Telephone Poles

Archit Shukla
C. Srygley
AP Literature
25 January 2012

Telephone Poles by John Updike Analysis

They have been with us a long time.They will outlast the elms.Our eyes, like the eyes of a savage sieving the treesIn his search for game,Run through them. They blend along small-town streetsLike a race of giants that have faded into mere mythology.Our eyes, washed clean of belief,Lift incredulous to their fearsome crowns of bolts, trusses, struts, nuts, insulators, and suchBarnacles as composeThese weathered encrustations of electrical debris¬Each a Gorgon’s head, which, seized right,Could stun us to stone.Yet they are ours. We made them.See here, where the cleats of linemenHave roughened a second barkOnto the bald trunk. And these spikesHave been driven sideways at intervals handy for human legs.The Nature of our construction is in every wayA better fit than the Nature it displacesWhat other tree can you climb where the birds’ twitter,Unscrambled, is English? True, their thin shade is negligible,But then again there is not that tragic autumnalCasting-off of leaves to outface annually.These giants are more constant than evergreensBy being never green.

Initial: John Updike’s “Telephone Poles” is a comparison or analysis of humans and their interactions with nature. Updike’s poem deals with a comparison between telephone poles, a structure of both natural and human influence, and basic trees. Although the telephone pole is stronger and outlives the trees of nature, neither nature nor humans can exist with one another.
Paraphrase:
They have existed with us forever.They will survive beyond Elms.Our eyes, like the eyes of a savage examining the treesIn his search for game,Run through them. The poles blend along small-town streetsLike a race of giants that have faded into mere mythology.Our eyes, drenched in disbelief,Lift the unbelievable to their fearsome crowns of bolts, trusses, struts, nuts, insulators, and suchBarnacles as composeThese weathered encrustations of electrical debris¬Each a Gorgon’s head, if obtained right,Could turn us to stone.Yet they are our own. We made them.See here, where the cleats of linemenHave roughened a second barkOnto the bald trunk. And these spikesHave been driven sideways at intervals handy for human legs.The Nature of our construction is in every senseA better fit than the Nature it displacesWhat other tree can you climb where the birds’ twitter,Unscrambled, is English? Yes, shade is weak among them,But then again there is not that tragic autumnalCasting-off of leaves to outface annually.These giants are more constant than evergreensBy being never green.

SWIFTT:
S: In terms of syntax, “Telephone Poles” contains two stanzas of which thirteen lines are formed in each. There is not evident rhyme scheme, and there is strong variation in sentence structure. The use of complex sentences that provide information and add details occurs throughout the poem; however, there is one instance of use of a rhetorical question.
W: Throughout Updike’s poem, the diction used provides the foundation for the poem. Terms like incredulous, savage, and sieving add a layer of detail simple terms cannot hope to make. The diction is not archaic and the diction almost always is linked to the comparison of trees and telephone poles.
I: The image Updike paints in “Telephone Poles” has to deal with the amount of poles we see today. In every street, there are poles going down “like a race of giants in mere mythology.” Just one example, the use of imagery tends to be a secondary function rather than the main focus.
F: Figurative language is used throughout “Telephone Poles” to compare the characteristics of nature and human influence. The use of allusions to the Greek Gorgons and possibly a biblical allusion to Christ is evident here, as well as the use of metaphors and similes.
T: The tone of this poem seems to be pride in the human creation of telephone poles. The poem reveals that these poles are much more sturdy, powerful, and necessary than nature’s trees. However, a subtle, contrasting tone of despair or disappointment can also be found in this poem.
T: The theme of this poem is the lack of appreciation towards nature and its connection with humans. We take for granted all that is provided, and further, we cannot survive without the influence of nature.
Final: Originally, I felt a comparison between human production and natural existence was the basis of this poem. Yet, after this analysis, I feel that the poem deals with the evident disconnect between them and explores what we take for granted.

On Reading Poems to a Senior Class at South High

Archit Shukla
C. Srygley
AP Literature
25 January 2012

On Reading Poems to a Senior Class at South High by D.C. Berry Analysis

Before I opened my mouth I noticed them sitting there as orderly as frozen fish in a package.
Slowly water began to fill the room though I did not notice it till it reached my ears
and then I heard the sounds of fish in an aquarium and I knew that though I had tried to drown them with my words
that they had only opened up like gills for them and let me in.
Together we swam around the room like thirty tails whacking words till the bell rang
puncturing a hole in the door

where we all leaked out
They went to another class I suppose and I home
where Queen Elizabeth my cat met me and licked my fins till they were hands again.

Initial: In reading D.C. Berry’s poem, I cannot help but feel that the poem is aimed towards those who find no interest in poetry. Berry uses fish and aquarium as symbols for students and the classroom in which the frozen fish are unaffected and uninterested by the teacher reciting a poem. However, they students begin to “thaw” and are drowning in the wordplay of the poem. Yet, as class ends, they begin to leave without any personal change, while the speaker (presumably the teacher) returns home with elements of the poem in her life.
Paraphrase:
Before My mouth opened, I saw them sitting there as stiff as frozen fish in a package.

Slowly water filled the room though I didn’t notice it till it reached my ears

and then I heard the sounds of fish within an aquarium and I understood the thought I tried tried to drown them with my words
that they had only opened up like fish gills for them and let me in.

Together we swam around the room like 30 people talking till the bell rang
puncturing a hole in the door

where we leaked away

They went to another class I suppose and I home

where Queen Elizabeth my cat met me and licked my fins till they were hands again.
SWIFTT:
S: In terms of syntax, there are a total of three sentences in the entire poem, where the first sentence takes up one stanza. The second sentence is nearly half the poem, while the third sentence concludes the poem. The sentences are not complex but contain heavy descriptive word usage. The poem has no definitive style and is regarded as a free-style verse in which finite rhyme scheme and repetition are not accounted for.
W: The diction of Berry’s poem links to fish and aquarium. The use of aquatic words like gills, fish, and aquarium are used as symbols and imagery for the poem. The word usage is basic and contains no evidence of alliteration or archaic language.
I: This poem is defined through imagery. As the reader looks over the poem, a feel of frozen fish thawing into an aquarium filled with schools of fish is portrayed. Descriptive words and carefree style of this poem adds an innocence and movie-like feel to the imagery of the poem.
F: The figurative language in Berry’s poem is another highlight such that the use of similes to compare and represent a classroom setting into an aquarium setting is defined. “Sitting there as orderly as frozen fish” is but one of the similes used to describe the classroom setting.
T: The overall tone of this poem resembles that of shock and astonishment. The teacher does not know the students understand her lecture or poem until she sees them respond to her words, represented as the room filled with water. However, a storybook sense and naïve nature comes to mind when reading this poem.
T: The theme of this poem is simple: Don’t judge a book by its cover, or in this case, don’t judge a fish by its color. The theme of the poem goes along with increasing interest in subject matter that is normally portrayed as boring or unnecessary.
Final: I feel that Berry’s poem describes a classroom setting where a teacher is shocked to see the understanding of her students in regards to her poem; however, the final lines of the poem add a sense of “in one ear, and out the other.” The students go about their classes while the teacher retains elements of that class in her life. My initial response was not perfectly accurate, but the overall message is the same.

War is Kind Analysis

Archit Shukla
C. Srygley
AP Literature
21 January 2012

War is Kind by Stephen Crane

Do not weep, maiden, for war is kind.
Because your lover threw wild hands toward the sky
And the affrighted steed ran on alone,
Do not weep.
War is kind.
Hoarse, booming drums of the regiment,
Little souls who thirst for fight,
These men were born to drill and die.
The unexplained glory flies above them,
Great is the battle-god, great, and his kingdom—
A field where a thousand corpses lie.
Do not weep, babe, for war is kind.
Because your father tumbled in the yellow trenches,
Raged at his breast, gulped and died,
Do not weep.
War is kind.
Swift, blazing flag of the regiment,
Eagle with crest of red and gold,
These men were born to drill and die.
Point for them the virtue of slaughter,
Make plain to them the excellence of killing
And a field where a thousand corpses lie.
Mother whose heart hung humble as a button
On the bright splendid shroud of your son,
Do not weep.
War is kind.

Initial: Upon reading “War is Kind” by Stephen Crane, my initial thought was how glorified death is in war. It seems as though Crane is acknowledging the death of a war hero through comforting the hero’s mother, maiden, and daughter. Crane states, “These men were born to fight and die,” which implies that they know nothing else other than a state of war. This poem seems like a satire in which it mocks the glorification of death in times of war.
Paraphrase:
Do not cry, wife, for war is kind,Because your husband threw hands to the skyAnd the scared horses ran alone,Do not weep.War is kind.Loud booming regiment drumsYoung men thirsting to fight,These men were born to fight and die.The unexplained glory flies above them.Great is the god, great is his kingdom--A field where thousands dead lie.Do not weep, babe, for war is kind.Because your father falls in the yellow trenches,Raged at his mistake and then dies,Do not weep.War is kind.Fast shining flag of the regiment,Eagle with crest of red and gold,These men were born to kill and die.Point out the good value of slaughter,Make it obvious the excellence of killing,And a field where a thousand corpses lie.Mother whose heart hung humble as a buttonOn the bright splendid shroud of your son,Do not weep.War is kind!
SWIFTT:

S: In terms of syntax, Crane uses multiple styles to blend this poem effectively. For starters, the repetition of “War is kind” and “Do not weep” are used in emphasis. There is use of commas and dashes throughout the poem to add detail and pose rhetorical statements. There are a total of five stanzas with nearly twenty-six lines total.
W: The syntax is directed towards the diction of mother, babe, and maiden. The poem revolves around the importance, ethics, and honor behind the death in war. In terms of diction, no use of archaic words is noticed; however, the repetition of war is kind beckons that the war may not be as supportive and glorified as assumed.
I: There is war-like imagery throughout the poem with regards to the glistening flags and regiment drums. There is also the image of the eagle crest, a symbol of peace for America; however, there is no choice for many men to go into war.
F: In terms of figurative language, there is a simile at the end of the poem—“humble as a button”—which adds emphasis to the sarcastic tone of the poem. There is also a reference to a god who controls war or Ares.
T: The tone is in fact sarcastic and attacking on the honor behind death in war. The use of repeating “War is kind” is irony because war is in fact not kind and rather deadly.
T: Theme in “War is kind” is the lack of honor or wrong in glorification of death in war.

Final: Initially, I felt that Crane was mocking the glorification and lack of freedoms among war heroes. My initial inference is correct in that this is indeed what Crane was intending. The irony in the statement “war is kind” is that throughout the poem, Crane lists examples to state why war is not kind.

Musee de Beaux Arts Analysis

Archit Shukla
C. Srygley
AP Literature
17 January 2012

Musee des Beaux Arts by W.H. Auden

About suffering they were never wrong,The Old Masters; how well, they understoodIts human position; how it takes placeWhile someone else is eating or opening a window or just walking dully along;How, when the aged are reverently, passionately waitingFor the miraculous birth, there always must beChildren who did not specially want it to happen, skatingOn a pond at the edge of the wood:They never forgotThat even the dreadful martyrdom must run its courseAnyhow in a corner, some untidy spotWhere the dogs go on with their doggy life and the torturer's horseScratches its innocent behind on a tree.In Breughel's Icarus, for instance: how everything turns awayQuite leisurely from the disaster; the ploughman may Have heard the splash, the forsaken cry,But for him it was not an important failure; the sun shoneAs it had to on the white legs disappearing into the greenWater; and the expensive delicate ship that must have seenSomething amazing, a boy falling out of the sky,had somewhere to get to and sailed calmly on.

Initial: Initially, I feel a sense of sorrow amongst the elderly when reading this poem. Auden is referencing a painting by Breughel in which a scene is painted that is also referenced in the poem. The painting depicts a man tending to his horse and another man, on the horizon, drowning. The poem states that the elderly face the battle of time and age and understand their nature; however, when noticing the young enjoy their youth, the elderly are reminded of a time much like the children they observe.
Paraphrase:
They are never wrong about suffering,The old Masters: how well they understandThe human position: how it takes placeWhile someone is casually walking, or eating normally;How, when the old are respectfully, passionately waitingFor the phenomenal birth, there always must beChildren specifically don’t want it to happen, skatingOn a pond at the edge of the wood:They never forgotThat even the dreadful passionate death must run its courseAnyhow in a corner, some messy spotWhere the dogs go on with their doggy life and the torturer's horseScratches its innocent behind on a tree.
In Breughel's Icarus, for instance: how everything turns awayQuite simply from the horror; the plowman mayHave hear a splash or the apparent cry.But for him the failure was not important; the sun shoneAs it had to on the white legs disappearing into the greenWater, and the expensive delicate ship that must have seenSomething amazing, a boy falling out of the sky,Had somewhere to get to and sailed calmly on.
SWIFTT:
S: With regards to the title, “Musee de Beaux Arts” is French for Museum of Fine Arts. This title also introduces and alludes to Breughel’s Icarus, a painting for which this poem is heavily based on. In terms of true syntax, the sentences are rather long with one entire stanza written as a sentence. Both stanzas are similar in sentence structure—heavy usage of compound-complex clauses.
W: The word choice is basic; however, instead of using “especially” the author uses “specially” to convey a clearer meaning. Secondly, the ploughman is seemingly archaic in terms of the rest of the word usage.I: In terms of imagery, there is a reference to the miraculous birth which could be a reference to Christ; however, imagery is not fully present in the poem.
F: Furthermore, there is no noticeable figurative language—no evidence of simile, metaphor, tropes, or personifications.
T: With regards to tone, the author uses a “free-flowing” style to maintain a cool and detached aspect. In that sense, the tone is rather dull or monotonous.
T: Additionally, the theme revolves around lack of human interaction or apathy. It seems as though this poem describes the nature of humans to ignore the changes in their surroundings.
Final: With this analysis, I see that my initial response was wrong in every extent. “Musee de Beaux Arts” is a two stanza complex poem that illustrates mankind’s apathy towards a change in their surroundings. If the objective or issues does not concern one personally, then there is no interest in what happens amongst others. There is also the reference to the portrait by Breughel which downplays Icarus’s—and by addition mankind—failure in ambition.

The Tyger Analysis

Archit Shukla
C. Srygley
AP Literature
12 January 2012

The Tyger by William Blake

Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?
In what distant deeps or skies
Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare seize the fire?
And what shoulder, and what art,
Could twist the sinews of thy heart?
And when thy heart began to beat,
What dread hand? and what dread feet?
What the hammer? what the chain?
In what furnace was thy brain?
What the anvil? what dread grasp
Dare its deadly terrors clasp?
When the stars threw down their spears,
And watered heaven with their tears,
Did he smile his work to see?
Did he who made the Lamb make thee?
Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye,
Dare frame thy fearful symmetry?

Initial: “The Tyger” by William Blake is a four stanza poem revolving around a central notion of questioning the existence of a tyger. Throughout the poem, Blake uses rhetorical questions to, in a sense, clarify and detail the entire nature of the poem. The diction is relatively archaic with words like “thy” and “thee” heavily used. I feel that the poem is questioning on why God has sent such a destructive force as well as such a timid and beautiful force. The comparison between the tyger and the lamb directly reflects the forces.
Paraphrase:

Tyger burning bright,

In the darkness of a forest:

What immortal god-like force,

Could produce your proportional beauty?

In what depths or heights,

Burnt the fire of your eyes!

On what reasons did he act!

What the hand, dare sieze the fire?

And what shoulder, & what art,

Could twist the tissues of your heart?

And when your heart began to beat,

What fearful hand? & what fearful feet?

What the hammer? what the chain,

In what furnace was your brain?

What the anvil? what fearful grasp,

Dare its deadly terrors clasp!

When the stars threw down their spears

And watered heaven with their tears:

Did he smile at his work?

Did he who made the Lamb make you?

Tyger, Tyger burning bright,

In the forests of the night:

What immortal hand or eye,

Dare frame thy fearful symmetry?

SWIFTT:

S: In terms of syntax, Blake has heavy influence on rhetorical questions that intended to add detail yet simply inform and make the reader ponder. There are a total of four stanzas with one pair containing four lines and the following pair containing eight lines. The sentences are not compound or complex, but the use of questions occurs universally in this poem.
W: The diction is, simply put, archaic in the sense of words like “thou” “thy” and “thee” having heavy usage. Descriptive words for the tiger add imagery and visual detail. There are no complex words or difficult organizational techniques.
I: Blake uses heavy imagery and figurative language to compare the purity of the lamb to the ferocity of the tyger. “The Tyger” takes simple details and adds elements to evoke various images and emotion, all of which involving terror, wonder, and awe.
F: Blake’s figurative language also emphasizes God’s reasoning behind the creation of tigers; for example the quote, “When the stars threw down their spears and water'd heaven with their tears: Did he smile his work to see,” uses figurative language to ask a question as to the reasoning behind god’s creation of this creature.
T: As to the tone of this poem, I feel a sense of wonder yet uncertainty. Secondly, a second tone in the poem is thoughtfulness because the reader feels uncertain yet the poem is rational and logical.
T: The theme of the poem is finding the truth and purpose behind God’s creation of a seemingly destructive force. There is also an unseemingly comparison to the purpose behind the creation of the timid lamb and the deadly tiger, symbols perhaps for good and evil or light and darkness.
Final: I feel that my initial analysis was general accurate such that the poem is essential questioning the purpose behind the creation of an “evil” animal. The comparison between the lamb and the tyger can also be biblically attached to good versus evil, God’s influence versus Satan’s influence, and purity versus contamination. The diction is in fact archaic, and the sentence structure is not advanced.

The Lamb Analysis

Archit Shukla
C. Srygley
AP Literature
12 January 2012

The Lamb by William Blake Analysis

Little Lamb, who made thee?
Dost thou know who made thee?
Gave thee life, and bid thee feed
By the stream and o'er the mead;
Gave thee clothing of delight,
Softest clothing, woolly, bright;
Gave thee such a tender voice,
Making all the vales rejoice?
Little Lamb, who made thee?
Dost thou know who made thee?
Little Lamb, I'll tell thee,
Little Lamb, I'll tell thee:
He is called by thy name,
For he calls himself a Lamb.
He is meek, and he is mild;
He became a little child.
I a child, and thou a lamb.
We are called by his name.
Little Lamb, God bless thee!
Little Lamb, God bless thee!

Initial: “The Lamb,” a poem by William Blake found in Songs of Innocence, is broken into two stanza with the speaker of the poem directing his voice towards the lamb. The speaker in the first stanza states, “Little Lamb, who made thee.” This general topic resides throughout the initial stanza. The speaker describes the feeding, wool, and voice of the lamb, and restates the question: “Who made thee?” The second stanza, however, is where the speaker responds in which the creator of thee calls himself a lamb. Repetition in this stanza is also evident in that both the first and last line is repeated twice. Descriptions of “who made thee” are established; further, the speaker states that the creator is in fact meek and became a little child. I feel that this poem is full of religious influence, specifically that of Blake’s Christian faith. Secondly, the diction is rather archaic in that “thee,” “thou,” and “thy” are used multiple times.

Paraphrase:
Little Lamb who made you

Do you know who made you

Gave you life, and offered you food

By the stream or the mead.

Gave you delightful clothing

Softest clothing wooly bright;

Gave you a tender-sweet voice,

Making all the valleys rejoice:

Little Lamb who made you

Do you know who made you

Little Lamb I'll tell you,

Little Lamb I'll tell you:

He is called by your name,

For he calls himself a Lamb:

He is humble & he is calm,

He became a little child:

I a child & you a lamb,

We are called by his name.

Little Lamb God bless thee.

Little Lamb God bless thee.

SWIFT:

S: In terms of syntax, Blake uses a style of two stanzas each with ten lines. In the second stanza, however, there is a repetition of lines in both the first two and last two lines. The rhyme scheme is flowing and easily noticeable. The sentence structure itself is simple and declares a direct message to the reader.
W: The diction or word choice is reflecting the light and calm nature of both the lamb and the “creator.” The diction is archaic in the sense of “thee” “thou” and other older words take the place of common “you” “me” and “they.”
I: Imagery is not key in this poem but evident. Blake supplies the reader with descriptive details of the lamb in the sense of soft wool and tender voice; however, a true sense of imagery is not vividly present.
F: In terms of simile, metaphor, or other figurative speech, there seems to be none present.
T: The tone of this poem seems to feel relaxed yet informative. It is as if Blake is informing the lamb of the truth in religion. The timid and serene nature of the lamb is reflected throughout the tone of this poem.T: The generic theme of this poem is that although externals may be different both the creator and the created share connection.

Final: Initially, I felt that Blake’s poem was heavily based on religious belief. I agree with its basis; however, I feel that symbolism is evident throughout the poem. For instance, I believe that the poem is read in the eyes of a Priest delivering a sermon to a lamb. The lamb is a symbol for man in the sense of independence and beauty but also in confusion. I feel that the lamb or man is confused of his origin and birth. This allows for a connection between man and God to be made.

Siren Song Analysis

Archit Shukla
C. Srygley
AP Literature and Composition
10 January 2012

Siren Song by Margaret Atwood Analysis

This is the one song everyone
would like to learn: the song
that is irresistible:
the song that forces men
to leap overboard in squadrons
even though they see the beached skulls
the song nobody knows
because anyone who has heard it
is dead, and the others can't remember.
Shall I tell you the secret
and if I do, will you get me
out of this bird suit?
I don't enjoy it here
squatting on this island
looking picturesque and mythical
with these two feathery maniacs,
I don't enjoy singing
this trio, fatal and valuable.
I will tell the secret to you,
to you, only to you.
Come closer. This song
is a cry for help: Help me!
Only you, only you can,
you are unique
at last. Alas
it is a boring song
but it works every time.

Initial: “Siren Song,” a poem by Margaret Atwood, is a poem of vivid imagery through islands, birds, and death. It seems as though the song causes death through entrapment and curiosity. The introductory lines of Atwood states including an irresistible song that forces men to leap overboard. Secondly, Atwood states that that this song is one that nobody knows because everyone who heard it is dead. The speaker of the poem seems to be the inflictor of death, and thus it is assumed that the speaker is the siren song singer. A second look at the poem ponders the question, what if the speaker is like a bird watching the action of the song and its persuasion on the seaman inflicting death upon them.

Paraphrase:

This is an irresistible song
That everyone would like to
Learn but cannot.

A song that forces men
to jump out their vessel in squadronseven though
they can see the danger and death

A song none can recite
because all who hear it
is dead, and the others can’t remember.
Allow me to tell you a secret
and if I do, will you get me
out of this bird suit?I don’t enjoy it heresitting on this island
looking scenic and mythical
with these two feathery maniacs,
I don’t enjoy singing
this trio, fatal and valuable.

I will tell the secret to you,
to you, only to you.
Come closer, this song
is a cry for help: Help me!
Only you, only you can,
you are uniqueat last. This song
may be boring
but works every time.

SWIFTT:

S: With regards to the syntax of “Siren Song,” the sentence structure is advanced and complex. Nearly one sentence takes majority of the first and second stanza. The speaker is asking questions of persuasion and mystery, which may explain why I think the speaker could be the singer or siren. However, references to birds and feathers are made that show in imagery of the bird above the siren as the actions take place.
W: The diction of the poem also reflects the persuasive and mystic tones of the poem. Words like secret, mystical, magical reflect the timid yet deadly nature of the sirens as well as their persuasion.
I: The imagery of a siren persuading man to jump overboard by singing is seen. Further an image of beauty turned deadly is portrayed; also, an image of the true form of the siren, a bird, is stated. There is also a statement of three sirens but one with a bird suit.
F: In terms of figurative language, there are no true metaphors or similes; however, references to Greek mythology are evident.
T: The tone of this poem is evidently persuasive and mysterious. It is evident that the sirens are bored of the constant singing to attract their men; however, the find happiness in their death, thus the persuasion and beauty in death is explored.
T: The underlying theme is trickery and manipulation to inflict death. Further, the beauty of music is twisted to inflict pain and misery due to the attractive and persuasive nature of the siren’s song.

Final: Initially, I thought the poem was a mixture of elements including sirens in the eyes of birds seeing the action occurs. After the analysis, I have concluded that there are three total sirens that are persuading the reader and the seamen; however, one is detached and seemingly bored of her actions. I think that the entire poem has a sense of persuasion and mystery but a necessary need for death.

To Marguerite Analysis

Archit Shukla
C. Srygley
AP Literature and Composition
9 January 2012

To Marguerite by Matthew Arnold Analysis

Yes! in the sea of life enisled,
With echoing straits between us thrown,
Dotting the shoreless watery wild,
We mortal millions live alone.
The islands feel the enclasping flow,
And then their endless bounds they know.
But when the moon their hollows lights,
And they are swept by balms of spring,
And in their glens, on starry nights,
The nightingales divinely sing;
And lovely notes, from shore to shore,
Across the sounds and channels pour—
Oh! then a longing like despair
Is to their farthest caverns sent;
For surely once, they feel, we were
Parts of a single continent!
Now round us spreads the watery plain—
Oh might our marges meet again!
Who order'd, that their longing's fire
Should be, as soon as kindled, cool'd?
Who renters vain their deep desire?—
A God, a God their severance ruled!
And bade betwixt their shores to be
The unplumb'd, salt, estranging sea.

Initial: To Marguerite, a poem by Matthew Arnold, seems as though a poem describing the isolation and lonely nature of islands. Lines 12-16 state that islands have been in despair due to their drifted and isolated nature; however, they were once whole and part of one continent. This can be directly compared to human society such that individuals may seem connected and united but are perhaps isolated as islands. In terms of style, the poem distinguishes specific words and sections through italics and some word arrangements are strange and confusing.

Paraphrase:

Within a sea of life,
Straits of echoes between us.
A sea or shoreless watery wild,
We humans live alone.
The islands feel the embracing flow,
And finally the never-ending bounds or found.

But when the moon shines an empty light,
And islands are swept by relief of spring,
And in their valleys, on starry nights,
The nightingales divinely sing;
And lovely notes, from shore to shore,
Across the sounds and channels pour;

Then begins a longing despair
Is to their farthest caverns sent!
For surely once, they feel, we were
Parts of a single continent.
Now round us spreads the sea—
O might our lives meet again!

Who forced that their longing’s love
Should be, as soon as kindled, hate?
Who makes useless their deep desire?—
A God, a God separated a rule;
And offer a shore between them
The unplumb'd, salt, estranging sea.

SWIFTT:

S: The sentence structure Arnold uses is complex and punctuation-heavy. Yet, some short, concrete sentences are used to add emphasis to specific details. The use of dashes and commas to add detail where needed and to leave the reader with a sense of connection between two people.
W: In terms of diction, the author adds opposing elements including heat and cool as well as separate and together. Some word usage is emphasized using italics, while many words can be overlooked. The diction is not archaic and some use of alliteration and word emphasis is used. Complex vocabulary is not a key in this poem.
I: Imagery is present throughout the poem with specific depictions of island breakage and a free-flowing sea. The imagery also portrays a sense of abandonment and isolations through island formation. The subtle reference to a lost love is also portrayed.
F: Use of figurative language is not heavily used in this poem; however, similes including “a distance like the sea” are used to emphasize the couple’s longing.
T: The tone of this poem is—in a sense—a feeling of sorrow and abandonment. The author seems to portray traits of the isolated island but with regards to his isolation to his loving counterpart.
T: The underlying theme of this poem is isolated nature and divisions through natural senses. Secondly, a theme could be the loneliness of separation in relationships.

Final: Initially, I felt the entire poem dealt with the division and isolation of islands through natural and artificial causes. However, as my analysis continued, I found a connection with a lost attachment with another person. This connection was obtained throughout multiple metaphors the author uses. The style of the poem as well as the diction is advanced and contains many subtle messages. I initially felt that there were references to abandonment in society; however, with regards to the title and overall tone of the poem, I assume the poem is meant to describe a life of two that could have been but never was.