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Poetry Unit

POETRY UNIT 6

PoetryUnit

Part1 (Robert Frost Biographical Information)

PersonalLife

RobertFrost stands out as one of the most famous American poets. Born in1874, Frost died after 88 years. William Prescott, who was anewspaper editor and reporter, was his father. On the other hand,Isabel was the name of his mother. He got married to Elinor White in1895, who later died in 1938 (Meyers,1996).Frost was a father to five kids. For his education, Frost attendedDartmouth College and Harvard University.

Career

RobertFrost engaged in doing various works as part of developing hiscareer. He was a reporter in 1895, a poultry farmer between1900-1909, a teacher at Pinkerton Academy between 1906 -1911 afterwhich he proceeded as a teacher at the New Hampshire Normal Schoolbetween 1911-1912. He also became an instructor at Amherst Collegeand at University of Michigan he later became a lecturer atMiddlebury College. On the other hand, he worked as an associatefellow and professor of poetry. In addition, he was also an editorand a cobbler at some point in between his college studies (Meyers,1996).

MajorWorks

Majorworks of Frost entail Inthe Clearing, Hard Not to be King, A Masque of Mercy, Steeple Bush, AMasque of Reason, Come In, and Other Poems, A Witness Tree, CollectedPoems, A Further Range, From Snow to Snow, The Lone Striker, TheLovely Shall Be Choosers, West-running Brook, New Hampshire, MountainInterval, North of Boston, and A Boy’s Will.

Awards

RobertFrost has won various awards from his works. The awards include thefollowing Pulitzer Prize, the Levinson Prize, Golden Rose Trophy,Mark Twain Medal, National Institute of Arts and Letters, the GoldMedal of the Poetry Society of America, American Academy of PoetsAward, Unanimous Resolution in his honor and gold medal from the USSenate, the Bollingen Prize in Poetry, Congressional Gold Medal,Huntington Hartford Foundation Award, Gold Medal Limited EditionsClub, and Medal of Honor New York University (Parini,2000).

Sidelights

Frostcommenced a poet while still in High School he wrote his first poemswhile schooling at Lawrence high school. He sold his first poem in1894 to the IndependentMagazine.The works of Frost indicate that he stands at the crossroad amid thenineteenth century and modernity. Frost keeps off traditional verseforms and utilizes rhyme only erratically he does not emerge as aninnovator but his style is not experimental. Through his works, it isevident that Frost was capable of promoting reconciliation and truthamong the natives. Although some individuals criticized his works,Frost’s pastoral ability can be viewed as his source of reputation.At the time prior to his death, he was considered a poet Laureate ofAmerica (Parini,2000).On his 75thbirthday, he received an honor from the Senate, when his poems wererecognized as being critical in guiding American thought and wisdom,and representing the Americans well. The praises and recognition ofRobert Frost went beyond the words of mouth a mountain was namedafter him by the State of Vermont. Most readers share the philosophyof Frost, while others continue to become delighted by his vast bodyof poetry.

Part2 (Poem Analysis)

“ ‘Hope’is the thing with feathers”

Thespeaker in this poem describes the concept of hope as a bird, whichperches in the soul and sings wordlessly without stopping. A themedepicted in the poem is self assertion in the poem, the speakerasserts the significance of the self. Besides, the themes of anindividual relationship with God and the power of words are alsoevident in the poem. The tone created in the poem is that ofencouragement the speaker is trying to encourage the audience tohave hope. The time period of this poem is 1830-1886. Rhyming wordsin the poem include storm and warm, heard and bird, sea and me.Repetition has been used in the poem, which stresses the main ideas.Animation is also used in the poem, where hope is given thecharacterization of a bird.

&quotTothe Virgins, to Make Much of Time”

Thepoem is encouraging the audience to live their life to the fullest.The poem brings a playful tone, which evokes particular feelings fromthe reader. The speaker of the poem is addressing a group of virginsthe message to them is that they need to gather rosebuds within timesince time is passing quickly. The key theme presented in the poem isthe theme of time. Time has been depicted as a vital consideration tothe young virgins. Besides, the speaker also emphasizes on the themeof the brief nature of human life (Weiss, 2001). The time period ofthis poem is 1646. The poem has some rhyming words such as still andwill, flying and dying, getting and setting, warmer and former, timeand prime, and marry and tarry. Repetition is evident in the poem,where time has been repeated to indicate its importance. Symbolism isalso used in the poem, where rose is utilized as a symbol of beautyof the youths.

“TheMan He Killed”

Inthis poem, the narrator illustrates a man that questions his actionsfor causing harm to another person. The tone in the poem changes asthe story progresses. At the commence of the poem, the tone isheartwarming ass the narrator presents that they could have taken adrink together in case the situation called for it (Burns &ampEdge, 2007).The tone changes to dark feeling, when the narrator talks of therange, making him shoot the other person. On the other hand, the tonethem changes to that of being regretful after realizing he shot theother person (Burns &ampEdge, 2007).The time period of this poem is 1840–1928. There are differentrhyming words used in this poem, which include face and place, anddown and crown. Repetition has also been used in this poem to stressthe ideas of the narrator. Besides, simile has also been used in thepoem, where the speaker uses the words ranged as infantry.

“ TheLama”

Thespeaker of this poem presents an argument that tries to engage theaudience in his presentation, why there is no three-l llama. The tonethat the speaker brings in this poem concerns logical thinking andconclusion. He commences with one-l lama, then proceeds to two-lllama however, he concludes that there is no three-l llama. Thetheme brought in this poem concerns logical reasoning. The timeperiod of this poem is 1931. There are rhyming words in the poem suchas lama and llama, pajama and llama, and priest and beast.

References

Burns,P. &amp Edge, J. (2007). AqaGcse English Literture 1914 Poetry.New York: Letts and Lonsdale.

Meyers,J. (1996). RobertFrost: A biography.Boston u.a: Houghton Mifflin.

Parini,J. (2000). RobertFrost: A life.New York: Henry Holt.

Weiss,S. W. (2001). Theart of poetry: How to read a poem.New York: Oxford University Press.