Deep contradicting diction Essay Example

Deep contradicting diction Paper This poem uses a lot of deep contradicting diction and oxymoron to illustrate Brontes state of psychological conflict after her lovers death.No other Sun has lightened up my heaven, heaven should not be applied to her, as she is still alive, yet it may also be implied as incredibly happy life when her lover was alive that she felt she was in heaven. This shows how happy she used to be.In indulge in Memorys rapturous pain, oxymoron is used. A memory is rapturous and she indulges in it because these memories are the only sources that brings her to her lover, yet recalling them makes her feel pain as that makes her realize her solitude and the pain of losing her lover. This illustrates her emotional dilemma whether to forget her lover or not.Divinest anguish is another example of oxymoron. Her anguish is divinest as it reminds her of her lover again, and this tortures her. Divine is usually used to describe something which is extremely enjoyable or well, yet this is used to describe he r anguish. The anguish is divinest because it makes her remember her lover and clearly stating their physical separation.In Sterner desires and darker hopes beset me, oxymoron is used as well. Desires should not be stern and hopes should not be dark. Furthermore, hopes would not beset a person because to beset is to attack from all sides or to trouble someone persistently. However, in this poem, these contradicting dictions make sense. The hopes and desires are stern, dark and besets her because they try to pull her away from her lover, trying to do thee wrong.2. SymbolismThrough the use of descriptive imageries, Bronte brings forth symbolism. She uses winter imageries, e.g. deep snow piled to in keep with her emotions of frustration and despair of losing her lover. The deep snow suggests Brontes long, numb silence, and her emotions have been frozen along with the snow that covers her beloveds grave.By describing these earthly landscapes and title, she illustrates her abstract love which is beyond everything mortal. Her love surpasses the physical level and transcends to a spiritual level where no physical contact is needed.Through the use of winter symbolism, Bronte brings forth the changing nature of seasons, e.g. fifteen wild Decembers that have melted into spring. This portrays an image of cyclical changes, juxtaposing her unchanging love. Despite the transformations the seasons undergoes, her love for her lover remains still and is forever.3. RepetitionsThere is repetition of the phrase cold in the earth in the poem. She uses this phrase to link to some winter imageries in order to illustrate her bleak and dark emotions. This provides a multi-lens of viewing her lover and her own state. Literally, her lover is dead, situated in a place which is cold in the earth. Figuratively, it is about her own emotional status her lifes bliss is frozen together with her lovers death, frozen deep down in the earth. And she allows her emotions to be frozen or trapped to gether into her lovers grave, figuratively burying her own feelings with her lover. She is preserving her own memories in cold in the earth. The repetitions also constantly remind readers the harshness of her environment, and highlight the title.There is a repetition of the word forget. Bronte is in a state of frustration: she wishes to forget her lover as remembering him brings her rapturous pain, on the other hand she dares not forget him. By repeating the word forget, an irony is achieved: Bronte is actually thinking about her lover all the time, and it is unlikely that she would ever forget him.A repetition is also used in Far, far removed in line 2. Through the repetition, Bronte emphasizes the farness of her lover and her physical separation.Lastly, in line 8, there is a repetition in for ever, ever more. This is to emphasize the fact that her love towards her love is everlasting and forever and has a dragging effect, making clear the physical distance between them.4. SyntaxSy ntax usually refers to how words or sentences are arranged within the poems structure. The poem is written like a dialogue to her lover, and implies Brontes extremely deep love towards her lover. She questions herself the use of rhetorical questions repeatedly, e.g. How could I seek the empty world again?, where she dares not forget her lover. Bronte writes as if her lover is still alive, right beside her. This brings forth the psychological state of confusion and contradiction she is in right now, and her sincerity. Also, her use of rhetorical question at the end of the poem is particularly skilful, as it emphasizes Brontes inability to reconcile her conflicts even at the very end of the poem.Certain words in the poem is also reversed in the poem, eg. In line 25, Then did I learn should normally be written as Then I did learn. However, through this skilful reversal of word order, Bronte puts the emphasis on these phrases to better illustrate her point.5. Abundant use of first perso nIn this poem, Bronte uses first person to recount her experiences after her lovers death. With the use of first person, readers can get first-hand feelings of Brontes, without being fabricated or embellished. Her emotions are genuine and intense. This is evidenced by her addressing her lover directly, e.g. thee; and her tone is sincere, and full of longing.By using archaic diction such thee and thine she also adds in archaic elements into her poem, e.g. to love thee. This conveys how sincere and genuine she is towards her lover, and readers can feel that she is yearning after her lover. This also adds in a certain degree of formality, indicating her respect for her lover.She also addresses her lover directly with very heartfelt terms, e.g. Sweet Love of youth, my Only Love. This makes her feelings more intensified, and we can see that she is beseeching her lover to forgive her. She conveys her tenderness through the use of first person.6. Other sound patternsThere is a regular rhym e scheme of ABAB in each stanza. This regularity and formality illustrates Brontes regular and everlasting lover for her lover.The rhyme of wave with grave in the first stanza contrasts mobility with stillness, widening the scope of separation between Bronte and her beloved: Bronte is in motion, living and breathing, while her lover is in the grave, stilled, and immobile.The rhyme of pain with again in the last stanza links the two words together. This suggests that Bronte has to go through the Memorys rapturous pain once again when she face(s) the world and implies that her psychological struggle may be recurrent.

Final Reflection Essays - Educational Psychology, Education

Final Reflection Essays - Educational Psychology, Education Final Reflection Jessi Benanti EXP 105 Personal Dimensions of Education Cassidy Hawf January 6, 2016 Final Reflection Paragraph 1: What is Learning At the time that I started this course I had a tapered meaning of learning. I thought learning meant acquiring knowledge or a set of skills by experience, by being taught, or by studying. Throughout this class I have acquired a more in-depth understanding of what learning means. According to Jhnston (page 1.2) learning is taking in world around you and connecting to way you are experiencing. This is just the tip of the ice burg when it comes to learning, as you gain the knowledge from the world around you, learning requires that as you start to understand what you are making sense of the knowledge that you will finally come to understand what you are experiencing. As Johnston stated learning involves using your critical thinking skills and sound judgment to respond appropriately to any workplace task, online assignment, or opportunity to speak publicly (page 1.2). Not only is learning understanding knowledge, but also understanding how you come to understand that knowledge. There are four types of learning patterns, Sequence, Precision, Technical Reasoning, and Confluence. As a learner you should try to understand what type of learner you are. Once you figure out your unique pattern, you will be able to learn more intentionally. Paragraph 2: Describing yourself as a Learner When it comes to my learning patterns, I normally use them where I am most comfortable. My LCI scores are Sequence-32, Precision-35, Technical Reasoning-25, and Confluence-19. As a person that is a Strong-Willed Learner, I typically use sequence, precision, and technical reasoning first. When it comes to learning I typically use sequence to start out all my assignments so I have list that lets me know where to start and where to end. As I am learning I then like to use my precision to make sure that I have all the information for the assignment. I also like to use my technical reasoning to work on solving the problem that is in front of me. This is what I do when I am really trying to answer a question. I sometimes use my confluence pattern to brainstorm new ideas for papers and discussions. As a learner I have had to understand how my patterns work together. I have learned that each pattern has its own task in what I am doing. While doing an assignment I have found that I use each p attern as its own special task to help me understand a do the work. When I take in the world around me I have learned to use my precision more than each of my other patterns. I look for the information that is in the world and make sure I have the knowledge of the world so I can learn everything. Paragraph 3: Combination of Learning Patterns The combination of my learning patterns has made me a Strong Willed Learner. As a Strong Willed Learner I can easily switch from pattern to pattern. I have been able to use two or more of my patterns to get my work done. As a Strong Willed Learner I have been able to use my unique patterns to get my assignments done on time. Being a Strong Willed Learner I have the biggest benefit of getting my BA and being able to get the job I really want. I have been able to find the perfect quiet place to get my reading and work done. When I am taking my tests I normally use both my laptop and my phone, my laptop for my test, and my phone for my book. With having both precision and sequence as two of my use first patterns, I always find all the information for my assignments and discussions first and then write a rough draft on word, check my work for spelling and grammar errors, and then I post it in the classroom. As I analyze the benefits of my unique combination of learning patterns, I have b een able to identify the things that I need to do to complete all my readings, assignments, quizzes, and discussions for this course. Paragraph 4: FITing Learning Patterns I believe as a strong