1.
You are the sand
Beneath my feet.
Quick sand.
Sinking feet.
2.
You need me
Like a virus needs a host.
A deadly virus.
An un-expecting host.
3.
I see you like a child
Sees a new toy.
A spoiled child.
A Christmas toy.
4.
You are the breath
That sustains my body.
A deep breath.
A mortal body.
5.
You sooth me like
A lullaby sooths a child.
A quiet lullaby.
A wailing child.
Tuesday, November 6, 2007
You Are (poem)
You are the knife in my side.
With every move
I feel your blade.
With every breath,
My body shivers
From your piercing steel.
Your are a shroud
Blackening my universe
And engulfing my light.
You are a violent storm
Ravaging my shelter and
Leaving nothing behind.
You are quick sand
Beneath my feet,
And I am losing
The battle.
With every move
I feel your blade.
With every breath,
My body shivers
From your piercing steel.
Your are a shroud
Blackening my universe
And engulfing my light.
You are a violent storm
Ravaging my shelter and
Leaving nothing behind.
You are quick sand
Beneath my feet,
And I am losing
The battle.
Sestina
She sat with stooped shoulders a
Wondering if he still found her worthy. b
After several years, their bond was broken. C
She thought she had given her all as a mother. D
She couldn’t deny that something was lacking e
Even after all these years of being together. F
She began to wonder about the meaning of together.
Emotions swept through her and her shoulders
Began to shake. Why didn’t she see what was lacking?
Her children deserved more. They were worthy
Of a comforting family and stable mother.
It was because of them that she felt broken
By her decision. So many hearts would be broken
If she chose not to stay together.
And she could never escape being a mother.
Just then a tiny hand touched her shoulders.
Here was her child standing behind her—worthy.
It was in herself that something was lacking.
The young child stared at his mother. A child lacking
The knowledge of why things may become broken
And why some people are just not worthy
To know the meaning of the word together.
He felt the trembling of her shoulders
And quickly embraced his mother.
It wasn’t fair for a child to see his mother
in this way. His embrace rescued something she felt lacking
from her for sometime. His hands on her shoulders
woke her to reality. She left her broken
memories for a moment to be together
with her son, and she told him he was worthy.
Again she began to wonder if he found her worthy
To stay here with them and remain a mother
Of a family that didn’t know the meaning of together.
A family that only thought something was lacking
Because a family without a father must be broken.
It was a heavy weight to bear on her shoulders.
She embraced the child while lacking
Hopes of knowing what together meant for a mother
Of a broken family and a worthy child at her shoulders.
Wondering if he still found her worthy. b
After several years, their bond was broken. C
She thought she had given her all as a mother. D
She couldn’t deny that something was lacking e
Even after all these years of being together. F
She began to wonder about the meaning of together.
Emotions swept through her and her shoulders
Began to shake. Why didn’t she see what was lacking?
Her children deserved more. They were worthy
Of a comforting family and stable mother.
It was because of them that she felt broken
By her decision. So many hearts would be broken
If she chose not to stay together.
And she could never escape being a mother.
Just then a tiny hand touched her shoulders.
Here was her child standing behind her—worthy.
It was in herself that something was lacking.
The young child stared at his mother. A child lacking
The knowledge of why things may become broken
And why some people are just not worthy
To know the meaning of the word together.
He felt the trembling of her shoulders
And quickly embraced his mother.
It wasn’t fair for a child to see his mother
in this way. His embrace rescued something she felt lacking
from her for sometime. His hands on her shoulders
woke her to reality. She left her broken
memories for a moment to be together
with her son, and she told him he was worthy.
Again she began to wonder if he found her worthy
To stay here with them and remain a mother
Of a family that didn’t know the meaning of together.
A family that only thought something was lacking
Because a family without a father must be broken.
It was a heavy weight to bear on her shoulders.
She embraced the child while lacking
Hopes of knowing what together meant for a mother
Of a broken family and a worthy child at her shoulders.
Sunday, October 21, 2007
Found Poetry
Some links for found poetry:
http://foundpoetry.wordpress.com/
http://www.poets.org/viewmedia.php/prmMID/5780
http://foundpoetry.wordpress.com/
http://www.poets.org/viewmedia.php/prmMID/5780
Friday, October 19, 2007
Wednesday, October 17, 2007
Poem- An Apathetic Existence
An Apathetic Existence
What an apathetic existence
Without his omnipotence radiating beside me
My intentions are weighted with complacency
Where is my martyr?
Won’t you help me believe in this anomaly?
This is a poem I wrote by choosing words first and then creating a poem with those words. I chose words that I had heard mostly in song lyrics that I was unsure about their meanings. After looking up the meanings, I chose words whose meaning had the most importance to me. Then, I started with one word- omnipotence. I put fragments together, such as His omnipotence, apathetic existence, and consumed by complacency.
I used the fragments as part of each sentence and connected the meanings to create the poem. Connecting the fragments was actually very simple because to me they seemed meant to fit together.
Using the words that I had gathered made the process seem very easy. The poem came together without force and with my unconscious intentions.
What an apathetic existence
Without his omnipotence radiating beside me
My intentions are weighted with complacency
Where is my martyr?
Won’t you help me believe in this anomaly?
This is a poem I wrote by choosing words first and then creating a poem with those words. I chose words that I had heard mostly in song lyrics that I was unsure about their meanings. After looking up the meanings, I chose words whose meaning had the most importance to me. Then, I started with one word- omnipotence. I put fragments together, such as His omnipotence, apathetic existence, and consumed by complacency.
I used the fragments as part of each sentence and connected the meanings to create the poem. Connecting the fragments was actually very simple because to me they seemed meant to fit together.
Using the words that I had gathered made the process seem very easy. The poem came together without force and with my unconscious intentions.
Monday, October 15, 2007
Piano Paraphrase
Piano
Softly, in the dusk, a woman is singing to me;
Taking me back down the vista of years, till I see
A child sitting under the piano, in the boom of the tingling strings
And pressing the small, poised feet of a mother who smiles as she sings.
In spite of myself, the insidious mastery of song
Betrays me bakc, till the heart of me weeps to belong
To the old Sunday eventings at home, with winter outside
And hymns int he cozy parlor, the tinkling piano our guide.
So now it is vain for the singer to burst into clamour
With the great black piano appassionato. The glamour
Of Childish days is upon me, my manhood is cast
Down in the flood of remembrance, I weep like a child for the past
Paraphrase
A woman gently sings to me
Her voice sends back in time until I see
Myself as a child under a piano
And I see my mother's feet and she smiles while she sings
I am powerless against the entrapment of this song
Which keeps me here long enough to make me want to belong
To this past time in my life of Sunday evenings during the winter
Singing in our parlor and letting the piano be our guide
The selfish singer now shouts loudly
with the black piano. The beauty
Of the childhood that I once had is now realized
And the adult in me yearns for that childhood
Softly, in the dusk, a woman is singing to me;
Taking me back down the vista of years, till I see
A child sitting under the piano, in the boom of the tingling strings
And pressing the small, poised feet of a mother who smiles as she sings.
In spite of myself, the insidious mastery of song
Betrays me bakc, till the heart of me weeps to belong
To the old Sunday eventings at home, with winter outside
And hymns int he cozy parlor, the tinkling piano our guide.
So now it is vain for the singer to burst into clamour
With the great black piano appassionato. The glamour
Of Childish days is upon me, my manhood is cast
Down in the flood of remembrance, I weep like a child for the past
Paraphrase
A woman gently sings to me
Her voice sends back in time until I see
Myself as a child under a piano
And I see my mother's feet and she smiles while she sings
I am powerless against the entrapment of this song
Which keeps me here long enough to make me want to belong
To this past time in my life of Sunday evenings during the winter
Singing in our parlor and letting the piano be our guide
The selfish singer now shouts loudly
with the black piano. The beauty
Of the childhood that I once had is now realized
And the adult in me yearns for that childhood
The Golf Link Poem
The Golf Link Questions
1. Is this brief poem satiric? Does it contain any verbal irony or is the poet making a matter-of-fact statement in words that mean just what they say?
A satiric poem blends criticism with humor to convey a message. It uses irony to make its points. I definitely see satire in this poem. It shows the irony of men playing golf while children undergo child labor. While it seems to me that most of this poem does not contain verbal irony, there is one instance that does (in my opinion) use verbal irony. This is seen in the poem in the following statement: “The laboring children can look out and see the men at play.” The word “can” makes me think of a privilege for the children. Yet, this is not a privilege at all.
2. What other kind of irony is present in the poem?
I would say that there is irony of fate. It seems that fate has put these two different groups so near each other as if to mock the poor children.
3. The poem dates from before the enactment of legislation against child labor. Is it still a good poem, or is it hopelessly dated?
It is not dated because child labor still exists in several areas around the world whether we choose to see it or not. Also, these situations in which fate seems to mock us will always exist to some extent. I think everyone tends to look out and see others playing while we are stuck somehow in a “laboring” situation.
4. How would you state its theme
Laboring children, men playing.
5. Would you call this poem lyric, narrative, or didactic
I would say it is didactic. I believe that this poem aims to teach more than anything. It is written to educate the reader.
1. Is this brief poem satiric? Does it contain any verbal irony or is the poet making a matter-of-fact statement in words that mean just what they say?
A satiric poem blends criticism with humor to convey a message. It uses irony to make its points. I definitely see satire in this poem. It shows the irony of men playing golf while children undergo child labor. While it seems to me that most of this poem does not contain verbal irony, there is one instance that does (in my opinion) use verbal irony. This is seen in the poem in the following statement: “The laboring children can look out and see the men at play.” The word “can” makes me think of a privilege for the children. Yet, this is not a privilege at all.
2. What other kind of irony is present in the poem?
I would say that there is irony of fate. It seems that fate has put these two different groups so near each other as if to mock the poor children.
3. The poem dates from before the enactment of legislation against child labor. Is it still a good poem, or is it hopelessly dated?
It is not dated because child labor still exists in several areas around the world whether we choose to see it or not. Also, these situations in which fate seems to mock us will always exist to some extent. I think everyone tends to look out and see others playing while we are stuck somehow in a “laboring” situation.
4. How would you state its theme
Laboring children, men playing.
5. Would you call this poem lyric, narrative, or didactic
I would say it is didactic. I believe that this poem aims to teach more than anything. It is written to educate the reader.
Wednesday, September 5, 2007
Chapter One Questions
Kristina Welborn
Intro to Literature
Dr. Hepworth
Questions for Chapter 1 stories include the following:
AESOP
1. Describe the different personalities of the North Wind and the Sun.
Answer: The North Wind is hostile and too confident in his abilities. The Sun shows a more patient personality.
2. What was ineffective about the North Wind’s method for attempting to strip the man of his cloak?
Answer: The North Wind’s approach was too forceful and caused the man to only hold tighter to his cloak. The North Wind thought he could force the man into letting go of his cloak against his own will. The North Wind underestimated the man’s power.
3. Why was the Sun successful in his attempts? What did he do differently than the North Wind?
Answer: The Sun was persuasive and did not try to force the cloak off of the man. Instead, he used of sort of persuasion to get the man to remove his cloak of his own will.
4. What purpose does the human serve in the dispute?
Answer: The human serves as an object to show which method proves successful.
5. Explain the closing moral in terms of the fable.
Answer: The closing moral states the following: Persuasion is better than force. This fable shows that when the North Wind tries to remove the traveler’s cloak with force, he is unsuccessful. Yet, when the Sun takes a more gentle approach and allows the man to remove his cloak on his own, he is successful.
CHUANG TZU
1. What part of the story is the exposistion? How many sentences does Chuang Tzu use to set up the dramatic situation?
Answer: The first few sentences of the story make up the exposition. These sentences tell who the characters of the story will be and also sets the scene.
When Chuang Tzu tells his story to the two high officials, it takes him only one sentence to set up his story: “I have heard that in the State of Ch’u there is a sacred tortoise, which has been dead three thousand years, and which the prince keeps packed up in a box on the altar in his ancestral shrine.”
2. Why does the protagonist change the subject and mention the sacred tortoise? Why doesn’t he answer the request directly and immediately? Does it serve any purpose that Chuang Tzu makes the officials answer a question to which he knows the answer?
Answer: I don’t necessarily think that the protagonist was changing the subject. His answer projected his deeper feelings about the request and why he would rather not take on such a political role. A direct answer would defeat his purpose of teaching the officials a lesson while also offering his answer to their request. That he asked a question he already knows the answer to allows a sort of mockery toward the officials.
3. What does this story tell us about the protagonist Chuang Tzu’s personality?
Answer: Chuang Tzu’s personality is somewhat mocking yet knowledgeable.
A & P
1. What details stand out for you as particularly true to life? What does this close attention to detail contribute to the story?
Answer: Everything in the story is easy to relate to true life from the layout of the store to the people shopping in the store to the people working there. All the details set the scene very nicely. Details make the story seem more real and interesting.
2. How full does Updike draw the character of Sammy? What traits (admirable or otherwise)does Sammy show? Is he any less a hero for wanting the girls to notice his heroism? To what extent is he more thoroughly and fully portrayed than the doctor in “Godfather Death”?
Answer: While there is not an extensive background on Sammy, the reader does learn some of his characteristics simply because as a reader you see the story through his eyes and perceptions. He seems simple and nice enough besides the fact that he makes some fairly rude comments regarding the girls who enter in their swimsuits. He does show admirable traits because he starts to feel sorry for the girls and sticks up for them when they are confronted by the manager.
I don’t think he is less of a hero because the girls didn’t notice him. He will probably have left an imprint on at least one person in that supermarket to help the wave of change that needed to occur regarding limitation placed people (especially women) during that time period. It does seem as though he wanted the girls to hear him-maybe to make them feel better-or maybe he wanted the gratification of looking like a hero to them.
He is more thoroughly and fully portrayed than the doctor in “Godfather Death” because the reader actually is aware of what is going on in his mind. I didn’t really get the feel of what type of person the doctor was and what his traits and characteristics were. Sammy, however, was easier to decipher because the story is told through his recollections.
3. What part of the story seems to be the exposition? Of what value to the story is the carefully detailed portrait of Queenie, the leader of the three girls?
Answer: I am not sure what to classify as the exposition, which is usually found at the beginning and sets the scene, introduces the characters, tells us what happened before the store opened, and provides any other background information that we need in order to understand and care about the events that follow as stated in the book. All of these things seem to be introduced throughout the story.
4. As the story develops, do you detect any change in Sammy’s feelings toward the girls?
Answer: In the beginning, Sammy seems to find it funny that the girls are causing a scene in the otherwise boring and predictable store. A little later in the story he actually begins feeling sorry for them as the story states the following: “Poor kids, I began to feel sorry for the, they couldn’t help it.”
5. Where in “A & P” does the dramatic conflict become apparent? What moment in the story brings the crisis? What is the climax of the story?
Answer: Well, as a reader you know there is going to be some kind of conflict arising because Sammy introduces it by the following: “Now here comes the sad part of the story…” The crisis begins as soon as the manager becomes present in the situation. He confronts the girls, bringing on the crisis. I would consider the point at which Sammy says “I quit” to be the climax. This was the moment of greatest tension.
6. Why, exactly, does Sammy quit his job?
Answer: I don’t think it was a fully righteous, bold move that he intended to start of movement with or something along those lines. I think it was a spur of the moment thing, and he intended to make the girls more comfortable and let them know that not everyone felt the same as the manager. He was upset that they were so embarrassed by Lengel.
7. Does anything lead you to expect Sammy to make some gesture of sympathy for the three girls? What incident earlier in the story (before Sammy quits) seems a foreshadowing?
Answer: As stated earlier, I believe he starts to feel sympathetic when he states that he feels sorry for the kids after man at the meat counter was “sizing up their joints.“
8. What do you understand from the conclusion of the story? What does Sammy mean when he acknowledges “how hard the world was going to be …hereafter”?
Answer: I am not sure if Sammy is acknowledging the bigger picture here or just realizing that he had given up a job opportunity in a small community. Maybe he is worried about upholding the principle he set forth in story.
9. What comment does Updike --through Sammy--make on supermarket society?
Answer: Supermarket society is shown to be rigid, inflexible, with the same type of people on a daily basis.
Intro to Literature
Dr. Hepworth
Questions for Chapter 1 stories include the following:
AESOP
1. Describe the different personalities of the North Wind and the Sun.
Answer: The North Wind is hostile and too confident in his abilities. The Sun shows a more patient personality.
2. What was ineffective about the North Wind’s method for attempting to strip the man of his cloak?
Answer: The North Wind’s approach was too forceful and caused the man to only hold tighter to his cloak. The North Wind thought he could force the man into letting go of his cloak against his own will. The North Wind underestimated the man’s power.
3. Why was the Sun successful in his attempts? What did he do differently than the North Wind?
Answer: The Sun was persuasive and did not try to force the cloak off of the man. Instead, he used of sort of persuasion to get the man to remove his cloak of his own will.
4. What purpose does the human serve in the dispute?
Answer: The human serves as an object to show which method proves successful.
5. Explain the closing moral in terms of the fable.
Answer: The closing moral states the following: Persuasion is better than force. This fable shows that when the North Wind tries to remove the traveler’s cloak with force, he is unsuccessful. Yet, when the Sun takes a more gentle approach and allows the man to remove his cloak on his own, he is successful.
CHUANG TZU
1. What part of the story is the exposistion? How many sentences does Chuang Tzu use to set up the dramatic situation?
Answer: The first few sentences of the story make up the exposition. These sentences tell who the characters of the story will be and also sets the scene.
When Chuang Tzu tells his story to the two high officials, it takes him only one sentence to set up his story: “I have heard that in the State of Ch’u there is a sacred tortoise, which has been dead three thousand years, and which the prince keeps packed up in a box on the altar in his ancestral shrine.”
2. Why does the protagonist change the subject and mention the sacred tortoise? Why doesn’t he answer the request directly and immediately? Does it serve any purpose that Chuang Tzu makes the officials answer a question to which he knows the answer?
Answer: I don’t necessarily think that the protagonist was changing the subject. His answer projected his deeper feelings about the request and why he would rather not take on such a political role. A direct answer would defeat his purpose of teaching the officials a lesson while also offering his answer to their request. That he asked a question he already knows the answer to allows a sort of mockery toward the officials.
3. What does this story tell us about the protagonist Chuang Tzu’s personality?
Answer: Chuang Tzu’s personality is somewhat mocking yet knowledgeable.
A & P
1. What details stand out for you as particularly true to life? What does this close attention to detail contribute to the story?
Answer: Everything in the story is easy to relate to true life from the layout of the store to the people shopping in the store to the people working there. All the details set the scene very nicely. Details make the story seem more real and interesting.
2. How full does Updike draw the character of Sammy? What traits (admirable or otherwise)does Sammy show? Is he any less a hero for wanting the girls to notice his heroism? To what extent is he more thoroughly and fully portrayed than the doctor in “Godfather Death”?
Answer: While there is not an extensive background on Sammy, the reader does learn some of his characteristics simply because as a reader you see the story through his eyes and perceptions. He seems simple and nice enough besides the fact that he makes some fairly rude comments regarding the girls who enter in their swimsuits. He does show admirable traits because he starts to feel sorry for the girls and sticks up for them when they are confronted by the manager.
I don’t think he is less of a hero because the girls didn’t notice him. He will probably have left an imprint on at least one person in that supermarket to help the wave of change that needed to occur regarding limitation placed people (especially women) during that time period. It does seem as though he wanted the girls to hear him-maybe to make them feel better-or maybe he wanted the gratification of looking like a hero to them.
He is more thoroughly and fully portrayed than the doctor in “Godfather Death” because the reader actually is aware of what is going on in his mind. I didn’t really get the feel of what type of person the doctor was and what his traits and characteristics were. Sammy, however, was easier to decipher because the story is told through his recollections.
3. What part of the story seems to be the exposition? Of what value to the story is the carefully detailed portrait of Queenie, the leader of the three girls?
Answer: I am not sure what to classify as the exposition, which is usually found at the beginning and sets the scene, introduces the characters, tells us what happened before the store opened, and provides any other background information that we need in order to understand and care about the events that follow as stated in the book. All of these things seem to be introduced throughout the story.
4. As the story develops, do you detect any change in Sammy’s feelings toward the girls?
Answer: In the beginning, Sammy seems to find it funny that the girls are causing a scene in the otherwise boring and predictable store. A little later in the story he actually begins feeling sorry for them as the story states the following: “Poor kids, I began to feel sorry for the, they couldn’t help it.”
5. Where in “A & P” does the dramatic conflict become apparent? What moment in the story brings the crisis? What is the climax of the story?
Answer: Well, as a reader you know there is going to be some kind of conflict arising because Sammy introduces it by the following: “Now here comes the sad part of the story…” The crisis begins as soon as the manager becomes present in the situation. He confronts the girls, bringing on the crisis. I would consider the point at which Sammy says “I quit” to be the climax. This was the moment of greatest tension.
6. Why, exactly, does Sammy quit his job?
Answer: I don’t think it was a fully righteous, bold move that he intended to start of movement with or something along those lines. I think it was a spur of the moment thing, and he intended to make the girls more comfortable and let them know that not everyone felt the same as the manager. He was upset that they were so embarrassed by Lengel.
7. Does anything lead you to expect Sammy to make some gesture of sympathy for the three girls? What incident earlier in the story (before Sammy quits) seems a foreshadowing?
Answer: As stated earlier, I believe he starts to feel sympathetic when he states that he feels sorry for the kids after man at the meat counter was “sizing up their joints.“
8. What do you understand from the conclusion of the story? What does Sammy mean when he acknowledges “how hard the world was going to be …hereafter”?
Answer: I am not sure if Sammy is acknowledging the bigger picture here or just realizing that he had given up a job opportunity in a small community. Maybe he is worried about upholding the principle he set forth in story.
9. What comment does Updike --through Sammy--make on supermarket society?
Answer: Supermarket society is shown to be rigid, inflexible, with the same type of people on a daily basis.
Saturday, September 1, 2007
Questions About Syllabus
1. The syllabus states the following: We will also practice analytical and mimaginative writing and take advantage of special events. I am curious as to what special events we will be attending and if these events will be during class time.
2. There is not schedule on the syllabus. I was wondering if exams will be on a set schedule or if it depends on where we are in class. Also, study guides or reviews for exams?
2. There is not schedule on the syllabus. I was wondering if exams will be on a set schedule or if it depends on where we are in class. Also, study guides or reviews for exams?
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