Category: Poetry

Texts are able to represent and explore the human experiences that shape our society and world. Have you ever felt like time was running past you? That the world kept spinning, while you just stood still? Time is a central theme in many of Kenneth Slessor’s poems, however it is primarily explored through ‘Out of time’ and ‘Wild Grapes’. Slessor has made it obvious that he is aware that time continues, whether we want it to or not, and this is what allows us to put into perspective the notion of humanity’s power. The poems ‘Out of Time’ and ‘Wild Grapes’ both share themes such as the passing of time and memories. Slessor allows the audience to feel connected by his use of universal themes experienced by every human, he does this through the inclusion of poetic form and literacy techniques. Slessor’s poems enhance perception of time and memory through a range of poetic devices. Slessor’s poetry sheds light on human motivation and behavior as a way of highlighting the paradoxes and anomalies present within the experience of living. This has the capacity to enhance our perception of time and memory in many ways.

The passing of time and nostalgia for the past are both part of the human experience, as everyone will experience this at least once in their life. The poem ‘Out of Time’ is a poem that explores these human experiences and how they have helped to shape our individuality, this is done through the use of many different poetic techniques. In the poem ‘Out of Time’, Slessor presents the poem in a reoccurring pattern that replicates the nature of time. The last line of each verse is the beginning line of the next, indicating a link throughout the poem. Slessor makes this style distinctive by beginning the poem with the simile “I saw Time flowing like the hundred yachts” and ending with “And Time flows past them like a hundred yachts.” His use of repetition and personification of time clearly expresses the main value of this poem. Through these techniques, Slessor cleverly portrays that time is a continuous force that will never come to an end, but will always have its command over humanity’s lifespan. This helps audiences understand and enhance their perception of time and memory. Slessor represents the human experience of the passing of time on several levels, weaving from abstract metaphors to natural imagery. He attempts to capture the human experience of a time passing, rushing our consciousness to the past, and the paradoxical feeling of eternity and dishonesty in the moment. This paradox challenges our assumptions about time being experienced by humans as a constant, and is primarily shown through the personification of ‘Time’ and ‘the moment’ as forces in conflict. Time is represented as unrelenting, violent and destructive through the imagery of ‘the bony knife’ and ‘takes me’, ‘drills me’, and ‘drives through blood and vein’ and the repetition of ‘me’ highlights the subjective and negative experience of time. Throughout the poem ‘Out of Time’, we can see the human experience has been explored through the passing of time and how Slessor uses a wide range of poetry techniques to engage his readers in the poem. This has the capacity to enhance our perception of time and memory in many ways.

In the poem ‘Wild Grapes’ Slessor describes a place where time has taken its effect on the orchard, and events and memories from the past are both here in the now and a part of the present. In ‘Wild Grapes’ the vivid description of the old orchard is drawn from the present, but is developed and referenced from lucid memories. ‘Wild Grapes’ symbolizes a tone of decaying abandonment, arousing images of overgrowing unkempt vines stretching and reaching out through a now unattended orchard. While it delivers the image of the loss of hope and discourage, it expresses the idea of passing time, creating a disturbing memory of lost ability and the troubling human experience of enduring regret. ‘Wild Grapes’ presents us the theme of death as in connecting the distance of life and death through memory, but remaining sadly realistic by concluding with the defeat of human effort against the consuming perseverance of time itself. In the poem, we are instantly confronted with a setting that is not intended to sound lovely. The orchard is old and ‘full of smoking air’. As we can see here Slessor creates an instinctive taste of anger, a darkness that metaphorically settles upon the orchard. The ‘sour marsh’ and ‘broken boughs’ adds to the decrepit surroundings, now infertile and unsuited for growing fruit. Within the poem it brings us into the past, where the orchard once held increasing life of cherries and apples, filled of hope and promise, bright and almost glowing. Time has passed as now, not a single apple or a cherry remains. This pushes us into the present. The use of terse literal language is blunt and abrupt, shaking us out of the pleasant imagery established in the first two lines of the stanza. Slessor uses many poetic techniques in ‘Wild Grapes’. Slessor uses lexicons throughout the poem ‘Wild Grapes’ to symbolize death and ageing. This can be seen through the words “broken, old vanished and eating their flesh”. This sets the tone for the orchard, in all its ugliness as time has passed. Slessor has explored the human experience of the passing of time through the use of a rhetorical question and alliteration in the phrase “kissed here or killed here, but who remembers now?” It passes the burden of ambivalent perplexity onto the reader, and this shows the effect that the passing of time had on Slessor’s memory. It demonstrates how due to the passing of time people’s memories of other people and experiences can become distorted. Slessor’s journey with time and memory through his own human experience and his use of poetic devices allows the audience to enhance their perception of time and memory.

Through a study of Slessor’s poetry, we can see that texts are able to represent and explore the human experiences that shape our society and world. Slessor uses many poetic techniques throughout his poems ‘Wild Grapes’ and ‘Out of Time’. The human experience explored in the poem ‘Out of Time’ is the passing of time, which is something that can’t be changed, it is something that everyone experiences. ‘Wild Grapes’ is a poem that takes us back and explores the human experience of death and the passing of time. Slessor shows how the passing of time can represent and explore the human experience, and how it has enabled the reader to enhance their perception of time and memory through a consideration of their significance to the human condition.

Poetry is a type of literature that expresses emotions or an idea through poetic devices about a genre. Through powerful devices such as imagery, metaphors and similes, the reader deciphers the poem from the literal meaning to what the poet is actually trying to say. ‘The Loom of Time’, written anonymously, and ‘Package for the Distant Future’, written by Sylvia Kantaris, express emotions about time.

‘The Loom of Time’ explores time as a significant part of each individual’s journey through life. Time is metaphorically perceived in this poem as the fabric used to weave one’s pre-determined destiny. The language choices throughout help convey the tone of optimism. This poem pushes the reader to persevere through the hardship they may be going through in the present to witness the greater things that God has in store in the future. As seen in stanza five, “God only knows its beauty…The threads so unattractive, As well as the threads of gold”, the anonymous poet writes about how God knows the plan of life, which contain some ugly chapters, as well as beautiful parts of each individual’s life. The poet uses metaphors and imagery to allow the reader to interpret the deeper meaning to this poem.

‘The Loom of Time’ inputs poetic devices to create an optimistic mood. The anonymous poet cleverly uses metaphors to describe the “…(shuttles) filled with silver threads”. This stanza can be interpreted to mean that some people’s lives are filled with good fortune, as silver is associated with prosperity. In the last stanza, the poet uses a metaphor to imply that until each choice in one’s life that leads to the inevitable death is chosen, only then “Shall God reveal the pattern and explain the reason why. The dark threads were as needful… As the threads of gold and silver”. That is, until one’s life is ended, only then will they realize that the bad things were necessary to see the better parts of life. The imagery and metaphors in this poem present feelings about time and how each person has their own destiny to fulfil.

‘Package for the Distant Future’ by Kantaris is a letter to the future that relates to time by talking about the past and the future. This poem has an underlying tone of guilt that makes the reader feel like they should realize the state of the Earth that it is presently in. The narrator in this poem has sent a container of items to the future, the items include “evidence of our existence”, such as a carving of a child, a violin, some lilac seeds and the Song of Solomon. This letter insinuates that the time that the person writing this letter is living in has been ruined and knows that the future is ‘unimaginable’. They have sent these things to remind the future that they must fix it or else the past will catch up to them again. The figurative language conveys the tone of defeat and the sense of true reality, unlike ‘The Loom of Time’. “We had a lot of things we did not like and could have lived without”. This metaphor is referring to how superficial people once were and how if they were not so caught up with shiny new things, they could have focused on the more important events happening around the world, hence “… did not like and could have lived without”.

The use of metaphors in addition to other poetic devices has helped form the mood. The use of imagery in the last stanza allows the reader to picture how the Earth would look if they planted the lilac seeds. Compared to the rest of the poem, the last stanza brings out the most hope “and if they grow and flower, and if you can, smell them after rain”, this gives the reader a pinch of confidence that the future might be able to be saved. Unlike the previous poem, Kantaris portrays life as being unpredictable with an unhappy ending, while the anonymous poet writes about how God has a carefully crafted plan. This is contradicting because if God has prearranged a great destiny, then the Earth would not be destroyed.

Anonymously written ‘The Loom of Time’ refers to time as an important medium that helps people through life, whereas in ‘Package for the Distant Future’, written by Sylvia Kantaris, time is destined to be doomed. These poems have addressed time in two different ways, but have proved their point through metaphors and figurative language.

Quality poetry possesses an extensive ability to illuminate the complexities of human existence, through the representation of the flawed aspects evident within humanity. T.S Eliot’s poetry is a powerful portrayal of the existential crisis faced by humanity in a post-war society, which leads to paralysis and confusion of individual thoughts and actions. Eliot’s fragmented imagery in both “The Lovesong of J.Alfred Prufrock” and “The Journey of the Magi” conveys the vulnerability of human existence through the depiction of individuals who suffer to find purpose within the modernised world. Human existence is portrayed with the absence of meaning and hope where individuals are encapsulated by inherent suffering and are completely fragmented, isolated, and alone. T.S Eliot’s representation of the turmoil and confusion faced by individuals conveys the inescapable suffering experienced by humanity.

“TLSOJAP” encapsulates inherent suffering within human existence through the portrayal of an individual who is overcome by internal suffering from paralysis of will. Prufrock’s anxious thoughts of uncertainty “Do I dare? And do I dare? Time to turn back and descend the stair” depicts the fragility and futility of humanity through such rhyming syntax and rhetorical questions as Prufrock’s anxious thoughts heighten the awareness of his own mortality. Prufrock’s internal questioning portrays his immense suffering with indecision, despair and that he is paralysed upon undertaking any action. Furthermore, the repetition of the image of weeping within the line “But though I have wept and fasted, wept and prayed” conveys the inescapable internal suffering experienced by Prufrock resulting from his personal instability and emotional turmoil. Similarly, “TJOTM” encapsulates the human experience of suffering but Eliot, in turn, depicts that it is necessary to endure hardship to bring about change. The anachronism within the first lines “A cold coming… very dead of winter” portrays the Magi’s journey as one encapsulated by never-ending suffering. The use of vivid imagery as they endure unimaginable weather, uncooperative camels, and hostile townspeople displays physical suffering alongside the mental and emotional suffering felt as they realize the imminent death of their way of life. Eliot initially creates a tone of trepidation to reflect the turmoil of the experience, however, such distressing images are later juxtaposed with arrival to “temperate valley” which “smells of vegetation”. These contrasting images of fertility and life signify the journey as one of fulfillment, after all the complexities faced the Magi were able to find a sense of spiritual enlightenment.

Eliot’s poetry resonates with the reader as he conveys that in order for spiritual growth, suffering is and will always be a complexity faced as part of the human experience. “TJOTM” explores individual alienation and despair within a changing world, as it’s persona mourns for their own lost identity. As the Magi attain the spiritual enlightenment they desire they are left encapsulated by isolation and alienation. The unease present within the persona caused by such conflicting emotions illustrates the complex nature of humanity as it portrays the difficult human search for one’s place here on earth. Through the use of vivid imagery within the line “With alien people clutching their gods, I should be glad of another death” Eliot reveals the depth of isolation felt by the Magi, emphasizing the Magi’s struggle of being isolated in a society full of individuals who hold no faith. Eliot dehumanizes the individuals through the imagery of “aliens” and he depicts the futility of human existence through the oxymoron between “glad” and “death” illustrating the only salvation from such isolation is death. The Magi’s journey is a symbolic representation of Eliot’s own personal conversion from Unitarianism to Anglo-Catholicism, where Eliot’s personal rejection of a secular nature brought him closer to his spirituality but isolated him from humanity.

Similarly, in “TLSOJAP” Eliot’s use of form in which irregular stanza length is coupled with a stream of consciousness deepens the presence of disconnection, isolation, and fragmentation evident within the poem. Eliot emphasises the discontinuity of Prufrock’s mind, portraying him as a man who does not know where he fits in the world. Through the use of synecdoche where Prufrock describes women as “arms that are braceleted” or “eyes that fix you” Eliot conveys such alienation where the world and the people within it are fragmented and reduced to nothing more than body parts. Such fragmentation of women illustrated by synecdoche, emphasizes Prufrock is paralysed by his inability to connect with them. Through the portrayal of Prufrock’s lack of confidence and indecision Eliot powerfully conveys the complexities evident within humanity where human beings experience isolation, alienation, and are completely alone. Eliot’s quality poetry conveys that one of the most significant complexities faced by human existence is the search for meaning and hope within the modernised world. “TLSOJAP” was written by Eliot following the destruction of the war, where humanity opposed a belief in a ‘God’ who could allow such massive loss of human life. “TLSOJAP” encapsulates the absence of hope and the lack of a belief in an afterlife evident within Eliot’s own world at the time. The use of a metaphor within “I have measured my life out in coffee spoons” alludes to the loss of spiritual guidance as it symbolises that Prufrock’s life is meaningless without hope or faith for any greater purpose within the world.

As Eliot makes a definite statement about the fate of human existence, “Humans wake us and we drown” he emphasizes one of the great complexities of humanity; humans live in a world of spiritual void that holds no greater meaning or hope. Along with the individuals within the poem, Eliot also forces the reader to accept that we all live in an inescapable world with nothing to save us. However, following Eliot’s spiritual conversion “TJOTM” contrasts “TLSOJAP” as it affirms that through embracing spirituality, despite the challenging experiences of faith, it can lead to a deeper sense of purpose. The biblical allusion to the birth of Christ within the line “this Birth was / Hard and bitter agony for us, like Death, our death” presents the paradox that the birth of the saviour embodies death. The paradox signifies that humanity must suffer as it is only through death that their souls can be reborn. It is through the complexities of pain and suffering the Magi experiences that he is granted spiritual rebirth, conveying that if humanity holds faith and hope in life’s greater purpose there is meaning within existence on earth. Quality poetry compels the reader to consider the complexities of human existence as it encapsulates the fundamentally flawed aspects evident within humanity. Both “The Lovesong of J.Alfred Prufrock” and “Journey of the Magi” represent the existential crisis faced by humanity, through the portrayal of individuals who are faced with isolation, inherent suffering and the absence of meaning and hope within the modernized world.

A world without poetry would be unimaginable and dry. Poetry can be written in so many different ways, different ways that fit everyone. Poetry can tell a story, as well as connect thoughts, images, people, places, and experiences. Reading and writing poetry helps students and elders appreciate others’ points of view as well as making themselves step out of their comfort zone by sharing. Poetry should be required in schools because poetry benefits students by finding their voice, the creativity it brings, and learning more about others through poetry.

Poetry should be required in schools because poetry helps students find their voice. While completing the poetry unit in class, students have learned to enjoy poetry because they have now found their “sound” that has been lost. Poetry shows students that it gives them a different way of expressing their feelings. The students get to express their feelings by writing them down on paper instead of speaking their feelings out. This means writing different types of poems that allow students to find what style they like and the methods they do not like as much. The example also means classmates were able to find their voice because they had the option to really write whatever they wanted to, so it made them more open to express their feelings and struggles as the unit went on. Besides, poetry inspires writing by learning how to use imagery and other poetic elements making their writing more descriptive and meaningful. This shows that poetry benefits the writers by showing them they can be expressive and meaningful. Poetry shows students can take these elements to other papers to make them better by being more descriptive. To conclude, poetry should be required in schools because it helps students find their voice.

Next, poetry should be required in schools because it helps the students become more creative. Poetry allows writers to release their inner creative self by freely with words, rhymes, and ideas” (Sinclair). The quote shows that students can write whatever they feel like with the words they chose to use. Poetry develops creativity by having no boundaries on the number of words, or elements used per poem. On the contrary, teachers and students dislike the idea of poetry because it’s “too hard for students” (Thompson). Poetry lets students create ideas and stories while having not nearly as many requirements as an essay. Writing poems allows the writer to think outside of the box while doing so with creativity. Poetry is found difficult for some people if they do not know what to write. However, when the students think of what to write about, the writing comes easily. To add on, poetry allows students to write their “surging emotions [down]” (Simmons). This quote shows creativity because writing their emotions and struggles into a poem causes them to be creative with the choice of words used to paint a picture of how they feel for the reader. In addition, stanzas and verses can be written in any “exotic form” (Dunning 2). This citation shows that poetry does not have any limits to how the poem can be written, and even how it displays to the readers. This freedom allows the writers to be more creative. Poetry should be required in schools because it shows creativity.

Also, poetry should be required in schools because it allows readers to learn more about the writer. Poetry is usually written personally or fictionally, which enables others to learn more about the speaker. Reading poetry allows students to not just think about themselves but to “view… the world in new ways [while developing] empathy and understanding of other points of view” (Sinclair). As a result, this shows poetry teaches students to be less self-centered and be open to the people’s stories around them. Poetry continues to amaze readers by understanding the story and learning about the writer’s life and at times being able to relate to the poem. In addition, poetry allows students to think about what is happening; the reader doesn’t “identify immediately with the people and situations of the poems” (Dunning 2). Furthermore, this causes the reader to examine the reading to find the purpose of the story. Many times students can interpret the poem differently. This is fine because poems can have so many different meanings, there is no wrong answer. On the other hand, people think poetry should not be taught in schools because poetry is “hard to teach because there are so many different meanings” (Thompson). Poetry does have lots of different meanings, but that is good because it allows the readers to relate to the poem more. Having different meanings provides for a more significant discussion and realization because everyone thinks differently, which allows people to bounce ideas off each other. As well as getting a better idea of how to approach others. Poetry should be required in schools because it allows people to learn about each other.

For the reasons of students finding their voice, allowing more creativity, and learning more about others through poetry, schools should be required to teach poetry. Poetry lets writers express their dark side as well as their joyful side while readers can relate. Poetry appears in everyone’s daily life through music and poems, of course. Everyone should consider examining or writing a poem with an open mind. A world without poetry would be incredibly dull.

It is no secret that of all four seasons, spring is a favorite for most. Find it inspirational as well? There are numerous reasons for that including the regrowth and rejuvenation that it brings to life. Flourishing leaves, blossoming flowers, and the warm weather have proven to be a source of inspiration for numerous writers. That might explain why spring is a preferred subject in most poems. Lots of metaphysical sonnets and lyric poems have been composed courtesy of this alluring season. Here is an exclusive anthology of the finest spring poems out there:

‘The Trees’ by Philip Larkin

The poem was first published in 1974 in Philip Larkin’s High Windows. It is a short lyric poem with a trenchant touch, speaking boldly of the attributes of modern life. Moreover, the poem goes on to confirm that spring is a rebirth in addition to highlighting its cycle. Nonetheless, Larkin does not shy away from acknowledging the presence of death after all that spring glamour.

‘Lines Written in Early Spring’ by William Wordsworth

The poem is written by William Wordsworth, a prominent poet who boasts of a remarkable collection of jaw-dropping poems. As much as it is not one of his best works, the poem is still a perfect description of the beauty that comes with spring. ‘Lines Written in Early Spring’ brings out the idea of romance in a very unique manner. William employs satirical comedy in expressing his love for the season while recounting what he has become.

‘Spring’ by William Blake

‘Spring’ is an epic definition of spring poetry. It is a masterpiece put together by Blake. It was published for the first time in 1789 in Songs of Innocence by the same author. However, it has managed to stand the test of time as it continues to wow poetry enthusiasts. Blake utilizes his immense creativity in breaking down what he treasures about the season. In general, the poem explores and celebrates all the fun that the season bears.

‘A Light Exists in Spring’ by Emily Dickinson

This poem resonates with the adage that old is gold as it was published over a century ago. Just like other poems on this list, it delves into the elegance that spring brings out not only to the environment but also to our consciousness. Emily Dickson the author particularly dwells on the effect of the season and its effect on our piece of mind.

‘Spring’ by Gerard Manley Hopkins

Gerard Hopkins has cemented his position among the world’s most skilled writers with a number of publications. ‘Spring’ is no different as it brings out the best of what Hopkins has to offer. With a powerful choice of words and a relevant theme, the writer brings out a notable spring poem. In addition to that, the poem vibrantly makes use of extraordinary alliteration and assonance. This phenomenal piece reminds us of the alluring bloom that spring provides.

‘Loveliest of Trees’ by A. E. Housman

‘Loveliest of trees’ features an unparalleled rhyme scheme that is creatively used to express pensive sadness. It is a classic poem drawn from Housman’s A Shropshire Lad, a volume that emerged as a bestseller in 1896. Furthermore, the poem is written by a young man who is twenty years of age. The speaker mirrors his experiences for the past twenty springs that he has lived through and hopes to make the best out of fifty more.

‘Sonnet 98’ by William Shakespeare

You cannot talk about art and poetry without mentioning William Shakespeare. His legendary contributions in this field have left a long-lasting impact. Sonnet 98 is another fine composition addressed to the ‘Fair Youth’. Shakespeare is pained by the fact that he failed to acknowledge the elegance that spring brought along owing to his absence from a young man. For this reason, spring has become more like winter.

Canto CXV from In Memoriam by Alfred, Lord Tennyson

This ballad is composed by Alfred, Lord Tennyson, in honor of his pal Arthur Henry Hallam who passed away at a tender age. Alfred, a master of metaphysical poetry puts his skills to work, providing his bittersweet perception of the arrival of the spring season. The speaker celebrates the dawn of a new charming season but is still haunted by the demise of a friend. For the speaker, spring brings back regret and a painful reminder of a friend that cannot return although life has to go on. It is indeed one of the most touching spring poems.

‘Spring’ by Christina Rossetti

Christina’s sonnet is an exclusive evocation of spring and its beauty as well as how it fades away in the wake of adverse weather. It breaks down how life is reborn during the season using impressive imagery and vivid description.

Spring is a delightful season that deserves to be immortalized with such powerful compositions. Read any of these poems to get a taste of what spring is like. Probably, poem writing is your passion. Would you rather write a poem than an essay or research paper? Then find time to write a poem about spring to share your feelings with an audience. There is the best way to find free time and do what you like more.