I am still confuse but this is what I got and I chose poem Snow Day by Bill Collins. Identify every concrete image within the poem. Remember that a concrete image is one that uses either sight, sound, taste, touch, or smell, so each concrete image should be identified as to which sense it connects to. Then, describe what each of the images evokes from you. Be certain to use details from the poem to illustrate your analysis. You may use a list, chart, or narrative for this analysis. Be certain to note which poem you are analyzing.
Lines 1-5:
Snow (taste, touch, sight)
"Snow" as a revolution, which means something new, fresh, different. So in this case, perhaps, it's the first snow of the season.
flag-(touch, sight, sound)
“flag” symbolizes surrender or neutral territory
Mouse (sight, touch, smell, sound)
“Mouse” small mammal belonging to the order of rodents
Blankness
Blankness
Windows (sight, touch)
“Windows” looking out at something
Lines 6-10
Buildings (sight, touch)
“Buildings” intended for supporting or sheltering people live under
Schools and libraries buried
Post office
Noiseless
Trains
Blocked
Lines 11-15
Boots
Water
Dog
Lines 16-20
House
Snow
Pot of tea
Plastic radio
counter
Lines 21-25
Kiddle Corner Schools
Ding-Dong School
All Aboard Children’s School
Hi-Ho Nursery School
Lines 26-30
Children
nests
letter and draw
miniature jackets
darting and climbing and sliding
girls
fence
Lines 31-35
Grandiose silence
Snow
Girls
Plotting
Riot
Afoot
queen
Keep going. You've made a really good start. This is the part of the assignment you're into now:
...[1] each concrete image should be identified as to which sense it connects to. Then, [2] describe what each of the images evokes from you. [3] Be certain to use details from the poem to illustrate your analysis.
You need to complete your listing. Once you've done that, you'll be ready to decide how you want to present your analysis.
A. You can keep it in list form, but with lots of detail for each word/term.
B. You can make a chart (maybe in 5 parts, 1 for each of the senses).
C. You can write it all up in sentences, perhaps one paragraph per stanza.
Can you give me an example of what you is talking about because i don't at all if I am doing it right or wrong please. I want to keep the list but I don't know how much detail I have to go into with this assignment because I until 11:30pm. to finish and I don't think I am going to do it by then so please help me.
Here's an example:
Lines 1-5 --
Snow (taste, touch, sight): "snow" as a revolution, which means something new, fresh, different. So in this case, perhaps, it's the first snow of the season.
Flag (touch, sight, sound): "flag" symbolizes surrender or neutral territory
Mouse (sight, touch, smell, sound): "mouse" is a small mammal belonging to the order of rodents <~~add here your personal reaction to "mouse"
Windows (sight, touch): "windows" allow us to look out at something.
You're on the right track -- keep going.
PS -- I removed "blankness" since you had no reaction to that word.
Can you see how I did with my assignment please because I only have 30 min. left before I have to turn it in please so please look at it please.
Poem Analysis 1, due Monday, 20 points
The Poem
Snow Day by Billy Collins
Lines 1-5:
Snow (taste, touch, sight): "snow" as a revolution, which means something new, fresh, different. So in this case, perhaps, it's the first snow of the season.
Flag (touch, sight, sound): "flag" symbolizes surrender or neutral territory
Mouse (sight, touch, smell, sound): "mouse" is a small mammal belonging to the order of rodents. It is so quite you don’t see a mouse removing around the snow. Windows (sight, touch): "windows" allow us to look out at something like snow.
Lines 6-10
Buildings (sight, touch) “Buildings” intended for supporting or sheltering people live under to get from out of the winter.
Schools (sight, touch) “Schools” place were people go school
Libraries (sight, touch) place were people go read books
Post office (sight, touch) “Post office” place were people go get their mail from
Trains (sight, touch, sound) “Trains” something people ride in
Lines 11-15
Boots (touch, smell, sight) Boots that some put on their feel
Water (touch, taste, sight) “Water” something that someone drink
Dog (smell, touch, sight) “Dog” people like to play with them
Lines 16-20
House (sight, touch) “House” A place were someone is a prisoner at and want to get out of that house but I am stuck right and I don’t know what to do.
Snow (taste, touch, sight): "snow" as a revolution, which means something new, fresh, different. So in this case, perhaps, it's the first snow of the season.
Pot of tea (sight, sound, taste, touch, smell) “Pot of tea” I am about to make a pot of tea do you want some because I love the taste of tea.
Plastic radio (sight, sound, touch) Plastic radio I am about to listen to the radio that I put on the counter is it okay with you.
Counter (sight, touch) “Counter” I am about to put dinner on the counter about the radio.
Lines 21-25
Kiddie Corner Schools (sight, touch) “Kiddie Corner Schools”
Ding-Dong School (sight, touch) “Ding-Dong School” it is clown school
All Aboard Children’s School (sight, touch) “All aboard Children” it is school were children go to say
Hi-Ho Nursery School (sight, touch) “Hi-Ho Nursery School” daycare for kids
Line 26-30
Toadstool school (sight, touch) for little kids
Little school Sparrows Nursery School (sight, touch) daycare for kids
Little star Pre-School (sight, touch) pre-school for little kids 4 and under
Pea-and-Carrots Day School (sight, touch) were they make pea and carrots at
Tom Thumb Child Center (sight, touch) school for little people
Peanuts Play school (sight, touch) school that make peanuts
Lines 31-35
Children (sight, sound, touch) “Children” I been looking for these children all day in the snow.
Nests (sight, touch) “Nests” were birds come in sat in
Jackets(sight, touch) Jackets were is you put the jackets at because people need to put them on because of snow outside
Darting and climbing and sliding (sight, touch) “darting and climbing and sliding” someone is play around on a the slide.
Girls (sight, sound touch) playing outside in the snow.
Fence (sight, touch) “Fence” look at the pretty fence outside the window with all that snow over it.
Lines 36-40
Snow (taste, touch, sight): "snow" as a revolution, which means something new, fresh, different. So in this case, perhaps, it's the first snow of the season.
Girls (sight, taste, sound) “Girls” look at their bad girl’s mom playing the snow.
Afoot (sight, touch, smell) “Afoot” I hate the smell of riot afoot in the snow.
Queen (sight, touch) “Queen” Someone is about to bring down queen in the snow.
Analysis:
In the poem "Snow Day" by Bill Collins, there are numerous concrete images that appeal to the senses of taste, touch, sight, sound, and smell. Here is an analysis of each image and what it evokes:
Lines 1-5:
1. Snow: This image evokes the taste, touch, and sight of snow. It signifies something new and fresh, like the first snowfall of the season.
2. Flag: This image connects to touch, sight, and sound. It symbolizes surrender or neutral territory, reflecting the peacefulness and stillness of a snow day.
3. Mouse: This image appeals to sight, touch, smell, and sound. It represents a small mammal, and its presence creates a sense of quietness and delicacy in the snowy scene.
4. Blankness: This image depicts the absence of visual stimuli and represents a sense of emptiness.
5. Windows: This image engages sight and touch. It signifies looking out onto the snowy landscape and provides a perspective on the setting.
Lines 6-10:
1. Buildings: This image appeals to sight and touch. It symbolizes structures that provide shelter and support for people, emphasizing the contrast between the enclosed spaces and the snow-covered surroundings.
2. Schools and libraries buried: This image creates a visual of institutions covered by the snow, enhancing the feeling of isolation and suspension of normal routines.
3. Post office: This image signifies a specific place that is typically bustling with activity but is now quiet and untouched by the snow.
4. Noiseless trains blocked: This image suggests the absence of movement and sound, emphasizing the disrupting nature of the snowstorm.
Lines 11-15:
1. Boots: This image appeals to the sense of touch and signifies the necessity of protective footwear in the snow.
2. Water: This image signifies the melting of the snow, creating an awareness of the change in temperature and the transformative nature of the weather.
3. Dog: This image suggests the presence of a living being in the snowscape, offering companionship and warmth.
Lines 16-20:
1. House: This image symbolizes a place of refuge and safety, providing a stark contrast to the external snowy environment.
2. Snow: This image is a repetition, emphasizing the dominant element in the poem and evoking the sense of cold and purity.
3. Pot of tea: This image appeals to taste and suggests a comforting, warm beverage enjoyed during a cozy snow day.
4. Plastic radio: This image signifies a modern, man-made object within the natural snowy setting, creating a contrast between the artificial and the organic.
5. Counter: This image signifies a surface where things are placed and represents stability amidst the chaos of the snow.
Lines 21-25:
1. Kiddle Corner Schools, Ding-Dong School, All Aboard Children's School, Hi-Ho Nursery School: These images evoke the sight and sound of different schools, highlighting the variety and diversity of educational institutions.
Lines 26-30:
1. Children: This image signifies the presence of young individuals, suggesting their innocence and joy in playing in the snow.
2. Nests: This image evokes a sense of comfort and shelter, emphasizing the importance of finding warmth and safety in the cold.
3. Letter and draw: This image suggests the creative activities undertaken indoors during a snow day, engaging the imagination and artistic expression.
4. Miniature jackets: This image signifies the small-sized clothing needed to protect children from the cold, emphasizing their vulnerability.
5. Darting and climbing and sliding: These images appeal to sight and touch, illustrating the energetic and playful movements of children in the snow.
6. Girls: This image refers to the gender of the children mentioned earlier.
7. Fence: This image signifies a structure that separates and protects, creating a boundary between the snowy surroundings and the safety of the house.
Lines 31-35:
1. Grandiose silence: This image signifies a profound and imposing silence, highlighting the enormity and impact of the snowfall on the atmosphere.
2. Girls plotting: This image hints at secret plans or mischief, adding an air of adventure and excitement to the snowy day.
3. Riot: This image suggests a bold and lively activity, disrupting the usual order and adding an element of rebellion.
4. Afoot: This image represents action or movement, indicating the beginning of an exciting event.
5. Queen: This image refers to a person of authority or leadership, possibly indicating the imagination and role-playing games of the children described earlier.
Overall, the concrete images in "Snow Day" by Bill Collins evoke a sense of tranquility, playfulness, isolation, and imagination. These images contribute to the atmosphere of a snowy day, emphasizing the contrast between the stillness of the external world and the warmth and activity within the house.