Month: May 2024

Introduction: “A Route of Evanescence” by Emily Dickinson

“A Route of Evanescence” by Emily Dickinson was first published in 1891 as part of the collection “Poems”, a posthumous compilation of her works. This poem exemplifies Dickinson’s unique qualities of concise yet profound language, exploring themes of transience and the fleeting nature of life. The poem’s imagery and metaphorical language evoke a sense of ethereal beauty, capturing the ephemeral essence of a sunset’s evanescent hues. Through its dreamy and contemplative tone, “A Route of Evanescence” invites the reader to ponder the passing of time and the impermanence of life’s moments.

Text: “A Route of Evanescence” by Emily Dickinson

Annotations: “”A Route of Evanescence” by Emily Dickinson

Literary And Poetic Devices: “”A Route of Evanescence” by Emily Dickinson

Themes: “A Route of Evanescence” by Emily Dickinson

1. Transience and Impermanence: Emily Dickinson’s “A Route of Evanescence” explores the theme of transience and impermanence, portraying the fleeting nature of existence and experiences. The phrase “A Route of Evanescence” suggests a path that is ephemeral and vanishing, highlighting the temporary nature of life’s journeys. The image of a “revolving Wheel” further emphasizes the idea of constant change and movement, symbolizing the passage of time. Additionally, the blossoms on the bush are described as “tumbled,” indicating a sense of disorder and eventual decay. These elements collectively evoke a sense of impermanence, reminding readers of the fleeting beauty and fleeting moments that define human existence.
2. Natural Beauty and Vitality: In “A Route of Evanescence,” Emily Dickinson celebrates the theme of natural beauty and vitality, presenting a vivid and vibrant landscape teeming with life. The mention of “Emerald” and “Cochineal” evokes images of lush greenery and vivid red hues, symbolizing the richness and vitality of the natural world. Furthermore, the blossoms on the bush are described as actively adjusting their heads, suggesting a dynamic and lively environment. Dickinson’s attention to detail in portraying the beauty of nature underscores the theme of natural vitality, inviting readers to appreciate the richness and diversity of the world around them.
3. Mystery and Wonder: The poem “A Route of Evanescence” evokes a sense of mystery and wonder, inviting readers to contemplate the unknown and the inexplicable. The mention of “Mail from Tunis – probably,” introduces an element of ambiguity and intrigue, suggesting a distant place and the possibility of communication or discovery. Additionally, the imagery of a revolving wheel and a rush of color hints at the mysteries of existence and the wonders of the natural world. Dickinson’s use of suggestive language and evocative imagery encourages readers to embrace the sense of mystery and wonder that permeates life’s experiences.
4. Ease and Tranquility: Emily Dickinson’s “A Route of Evanescence” conveys a theme of ease and tranquility, portraying a serene and peaceful atmosphere. The mention of “An easy Morning’s Ride” suggests a leisurely journey, characterized by comfort and relaxation. The poem’s gentle rhythm and soothing imagery evoke a sense of calmness and contentment, inviting readers to slow down and savor the quiet beauty of the moment. Through its depiction of a tranquil scene, Dickinson encourages readers to find solace and serenity in the midst of life’s fleeting moments.

Literary Theories and “A Route of Evanescence” by Emily Dickinson

Critical Questions about “A Route of Evanescence” by Emily Dickinson

• Question 1: How does Dickinson use imagery and symbolism to convey the fleeting nature of experience?
• Dickinson employs imagery and symbolism to convey the ephemeral quality of experience by using vivid and evanescent images, such as the “revolving Wheel” (line 2), “Resonance of Emerald” (line 5), and “Rush of Cochineal” (line 9). These images evoke a sense of transience and impermanence, suggesting that experiences are temporary and easily lost. The wheel, emerald, and cochineal also symbolize the cyclical nature of life, the fleeting nature of beauty, and the vibrant but ephemeral quality of experience, respectively. For example, the “revolving Wheel” implies a constant cycle of change, while the “Resonance of Emerald” suggests a brief, shimmering moment of beauty.
• Question 2: How does the speaker’s use of personification and metaphor contribute to the poem’s themes of impermanence and the fleeting nature of experience?
• The speaker’s use of personification and metaphor adds depth and complexity to the poem’s exploration of impermanence and the fleeting nature of experience. For instance, the “Whispers” (line 3) and “Syllables” (line 7) are personified as gentle, ephemeral sounds that vanish quickly, emphasizing the transience of language and communication. The comparison of the “Route of Evanescence” to a “Wheel” (line 2) and a “Rush of Cochineal” (line 9) also uses metaphor to convey the idea that experiences are temporary and easily lost. These literary devices create a sense of urgency and impermanence, highlighting the importance of capturing experiences before they slip away.
• Question 3: How does the poem’s structure and form contribute to its exploration of the fleeting nature of experience?
• The poem’s structure and form reinforce its themes of impermanence and the fleeting nature of experience. The short, fragmented sentences and stanzas create a sense of disjointedness and discontinuity, mirroring the ephemeral nature of experiences. The use of dashes instead of traditional punctuation also adds to the sense of fluidity and impermanence, suggesting that experiences are constantly in flux. Furthermore, the poem’s brevity and concise language emphasize the idea that experiences are brief and easily lost, much like the poem itself, which can be quickly read and forgotten.
• Question 4: How does the poem’s use of color imagery contribute to its exploration of the fleeting nature of experience and the importance of capturing the moment?
• The poem’s use of color imagery, particularly the “Emerald” (line 5) and “Cochineal” (line 9), adds a sensory dimension to the exploration of the fleeting nature of experience. The vibrant, shimmering quality of these colors evokes a sense of beauty and intensity, emphasizing the importance of capturing the moment before it fades. The “Emerald” represents a brief, shimmering moment of beauty, while the “Cochineal” leaves a “permanent stain” (line 10), suggesting that some experiences can leave a lasting impact. The use of color imagery highlights the importance of seizing the moment and preserving experiences, lest they disappear like the fleeting colors of the poem.

Topics, Questions, and Thesis Statement about “A Route of Evanescence” by Emily Dickinson

Literary Works Similar to “A Route of Evanescence” by Emily Dickinson

1. “Stopping by Woods on a Snowy Evening” by Robert Frost:
   • Frost’s poem shares themes of transience and contemplation of nature’s beauty, similar to Dickinson’s work.
2. “I Wandered Lonely as a Cloud” by William Wordsworth:
   • Wordsworth’s poem explores the fleeting nature of experiences and the beauty of the natural world, akin to Dickinson’s portrayal in “A Route of Evanescence.”
3. “The Road Not Taken” by Robert Frost:
   • Frost’s poem delves into themes of choices, journeys, and the passage of time, resonating with the introspective tone of Dickinson’s work.
4. “Ode to a Nightingale” by John Keats:
   • Keats’ poem reflects on the transient nature of life and the pursuit of beauty and meaning, echoing the themes of impermanence and wonder found in Dickinson’s poetry.
5. “Daffodils” by William Wordsworth:
   • Wordsworth’s poem celebrates the beauty of nature and the joy it brings, paralleling Dickinson’s exploration of natural beauty and vitality in “A Route of Evanescence.”

Suggested Readings: “A Route of Evanescence” by Emily Dickinson

• Benfey, Christopher EG. “A route of evanescence: Emily Dickinson and Japan.” The Emily Dickinson Journal 16.2 (2007): 81-93.
• Juan, L. Y. U. “Appreciation of “A Route of Evanescence”.” Sino-US English Teaching 17.1 (2020): 39-42.
• Weiger, Sarah. “A route of evanescence.” Wordsworth and the Green Romantics: Affect and Ecology in the Nineteenth Century (2016): 108. https://www.jstor.org/stable/20474562
• Hagenbüchle, Roland. “Precision and indeterminacy in the poetry of Emily Dickinson.” Emerson Society Quarterly 20.1 (1974): 33-56.

Representative Quotations from “A Route of Evanescence” by Emily Dickinson

Introduction: “Amoretti XXX: My Love is like to ice, and I to fire”

“Amoretti XXX: My Love is like to ice, and I to fire” first appeared in 1594 in Edmund Spenser’s sonnet sequence, Amoretti. The poem is celebrated for its exploration of love’s paradoxical nature through a conceit – an extended metaphor – that compares the speaker’s burning passion to his beloved’s icy coldness. This juxtaposition sparks a series of rhetorical questions, highlighting how love intensifies rather than diminishes in the face of contrasting temperaments.

Text: “Amoretti XXX: My Love is like to ice, and I to fire”

Annotations: “Amoretti XXX: My Love is like to ice, and I to fire”

Literary And Poetic Devices: “Amoretti XXX: My Love is like to ice, and I to fire”

Themes: “Amoretti XXX: My Love is like to ice, and I to fire”

• Theme 1: The Power of Love to Transform
• The poem explores the transformative power of love, highlighting how it can alter the natural course of things. The speaker notes that their love is like fire, which should melt the ice of their beloved’s cold heart, but instead, it only makes it harder (lines 3-4). This paradox illustrates how love can defy expectations and change the dynamics of relationships. The poem concludes by stating that love can “alter all the course of kind” (line 16), emphasizing its profound impact on human experience.
• Theme 2: The Tension between Desire and Rejection
• The poem expresses the speaker’s intense desire for their beloved, who remains unresponsive and cold. The contrast between the speaker’s “hot desire” (line 3) and the beloved’s “heart-frozen cold” (line 8) highlights the tension between desire and rejection. The speaker’s flames of passion only grow stronger despite the beloved’s indifference, illustrating the all-consuming nature of desire.
• Theme 3: The Mystery of Unrequited Love
• The poem ponders the enigma of unrequited love, questioning why the speaker’s love is not reciprocated despite their intense passion. The rhetorical questions “How comes it then…” (lines 1 and 5) and “What more miraculous thing may be told” (line 9) convey the speaker’s bewilderment and frustration. The poem suggests that the mysteries of love are often inexplicable, leaving the speaker to wonder at the beloved’s coldness.
• Theme 4: The Enduring Nature of Passion
• Despite the beloved’s rejection, the speaker’s passion and desire only intensify, illustrating the enduring nature of love. The poem notes that the speaker’s “flames augmented manifold” (line 12) despite the beloved’s coldness, demonstrating the unyielding power of passion. This theme highlights the resilience of human emotions and the capacity for love to persist even in the face of adversity.

Literary Theories and “Amoretti XXX: My Love is like to ice, and I to fire”

1. Psychoanalytic Theory: This theory focuses on the unconscious motivations of characters and authors. In “Amoretti XXX,” one can apply psychoanalytic theory to analyze the inner desires and conflicts of the speaker. For example:
   • The speaker’s intense desire for the beloved despite their coldness could be seen as stemming from unconscious impulses or unresolved childhood experiences.
   • The metaphor of fire and ice could represent the speaker’s internal conflict between primal passions and rationality.
2. Feminist Theory: Feminist theory examines how literature reflects and shapes gender roles and power dynamics. In “Amoretti XXX,” one can analyze the portrayal of the beloved and the speaker’s attitudes toward love and desire. For example:
   • The poem may reflect traditional gender roles, with the beloved embodying qualities of passivity and coldness, while the speaker represents assertive masculinity.
   • The speaker’s persistent pursuit of the beloved despite her resistance could be interpreted as reinforcing patriarchal notions of male dominance in courtship.
3. New Criticism: New Criticism focuses on close reading of the text itself, disregarding authorial intention and historical context. In “Amoretti XXX,” one can examine the poem’s language, imagery, and structure to uncover its meaning. For example:
   • The repeated use of contrasting imagery, such as “ice” and “fire,” creates tension and highlights the paradoxical nature of love.
   • The sonnet form, with its strict rhyme scheme and meter, underscores the poem’s controlled expression of the speaker’s emotions.
4. Reader-Response Theory: Reader-Response theory emphasizes the role of the reader in interpreting a text and acknowledges that meaning is co-created between the text and the reader. In “Amoretti XXX,” different readers may have varying interpretations based on their own experiences and perspectives. For example:
   • A reader might sympathize more with the speaker’s passionate pursuit of love, seeing it as a universal human longing.
   • Another reader might focus on the portrayal of the beloved’s agency and resistance, interpreting the poem as a critique of coercive or obsessive forms of love.

Critical Questions about “Amoretti XXX: My Love is like to ice, and I to fire”

• Question 1: How does the speaker’s use of contrasting imagery (ice and fire) reinforce the themes of desire and rejection, and what does this reveal about the speaker’s emotional state?
• The speaker’s use of contrasting imagery in “Amoretti XXX” reinforces the themes of desire and rejection by highlighting the stark difference between the speaker’s passionate love and the beloved’s cold indifference. The comparison of the speaker’s love to fire and the beloved’s heart to ice (lines 1-2) creates a vivid image of the speaker’s intense desire and the beloved’s unresponsiveness. This contrast reveals the speaker’s emotional state as one of longing and frustration, as they struggle to understand why their love is not reciprocated. The use of fire and ice also symbolizes the destructive power of unrequited love, suggesting that the speaker’s emotions are all-consuming and potentially harmful.
• Question 2: In what ways does the poem’s exploration of unrequited love challenge traditional notions of romantic relationships, and how does this relate to the speaker’s seeming obsession with their beloved?
• The poem’s exploration of unrequited love challenges traditional notions of romantic relationships by presenting a speaker who is deeply invested in a love that is not reciprocated. The speaker’s obsession with their beloved, despite their coldness, subverts the typical romantic narrative of mutual love and affection. This challenges the idea that love must be reciprocated to be valid or meaningful, and instead presents a speaker who finds value and meaning in their own emotions, regardless of the beloved’s response. The speaker’s obsession also raises questions about the boundaries of love and the ethics of pursuing someone who does not return one’s affections.
• Question 3: How does the poem’s use of paradox (e.g., “fire, which all things melts, should harden ice”) contribute to its exploration of the complexities of love, and what does this say about the speaker’s understanding of their own emotions?
• The poem’s use of paradox, such as the idea that fire should harden ice (lines 9-10), contributes to its exploration of the complexities of love by highlighting the contradictions and mysteries of human emotions. The speaker’s use of paradox suggests that love is not always logical or predictable, and that it can defy expectations and conventional wisdom. This paradox also reveals the speaker’s understanding of their own emotions as complex and multifaceted, capable of both melting and hardening in response to the beloved’s coldness. The speaker’s recognition of this paradox suggests a deep self-awareness and a willingness to confront the contradictions of their own emotions.
• Question 4: How does the poem’s conclusion (“Such is the power of love in gentle mind, / That it can alter all the course of kind”) complicate or reinforce traditional notions of love’s transformative power, and what implications does this have for the speaker’s relationship?
• The poem’s conclusion complicates traditional notions of love’s transformative power by suggesting that love can alter the course of human experience, but not necessarily in a positive or redemptive way. The use of the word “gentle” to describe the mind that is transformed by love also raises questions about the nature of this transformation, and whether it is a gentle or violent process. This conclusion has implications for the speaker’s relationship, suggesting that their love may not change the beloved’s heart, but will nonetheless alter the speaker’s own experience and understanding of themselves. This reinforces the idea that love is a powerful and transformative force, but one that is not always predictable or controllable.

Topics, Questions, and Thesis Statement about “Amoretti XXX: My Love is like to ice, and I to fire”

Literary Works Similar to “Amoretti XXX: My Love is like to ice, and I to fire”

1. “The Good-Morrow” by John Donne:
   • Donne’s poem explores the theme of love and the merging of souls in a relationship, similar to Spenser’s depiction of passionate desire and the contrast between the lover and the beloved.
2. “When You Are Old” by W.B. Yeats:
   • Yeats’ poem reflects on love, aging, and the passage of time. Like Spenser’s work, it explores the enduring nature of love and the speaker’s longing for the beloved.
3. “To His Coy Mistress” by Andrew Marvell:
   • Marvell’s poem addresses themes of time, mortality, and the urgency of love. It shares similarities with Spenser’s work in its exploration of desire and the speaker’s attempts to woo the beloved.
4. “The Flea” by John Donne:
   • Donne’s poem employs clever metaphors and wit to explore the theme of seduction and persuasion in love. Similar to Spenser’s poem, it delves into the complexities of desire and the dynamics between the lover and the beloved.
5. “Sonnet 130” by William Shakespeare:
   • Shakespeare’s sonnet offers a satirical take on traditional love poetry by subverting conventional beauty standards. Like Spenser’s work, it challenges idealized notions of love and beauty, presenting a more realistic portrayal of romantic relationships.

Suggested Readings: “Amoretti XXX: My Love is like to ice, and I to fire”

• Spenser, Edmund. Amoretti and Epithalamion. Strelbytskyy Multimedia Publishing, 2023.
• Baroway, Israel. “The Imagery of Spenser and the” Song of Songs”.” The Journal of English and Germanic Philology 33.1 (1934): 23-45. https://www.jstor.org/stable/27703858
• Gray, J. C. “Paradox in” Paradise Lost”.” Milton Quarterly (1973): 76-82.
• Spenser, Edmund. Works of Edmund Spenser. George Routledge, 1877.
• Hadfield, Andrew. Edmund Spenser: a life. Oxford University Press, USA, 2014.
• Spenser, Edmund. The complete poetical works of Edmund Spenser. Houghton Mifflin, 1908.
• Cory, Herbert Ellsworth. Edmund Spenser: a critical study. Vol. 5. Russell & Russell, 1917.

Representative Quotations from “Amoretti XXX: My Love is like to ice, and I to fire”

Introduction: “Inventory” by Dorothy Parker: A Critical Analysis

“Inventory” by Dorothy Parker first appeared in 1926, serving as a key piece within her debut collection titled “Enough Rope.” The poem takes the form of a witty and insightful inventory of life’s experiences. Through a deceptively simple structure and concise language, Parker delivers a surprisingly rich tapestry of emotions. The poem showcases her signature sharp wit, employing humor alongside a touch of melancholy as she takes stock of love, loss, friendship, and the fundamental aspects of the human condition

Text: “Inventory” by Dorothy Parker: A Critical Analysis

Four be the things I am wiser to know:
Idleness, sorrow, a friend, and a foe.

Four be the things I’d been better without:
Love, curiosity, freckles, and doubt.

Three be the things I shall never attain:
Envy, content, and sufficient champagne.

Three be the things I shall have till I die:
Laughter and hope and a sock in the eye.

Annotations: “Inventory” by Dorothy Parker

Literary And Poetic Devices: “Inventory” by Dorothy Parker

Themes: “Inventory” by Dorothy Parker

• Wisdom in Life’s Experiences: Dorothy Parker’s poem “Inventory” highlights the idea that wisdom can be gleaned from life’s various experiences. Through the lines “Four be the things I am wiser to know: Idleness, sorrow, a friend, and a foe,” Parker suggests that even negative experiences such as idleness and sorrow contribute to one’s understanding of the world. For instance, the mention of a friend and a foe indicates that both positive and negative relationships offer valuable insights. Parker further emphasizes this theme by contrasting what one is “wiser to know” with what one would be “better without,” suggesting that even those aspects of life which may seem undesirable contribute to personal growth and understanding.
• The Futility of Pursuing Perfection: Another theme present in “Inventory” is the futility of striving for perfection. Parker lists qualities such as love, curiosity, freckles, and doubt as things one would be “better without,” indicating that these imperfections are inevitable aspects of human existence. For instance, by including “freckles” alongside more abstract concepts like “love” and “doubt,” Parker suggests that flaws and uncertainties are inherent to the human condition. This theme underscores the idea that perfection is unattainable and that embracing one’s imperfections is essential for personal fulfillment.
• The Ephemeral Nature of Happiness: Parker’s poem also explores the transient nature of happiness and fulfillment. Through lines like “Three be the things I shall never attain: Envy, content, and sufficient champagne,” Parker suggests that some desires, such as envy and contentment, are perpetually out of reach. Even the idea of having “sufficient champagne” serves as a metaphor for the fleeting nature of happiness, implying that material abundance alone cannot guarantee fulfillment. By juxtaposing unattainable desires with more enduring elements like laughter and hope, Parker underscores the idea that true happiness lies in appreciating life’s simple joys rather than in the pursuit of unattainable ideals.
• Resilience in the Face of Adversity: Lastly, “Inventory” conveys a theme of resilience in the face of adversity. Parker asserts that despite life’s inevitable challenges, certain qualities endure. For instance, the inclusion of “laughter and hope” alongside the metaphorical “sock in the eye” suggests that even in the midst of hardship, one can find sources of joy and optimism. By presenting adversity as an inevitable part of life, Parker emphasizes the importance of resilience and perseverance in overcoming obstacles and finding meaning amidst adversity.

Literary Theories and “Inventory” by Dorothy Parker

Critical Questions about “Inventory” by Dorothy Parker

• Question 1: How does the speaker’s use of irony and sarcasm reveal their ambivalence towards life’s experiences?
• The speaker’s irony and sarcasm are evident in lines like “Four be the things I’d been better without: / Love, curiosity, freckles, and doubt.” Here, the speaker claims to be better off without fundamental human experiences like love and curiosity, implying that these things are, in fact, essential to their life. This irony highlights the speaker’s ambivalence towards life’s experiences, suggesting that they are both drawn to and frustrated by the complexities of human existence.
• Question 2: How does the poem’s structure and form reinforce its themes of introspection and self-awareness?
• The poem’s structure, with its repetitive “Four be the things…” and “Three be the things…” phrases, creates a sense of introspective rhythm, mirroring the speaker’s stream-of-consciousness thoughts. This structure reinforces the themes of introspection and self-awareness, as the speaker catalogues their experiences and emotions with a sense of detachment and objectivity. The use of rhyming couplets also adds a sense of musicality, underscoring the speaker’s playful and witty tone.
• Question 3: How does the speaker’s use of imagery and symbolism reveal their attitude towards the human condition?
• The speaker’s use of imagery and symbolism, as seen in lines like “Laughter and hope and a sock in the eye,” reveals a playful and irreverent attitude towards the human condition. The “sock in the eye” symbolizes the unexpected twists and turns of life, while “laughter and hope” represent the speaker’s resilience and optimism. This imagery suggests that the speaker views life as a complex and unpredictable journey, but one that is ultimately worth navigating with humor and hope.
• Question 4: How does the poem’s tone and language use challenge or reinforce traditional notions of femininity and gender roles?
• The poem’s tone and language use, with its witty and sarcastic tone, challenges traditional notions of femininity and gender roles. The speaker’s rejection of traditional feminine virtues like love and curiosity, and their embrace of more masculine traits like irony and sarcasm, subverts gender expectations. However, some may argue that the speaker’s use of rhyming couplets and playful language reinforces traditional feminine associations with nurturing and care. Ultimately, the poem’s tone and language use complicate and challenge traditional gender roles, offering a more nuanced and complex portrayal of femininity.

Topics, Questions, and Thesis Statement about Inventory” by Dorothy Parker

Literary Works Similar to “Inventory” by Dorothy Parker

1. “The Waste Land” by T.S. Eliot: Similarity: Stream-of-consciousness style and themes of disillusionment and introspection. Revised: While “Inventory” is a short, witty poem, “The Waste Land” is a longer, more experimental work that explores similar ideas of disillusionment and introspection.
2. “The Love Song of J. Alfred Prufrock” by T.S. Eliot: Similarity: Inner turmoil and self-doubt. Revised: Like “Inventory”, “The Love Song of J. Alfred Prufrock” explores the inner thoughts and feelings of the speaker, but in a more philosophical and abstract way.
3. “Do Not Go Gentle into That Good Night” by Dylan Thomas: Similarity: Emphasis on living life to the fullest. Revised: While “Inventory” is a more lighthearted poem, “Do Not Go Gentle into That Good Night” is a powerful and emotional poem that urges the reader to live life with passion and purpose.
4. “The New Colossus” by Emma Lazarus: Similarity: Themes of hope and resilience. Revised: Like “Inventory”, “The New Colossus” is a poem about hope and resilience, but it is more focused on the American dream and the idea of a better life.
5. “Jazz Fantasia” by Carl Sandburg: Similarity: Playful use of language and form. Revised: Like “Inventory”, “Jazz Fantasia” is a playful and experimental poem that uses language and form in a creative and musical way.

Suggested Readings: “Inventory” by Dorothy Parker

• May, Will. “Modernist Women Writers and Whimsy: Marianne Moore and Dorothy Parker.” Humanities 9.1 (2020): 24. https://www.mdpi.com/2076-0787/9/1/24
• Johnson, Cory McLain. Enough Rope: A Song Cycle Based on the Poetry of Dorothy Parker. California State University, Long Beach, 2001.
• Meade, Marion. Dorothy Parker: what fresh hell is this?. Penguin, 1989.
• Parker, Dorothy. Not much fun: The lost poems of Dorothy Parker. Simon and Schuster, 2009.

Representative Quotations about “Inventory” by Dorothy Parker

Introduction: “The House of Life 19 Silent Noon” by Dante Gabriel Rossetti

“The House of Life 19 Silent Noon” by Dante Gabriel Rossetti was first published in 1881 in the collection Ballads and Sonnets. The poem itself is a beautiful snapshot of a peaceful moment shared by lovers. Rossetti uses vivid imagery to capture the scene, with details like the woman’s hand compared to “rosy blooms” and the “visible silence” hanging heavy in the air. This tranquility is tinged with a touch of melancholy, as the speaker acknowledges the fleeting nature of the moment.

Text: “The House of Life 19 Silent Noon” by Dante Gabriel Rossetti

Annotations: “The House of Life 19 Silent Noon” by Dante Gabriel Rossetti

Literary And Poetic Devices: “The House of Life 19 Silent Noon” by Dante Gabriel Rossetti

Themes: “The House of Life 19 Silent Noon” by Dante Gabriel Rossetti

• Theme 1: Serenity and Peace: The poem embodies a profound sense of serenity and peace, enveloping the reader in a tranquil atmosphere. The speaker’s hands lie open in the fresh grass, symbolizing a release of tension and a surrender to the calm surroundings. The eyes, windows to the soul, “smile peace,” indicating a deep-seated contentment. The pasture, with its gentle gloom and gleam, creates a sense of stillness, further emphasized by the hour-glass image, which measures time’s passage without a sound. This peaceful ambiance invites the reader to pause and bask in the serenity of the moment.
• Theme 2: Nature’s Beauty and Abundance: The poem is a masterful portrayal of nature’s splendor, with vivid descriptions that transport the reader to a vibrant landscape. The golden kingcup fields, adorned with silver-edged cow-parsley and hawthorn-hedge, create a tapestry of colors and textures. The dragonfly, suspended like a blue thread from the sky, adds an ethereal quality to the scenery. These images not only showcase nature’s beauty but also highlight its abundance, emphasizing the idea that life is full of wonder and magic waiting to be discovered.
• Theme 3: Love and Intimacy in the Stillness: The poem whispers hints of a romantic relationship, with the speaker describing a “close-companioned inarticulate hour” when “twofold silence was the song of love.” The use of words like “nest” and “our hearts” suggests a sense of closeness and togetherness, implying a deep emotional connection between two individuals. The stillness of the moment allows for a profound understanding and appreciation of this love, which transcends words and speaks directly to the soul.
• Theme 4: Transience and the Importance of Appreciation: The poem reminds us that life’s precious moments are fleeting and must be cherished. The dragonfly, “dropt to us from above,” symbolizes a gift that can be taken away at any moment. The speaker urges us to “clasp we to our hearts” the present moment, “for deathless dower,” emphasizing the importance of appreciation and gratitude. The poem encourages us to slow down, savor the beauty around us, and acknowledge the transience of life’s joys, so we may hold them dear and make the most of the time we have.

Literary Theories and “The House of Life 19 Silent Noon” by Dante Gabriel Rossetti

Critical Questions about “The House of Life 19 Silent Noon” by Dante Gabriel Rossetti

• Question 1: How does the poem use imagery to create a sense of serenity and peace?
  The poem masterfully employs imagery to evoke a tranquil atmosphere, drawing the reader into a serene landscape. For instance, the speaker’s hands lie “open in the long fresh grass,” and their eyes “smile peace” (lines 1-2). The image of the hour-glass, “still as the hour-glass” (line 8), measures time’s passage without a sound, emphasizing the stillness of the moment. These examples demonstrate how Rossetti’s use of imagery creates a sense of calm, inviting the reader to bask in the peaceful ambiance.
• Question 2: What role does nature play in the poem, and what symbolic meanings can be inferred?
  Nature is a central element in the poem, with vivid descriptions of the landscape and its components. The “golden kingcup fields” and “silver edge” of the cow-parsley (lines 5-6) may symbolize the beauty and value of the natural world. The dragonfly, suspended like a “blue thread loosened from the sky” (line 9), could represent the fleeting nature of life or the connection between heaven and earth. These examples illustrate how nature is not only a backdrop but also a rich source of symbolic meaning in the poem.
• Question 3: How does the poem explore the theme of love, and what is the significance of the “twofold silence”?
  The poem hints at a romantic relationship, with the speaker describing a “close-companioned inarticulate hour” when “twofold silence was the song of love” (lines 11-12). The “twofold silence” may suggest a deep understanding and connection between two individuals, where words are unnecessary. This silence is not empty but rather filled with the unspoken language of love. The poem thus explores the idea that true love can transcend verbal communication, speaking directly to the heart.
• Question 4: What message do you think the poem conveys about appreciating the present moment, and how is this conveyed through language and imagery?
  The poem urges the reader to cherish the present moment, as it is fleeting and precious. The speaker implores us to “clasp we to our hearts, for deathless dower, / This close-companioned inarticulate hour” (lines 13-14). The use of words like “clasp” and “hearts” emphasizes the importance of embracing the present, while the image of the dragonfly, “dropt to us from above” (line 10), reminds us that life’s gifts can be taken away at any moment. The poem’s language and imagery thus convey a sense of urgency, encouraging the reader to appreciate the beauty and love in their life.

Literary Works Similar to “The House of Life 19 Silent Noon” by Dante Gabriel Rossetti

1. “The Love Song of J. Alfred Prufrock” by T.S. Eliot – Like Rossetti’s poem, Eliot’s work delves into themes of time, love, and introspection, employing rich imagery and complex emotions.
2. “To Autumn” by John Keats – This poem by Keats celebrates the beauty of nature and reflects on the passage of time, much like Rossetti’s contemplation of a tranquil moment in “Silent Noon.”
3. “The Waste Land” by T.S. Eliot – Eliot’s masterpiece is a modernist exploration of disillusionment and fragmented identity, similar to Rossetti’s exploration of love and mortality in the “House of Life” series.
4. “The Darkling Thrush” by Thomas Hardy – Hardy’s poem reflects on the end of the year and the potential for renewal, echoing Rossetti’s themes of fleeting moments and the passage of time.
5. “Ode to a Nightingale” by John Keats – Keats’s ode explores the contrast between the beauty of nature and the pain of human existence, resonating with Rossetti’s contemplation of love and mortality in “Silent Noon.”

Suggested Readings: “The House of Life 19 Silent Noon” by Dante Gabriel Rossetti

• Rossetti, Dante Gabriel. Dante Gabriel Rossetti. Vol. 1. 1895.
• Dickey, Frances. The Modern Portrait Poem: From Dante Gabriel Rossetti to Ezra Pound. University of Virginia Press, 2012.
• Spector, Stephen J. “Love, unity, and desire in the poetry of Dante Gabriel Rossetti.” ELH 38.3 (1971): 432-458. https://www.jstor.org/stable/2872228
• Weatherby, Harold L., and Harold Weatherby. “Problems of Form and Content in the Poetry of Dante Gabriel Rossetti.” Victorian Poetry 2.1 (1964): 11-19. https://www.jstor.org/stable/40001241
• McGann, Jerome. “Dante Gabriel Rossetti and the betrayal of truth.” Victorian poetry 26.4 (1988): 339-361. https://www.jstor.org/stable/10.2979/VIC.2009.51.3.409

Representative Quotations from “The House of Life 19 Silent Noon” by Dante Gabriel Rossetti

Introduction: “Cross” by Langston Hughes

“Cross” by Langston Hughes was first published in 1922, likely in an anthology titled The Book of American Negro Poetry edited by James Weldon Johnson. The poem tackles the complexities of racial identity in a segregated society. It uses simple, yet powerful language to convey the speaker’s internal conflict and emerging sense of empathy for both his white father and Black mother.

Text: “Cross” by Langston Hughes

Annotations: “Cross” by Langston Hughes

Literary And Poetic Devices: “Cross” by Langston Hughes

Themes: “Cross” by Langston Hughes

1. Racial Identity and Conflict: One prominent theme in “Cross” is the exploration of racial identity and the conflicts that arise from it. The speaker grapples with their mixed racial heritage, feeling neither fully white nor black. This theme is evident throughout the poem, as the speaker reflects on their relationships with their white father and black mother. For example, the lines “My old man’s a white old man / And my old mother’s black” highlight the racial contrast within the speaker’s family. The disparities in their parents’ living conditions further emphasize the societal divisions based on race, with the father dying in a “fine big house” and the mother in a “shack.” The theme of racial identity is also underscored by the speaker’s acknowledgment of past resentment towards their parents based on their race, followed by a reconciliation and expression of wishes for their well-being.
2. Family and Relationships: Another theme explored in the poem is the complexity of familial relationships and the impact of socioeconomic disparities within the family unit. The speaker reflects on the contrasting lives and deaths of their parents, highlighting the disparities in their socioeconomic statuses. While the father lived in relative wealth, symbolized by the “fine big house,” the mother lived in poverty, depicted by the “shack.” This stark difference in living conditions underscores the theme of familial inequality and its effects on the speaker’s sense of identity and belonging. Additionally, the speaker’s reflections on past feelings of anger towards their parents and subsequent expressions of remorse and well-wishes illustrate the evolving dynamics of familial relationships over time.
3. Socioeconomic Disparity: The poem also addresses the theme of socioeconomic disparity and its impact on individuals and families. Through the contrasting living conditions of the speaker’s parents, Hughes explores the profound effects of poverty and wealth on one’s life experiences and opportunities. The father’s death in a “fine big house” suggests privilege and affluence, while the mother’s death in a “shack” signifies hardship and deprivation. This juxtaposition highlights the unequal distribution of resources and opportunities based on socioeconomic status. Moreover, the speaker’s contemplation of their own future and mortality underscores the theme of socioeconomic disparity, as they wonder where they will eventually die, feeling neither white nor black and potentially facing similar challenges as their parents.
4. Identity and Belonging: Lastly, “Cross” delves into the theme of identity and the struggle to find a sense of belonging in a society marked by racial divisions and inequalities. The speaker grapples with their mixed racial heritage and the societal expectations and prejudices that come with it. The repeated question, “Being neither white nor black?” reflects the speaker’s uncertainty and existential pondering about their place in the world. This theme is further emphasized by the speaker’s acknowledgment of past resentment towards their parents based on their race and subsequent reconciliation, as well as their contemplation of their own mortality. Through these reflections, Hughes portrays the complexities of racial identity and the quest for self-understanding and acceptance in a racially stratified society.

Literary Theories and “Cross” by Langston Hughes

Critical Questions about “Cross” by Langston Hughes

• How does Hughes challenge traditional notions of racial identity and family dynamics in “Cross”?
• Hughes challenges traditional notions of racial identity and family dynamics by portraying the complexities and contradictions within the speaker’s mixed-race heritage and familial relationships. For instance, the speaker’s acknowledgment of their white father and black mother defies simplistic racial categorizations and exposes the fluidity and ambiguity of racial identity. Additionally, the poem highlights the disparities in the parents’ living conditions, challenging the conventional ideal of familial unity and prosperity. By exploring the speaker’s internal conflicts and societal perceptions of race, Hughes prompts readers to reconsider conventional understandings of racial identity and familial bonds.
• How does Hughes use symbolism and imagery to convey themes of inequality and social injustice in “Cross”?
• Hughes employs symbolism and vivid imagery to convey themes of inequality and social injustice in “Cross.” For example, the contrasting images of the father’s death in a “fine big house” and the mother’s death in a “shack” symbolize the stark disparities in socioeconomic status and living conditions based on race. This visual imagery underscores the pervasive effects of systemic racism and economic inequality on individuals and families. Additionally, the speaker’s reflection on their own mixed racial identity and uncertain future further emphasizes the theme of societal marginalization and the struggle for equality.
• In what ways does “Cross” explore the intersectionality of race, class, and identity?
• “Cross” explores the intersectionality of race, class, and identity by intertwining the speaker’s reflections on their racial heritage with considerations of socioeconomic status and societal expectations. The poem delves into the complexities of the speaker’s mixed racial identity and the intersecting factors that shape their experiences and sense of self. Through the contrast between the parents’ living conditions and the speaker’s contemplation of their own mortality, Hughes underscores the interconnectedness of race, class, and identity in shaping individual lives and societal inequalities. By highlighting these intersections, the poem invites readers to consider the multifaceted nature of identity and the systemic barriers that perpetuate inequality.
• How does Hughes challenge readers to confront their own biases and assumptions about race and privilege in “Cross”?
• Hughes challenges readers to confront their own biases and assumptions about race and privilege by presenting the speaker’s internal struggles and societal observations. The poem prompts readers to reflect on their perceptions of race and privilege, particularly in relation to the disparities depicted between the speaker’s parents. By portraying the father’s relative affluence and the mother’s poverty, Hughes compels readers to examine the ways in which systemic racism and socioeconomic inequality intersect to perpetuate privilege for some while marginalizing others. Through the speaker’s introspective journey and acknowledgment of past resentment towards their parents based on race, Hughes encourages readers to confront their own prejudices and consider the broader implications of racial inequality

Essay Topics, Questions and Thesis Statements about “Cross” by Langston Hughes

Literary Works Similar to “Cross” by Langston Hughes

1. “Theme for English B” by Langston Hughes: This poem, also by Langston Hughes, explores themes of racial identity, societal expectations, and the complexities of belonging. Like “Cross,” it delves into the internal conflicts and external pressures faced by individuals navigating their place in a racially stratified society.
2. “The Ballad of the Landlord” by Langston Hughes: Another poem by Langston Hughes, “The Ballad of the Landlord” addresses themes of racial injustice and socioeconomic disparity. It portrays the struggles of an African American tenant facing exploitation and discrimination by a white landlord, highlighting issues of power dynamics and social inequality.
3. “Incident” by Countee Cullen: This poem by Countee Cullen explores themes of racial prejudice and childhood innocence. Similar to “Cross,” it reflects on the impact of racial discrimination on individual experiences and identity formation, depicting a disturbing encounter with racism during the speaker’s youth.
4. “The Weary Blues” by Langston Hughes: In “The Weary Blues,” Langston Hughes uses vivid imagery and musical language to convey themes of alienation, loneliness, and the quest for self-expression. While stylistically different from “Cross,” it shares thematic elements related to identity, belonging, and the African American experience.
5. “I, Too” by Langston Hughes: This poem by Langston Hughes celebrates resilience and empowerment in the face of racial oppression. Like “Cross,” it addresses themes of racial identity and societal marginalization, but with a tone of defiance and hope for a more inclusive future.

Suggested Readings: “Cross” by Langston Hughes

• “Cross” by Langston Hughes: https://www.poetryfoundation.org/poems/150989/cross
• Shields, John P. “” Never Cross the Divide”: Reconstructing Langston Hughes’s Not without Laughter.” African American Review 28.4 (1994): 601-613.
• Smith, Katharine Capshaw. “A Cross-Written Harlem Renaissance: Langston Hughes’s The Dream Keeper.” The Oxford Handbook of Children’s Literature (2011): 129.
• Berry, Faith. “The Universality of Langston Hughes.” The Langston Hughes Review 1.2 (1982): 1-10.
• Sundquist, Eric J. “Who Was Langston Hughes?.” Commentary 102.6 (1996): 55-60.

Representative Quotations “Cross” by Langston Hughes

Introduction: “From the Dark Tower” by Countee Cullen

“From the Dark Tower” by Countee Cullen was first published in 1927 as part of his second poetry collection, Copper Sun. This poem embodies the spirit of the Harlem Renaissance, a cultural renaissance that took place among African Americans in the 1920s and 1930s. It confronts themes of racial injustice and oppression, yet simultaneously expresses a powerful undercurrent of resilience and hope for a brighter future.

Text: “From the Dark Tower” by Countee Cullen

We shall not always plant while others reap
The golden increment of bursting fruit,
Not always countenance, abject and mute,
That lesser men should hold their brothers cheap;
Not everlastingly while others sleep
Shall we beguile their limbs with mellow flute,
Not always bend to some more subtle brute;
We were not made to eternally weep.

The night whose sable breast relieves the stark,
White stars is no less lovely being dark,
And there are buds that cannot bloom at all
In light, but crumple, piteous, and fall;
So in the dark we hide the heart that bleeds,
And wait, and tend our agonizing seeds.

Annotations: “From the Dark Tower” by Countee Cullen

Literary And Poetic Devices: “From the Dark Tower” by Countee Cullen

Themes: “From the Dark Tower” by Countee Cullen

• Theme 1: Resistance to Oppression: The poem expresses a strong resistance to oppression, refusing to accept the status quo of racism and exploitation. The speaker asserts, “We shall not always plant while others reap / The golden increment of bursting fruit” (lines 1-2), emphasizing that African Americans will not always be forced to work hard while others benefit. The poem also rejects the idea of being silenced and oppressed, stating, “Not always countenance, abject and mute, / That lesser men should hold their brothers cheap” (lines 3-4).
• Theme 2: Hope and Resilience: Despite the darkness of oppression, the poem expresses a powerful undercurrent of hope and resilience. The speaker affirms, “We were not made to eternally weep” (line 8), suggesting that African Americans are not destined to suffer forever. The poem also finds beauty and value in darkness, stating, “The night whose sable breast relieves the stark, / White stars is no less lovely being dark” (lines 9-10).
• Theme 3: The Power of the Human Spirit: The poem celebrates the power of the human spirit to endure and overcome adversity. The speaker suggests that even in the darkness of oppression, there is a hidden strength, stating, “So in the dark we hide the heart that bleeds, / And wait, and tend our agonizing seeds” (lines 13-14). This theme is also evident in the poem’s use of imagery and metaphor, which creates a sense of hope and possibility.
• Theme 4: The Importance of Self-Worth: The poem emphasizes the importance of self-worth and self-respect in the face of oppression. The speaker refuses to accept the idea that some people are considered inferior, stating, “That lesser men should hold their brothers cheap” (line 4). The poem also affirms the value and beauty of African American identity, suggesting that darkness is not less lovely than light (lines 10-11). This theme is central to the poem’s message of resistance and hope.

Literary Theories and “From the Dark Tower” by Countee Cullen

Critical Questions about “From the Dark Tower” by Countee Cullen

• Question 1: How does the poem use imagery and metaphor to convey the speaker’s experience of oppression and resistance?
  The poem employs vivid imagery and metaphor to convey the speaker’s experience of oppression and resistance, such as “We shall not always plant while others reap / The golden increment of bursting fruit” (lines 1-2), which uses agricultural imagery to illustrate exploitation. Similarly, “The night whose sable breast relieves the stark, / White stars is no less lovely being dark” (lines 9-10) uses celestial imagery to challenge dominant beauty standards and affirm African American identity.
• Question 2: How does the poem engage with the tension between hope and despair in the face of systemic oppression?
  The poem navigates the tension between hope and despair through lines like “We were not made to eternally weep” (line 8), which affirms the possibility of a better future, and “So in the dark we hide the heart that bleeds, / And wait, and tend our agonizing seeds” (lines 13-14), which suggests a painful but necessary process of nurturing hope. This tension reflects the speaker’s struggle to maintain hope in the face of oppression.
• Question 3: How does the poem challenge or reinforce dominant notions of race, identity, and power?
  The poem challenges dominant notions of race and identity through lines like “The night whose sable breast relieves the stark, / White stars is no less lovely being dark” (lines 9-10), which celebrates African American identity and beauty. Additionally, “Not always countenance, abject and mute, / That lesser men should hold their brothers cheap” (lines 3-4) critiques the dehumanizing effects of racism and oppression.
• Question 4: How does the poem’s use of language and form contribute to its themes and message?
  The poem’s use of language and form contributes to its themes and message through its employment of sonnet structure, which creates a sense of tension and resolution. The poem’s use of alliteration, assonance, and consonance, such as in “agonizing seeds” (line 14), adds to its musicality and emotional impact. The language also shifts between assertive and lyrical modes, reflecting the speaker’s shifting emotions and emphasizing the poem’s themes of resistance and hope.

Literary Works Similar to “From the Dark Tower” by Countee Cullen

1. “Yet Do I Marvel” by Countee Cullen: This poem, also by Cullen, explores similar themes of hope and resilience in the face of oppression and racism, using imagery and metaphor to convey the speaker’s emotions.
2. “The New Colossus” by Emma Lazarus: This sonnet, like “From the Dark Tower”, explores the idea of freedom and oppression, using powerful imagery to describe the Statue of Liberty and the hope it represents for immigrants coming to America.
3. “The Negro Speaks of Rivers” by Langston Hughes: This poem, like “From the Dark Tower”, explores the experiences and struggles of African Americans, using imagery and metaphor to convey a sense of resilience and hope.
4. “Sympathy” by Paul Laurence Dunbar: This poem, like “From the Dark Tower”, explores the idea of freedom and oppression, using imagery and metaphor to describe the longing for freedom and the pain of being trapped.
5. “I Know Why the Caged Bird Sings” by Maya Angelou: This poem, like “From the Dark Tower”, explores the experiences and struggles of African Americans, using powerful imagery and metaphor to convey a sense of hope and resilience in the face of oppression.

Suggested Readings: “From the Dark Tower” by Countee Cullen

• Lomax, Michael Lucius. COUNTEE CULLEN: FROM THE DARK TOWER (HARLEM, NEW YORK). Emory University, 1984.
• Collier, Eugenia W. “I Do Not Marvel, Countee Cullen.” CLA Journal 11.1 (1967): 73-87. https://www.jstor.org/stable/44328232
• Saeed, Asmaa Mukaram. “Amiri Barka and Countee Cullen as Revolutionary Writers: A Close Reading in Selected Literary Works1.” International Journal of Research in Social Sciences 13.1 (2023): 373-376.
• Davis, Arthur P. “The Alien-and-Exile Theme in Countee Cullen’s Racial Poems.” Phylon (1940-1956) 14.4 (1953): 390-400.
• Jordan, June. “The Black Poet Speaks Of Poetry: A Column: Essay and Review of Countee Cullen’s Anthology,” Caroling Dusk”.” The American Poetry Review 3.3 (1974): 49-51.

Representative Quotations “From the Dark Tower” by Countee Cullen

Introduction: “As Froth on the Face of the Deep” by Christina Rossetti

“As Froth on the Face of the Deep” by Christina Rossetti was first published in 1862 within her collection, “The Goblin Market, and Other Poems.” This short, eight-line poem utilizes vivid similes to express the fleeting and meaningless nature of life without faith in God. The imagery of froth, dreams at waking, and an unharvested crop emphasizes the impermanence of earthly things. The poem’s power lies in its concise language and its powerful conclusion, urging the reader to find hope and purpose through devotion.

Text: “As Froth on the Face of the Deep” by Christina Rossetti

As froth on the face of the deep,
As foam on the crest of the sea,
As dreams at the waking of sleep,
As gourd of a day and a night,
As harvest that no man shall reap,
As vintage that never shall be,
Is hope if it cling not aright,
O my God, unto Thee.

Annotations: “As Froth on the Face of the Deep” by Christina Rossetti

Literary And Poetic Devices: “As Froth on the Face of the Deep” by Christina Rossetti

Themes: “As Froth on the Face of the Deep” by Christina Rossetti

• Ephemerality of Hope
  The poem explores the fleeting nature of hope, comparing it to ephemeral things like froth, foam, and dreams. Just as these things quickly disappear, hope can vanish if not anchored to something stable. The lines “As froth on the face of the deep, / As foam on the crest of the sea” illustrate the transitory nature of hope, while “As dreams at the waking of sleep” suggests how hope can evaporate when reality sets in.
• Futility of Human Endeavors
  The poem touches on the idea that human efforts and aspirations are ultimately futile without a higher purpose. The lines “As harvest that no man shall reap, / As vintage that never shall be” suggest that our labors and accomplishments are empty if not directed towards a divine goal. This theme is reinforced by the comparison of hope to an unattainable harvest or vintage.
• Dependence on the Divine
  The poem emphasizes the need for hope to be anchored in the divine. The final line “O my God, unto Thee” underscores the idea that hope must be directed towards God to be meaningful and lasting. The poem suggests that hope not rooted in God is like the ephemeral things described earlier – fleeting and ultimately unsatisfying.
• Longing and Yearning
  The poem expresses a deep longing and yearning for a connection with the divine. The speaker’s address to God in the final line conveys a sense of intimacy and desire for union. The use of metaphors and imagery throughout the poem creates a sense of wistfulness and nostalgia, emphasizing the speaker’s deep desire for a lasting and fulfilling hope.

Literary Theories and “As Froth on the Face of the Deep” by Christina Rossetti

Critical Questions about “As Froth on the Face of the Deep” by Christina Rossetti

• What is the significance of the speaker’s use of natural imagery in the poem?
• The speaker’s use of natural imagery in the poem serves to underscore the ephemeral and transitory nature of hope. The comparisons of hope to “froth on the face of the deep”, “foam on the crest of the sea”, and “dreams at the waking of sleep” all draw on natural phenomena that are fleeting and easily dispersed. This imagery suggests that hope, like these natural phenomena, is fragile and easily lost. Furthermore, the use of natural imagery allows the speaker to explore the relationship between the human experience and the natural world, highlighting the ways in which our emotions and experiences are reflected in the world around us.
• How does the poem’s structure and form contribute to its meaning?
• The poem’s structure and form contribute to its meaning through the use of repetition, enjambment, and caesura. The repetition of the phrase “As [image]” creates a sense of rhythm and musicality, emphasizing the speaker’s meditation on the nature of hope. The use of enjambment, where a sentence or phrase continues into the next line without punctuation, creates a sense of flow and continuity, mirroring the speaker’s flowing thoughts. The strategic use of caesura, or pauses within lines, adds to the sense of contemplation and reflection, allowing the reader to pause and consider the speaker’s words.
• What is the significance of the speaker’s address to God in the final line of the poem?
• The speaker’s address to God in the final line of the poem serves to underscore the idea that true hope can only be found in the divine. The use of the phrase “O my God, unto Thee” creates a sense of intimacy and direct address, emphasizing the speaker’s desire for a personal connection with God. This address also serves to contrast with the earlier imagery of fleeting natural phenomena, suggesting that hope in God is a stable and enduring thing. Furthermore, the use of the word “unto” implies a sense of movement or direction, suggesting that the speaker’s hope is not static, but rather dynamic and directed towards God.
• How does the poem engage with the theme of doubt and uncertainty?
• The poem engages with the theme of doubt and uncertainty through its exploration of the fragility of hope. The speaker’s comparisons of hope to fleeting natural phenomena suggest that hope is easily lost or dispersed, leaving the speaker (and the reader) to wonder if hope is even possible. The use of phrases like “As harvest that no man shall reap, / As vintage that never shall be” also implies a sense of uncertainty, suggesting that human efforts and aspirations may be ultimately futile. The speaker’s address to God in the final line can be seen as a expression of doubt and uncertainty, as the speaker seeks to anchor their hope in something stable and enduring.

Literary Works Similar to “As Froth on the Face of the Deep” by Christina Rossetti

1. “The Tide Rises, The Tide Falls” by Henry Wadsworth Longfellow: This poem explores the cyclical nature of life and death, much like Rossetti’s reflection on the ephemeral nature of hope. Both poems employ natural imagery to convey the passage of time and the inevitability of change.
2. “A Dream Within a Dream” by Edgar Allan Poe: Poe’s poem delves into the elusive nature of reality and the fleetingness of human experience, similar to Rossetti’s exploration of the transient quality of hope and dreams. Both poets grapple with the idea of grasping onto something intangible.
3. “Nothing Gold Can Stay” by Robert Frost: Frost’s poem meditates on the impermanence of beauty and innocence, echoing Rossetti’s theme of fleetingness in “As Froth on the Face of the Deep.” Both poems convey a sense of loss and the inevitability of change.
4. “To An Athlete Dying Young” by A.E. Housman: Housman’s poem reflects on the transience of glory and fame, much like Rossetti’s contemplation of hope that never materializes. Both poets explore the fleeting nature of success and the passage of time.
5. “Ozymandias” by Percy Bysshe Shelley: Shelley’s sonnet reflects on the inevitable decline of power and empire, similar to Rossetti’s meditation on hope that fades away. Both poems convey the idea of human achievements being ultimately ephemeral in the face of time.

Suggested Readings: “As Froth on the Face of the Deep” by Christina Rossetti

• Roe, Dinah. “Imagining Faith: Earth and Heaven in The Face of the Deep.” Christina Rossetti’s Faithful Imagination: The Devotional Poetry and Prose. London: Palgrave Macmillan UK, 2007. 168-196.
• Rossetti, Christina Georgina. Reflected Lights from” The Face of the Deep;”. Society for promoting Christian Knowledge, 1900.
• Rossetti, Christina Georgina. The Face of the Deep: A Devotional Commentary on the Apocalypse. Society for Promoting Christian Knowledge, 1892.
• Rossetti, Christina. Christina Rossetti. Ardent Media, 1986.
• Gray, Erik. “Faithful Likenesses: Lists of Similes in Milton, Shelley, and Rossetti.” Texas Studies in Literature and Language 48.4 (2006): 291-311.

Representative Quotations “As Froth on the Face of the Deep” by Christina Rossetti

Introduction: “All Hallows’ Eve” by Dorothea Tanning

“All Hallows’ Eve” by Dorothea Tanning was first published in The New Yorker on November 1, 2004, on page 102, and included in Tanning’s poetry collection, Coming to That: Poems, showcasing the poet’s unique blend of surrealism and mysticism. This poem embodies the qualities of Tanning’s work, weaving together vivid imagery, symbolism, and a sense of dreamlike wonder. With its exploration of the threshold between reality and the unknown, “All Hallows’ Eve” invites readers to step into a realm of enchantment and contemplation, characteristic of Tanning’s distinctive style.

Text: “All Hallows’ Eve” by Dorothea Tanning

Annotations: “All Hallows’ Eve” by Dorothea Tanning

Literary And Poetic Devices: “All Hallows’ Eve” by Dorothea Tanning

Themes: “All Hallows’ Eve” by Dorothea Tanning

• Imperfection and Striving for Perfection: The poem grapples with the tension between the desire for perfection and the reality of imperfection. This theme is encapsulated in the line “Be perfect, make it otherwise,” which suggests an unattainable ideal while acknowledging the need to confront imperfection. The juxtaposition of the command to “Be perfect” with the subsequent instruction to “make it otherwise” underscores the futility of pursuing perfection in a world marked by destruction and decay.
• Fear and Anxiety: Fear permeates the poem, manifesting in various forms such as the fear of aging, the fear of the unknown, and the fear of impending doom. The imagery of “Lightning’s thousand sulfur eyes” evokes a sense of dread, while the mention of “general dreads” alludes to pervasive anxieties. The portrayal of “overwrought housewives” seeking solace in mundane activities like applying lipstick highlights the ways in which individuals attempt to cope with their fears amidst the chaos of All Hallows’ Eve.
• Transformation and Metamorphosis: The theme of transformation emerges through the unexpected pairing of “You and the werewolf: newlyweds.” This line suggests a metaphorical transformation or change in identity, as the speaker aligns the reader with the figure of the werewolf, traditionally associated with metamorphosis. This theme underscores the idea of embracing change amidst the upheaval and destruction of All Hallows’ Eve, hinting at the potential for growth and renewal even in the face of darkness.
• Decay and Mortality: Throughout the poem, there are vivid images of decay and destruction, symbolizing the passage of time and the inevitability of mortality. Lines such as “Yesterday is torn in shreds” and “Hear bones crack and pulverize” evoke a sense of fragility and transience. The mention of “breathing beds” being ripped apart suggests the cessation of life, while the imagery of “Doom creeps in on rubber treads” underscores the looming presence of death. These motifs of decay and mortality serve as a reminder of the ephemeral nature of existence and the constant cycle of life and death.

Literary Theories and “All Hallows’ Eve” by Dorothea Tanning

Critical Questions about “All Hallows’ Eve” by Dorothea Tanning

• Question 1: How does the poem explore the tension between societal expectations and individual identity?
• The poem critiques the pressure to conform to societal norms, exemplified in the repeated command “Be perfect.” This expectation is contrasted with the speaker’s inner turmoil, as seen in the lines “Minds unraveling like threads” and “Fears of age and general dreads.” The speaker’s struggle to maintain a perfect facade while dealing with internal anxieties highlights the tension between societal expectations and individual identity.
• Question 2: How does the poem use surrealism to convey the speaker’s emotional state?
• The poem employs surrealistic imagery, such as “Lightning’s thousand sulfur eyes” and “Drink tasty antidotes,” to create a dreamlike atmosphere that reflects the speaker’s anxious and disjointed mental state. These images disrupt the reader’s expectations and create a sense of uncertainty, mirroring the speaker’s feelings of disorientation and disintegration.
• Question 3: What role does gender play in the poem’s exploration of identity and societal pressure?
• The poem specifically highlights the experiences of women, with the line “Countless overwrought housewives” emphasizing the gendered nature of societal expectations. The speaker’s reference to “lipstick shades” and the need to “tranquilize” fears also underscores the gendered aspects of societal pressure. The poem critiques the ways in which women are socialized to prioritize appearance and conformity over individual identity.
• Question 4: How does the poem’s use of dark humor and irony contribute to its themes and tone?
• The poem’s final line, “You and the werewolf: newlyweds,” is a darkly humorous and ironic comment on the speaker’s situation. This line highlights the absurdity of societal expectations and the ways in which individuals are forced to conform, even to the point of losing their own identity. The use of dark humor and irony adds a layer of complexity to the poem’s themes and tone, underscoring the speaker’s sense of desperation and frustration.

Literary Works Similar to “All Hallows’ Eve” by Dorothea Tanning

1. “The Hollow Men” by T.S. Eliot: This poem explores themes of emptiness, disillusionment, and the fear of meaninglessness. Like “All Hallows’ Eve,” it delves into the darker aspects of human existence and the search for significance in a world marked by decay and despair.
2. “The Love Song of J. Alfred Prufrock” by T.S. Eliot: Another work by T.S. Eliot, this poem delves into themes of existential angst, isolation, and the passage of time. Like “All Hallows’ Eve,” it captures the sense of unease and uncertainty that pervades modern life.
3. “The Waste Land” by T.S. Eliot: Yet another poem by T.S. Eliot, “The Waste Land” explores themes of fragmentation, disillusionment, and spiritual desolation. It shares with “All Hallows’ Eve” a sense of fragmentation and decay, as well as a preoccupation with the emptiness and futility of existence.
4. “The Raven” by Edgar Allan Poe: This classic poem by Poe explores themes of grief, loss, and the inevitability of death. Like “All Hallows’ Eve,” it uses vivid imagery and evocative language to create a sense of unease and foreboding.
5. “The Hollow of the Three Hills” by Nathaniel Hawthorne: This short story in poetic form explores themes of guilt, punishment, and the consequences of sin. Like “All Hallows’ Eve,” it delves into the darker aspects of human nature and the psychological toll of past actions.

Suggested Readings: “All Hallows’ Eve” by Dorothea Tanning

• Carruthers, Victoria. “Dorothea Tanning and her gothic imagination.” (2011).
• Lumbard, Paula. “Dorothea Tanning: On the Threshold to a Darker Place.” Woman’s Art Journal 2.1 (1981): 49-52.
• Hamimed, Nadia. “Dorothea Tanning: Erotic and Dark Aesthetics.” International Journal of Applied Linguistics and English Literature 11.4 (2022): 34-40.
• Lundström, Anna. “Bodies and Spaces: On Dorothea Tanning’s Sculptures.” Konsthistorisk Tidskrift 78.3 (2009): 121-130.
• Tanning, Dorothea. “All Hallows’ Eve.” Poetry Foundation, Poetry Foundation, www.poetryfoundation.org/poems/55079/all-hallows-eve

Representative Quotations “All Hallows’ Eve” by Dorothea Tanning

Introduction: “From The Princess: Now Sleeps the Crimson Petal” by Lord Alfred Tennyson

“From The Princess: Now Sleeps the Crimson Petal” by Lord Alfred Tennyson was first published in 1847 as part of a longer narrative poem titled The Princess: A Medley. This particular excerpt, though not a traditional sonnet due to its lack of rhyme scheme, showcases Tennyson’s mastery of imagery and metaphor. He paints a vivid picture of a tranquil night using natural elements like sleeping flowers and fireflies, alluding to a dawning passion between the speaker and his beloved.

Text: “From The Princess: Now Sleeps the Crimson Petal” by Lord Alfred Tennyson

Annotations: “From The Princess: Now Sleeps the Crimson Petal” by Lord Alfred Tennyson

Literary And Poetic Devices: “From The Princess: Now Sleeps the Crimson Petal” by Lord Alfred Tennyson

Themes: “From The Princess: Now Sleeps the Crimson Petal” by Lord Alfred Tennyson

1. Transience of Beauty and Time: Tennyson explores the fleeting nature of beauty and the passage of time. The imagery of petals sleeping and the closing of the lily symbolize the ephemeral nature of beauty and experiences. For example, in the lines “Now sleeps the crimson petal, now the white; / Now folds the lily all her sweetness up,” the poet evokes a sense of transience as natural elements transition and withdraw their beauty.
2. Connection and Intimacy: The poem delves into themes of emotional connection and intimacy between individuals. Lines such as “And all thy heart lies open unto me” and “So fold thyself, my dearest, thou, and slip / Into my bosom and be lost in me” express a deep desire for closeness and unity. Through these lines, Tennyson explores the longing for emotional intimacy and the desire to be fully known and understood by another.
3. Nature’s Symbolism: Nature serves as a rich source of symbolism throughout the poem, reflecting the emotions and states of mind of the speaker. The imagery of the peacock, the lily, and the meteor contribute to the overall mood and themes of the poem. For instance, the peacock drooping “like a ghost” and the lily folding its petals suggest melancholy and withdrawal, while the silent meteor leaving a shining trail symbolizes the lingering impact of thoughts and emotions.
4. Sensory Experience and Romanticism: Tennyson employs vivid sensory imagery to evoke a romantic and dreamlike atmosphere. The description of the palace walk, the porphyry font, and the Earth lying “all Danaë to the stars” immerses the reader in the speaker’s world. Through sensory details, the poem evokes a sense of enchantment and invites readers to experience the beauty and emotion conveyed within the verses.

Critical Questions about “From The Princess: Now Sleeps the Crimson Petal” by Lord Alfred Tennyson

• Question 1: How does Tennyson use imagery and symbolism to create a sense of intimacy and vulnerability in the poem, and what effect does this have on the reader’s experience?
• Tennyson’s use of imagery and symbolism in the poem creates a dreamy and intimate atmosphere, drawing the reader into a private world of emotions. For example, the “crimson petal” and “milk-white peacock” (lines 1 and 5) evoke a sense of delicate beauty, while the “porphyry font” and “bosom of the lake” (lines 3 and 12) suggest a sense of containment and protection. The repetition of “now” throughout the poem also creates a sense of urgency and immediacy, drawing the reader into the speaker’s emotional state. This intimacy and vulnerability create a sense of connection with the speaker, allowing the reader to experience the emotions of the poem more deeply.
• Question 2: How does the poem’s use of metaphor and personification contribute to its exploration of the relationship between the speaker and the beloved, and what insights does this offer into the nature of love and desire?
• The poem’s use of metaphor and personification creates a sense of fluid boundaries between the speaker, the beloved, and the natural world. For example, the comparison of the beloved to a “ghost” (line 5) and the speaker’s heart to an “open” and vulnerable space (line 8) blurs the lines between self and other. Similarly, the personification of the “firefly” and “meteor” (lines 4 and 9) creates a sense of agency and action in the natural world, mirroring the speaker’s own desires and emotions. This exploration of the relationship between the speaker and the beloved offers insights into the nature of love and desire as a fluid and dynamic force that transcends boundaries and definitions.
• Question 3: How does the poem’s use of repetition and rhyme contribute to its musicality and overall effect, and what role does this play in conveying the speaker’s emotions and ideas?
• The poem’s use of repetition and rhyme creates a musical quality that enhances the emotional impact of the speaker’s words. The repetition of “now” throughout the poem creates a sense of urgency and emphasis, while the rhyme scheme adds a sense of structure and containment. The use of assonance and consonance, such as in “white” and “night” (lines 5 and 6), adds a further layer of musicality, creating a sense of harmony and continuity. This musicality plays a crucial role in conveying the speaker’s emotions and ideas, creating a sense of flow and continuity that draws the reader into the poem’s world.
• Question 4: How does the poem’s exploration of the relationship between the speaker and the beloved reflect and challenge societal norms and expectations around love and relationships, and what implications does this have for our understanding of gender and sexuality?
• The poem’s exploration of the relationship between the speaker and the beloved challenges societal norms and expectations around love and relationships by presenting a vision of love as a fluid and dynamic force that transcends boundaries and definitions. The speaker’s use of imagery and metaphor to describe the beloved, as well as the repetition of “now” and the emphasis on intimacy and vulnerability, creates a sense of urgency and immediacy that challenges traditional notions of romantic love. This challenge to societal norms has implications for our understanding of gender and sexuality, offering a vision of love and relationships that is more inclusive and expansive than traditional binary models.

Literary Theories and “From The Princess: Now Sleeps the Crimson Petal” by Lord Alfred Tennyson

Literary Works Similar to “From The Princess: Now Sleeps the Crimson Petal” by Lord Alfred Tennyson

1. “A Red, Red Rose” by Robert Burns: This poem explores themes of love and the passage of time, similar to Tennyson’s exploration of beauty and transience. Burns uses vivid imagery and metaphor to convey the depth of his emotions.
2. “To Autumn” by John Keats: Keats’s poem celebrates the beauty of nature and the changing seasons, much like Tennyson’s focus on natural imagery. Both poets use sensory language to evoke a sense of atmosphere and mood.
3. “She Walks in Beauty” by Lord Byron: This poem reflects on the beauty of a woman, much like Tennyson’s exploration of beauty in nature. Byron’s poem also emphasizes themes of light and darkness, which resonate with Tennyson’s use of imagery.
4. “Ode on Melancholy” by John Keats: Keats’s ode explores the bittersweet nature of human experience, similar to Tennyson’s reflection on the transient nature of beauty. Both poets delve into the complexities of emotion and the fleetingness of joy.
5. “A Dream Within a Dream” by Edgar Allan Poe: Poe’s poem grapples with the elusive nature of reality and perception, echoing Tennyson’s exploration of themes like transience and the intangible nature of beauty. Both poets employ evocative language and imagery to convey deeper philosophical ideas.

Suggested Readings: “From The Princess: Now Sleeps the Crimson Petal” by Lord Alfred Tennyson

1. Abrams, M. H. The Mirror and the Lamp: Romantic Theory and the Critical Tradition. Oxford University Press, 1971.
2. Cook, Eleanor. “Tennyson’s Now Sleeps the Crimson Petal.” The Explicator, vol. 58, no. 2, 2000, pp. 78-81.
3. Greenblatt, Stephen, et al. The Norton Anthology of English Literature, 10th ed., W. W. Norton & Company, 2018.
4. Halliday, F. E. A Shakespeare Companion, 1564-1964. Penguin Books, 1964.
5. Lougy, Robert E. “The Sounds and Silence of Madness: Language as Theme in Tennyson’s ‘Maud.’” Victorian Poetry, vol. 22, no. 4, 1984, pp. 407–26. JSTOR, http://www.jstor.org/stable/40003015. Accessed 8 May 2024.
6. Mill, John Stuart. Three Essays on Religion. Oxford University Press, 1975.
7. Tennyson, Alfred. “From The Princess: Now Sleeps the Crimson Petal.” The Poetry Foundation, www.poetryfoundation.org/poems/45382/now-sleeps-the-crimson-petal. Accessed 8 May 2024.

Representative Quotations “From The Princess: Now Sleeps the Crimson Petal” by Lord Alfred Tennyson