The boy had love to the snow man and he feared that the wind and the cold could have bad effect on him.
She had read in the poetry of Wordsworth, Bryant, and Emerson — all products of a Romantic movement that looked for meaning, imagery, and spiritual refreshment in nature.
Her roots in a Puritanism that saw God manifested everywhere in nature contributed to her pursuit of personal significance in nature. The New England countryside of her time was still largely untrammeled, and she was fascinated by its changing seasons and their correspondence to her own inner moods.
Although her direct observations were confined to meadows, forests, hills, flowers, and a fairly small range of little creatures, these provided material highly suitable to her personal vision and impressive symbols for her inner conflicts.
Unlike the major English and American Romantic poets, her view of nature as beneficent is balanced by a feeling that the essence of nature is baffling, elusive, and perhaps destructive.
Her nature poems divide into those that are chiefly presentations of scenes appreciated for their liveliness and beauty, and those in which aspects of nature are scrutinized for keys to the meaning of the universe and human life. The distinction is somewhat artificial but still useful, for it will encourage consideration of both the deeper significances in the more scenic poems and of the pictorial elements in the more philosophical poems.
As we have noted, nature images and metaphors permeate Dickinson's poems on other subjects and some of those poems may be more concerned with nature than at first appears. The poem does not name the falling snow which it describes, thereby increasing a sense of entranced wonder.
The "leaden sieves" that stand for an overcast sky also contribute to the poem's initially somewhat sad mood, a mood that is quickly changed by the addition of images that suggest a healing process.
The following five lines show everything in the scene becoming peacefully smooth. With the third stanza, the observer's eyes have dropped from sky, horizon, and distant landscape to neighboring fences and fields. The fence becoming lost in fleeces parallels the image of wool, and the image of "celestial vail" meaning veil skillfully provides a transition between the two stanzas and brings a heavenly beauty to what had been the dissolution of harvested fields.
Perhaps it also implies something blessed about the memorial which it makes to those harvests. The idea of snow providing a monument to the living things of summer adds a gentle irony to the poem, for snow is traditionally a symbol of both death and impermanence.
In the last stanza, the observer takes delight in a close-up thing, the queenly appearance of fence posts, and then, in a tone of combined relief and wonder, the poem suggests that the lovely winter scene has really had no external source, but has simply arrived by a kind of inner or outer miracle.
Our analysis can provide a basis for further symbolic interpretation of the poem. An apparently more cheerful scene appears in the popular "I'll tell you how the Sun rose" This poem divides evenly into two metaphorical descriptions — of a sunrise and a sunset on the same day. The speaker assumes the guise of a little girl urgently running with news of nature, delighted with the imaginativeness of her perception and phrasing, and pretending bafflement about the details and meaning of the sunset.
The sun's rising is described as if it were donning ribbons, which is paralleled by hills untying their bonnets. The ribbons are thin strips of colored clouds which are common at sunrise, and which, as it gets lighter, might seem to appear in various and changing colors "a ribbon at a time.
The sound of the bobolinks prompts the speaker to address herself softly, holding in her excitement.The tone of this poem is delightful and playful because the way it talks about the movement of water.
The feeling of the wind and how it flows down the stones creates the tone of this poem. The tone is also a very peaceful tone to the poem. Reading and writing lesson plan: Lesson Plan Day 9 of Poetry Unit: Mood and Tone · SOL The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry.
c) Describe the impact of word choice, imagery, and poetic devices. d) Explain how line structure form, including rhyme, rhythm, repetition, and punctuation, conveys the mood and meaning of a poem. Dec 26, · 年12月26日 台南樹谷臺日交流音樂會裕錫老師 指揮南科中學管樂團 A Tone Poem For Wind Orchestra.
The tone and mood words listed below are also available as a Word document..
Tone and mood both deal with the emotions centered around a piece of writing. Though they seem similar and can in fact be related causally, they are in fact quite different. But now the much-loved musician has written fresh lines in a poetic tribute to Brontë that will have to endure the wind and But this time the tone is I particularly loved writing .
Write with an active voice. We talk with an active voice because it’s the easiest way to organize our thoughts. Writing in active voice means the subject of the sentence is the thing performing the action.. Passive voice is the opposite, when the subject is the thing being performed upon.