poetry portfolio - google drive
DESCRIPTION
A document describing famous works of literature, more so poems, and the devices they use in said works. This document describes the mood of the poems, as well as the theme.TRANSCRIPT
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Poetry Portfolio
Daniel Zarb-Cousin
Mrs. Bruckner
English 1A
3 March 2014
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Table of Contents
American Poem(Song of Myself)........................................................................................3
…………………………………………………………………………………………..4
…………………………………………………………………………………………..5
Lyrical Poem(Let Me Die A Young Man’s Death)..............................................................6
…………………………………………………………………………………………..7
…………………………………………………………………………………………..8
British Poem(Blow, Blow, Thou Winter Wind)....................................................................9
…………………………………………………………………………...……………..10
…………………………………………………………………………………………..11
Children’s Poem(Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out).................12
…………………………………………………………………………………………...13
…………………………………………………………………………………………...14
Work Cited………………………………………………………………………………15
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Daniel Zarb-Cousin
Mrs. Bruckner
English 1A
4 March 2014
Song of Myself, by Walt Whitman
I Celebrate myself, and sing myself,
And what I assume you shall assume,
For every atom belonging to me as good belongs to you.
I loafe and invite my soul,
I lean and loafe at my ease observing a spear of summer grass.
My tongue, every atom of my blood, form'd from this soil,
this air,
Born here of parents born here from parents the same, and
their parents the same,
I, now thirty-seven years old in perfect health begin,
Hoping to cease not till death.
Creeds and schools in abeyance,
Retiring back a while sufficed at what they are, but never
forgotten,
I harbor for good or bad, I permit to speak at every hazard,
Nature without check with original energy.
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Comments on “Song of Myself,” by Walt Whitman
Whitman projects the theme of this poem in such an elegant way, that is both heartwarming, and
abstract; subjective, in ways. The overlying topic of using a song as a capsule for this important
proclamation is quite appealing, towards myself. This piece of literature is so free, yet firmly didactic in
a way. The way Walt presents his own cherishment of himself and his own life is particularly genuine,
and vividly portrays verisimilitude. I find this poem extremely relatable, to both myself, and others. The
message comes through, so, very many places in life: be yourself, take pride and relish in being you!
Although considered by some to be ‘cliche,’ the common phrase really has an emphasis, on our culture,
as we progress through the age of discrimination, and fear of the different. If a larger multitude of the
population had an outlook on themselves, and others, similar to Whitman’s, an amazing portion of
acrimony would vanish.
Being a free verse poem, there is not a surplus of poetic devices being obviously used, although,
there are a few that can be pointed out. Throughout the poem, exists a commonly seen use of
repetition, usually one non-repeated word apart. Examples of such include “myself…myself,”
“assume...assume,” “belonging to me...belongs to you ,” “Born here of parents born here from 1
parents...parents .” Imagery is utilized as a vital tool in this poem, as well...seen with phrases like “a 2
spear of summer grass,” or “My tongue, every atom of my blood, form'd from this soil.” Multiple iambs
such as “belong(s),” “myself,” “sufficed,” and “permit” are spotted. Although, the most noticeable
characterization would be, being an epic. It tells the tale of a man, and how has looked upon himself,
using broad, and heroic terms; feelings of courage; pride.
1Although I realized the two previously mentioned phrases are not exactly similar, they did seem to reach the threshold of similarity that I had set for being required.2 Refer to the previous footnote.
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I chose to use a picture of a blade of grass, for reasons somewhat evident. The poet, Walt
Whitman, addresses grass in this poem, and, the book in which this poem is called is labeled “Leaves of
Grass.” The grass represents the atoms of this beautiful existence we live in, and how simple the roots
of all of us are. We all came from the soil, as did the grass, and therefor, we are equal to each other,
and, in return, the grass we walk on.
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“Let Me Die A Youngman’s Death," By Roger McGough
Let me die a youngman's death
not a clean and inbetween
the sheets holywater death
not a famous-last-words
peaceful out of breath death
When I'm 73
and in constant good tumour
may I be mown down at dawn
by a bright red sports car
on my way home
from an allnight party
Or when I'm 91
with silver hair
and sitting in a barber's chair
may rival gangsters
with hamfisted tommyguns burst in
and give me a short back and insides
Or when I'm 104
and banned from the Cavern
may my mistress
catching me in bed with her daughter
and fearing for her son
cut me up into little pieces
and throw away every piece but one
Let me die a youngman's death
not a free from sin tiptoe in
candle wax and waning death
not a curtains drawn by angels borne
'what a nice way to go' death
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Comments on “Let Me Die A Youngman’s Death” by Roger McGough
The poem, “Let Me Die A Youngman’s Death,” by Roger McGough, is a simple, yet earnest
poem that expresses the wish to die from a cause in which he would be having fun, not because of a
sickness, or old age. It is a simple and widely known, as well as embraced, idea. The author uses
scenarios that are very humorous, and that is why it was appealing to me. It is very lyrical, and has a
sense of being able to sing a song to. The poem gives you a light outlook on death at an old age, and
gives a feeling of contentedness. It turns the grim and commonly depressing subject of death into a
comical, trivial, and light idea. It brightened up my day, and that is why I chose to bring it to class.
The poet, Roger McGough, uses many forms of poetic devices in this poem. In particular, there
are many repetitions. For example, the word “death” at the end of a line, is used every other line for
three lines in both of the first stanza, and the last. It gives a feel of a stable introduction, and setting, and
a sturdy conclusion. Among these things, assonance is used in many cases, for example,
“clean...inbetween...sheets...peaceful,” all in the first stanza. Imagery is created as well, as you can
vividly imagine a silly old gaffer running amuck and causing all kinds of who knows what. Some minor
rhyme is used in this poem, for example, in the third stanza, at “with silver hair and sitting in the barber’s
chair.” Above all, the author uses many cases of hyperbole, as, he would obviously not prefer to
become deceased in said ways.
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This image was chosen by me for a few select reasons. On an aesthetic note, the kazoo is
rather bright and vibrant in terms of color, which made me feel whimsical, and silly. As, such is the
overall mood of the poem. A kazoo in general is a comical “instrument,” and reminded me greatly of
the poem. The kazoo is also a common party favor, and the poet mentions, countless times, that he
wishes to become deceased in a rather fun way, such as a party.
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Blow, Blow, Thou Winter Wind
Blow, blow, thou winter wind
Thou art not so unkind
As man's ingratitude;
Thy tooth is not so keen,
Because thou art not seen,
Although thy breath be rude.
Heigh-ho! sing, heigh-ho! unto the green holly:
Most freindship if feigning, most loving mere folly:
Then heigh-ho, the holly!
This life is most jolly.
Freeze, freeze thou bitter sky,
That does not bite so nigh
As benefits forgot:
Though thou the waters warp,
Thy sting is not so sharp
As a friend remembered not.
Heigh-ho! sing, heigh-ho! unto the green holly:
Most friendship is feigning, most loving mere folly:
Then heigh-ho, the holly!
This life is most jolly.
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Comments on “Blow, Blow, Thou Winter Wind,” by William Shakespeare
The sarcastic, and, rather bitter tone of this poem is one to be noted. Very few poets can really
make you feel the caustic words that this poem does. It seems as though Shakespeare wrote this poem
after an unfortunate event occurred, involving him being the victim. Maybe, the poet had a lover, and
they had crushed his heart; leaving him in his sorrowful and revenge-bearing words. The poems reminds
you, that, at the bottom of every being, the true nature of themselves is a ubiquitous belligerent
bitterness. Although able to be covered, one cannot simply avoid catching sight of the unvarnished
personalities of their fellow man. This piece’s sarcasm gives a sense of giving up, and accepting that life
is not as euphoric as described. My favourite section of this poem consists of the last two lines. The
lines describe the epitome of Shakespeare’s opposition towards other human beings in a general sense.
Some may describe the poem’s true tone as being one of bitterness, anger, and satire...yet, I feel that
Shakespeare finally had hit the last straw; gave up all hope. In my honest opinion, it is melancholic,
more than anything.
This poem incorporates many different poetic devices in order to overall amplify its effect.
Among these, the use of verbal irony and sarcasm are very evident, for example, "Then heigh-ho, the
holly! This life is most jolly” is said after the poet goes into detail about the faults and travesties
committed by man. The sarcasm and irony adds to the bitterness and harsh-like tone of the poem.
Instances of repetition and alliteration are used, like “Blow, blow,” “winter wind,” “although thy breath,”
Heigh-ho...holly,” “Freeze, freeze,” “friendship if feigning...folly,” “Though thou the,” and “waters warp.”
Phrases such as “Blow, blow, thou winter wind,” and “Freeze, freeze, thou bitter sky” provide imagery,
and a negative connotation and diction. In terms of rhyme, the scheme of ‘a-a-b-c-c-b” is used for the
first and third stanzas, while the scheme of ‘a-a-a-a’ is used for the second and fourth stanzas.
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The image I have selected is indeed, a freezer. In the poem, “Blow, Blow, Thou Winter Wind,”
by William Shakespeare, the bitter ‘cold’ is a common theme. Although, he is most likely not referring
to the literal cold, but rather the harsh and frigid personalities and natures of other humans. If things are
left in the freezer for too long, frostbite can occur, and it is the same situation with humans.
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Sarah Cynthia Sylvia Stout, by Shel Silverstein
Sarah Cynthia Sylvia Stout
Would not take the garbage out!
She'd scour the pots and scrape the pans,
Candy the yams and spice the hams,
And though her daddy would scream and
shout.
She simply would not take the grabage out.
And so it piled up to the ceilings;
Coffee grouns and potato peelings,
Brown bananas, rotten peas,
Chunks of sour cottage cheese.
It filled the can, it covered the floor,
It cracked the window and blocked the
door
With bacon rinds and chicken bones,
Drippy ends of ice cream cones,
Prune pits, peach pits, orange peel,
Gloppy glumps of cold oatmeal,
Pizza crusts and withered greens,
Soggy beans and tangerines,
Crusts of black burned buttered toast,
Gristly bits of beffy roasts...
The garbage rolled on down the hall,
It raised the roof, it broke the wall...
Greasy napkins, cookie crumbs,
Globs of gooey bubble gum,
Cellpohane from green baloney,
Rubbery blubbery macaroni,
Peanut butter, caked and dry,
Curdled milk and crusts of pie,
Moldy melons, dried-up mustard,
Eggshells mixed with lemon custard,
Cold french fries and rancid meat,
Yellow lumps of Cream of Wheat.
At last the grabage reached so high
That finally it touched the sky.
And all of the neighbors moved away,
And none of her friends would come to
play.
And finally Sarah Cynthia Stout said,
'OK, I'll take the garbage out! '
But then of course it was too late...
The garbage reached across the state,
From New York to the Golden Gate.
And there, in the garbage she did hate,
Poor Sarah met an awful fate,
That I cannot right now relate
Because the hour is much too late.
But children, remember Sarah Stout
And always take the garbage out!
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Comments on “Sarah Cynthia Stout,” by Shel Silverstein
I had did have children, or when I do, this is a poem I would show them at a somewhat young
age. It agglomerates the use of exaggeration and humor to concoct something not too easily done. This
poem, above many, really makes me feel like an elementary school goer again. Shel Silverstein books
were commonly found in my elementary school, as they were believed to be a great introduction and
lure to poetry. I now see why this was previously stated, as his poems, especially this particular one is
simply amazing. It has a flowing, and accumulating feel as you read it, and it really explores just how
much a young child can procrastinate, until it becomes their demise. When I read the poem, I’d have to
say, my favorite two lines are “The garbage reached across the state,” and “From New York to the
Golden Gate.” Those lines really bring out and help you imagine the dynamic amount of garbage that
our dear Sarah has not been competent enough to take out.
A poem like this uses rhyme and rhythm to its advantage. If nothing else, this poem is one to
have you reading with a whimsical tone, without even noticing it! For example, some evident alliteration
is used in the title, as well as throughout the poem: “Sarah Cynthia Sylvia Stout,” “Scream...shout,”
“Blobs of gooey bubble gum,” “Grisly bits of beefy roast,” “potato peelings,” “Brown bananas,” “ice
cream cones,” Curdled...crusts,” “Prune pits, peach pits,” “Black burned buttered toast,” and “Gloppy
glumps.” One can see how the poet utilizes alliteration to its fullest, by enriching the reading with
tongue-twister-esque lines. Repetition becomes seen when one reads far enough into the poem, as, the
reoccurring phrase of “Sarah Cynthia Sylvia Stout would not take the garbage out!” is spotted multiple
times, to reiterate the procrastination of this young person. A case of foreshadowing is seen when the
author points out that the fate of Sarah, the main character in this romp of a poem, is an undesirable one
to recount. In the rhyme department, a scheme of “a-a-b-b, a-a-b-b,” and that repeats.
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This image is quite self-explanatory, as it fits with the poem’s main character’s enemy; the
garbage. Luckily, it is not overflowing in an unrealistic manner, as described in the poem. The trash
could translate into problems, in a way...you can let them stack up, and never attend to them. And,
eventually, they become your demise.
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Work Cited
Bruckner-Chang, Rebecca . "Poetic Devices." English 1A. Edison High School. Edison High School
English Hall, Huntington Beach, California. 6 Feb. 2014. Class lecture.
McGough, Roger. "Let Me Die A Youngman's Death." Poemhunter.com. N.p., n.d. Web. 4 Apr.
2014. <http://www.poemhunter.com/poem/let-me-die-a-youngman-s-death/>.
Shakespeare, William. "Blow, Blow, Thou Winter Wind." Poemhunter.com. N.p., n.d. Web. 4 Apr.
2014. <http://www.poemhunter.com/poem/blow-blow-thou-winter-wind/>.
Staton, Qiana. "Sarah Cynthia Sylvia Stout Would Not Take The Garbage Out."Poemhunter.com.
N.p., n.d. Web. 4 Apr. 2014.
<http://www.poemhunter.com/poem/sarah-cynthia-sylvia-stout-would-not-take-the-garbage-ou
t/comments/>.
Whitman, Walt. "Song of Myself, I, II, VI & LII." Poemhunter.com. N.p., n.d. Web. 4 Apr. 2014.
<http://www.poemhunter.com/poem/song-of-myself-i-ii-vi-lii/>.