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

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 comp

Dickinson, Emily. "Because I could not stop for Death." The Compact

Monteiro, George. "Dickinson's Because I could not stop for Death."

joyous time, time seems to 'fly'. In the same respect, Emily Dickinson states "Or

incomprehensible progression of life by unraveling its complexity with figurative

change one's viewpoint of an eternal future. Eternity and Death are two important

central idea. Emily brought to light the mysteriousness of life's cycle. Ungraspable to

expect them to) but strive" (Monteiro 20). In addition, at recess, the children performed a

Some common words found in the essay are:
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Approximate Word count = 814
Approximate Pages = 3 (250 words per page double spaced)