker will not
succeed at wooing her, as consequence of not having the wealth.

Form the poem’s tone, we feel the speaker’s vulnerability. In sharing his dreams with his
beloved, he knows that he might get hurt in the process.

This lyrical poem is short, but it is rich in imagery, rhyme and rhythm.
Activity
Poetry Essay
In an essay of between 200-250 words, discuss the poet’s use of Diction,
Imagery, extended metaphor, rhyme and rhythm (choose only 3) to
emphasizes and supports the themes explored in the poem.
Hope is a thing with
feathers
by Emily Dickson
“Hope” is the thing with feathers -
That perches in the soul -
And sings the tune without the words -
And never stops - at all -
And sweetest - in the Gale - is heard -
And sore must be the storm -
That could abash the little Bird
That kept so many warm -
I’ve heard it in the chillest land -
And on the strangest Sea -
Yet - never - in Extremity,
It asked a crumb - of me.
 Historical Context
Emily Elizabeth Dickinson was an American poet. Little-known during her life, she has since been
regarded as one of the most important figures in American poetry. Dickinson was born in 10
December 1830 Amherst, Massachusetts, into a prominent family with strong ties to its community.
Dickinson was born in the same house that she eventually died in.

The popular myth is that Dickinson was a literary hermit-genius (a person living in solitude as a
religious discipline). Evidence suggests that Dickinson lived much of her life in isolation. Considered
an eccentric by locals, she developed a penchant for white clothing and was known for her reluctance
to greet guests or, later in life, even to leave her bedroom. Dickinson never married, and most of her
friendships were based entirely upon correspondence.. But, contemporary accounts of her life
suggest that she was active in social circles and adored human interaction.
.

Lastly, Emily Dickinson hardly ever published her massive stock of 1800 poems. Only her sister

stumbled upon the prolific collection and took the liberty to publish the massive literary work.
 Summary
Throughout, ‘Hope is the Thing with Feathers,’ The narrator perceives hope as a
bird that resides inside humans. It persists dutifully without a break, singing
constantly. Using metaphor, she emphasizes it sings vigorously during a
hurricane, requiring a heavy storm to lay the bird in peace. As per the speaker,
this bird never wavers by her side in the coldest of lands and strangest of seas,
yet it never demanded a breadcrumb, singing away merrily.
Structure and Form
● Rhyme. The poem follows a loose rhyme scheme of ABCB, conforming to the expected

pattern of a ballad. The lines break the pattern (in both stanza one and stanza two) but

generally, the pattern remains intact.

 Literary Devices
Throughout this poem, the poet makes use of several literary devices. These include but

are not limited to:

● Repetition: the poet uses ‘that’ and ‘and’ several times throughout ‘Hope is the
Thing with Feathers’.
● Enjambment: seen when the poet cuts off a line before its natural stopping point.
For example, the transition between lines three and four of the second stanza.
● Metaphor: seen through the initial comparison between hope and a bird.
● Anaphora: the repetition of the same word or phrase at the beginning of multiple
lines. For example, “And” which starts a total of five lines.
 stanza one
Emily Dickinson is an expert employer of metaphors, as she uses the small bird to convey her message,
indicating that hope burns in the harshest of storms, coldest of winds, and in the unknown of seas for
that matter, yet it never demands in return. It persists continuously within us, keeping us alive.

In the case of the first quatrain, the narrator feels that hope can be deemed as a bird with feathers,
singing in its own tune merrily. It may not speak any specific language, yet it’s certainly present within
human souls. Just as importantly, Emily Dickinson voices that hope is an eternal spring, as it’s a vital
constituent of human beings, enabling us to conquer unchartered territories.
 stanza two

In the case of the second stanza, the poetess elucidates the expansive power hope wields

over us. It gets merrier and sweeter as the storm gets mightier and relentless. The poetess

deems that no storm can sway hope and its adamant attitude. According to the poetess, it

would take a deadly storm of astronomical proportions to flatten the bird of hope that has

kept the ship sailing for most men

 stanza three

In the last stanza, or quatrain, Emily Dickinson concludes her poem by stressing that hope retains
its clarity and tensile strength in the harshest of conditions, yet it never demands in return for its
valiant services. Hope is inherently powerful and certainly needs no polishing, as it steers the ship
from one storm to another with efficacy.

The metaphorical aspect of ‘Hope is the Thing with Feathers’ is an old practice, used by well-known
poets, the small bird represents hope in this poem. When abstract concepts are under study such
as death, love, and hope, they are often represented by an object from nature, in this case, the bird.
 What Emily said about HOPE

She said that hope is beautiful, perches in the heart like a bird, and can outlast the most

difficult conditions. It is also selfless. It has never asked her for anything despite its

constant presence.
How to write a
poetry essay

English grade 10 Ms k
 Steps to follow

1. Read the poem ( do not analyse it yet, read it the way you would read a
massage your friend sent to you)
2. Read the poem for the 2nd time (now it is your time to shine with the
analysis, identify the following in the poem:
~massage of the poem
~ themes
~language/diction
~literary devices
3. Read the question then you may start to answer the question.