emily dickinson
Emily Dickinson's "Because I could not stop for Death" is a remarkable masterpiece that exercises thought between the known and the unknown. Critics call Emily Dickinson's poem a masterpiece with strange "haunting power." In Dickinson's poem, "Because I could not stop for Death," there is much impression in the tone, in symbols, and in the use of imagery that exudes creativity. One might undoubtedly agree to an eerie, haunting, if not frightening, tone in Dickinson's poem. Dickinson uses controlling adjectives-"slowly" and "passed"-to create a tone that seems rather placid. For example, "We slowly drove-He knew no haste / ...We passed the School ... / We passed the Setting Sun-," sets a slow, quiet, calm, and dreamy atmosphere (5, 9, 11, 12). "One thing that impresses us," one author wrote, "is the remarkable placidity, or composure, of its tone" (Greenberg 128). The tone in Dickinson's poem will put its readers' ideas on a unifying track heading towards a boggling atmosphere. Dickinson's masterpiece lives on complex ideas that are evoked through symbols, which carry her readers through her poem. Besides the literal significance of -the "School," "Gazing Grain," "Setting Sun," and the "Ring"-much is gathered to complete the poem'
Dickinson, Emily. "Because I could not stop for Death." The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 4th ed. Boston: Bedford-St. Martin's, 1997. 642-643. Greenaway, Kate. "Ring-a-ring-a-roses." The Oxford Dictionary of Nursery Rhymes. Ed. Iona and Peter Opie. Oxford: Clarendon Press, 1951. 365. Greenberg, John M. "Dickinson's Because I could not stop for Death." Explicator. v49n4. Summer 1991. 218. Monteiro, George. "Dickinson's Because I could not stop for Death." Explicator. v46n3. Spring 1998. 20, 21. Shaw, Mary N. "Dickinson's Because I could not stop for Death." Explicator. v50n1. Fall 1991. 21. s central idea. Emily brought to light the mysteriousness of life's cycle. Ungraspable to many, the cycle of one's life, as symbolized by Dickinson, has three stages and then a final stage of eternity. These three stages are recognized by Mary N. Shaw as follows: "School, where children strove"(9) may represent childhood; "Fields of Gazing Grain"(11), maturity; and "Setting Sun" (12) old age" (21). In addition to these three stages, the final stage of eternity was symbolized in the last two lines of the poem, the "Horses Heads" (23), leading "towards Eternity" (24). Dickinson fathomed the incomprehensible progression of life by unraveling its complexity with figurative symbols. Emily Dickinson dresses the scene such t
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Approximate Word count = 907
Approximate Pages = 4 (250 words per page double spaced)
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