Literary Devices / Poetic Devices

 

Dust of Snow

 1. Rhyme Scheme- abab cdcd

2. Alliteration- the occurrence of the same letter or sound at the beginning of adjacent or closely connected words.

The instances of alliteration are as follows-

1. Has given my heart

2. And saved some part

3. inversion – when the structure of a sentence is changed by the poet to create rhyme, this poetic license is called inversion. In stanza 1, inversion can be seen.

4. assonance – the prominence of a vowel sound throughout a line is called assonance. In stanza 1, line 2 –  “Shook down on me” – ‘o’ sound is prominent.

5. enjambment – when the same sentence continues to the next line without the use of any punctuation marks, it is called enjambment. It has been used thorughout the poem.

Fire and Ice

1. Rhyming scheme- aba / abc / bcb

2. Assonance- it is repetition of vowel sounds in same line. The repetition is at different places in different words.

Example- The long sound of “o” in “I hold with those who favour fire”

3. Alliteration- alliteration is the repetition of a consonant sound at the start of two or more closely placed words.

Example- The sound of “f” in “favour fire”, “w” in “world will”

4. Imagery- Imagery is used to make readers perceive things involving their five senses.

Example- “Some say the world will end in fire”

“To say that for destruction ice Is also great”

5. Anaphora- the repetition of a word or expression at the start of two or more consecutive lines.

Example – “Some say” is repeated at the start of lines 1 and 2.

6. Personification- Personification is to give human qualities to inanimate objects. In this poem, “fire” and “ice” are capable of destruction. Thus, the poet personifies fire and ice by giving them mind and power to destroy anything.

7. Enjambment- it is defined as the thought or clause that does not come to an end at a line break, rather it moves over to the next line.

Example- “From what I’ve tasted of desire

I hold with those who favor fire”

 

The Tiger in the Zoo

 

Stanza 1: Rhyme scheme: abcb (cage-rage)

Personification: The tiger is personified because the poet refers him as ‘he’.

Metaphor: Tiger’s paws are compared with velvet (pads of velvet)

Enjambment: Sentence is continuing to next line without any punctuation mark.

Imagery: poet tries to create an image about the tiger (He stalks in his vivid stripes The few steps of his cage)

Consonance: use of ‘s’ sound (stalks, his, stripes)

Assonance: use of vowel sound ‘I’ (in his vivid stripes)

Oxymoron: use of adjectives opposite in meaning (quiet rage)

 

Stanza 2: Rhyme: rhyme scheme is abcb (grass-pass)

Enjambment: Line continues to next line without punctuation marks. (Sliding through….deer pass)

Alliteration: use of sound ‘p’ at the start of two words (plump pass)

Imagery: The poet has tries to create an image of tiger’s activities (lurking in shadow).

Rhyme Scheme: abcb rhyme scheme is followed (edge, village)

Enjambment: Line continues to next line without punctuation marks (He should be snarling around houses At the jungle’s edge,)

Onomatopoeia: using words which denote sound (snarling)

Assonance: use of vowel sound ‘o’ and ‘I’ (should, around, houses), (Baring, his, white, his)

Consonance: use of consonant sound ‘s’ (his, fangs, his, claws)

 

Stanza 3: Rhyme Scheme: abcb rhyme scheme is followed (bars-visitors)

Personification: The tiger is personified because the poet refers him as ‘he’.

Assonance: use of vowel sound ‘e’ (he, locked, concrete, cell)

Consonance: use of consonant sound ‘s’ (his, strength, bars)

Alliteration: use of sound ‘b’ at the start of two words (behind bars)

 

Stanza 4: Rhyme Scheme: abcb rhyme scheme is followed (cars-stars)

Enjambment: Line three continues to line four without any punctuation mark. (And stares with his brilliant eyes At the brilliant stars.)

Alliteration: use of sound ‘h’ in the starting of two words (he hears)

Assonance: use of ‘I’ sound (with, his, brilliant)

Metonymy: This poetic device consisitts of the substitution of the name of an attribute or adjunct of that of the thing meant. In this poem the use of the metonymy in the 2^nd line of the 4^th stanza. The poet used the word strength to mean the body of the tiger, where the entire strength of this majestic creatue resides and which is locked up within a cage in the zoo.

 

How to tell Wild Animals

 

Stanza 1: Rhyme: Rhyme scheme ababcc is followed (chance-advance, east-beast, dyin-lion)

Enjambment: Continuation of a sentence to the next line (and if there…..tawny beast)

Inversion: Change in the format of a sentence (if there should to you advance)

Assonance: use of vowel sound ’o’ (you should go, should to you, roars,)

Allusion: Reference to a famous thing, place, species of animal, etc (Asian Lion)

 

Stanza 2: Rhyme: Rhyme scheme ababcc is followed (round-ground, you-you learn-discern)

Alliteration: repetition of consonant sound ‘r’ at start of two or more closely connected words (roaming round)

Inversion: Change in the format of a sentence (The Bengal Tiger to discern)

Allusion: Reference to a famous thing, place, species of animal, etc (Bengal Tiger)

Assonance: Use of vowel sound ’o’ (or if some time when roaming round)

 

Stanza 3: Rhyme: Rhyme scheme ababcc is followed (view- you, peppered- Leopard, pain-again)

Alliteration: use of consonant sound ‘h’ in the beginning of two words (he has)

Poetic license: A liberty to the poet to change the spellings in order to create rhyme or rhythm in a poem (use of lept instead of leapt)

Repetition: use of ‘lep’ word in the last line.

Assonance: use of vowel sound ‘o’ (strolling-forth-you, whose-spot, do no good to roar)

Consonance: use of ‘l’ sound (he’ll only lep lep)

 

Stanza 4: Rhyme: Rhyme scheme ababcc is followed (yard-hard, there- bear, guess-caress)

Enjambment: Continuation of a sentence to the next line (if you were walking….creature there)

Alliteration: use of ‘w’ sound (when-walking), use of ‘h’ sound (who- hugs), use of ‘b’ sound (be-bear)

Assonance: use of vowel ‘e’ (meet a creature there)

 

Stanza 5: Rhyme: Rhyme scheme ababcc is followed (prey-may, nonplus-thus, smiles-crocodiles)

Alliteration: use of consonant sound ‘n’ (novice-nonplus), use of ‘th’ sound (the-thus)

Enjambment: continuation of sentence to the next line (though to distinguish….might nonplus, The crocodile…..hyena thus)

 

Stanza 6: Rhyme: Rhyme scheme ababcc is followed (small-all, thing-wing, tree-see)

Alliteration: use of ‘h’ sound (he hasn’t)

Consonance: use of ‘g’ sound (single wing)

 

The Ball Poem

 

There is no Rhyme scheme in this poem. The poem is written in Free Verse.

 

Stanza 1: Anaphora: use of repeated words in two or more lines (What is the boy… what, what and merrily bouncing… merrily over)

Assonance: repeated use of vowel ‘o’ (boy, now, who, lost)

Imagery: when poet says merrily bouncing down the street

repetition: ‘what’ is repeated

 

Stanza 2: Repetition: use of the word ‘ball’

Asyndeton: no use of conjunction in a sentence (A dime, another ball, is worthless)

 

Stanza 3: Alliteration: use of sound ‘b’ at the start of two consecutive words (buys a ball back)

Assonance: use of vowel sound ‘e’ (He is learning, well behind his desperate eyes)

Repetition: ‘ball’ word is repeated

 

Amanda!

 

Stanza 1: Literary devices:

Anaphora: Repeated use of a word at start of two or more lines (don’t bite… don’t hunch)

Assonance: use of vowel sound ‘o’ (don’t hunch your shoulders)

Rhyme: aaba ccc (Amanda, Amanda, straight, Amanda, sea, me, blissfully)

Metaphor: use of word emerald sea for green colour of sea being similar to the colour of emrald

Repetition: use of word ‘Amanda’

Imagery: drifting blissfully

Alliteration: ‘Stop that slouching and sit up straight’ – ‘s’ sound is being repeated at the start of closely placed words.

Allusion: ‘mermaid’ is a well known imaginary creature.

 

Stanza 2: Literary devices:

Anaphora: Repeated use of a word at start of two or more lines (did you finish….did you tidy)

Rhyme: Rhyme scheme is aada eee (Amanda, Amanda, shoes, Amanda, street, feet, sweet)

Assonance: use of vowel sound ‘o’ (Thought, told, you, your, shoes)

Repetition: use of word ‘Amanda’

Metaphor: silence is golden – silence is said to be glorious like golden colour

freedom is sweet – freedom is said to be sweet in taste.

 

Stanza 3: Literary devices:

Allusion: use of famous fairy tale character Rapunzel

Rhyme: rhyme scheme aafa ggg (Amanda, Amanda, you, Amanda, care, rare, hair)

Assonance: use of vowel sound ‘e’ and ‘o’ (Will you please look at me when I’m speaking to you

Consonance: use of sound ‘r’ (I am Rapunzel; I have not a care …..Bright hair)

Repetition: use of word ‘Amanda’

 

Stanza 4: Literary Devices:

Alliteration: ‘Stop that sulking’ – ‘s’ sound is repeated at the start of closely placed words

Repetition: use of word ‘Amanda’

Rhyme scheme: aaha (Amanda, Amanda, you, Amanda)

 

Trees

 

Stanza 1: Literary Devices:

Personification: Sun bury its feet. Sun has been personified.

Enjambment: Continuation of a sentence to the next line (the forest that was…… trees by morning).

Anaphora: 2 lines begin with ‘no’

imagery: “The trees inside are moving out into the forest” – shows kinestatic imagery

 

Stanza 2: Enjambment: continuation of sentence to the next line (the leaves strain……. Half dazed)

Simile: trees compared to patients (like newly discharged patients)

personification: twigs and boughs have been personified.

 

Stanza 3: Alliteration: ‘long letters’ forest from’ ‘sky still’ ‘leaves and lichen’

Enjambment: continuation of sentence to the next line (doors open….the house)

Imagery: the poet has tried to create a scene in which she is observing all the things happening (the night is fresh……into the rooms)

 

Stanza 4: Literary devices:

Simile: The moon is compared to a mirror (Moon is broken like a mirror)

 

Fog

 

Rhyme Scheme: There is no rhyme scheme followed in the poem. It is in free verse.

Metaphor: Fog is comapred to a cat.

Personification: Fog is personified.

Enjambment: The two sentences used in the poem continue to the following line without any punctuation marks at the end of the lines.

 

The Tale of Custard the Dragon

Stanza 1: Literary Devices: Rhyme scheme: aabb (house-mouse, wagon-dragon)

Repetition: use of the word ‘little’

oxymoron: use of two words with opposite meanings “pet dragon”

Anaphora: repeated use of word at the start of two consecutive lines. (And a little ….And a realio)

Refrain: Repetition of a sentence again and again (And a realio, trulio,)

poetic license: realio, trulio for real, true. The spellings have been changed to create a musical effect.

 

Stanza 2 : Rhyme scheme: aabb (ink-blink, mustard-custard)

simile: dog compared to mustard “And the little yellow dog was sharp as Mustard”

Alliteration: “coward, and she called him Custard” - “c” sound

Anaphora: repeated use of word at the start of two consecutive lines (And the little grey…And the little yellow)

Repetition: use of word little

 

Stanza 3: Rhyme scheme: aabb (teeth-underneath, nose-toes)

Simile: Dragon’s mouth is compared with fireplace (mouth like a fireplace)

Refrain: Repetition of a sentence again and again (And a realio, trulio,)

Metaphor: “chimney for a nose”. The nose is like a chimney.

 

Stanza 4: Rhyme scheme: aabb (bears-stairs, rage-cage)

Alliteration: Belinda was as brave as a barrel full of bears “b” sound is repeated

Simile: Belinda’s bravery is compared to that of a barrel full of bears (as a barrel full of bears), Mustard’s bravery is compared to that of an angry tiger (Mustard was as brave as a tiger in a rage)

Assonance: use of vowel sound ‘a’ (Belinda was as brave as a barrel full of bears)

 

Stanza 5: Rhyme scheme: aabb (unmerciful-Percival, wagon-dragon)

Refrain: Repetition of a sentence again and again (And a realio, trulio,)

Repetition: use of the word ‘tickled him’

Allusion: reference to any person or place (Percival)

Personification: Ink, Blink and Mustard, they rudely called him Percival

 

Stanza 6: Rhyme scheme: aabb (house-mouse, rage-cage)

Onomatopoeia:  usage of sound words to create a dramatic effect (giggled, weeck)

Repetition: Custard cried for a nice safe cage (used in stanza 4)

 

Stanza 7: Rhyme scheme: aabb (sound-around, Belinda-winda)

Consonance: use of consonant sound ‘s’ (Suddenly, suddenly they heard a nasty sound)

Onomatopoeia:  usage of sound words to create a dramatic effect (Mustard growled, Meowch, cried ink)

Poetic license: window is written as ‘winda’ to create rhyme.

Repetition: suddenly

 

Stanza 8: Rhyme scheme: aabb (right- bright, wood- good)

Alliteration: beard was black “b”, he held his “h”

Imagery: An image is created about the appearance of the pirate.

 

Stanza 9: Rhyme scheme: aabb (help-yelp, household – mousehold)

transferred epithet: terrified yelp

Repetition: help help

Poetic license: use of the word mousehold to rhyme with household

 

Stanza 10: Rhyme scheme: aabb (engine-dungeon, squirm-worm)

Simile: sound of dragon is compared with sound of engine (snorting like an engine), Clashed his tail like irons in a dungeon, dragon’s attack on pirate is compared to robin bird (like a robin at a worm)

Onomatopoeia:  usage of sound words to create a dramatic effect (clatter, clank, jangling)

Imagery: The attack by the dragon is expressed in a way to make an image in our minds.

 

Stanza 11: Rhyme scheme: aabb (dragon-flagon, hit-bit)

alliteration: gulped some grog “g”

Imagery: They have shown the reaction and actions made by the pirate on seeing the dragon.

 

Stanza 12: Rhyme scheme: aabb (him-victim, gyrate-pirate)

alliteration: glee did gyrate “g”

Assonance: use of vowel sound ‘o’ (no one mourned for), use of vowel sound ‘I’ (ink and blink in glee did), use of vowel sound ‘a’ (that ate the pirate)

 

Stanza 13: Rhyme scheme: aabb (mustard-flustered, blink-ink, agree-me)

 

Stanza 14: Refrain: Repetition of a sentence again and again (And a realio, trulio)

Repetition: stanza has been repeated

 

For Anne Gregory

 

Rhyme Scheme: abcbdb

Apostrophe:  Apostrophe is a figure of speech in which the speaker addresses a dead or absent person. In the poem, the poet is seen talking to Anne Gregory, but the readers don't see her at any point in the poem.

Repetition: In this poem, the phrase 'yellow hair' is repeated.

The word 'despair' is repeated.

Synecdoche: Synecdoche refers to a literary device in which a part of something is substituted for the whole.

 

Stanza 1:

Metaphor - The poet has compared Anne's hair with ramparts of a fort.

Alliteration -  It is the repetition of a letter at the start of closely placed words. The repetition of the letter 'y' in "your yellow."

 

Stanza 2:

Alliteration -  It is the repetition of a letter at the start of closely placed words. The repetition of the letter 's' in "Set Such."

Metonymy - The poet has used carrot to show orange colour.

Poetic Devices:

Anaphora: It is the repetition of a word at the start of two or more consecutive lines - 

(That he had found a text to prove

That only God, my dear,).                     

Alliteration:  It is the repetition of a letter at the start of closely placed words. The repetition of the letter:

h in "he had"

y in "your yellow".

The Ball Poem

John Berryman

Introduction:

John Berryman, the poet of the poem ‘The Ball Poem’ describes the reality of life. We have to face the reality of losing something which we love. The poet tells about coping up with losses, sorrows, and miseries of life.

About the Poet:

John Allyn McAlpin Berryman was an American poet and scholar. He was a major figure in American poetry in the second half of the 20th century. His best-known work is The Dream Songs. He won National Book Award, Pulitzer Prize for Poetry, and Bollingen Prize.

Summary and Theme:

This poem is about losing something which we love and then learning to grow up with the loss. It tells us about a boy, who is learning to experience grief for the first time in his life. The grief is a result of the loss of a dear possession, his ball. The loss of a ball may be a minor issue. We may feel that there are many more balls. So, why should the boy worry? But to the boy, losing the ball is something different. One may get another ball with a very less amount of money. A ball costs only a cent. But, money is external and not important here. Another ball or the money cannot buy back the much-loved ball. Nothing can replace the things we love after we lose them. We have to know the grief of loss and learn to live with it.

In this poem, the boy’s ball is compared to the poet’s youth. Those days were happy and innocent. The loss of the ball is the loss of innocence and happiness that are associated with youth. We cannot get them back. We have to get over the grief. We need to be strong and get on with our life, irrespective of the loss and sadness. This is the only way we will survive. We have to accept and let go.

The poet uses the imagery while telling how the ball implies the spirit of the boy’s childish innocence. We may visualize how the spirit of this little boy, like the ball, is sinking into the waters after slipping from his hands. It drifts further away. The boy has to live and grow with the loss and the sadness that it brings.

The lesson of accepting the harsh realities of life is taught to us in this poem. One day we will lose our loved ones and our loved things. The poem gives us a picture of boys growing up and learning to deal with the loss of their first possessions. At the same time, it tells us about mankind learning to deal with the loss of its loved things or people.

Meaning:

What is the boy now, who has lost his ball,

What, what is he to do? I saw it go                        

Merrily bouncing, down the street, and then

Merrily over — there it is in the water!

merrily: cheerful

bouncing: jumping up and down

The poet is talking about a boy who has lost his ball. He wants to know about him and his reaction because he has lost his ball. Further, he asks to himself that what this boy will do after losing his ball. The poet has seen the ball going away from the boy. He says that the ball was cheerfully jumping up and down in the street. This means that when the ball skipped from the boy’s hand it went into the street and later on, it fell into the nearby river.

Literary devices:

Anaphora: use of repeated words in two or more lines (What is the boy… what, what and merrily bouncing… merrily over)

Assonance: repeated use of vowel ‘o’ (boy, now, who, lost)

Imagery: when poet says merrily bouncing down the street

repetition: ‘what’ is repeated

No use to say ‘O there are other balls’:

An ultimate shaking grief fixes the boy

As he stands rigid, trembling, staring down

All his young days into the harbour where

His ball went. I would not intrude on him;

A dime, another ball, is worthless. Now

He senses first responsibility

O there are other balls: The words suggest that the loss is not important enough to worry about

shaking grief: sadness which greatly affects the boy

rigid: stiff, fixed

trembling: shaking

(to) intrude on: here, to enter a situation where one is not welcome

a dime: ten cents (U.S.) one-tenth part of a dollar

harbour: dock, port

worthless: valueless, useless

The poet says that there is no benefit of consoling the boy by saying that he will get another ball because he has other balls too. He says so because the boy is feeling very sad. He is completely surrounded by sorrow.  He is sad because all the memories of the childhood days went down the harbour with the ball. Here the poet says that the boy is very sad as the ball which has now gone into the water reminds him of those sweet memories, of the times when he owned it. This loss is unbearable for him and he is grief-stricken. The poet says that he can’t even tell the boy to take some money from him in order to buy another ball. He says so because the new ball will not bring the sense of belonging to the boy. Further, the poet says that the time has come for the boy to learn the responsibility of taking care of his things.

Literary devices:

Repetition: use of the word ‘ball’

Asyndeton: no use of conjunction in a sentence (A dime, another ball, is worthless)

In a world of possessions. People will take

Balls, balls will be lost always, little boy.

And no one buys a ball back. Money is external.

He is learning, well behind his desperate eyes,

The epistemology of loss, how to stand up

Knowing what every man must one day know

And most know many days, how to stand up.

possessions: ownership

external: Here, things with which feelings are not attached

desperate: hopeless

epistemology of loss: understanding the nature of loss — what it means to lose something

epistemology: The Greek word episteme means ‘knowledge’ (it comes from a word meaning ‘to understand, to know’). Epistemology is the study of the nature of knowledge itself.

Here the poet says that the boy has to learn that in this materialistic world, many of his belongings will be lost. He personifies the ball as his belongings, be it the worldly things or the relationships he is in possession of. So, he says that he has to learn to live without them no matter what. He says no one can buy back such things for him. The poet said so because according to him money can’t buy you everything. If it does buy you some materialistic things, still, it will not be able to buy the same sense of belongingness. He says that the boy is learning how to stand up against the sense of lost things. This means that the boy is trying to learn the real truth of life which states that you have to accept the miseries of life and stand up again. This is the truth, which everyone has to learn in his or her life. The harsh truth of standing up against the odd miseries of life that everyone has to bear.

Literary devices:

Alliteration: use of sound ‘b’ at the start of two consecutive words (buys a ball back)

Assonance: use of vowel sound ‘e’ (He is learning, well behind his desperate eyes)

Repetition: ‘ball’ word is repeated

Meaning of the poem:

The poet is talking about a little boy who has lost his ball. He was playing with his ball. The ball skipped from his hand and went into the nearby water body. The poet says that this sight of the boy losing his favorite ball made him think about the boy and his reaction to this situation. He further says that the boy was helplessly looking into the water where his ball had gone. He was sad and was trembling with fear. He got so immersed in his sorrow that he kept standing near the harbour for a very long time and kept on looking for his ball.

The poet says that he could console him that he may get new balls or he could also give him some money to buy another ball. But he stops himself from doing so because he thinks that the money may bring a new ball but will not bring the memories and feelings attached to the lost ball. He further says that the time has come for the boy to learn his responsibilities. Here the poet wants to say that now the boy will learn the toughest lesson of life. The lesson of accepting the harsh realities of life that one day we will lose our loved ones and our loved things.

Rhyming Scheme:

There is no rhyming scheme.

Textual Questions and Answers:

Q1. Why does the poet say, “I would not intrude on him”? Why doesn’t he offer him money to buy another ball?

The poet does not want to intrude because he wants the boy to get a chance to learn the real truth of life. The boy has to learn to accept the loss. The loss here is symbolic. The ball represents an important thing or relationship.

Q2.  “… staring down/All his young days into the harbour where/His ball went …” Do you think the boy has had the ball for a long time? Is it linked to the memories of days when he played with it?

Yes. We can say that the boy had the ball for a very long time. The line tells us how the boy recalls those days when he used to play with the ball. The ball is associated to many sweet memories.

Q3.  What does “in the world of possessions” mean?

Possession means something that is owned or possessed. In the world of possessions means the world which is full of materialistic things. Materialistic things bring comfort and luxury in our life.

Q4.  Do you think the boy has lost anything earlier? Pick out the words that suggest the answer?

No. I do not think that the boy has lost anything earlier. The line in the poem “now he senses his first responsibility’ clearly tells us the fact.

Q5.  What does the poet say the boy is learning from the loss of the ball? Try to explain this in your own words?

The poet tells us that the boy will learn the real, harsh truth of life. He will learn how to move on in life despite of incurring heavy losses. People experience this in life when they lose either something or someone. Lost things never come back is a reality that makes people strong enough to go on in life.

6. Have you ever lost something you liked very much? Write a paragraph describing how you felt then, and saying whether — and how — you got over your loss.

Yes. Once I lost something I liked very much. My pet dog, Lucky, passed away after being a member of our family for about eleven years. All our family members had an affectionate attachment with the dog. The dog was a part and parcel of our lives. We were very sad. We could not forget the dog’s memories. We were unable to bring another dog in its place. We felt sure that no other dog would bring us the same joy as Lucky did in our lives. No dog, however nice and loyal could replace its place in our hearts. Slowly, we came out of the sorrow. Now, whenever I think of the dog, a smile appears on my face in remembrance of the sweet days and memories I had with the dog.

Dust of Snow

Dust of Snow

Introduction:

The poem ‘Dust of Snow’ is Robert Frost’s well-known work. This poem presents a moment that seems simple but has a larger significance.  

 About the Poet:

Robert Frost was born in 1874 in San Francisco, California. He was an American poet much admired for his depictions of the rural life of New England and his command of American colloquial speech. Frost was honored frequently during his lifetime and is the only poet to receive four Pulitzer Prizes for Poetry. He was also nominated for the Nobel Prize in Literature 31 times. His most famous works include poems like "Fire and Ice", "The Road Not Taken", "Stopping by Woods on a Snowy Evening", ‘West-Running Brook’, "Acquainted with the Night", ‘The Lovely Shall Be Choosers’, ‘From Snow to Snow’ and many more.

 Summary:

Stanza 1

    The way a crow

    Shook down on me

    The dust of snow

    From a hemlock tree

 

Meaning Stanza 1: The crow is commonly regarded as a symbol of death and fear and is not associated with goodness. But, in these lines, a complete irony is depicted where it is doing a good deed by shaking off the snow. Here, the poet has not chosen trees like oak, maple, or pine. Instead, he chose the hemlock tree which is usually associated with poison and toxicity. So, in this stanza, the beautiful snow sitting on the branches of the poisonous hemlock tree is shaken off by a crow.

 

Stanza 2

    Has given my heart

    A change of mood

    And saved some part

    Of a day I had rued

 

Meaning Stanza 2:  From the lines, it’s clearly understood that the poet was going through a bad mood. He had not been looking forward to that day and the day was not turning out any better than he had expected either. But, the crow descending on the Hemlock tree changes it all. Here, the poet uses the elements of the fearsome crow and poisonous Hemlock tree to shake the white, pure snow off the branches. Robert Frost has also used a bit of irony here by referring to the poisonous Hemlock and the medicinal Rue. As soon as the snow fell on him, the poet’s otherwise bad mood was uplifted. He was filled with joy and a sense of thankfulness that he was alive to see such beautiful things in this world.

 

Meanings of words and phrases:

mood: a temporary state of mind or feeling

rued: to feel regret, remorse or pity

 

Theme:

In “Dust of Snow”, the poet is trying to tell us that on a cold winter’s day, he went out. At such a time, the only thing that cheers him up is the world of nature. This natural world is available for us to see and touch-free of cost. However, we generally take it for granted. Worse still, we can curse nature for giving us bad weather. However, if we look beyond our own inconvenience, we will see that nature is beautiful even at its harshest. If only we pay attention to all that life gives us, we will learn to appreciate it. The crow is what brings the beauty of the snowflakes to the poet’s attention, and for that, he is grateful. He is grateful to be alive to see such wonderful sights in this world at no cost whatsoever to himself.

  Conclusion:

The poem reiterates that the little things in life can make huge changes in our future. It also shows that if we can take the hard times of life in stride, eventually something will happen to change our situation into happier times. The simple things we do for others can make all the difference. Just think about those random acts of kindness we do and how much they brighten a person’s day and sometimes change their future. Noticing and appreciating all the small things in life will make your life happier. It will also cause you to have a spirit willing to change and succeed.

 Dust of Snow Literary Devices:

 1. Alliteration- the occurrence of the same letter or sound at the beginning of adjacent or closely connected words.

 The instances of alliteration are as follows-

     Has given my heart

    And saved some part

 2. inversion – when the structure of a sentence is changed by the poet to create a rhyme, this poetic license is called inversion. In stanza 1, inversion can be seen.

 3. assonance – the prominence of a vowel sound throughout a line is called assonance. In stanza 1, line 2 –  “Shook down on me” – ‘o’ sound is prominent.

enjambment – when the same sentence continues to the next line without the use of any punctuation marks, it is called enjambment. It has been used throughout the poem.

 3. Synecdoche: Synecdoche is a figure of speech in which a part is made to represent the whole or vice versa

     Has given my heart

 

Rhyming Words:

 Stanza 1 – crow - snow, me – tree;

Stanza 2 – heart - part; mood - rued

 Rhyme Scheme:

abab – cdcd

Answers to textual questions:

 Q1. What is a “dust of snow”? What does the poet say has changed his mood? How has the poet’s mood changed?

 A. “Dust of snow” means tiny particles of snow. The poet was in a bad mood when particles of snow had fallen on him. This changed the poet’s mood immediately. His day got better.

  Q 2. How does Frost present nature in this poem? The following questions may help you to think of an answer.

 (i) What are the birds that are usually named in poems? Do you think a crow is often mentioned in poems? What images come to your mind when you think of a crow?

 A. Birds like sparrows, nightingales, and peacocks are often named in poems. I don’t think that a crow is often mentioned in poems. Crows are often seen as indicators of doom and fear. I get negative images when I think of a crow.

  (ii) Again, what is “a hemlock tree”? Why doesn’t the poet write about a more ‘beautiful’ tree such as a maple, or an oak, or a pine?

 A. A hemlock tree is a poisonous tree. The poet does not mention a more ‘beautiful’ tree such as maple, oak, or pine because he wants to indicate a sad scene. As a hemlock tree is considered bad the poet refers to it.

  (iii) What do the ‘crow’ and ‘hemlock’ represent — joy or sorrow? What does the dust of snow that the crow shakes off a hemlock tree stand for?

 A. Both crow and the hemlock tree represent sorrow. Frost has used both the negative creatures as the carriers of positivism and strength that transformed his day for the better. The dust of snow shaken by the crow stands for positivity and hope.