June 4, 2023 - English Studies

“Ozymandias” by Percy Bysshe Shelley

I met a traveller from an antique land,

Who said—”Two vast and trunkless legs of stone
Stand in the desert. . . . Near them, on the sand,

Half sunk a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read

Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed;
And on the pedestal, these words appear:

My name is Ozymandias, King of Kings;
Look on my Works, ye Mighty, and despair!
Nothing beside remains. Round the decay

Of that colossal Wreck, boundless and bare
The lone and level sands stretch far away.”

Introduction

Written by Percy Bysshe Shelley in 1817, “Ozymandias” is a sonnet that depicts the ruins of a once-great civilization and its ruler, Ramses II. Despite its initial reception as a minor poem, “Ozymandias” has won popularity as of Shelley’s most famous and enduring works known for its themes of the transience of power and the futility of human ambition. Its popularity has grown after its numerous adaptations in popular culture, including in television shows, movies, and video games. The poem’s timeless message continues to resonate with the readers, specifically, with the teachers suggesting the poem as a textbook reading across the globe.

Annotations of “Ozymandias” by Percy Bysshe Shelley

Difficult phrases and verse	Annotations/Explanations
antique land	Referring to a distant and ancient land, possibly Egypt or the Middle East.
trunkless legs of stone	Two stone legs that are missing the rest of the body.
visage	The face or facial expression of a person.
sneer of cold command	A facial expression that conveys a cruel and arrogant attitude.
passions read	The sculptor was able to capture the emotions and personality of the subject.
stamped	The emotions and personality of the subject were strongly imprinted or engraved on the lifeless statue.
pedestal	A base or support on which a statue or monument stands.
Ozymandias	A reference to the Greek name for Ramses II, a pharaoh who ruled ancient Egypt.
King of Kings	A grandiose title used to signify supreme power and authority.
mighty	Referring to powerful and influential people.
despair	A feeling of hopelessness or despondency.
colossal Wreck	A massive and ruined statue that has fallen into disrepair.
boundless and bare	Desolate and empty, with nothing around.
lone and level sands	A vast and endless desert landscape.

Literary Devices in “Ozymandias” by Percy Bysshe Shelley

Literary Device	Verse	Identification, Meaning, and Explanation
Allusion	Line 10: “My name is Ozymandias, King of Kings”	It is a reference to a well-known person, event, or work of literature. In this line, Ozymandias is alluding to himself as a great king and ruler. The phrase “King of Kings” was also used in the Bible to refer to God.
Enjambment	Lines 12-15: Nothing beside remains. Round the decay / Of that colossal Wreck, boundless and bare / The lone and level sands stretch far away.”	It is the continuation of a sentence or phrase across multiple lines of poetry. In this example, the phrases continue to the next, joining the overall message of the poem.
Hyperbole	Line 11: “Look on my Works, ye Mighty, and despair!”	It is an exaggerated language used for emphasis or effect. In this line, Ozymandias is using hyperbole to boast of his accomplishments and challenge other rulers to match his power. However, the irony is that his works have crumbled to nothing, and there is nothing left to despair over.
Imagery	Line 3: “Stand in the desert. . . . Near them, on the sand”	These are vivid descriptions that create sensory experiences for the reader. In this line, the reader can visualize the vast expanse of the desert and the isolated nature of the statue, highlighting the futility of Ozymandias’s attempts to exert his power.
Irony	Line 14: “The lone and level sands stretch far away”	It is a contrast between what is expected and what actually occurs. In this line, the sands stretching far away suggest that Ozymandias’s power and legacy have faded into obscurity, despite his earlier boastful claims.
Metaphor	Line 4: “Half sunk a shattered visage lies”	It is a comparison between two things that are not alike, often using “is” or “was.” In this line, the shattered visage is compared to a fallen statue or monument, emphasizing the transience of even the most powerful empires.
Onomatopoeia	Line 13: “Of that colossal Wreck, boundless and bare”	It means words that imitate sounds. In this line, the repetition of the “b” sound creates a sense of heaviness and finality, as the reader confronts the ruins of Ozymandias’s empire.
Oxymoron	Line 7: “stamped on these lifeless things”	It is a figure of speech that combines two contradictory terms for effect. In this line, the phrase “lifeless things” is an oxymoron, as things cannot be both lifeless and stamped with passions. The contradiction underscores the idea that the statue, despite being made of stone, still carries the emotions and hubris of its creator.
Personification	Line 6: “Tell that its sculptor well those passions read”	It means attributing human qualities or characteristics to non-human objects. In this line, the statue is personified as having passions that were accurately read by the sculptor. This suggests that the statue is more than just an inanimate object and has a life of its own, carrying the emotions of Ozymandias even after his empire has fallen.
Repetition	Line 14: “The lone and level sands stretch far away”	It is the repetition of words or phrases for emphasis. In this line, the repetition of “away” emphasizes the finality and permanence of Ozymandias’s downfall, with his empire now reduced to nothingness.
Rhyme	Lines 2-3: “Two vast and trunkless legs of stone / Stand in the desert. . . . Near them, on the sand”	It is the repetition of similar sounds at the ends of words. In this example, “stone” and “sand” rhyme, creating a sense of continuity between the legs of the statue and the surrounding desert landscape.
Simile	Line 5: “And wrinkled lip, and sneer of cold command”	It is a comparison between two things using “like” or “as.” In this line, the statue’s facial features are compared to a sneer of cold command, emphasizing the arrogance and disdain of Ozymandias.
Symbolism	Line 10: “My name is Ozymandias, King of Kings”	It is the use of symbols to represent ideas or qualities. In this line, Ozymandias’s name and title symbolize his power and influence, which have now been reduced to nothing more than a ruined statue in the desert.
Tone	Line 13: “Of that colossal Wreck, boundless and bare”	It is the attitude or feeling conveyed by a piece of writing. In this line, the tone is one of despair and hopelessness, as the reader confronts the ruins of Ozymandias’s once-great empire.
Understatement	Line 12: “Nothing beside remains”	It is a statement that downplays the significance or intensity of a situation. In this line, the word “nothing” is an understatement, as it represents the complete destruction of Ozymandias’s empire and legacy. Despite its understated nature, the word highlights the magnitude of his downfall.
Verbal Irony	Line 11: “Look on my Works, ye Mighty, and despair!”	It is a contrast between what is said and what is meant. In this line, Ozymandias is using verbal irony to mock other rulers and emphasize his own power. However, the irony is that his works have crumbled to nothing, and there is nothing left to despair over.

Sound and Poetic Devices in “Ozymandias” by Percy Bysshe Shelley

Literary Device	Example/Reference	Definition, Meaning and Function
Alliteration	“Half sunk a shattered visage lies”	This is the repetition of the same consonant sound at the beginning of multiple words in a sentence or phrase. In this verse, the alliteration on the “s” sound creates a sense of desolation and decay, emphasizing the brokenness of the statue and the desolate surroundings.
Assonance	“whose frown, and wrinkled lip, and sneer of cold command”	This is the repetition of the same vowel sound in a sentence or phrase. The assonance of the “o” and “e” sounds in this verse create a sense of scorn and arrogance, emphasizing the statue’s power and authority despite its ruin.
Consonance	“And on the pedestal, these words appear”	This is the repetition of the same consonant sound at the end of multiple words in a sentence or phrase. The consonance of the “p” and “l” sounds in this verse creates a sense of solidity and stability, contrasting with the fragility and decay of the statue.
End Rhyme	“despair” and “bare”	This is the repetition of the same sound at the end of two or more lines of poetry. In this verse, the end rhyme emphasizes the finality of the statue’s decay and the desolation of its surroundings.
Rhyme Scheme	ABAB-ACDC-EDE-FDF	This is the pattern of rhyme in a poem. In “Ozymandias,” the rhyme scheme creates a sense of order and symmetry, contrasting with the theme of decay and disorder.
Diction	“colossal Wreck” and “boundless and bare”	This is the choice and use of words and phrases in a poem. In “Ozymandias,” the diction creates a sense of grandeur and destruction, emphasizing the statue’s former glory and its current ruin.
Verse Type	Blank Verse	It means a verse without a rhyme scheme, but with a regular meter. “Ozymandias” is written in iambic pentameter, with each line consisting of ten syllables with alternating stressed and unstressed syllables.
Stanza Type	Sonnet	A poem consisting of fourteen lines, often with a specific rhyme scheme. “Ozymandias” is a sonnet, with a rhyme scheme of ABAB-ACDC-EDE-FDF.
Poem Type	Sonnet	It is a type of poem having two parts: an octave and a sestet.
Tone	Irony and Satire	The attitude or feeling conveyed by a poem. In “Ozymandias,” the tone is one of irony and satire, as Shelley mocks the vanity and arrogance of the statue’s inscription and contrasts it with its current state of ruin.

Functions of Literary Devices in “Ozymandias” by Percy Bysshe Shelley

Enhancing the Poem’s Imagery: Shelley employs various literary devices to create vivid and striking images in “Ozymandias.” For example, he uses alliteration and repetition to emphasize the huge size and grandeur of the statue’s legs (“colossal” and “countenance” in line 3, and “boundless” and “bare” in line 13). Besides these, his use of metaphor and personification brings the statue to life, helping th readers to picture it as a powerful ruler who now lies in ruins.
Creating Mood and Tone: Literary devices play a key role in establishing the mood and tone of “Ozymandias.” Shelley uses caesura and enjambment to create a sense of foreboding and emptiness. Broken lines and pauses, too, convey a sense of the statue’s isolation and the futility of Ozymandias’s efforts to preserve his legacy. Furthermore, the use of irony and paradox helps to establish a tone of bitterness and resignation, underscoring the poem’s underlying message about the transience of power and the inevitability of decline.
Providing Insight into Character: The literary devices employed in “Ozymandias” provide insight into the character of Ozymandias himself. The statue’s “frown, / And wrinkled lip, and sneer of cold command” (line 5) create an image of a proud and arrogant ruler who believed himself to be invincible. Similarly, the inscription on the pedestal, with its hyperbolic claims and self-aggrandizement, reveals the depth of Ozymandias’s ambition and hubris.

Conveying Complex Themes: The literary devices in “Ozymandias” serve to convey the poem’s complex themes about power, mortality, and the passage of time. Through his use of metaphor and symbolism, Shelley presents the statue as a metaphor for human ambition and the futility of trying to preserve one’s legacy. His use of paradox and irony also underscores the idea that the pursuit of power is ultimately self-defeating. Overall, these devices help to create a rich and nuanced meditation on the nature of power and the limits of human ambition.

Themes in “Ozymandias” by Percy Bysshe Shelley

Transience of Power: In his sonnet, “Ozymandias,” Shelley emphasizes the theme of the transience of power through the description of the statue’s decay and the obliteration of its inscription. The broken statue of Ozymandias serves as a powerful symbol of the fleeting nature of power and the inevitable decline of the most powerful rulers. The lines “Half sunk a shattered visage lies” (line 4) and “Round the decay of that colossal Wreck, boundless and bare, / The lone and level sands stretch far away” (lines 12-14) underscore the idea that even the most grandiose achievements face the stringent ravages of time and the impermanence of human existence.
Dangers of Hubris: The poem “Ozymandias” explores the dangers of hubris, or excessive pride, through Shelley’s portrayal of Ozymandias as an arrogant and self-aggrandizing ruler. The phrase “sneer of cold command” (line 5) suggests that Ozymandias was a tyrant who ruled with an iron fist. The inscription on the pedestal, “Look on my Works, ye Mighty, and despair!” (line 11), reveals his arrogance as well as delusion of invincibility. The fact that the inscription is the only thing that remains of his statue highlights the dangers of unchecked ambition and the fleeting nature of power.

Limits of Human Achievement: In his poem, “Ozymandias”, Shelley grapples with the idea that human achievement is ultimately limited and finite. The description of the statue’s decay and the obliteration of its inscription demonstrates the idea that even the most grandiose achievements such as the statue of Ozymandias are subject to the vagaries of fate. The phrase “Nothing beside remains” (line 12) suggests that even the most powerful rulers face oblivious that their achievements go to ruins.
Power of Art and Language: Despite the decay of the statue, the inscription on its pedestal serves as a testament to Ozymandias’s legacy and the power of language to convey meaning and shape the course of history. The line “And on the pedestal, these words appear” (line 9) highlights the importance of language in preserving a record of human achievement. The fact that the inscription is still legible, despite the decay of the statue, underscores the power of language to transcend time and preserve a record of human achievement. Also, the description of the sculptor who “well those passions read” (line 6) suggests that art has the power to capture and convey human emotion and experience, even in the face of the passage of time.

Literary Theories and “Ozymandias” by Percy Bysshe Shelley

Historical Criticism: This literary theory examines the historical context surrounding the creation of a literary work. In the case of “Ozymandias,” historical criticism highlights Shelley’s interest in the political events of his time, particularly the French Revolution and the overthrow of tyrannical rulers. The poem could be interpreted as a commentary on the fleeting nature of power and the downfall of tyrants, as exemplified by the ruined statue of Ozymandias. (Verse 10: “My name is Ozymandias, King of Kings; / Look on my Works, ye Mighty, and despair!”)

New Criticism: This literary theory focuses on the text itself, independent of any outside factors. When applying new criticism to “Ozymandias,” one might examine the use of images and symbols throughout the poem, particularly in the depiction of the “colossal Wreck” (Verse 13) and the “lone and level sands” (Verse 14), which symbolize the transience and impermanence of human achievement.
Reader-Response Criticism: This literary theory emphasizes the role of the reader in interpreting a literary work. In “Ozymandias,” the reader might be struck by the sense of irony and futility in the poem, as the once-powerful Ozymandias is now reduced to a pile of ruins. (Verse 12: “Nothing beside remains. Round the decay / Of that colossal Wreck, boundless and bare”)
Psychological Criticism: This literary theory seeks to understand the motivations and psychological states of the characters or authors in a literary work. In “Ozymandias,” one might interpret the depiction of the ruined statue and its proud, tyrannical subject as an expression of Shelley’s own anxieties about power and the human condition. (Verse 4: “Half sunk a shattered visage lies, whose frown, / And wrinkled lip, and sneer of cold command”)

Essay Topics, Questions and Thesis Statements about “Ozymandias” by Percy Bysshe Shelley

Topic 1: Hubris and the Impermanence of Power in “Ozymandias”

Questions:

How does the poem criticize the idea of absolute power and authority?

What are the consequences of Ozymandias’ hubris?
How does the imagery of the ruined statue contribute to the poem’s message about power and human mortality?

Thesis Statement: In “Ozymandias,” Shelley uses vivid imagery and irony to convey a warning about the dangers of hubris and the impermanence of power, showing how even the mightiest rulers are ultimately subject to the ravages of time and the inevitable decline of all things.

Topic 2: Art and Memory in “Ozymandias”

Questions:

How does the poem explore the relationship between art and memory?

What is the significance of the ruined statue and the inscription on its pedestal?
How does the imagery of the barren desert landscape contribute to the poem’s themes of transience and loss?

Thesis Statement: “Ozymandias” offers a powerful meditation on the role of art and memory in preserving the legacy of great figures and civilizations, showing how even the most magnificent works of art can become symbols of transience and loss when they are divorced from their original context and the people who created them.

3. Topic 3: The Significance of the Traveler’s Perspective in “Ozymandias”

Questions:

How does the traveler’s perspective shape the meaning of the poem?

What is the significance of the traveler’s encounter with the ruins of Ozymandias’ statue?

How does the poem explore the idea of historical perspective and the limitations of human knowledge?

Thesis Statement: Through the perspective of the traveler who encounters the ruins of Ozymandias’ statue, Shelley highlights the limitations of human knowledge and the dangers of arrogance and pride, showing how even the most powerful figures and empires can become lost to time and memory.

Topic 4: The Use of Language and Imagery in “Ozymandias”

Questions:

How does Shelley use language and imagery to create a vivid and memorable portrait of the ruined statue and the desert landscape?

What is the significance of the repeated use of certain words and phrases, such as “vast,” “sneer of cold command,” and “boundless and bare”?
How does the poem’s language and imagery contribute to its overall themes of power, transience, and loss?

Thesis Statement: Shelley’s masterful use of language and imagery in “Ozymandias” creates a haunting and unforgettable portrait of the ruins of Ozymandias’ statue and the desolate desert landscape that surrounds it, underscoring the poem’s themes of the dangers of power, the fragility of human achievements, and the inevitability of decay and loss.

Short Questions-Answers about “Ozymandias” by Percy Bysshe Shelley

What is the central message of “Ozymandias”?

The central message of “Ozymandias” is the fleeting nature of power and the inevitability of the downfall of even the mightiest rulers. The poem shows that even though Ozymandias was once a powerful king, his works have been destroyed, and his name is all that remains. The lines “Look on my works, ye Mighty, and despair!” (line 11) are full of irony because they show that even the king’s most impressive creations have crumbled into dust. The poem, thus, reminds us of the transience of human life and the insignificance of earthly achievements in the grand scheme of things.

What is the role of imagery in “Ozymandias”?

The imagery in “Ozymandias” plays an important role in conveying the poem’s central message. The “vast and trunkless legs of stone” (line 2) and the “shattered visage” (line 4) create a vivid picture of the ruins of the king’s statue, while the “lone and level sands” (line 14) suggest the vastness and emptiness of the desert landscape. The contrast between the power and grandeur of the statue and the desolate landscape in which it now stands further emphasizes the poem’s theme of the transience of human achievements.

What is the significance of the title “Ozymandias”?

The title “Ozymandias” is significant because it refers to the Greek name for the Egyptian pharaoh Ramesses II, who was known for his military conquests and grand building projects. The use of this name reinforces the theme of the fleeting nature of power and the ultimate insignificance of even the most impressive human accomplishments. The fact that the title uses a name that would have been familiar to Shelley’s readers underscores the universality of the poem’s message.

“O Captain! My Captain!” by Walt Whitman

Captain! my Captain! our fearful trip is done,

The ship has weather’d every rack, the prize we sought is won,
The port is near, the bells I hear, the people all exulting,

While follow eyes the steady keel, the vessel grim and daring;
But O heart! heart! heart!
the bleeding drops of red,

Where on the deck my Captain lies,
Fallen cold and dead.
Captain! my Captain! rise up and hear the bells;

Rise up—for you the flag is flung—for you the bugle trills,
For you bouquets and ribbon’d wreaths—for you the shores a-crowding,
For you they call, the swaying mass, their eager faces turning;

Here Captain! dear father!
This arm beneath your head!
It is some dream that on the deck,

You’ve fallen cold and dead.
My Captain does not answer, his lips are pale and still,
My father does not feel my arm, he has no pulse nor will,

The ship is anchor’d safe and sound, its voyage closed and done,
From fearful trip the victor ship comes in with object won;
Exult O shores, and ring O bells!

But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.

Introduction

Written by Walt Whitman in 1865, “O Captain! My Captain!” is an elegy that mourns the death of President Abraham Lincoln. The poem quickly won popularity due to the love of the public for the president. Also, several newspapers and magazines across the country published this poem simultaneously. Whitman has expressed his deep love and respect for the deceased president to show the collective grief felt by the American people in the aftermath of his assassination. Structured as an extended metaphor with the captain of a ship representing Lincoln, who led the country through the turbulent waters of the Civil War, Whitman has tried to pay tribute to the legend.

Annotations of “O Captain! My Captain!” by Walt Whitman

Difficult Phrases and Verses	Annotations and Explanations
Verse 1: “Captain! my Captain! our fearful trip is done”	This phrase refers to the dangerous and difficult journey that the ship and its crew have been on.
Verse 2: “The ship has weather’d every rack, the prize we sought is won”	This means that the ship has survived every hardship and obstacle, like storms or rough waters, that it has encountered during the trip. The ship has achieved its goal and succeeded in its mission.
Verse 3: “The port is near, the bells I hear, the people all exulting”	The speaker can hear the bells ringing and the people cheering because they have arrived safely at their destination.
Verse 4: “While follow eyes the steady keel, the vessel grim and daring”	The ship is described as being both ominous and brave.
Verse 5: “But O heart! heart! heart!”	The repetition of “heart” emphasizes the speaker’s strong emotions in this moment.
Verse 6: “the bleeding drops of red”	This is a metaphor for blood, which suggests that someone has been injured or killed.
Verse 7: “Where on the deck my Captain lies, fallen cold and dead”	The Captain has died and is lying on the deck of the ship.
Verse 9: “Captain! my Captain! rise up and hear the bells”	The speaker is urging the Captain to rise up and be honored because he has achieved victory and is worthy of recognition.
Verse 10: “Rise up—for you the flag is flung—for you the bugle trills”	This is a call for the Captain to rise up and be recognized for his achievements.
Verse 11: “For you bouquets and ribbon’d wreaths—for you the shores a-crowding”	These are symbols of honor and victory, often used to celebrate a great achievement or military victory. The speaker is emphasizing that the Captain is being celebrated by many people.
Verse 13: “Here Captain! dear father! This arm beneath your head!”	The speaker is addressing the Captain and acting as if he is a father figure.
Verse 15: “It is some dream that on the deck, You’ve fallen cold and dead”	The speaker cannot believe that the Captain is really dead and wonders if it is just a nightmare.
Verse 17: “My Captain does not answer, his lips are pale and still”	The Captain is clearly dead and cannot respond to the speaker’s calls.
Verse 19: “The ship is anchor’d safe and sound, its voyage closed and done”	The ship has arrived at its destination and is safely anchored. The journey is over.
Verse 21: “Exult O shores, and ring O bells!”	The speaker is urging the people on shore to celebrate and rejoice in the victory of the ship and its crew.
Verse 23: “But I with mournful tread, walk the deck my Captain lies, fallen cold and dead”	The speaker is mourning the loss of the Captain and is walking on the deck where he lies, feeling sad and sorrowful.

Literary Devices in “O Captain! My Captain!” by Walt Whitman

First Literary Device	Second Verse as Reference	Identification, Meanings, and Explanations
Anaphora	“For you” (lines, 11-12) and “My…” (lines 17-18)	The repetition of these phrases emphasize Whitman’s admiration for and emotional connection to the captain, Abraham Lincoln.
Assonance	“For you the flag is flung—for you the bugle trills” (line 10)	The repetition of the /u/ sound creates a sense of unity and celebration, highlighting the importance of the captain to the speaker.
Consonance	“It is some dream that on the deck” (line 15)	The repetition of the /d/ and /l/ sounds creates a sense of finality and reinforces the mournful tone.
Hyperbole	“the people all exulting” (line 3)	The exaggeration of the people’s excitement creates a sense of joy and celebration.
Imagery	“the bleeding drops of red” (line 6)	The vivid imagery of blood emphasizes the captain’s sacrifice and the speaker’s emotional distress.
Metaphor	“the steady keel, the vessel grim and daring” (line 4) (Also see line 19)	The ship is compared to a person, emphasizing its steadfastness and courage.
Onomatopoeia	“the swaying mass, their eager faces turning” (line 12)	The use of “swaying” and “turning” creates a sense of movement, and the repetition of the /ing/ sound emphasizes the people’s excitement.
Oxymoron	“fearful trip” (line 1)	The pairing of “fearful” and “trip” creates a sense of unease and danger.
Personification	“the ship has weather’d every rack” (line 2)	The ship is given human qualities, emphasizing its resilience and ability to withstand challenges.
Repetition	“O heart! heart! heart!” (line 5)	The repetition of “heart” creates a sense of emotional intensity and emphasizes the speaker’s emotional distress.
Rhyme	“done” and “won” (line 2)	The use of rhyme creates a sense of completion and satisfaction, highlighting the successful completion of the journey.
Symbolism	“the flag” and “bouquets and ribbon’d wreaths” (line 10)	These objects symbolize the captain’s achievements and the respect and admiration he has earned.
Synecdoche	“My Captain does not answer, his lips are pale and still” (line 17)	The captain’s lips represent his entire body, emphasizing his lifelessness.
Tone	“Exult O shores, and ring O bells!” (line 21)	The tone is celebratory and joyful, emphasizing the successful completion of the journey and the admiration for the captain.
Verse	The entire poem	The poem is written in verse, with a consistent meter and rhythm, emphasizing the poem’s musicality and reinforcing the emotional impact of the words.

Sound and Poetic Devices in “O Captain! My Captain!” by Walt Whitman

First Literary Device	Examples/References	Meanings and Functions
Alliteration	“the flag is lung” (line 10)	The repetition of the “f” sound creates a sense of turbulence after the flag comes down.
Assonance	“But O heart! heart! heart!” (line 5)	The repetition of the long “o” sound creates a sense of intense emotion and emphasizes the speaker’s grief.
Consonance	“For you they call, the swaying mass” (line 12)	The repetition of the “s” and “w” sounds creates a sense of excitement and movement, emphasizing the crowd’s eagerness to see and celebrate the captain.
End Rhyme	“done/won” (line 2) and “still/will” (line 18)	The rhyming words at the end of the lines create a sense of musicality and structure, giving the poem a more rhythmic quality.
Rhyme Scheme	AABCDEFE	The consistent rhyme scheme creates a sense of order and structure, emphasizing the poem’s formal qualities.
Diction	“exulting” (line 3) and “swaying” (line 12)	The specific word choices create a sense of joy and movement, emphasizing the celebratory atmosphere surrounding the captain’s arrival.
Verse Type	Free verse	The poem has no consistent meter, allowing the words to flow more freely and naturally, and emphasizing the emotional content.
Stanza Type	Quatrain	The poem is divided into four-line stanzas, giving the poem a more structured and organized feel as a long-verse quatrain is followed by a short-verse quatrain.
Poem Type	Elegy	The poem mourns the death of Abraham Lincoln, who is metaphorically referred to as the “captain,” and celebrates his accomplishments.
Diction	“fearful” (line 1) and “grim and daring” (line 4)	The specific word choices create a sense of danger and uncertainty, emphasizing the challenges the ship faced during its journey.
Tone	Mourning and Celebration	The poem expresses grief and mourning for the loss of the captain, while also celebrating his accomplishments and the arrival of the ship.

Functions of Literary Devices in “O Captain! My Captain!” by Walt Whitman

Expressing Emotion and Tone: The literary devices used in “O Captain! My Captain!” by Walt Whitman, such as repetition, alliteration, and rhyme scheme, help to convey the poem’s emotional tone. The repetition of the phrase “O Captain! My Captain!” emphasizes the speaker’s deep respect and admiration for the captain, while the alliteration “the bleeding drops of red” creates a visceral image of the captain’s blood on the deck. The rhyme scheme, AABB, in the first quatrain, too, adds to the poem’s mournful tone and emphasizes the speaker’s sorrow over the captain’s death.
Creating Imagery and Metaphors: Through literary devices such as metaphor, simile, and personification, “O Captain! My Captain!” shows Whitman using images that help to convey the poem’s meaning. For example, the phrase “the ship has weather’d every rack” uses personification to give the ship a sense of resilience and strength. The metaphor of the captain as a father figure also highlights the speaker’s emotional attachment to the captain and his sense of loss.

Enhancing Rhythm and Musicality: The use of literary devices such as repetition, assonance, and consonance in “O Captain! My Captain!” helps the poet to create a pleasing rhythm and charming music in the poem. For example, the repetition of phrases such as “Captain! my Captain!” and “fallen cold and dead” creates a sense of emphasis and rhythm that enhances the poem’s impact. The assonance of /e/ in “bleeding drops of red” and the consonance of /g/ in “grim and daring” add to the poem’s musicality and contribute to its emotional impact.
Creating Symbolism and Meaning: The literary devices used in “O Captain! My Captain!” also contribute to the poem’s symbolic meaning. For example, repetition of the phrase “O Captain! My Captain!” creates a powerful symbol of loyalty and respect. The use of metaphor to compare the captain to a father figure creates a sense of familial love and loss. The poem’s overall message of mourning for a fallen leader and the triumph of a victorious journey reflects the larger themes of American history and the struggle for democracy. And all this has been possible through the appropriate use of literary devices.

Themes in “O Captain! My Captain!” by Walt Whitman

Loss and Mourning: The poem “O Captain! My Captain!”captures the deep sense of loss and mourning experienced by the poet for his fallen captain, who happens to be the president Abraham Lincoln. It immediately starts when the poem opens. The image of bleeding heart in line 5 suggests intense emotional pain and grief of the poem. It is further reinforced with the use of the word “dead” in line 8 that highlights the finality of death and the poet’s acceptance of the captain’s untimely demise. The repeated use of the phrase “my Captain” in every stanza of the poem underscores the strong emotional attachment the poet has had with the president. Also, his idea of living captain in lines 15-16 and 23-24 further highlights the difficulty Whitman faces in reconciling with the death of the president. That is why it seems to have become an acute loss for him that he is constantly mourning.

Victory and Triumph: Although “O Captain! My Captain!” centers not only on loss and mourning, it also touches other themes and celebrates victory and triumph. Whitman seems to have expressed satisfaction that Lincoln has left country in the same hands. That is why h shows the ship’s successful completion of the journey despite facing various obstacles it encounters as a symbol of victory and triumph. The use of the word “prize” in line 2 suggests that the journey was worth the effort, and the people’s exultation in line 3 underscores the sense of celebration and triumph. The waving of the flag and the playing of the bugle in line 10 symbolize victory and honor, while the wreaths and ribbons in line 11 represent the adoration and respect that the captain has earned.
Leadership and Respect: The poem “O Captain! My Captain!” highlights the captain’s leadership and the respect he has earned from his crew and others. The use of the phrase “Captain! My Captain!” in the poem conveys a sense of closeness and reverence that the speaker has for the captain. The captain seems a “father” figure in lines 13-14, highlighting the care and guidance he has provided to those around him. The fact that the people on shore are calling out to the captain, adorning his ship with wreaths and flags underscores the respect and admiration that the captain has won from his people. It also highlights the leadership skills that captain has that even on the deathbed he has not forgotten to steer the ship of his country clear of obstacles.

Literary Theories and “O Captain! My Captain!” by Walt Whitman

New Criticism: This literary theory focuses on the text and how its individual parts work together to create meaning. Regarding the poem, “O Captain! My Captain!”, New Criticism would analyze the use of repetition such as the repeated lines “Captain! My Captain!” throughout the poem show the speaker’s intense devotion to their fallen leader (verses 1, 9, and 17). The theory would also examine the use of imagery such as the description of the “bleeding drops of red” on the deck (verse 6), to emphasize the tragic loss of the captain. Other than these, it could focus on rhyme, anaphoric use of some phrases such as “For you…(lines 11-12) and metaphors and similes.

Reader-Response Theory: This literary theory emphasizes the role of the reader in interpreting a text. With “O Captain! My Captain!”, a reader-response interpretation would focus on the emotional impact of the poem on the reader. The theory would consider how the reader’s own experiences and emotions shape their understanding of the poem’s themes, such as grief, loyalty, and sacrifice. However, interestingly, some readers may interpret this emotional outburst as jingoism or over-expression of patriotism of the poet.
Historical Criticism: This literary theory considers the historical and cultural context in which a text was written. One way in which the poem reflects the historical context of its time is through its use of military imagery. The poem describes the captain as having “fallen cold and dead” (verse 2) and urges him to “rise up and hear the bells” (verse 9). These references to death and resurrection are reminiscent of the language of the Civil War, during which hundreds of thousands of soldiers lost their lives. The poem also uses military imagery to describe the captain’s leadership, referring to him as the “father” (verse 1) and “captain” (verses 1 and 3) of the ship. These references connect the poem to the patriotism and nationalism that characterized the post-Civil War era in the United States.
Psychoanalytic Criticism: This literary theory analyzes the psychological motivations and desires of the characters in a literary work. “O Captain! My Captain!” shows a psychoanalytic interpretation through poet’s relationship with the captain, including the intense emotions of love and loss he expresses in the poem. His relationship could be interpreted by seeing it as a metaphor. For example, he refers him “my father” in line 1 and “my Captain” in line 3. This suggests that the captain represents a figure of authority and guidance in the poet’s life, much like a father figure. Psychoanalytic criticism would examine the speaker’s feelings towards this figure, and how they relate to the his experiences with their own father or father figure. The poem also expresses the speaker’s intense emotions of love and loss toward the captain.

Essay Topics, Questions and Thesis Statements about “O Captain! My Captain!” by Walt Whitman

Topic: Abraham Lincoln’s Death in “O Captain! My Captain!” by Walt Whitman

Question: How does Walt Whitman use the death of Abraham Lincoln as a symbol of national mourning in “O Captain! My Captain!”?

Thesis Statement: In “O Captain! My Captain!”, Walt Whitman utilizes the death of Abraham Lincoln as a metaphor for the nation’s mourning, highlighting the deep sense of loss and sorrow felt by the American people after the Civil War, and underscoring the importance of Lincoln’s leadership and sacrifice for the country.

Topic: Loss and Grief in “O Captain! My Captain!” by Walt Whitman

Question: How does Walt Whitman explore the themes of loss and grief in “O Captain! My Captain!”?

Thesis Statement: Through the use of powerful imagery and symbolism, Walt Whitman explores the themes of loss and grief in “O Captain! My Captain!”, depicting the deep emotional pain and sense of sorrow felt by those who have lost someone they admire and respect, and underscoring the importance of remembering those who have sacrificed for their country.

Topic: Metaphors and Symbols in “O Captain! My Captain!” by Walt Whitman

Question: How does Walt Whitman use metaphors and symbols to convey meaning in “O Captain! My Captain!”?

Thesis Statement: In “O Captain! My Captain!”, Walt Whitman employs a range of metaphors and symbols to convey a deeper meaning about the themes of loss, grief, and patriotism, demonstrating the power of figurative language to evoke emotion and create a sense of connection between the reader and the subject matter.

Topic: Rhythm and Sound in “O Captain! My Captain!” by Walt Whitman

Question: How does Walt Whitman use rhythm and sound to create a sense of emotional intensity in “O Captain! My Captain!”?

Thesis Statement: Through his use of carefully crafted rhythm and sound, Walt Whitman creates a sense of emotional intensity in “O Captain! My Captain!”, heightening the impact of the poem’s themes and symbolism, and showcasing the power of poetry to evoke deep emotion and connect with readers on a visceral level.

Short Questions-Answers about “O Captain! My Captain!” by Walt Whitman

What is the significance of the metaphorical language in “O Captain! My Captain!” by Walt Whitman?

“O Captain! My Captain!” shows the use of metaphors, stressing upon the thematic strands of mourning and loss. For example, the ship is a metaphor for the nation, and the captain represents Abraham Lincoln, who was killed at that time. The “fearful trip” refers to the Civil War country witnessed at that time and the “prize we sought” was the preservation of the Union. The “bells” and “bugle trills” represent the nation’s joy at the end of the war, while the “bleeding drops of red” represent the bloodshed. This shows how metaphors in the poem highlight the pain and sacrifice the nation went through during the Civil War, and the loss the Americans felt when Lincoln departed from the scene.

What is the mood of “O Captain! My Captain!” by Walt Whitman?

The mood of “O Captain! My Captain!” is one of mourning and sadness. It shows that the ship has reached its destination and the war is over. Yet, there is a sense of loss because the captain has died. The repetition of the phrase “fallen cold and dead” reinforces this sense of finality and loss. However, there is also a sense of pride and respect for the captain as evidenced by the repeated plea to “rise up” and the tributes that are being made in his honor. This shows that the mood is not only of loss and pessimism but also of reassurance and optimism that at least the captain has done his duty before his departure.

What is the significance of the repeated phrase “Captain! My Captain!” in the poem “O Captain! My Captain!” by Walt Whitman?

The repetition of the phrase “Captain! My Captain!” emphasizes the speaker’s admiration and respect for the captain. It also reinforces the relationship between the captain and the speaker, which is one of loyalty and devotion. The repeated plea for the captain to “rise up” highlights the sense of loss and mourning that the speaker is experiencing, as well as the desire to pay tribute to the captain’s legacy. Overall, the repeated phrase serves as a powerful symbol of the speaker’s emotional connection to the captain and the deep sense of loss that is felt when he dies.

“A Red, Red Rose” by Robert Burns

my Luve is like a red, red rose

That’s newly sprung in June;
my Luve is like the melody

That’s sweetly played in tune.
So fair art thou, my bonnie lass,
So deep in luve am I;

And I will luve thee still, my dear,
Till a’ the seas gang dry.
Till a’ the seas gang dry, my dear,

And the rocks melt wi’ the sun;
I will love thee still, my dear,
While the sands o’ life shall run.

And fare thee weel, my only luve!
And fare thee weel awhile!
And I will come again, my luve,

Though it were ten thousand mile.

Introduction

Published in 1794, “A Red, Red Rose” is a romantic poem of a celebrated Scottish poet, Robert Burns, who is widely regarded as one of the greatest literary figures of the 18th century and a pioneer of the Romantic movement in poetry. Despite relatively short length of the poem, “A Red, Red Rose” shows the use of rich imagery, emotive language, and timeless themes of love and devotion. That is why it has captured the minds of its readers and listeners for over two centuries, cementing its place as one of Burns’ most popular and enduring works. Besides, it has also inspired adaptations, translations, and musical compositions across the globe.

Annotations of “A Red, Red Rose” by Robert Burns

“A Red, Red Rose” by Robert Burns is a romantic poem about the speaker’s love for his beloved. Here are the annotations with reference and line numbers as given:

“my Luve is like a red, red rose”: The speaker compares his love to a “red, red rose,” which is a metaphor for the beauty and freshness of his beloved’s love. (Line 1)
“That’s newly sprung in June”: The speaker further emphasizes the freshness and newness of his love by comparing it to a rose that has just bloomed in June. (Line 2)
“my Luve is like the melody”: The speaker uses a simile to compare his love to a sweet melody, suggesting that his love brings him joy and happiness. (Line 3)

“That’s sweetly played in tune”: The speaker continues the comparison of his love to a melody by describing it as being sweetly played in tune, which implies that his love is harmonious and in sync with his beloved’s. (Line 4)
“So fair art thou, my bonnie lass”: The speaker compliments his beloved’s beauty by using the Scottish term “bonnie lass” and describing her as “fair.” (Line 5)
“So deep in luve am I”: The speaker emphasizes the depth of his love by using the Scottish dialect word “luve” instead of “love.” (Line 6)

“And I will luve thee still, my dear”: The speaker declares his intention to love his beloved forever, using the Scottish dialect word “luve” again. (Line 7)
“Till a’ the seas gang dry”: The speaker uses hyperbole to emphasize the eternal nature of his love, suggesting that it will last until the seas dry up. (Line 8)
“Till a’ the seas gang dry, my dear”: The speaker repeats the hyperbolic statement about the seas to emphasize the longevity of his love. (Line 9)

“And the rocks melt wi’ the sun”: The speaker continues to use hyperbole to suggest that his love will last even longer than the existence of rocks, which will melt with the sun. (Line 10)
“I will love thee still, my dear”: The speaker repeats his declaration of eternal love for his beloved. (Line 11)
“While the sands o’ life shall run”: The speaker uses a metaphor to suggest that his love will last as long as the sands of life continue to flow, which is until death. (Line 12)

“And fare thee weel, my only luve!”: The speaker bids farewell to his beloved using a Scottish dialect word “weel” instead of “well.” He also refers to his beloved as his “only luve,” suggesting that she is the only one for him. (Line 13)
“And fare thee weel awhile!”: The speaker bids his beloved farewell for a little while, suggesting that they will be reunited later. (Line 14)
“And I will come again, my luve”: The speaker promises to return to his beloved, using the Scottish dialect word “luve” again. (Line 15)

“Though it were ten thousand mile”: The speaker uses hyperbole to suggest that he would travel even ten thousand miles to be with his beloved again, emphasizing the strength of his love. (Line 16)

Literary Devices in “A Red, Red Rose” by Robert Burns

Literary Device	Verse	Identification, Meanings, and Explanations
Allusion	“While the sands o’ life shall run.” (line 12)	Referring to the hourglass, which symbolizes the finite nature of life.
Anaphora	“And fare thee weel” (lines 13-14)	The repetition of this phrase emphasizes the sense of farewell and departure.
Enjambment	“my Luve is like a red, red rose / That’s newly sprung in June; / (lines 1-2)	The thought continues from one line to the next without pause, creating a sense of flow and continuity.
Hyperbole	“Till a’ the seas gang dry.” (line 8)	The speaker exaggerates the length of time he will love his partner, implying that his love will never die.
Imagery	“My Luve is like a red, red rose” (line 1)	The use of a simile creates a vivid image in the reader’s mind, emphasizing the beauty and purity of the speaker’s love.
Metaphor	“And the rocks melt wi’ the sun;” (line 10)	The speaker uses the melting of rocks as a metaphor for the impossibility of their love ever ending.
Oxymoron	“fare thee weel” (line 14)	The phrase is an oxymoron because “farewell” is a formal parting greeting, while “weel” is a colloquial Scottish term meaning “well.”
Personification	“Till a’ the seas gang dry” (line 8)	The seas are given human qualities and abilities, emphasizing the depth and longevity of the speaker’s love.
Repetition	“And I will luve thee still, my dear,” (line 7)	The repetition of “my dear” in the poem emphasizes the speaker’s affection for his partner.
Simile	“my Luve is like the melody” (line 3)	The use of “like” creates a comparison between the speaker’s love and a beautiful melody, emphasizing its sweetness and purity.
Symbolism	“red, red rose” (line 1)	The rose symbolizes love, passion, and beauty, emphasizing the depth and intensity of the speaker’s feelings.
Synecdoche	“While the sands o’ life shall run” (line 12)	The use of “sands” to refer to time creates a synecdoche, emphasizing the finite nature of life.

Sound and Poetic Devices in “A Red, Red Rose” by Robert Burns

Device	Examples	Meanings and Functions
Alliteration	my Luve is like a red, red rose	It creates a musical effect by repeating the /r/ and /l/ sound, emphasizing the freshness and vitality of the image.
Assonance	sweetly played in tune	It repeats the /i/ sound, adding to the musicality of the poem and conveying the harmonious nature of the speaker’s love.
Consonance	Till a’ the seas gang dry, my dear	It repeats the /s/ and /d/ sounds, adding to the musicality of the poem and emphasizing the endurance of the speaker’s love.
End Rhyme	tune/June, dry/sky, and sun/run	Provides a sense of closure and structure to each stanza, as well as creating a musical effect that contributes to the poem’s overall mood and tone.
Rhyme Scheme	ABCB	Provides a structure and form to the poem, while also contributing to the musicality and rhythm of the verses.
Diction	The use of Scottish dialect, archaic language, and poetic language (“Luve,” “gang,” “weel,” “fare,” etc.)	It reates a unique and distinctive tone that is both romantic and nostalgic, emphasizing the speaker’s deep affection and emotional connection to the subject of the poem.
Verse Type	Quatrain, with alternating lines of iambic tetrameter and iambic trimeter	It creates a musical rhythm that mimics the natural ebb and flow of spoken language, while also providing structure and form to the poem.
Stanza Type	Four quatrains, with a repeating refrain in the last two lines of each stanza	It provides a sense of repetition and continuity throughout the poem, emphasizing the speaker’s unwavering love and commitment to the subject.
Poem Type	A lyric poem, expressing the speaker’s personal emotions and feelings towards their beloved	It conveys the intensity and depth of the speaker’s love, while also emphasizing the universality of human emotions and experiences.
Tone	Romantic, nostalgic, and deeply emotional	It conveys the speaker’s intense love and devotion, as well as the longing for the subject of the poem. The nostalgic tone also emphasizes the fleeting nature of human emotions and experiences.

Themes in “A Red, Red Rose” by Robert Burns

Long Distance Love: Robert Burns’s” “A Red, Red Rose” portrays the theme of love across great physical distances. The speaker promises his beloved that he will return to her, even if it means traveling “ten thousand mile.” This argument emphasizes the power of love to overcome distance and social restrictions. The poem also highlights the idea that true love can endure despite physical barriers. The speaker’s unwavering commitment to his beloved despite the distance emphasizes the strength of their relationship. (Lines 15-16)
Transience: The theme of transience is evident in the poem, “A Red, Red Rose” by Burns as the speaker acknowledges the fleeting nature of life and the inevitability of change. He promises his beloved while “the sands o’ life shall run,” he will continue loving her. This commitment on his part emphasizes the transience of life and suggests that love is a precious and fleeting thing that should be cherished while it lasts. This is how the poem highlights the idea that time is fleeting and that one should make the most of the time they have. (Line 12)

Immortality: The theme of immortality is present in the poem in the shape of love. The speaker, who happens to be the poet himself, suggests that his love will continue even after death. He compares his love to a melody that is “sweetly played in tune,” implying that it will endure beyond his lifetime. This emphasizes the idea that love can be a source of comfort and solace even in the face of death. This is how the poem highlights the power of love to transcend death and the idea that love is eternal. (Line 4)
Nature: The poem “ A Red, Red Rose” by Burns also touches upon the theme of nature as the speaker compares his beloved to a “red, red rose” that is newly sprung in June. This emphasizes the beauty of nature and the connection between love and the natural world. The poem suggests that love is a natural and essential part of life, much like the changing of the seasons because the beauty of both natural things or phenomena are similar. The speaker’s comparison of his beloved to a rose also emphasizes the fleeting nature of love, as roses bloom for a short time before withering away. (Lines 1-2)

Literary Theories and “A Red, Red Rose” by Robert Burns

Formalism: Formalism literary theory emphasizes the formal elements of a literary work, such as its structure, language, and style. In the case of Robert Burns’ poem “A Red, Red Rose,” the consistent rhyme scheme (AABB) and meter (iambic tetrameter) create a sense of harmony and balance throughout the poem, reflecting the speaker’s feelings of love. The poem’s structure is also carefully crafted, with each stanza consisting of two quatrains that are thematically linked. The repetition of certain phrases, such as “O my Luve’s like a red, red rose,” creates a sense of unity and coherence in the poem.

Reader-Response Theory: Reader-Response Theory suggests that meaning is not inherent in the text but is instead created by the reader’s interpretation and response to it. In the case of “A Red, Red Rose,” readers may connect with the poem’s themes of love and devotion and the speaker’s use of vivid imagery and musical language. The line “O my Luve’s like the melodie / That’s sweetly play’d in tune” may evoke a range of emotions and associations in different readers, depending on their personal experiences and cultural background.
New Criticism: New Criticism literary theory emphasizes close reading and analysis of a literary work’s literary devices, such as metaphor, imagery, and symbolism. In the case of “A Red, Red Rose,” the repetition of the word “luve” emphasizes the speaker’s intense feelings and creates a sense of unity and coherence in the poem. The use of vivid imagery, such as the comparison of the speaker’s love to a red rose, creates a powerful emotional impact on the reader.
Marxist Theory: Marxist Theory emphasizes the social and economic forces that shape the experiences of individuals and groups. In the case of “A Red, Red Rose,” the line “And fare thee weel, my only Luve!” suggests that the speaker and his lover may be separated due to economic or social pressures. The poem may thus be seen as a reflection of the economic and social realities of Burns’ time, where class divisions and economic pressures often determined the course of romantic relationships.

Feminist Theory: Feminist Theory analyzes the representation of gender roles and relationships in literary works. In the case of “A Red, Red Rose,” the speaker’s use of possessive language, such as “my Luve” and “my dear,” can be seen as an expression of male dominance and control over the female figure. The poem may thus be seen as reinforcing traditional gender roles and relationships, where the male is the dominant figure and the female is the object of his desire.

Essay Topics, Questions, and Thesis Statements about “A Red, Red Rose” by Robert Burns

Topic: Use of Imagery and Language in “A Red, Red Rose.”

Question: How does Robert Burns use language and imagery in “A Red, Red Rose” to convey the depth of the speaker’s love for his beloved?

Thesis statement: Through the use of vivid language and rich imagery, Robert Burns conveys the depth of the speaker’s love for his beloved and emphasizes the enduring nature of true love.

Topic: Structure and Form of “A Red, Red Rose”

Question: In “A Red, Red Rose”, what is the significance of the poem’s structure and form? Thesis statement: By using a traditional ballad form and a simple structure, Robert Burns emphasizes the timelessness and universality of the poem’s theme of love.

Topic: Themes in “A Red, Red Rose”

Question: What themes are present in “A Red, Red Rose” and how do they contribute to the poem’s overall meaning?

Thesis statement: Through exploring themes of love, beauty, time, and nature, Robert Burns conveys the idea that true love is a timeless and essential part of the human experience.

Topic: Cultural and Historical Context of “A Red, Red Rose”

Question: How does “A Red, Red Rose” reflect the cultural and historical context in which it was written?

Thesis statement: By examining the cultural and historical context of the late 18th century in Scotland, it is possible to understand how Robert Burns’s “A Red, Red Rose” reflects the cultural values and social norms of the time, while also exploring universal themes of love and human emotion.

Short Questions-Answers about “A Red, Red Rose” by Robert Burns

Question: How does the theme of time relate to the speaker’s expression of love in “A Red, Red Rose”?

Answer: The theme of time is central to the speaker’s expression of love in “A Red, Red Rose.” By repeatedly emphasizing the idea that he will love his beloved “till a’ the seas gang dry” and “while the sands o’ life shall run”, the speaker suggests that his love is eternal and enduring, and will remain constant even as time passes. This theme is particularly significant given the context in which Burns was writing, which was marked by rapid social and cultural change. Therefore, it may reflect his desire to emphasize the enduring nature of human emotions like love and affection.

Question: How does the use of ballad form in “A Red, Red Rose” relate to its themes of love and nature?

Answer: The use of a ballad form in “A Red, Red Rose” serves to emphasize the poem’s themes of love and nature by creating a simple and easily memorable structure that emphasizes the poem’s emotional content. This structure also reinforces the idea that the speaker’s love is timeless and universal. It is, therefore, much like the traditional ballads that have been passed down through generations. By emphasizing these themes through a traditional form, Burns highlights the enduring nature of love and nature and suggests that they are an essential part of the human experience.

Question: How does the use of imagery and metaphor in “A Red, Red Rose” contribute to its emotional impact?

Answer: The use of clear images and natural metaphor in “A Red, Red Rose” serves to deepen its emotional impact by creating a rich sensory experience for the readers. By comparing his beloved to a “red, red rose” and a sweetly played melody, the speaker evokes a sense of beauty and pleasure that heightens the emotional intensity of the poem. This imagery also serves to emphasize the speaker’s deep affection for his beloved, suggesting that she is not just an object of desire, but a source of beauty and pleasure that enhances his life.

Question: How does the speaker’s use of Scottish dialect in “A Red, Red Rose” contribute to its overall meaning?

Answer: The speaker’s use of Scottish dialect in “A Red, Red Rose” serves to emphasize the poem’s cultural and historical context, while creating a sense of intimacy and familiarity between the speaker and his audience. By using words like “luve” and “gang”, the speaker emphasizes his Scottish identity and the cultural traditions that shape his understanding of love and affection. This use of dialect also creates a sense of closeness between the speaker and his audience, suggesting that his expression of love is not just a personal statement, but a reflection of shared cultural values and experiences.

“Annabel Lee” by Edgar Allan Poe

It was many and many a year ago,

In a kingdom by the sea,
That a maiden there lived whom you may know

By the name of Annabel Lee;
And this maiden she lived with no other thought
Than to love and be loved by me.

I was a child and she was a child,
In this kingdom by the sea,
But we loved with a love that was more than love—

I and my Annabel Lee—
With a love that the wingèd seraphs of Heaven
Coveted her and me.

And this was the reason that, long ago,
In this kingdom by the sea,
A wind blew out of a cloud, chilling

My beautiful Annabel Lee;
So that her highborn kinsmen came
And bore her away from me,

To shut her up in a sepulchre
In this kingdom by the sea.
The angels, not half so happy in Heaven,

Went envying her and me—
Yes!—that was the reason (as all men know,
In this kingdom by the sea)

That the wind came out of the cloud by night,
Chilling and killing my Annabel Lee.
But our love it was stronger by far than the love

Of those who were older than we—
Of many far wiser than we—
And neither the angels in Heaven above

Nor the demons down under the sea
Can ever dissever my soul from the soul
Of the beautiful Annabel Lee;

For the moon never beams, without bringing me dreams
Of the beautiful Annabel Lee;
And the stars never rise, but I feel the bright eyes

Of the beautiful Annabel Lee;
And so, all the night-tide, I lie down by the side
Of my darling—my darling—my life and my bride,

In her sepulchre there by the sea—
In her tomb by the sounding sea.

Introduction

A hauntingly beautiful poem “Annabel Lee” by Edgar Allan Poe has transcended time and space in its popularity. It still remains a celebrated literary work even after more than a century since its first publication in 1849. Interestingly, it is the same year when Poe breathed his last. However, the enduring popularity of the poem lies not just in its theme but also its musicality, evocative language, and terrifying setting. Through the use of intricate sentence structures, Poe skillfully creates a foreboding and melancholic atmosphere that pervades the entire poem as well as the readers alike.

Annotations of “Annabel Lee” by Edgar Allan Poe

Word/Phrase	Line #	Annotations
Kingdom by the sea	2, 8, 20	A place by the sea, possibly a fictional kingdom created by the author
Maiden	4	An old-fashioned term for a young unmarried woman
Wingèd seraphs	11	Heavenly beings with wings, commonly depicted in religious art
Coveted	12	Strongly desired or coveted
Highborn kinsmen	17	People of high social standing who were related to Annabel Lee
Sepulchre	19, 40	A tomb or burial place
Envying	22	Feeling jealousy or envy towards someone
Dissever	32	To separate or divide something into different parts
Moon never beams	34	The moon never shines or illuminates without bringing the speaker dreams of Annabel Lee
Stars never rise	36	The stars never appear without the speaker feeling the presence of Annabel Lee
Night-tide	39	The time of night
Sepulchre/Tomb by the sounding sea	40, 41	Annabel Lee’s final resting place by the sea

Literary in “Annabel Lee” by Edgar Allan Poe

Literary Device	Verse	Identification, Meanings, and Explanations
Alliteration	“In her tomb by the sounding sea” (line 41)	The repetition of the “s” sound in this line creates alliteration. It draws the reader’s attention to the setting to show how the sea creates a terrible sound.
Allusion	11. With a love that the wingèd seraphs of Heaven	The reference to the winged seraphs of Heaven alludes to the angels mentioned in the Bible. Poe uses this allusion to emphasize the intensity of their love.
Anaphora	28. Of those who were older than we— 29. Of many far wiser than we—	The repetition of “Of” in the beginning of two verses show the use of anaphora in this poem.
Assonance	29. Of many far wiser than we—	The repetition of the “i” sound in “wiser” and “we” creates assonance. It draws the reader’s attention to the similarity of the two words.
Consonance	33. Of the beautiful Annabel Lee;	The repetition of the “l” sound in “Annabel” and “Lee” creates consonance. It creates a musical effect and draws the reader’s attention to her name.
Enjambment	That a maiden there lived whom you may know By the name of Annabel Lee; And this maiden she lived with no other thought Than to love and be loved by me.	The sentence continues to the next line without pause or punctuation. It creates a sense of continuity and fluidity.
Hyperbole	9. But we loved with a love that was more than love—	The speaker exaggerates the intensity of their love for Annabel Lee, using hyperbole to emphasize the depth of their feelings.
Imagery	34. For the moon never beams, without bringing me dreams	The image of the moonbeams bringing the speaker dreams creates a vivid picture in the reader’s mind.
Internal Rhyme	36. And the stars never rise, but I feel the bright eyes	The rhyme between “rise” and “eyes” creates internal rhyme. It adds to the musicality of the poem and draws the reader’s attention to the speaker’s feelings.
Irony	20. In this kingdom by the sea.	The repetition of this phrase creates irony because it juxtaposes the romantic image of a kingdom by the sea with the tragedy of Annabel Lee’s death.
Metaphor	31. Nor the demons down under the sea	The demons are a metaphor for the speaker’s fears and anxieties. Poe uses this metaphor to create a sense of foreboding and danger.
Personification	15. A wind blew out of a cloud, chilling	The wind is personified by being given the ability to chill. This creates a sense of foreboding and danger.
Refrain	39. Of my darling—my darling—my life and my bride,	The repetition of this refrain emphasizes the speaker’s intense love for Annabel Lee.
Repetition	26. Chilling and killing my Annabel Lee.	The repetition of the “ing” sound creates a musical effect and emphasizes the violence of Annabel Lee’s death.
Rhyme Scheme	1. It was many and many a year ago,	The poem follows a regular rhyme scheme, with each stanza following ABABCB.
Simile	11. With a love that the wingèd seraphs of Heaven	A comparison between the intensity of the speaker’s love and the love of the angels in heaven.
Symbolism	19. To shut her up in a sepulchre	The sepulchre symbolizes death and the loss of the speaker’s love.

Poetic and Sound Devices in “Annabel Lee” by Edgar Allan Poe

Literary Device	Reference of Verses	Meanings and Functions
Alliteration	Line 1: “many and many”	The sound of “m” emphasizes the abundance of time passed
Assonance	Line 3: “whom you may know”	Adds a musical quality and emphasis to the familiarity of the maiden through /o/ sound as repeated.
Consonance	Line 4: “Annabel Lee”	Repeats the “l” sound for musical effect and emphasis
End Rhyme	Line 4: “Annabel Lee” and Line 6: “by me”	Creates a sense of completeness and satisfaction within each line
Rhyme Scheme	ABABCB	Provides structure and organization to the poem
Diction	Line 17: “highborn kinsmen”	Word choice emphasizes the class and status difference between the speaker and Annabel Lee’s family
Verse Type	Free verse with occasional rhyme	Allows for flexibility in structure and rhythm while still incorporating traditional poetic elements
Stanza Type	Six-line stanzas (sestets)	Creates a consistent pattern and rhythm throughout the poem
Poem Type	Narrative and lyric poetry	Tells a story while also expressing personal emotions and feelings
Tone	Mournful and nostalgic	Conveys a sense of longing and sadness for a lost love

Functions of Literary Devices in “Annabel Lee” by Edgar Allan Poe

Function 1: Imagery: Imagery in “Annabel Lee” creates a beautifully haunting picture of the setting and the characters involved in the storyline. For example, the opening lines of the poem create an image of a distant kingdom situated somewhere by the sea where the protagonist lived with Annabel Lee. Poe’s use of imagery helps readers to better picture the setting and realize the emotions and situations presented in the poem.

Function 2: Repetition: Repetition intends to emphasize key phrases and ideas in the poem. For example, the phrase “kingdom by the sea” occurs three times in the first six lines of the poem, highlighting the importance of the setting. The repetition of the name “Annabel Lee” throughout the poem reinforces the importance of the protagonist’s love for her. This shows how repetition stresses upon the situation, characters, and feelings to make the readers understand reality.

Function 3: Symbolism: Symbolism in the poem conveys deeper meanings beyond the literal text. The wind blowing out of the cloud that chills Annabel Lee is a symbolic representation of death, and her sepulchre symbolizes the finality of death. The moon and stars that the protagonist dreams of symbolize his enduring love for Annabel Lee. Several other things that are generally associated with horror symbolize death, fear, and terror haunting the storyline of the poem.

Function 4: Rhyme and Rhythm: The poem’s rhyme and rhythm create a musical quality that enhances the emotional impact of the poem. Poe uses internal and end rhymes to create a consistent pattern, giving the poem a lyrical quality. This musical quality is exemplified by the repetition of the phrase “Annabel Lee” throughout the poem. The rhythm also contributes to the poem’s dreamlike quality, emphasizing the protagonist’s longing for his lost love.

Themes in “Annabel Lee” by Edgar Allan Poe

Love and Death: “Annabel Lee” revolves around the central theme of love and death. Poe portrays the power of love, which transcends the boundaries of death, as the narrator’s love for Annabel Lee persists even after her demise. The poem conveys the idea that love is a force that can overcome death and that true love never dies. The narrator’s memories of Annabel Lee serve as a testament to the enduring nature of love. As he remarks in lines 34-35, “For the moon never beams, without bringing me dreams / Of the beautiful Annabel Lee.” It shows how he recalls his beloved even when he dreams. The same happens during his waking hours. Therefore, the poem shows love and death intertwined.
Jealousy and Envy: The theme of jealousy and envy is also present in the poem “Annabel Lee.” It happens that even the angels in heaven are envious of the love between the narrator and Annabel Lee, leading to her untimely death. Poe suggests that jealousy can lead to destructive outcomes, and in this case, it results in the tragic end of Annabel Lee’s life. This theme is evident in lines 21-22, where the narrator states, “The angels, not half so happy in Heaven, / Went envying her and me.” Yet, the poet does not clarify whether the beloved of the speaker dies naturally or the angels cause her death.

Memory and Remembrance: “Annabel Lee” also explores the theme of memory and remembrance. The narrator’s love for Annabel Lee seems alive through his memories of her, and he continues to honor her memory by visiting her tomb. The poem highlights the significance of memories in preserving the essence of loved ones who have passed away. This theme is evident in lines 38-40, where the narrator declares, “And so, all the night-tide, I lie down by the side / Of my darling—my darling—my life and my bride, / In her sepulchre there by the sea.” This also shows that memory and rememberance play an important role in bringing love, death, and terror to the limelight.
Life and Death as a Cycle: The final theme in “Annabel Lee” is the cyclical nature of life and death. Poe presents the concept that death is not the end, but a continuation of life, and that the love between the narrator and Annabel Lee will transcend death. The poem suggests that death is a part of the natural cycle of life and that those we love will always be a part of us. This theme is evident in lines 32-33, where the narrator affirms, “Can ever dissever my soul from the soul / Of the beautiful Annabel Lee.”

Literary Theories and Interpretations of “Annabel Lee” by Edgar Allan Poe

Psychoanalytic Theory: A psychoanalytic interpretation of “Annabel Lee” would focus on the psychological motivations behind the narrator’s behavior and emotions. The poem suggests that the narrator is deeply attached to Annabel Lee to the point that her death causes him intense grief and leads him to seek comfort in her memory. This could be seen as a manifestation of the narrator’s desire for a mother figure, as Annabel Lee is described as being childlike and innocent (lines 7-8). It is also that the narrator’s persistent attachment to Annabel Lee’s memory could be interpreted as a form of denial or refusal to accept her death (lines 34-41).

Historical Theory: From a historical perspective, the poem could be seen as a reflection of the societal values and beliefs of the time in which it was written. The theme of the supernatural, with the angels and demons mentioned, could be interpreted as a reflection of the spiritualism popular in the mid-19th century. The portrayal of Annabel Lee as a passive and innocent figure, and the narrator as a heroic lover, could be seen as reflecting traditional gender roles and societal expectations regarding romantic relationships (lines 3-6, 9-12).
Reader-Response Theory: Reader-response theory focuses on the role of the reader in interpreting a text. From this perspective, “Annabel Lee” can be seen as a highly personal and emotional poem that invites readers to connect with the narrator’s grief and longing. The use of repetition, such as the repeated phrases “Annabel Lee” and “kingdom by the sea,” creates a sense of rhythm and musicality that draws the reader into the narrative (lines 2, 4, 5, 9, 34). The themes of love, death, and memory are universal and relatable, allowing readers to interpret the poem in a way that is meaningful to them personally.
New Criticism Theory: New Criticism is an approach to literary criticism that focuses on the text itself rather than its historical or cultural context. A New Critical interpretation of “Annabel Lee” would focus on the poem’s language and imagery, as well as its use of symbolism and metaphor. For example, the repeated mention of the sea could be seen as a symbol of both the narrator’s love and his grief, as the sea is both beautiful and dangerous (lines 2, 19, 40-41). Also, the use of personification, such as when the wind seems “chilling and killing” Annabel Lee, creating a sense of foreboding and suspense (lines 15, 25).

Essay Topics, Questions, and Thesis Statements about “Annabel Lee” by Edgar Allan Poe

Topic: Love and Loss in “Annabel Lee” by Edgar Allan Poe

Question: How does Poe explore the themes of love and loss in “Annabel Lee”?

Thesis Statement: Through the portrayal of the intense and enduring love between the narrator and Annabel Lee, as well as the tragic loss of Annabel Lee, Poe demonstrates the powerful and destructive effects of love and loss on the human psyche.

Topic: Death and Immortality in “Annabel Lee” by Edgar Allan Poe

Question: How does Poe use the theme of death and immortality in “Annabel Lee”?

Thesis Statement: By exploring the concepts of death and immortality through the narrator’s undying love for Annabel Lee and the imagery of the sea and the moon, Poe demonstrates the enduring nature of love and the idea that love can transcend death.

Topic: Gothic Elements in “Annabel Lee” by Edgar Allan Poe

Question: How does Poe use gothic elements in “Annabel Lee”?

Thesis Statement: Through the use of dark and supernatural elements such as death, loss, and haunting imagery, Poe creates a gothic atmosphere that underscores the narrator’s sense of loss, despair, and madness.

Topic: Imagery and Symbolism in “Annabel Lee” by Edgar Allan Poe

Question: How does Poe use imagery and symbolism in “Annabel Lee”?

Thesis Statement: Through the use of vivid and haunting imagery such as the sea, the moon, and the angels, as well as symbolic elements such as the sepulchre and the seraphs of Heaven, Poe creates a powerful and haunting poem that explores the themes of love, loss, and mortality.

Short Questions-Answers about “Annabel Lee” by Edgar Allan Poe

Question: How does the theme of love and loss shape the narrative of “Annabel Lee” by Edgar Allan Poe, and what techniques does the poet use to convey the depth of emotion?

Answer: “Annabel Lee” shows the theme of love and loss shaping the narrative by presenting the speaker’s intense emotional attachment to the titular character as well as his profound grief at her death. The poem employs various poetic techniques to convey the depth of these emotions, including repetition, imagery, and metaphor. For example, the refrain of “the kingdom by the sea” emphasizes the speaker’s yearning for the lost love. Similarly, the image of the angels envying the couple’s love conveys the idea of a love transcendental and eternal. Through these techniques, the poet creates a hauntingly beautiful and poignant portrait of love and loss that resonates with readers.

Question: In “Annabel Lee,” Poe explores the idea of the supernatural and the afterlife. How does he use language and imagery to convey the otherworldly nature of the poem?

Answer: Poe uses language and imagery in “Annabel Lee” to create a sense of the supernatural and extra-terrestrial. For instance, he describes the couple’s love as “seraphs in Heaven” and “winged seraphs of Heaven,” suggesting a divine or heavenly quality to their relationship. Additionally, the image of the moon as a “demon” and the “sea” as a “tomb” create a sense of darkness and foreboding. The repetition of the refrain “the kingdom by the sea” also adds to the otherworldly nature of the poem, suggesting a place that is both magical and mysterious. Through these techniques, Poe creates a hauntingly beautiful and mystical world that is both unsettling and enchanting.

Question: The character of Annabel Lee is central to the poem, but the reader is given little information about her beyond her name. How does this lack of detail contribute to the emotional power of the poem?

Answer: The lack of detail about Annabel Lee in the poem serves to heighten the emotional power of the poem by emphasizing the universality of the speaker’s experience. By withholding specific details about Annabel Lee’s appearance or personality, Poe invites readers to project their own experiences of love and loss onto the character. This creates a sense of empathy and universality that connects the poem with the readers at the emotional level. Moreover, the simplicity of the poem’s language and structure becomes easy for the readers to perceive meanings and understand signs and symbols.

Question: What is the role of repetition and refrain in “Annabel Lee,” and how does it contribute to the overall effect of the poem?

Answer: The repetition of the refrain “the kingdom by the sea” in “Annabel Lee” serves to emphasize the central importance of the setting and the speaker’s longing for his lost love. The refrain creates a sense of familiarity and comfort, drawing the reader into the speaker’s emotional landscape. Additionally, the repetition of phrases such as “in this kingdom by the sea” and “the angels, not half so happy in Heaven” creates a hypnotic effect that contributes to the dreamlike quality of the poem. Using these literary devices, Poe creates a sense of nostalgia and longing that permeates the entire poem, drawing readers to experience emotions akin to the poem.