Day: May 5, 2024

Introduction: “Youth and Age” by Samuel Taylor Coleridge

“Youth and Age” by Samuel Taylor Coleridge was first published sometime between 1823 and 1832, the exact year being a matter of some debate. It appeared in his collection “Poems,” a volume that showcased Coleridge’s mastery of various poetic styles and explored themes that would become hallmarks of Romanticism, including the power of nature, the beauty and loss of youth, and the search for meaning in life. The poem itself is a poignant meditation on the passage of time, contrasting the vibrancy and optimism of youth with the introspection and physical limitations of age.

Text: “Youth and Age” by Samuel Taylor Coleridge

Annotations: “Youth and Age” by Samuel Taylor Coleridge

Literary And Poetic Devices: “Youth and Age” by Samuel Taylor Coleridge

Themes: “Youth and Age” by Samuel Taylor Coleridge

1. Youth and Old Age: The poem is a lamentation of the passing of the poet’s youth and his reluctant acceptance of old age. The poet compares the joys and freedom of his youth with the helplessness and sadness of his old age. In his youth, the poet was full of life and energy, “Life went a-maying / With Nature, Hope, and Poesy” (lines 3-4), but now he feels old and weak, “This breathing house not built with hands, / This body that does me grievous wrong” (lines 5-6). The poet longs for his youth and regrets the passing of time, “When I was young?—Ah, woful When! / Ah! for the change ‘twixt Now and Then!” (lines 1-2).
2. Nature: The poem portrays the poet’s attraction to nature in his youth and his disconnection from it in old age. The poet describes his youth as a time when he was strong and active and could climb high peaks and run on sandy beaches, “O’er aery cliffs and glittering sands, / How lightly then it flashed along” (lines 9-10). In contrast, in his old age, he feels disconnected from nature and can no longer enjoy its beauty, “Nought cared this body for wind or weather / When Youth and I lived in’t together” (lines 11-12). The poet’s relationship with nature reflects his own growth and decay.
3. Hope and Hopelessness: The poem shows the poet’s hope and optimism in his youth and his hopelessness and despair in old age. The poet describes how he used to be full of love, joy, and liberty in his youth, “Flowers are lovely; Love is flower-like; / Friendship is a sheltering tree” (lines 13-14), but now he feels weak and helpless, “When I was old? Ah woeful Ere, / Which tells me, Youth’s no longer here!” (lines 17-18). The poet’s hope and optimism have been replaced with despair and hopelessness.
4. Memory and Nostalgia: The poem expresses the poet’s nostalgia for his youth and his memories of the past. The poet remembers his youth as a time when he could write poetry and enjoy the company of nature, “Dew-drops are the gems of morning, / But the tears of mournful eve!” (lines 25-26). He also remembers the joys of friendship, love, and liberty that he had in abundance when he was young, “O! the joys, that came down shower-like, / Of Friendship, Love, and Liberty” (lines 19-20). The poet is nostalgic for the passing of his youth and the loss of his creative energy, “Life is but thought: so think I will / That Youth and I are house-mates still” (lines 27-28). The poem is a nostalgic reflection on the passing of youth and the fleeting nature of life.

Literary Theories and Interpretations of “Youth and Age” by Samuel Taylor Coleridge

1. Biographical Interpretation: This approach examines how the poet’s own life experiences might have influenced the poem. Coleridge struggled with various personal and physical afflictions throughout his life, including addiction and illness. “Youth and Age” could reflect his own feelings of nostalgia for his youth and lamentation for the changes brought about by aging. For example, lines such as “This body that does me grievous wrong” and “What strange disguise hast now put on” may allude to Coleridge’s physical ailments and the sense of betrayal he felt from his own body.
2. Romanticism: Viewing the poem through the lens of Romanticism highlights its emphasis on nature, emotion, and the passage of time. Coleridge, as a prominent Romantic poet, often explored themes related to nature’s beauty, the passage of time, and the power of imagination. In “Youth and Age,” nature is depicted as a source of joy and freedom in youth, but also as a reminder of mortality and loss in old age. For instance, the imagery of “Flowers are lovely; Love is flower-like” and “Dew-drops are the gems of morning” evokes the Romantic fascination with nature’s beauty and its fleeting nature.
3. Psychoanalytic Criticism: Applying psychoanalytic theory to the poem involves examining the speaker’s psyche and unconscious motivations. The poem can be seen as a reflection of the speaker’s internal struggle to come to terms with aging and the loss of youth. The repeated questioning and denial of aging (“Ere I was old?” and “It cannot be that Thou art gone!”) suggest a psychological resistance to accepting the passage of time. Additionally, the personification of youth as a “masker bold” and the refusal to acknowledge its departure may indicate a subconscious defense mechanism to cope with mortality and the fear of death.

Critical Questions about “Youth and Age” by Samuel Taylor Coleridge

Literary Works Similar to “Youth and Age” by Samuel Taylor Coleridge

1. “Ode to a Nightingale” by John Keats: This poem by John Keats explores the contrast between the fleeting beauty of youth and the enduring power of art. Like “Youth and Age,” it meditates on the transience of life and the longing for an idealized past.
2. “When You Are Old” by W.B. Yeats: W.B. Yeats’s poem reflects on aging and lost love, addressing the passage of time and the regrets that come with it. It shares a similar melancholic tone with “Youth and Age” and explores the themes of nostalgia and longing for the past.
3. “To Autumn” by John Keats: Another poem by Keats, “To Autumn,” celebrates the beauty of the season while also contemplating the passage of time and the inevitability of change. It shares with “Youth and Age” a focus on the cycles of nature and the fleeting nature of youth.
4. “The Love Song of J. Alfred Prufrock” by T.S. Eliot: T.S. Eliot’s modernist poem delves into the themes of aging, regret, and the fear of mortality. Like “Youth and Age,” it explores the disillusionment and existential angst that can accompany the process of growing older.
5. “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth: Wordsworth’s poem reflects on the passage of time and the relationship between nature, memory, and the self. It shares with “Youth and Age” a contemplative tone and explores the theme of memory and its role in shaping our understanding of the past.

Suggested Readings: “Youth and Age” by Samuel Taylor Coleridge

• Coleridge, Samuel Taylor, et al. Samuel Taylor Coleridge. Oxford: Oxford University Press, 1985.
• Youngquist, Paul. “Rehabilitating Coleridge: Poetry, Philosophy, Excess.” ELH 66.4 (1999): 885-909.
• Coleridge, Samuel Taylor. The complete poetical works of Samuel Taylor Coleridge: including poems and versions of poems now published for the first time. Vol. 1. Clarendon Press, 1912.
• Coleridge, Samuel Taylor. Poetical Works: Including Poems and Versions of Poems Herein Published for the First Time. H. Frowde, 1912.

Representative Quotations “Youth and Age” by Samuel Taylor Coleridge

Introduction: “Design” by Robert Frost

“Design” by Robert Frost, first published in 1936 as part of his collection “A Further Range”, is a masterful exploration of the human experience, delving into themes of fate, free will, and the interconnectedness of life. With qualities of concise language, clever imagery, and a nuanced tone, “Design” presents a seemingly simple yet profoundly complex meditation on the nature of existence. The poem’s use of a white moth, a white spider, and a white flower to explore the idea of design in the natural world is a testament to Frost’s skillful craftsmanship, inviting readers to ponder the intricate web of life and our place within it.

Text: “Design” by Robert Frost

I found a dimpled spider, fat and white,
On a white heal-all, holding up a moth
Like a white piece of rigid satin cloth–
Assorted characters of death and blight
Mixed ready to begin the morning right,
Like the ingredients of a witches’ broth–
A snow-drop spider, a flower like a froth,
And dead wings carried like a paper kite.

What had that flower to do with being white,
The wayside blue and innocent heal-all?
What brought the kindred spider to that height,
Then steered the white moth thither in the night?
What but design of darkness to appall?–
If design govern in a thing so small.

Annotations: “Design” by Robert Frost

Literary And Poetic Devices: “Design” by Robert Frost

Themes: “Design” by Robert Frost

1. Nature’s Cruelty and Indifference: One prominent theme in “Design” is the portrayal of nature as indifferent and even cruel. Frost presents a scene where a seemingly innocent spider is holding a moth on a flower, creating an image of death and decay. The description of “Assorted characters of death and blight” and the comparison to a “witches’ broth” evoke a sense of darkness and malevolence within the natural world. This theme is reinforced by the speaker’s contemplation of the purpose behind such arrangements, suggesting a design of darkness that appalls. Despite the beauty of the white flower and the delicate moth, their encounter ends in death, highlighting nature’s indifference to life and its relentless cycle of creation and destruction.
2. The Ambiguity of Design and Purpose: Another theme explored in “Design” is the ambiguity surrounding the concept of design and purpose in nature. The speaker questions the significance of the spider, moth, and flower being brought together in such a manner, suggesting a deliberate arrangement with sinister implications. The repetition of the word “white” and the description of the scene as if it were carefully crafted underscore the idea of design, but the speaker ultimately concludes with uncertainty, pondering whether design governs even in the smallest details of nature. This theme invites readers to consider the complexity of nature and the mysteries that lie beyond human comprehension.
3. The Duality of Innocence and Malevolence: “Design” also explores the duality between innocence and malevolence, particularly in the context of the natural world. The poem presents seemingly innocent elements—a white flower, a moth, and a spider—yet juxtaposes them in a way that suggests darker undertones. The innocence of the white flower and the delicate moth is contrasted with the predatory nature of the spider, creating a tension between beauty and danger. This theme is reinforced by the description of the moth’s dead wings carried like a paper kite, symbolizing the fragility of life and the inevitability of death. Through this duality, Frost highlights the complexities of nature and the inherent tension between life and death.
4. Human Reflection on Nature’s Mysteries: Finally, “Design” reflects the human inclination to reflect on the mysteries of nature and seek meaning in seemingly random occurrences. The speaker’s contemplation of the scene—a spider holding a moth on a flower—reveals a desire to understand the underlying purpose or design behind such arrangements. This theme is evident in lines such as “What brought the kindred spider to that height” and “What but design of darkness to appall?,” where the speaker grapples with existential questions about the nature of existence and the role of design in shaping the world. Through this introspection, Frost invites readers to ponder the complexities of the natural world and the limitations of human understanding when confronted with its mysteries.

Literary Theories and Interpretations of “Design” by Robert Frost

Critical Questions about “Design” by Robert Frost

• Question 1: What is the speaker’s attitude towards the natural world, and how does this attitude relate to the concept of “design”?
• The speaker’s attitude towards the natural world is one of curiosity and skepticism, as evident in the lines “What had that flower to do with being white, / The wayside blue and innocent heal-all?” (Frost 5-6). The speaker seems to be questioning the purpose or intention behind the natural world’s arrangements, implying a sense of detachment or even disillusionment. This attitude is central to the poem’s exploration of “design,” as the speaker wonders whether there is a governing force or intention behind the intricate web of life and death.
• Question 2: How does the poem’s use of imagery and symbolism contribute to its themes of death, innocence, and design?
• The poem’s use of imagery and symbolism is crucial in conveying its themes, as seen in the lines “A snow-drop spider, a flower like a froth, / And dead wings carried like a paper kite” (Frost 7-8). The snow-drop spider and heal-all flower symbolize death and innocence, respectively, while the dead wings evoke a sense of fragility and mortality. These images, along with the “dimpled spider” and “white piece of rigid satin cloth” (Frost 1-2), create a vivid and unsettling picture of life and death intertwined, underscoring the speaker’s questions about design and intention.
• Question 3: What is the significance of the speaker’s final question, “What but design of darkness to appall?” (Frost 14), and how does it relate to the poem’s overall message?
• The speaker’s final question, “What but design of darkness to appall?” (Frost 14), is a rhetorical one, implying that the natural world’s arrangements may be governed by a “design of darkness” that is beyond human comprehension. This question resonates with the poem’s overall message, suggesting that the natural world is indifferent to human life and that our existence may be subject to forces beyond our control. The use of “appall” also implies a sense of horror or dismay, highlighting the speaker’s ambivalence towards the natural world and its mysterious designs.

Literary Works Similar to “Design” by Robert Frost

1. “The Second Coming” by W.B. Yeats – This poem delves into themes of chaos, darkness, and the idea of an impending apocalyptic event. Like “Design,” it explores the presence of evil and foreboding in the world.
2. “Ozymandias” by Percy Bysshe Shelley – While not directly addressing the themes of evil or fate, this poem reflects on the transience of power and the inevitable decline of empires. It shares a sense of irony and contemplation about the nature of existence, akin to Frost’s work.
3. “The Hollow Men” by T.S. Eliot – This poem explores themes of emptiness, disillusionment, and the frailty of human existence. It shares with “Design” a sense of desolation and the presence of malevolent forces.
4. “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge – This epic poem explores themes of sin, redemption, and the supernatural. Like “Design,” it contains elements of darkness and explores the consequences of human actions.
5. “A Poison Tree” by William Blake – This poem explores the theme of repressed anger and the destructive power of holding onto grudges. It shares with “Design” a sense of darkness and the potential for evil within human nature.

Suggested Readings: “Design” by Robert Frost

• Murphy, James. “A thing so small”: The Nature of Meter in Robert Frost’s” Design.” Modernism/modernity 14.2 (2007): 309-328.
• Ingebretsen, Edward J. “‘Design of darkness to appall’: Religious Terror in the Poetry of Robert Frost.” The Robert Frost Review 3 (1993): 50-57.
• Holland, Norman N. “The Brain of Robert Frost.” New Literary History 15.2 (1984): 365-385.
• Munk, Linda, and Linda Munk. “Robert Frost: The Design of Violence.” The Trivial Sublime: Theology and American Poetics (1992): 107-118.

Representative Quotations “Design” by Robert Frost

Introduction: “Daystar” by Rita Dove

“Daystar” by Rita Dove, first published in 1995 as part of her collection “Mother Love”is a beautiful and poignant exploration of motherhood, identity, and the search for self. With qualities of lyrical language, rich imagery, and a strong narrative voice, “Daystar” delves into the complexities of a mother’s role and the speaker’s own journey towards self-discovery. The poem’s use of metaphor, particularly the image of the daystar, adds a layer of depth and symbolism, making it a powerful and relatable read.

Text: “Daystar” by Rita Dove

She wanted a little room for thinking;
but she saw diapers steaming on the line,
a doll slumped behind the door.

So she lugged a chair behind the garage
to sit out the children’s naps.

Sometimes there were things to watch –
the pinched armor of a vanished cricket,
a floating maple leaf. Other days
she stared until she was assured
when she closed her eyes
she’d see only her own vivid blood.

She had an hour, at best, before Liza appeared
pouting from the top of the stairs.
And just what was mother doing
out back with the field mice?  Why,

building a palace. Later
that night when Thomas rolled over and
lurched into her, she would open her eyes
and think of the place that was hers
for an hour – where
she was nothing,
pure nothing, in the middle of the day.

Annotations: “Daystar” by Rita Dove

Literary And Poetic Devices: “Daystar” by Rita Dove

Themes: “Daystar” by Rita Dove

1. The Quest for Solitude and Personal Space: The poem highlights the mother’s longing for a moment of solitude and personal space, away from the demands of motherhood. The opening lines “She wanted a little room for thinking; / but she saw diapers steaming on the line, / a doll slumped behind the door” (lines 1-3) illustrate the contrast between her desire for quiet contemplation and the chaotic reality of her domestic life. The speaker’s actions, like lugging a chair behind the garage, demonstrate her determination to carve out a space for herself, no matter how small.
2. Motherhood and its Demands: The poem portrays the exhausting and all-consuming nature of motherhood, where the speaker’s time and energy are constantly devoted to her children. The lines “She had an hour, at best, before Liza appeared / pouting from the top of the stairs” (lines 9-10) emphasize the limited window of time the mother has to herself before her child’s needs take priority again. The poem also touches on the societal expectations placed on mothers, as seen in the question “And just what was mother doing / out back with the field mice?” (lines 11-12), implying that a mother’s actions are always subject to scrutiny.
3. Escapism and the Desire for Freedom: The speaker’s actions in the poem reveal a desire to escape the confines of her domestic life and tap into a sense of freedom. By sitting behind the garage, she creates a temporary escape from her responsibilities, allowing herself to “watch” and “stare” (lines 5 and 7) at the world around her. The image of building a “palace” (line 14) suggests a longing for a grander, more expansive existence beyond the limitations of her current life.
4. Identity and Self-Discovery: The poem explores the speaker’s search for self and her struggle to maintain a sense of identity outside of her role as a mother. The lines “where / she was nothing, / pure nothing, in the middle of the day” (lines 17-19) suggest a desire to shed the burdens and expectations of motherhood and exist in a state of simplicity and freedom. The speaker’s hour of solitude becomes a moment of self-discovery, where she can reconnect with her own thoughts and desires, unencumbered by the demands of others.

Literary Theories and Interpretations of “Daystar” by Rita Dove

Critical Questions about “Daystar” by Rita Dove

• How does the poem “Daystar” challenge traditional notions of motherhood and domesticity, and what implications does this have for our understanding of gender roles and societal expectations?
• The poem subverts the idealized image of motherhood by portraying a mother who longs for solitude and freedom, rather than embracing her role as a caregiver. The lines “She wanted a little room for thinking; / but she saw diapers steaming on the line, / a doll slumped behind the door” (lines 1-3) highlight the tension between the mother’s desires and her responsibilities, suggesting that motherhood is not always a fulfilling or empowering experience.
• In what ways does the poem use the natural world to explore the speaker’s inner life and emotional state, and what symbolic significance do the images of nature hold in the poem?
• The poem employs natural imagery, such as the “pinched armor of a vanished cricket” and the “floating maple leaf” (lines 6 and 8), to convey the speaker’s feelings of confinement and longing. These images also symbolize the speaker’s desire for freedom and her sense of disconnection from the natural world, highlighting the tension between her inner life and her external circumstances.
• How does the poem’s use of language and form contribute to its exploration of identity, selfhood, and the search for autonomy, and what role do the poem’s structural divisions and line breaks play in conveying the speaker’s emotional journey?
• The poem’s use of short, fragmented sentences and stanzas creates a sense of disjointedness and fragmentation, mirroring the speaker’s feelings of disconnection and isolation. The line breaks and structural divisions also emphasize the speaker’s moments of introspection and self-reflection, such as the lines “where / she was nothing, / pure nothing, in the middle of the day” (lines 17-19), which highlight her desire for self-annihilation and rebirth.

Literary Works Similar to “Daystar” by Rita Dove

1. “The Mother” by Gwendolyn Brooks: This poem explores the complex emotions surrounding motherhood, including the sacrifices and struggles mothers face.
2. “The Bean Eaters” by Gwendolyn Brooks: While not specifically about motherhood, this poem delves into the quiet, everyday lives of an elderly couple, reflecting on themes of solitude and resilience.
3. “To My Daughter Leaving Home” by Linda Pastan: This poem captures the bittersweet moment of a mother watching her daughter grow up and leave home, reflecting on the passage of time and the complexities of mother-daughter relationships.
4. “Birches” by Robert Frost: Although not directly about motherhood, this poem reflects on the desire for escape and renewal, themes that resonate with the speaker’s yearning for solitude in “Daystar.”
5. “The Lanyard” by Billy Collins: This poem humorously explores the relationship between a mother and her child, reflecting on the ways in which love and gratitude are expressed and received.

Suggested Readings: “Daystar” by Rita Dove

• Georgoudaki, Ekaterini. “Rita Dove: Crossing Boundaries.” Callaloo 14.2 (1991): 419-433.
• Righelato, Pat. Understanding Rita Dove. Univ of South Carolina Press, 2006.
• Wright, LaVonna D. “Breaking Black Boundaries: The Poetry of Rita Dove.” (2020).
• Richards, Page. “Rita Dove and Backyard Updates.” The Backyard of the US Mansion (2011).
• McDowell, Robert. “The Assembling Vision of Rita Dove.” Writers and Their Craft: Short Stories & Essays on the Narrative (1991): 294.

Representative Quotations from “Daystar” by Rita Dove

Introduction: “Solomon Grundy”

“Solomon Grundy” is a traditional nursery rhyme character in American folklore, originating from a 19th-century poem. He is depicted as an undead creature, born on a Monday, living for a short time, and dying on a Saturday. This enigmatic figure has become a cultural icon, symbolizing the cycle of life and death, and the power of oral tradition in folklore.

Text: “Solomon Grundy”

Solomon Grundy,
Born on a Monday,
Christened on Tuesday,
Married on Wednesday,
Took ill on Thursday,
Grew worse on Friday,
Died on Saturday,
Buried on Sunday.
That was the end,
Of Solomon Grundy

Annotations: “Solomon Grundy” by Anonymous

Literary And Poetic Devices: “Solomon Grundy”

Themes: “Solomon Grundy”

• Theme 1: The Cycle of Life: The poem “Solomon Grundy” explores the theme of the cycle of life, tracing the protagonist’s journey from birth to death. The rhyme succinctly covers the significant events of Solomon Grundy’s life, from being “Born on a Monday” to being “Buried on Sunday” (lines 1 and 8). This cycle is a universal human experience, and the poem’s use of a week’s duration highlights the brevity and fragility of life.
• Theme 2: Fate and Inevitability: The poem also explores the theme of fate and inevitability, suggesting that Solomon Grundy’s life was predetermined. The use of specific days of the week for each event creates a sense of inexorable progression, implying that his life was always headed towards its tragic conclusion. The line “That was the end, / Of Solomon Grundy” (lines 9-10) drives home the sense of finality and the impossibility of escape.
• Theme 3: The Passage of Time: The poem examines the theme of the passage of time, using the days of the week to mark the swift progression of Solomon Grundy’s life. The rhyme moves rapidly from birth to death, emphasizing the fleeting nature of human existence. The line “Grew worse on Friday, / Died on Saturday” (lines 6-7) highlights the speed at which life can deteriorate and come to an end.
• Theme 4: Mortality and the Human Condition: Finally, the poem confronts the theme of mortality and the human condition, presenting a stark and unvarnished portrayal of life’s fragility. Solomon Grundy’s story serves as a reminder that death is an inevitable part of human experience, and that life can change irreparably in a short span. The poem’s simplicity and directness drive home this message, leaving the reader to ponder the transience of human existence.

Literary Theories and Interpretations of “Solomon Grundy”

Critical Questions about “Solomon Grundy”

• How does the structured repetition of days of the week contribute to the thematic development of the poem?
• The poem follows the pattern of Solomon Grundy’s life events occurring on each day of the week, from his birth on Monday to his burial on Sunday. This structured repetition creates a sense of inevitability and cyclical nature, highlighting the passage of time and the universal experience of life’s milestones. It also emphasizes the fleeting nature of existence and the inevitability of mortality, as each day brings Solomon Grundy closer to his ultimate fate.
• What significance do the life events of Solomon Grundy hold within the context of the poem’s themes?
• Each life event depicted in the poem, such as Solomon Grundy’s birth, baptism, marriage, illness, and death, symbolizes a stage in the journey of life. These events serve as metaphors for the human experience, reflecting themes of birth, growth, love, suffering, and mortality. For example, Solomon Grundy’s rapid progression from birth to death in the span of a week underscores the brevity and unpredictability of life, prompting readers to contemplate the nature of existence and the passage of time.
• How does the poem’s conclusion contribute to its overall impact and interpretation?
• The concluding lines “That was the end, Of Solomon Grundy” mark the finality of Solomon Grundy’s life and the closure of the poem. This conclusion leaves readers with a sense of contemplation and reflection on the transience of life and the inevitability of death. It underscores the poem’s thematic exploration of mortality and the human condition, inviting readers to consider the legacy and significance of one’s life in the face of mortality.

Literary Works Similar to “Solomon Grundy”

1. “Richard Cory” by Edwin Arlington Robinson: This poem tells the story of a wealthy and respected man named Richard Cory who, despite his apparent success, takes his own life. Similar to “Solomon Grundy,” it explores the theme of the unpredictability of life and the contrast between outward appearances and inner turmoil.
2. “The Love Song of J. Alfred Prufrock” by T.S. Eliot: “The Love Song of J. Alfred Prufrock” is a modernist poem that follows the internal monologue of the protagonist, Prufrock, as he reflects on his life and experiences. Like “Solomon Grundy,” it delves into themes of mortality, existential angst, and the passage of time.
3. “Do Not Go Gentle into That Good Night” by Dylan Thomas: This villanelle by Dylan Thomas passionately urges the reader to resist death and fight against the dying of the light. While tonally different from “Solomon Grundy,” it shares a thematic exploration of mortality and the inevitability of death.
4. “Ozymandias” by Percy Bysshe Shelley: “Ozymandias” is a sonnet that explores the fleeting nature of power and legacy. Like “Solomon Grundy,” it reflects on the passage of time and the eventual demise of even the most powerful figures, emphasizing the transience of human achievement.
5. “Because I could not stop for Death” by Emily Dickinson: In this poem, Death is personified as a gentleman who takes the speaker on a carriage ride through various stages of life and eventually to eternity. Similar to “Solomon Grundy,” it contemplates the inevitability of death and the journey towards the afterlife.

Suggested Readings: “Solomon Grundy”

• Symons, Julian. The End of Solomon Grundy. House of Stratus, 2011.
• Jorgensen, Brian. “Solomon Rex and Solomon Grundy.” Journal of Education 175.3 (1993): 65-84.
• Tierney, Stephen. “Solomon Grundy Does Constitutional Change: The Smith Commission Timetable to Transform the Scottish Parliament.” (2014).
• Taylor, Archer. “The Nursery Rhyme of Solomon Grundy.” Journal of American Folklore (1956): 356-356.

Representative Quotations “Solomon Grundy”

Introduction: “Row, Row, Row Your Boat”

“Row, Row, Row Your Boat” is a timeless and iconic children’s song that has been delighting kids and adults alike for generations. With its gentle melody and soothing lyrics, this classic ditty has become a staple of childhood, evoking images of peaceful streams, lazy summer days, and the simple joys of life. First published in the 1850s, this beloved song has undergone many variations and adaptations, yet its core message of serenity and contentment remains unchanged, continuing to captivate audiences around the world.

Text: “Row, Row, Row Your Boat”

Row, row, row your boat
Gently up the creek
If you see a little mouse
Don’t forget to squeak!

Row, row, row your boat
Gently down the stream
If you see a crocodile
Don’t forget to scream!

Row, row, row your boat
Gently to the shore
If you see a lion
Don’t forget to roar!

Annotations: “Row, Row, Row Your Boat”

Literary And Poetic Devices: “Row, Row, Row Your Boat”.

1. Alliteration: Repetition of initial consonant sounds, e.g., “row, row, row”.
2. Assonance: Repetition of vowel sounds, e.g., “gently up the creek”.
3. Hyperbole: Exaggeration for emphasis, e.g., “don’t forget to squeak” (one might not actually squeak at a mouse).
4. Imagery: Vivid descriptions of sensory experiences, e.g., “little mouse”, “crocodile”, “lion”.
5. Irony: Contrast between expected and actual events, e.g., screaming at a crocodile (not a typical response).
6. Meter: Pattern of stressed and unstressed syllables, e.g., “Row, row, row your boat” (trochaic meter).
7. Onomatopoeia: Words imitating sounds they describe, e.g., “squeak”, “scream”, “roar”.
8. Personification: Attributing human qualities to non-human entities, e.g., “don’t forget to squeak” (as if the speaker is addressing the boat).
9. Refrain: Repeated phrase or line, e.g., “Row, row, row your boat”.
10. Repetition: Repeated words or phrases, e.g., “row, row, row”, “don’t forget to”.
11. Rhyme: End rhymes, e.g., “creek” and “squeak”, “stream” and “scream”.
12. Satire: Humorous critique of human behavior, e.g., the absurdity of screaming at a crocodile.
13. Simile: Comparing two unlike things, e.g., “gently up the creek” (comparing boat to a gentle movement).
14. Symbolism: Using objects to represent abstract ideas, e.g., boat and water may symbolize life’s journey.
15. Wordplay: Using words in a playful or clever way, e.g., “don’t forget to squeak” (using a mouse’s sound to create humor).

Themes: “Row, Row, Row Your Boat”

• Theme 1: Life’s Journey
  The poem explores the idea of life’s journey, using the boat and water as metaphors. The speaker encourages the reader to “row, row, row” their boat, suggesting a sense of progress and movement through life’s challenges. The gentle and peaceful tone of the poem suggests a smooth and serene journey, with the speaker urging the reader to enjoy the ride.
• Theme 2: Humor and Whimsy
  The poem uses humor and whimsy to create a playful tone, with the speaker instructing the reader to “squeak” at a mouse and “scream” at a crocodile. These absurd responses to encountering wildlife add a lighthearted and comedic touch to the poem, making it a delightful and entertaining read.
• Theme 3: Courage and Resilience
  The poem also explores the themes of courage and resilience, as the speaker encourages the reader to face their fears and overcome obstacles. The image of the boat navigating through the water, despite encountering a crocodile, suggests a sense of determination and bravery. The speaker’s urging to “row, row, row” despite challenges suggests a resilience and perseverance in the face of adversity.
• Theme 4: Imagination and Creativity
  Finally, the poem celebrates the power of imagination and creativity, using vivid imagery and fantastical scenarios to create a sense of wonder and enchantment. The speaker’s use of imaginative language, such as “gently up the creek” and “little mouse”, creates a sense of fantasy and play, encouraging the reader to engage their imagination and creativity.

Literary Theories and “Row, Row, Row Your Boat”

1. New Criticism (Formalist Theory): New Criticism emphasizes close reading of the text itself, focusing on literary devices, structure, and themes within the work. In “Row Row Row Your Boat,” the repetition of the phrase “Row, row, row your boat” serves as a structural element, reinforcing the central theme of perseverance and journeying through life’s challenges. Each stanza presents a new encounter with animals along the way, creating a playful and rhythmic narrative. Additionally, the use of imperative verbs (“squeak,” “scream,” “roar”) encourages reader participation and engagement with the text.
2. Reader-Response Theory: Reader-Response Theory focuses on the role of the reader in interpreting and creating meaning from a text. In “Row Row Row Your Boat,” readers may interpret the encounters with the mouse, crocodile, and lion as metaphors for different obstacles or dangers one might encounter in life’s journey. The reader’s personal experiences and cultural background may influence how they perceive these encounters and the overall message of the poem. For example, someone who fears the unknown may see the crocodile as representing danger, while someone else may interpret it as symbolizing resilience or bravery.
3. Psychoanalytic Criticism: Psychoanalytic Criticism explores the unconscious motivations and desires of characters or authors within a literary work. In “Row Row Row Your Boat,” one could apply this theory to analyze the underlying themes of fear and courage. The encounters with the mouse, crocodile, and lion may represent the protagonist’s internal struggles or fears as they navigate life’s journey. For instance, the mouse could symbolize innocence and vulnerability, the crocodile could symbolize primal instincts or hidden dangers, and the lion could symbolize strength and assertiveness. By confronting and overcoming these symbolic challenges, the protagonist demonstrates psychological growth and resilience.

Critical Questions about “Row, Row, Row Your Boat”

• How does the repetition of the refrain contribute to the poem’s meaning and structure?
• The repetition of the refrain “Row, row, row your boat” serves as a structural and thematic anchor throughout the poem. It establishes a rhythmic pattern that mirrors the action of rowing and reinforces the central theme of perseverance and progression. Each repetition acts as a refrain, linking the stanzas together and emphasizing the continuous journey depicted in the poem. For example, in the first stanza, the repetition creates a sense of rhythm and movement as the boat is gently rowed “up the creek.” Similarly, in the second stanza, the refrain is repeated as the boat is rowed “down the stream,” maintaining the rhythmic flow of the poem.
• What role do the encounters with different animals play in the thematic development of the poem?
• The encounters with the mouse, crocodile, and lion serve as symbolic challenges or obstacles encountered along life’s journey, contributing to the thematic development of the poem. Each animal encounter presents a different scenario requiring a specific response, adding depth to the exploration of courage and resilience. For instance, the encounter with the mouse encourages playfulness and spontaneity, as indicated by the instruction to “squeak.” In contrast, the encounter with the crocodile introduces a sense of danger or threat, prompting the reader to “scream” in response. Finally, the encounter with the lion highlights the need for assertiveness and strength, as exemplified by the instruction to “roar.”
• How does the poem invite reader engagement and participation through its interactive elements?
• The poem actively engages the reader through its use of imperative verbs and playful instructions, inviting participation and interaction with the text. By prompting readers to imagine themselves in the scenario and respond accordingly, the poem fosters a sense of immersion and agency. For example, the instruction to “squeak” when encountering the mouse encourages readers to actively engage their imaginations and vocalize the sound of a mouse. Similarly, the instructions to “scream” and “roar” in response to the crocodile and lion, respectively, prompt readers to express emotions and reactions, further enhancing their involvement in the narrative.

Literary Works Similar to “Row, Row, Row Your Boat”

1. “The Owl and the Pussy-Cat” by Edward Lear: This poem follows the whimsical journey of an owl and a pussy-cat as they set sail in a pea-green boat to get married. Like “Row Row Row Your Boat,” it features repetitive phrases and a lighthearted tone, creating a delightful and memorable narrative.
2. “Wynken, Blynken, and Nod” by Eugene Field: “Wynken, Blynken, and Nod” tells the story of three children sailing off to a magical land in a wooden shoe, guided by the stars. With its dreamy imagery and rhythmic cadence, this poem shares a sense of adventure and imagination akin to “Row Row Row Your Boat.”
3. “The Quangle Wangle’s Hat” by Edward Lear: Another poem by Edward Lear, “The Quangle Wangle’s Hat” is a nonsensical and imaginative piece featuring fantastical creatures and vivid imagery. Its playful language and whimsical tone evoke a similar sense of wonder and joy as “Row Row Row Your Boat.”
4. “Jabberwocky” by Lewis Carroll: “Jabberwocky” is a famous poem from Carroll’s novel “Through the Looking-Glass,” featuring invented words and nonsensical language. While more complex in its language, it shares a similar sense of playful whimsy and imaginative storytelling with “Row Row Row Your Boat.”
5. “The Highwayman” by Alfred Noyes: “The Highwayman” is a narrative poem that tells the story of a highwayman’s love for a landlord’s daughter and his tragic fate. While tonally different from “Row Row Row Your Boat,” it shares themes of adventure, romance, and the journey through life’s challenges. Its rhythmic and evocative language makes it a compelling read akin to the playful spirit of the nursery rhyme.

Suggested Readings: “Row, Row, Row Your Boat”

• Niland, Amanda. “‘Row, row, row your boat’: singing, identity and belonging in a nursery.” International Journal of Early Years Education 23.1 (2015): 4-16.
• Mulcahy, Rory, and Edwina Luck. “Row! Row! Row your boat! Transformative value cocreation and codestruction in elite and Olympic rowers.” Journal of Sport Management 34.4 (2020): 354-366.
• Garner, Daisy. “Row, row, row your boat: A peak inside club rowing team.” UWIRE Text (2020): 1-1.

Representative Quotations “Row, Row, Row Your Boat”

Introduction: “Lizzie Borden Took an Ax”

“Lizzie Borden Took an Ax” is a traditional nursery rhyme that emerged in the United States in the late 19th century. The rhyme is based on the true story of Lizzie Borden, who was accused of murdering her parents with an ax in 1892. The rhyme’s usage is widespread, having been passed down through generations, and is often recited or sung with hand-clapping games. Its qualities include a catchy melody, simple language, and a haunting, repetitive structure, making it a memorable and enduring part of American folklore. Despite its dark inspiration, the rhyme has become a cultural phenomenon, symbolizing the public’s fascination with true crime stories and the power of oral tradition.

Text: “Lizzie Borden Took an Ax”

Annotations: “Lizzie Borden Took an Ax”

Literary And Poetic Devices: “Lizzie Borden Took an Ax”

Themes: “Lizzie Borden Took an Ax”

• Theme 1: Violence and Aggression: The poem explores the theme of violence and aggression through the brutal actions of Lizzie Borden. The repetition of “forty whacks” and “forty-one” emphasizes the severity and intensity of the violence, creating a sense of shock and horror (lines 2 and 4). The use of an ax as a weapon also adds to the brutality and suddenness of the act. This theme is significant because it highlights the destructive nature of human behavior and the devastating consequences of unchecked aggression.
• Theme 2: Family Dynamics and Dysfunction: The poem also explores the theme of family dynamics and dysfunction through the relationship between Lizzie and her parents. The fact that Lizzie attacks both her mother and father suggests a deep-seated anger and resentment towards her family (lines 1 and 3). The violence may be seen as a manifestation of the emotional turmoil and tension within the family. This theme is significant because it highlights the complexities and challenges of family relationships and the potential consequences of unresolved conflicts.
• Theme 3: Madness and the Unreliability of Narrators: The poem’s tone and language suggest a sense of madness and unreliability, raising questions about the narrator’s perspective and Lizzie’s motivations. The use of a nursery rhyme-like structure and rhyme scheme creates a sense of playfulness and innocence, which contrasts with the brutality of the actions described (lines 1-4). This contrast may imply that the narrator is unreliable or that Lizzie’s actions were driven by a disturbed mind. This theme is significant because it highlights the complexity of human psychology and the potential for unexpected violence and madness to erupt in seemingly ordinary lives.

Literary Theories and Interpretations of “Lizzie Borden Took an Ax”

Critical Questions about “Lizzie Borden Took an Ax”

• How does the nursery rhyme “Lizzie Borden Took an Ax” employ symbolism to convey its themes of violence and guilt?
• The repeated mention of the ax throughout the poem serves as a powerful symbol of both physical violence and psychological turmoil. The line “Lizzie Borden took an ax” not only introduces the instrument used in the murders but also symbolizes Lizzie’s agency and intent to commit the heinous acts. Additionally, the phrase “forty whacks” and “forty-one” symbolize the excessive brutality of the murders, indicating the depth of the violence inflicted upon Lizzie’s victims. Through these symbols, the poem explores themes of guilt, as Lizzie is depicted as both the perpetrator and the one who must confront the consequences of her actions, as evidenced by the line “And when she saw what she had done.” Thus, symbolism in the poem not only enriches its imagery but also deepens its exploration of complex themes.
• How does the use of repetition contribute to the ominous tone of “Lizzie Borden Took an Ax”?
• The repetition of the word “forty” throughout the poem intensifies the sense of dread and horror surrounding the murders committed by Lizzie Borden. The phrase “forty whacks” emphasizes the sheer brutality of the violence inflicted upon Lizzie’s mother, while the subsequent “forty-one” adds an even more sinister dimension to the narrative. This repetition not only underscores the gruesome nature of the crimes but also creates a rhythmic cadence that amplifies the poem’s ominous atmosphere. By repeating the number of blows delivered by Lizzie, the poem accentuates the chilling reality of the murders and leaves a lasting impact on the reader, reinforcing the sense of foreboding that pervades the narrative.
• How does the nursery rhyme “Lizzie Borden Took an Ax” challenge traditional notions of innocence and childhood?
• Despite its simplistic language and sing-song rhythm, the poem delves into dark and disturbing subject matter, blurring the lines between innocence and guilt. By centering the narrative around a young woman who commits violent acts, the poem subverts expectations of childhood innocence and highlights the capacity for evil within individuals, regardless of age. The juxtaposition of the nursery rhyme’s familiar structure with its macabre content creates a sense of unease, forcing readers to confront the darker aspects of human nature. Through its portrayal of Lizzie Borden’s crimes, the poem challenges conventional depictions of innocence in childhood literature and prompts reflection on the complexities of morality and human behavior.

Literary Works Similar to “Lizzie Borden Took an Ax”

1. “Here We Go Round the Mulberry Bush” – a rhyme and children’s circle game.
2. “London Bridge is Falling Down” – this could be about a Viking attack in 1014, the difficulties associated with building the bridge, or even the burial of children under the bridge.
3. “Ring a Ring o’ Roses” – is usually interpreted as an allusion to the Black Death and the symptoms associated with the illness.
4. “Three Blind Mice” – a nursery rhyme and musical round.
5. “Mary, Mary, Quite Contrary” – a nursery rhyme about Mary, Queen of Scots, and the beheading of her husband.

Suggested Readings: “Lizzie Borden Took an Ax”

• Miner, Madonne. ““Lizzie Borden took an ax”: Enacting blood relations.” Text and Performance Quarterly 6.2 (1986): 10-21.
• Schofield, Ann. “Lizzie Borden took an axe: history, feminism and American culture.” American Studies 34.1 (1993): 91-103.
• Annissa, Fitri. “Feminist Analysis of Lizzie Borden and Her Ambivalence in ‘Lizzie Borden Took An Ax’(2014) and ‘The Lizzie Borden Chronicles’(2015).”
• Herde, Gayle W. LIZZIE BORDEN TOOK AN AX AND GAVE HER LAWYER FORTY WHACKS: A GENERIC ANALYSIS OF THE CLOSING ARGUMENT FOR. Diss. University of Colorado at Denver, 1998.

Representative Quotations “Lizzie Borden Took an Ax”

Introduction: “New Day’s Lyric” by Amanda Gorman

“New Day’s Lyric” by “Amanda Gorman was first published in late 2021, and not tied to a specific collection but rather released independently. The poem explores hope and transformation, urging readers to move beyond past hardships and embrace the possibilities of a new year (or a new beginning). It’s a powerful testament to unity and collective action, leaving readers with a sense of optimism and a call to courageously face the uncharted future.

Text: “New Day’s Lyric” by Amanda Gorman

Annotations: “New Day’s Lyric” by Amanda Gorman

Literary And Poetic Devices: “New Day’s Lyric” by Amanda Gorman

1. Metaphor: Comparing the challenges of the year to being tethered by a yearning.
2. Alliteration: “We steadily vow that no matter / How we are weighed down.”
3. Repetition: Repeating “We come” emphasizes unity and solidarity.
4. Anaphora: “What was cursed, we will cure. / What was plagued, we will prove pure.”
5. Imagery: “Withered, we come to weather, / Torn, we come to tend” paints vivid pictures of resilience.
6. Personification: Time is personified, reaching toward the future with “But reach toward what is next.”
7. Symbolism: “This hope is our door, our portal.” Hope symbolizes a gateway to a better future.
8. Assonance: “Where we tend to argue, we will try to agree.” The repeated ‘e’ sound adds musicality.
9. Consonance: “Those fortunes we forswore, now the future we foresee.” The repeated ‘s’ sound enhances the poem’s rhythm.
10. Enjambment: “We remember, not just for the sake of yesterday, / But to take on tomorrow.” Thoughts flow continuously across lines.
11. Onomatopoeia: “Now all together beat.” The word ‘beat’ imitates the sound of a heart.
12. Oxymoron: “Even solace can be sourced from sorrow.” Contrasting comfort and sadness.
13. Hyperbole: “For auld lang syne.” The phrase exaggerates an everlasting connection beyond time.
14. Irony: “Where we weren’t aware, we’re now awake.” Contrasting states of consciousness.
15. Euphemism: “Battered, we come to better.” Softening the harshness of ‘battered’.
16. Allusion: “For auld lang syne.” Referring to the traditional Scottish song about friendship and remembrance.
17. Simile: “Come, look up with kindness yet.” Comparing kindness to a positive action.
18. Parallelism: “Be bold, sang Time this year, / Be bold, sang Time.” Repeating for emphasis.
19. Antithesis: “For when you honor yesterday, / Tomorrow ye will find.” Contrasting past and future actions.
20. Juxtaposition: “What was cursed, we will cure. / What was plagued, we will prove pure.” Contrasting ideas side by side.

Themes: “New Day’s Lyric” by Amanda Gorman

1. Resilience and Unity: Amanda Gorman’s “New Day’s Lyric” resonates with the theme of resilience and unity amidst adversity. Through the imagery of coming together despite being torn, withered, and battered, Gorman emphasizes the collective strength found in unity. The repetition of “we come” reinforces the idea of communal solidarity, regardless of individual struggles. Gorman highlights the transformative power of shared experiences, suggesting that although the challenges may have been unexpected, they have ultimately prepared and united us. This theme of resilience and unity is encapsulated in the line “For wherever we come together, we will forever overcome,” emphasizing the enduring strength found in communal support and solidarity.
2. Hope and Transformation: In “New Day’s Lyric,” Amanda Gorman explores the theme of hope and transformation, emphasizing the potential for growth and renewal even in the face of adversity. Gorman portrays hope as a guiding force, symbolized by the metaphorical door or portal to a better future. She encourages embracing change and moving forward, rather than simply returning to a pre-existing state. The lines “Even if we never get back to normal, Someday we can venture beyond it,” suggest a hopeful outlook towards the future, rooted in the belief that positive transformation is possible. Gorman’s emphasis on curing what was cursed and proving purity where there was once plague underscores the theme of hope and transformation, highlighting the capacity for change and renewal.
3. Reflection and Progress: Reflecting on the past to pave the way for progress is a central theme in Amanda Gorman’s “New Day’s Lyric.” Gorman emphasizes the importance of acknowledging and learning from past experiences, both individually and collectively, in order to move forward. The poem encourages introspection and self-awareness, suggesting that moments of hardship have the potential to become opportunities for growth and development. By recognizing the mistakes and missed opportunities of the past, individuals can actively shape a better future. Gorman’s call to “heed this old spirit, In a New Day’s lyric,” underscores the theme of reflection and progress, urging listeners to honor the past while embracing the possibilities of the future.
4. Perseverance and Hope: Throughout “New Day’s Lyric,” Amanda Gorman celebrates the themes of perseverance and hope, emphasizing the resilience of the human spirit in the face of adversity. The poem acknowledges the challenges and hardships endured, but also highlights the determination to overcome and thrive. Gorman’s imagery of hearts beating together and the repeated emphasis on coming together despite difficulties underscores the theme of perseverance and hope. The closing lines, “Know what we’ve fought Need not be forgot nor for none. It defines us, binds us as one,” encapsulate the idea that through perseverance and solidarity, individuals can overcome obstacles and create a brighter future.

Literary Theories and Interpretations of “New Day’s Lyric” by Amanda Gorman

Critical Questions about “New Day’s Lyric” by Amanda Gorman

• Question 1: What is the central theme of the poem, and how does the speaker convey a sense of unity and collective action?
• Answer: The central theme of the poem is the idea of coming together and moving forward in the face of adversity. The speaker emphasizes the importance of unity and perseverance in overcoming challenges, as seen in lines such as “May this be the day / We come together” and “We steadily vow that no matter / How we are weighed down, / We must always pave a way forward” (Gorman 1-4). The use of the word “we” throughout the poem creates a sense of inclusivity and shared experience, emphasizing that the speaker is not alone in their struggles or hopes. The repetition of phrases like “we come” and “we will” also reinforces the idea of collective action and shared responsibility.
• Question 2: How does the speaker view the concept of “normal” in the poem, and what implications does this have for the reader?
• Answer: The speaker suggests that returning to what was considered “normal” before is not desirable or possible. Instead, they encourage the reader to “reach toward what is next” and to “venture beyond” what is familiar (Gorman 17-18). This indicates a desire for progress and growth, rather than a return to the status quo. By rejecting the idea of returning to “normal,” the speaker implies that the past is not something to be romanticized or clung to, but rather something to be learned from and built upon. This message encourages the reader to embrace change and look towards the future with hope and optimism.
• Question 3: What role does memory play in the poem, and how does the speaker use it to inspire action?
• Answer: Memory is presented as a source of strength and inspiration in the poem. The speaker notes that “We remember, not just for the sake of yesterday, / But to take on tomorrow” (Gorman 29-30). This suggests that remembering the past is essential for moving forward and building a better future. The speaker also uses memory to honor the struggles and hardships of the past, acknowledging that “what we’ve fought / Need not be forgot nor for none” (Gorman 35-36). By remembering and learning from the past, the speaker encourages the reader to use those experiences to inform and motivate their actions in the present and future.
• Question 4: What message does the poem convey about the power of collective action, and how does it relate to the idea of a “new day”?
• Answer: The poem emphasizes the idea that when people come together, they can overcome even the most daunting challenges. The speaker declares, “For wherever we come together, / We will forever overcome” (Gorman 39-40). This message highlights the importance of unity, solidarity, and collective action in achieving positive change. The idea of a “new day” represents a fresh start and a chance for renewal, and the speaker suggests that this new beginning is only possible through collective action and a shared commitment to moving forward. By emphasizing the power of collective action, the speaker encourages the reader to work together towards a brighter future.

Literary Works Similar to “New Day’s Lyric” by Amanda Gorman

1. “Still I Rise” by Maya Angelou: Maya Angelou’s “Still I Rise” celebrates resilience, strength, and the ability to overcome adversity. Like “New Day’s Lyric,” it emphasizes the power of resilience and determination in the face of challenges.
2. “The Hill We Climb” by Amanda Gorman: Another poem by Amanda Gorman, “The Hill We Climb,” shares thematic similarities with “New Day’s Lyric.” Both poems explore themes of resilience, unity, and hope in the face of adversity.
3. “Invictus” by William Ernest Henley: “Invictus” by William Ernest Henley is a classic poem that celebrates the indomitable human spirit in the face of adversity. Like “New Day’s Lyric,” it emphasizes the power of perseverance and resilience.
4. “I, Too” by Langston Hughes: Langston Hughes’s “I, Too” speaks to the resilience and hope of marginalized communities, much like the themes explored in “New Day’s Lyric.” Both poems emphasize the importance of unity and overcoming oppression.
5. “If We Must Die” by Claude McKay: Claude McKay’s “If We Must Die” is a powerful poem that speaks to the strength and resilience of individuals facing oppression and adversity. Similar to “New Day’s Lyric,” it emphasizes the importance of unity and perseverance in the face of hardship.

Suggested Readings: “New Day’s Lyric” by Amanda Gorman

• Gorman, Amanda. The Hill We Climb: An Inaugural Poem for the Country. Viking, 2021.
• Assad, Hafizh, and Devi Hellystia. “Personification in Call Us What We Carry Poems by Amanda Gorman 2021.” J-Lalite: Journal of English Studies 3.2 (2022): 174-181.
• Uremović, Mia. America Through Its Inaugural Poems. Diss. University of Zagreb. Faculty of Humanities and Social Sciences. Department of English language and literature, 2021.
• Morton, Ayo Mariama. “Lifting as We Climb: Amanda Gorman and Womanist Vernacular Discourse at the 2021 Presidential Inauguration.” Journal for the History of Rhetoric 25.1 (2022): 83-95.
• https://www.theamandagorman.com/

Representative Quotations “New Day’s Lyric” by Amanda Gorman