ANALYSIS OF POEM

TITLE: Hawk Roosting AUTHOR: Ted Hughes SUMMARY: The poem shows us the pictures of dictators, the attitudes and minds. in the poem, we hear the dictator say,\'it took the whole the of creation to produce my foot, my each feather but now i hold creation in my foot \'. he continues to say he flies it up and kills where he pleases. The above quotation, of course, shows the kind of leaders we have today. After we have made them leaders, they tend to brutalize us forgetting that we made them what they are. The dictator crowns his behaviour by saying, \"my legs are locked upon the rough bark \" this creates a picture of a padlock used to lock up a prison room. Hence, making us believe that there is nothing that can remove him from power. The firmness of his grasp of the power can be seen in the use of the word 'rough. The word rough, scientifically, shows high friction. THEME:
y

The Hawk Roosting revolves around one key idea, control. Control is evident through various aspects of the poem and is a key factor of the theme.

MORAL VALUE
y y

we should appreciate the nature we should take responsibility towards the peo ple

STRUCTURE:
y y y

first point of view (using letter I) the poem has six stana 4 line each stanza

RHYME:
y

stanza 1 (abc), stanza 2 (abcd), stanza 3 (abcd), stanza 4 (abac), stanza 5 (abcd), stanza 6 (abac)

TONE: hard and brutal MOOD: about the nature, tearing off heads LITERARY DEVICES:
y y y Irony = Now I hold Creation in my foot Personification = the earth's face upward for my inspection. Symbolize = Now I hold Creation in my foot

LANGUAGE:
y

The language of the poem seems to come from a cultivated person, as if the hawk had a great deal of wisdom and knowledge, as if it had always been there.

The language used is high and difficult to understand .

ANALYSIS OF POEM
TITLE: I Know Why the Caged Bird Sings AUTHOR: Maya Angelou SUMMARY: The author feels like a part of her is left behind a cage and hidden, and the other half of her is free and shows. She wants to show her other things but her wings are 'clipped' and her 'feet are tied'. This poem shows that she wants all of what is inside of her but she cant seem to show all of her because she feels like part of her is stuck behind a cage. There are two contrasts: one bird is free and can do whatever he pleases, the other bird is surrounded by his 'bars of rage' in complete captivity. 'His wings are clipped and his feet are tied'. So the bird can only imagine what freedom might be outside, and he's got only his song to express his dashed hopes for freedom. The poem is an allegory for the enslavement of the black people who clamour for freedom but remain under the yoke of the white people. THEME:
y

The hardship of living oppression, refer to s ocial discrimination in term of poets life.

the separation between the colours of peoples skin in everyday life

MORAL VALUE:
y y y

We must appreciate peace and freedom that we have We must tolerate others to live in harmony We should avoid discrimination bet ween others people

STRUCTURE:
y y y

Third person point of view Have six stanza For the first three stanzas, it has 7 line, the rest is 4 line and last stanza have 8 line.

RHYME SCHEME: irregular rhyme and free verse TONE: jealous, angry, not satisfied with the situation MOOD: sorry for the caged bird LITERARY DEVICES:
y y Allegory = sun rays (comfort), sky (freedom) Personification = giving human characteristics to an inanimate object

y y y

so he opens his throat to sing= bird is chips not sing free bird sings = human sings through the sighing trees = trees does not sign

Allite ration = can seldom see repetition of consonant S Hype rbole = he names the sky his own the sky cant be owned Symbolized =

Caged = human who be oppress I free = white people In caged = black people

LANGUAGE:
y

The language had loading the moment with emotion so it is easier to understand and determine the theme.

ANALYSIS OF POEM
TITLE: On a Tree Fallen Across the Road AUTHOR: Robert Frost SUMMARY: This poem is about the humans ability to overcome obstacles. Obviously there is something other than the humans ability to overcome obstacles implied in this piece. Possibly Frost has acknowledged peoples tendency to stray from their goals and aspirations. After years of striving and searching and "aimlessly circling in one place" we as human beings find a new object of desire and simply "steer straight off after something into space." Frost may have may be implying that we, as humans, will never give up and that we have it in ourselves to overcome this "fallen tree", this test or obstacle placed in front of us. THEME: the main theme is about effort to overcome obstacles of daily life which is life, nature, and love, can stop us in our tracks and make us feel powerless. MORAL VALUE:
y y y

We have to has a high spirit to face the problem We need to be brave enough to faced the obstacle Some obstacles arent easy to over come but it can be done.

STRUCTURE: first point of view, it have 4 stanzas, 4 line each stanz a RHYME: the rhyme maintain which is (abab) except for the last stanza (aa) TONE: enthusiasm (high level of spirit MOOD: spiritual and amazing

LITERARY DEVICES:
y Symbolize

y y y

Crash of wood = to show the nature and the obstacle Foot of snow = challenges for the poet Seize the earth = impossible for poet to control nature or environment The tree = to show the poet is a leader to control environment Space = to show the effort of the poet is no solution or infinity

Oxymoron = hidden in us to attain ( refer to his wife suffer breast cancer) Hype rbole = seize earth by the pole (quite impossible to own the earth) Me taphor = tree the tempest with a crash of wood

LANGUAGE:
y

The language is simple but meaningful. The meaning is very deep which is quite hard to understand.

ANALYSIS OF POEM
TITLE: Sadie and Maud AUTHOR: Gwendolyn Brooks SUMMARY: Sadie and Maud by Gwendolyn Brooks, is a didactic poem about life, choices, and happiness. The poem follows the lives of two women, Sadie and Maud. Sadie makes what society may consider poor choices, but lives a happy life. Maud, the college graduate, the one with a seemingly propitious future, ends up with a bleak and lonely life. What the poem reveals through the life of Sadie hints at the true source of happiness, and whether or not the choices made are the sole contributors to that end. The poem ends on a bitter and sad note. However, it is the bitter and sad, and the less than sanguine, that often grabs attention. Sadie is an iconoclast. She dispels the spurious notions that society has on what it takes to be successful. She proves that ultimately, success is not solely based on going to college; it is not solely based on doing what is expected, but instead, it is more basic than that. Success is simply being happy. THEME:
y

the main theme is about the protest against the limited opportunities available to African American woman in the society presented

Life, choices and happiness. It is about choosing a simple domestic life and having a career.

MORAL VALUE:
y

Although we may be staying home, it doesn't mean you won't have a fulfilling life

We should made a right choices in our life because it will change our future

STRUCTURE:
y

3rd persona point of view (Sadie and Maud), contain 4 quatrain stanzas and one sestet stanza, 20 lines that form the poem, 15 deal with Sadie and only 5 deal with Maud.

RHYME SCHEMA:
y

stanza 1 (aaab), stanza 2 (abcb), stanza 3 (abab), stanza 4(abba), stanza 5 (aaaa)

TONE: the poet doesnt make serious depress. MOOD: happy and sad. LITERARY DEVICES:
y Ima gery y y

Sight = thin, brown Sound = Sadie said her last so -long Touch = scraped life and with a fine toothed comb

Me taphor = is a thin brown mouse Hype rbole = nearly died of shame

LANGUAGE:
y

The language is simple and very easy to understand. It just like telling a story but contain meaningful moral value.

ANALYSIS OF POEM
TITLE: The Rain AUTHOR: Muhammad Haji Salleh SUMMARY: From the poem, the poet presents the readers on how the nature -the rain, affect the animals and people. Poet describes that scenery with the description of the reaction of the plants and animals and the human re act towards the rain that comes suddenly. The power of nature can be seen by the way it affect the reaction of the animals and human. This can be seen by the men need t he rain to continue their planting of paddy to sustain the life and living of the men. This can also be concluding that it is the power of nature that helps men to survive. THEME:
y y

Power of nature Dependence of men on nature for survival

MORAL VALUE:
y y

We should appreciate the nature because its give many benefits for us We should happy with all the benefits that we get from the Power of the nature.

STRUCTURE:
y y y

Second persona point of view The poem have five stanza 1stanza (5 lines), 2nd stanza (8 lines), 3 rd stanza (3lines), 4 th stanza (5lines), 5th stanza (3lines)

RHYME SCHEMA:
y

abcde-1st stanza, abcdefgh-2nd stanza, abc-3rd stanza, abcde-4th stanza, abc5th stanza

TONE:
y y

Impressed-by the power of nature Excited-because finally its raining

MOOD: Happy-because the rain saves them from drought LITERARY DEVICES:
y Personification = Suddenly they came, the mid-year padi rains. From here,

we can indicate that the poet assume that the rains is alive that they can move around.

Assonance = Water has come. He looked out into the sheet of rain. From

this sentence from the poem, it contain five vowel o which is the traits of assonance that with the repetition of the same vowel in the same sentence
y Allite ration = The rain fell and we tted their praying throats. From this

sentence we can see the traits of alliteration which is the repetition of 6 times of the consonant t in one sentence
y Intonation = Full of hope and grateful

LANGUAGE:
y

Easy to understand and the words are simple. The m eaning is not complicated and poet use nature so that we could understand directly towards the meaning.

ANALYSIS OF POEM

TITLE: I WANDERED LONELY AS A CLOUD AUTHOR: WILLIAM WORDSWORTH SUMMARY: The speaker says that, wandering like a cloud floating above hills and valleys, he encountered a field of daffodils beside a lake. The dancing, fluttering flowers stretched endlessly along the shore, and though the waves of the lake danced beside the flowers, the daffodils outdid the water in glee. Th e speaker says that a poet could not help but be happy in such a joyful company of flowers. He says that he stared and stared, but did not realize what wealth the scene would bring him. For now, whenever he feels vacant or pensive, the memory flashes u pon that inward eye / That is the bliss of solitude, and his heart fills with pleasure, and dances with the daffodils. THEME:
y

Natures beauty uplifts the human spirit

MORAL VALUE:
y

Living a life as rich in experience and sensation as would make a life worth living

we should appreciate the nature

STRUCTURE:
y y y

First point of view Contains four stanzas Six lines each

RHYME SCHEME: ababcc for all the stanzas TONE: The poem may begin on a somewhat sad note when the speaker claims that he "wandered lonely as a cloud," but the tone of the poem quickly becomes joyful. MOOD: Light-hearted dance, the joy and happiness of living an adoring and fulfilling life, embracing it for every drop of nectar it could so bring.

LITERARY DEVICES:
y

Simile: Comparison (using as) of the speaker's solitariness to that of a cloud (line 1).

y y y

Personification: Comparison of the cloud to a lonely human. (line 1) Alliteration: high o'er vales and Hills (line 2). Alliteration: When all at once (line 3). (Note that the w and o have the same consonant sound.) Personification/Metaphor: Comparison of daffodils to a crowd of people (lines 3-4).

y y y

Alliteration: gol den Daffodils (line 4). Alliteration: Beside the Lake, beneath the trees, Personification/Metaphor: Compari son of daffodils to dancing humans (lines 4, 6).

LANGUAGE: Incredibly rich in language and resonates on so many levels through a subject of remembering

ANALYSIS OF POEM
TITLE: MID TERM BREAK AUTHOR: SEAMUS HEANEY SYNOPSIS: The speaker is a boy away at school when the news comes that his four year old brother has been killed in an accident. Arriving home, "I met my father crying . . . " The boy is "embarrassed / By old men standing up to shake m y hand / And tell me they were sorry for my trouble." The next morning the boy goes upstairs to see his brother lying "in the four foot box as in his cot." THEME: Unexpected death MORAL VALUES:
y y y

We should accept the death in calm We should calm in whatever situation We should love our family

STRUCTURE:
y y y y

First point of view Eight stanza, Three lines per stanza Last stanza, just a line.

RHYME SCHEME: In this poem there is no specific rhythm or rhyme pattern TONE: In telling a story, calm tone MOOD: Sweet feeling of love, sad of the death

LITERARY DEVICES:
y y

Imagery: Counting bells knelling classes to a close Simile: He lay in a four foot box, as in his cot

LANGUAGE: Seamus Heaneys choice of words in this poem is what made the poem so special. He adds aloofness to the first section of the poem until after Nex t morning after which the author uses him to show that the speaker has finally come to realization. Also the word soothed brings a certain warm feeling to the poem. However this word is by words that are associated with mourning, death or illness such as bedside, candles and Snowdrops.

ANALYSIS OF POEM

TITLE: THE WAY THINGS ARE AUTHOR: ROGER MCGOUGH SYNOPSIS: This poem is about the advices given by a father to his son. It is true that children should be taught reality. Children should be taught this lesson so that they do not thoughtlessly indulge in disastrous pleasure. Next is children should know certain deeds that may appear to have been done with kind intentions may have been done accidentally or selfishly. We cannot subsist on dreams. Dreams being abstract, unrealistic and unattainable are represented as Moonbeams which have similar attributes. We should not be preoccupied with dreams or illusions; the jar symbolizing life or our mind. It advises us to face reality and not be too over possessive. Do not cling on to the unachievable. Children should be taught to accept defeat, and that they cannot always have everything that they desire. We cannot expect fortune to descend to us, and wait meaninglessly. Instead, children should strive to achieve their goals through dedicated efforts. THEME:
y y

Relationship between father and son Reality versus illusion

MORAL VALUES: 1) Be a good son 2) Be a good parents 3) Be a good listeners 4) Sharing our experiences 5) We should face the reality 6) Life must go on in whatever way

STRUCTURE:
y y y

First point of view 7 stanza, Five to six line for each stanza

RHYME SCHEME: stanza 1 (abcdd), stanza 2 (abcadd), stanza 3 (abccc), stanza 4 (abcdee), stanza 5 (abcddd), stanza 6 (abcdee), stanza 7 (abcbdb) TONE: caring and wisdom (real parents) Mood: hardship of father (touching) Literary devices:
y y y y

Personification: the candles is not crying, when the sky is looking Simile: an excuse is as good a reason as any Metaphor: todays craft hair is tomorrows boot sale Repetition: I am your father and that is the way things are

Language: The poet uses the simple language which made the comparison between some things to the real life. It is to make the children easily to understand.

ANALYSIS OF POEM

TITLE: DEMOCRACY AUTHOR: LANGSTON HUGHES SYNOPSIS: Langston Hughes expresses a need for African American People to be impatient and not wait for society to work its course. Hughes believed that the Whites wished for the African - American's to be suppressed and to not have the same rights, when in actuality whites had denied themselves of the same rights they created. He believes his rights should parallel those of white people, without compromising his dignity in any way. He declares he is an American and should have the rights to stand on his two feet and own his land, supported by lines 7 through 9. He doesn't want to wait for freedom; he wants to fight for freedom and make a change. Moreover, he is not too fond of passive individuals who say the following, "Let things take their course / Tomorrow is another day," because that kind of attitude signifies submission. He indicates that everybody should have the right to exercise their freedom because that's a birthright, for whites, blacks, and whomever. THEME: Democracy and Freedom MORAL VALUES:
y

We shall respect one another as children of god and let the prisoners of their country free.

We all have a right to choose but can we without being oppressed by the laws governed by your state.

STRUCTURE:
y

First point of view

y y

Five stanza Three to five line for each stanza

RHYME SCHEME: stanza 1 (abab), stanza 2 (abcac), stanza 3 (abacc), stanza 4 (abcb), stanza 5 (aba) TONE: Express about the democracy MOOD: Sad, not satisfied LITERARY DEVICES:
y y

Symbolize: Freedom is a strong seed Repetition of I

LANGUAGE: The poet uses the simple word into this poem. It is simple and easy to understand. The language that he uses is referring to him.