عرض مشاركة واحدة
قديم 2017- 1- 10   #341
صفا^
أكـاديـمـي ذهـبـي
الملف الشخصي:
رقم العضوية : 192488
تاريخ التسجيل: Tue May 2014
المشاركات: 784
الـجنــس : أنـثـى
عدد الـنقـاط : 2189
مؤشر المستوى: 57
صفا^ will become famous soon enoughصفا^ will become famous soon enoughصفا^ will become famous soon enoughصفا^ will become famous soon enoughصفا^ will become famous soon enoughصفا^ will become famous soon enoughصفا^ will become famous soon enoughصفا^ will become famous soon enoughصفا^ will become famous soon enoughصفا^ will become famous soon enoughصفا^ will become famous soon enough
بيانات الطالب:
الكلية: طالبه
الدراسة: انتساب
التخصص: ادب انقليزي
المستوى: المستوى السابع
 الأوسمة و جوائز  بيانات الاتصال بالعضو  اخر مواضيع العضو
صفا^ غير متواجد حالياً
رد: تجمع الأدب الأمــريــكي | الاختبار :الـثلاثاء| | الفتره الثانيه | 12 - 4 -1438هـ |

اقتباس:
المشاركة الأصلية كتبت بواسطة فطوم tomma مشاهدة المشاركة



A Poem by Emily Dickinson (1830-1886)
a lyric poem on the theme of death.
The poem contains six stanzas.
Each with four lines. A four-line stanza is called a quatrain.
**The journey to the grave begins in Stanza 1.
**Rhyme in first stanzas is ABCD.
The poem was first published in 1890 in Poems.
Series 1, a collection of Miss Dickinson's poems.
The overall theme of the poem seems to be that death is not to be feared since it is a
natural part of the endless cycle of nature.
Alliteration: gazing grain
Anaphora We passed the school, where children strove At recess, in the ring; We passed
the fields of gazing grain, We passed the setting sun.
Personification: ( We passed the setting sun) >>Comparison of the sun to a person
Personification: We passed the fields of gazing grain
Commentary and Theme
“Because I Could Not Stop for Death” reveals Emily Dickinson’s calm acceptance of death.
Speaker:
A woman who speaks from the grave.
She says she calmly accepted death.
In fact, she seemed to welcome death as a suitor whom she planned to "marry."
Death:
Suitor who called for the narrator to escort her to eternity.
Immortality:
A passenger in the carriage.
Children:
Boys and girls at play in a schoolyard. They symbolize childhood as a stage of life.
House = the grave
Gossamer my gown: Thin wedding dress for the speaker's marriage to Death.
قماش رقیق رديء : فستان الزفاف رقیق للزواج المتكلم الى الموت. 
tippet: Scarf for neck or shoulders.
اللفاع :وشاح للرقبة والكتفین. 
tulle: Netting.
التل :نسج. 
house: Speaker's tomb.
البیت :قبر المتكلم. 
cornice: Horizontal molding along the top of a wall.
الكورنیش :تشكیل أفقي على طول الجزء العلوي من الجدار. 
Since . . . centuries: The length of time she has been in the tomb. .
Civility: kindness
Mound: A pile of destruction
............................




Hope is the Thing with Feathers
A Poem by Emily Dickinson (1830-1886)
Hope is planning to stay. “Hope rests in our soul the way a bird rests on its perch.
Hope is similar to a bird because of its free and independent spirit
“Thing” denotes that hope is something abstract and vague.
“Feathers represent hope, because feathers offer the image of flying away to a new hope
and a new beginning.”
The line “And sings the tune—without the words,” gives the reader a sense that hope is
universal.
Dickinson’s poem further broadens the metaphor by giving hope delicate and sweet
characteristics in the word “perches.
Dickinson’s choice of the word also suggests that, like a bird, hope is planning to stay. “
The second stanza depicts hope’s continuous presence.
“gale,” a horrible windstorm.





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