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What does the speaker mean by the line "Nor hungry wolves at him shall catch" in the poem "As Weary Pilgrim, Now at Rest"?

The hungry wolves are perhaps a metaphor for people who wished ill of the pilgrim. These people may have snapped at his heels at the slightest provocation or may even have attacked him in packs. Now that death has taken the pilgrim, these wolves cannot harm him anymore.

How does the repetition of the word singing influence the overall meaning of the poem "I Hear America Singing" by Walt Whitman?

The repetition emphasizes hope and a unified vision for America.

American Indians told oral stories that were later transcribed

American Indians told oral stories that were later transcribed. These stories often described the lives of American Indians or told of the origins of the world around them. The following passage comes from a creation story of the Bering Strait Eskimos called "The First Man," printed in the 18th annual report of the US Bureau of American Ethnology, first published in 1899: When Man saw the [mountain] sheep moving away, full of life, he cried out with pleasure. Seeing how pleased Man was, Raven said, "If these animals are numerous, perhaps people will wish very much to get them." And Man said he thought they would. "Well," said Raven, "it will be better for them to have their home among the high cliffs, so that everyone can not kill them." The differing perceptions and writing styles of this excerpt and the excerpt from Bradford's writing on the previous screen illustrate that, already, the earliest American identity had multiple perspectives. This varied identity has only expanded with time. Over the past 400 years, as the United States has developed and diversified, so too has its literature.

Analogies

Analogies describe the relationships between terms or ideas. They demonstrate the meaning of what is unknown by comparing it to what is known. Authors often include analogies to evoke sensory images in readers' minds: Her voice was as high-pitched as a tiny bell's peal. Even though readers can't hear the woman's voice, they might understand just how high-pitched her voice is if they have heard the sound of a tiny bell. Grammatical analogies are often used to test students on either their knowledge of a vocabulary word or their understanding of the relationships between words and concepts.

In the poem, Anne Bradstreet discusses the themes of death and solace, or relief from pain. Analyze the development of these themes in the poem. How and why does the speaker relate these two concepts? Cite evidence from the poem to support your answer.

Anne Bradstreet discusses the beauty of death and how it can alleviate any worldly sorrow. Upon death, one feels no more pain; one just feels relief. Initially, Bradstreet speaks about the death of a loved one and how that person will suffer no more. As we read further, she too begins to wish for death to take away her suffering, brought upon by age. The lines "And my clay house mold'ring./ Oh, how I long to be at rest" corroborate this view.

Analogies 2

Blonde is to hair as is to eye. Dig is to as paint is to brush. Severe is to serious as relaxed is to . Wrong is to correct as is to advanced. Rough is to sandpaper as is to silk.

Throughout his sermon, Jonathan Edwards discusses people's relationship with God. How does Edwards change or refine the idea of God and people's relationship with God from the beginning to the end of the excerpt? Cite evidence from the text to support your response.

Edwards uses God as a supreme supernatural being who watches over everything everyone does. He judges everyone and despises nonbelievers. The sermon is for nonbelievers. Initially, Edwards speaks about the reason behind his sermon. He then begins to speak to the nonbelievers about hell and how God can choose to send these non believers to hell eternally if he so wishes. A line which demonstrates this view is "The bow of God's wrath is bent, and the arrow made ready on the string, and justice bends the arrow at your heart, and strains the bow, and it is nothing but the mere pleasure of God, and that of an angry God, without any promise or obligation at all, that keeps the arrow one moment from being made drunk with your blood." However, toward the end of the sermon, Edward paints God as a forgiving being should his followers seek his guidance. God is thus portrayed as a forgiving soul to those deserving of mercy. Edward, therefore, ends the sermon while giving hope to the nonbelievers. In Edwards's sermon, he first paints God as God the wrathful and in the latter part as God the merciful.

I Hear America Singing Walt Whitman (1819 - 1892)

I hear America singing, the varied carols I hear, Those of mechanics, each one singing his as it should be blitheglad; cheerful disposition and strong, The carpenter singing his as he measures his plank or beam, The mason singing his as he makes ready for work, or leaves off work, The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck, The shoemaker singing as he sits on his bench, the hatter singing as he stands, The wood-cutter's song, the ploughboy's on his way in the morning, or at noon intermission or at sundown, The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing, Each singing what belongs to him or her and to none else, she day what belongs to the day--at night the party of young fellow, robusthealthy; strong; vigorous, friendly, Singing with open mouths their strong melodious songs.

I, too full poem

I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I'll be at the table When company comes. Nobody'll dare Say to me, "Eat in the kitchen," Then. Besides, They'll see how beautiful I am And be ashamed-- I, too, am America.

Discovering Broader Meanings in Poetry

Some students find it easy to read poetry on a surface level—that is, reading for simple rhymes, rhythm, and sound. A skill that is both more involved and more rewarding is finding the broader meaning in each poem. This approach involves reading carefully and questioning the poet's intent behind each line or phrase. As you read, jot notes on a separate sheet of paper to help you analyze the deeper meaning of a poem. Consider the following lines from the poem "My Lost Youth" by Henry Wadsworth Longfellow: Often I think of the beautiful town That is seated by the sea; Often in thought go up and down The pleasant streets of that dear old town, And my youth comes back to me. Based on these initial lines of the poem, what does the town mean to Longfellow? How might his feelings for it affect the rest of the poem? What mood is already created by these lines? By asking these types of analytical questions, readers can more easily appreciate the deeper meanings of what may seem to be a simple poem.

In "As Weary Pilgrim, Now at Rest," the speaker states, "And my clay house mold'ring away" and "Nor grinding pains my body frail." Considering the context of the poem, what do these lines reveal about the speaker's opinion of the physical body? Cite text from the poem to support your response.

Considering the context of the poem, these lines reveal that the speaker's body is aging. She suffers from a number of ailments that come with age and therefore she feels her body is rotting away. This feeling is expressed in the line "And my clay house mold'ring away." These ailments have also left her body very weak. The line ""Nor grinding pains my body frail" corroborates this view. Based on these two lines the speaker perhaps feels the physical body is a vessel that people possess in their mortal form. This vessel endures the hardships that time brings. Only upon death is a person free from the physical body.

Summarize the meaning and purpose of "As Weary Pilgrim, Now at Rest." Describe the view that Anne Bradstreet takes in the poem. Cite evidence from the poem to support your answer.

In "As Weary Pilgrim, Now at Rest," the speaker wishes another pilgrim farewell as death has taken him. She's relieved that he no longer has to suffer and can rest peacefully. She too wishes to one day be free from these woes and ailments that age has brought upon her and then be with her deceased loved one. The poet views death as a calming and soothing event as seen in lines such as "This body shall in silence sleep" and "Oh, how I long to be at rest." The poet also seems to long for the afterlife, as corroborated by lines such as "And soar on high among the best" and "Then soul and body shall unite/And of their Maker have the sight."

I Hear America Singing forward minded people, humble, hard workers different, but same

In "I Hear America Singing," Whitman presents the United States as a merging of different types of American voices. He describes Americans through what they sing as they work: Each singing what belongs to him or her and to none else . . . Singing with open mouths their strong melodious songs. This chorus of voices rises up to describe the American people as different, yet sharing the same vision. Their identity is an industrious, motivated, and forward-thinking people. By using workers from different occupations with different perspectives, Whitman allows American readers to see themselves reflected in the poem. He also establishes a connected identity between Americans of every skill and occupation, from the boatmen to the ploughboys. By creating this connection, Whitman illustrates the idea that every American has an equal opportunity to be a part of the American voice. With the title "I Hear America Singing," Whitman emphasizes the impact of a nation that sings, rather than one that simply speaks or murmurs. The act of singing often reflects hope, as this poem suggests, with the workers singing "strong melodious songs" rather than quiet, unassuming ones. Many texts have been written describing the hopeful, positive nature of the American identity. However, others explore the side of that identity that is more discouraged and downtrodden. Later, you'll read a poem by Langston Hughes that depicts perspective that differs from Whitman's.

I, too analysis

In "I, Too," Langston Hughes describes America as having a divided identity. He establishes a clearly defined distinction between those who sit at the table to eat—people Hughes depicts as holding a place of privilege and participation—and those who eat in the kitchen, including Hughes himself. He writes, "They send me to eat in the kitchen / When company comes." Hughes's message of a divided United States sharply contrasts with the message that Whitman presents in "I Hear America Singing." In Whitman's poem, the workers use their voices to proclaim an American identity in which each person plays an equal part. In contrast, in Hughes's poem, the speaker's voice is stifled when he is sent to the kitchen, demonstrating that not everyone has an equal opportunity to be part of the American identity. Although at first the speaker in "I, Too" seems to accept that he belongs in the kitchen, the second half of the poem refutes this idea: Tomorrow, I'll be at the table When company comes. Here, Hughes shows hope for a unified country, one in which "I" and "they" can sit together at the table to eat. This shift signifies that the poem's speaker will be treated as an equal in American society, erasing the deep divisions described at the beginning of the poem. The future that Hughes desires is one in which all American citizens can contribute to the American identity. In the end, Hughes, like Whitman, employs a hopeful tone. For Hughes, though, the hopeful note comes in spite of the flaws he sees in American society.

Cullen

In his poem "From the Dark Tower," African American Countee Cullen describes his perspective on racial relations in the United States. Read "From the Dark Tower." When Cullen speaks of planting while others reap, and standing "abject and mute," he is speaking about the racial injustices present in US society. As these injustices have changed over time, the American identity has also shifted. Those changes are, in turn, reflected in American literature. With American literature constantly changing, the question becomes, where will the American literary tradition go from here? Some newer genres, such as science fiction, have already begun to provide answers to this question. In the meantime, American literature will continue to reflect the new perspectives and voices continually being added to American society. In 1968 thousands of people marched on Washington, DC, in a call for change. They urged lawmakers to pass a civil rights law to end racial discrimination against African Americans. Think About It What is your perspective of the American identity? How would you describe the culture of the United States? Think of a book you've read or a movie you've seen that exhibits this perspective. In what way does it reflect the American identity?

changes to identities

In the 1800s, the sudden influx of immigrants to the United States from different countries led to changes in the American identity in new, unprecedented ways. Perspectives from Europe, Asia, and throughout the world became part of American literature. American writer Stephen Crane wrote Maggie, a Girl of the Streets, a short novel that reflects the new perspective of a poor, urban US immigrant living as a beggar on the streets: The old woman was a gnarled and leathery personage who could don, at will, an expression of great virtue. . . . Each day she took a position upon the stones of Fifth Avenue, where she crooked her legs under her and crouched immovable and hideous, like an idol. She received daily a small sum in pennies. Major events in US history often have profound effects on American literature. For instance, when slavery and the subsequent civil rights movement were pressing issues in society, many people wrote passionate letters, essays, poems, and biographies that expanded upon all sides of the topic. Throughout this course, you will study examples of fiction as well as nonfiction texts by American authors.

"I, Too" by Langston Hughes

Langston Hughes is one of the best-known African American writers in American literature. A prolific poet, short-story writer, and playwright, Hughes was greatly influenced by the Harlem Renaissance. During this movement, which was centered in the Harlem area of New York City in the 1920s and early 1930s, writers and artists explored African American life in a new way. Although Hughes had many admirers, some people criticized him throughout his career for portraying the difficulties faced by African Americans. Some critics even accused him of being a member of the Communist Party. Most of Hughes's writings depict a United States in which life for African Americans was not ideal but still hopeful. He also found influence in Walt Whitman, as you can see in the poem, "I, Too." Consider the following questions as you read Hughes's poem "I, Too": How does Hughes describe the American identity? In what way does this poem respond to Whitman's "I Hear America Singing"? What is the broader meaning of the speaker eating at the table?

Vocabulary in Context

Omnipotent means "all-powerful." Abominable describes something that is hated or loathed. Incensed means "to be full of rage." Avail means "making use of something or someone." Ascribe means "to give" or "assign." To contrive is to come up with a sophisticated strategy. Sovereign describes having supreme power or control over something, such as a territory.

Analogy

Read the following analogy: Bird is to fly as fish is to swim. In this simple analogy, readers can see that the relationship displayed between the bird and fish is in their movement: just as a bird moves by flying, so too does a fish by swimming. Note that analogies are only logically sound when they show a parallel relationship and are ordered rationally. For instance, Bird is to fly as swim is to fish. This analogy is logically unsound because the items within the analogy are not arranged in a parallel manner, making the relationship between these components unclear.

Focus on Language

Sometimes it can be challenging to identify and differentiate between simple, compound, complex, and compound-complex sentences. This course will help you develop your understanding of grammar, so having a solid, basic knowledge of these sentence types is important. Consider the following excerpt from an essay about the novel Things Fall Apart by Chinua Achebe. What types of sentences do you see in the essay? Time is not always change. Time can also mean continuity, and it can mean keeping acknowledged truths in mind despite differences in circumstances. There is no better example of this in Things Fall Apart than the retellings of the proverb about the bird named Eneke. The language in both retellings is almost identical despite the length of time that has passed between their repetitions. You'll examine this passage in detail later, but for now, look at the third sentence of the paragraph. How many clauses does this sentence contain? There is no better example of this in Things Fall Apart than the retellings of the proverb about the bird named Eneke. Because there is only one verb in the sentence—is—this sentence is a simple sentence with only one independent clause. The position and complexity of the different clauses may vary, as they do here, but the type of sentence remains the same. Being able to identify different types of sentences will help augment your reading and writing skills.

grammatical analogies are synonyms, antonyms, descriptions, and functions

Synonym Analogies Comparing Words with Similar Meanings Example: Inscribe is to write as dictate is to speak. Inscribe is a synonym for write, just as dictate is a synonym for speak. Antonym Analogies Comparing Words with Opposing Meanings Example: Unfathomable is to believable as clarify is to confuse. Unfathomable means the opposite of believable, just as clarify means the opposite of confuse. Description Analogies Comparing Words with Common Characteristics or Qualities Example: Monarch is to country as president is to company. A monarch is the leader of a country, just as a president is the leader of a company. Function Analogies Comparing Words with Similar Purposes or Actions Example: Leg is to human as wing is to butterfly. Human legs function in the same way as the wings of a butterfly; both are used in movement.

The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world. The document then goes on to list a series of charges that denounce British rule of the American colonies. In the context of the Declaration of Independence, what does the author mean by "candid world"? What effect does this word choice have on the rhetoric as well as the intended audience of the text?

The author uses the phrase "candid world" to refer to the intended audience—the rest of the countries of the world. In this context, the term candid means honest or sincere. The author chose the word candid to appeal to the honesty or morality of the audience so that they can see the logic in the list of reasons provided in the document. By describing the audience as honest and sincere, the author may expect the audience to regard the reasons as honest facts.

American identity

The idea of an American identity has changed significantly over time. American Indians and the first European colonists represent the earliest American identity. As soon as the colonists came to the New World from Europe, they began writing letters, essays, and articles that documented their daily experiences and hardships. For example, in his memoir Of Plymouth Plantation, written from 1630 to 1650, Massachusetts Colony governor William Bradford describes the emotions felt by early colonists when they first saw land after months at sea: To omit other things (that I may be brief) after long beating at sea they fell with that land which is called Cape Cod; the which being made and certainly known to be it, they were not a little joyful. What were the feelings of the American Indians when the European colonists set foot on America? Did they welcome the colonists? Were they resentful of foreign encroachment?

In the poem, what do the phrases "wasted limbs," "rugged stones," "hungry wolves," and "burning sun" signify? How do these phrases fit with the view of death that the poem describes?

The phrases "hungry wolves," "rugged stones," and "wasted limbs" emphasize physical suffering in earthly life. They also suggest a strong desire for freedom from physical suffering. The poet sees life as a temporary state and sees death as the passage from this temporary state to a higher and permanent state that is far more important. Thus, these words that emphasize suffering in earthly life help to convey the idea that death is, in fact, a desirable release from pain.

Read the preamble to the Constitution, which outlines the purpose of the new federal government under the Constitution: We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. How does the rhetorical language and structure of the preamble influence its purpose, meaning, and tone? Cite evidence from the text as well as from the video you watched about the preamble to the Constitution.

The preamble begins with the phrase "We the People of the United States" to project a unifying and equalizing viewpoint of the citizens of the United States. For example, the authors could have chosen instead to say "We the Framers of the United States." However, the choice of "We the People" imbues the purpose and goal of the new government—to promote equality, justice, and political representation for Americans—into the actual rhetoric of the document. The video about the preamble describes this point as well. "We the People" includes all Americans, making the Constitution an empowering document for the American people. The preamble to the Constitution is relatively brief and to the point. The main clause in the preamble states the general purpose of the Constitution: "We the People of the United States . . . do ordain and establish the Constitution for the United States of America." However, considering this statement doesn't include information about the ambitions of the new government, the authors include a significant nonessential prepositional phrase to reveal the aspirations of the new nation: ". . . in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity. . . ." The preamble also contains a logical and direct tone, highlighting the authors' focus on using reason to legitimize the purpose and reputation of the new government.

Consider the first line in "I Hear America Singing": I hear America singing, the varied carols I hear. In the context of the entire poem, how does this line illuminate the speaker's view of the American identity? Cite specific textual evidence to support your analysis.

The speaker envisions the American identity as unifed yet diverse. The phrase "varied carols" describes an America that shares a common vision but also has different modes for achieving that goal. Americans are singing together, but each person is singing his or her own "varied carol" of the American song.

You studied both a video analysis and text analysis of the poem "I Hear America Singing." Consider how the speaker of the poem describes America as "singing." Write a paragraph discussing the central theme of the poem, drawing information from both the video and the text. Cite specific evidence from the video and text to support your analysis.

Using information from both the video analysis and text analysis, you should have noted the following points about the central theme of the poem: The poet visualizes all Americans working in harmony to build a stronger nation. Whitman uses the image of people singing while doing their work and creates a visual effect of the nation as one chorus of the various tunes. Whitman allows American readers to see themselves reflected in the poem, and he establishes a connected identity between Americans of every skill and occupation to illustrate the idea that every American has an equal opportunity to be a part of the American voice.

In a brief response, describe two ways that Langston Hughes's "I, Too" is similar to or different from Walt Whitman's "I Hear America Singing." Cite specific evidence from both poems to support your analysis.

Whitman speaks of the America he lives in and sees people joyously working toward building a strong nation. Hughes hopes for a future in which people are not discriminated against because of their race.

In "I Hear America Singing," the speaker describes people employed in America's working class. Why do you think the speaker leaves out certain groups, such as the wealthy or political figures? Cite specific evidence from the video and text to support your analysis.

Your answer should examine why the speaker of the poem discusses and praises only the working class, while leaving out the elite classes of American society. Be sure to support your claim with evidence from the video and text.

Considering the time period during which Edwards delivered the sermon, how might his audience have reacted to his words?

Your response may include some of the following points: Jonathan Edwards delivered "Sinners in the Hands of an Angry God" during the Great Awakening, a period in which religion assumed great importance in people's lives. Edwards's sermon might have given faithful members of the church a sense of security and satisfaction, and reaffirmed the value of their attendance at church. Those who did not belong to the church, and those whose lives, according to Edwards, were liable to be cause for damnation might have felt fear, guilt, and doubt. Those who did not believe what Edwards said might have felt a strong sense of animosity to Edwards on hearing the sermon.