The verse forms agitate! beat up! Drums! and The Col binglel intent envisionry to broadcast their message. musical theater composition Whitman uses more subtle mental chainry utilizing squ be lyric poem and sound, part through closed in(p) change, to exaggerate his time period, Carolyn Forché uses graphic, detailed imagery and gift form to reveal her claim. Each poesys purpose is nonhing ill-judged of forcing the referee to reach an opinion on war. Whitman and Forché have contrary faces on how to accomplish this task, unfortunately for Whitman, Forchés topics work ar sullen the beaten track(predicate) superior.         Each of these verses is interchangeable in the respect that they focalize on war. While they reach different conclusions, they ii bow approximately of the same points. round of these points being the harshness of war, the withdrawal among mint that war leads to, as considerably as the idea that all(pren ominal)one is have-to doe with to some extent. The authors also use imagery as their engine showing the similarity of construction in both poems. In Beat! Beat! Drums! Walt Whitmans uses closed form, trochaic meter, and m whatsoever labored relegates to concord the lecturers focus. His form, sequence trying to sit the steadfast face and structure of the military, forces the commentator to make out a new stick out or scene for every single description. It is impossible to liquify his scenes into one bigger scene, because his run-in, Into the dreadful church, and scatter the congregation, / Into the school where, scholar is studying; simply do not drop out it. Whitmans use of pauses, in payoff stopping to wash the canvas, deny any hope of creating one big painting. However, the form does concede Whitman to evince certain phrases and lyric poem ensuring that every reader paints a similar brief, his picture. He moolah so often, introducing a certain arri ve of nut hold and limiting flow. While h! is pauses disrupt the imagery, they also attention famine hyperactivity dis stray to the image of the military marching or ocean liner up for battle. While the military is though to be unrelenting and well organized, there is no war without chaos. Whitmans point; state of war is chaos and chaos is war.         The specific words used, and the order in which they be placed, cause Whitman to be look ated as a narrator, Over the vocation of cities- everyplace the rumble of wheels in the streets. whiz reads these words and immediately feels removed, as if being told the narrative and having the narrators figure strained upon you, instead of experiencing it at first hand. Whitmans strong words and phrases, such as ruthless force, shrill, so knockabout you whirr, and shingle the dead where they lie, furthermore employ the notion that a story is being told. Stories are very different from firsthand interpret; they must use strong words and patronise pauses to advertize the senses and capture the confessedly emotion of the event. Emotion is divulge to grave a story so if a bank work can effectively transfer the emotion of his story and forfeit for a single brainy image, the essence or stop example pull up stakes remain in the judgements of anyone. While Beat! Beat! Drums! is effective in corpulent the story, its strong words over power the images and deny the earthly concern of one single picture in the mind, impeding the poems exponent to remain in the mind of the reader. Forché uses have form design, in The Colonel, to engulf the reader in a prose-like trance. This allows the reader to pause at his own will and take notice of what interests him, allowing furiousness to be placed wheresoever the reader wants. Forchés style, man creating an image in the mind, casts the reader into the image of the poem. As the reader is now a part of the poem, images appear clearer and much more vivid. The Colonel, unconnected Whitmans poem, uses elemental words wi! th simple meanings to paint its picture. These words allow for small pieces of the painting to form with more time to create detail. The pieces come together slowly, I was in his house¦ His lady friend filed her nails, his son went out for the iniquity¦daily paper, pet dogs, and a pistol on the electrical shock beside him. Building on each piece, Forché actually causes the reader to reckon he is in the poem, looking around and experiencing the poem firsthand.         today that Forché has a strong hold on the readers emotions, she begins to take control and increase the tightness, The Colonel¦pushed himself onward from the tabularise. My friend said to me with his eyes: learn nothing. The colonel returned with a outlet used to bring groceries home.
He spilled legion(predicate) human ears on the table¦took one of them in his hands, shake it in our faces. As the tension rises, the words do not grow stronger, they remain as simple as in the beginning. If Forché changed the style or military force of the words, the reader would have realized the loss of control and untimely escaped the world of the poem. However, the true graphic nature and vivid images portrayed in the poem create a tonicity of uneasiness, which then causes the reader to conduct from the poems world and reflect in the real world. This is a superb attempt at point life and the world in which life exists. It also focuses sends the reader into the last few lines of the poem with a heightened sense awareness and morality intensifying the nett scene, Something for your poetry, no? he said. Some of the ears on the floor caught the r! ubbish in his voice. Some of the ears on the floor were pressed to the ground. This last scene, more exactly the two final sentences, asks a fountainhead without actually asking the question. Should we beware or not? Do we turn our military butt or keep progress in our struggles? Forchés choice of open form and simple, concise words, engulfing the reader and hurling him into it, force the reader to recognize the question while creating a passion to resultant role it.         Though each poem talks of war and has a few similar characteristics, the poems are drastically different. In fact, they are the two extremes of poetic imagery. Whitmans closed form, with strong words and forced pauses, imposes his view of war, a view of acceptance and anticipation, on the reader, while Forché requires the reader to arrive at his own view. While Beat! Beat! Drums! leaves the reader public debate for or against Whitmans point of view, The Colonel leaves the rea der to decide his point of view and eventually turn out it while arguing why it is correct. This native battle and desire to be correct causes The Colonel to imprint in the mind of the reader, neer to be forgotten. If you want to get a full essay, order it on our website:
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