Two Moods from the Hill theme? I.
YOUTH

I Love to watch the world from here, for all
The numberless living portraits that are drawn
Upon the mind. Far over is the sea,
Fronting the sand, a few great yellow dunes,
5A salt marsh stumbling after, rank and green,
With brackish gullies wandering in between,
All this from the hill.
And more: a clump of dwarfed and twisted cedars,
Sentinels over the marsh, and bright with the sun
10A field of daisies wandering in the wind
As though a hidden serpent glided through,
A broken wall, a new-plowed field, and then
The dusty road and the abodes of men
Surrounding the hill.
15How small the enclosure is wherein there lives
Each phase and passion of life, the distant sail
Dips in the limpid1 bosom of the sea,
From that far place to where in state the turf
Raises a throne for me upon the hill,
20Each little love of a living thing
Can thus be compassed in a rainbow ring
And seen from the hill.

II.
AGE

Why did I build my cottage on a hill facing the sea?

Why did I plan each terraced lawn to slope
25
Down to the deep blue billowy breast of hope,

Surging and sweeping,

Laughing and leaping,

Tumbling its garments of foam upon the shore,

Rustling the sands that know my step no more,
30
I should have found a valley, deep and still,

To shelter me.

There flows the river, and it seems asleep

So far away,

Yet I remember whip of wave and roar
35
Of wind that rose and smote2 against the oar,

Smote and retreated,

Proud but defeated,

While I rejoiced and rowed into the brine,

Drawing on wet and heavy-straining line
40
The great cod quivering from the deep

As counterplay.

What is the solace of these hills and vales

That rise and fall?

What is there glorious in the greenwood glen,
45
Or twittering thrush or wing of darting wren?

Give me the gusty,

Raucous and rusty

Call of the seagull in the echoing sky,

The wild shriek of the winds that cannot die,
50
Give me the life that follows the bending sails,

Or none at all!

Construct a written analysis of approximately 300−500 words about the poem “the cremation of sam mcgee.” your analysis should explain how the figurative language and literary devices contribute either to the meaning or to the narrative structure— plot, setting, characterization, and point of view—of the poem. your analysis should contain a thesis that is discussed throughout the essay. the essay should also contain textual evidence to support the analysis and a concluding paragraph. be sure to use correct punctuation, grammar, and spelling, and write using a formal style with precise vocabulary. use terms from the list provided below to construct your analysis. ballad—a type of narrative poem that tells a story, usually in the form of a folktale or legend stanza—a division of a poem that consists of two or more lines diction—the selection and use of words that influence the style and tone of the poem connotation—the emotional suggestion or implied meaning of a word that goes beyond its dictionary definition denotation—the actual or dictionary definition of a word rhythm—the recurrence of sound patterns created by a series of stressed and unstressed syllables meter—the pattern of beats within a line of poetry created by the rhythmic structure of stressed sounds rhyme scheme—a pattern of rhymes in poetry tone—the attitude of the poet toward the subject or readers, separate from mood or atmosphere mood—the overall or prevailing feeling that is created in a story or poem theme—the central idea of the story that reveals something about human life or behavior as you write your analysis, consider these questions: what is the function of rhyme in the poem? what would the poem be like if it did not rhyme? how do the rhyme and rhythm affect or enhance the meaning of the poem? how does the use of imagery and figurative language affect the poem? how is the subject matter and conflict affected by the structure of the poem? did i conclude my analysis clearly, supporting my analysis?

How would “in a station or the metro” change of the bough was bright and lovely rather than wet and black a: the station would seem cheerier b: the poem would not be considered imagist c: the people would seem less pleasant. d: the poem would no longer be hokku

How did the english teacher ponyboy? the outsiders