EMILY DICKINSON (1830-1886) Date- 15, February 2023 English for International Communion (EIC), Faculty of Humanity, Chiang Rai Rajabhat University
1 Group member: Mrs. Chen Shuya - 651753301 Mr. Sai Ohm Main - 651853205 Mr. Aung Hlaing - 651853211 Ms. Nang War Myint - 651853217 Mr. Win Kyaw - 651853229 Mr. Sai Seng Set - 651853223
2 Table of Contents Preface ................................................................................................................................. 4 Introduction......................................................................................................................... 5 Biography of Emily Dickinson............................................................................................ 6 Facts about Emily Dickinson .............................................................................................. 7 Emily Dickinson's Style....................................................................................................... 7 Emily Dickinson's Poems.................................................................................................... 9 1.1 "Hope' is the thing with feathers"............................................................................. 9 1.2 About the poem.......................................................................................................... 9 1.3 Explanation to the Context:..................................................................................... 10 1.4 Who is the poet talk to? ........................................................................................... 11 1.5 Theme....................................................................................................................... 11 1.6 Tone.......................................................................................................................... 12 1.7 Figurative language used found in the poem .......................................................... 12 2.1 “Because I could not stop for death”....................................................................... 13 2.2 About the poem........................................................................................................ 14 2.3 Poem analysis........................................................................................................... 14 2.3.1 Who is the poet talk to？................................................................................... 14 2.3.2 Themes............................................................................................................... 14 2.3.3 Death (major theme) ......................................................................................... 15 2.3.4 Eternity .............................................................................................................. 15 2.3.5 Time ................................................................................................................... 15 2.3.6 Tone ................................................................................................................... 15 2.3.7 Figurative language used found in the poem, explanation............................... 15 3.1 I’M NOBODY! WHO ARE YOU? ......................................................................... 16 3.2 About the poem........................................................................................................ 16 3.3 Who the poet talks to ............................................................................................... 17 3.4 Theme....................................................................................................................... 17 3.5 Tone.......................................................................................................................... 17 3.6 Figurative language used found in the poem, explanation ..................................... 17 4.1 What is the benefit of learning English poetry? Please explain? ........................... 18 4.2 Learning English poetry can stimulate interest...................................................... 18 4.3 English poetry can help us accumulate vocabulary................................................ 18 4.4 Learning English poetry helps improve English level............................................ 18
3 4.5 Learning English poetry can let us know more about the background of the times ........................................................................................................................................ 19 4.6 English poetry can delight the body and mind ....................................................... 19 4.7 Learning English poetry can enhance reading comprehension ............................. 19 4.8 Learning poetry can enrich emotion and imagination ........................................... 19 4.9 Learning poetry helps establish a correct view of love and values ........................ 20 Reference ........................................................................................................................... 20
4 Preface Authors are honored to have analyzed about poems to edit analyzing paper. The original writer of the poetry is Emily Dickinson (1830-1886). The authors aimed to find productive poems, knowledge and well- known author to help us provide information on education. The purpose of this paper is to give explanations about three poems that Emily Dickinson wrote. It is to know the importance of how effective poem and how techniques need to be applied on writing poem. The readers are going to study about Emily Dickison as well as her writing poetry style. Authors tried to summarize various key elements of poems in this paper. In addition, this paper will identify the important key concepts of how the poems are created to be famous poem in the world. And we hope that this paper is going to be able to give clear information and maximum benefits to readers about the fact of the poems and author. Authors understand that this paper might still be so far from perfect. if in this paper, there are missing, lacking and errors and there will still be, authors apologize profusely. Authors are open to all recommendations and suggestions submitted for the enhancement of this paper.
5 Introduction This document has analyzed the famous three poems of Emily Dickinson (1830- 1886); “Hope is the thing with feather”, “Because I could not stop for Death” and “I am nobody. Who are you?”. She was an American Poet and popular literary figure in American history. Her poem style is a unique writing style, not usually following poetic rules. She wrote about life, death, and emotions with humor and wit. These poems have been popped up on the way of creating poem in the world with perfect and unique poetic style. The audiences considered those three poems are as powerful famous poem of Emily Dickison. This paper give explanation about "Hope is The Thing with Feathers," the poem is short, but still manages to be full of emotional tone. She describes a songbird as the personification of hope. Firstly, she offers a depiction of its song, before going on to show it enduring the travails of a storm. In the end, she mentions that, at several extremes, this little bird has completed many journeys, while never requiring anything. In this poem, she defines “Hope” as a fathered creature that dwells inside the human spirit. Hope sings a silent tune, not stopping under any condition. Hope originates in the human mind and influences on human behavior. It also stimulates the mind and enhance its creative capacity. This poem style is unique style of poetry with figurative language and focus on themes of death, nature as well as spirituality. She describes the poem “Because I could not stop for Death” is described to capture mortal experience in connection of immortality. Death is seen as a gentle friend taking the poet on a journey to eternity. Another topic “I am nobody. Who are you?” is described about Emily Dickinson's self-imposed exile made her insignificant during her lifetime. This paper has selected and analyzed those three poems to contribute to the audience. The audience are going to enjoy the summary of poems, theme, tone as well
6 Biography of Emily Dickinson Emily Dickinson was a renowned American poet who was born on December 10, 1830, and died on May 15, 1886. She was born and raised in Amherst, Massachusetts, in a well-known family, and received her education at the Amherst Academy and Mount Holyoke Female Seminary. Throughout her life, Emily led a secluded existence, spending most of her time at home and only having a few close relationships. Despite this, she was an incredibly productive writer and created a vast collection of poems, writing over 1,800 in her lifetime. Unfortunately, many of Emily's poems were only published after her death, and even then, they often underwent significant alterations. Nevertheless, her work remains highly regarded and is widely celebrated for its originality, wit, and vivid examination of topics like death, nature, and the human experience (Poetry Foundation , 2023 ). Emily Dickinson was known for her concise, straightforward, and unusual use of grammar and punctuation. She utilized symbolism and figures of speech, drawing upon her personal experiences and observations to create poems that were both intimate and relatable. Despite her lack of fame during her lifetime, she has since become one of the most famous poets in American history. In 1955, a compilation of her works was released with the title "The Poems of Emily Dickinson" which became one of the best-selling poetry books of the 20th century. Emily Dickinson was inspired by a variety of sources throughout her life, including her own experiences, observations of the world around her, and the literary and cultural traditions of her time. She was deeply influenced by her own experiences and the people she knew, including her family, friends, and the members of her close-knit community in Amherst, Massachusetts. Her poems often reflect her own personal struggles, joys, and contemplations, and they are infused with a deep sense of introspection and self-awareness (Habegger, 2022). In addition to her own experiences, Dickinson was also influenced by the literary and cultural traditions of her time. She was well-read and knowledgeable about the works of contemporary poets, including Walt Whitman, Ralph Waldo Emerson, and Henry Wadsworth Longfellow. She was also deeply influenced by the Bible and other religious texts, which can be seen in the religious themes that pervade many of her poems. Finally, Dickinson was deeply inspired by the natural world and was especially fond of the beauty of the New England countryside, which is often reflected in her poems. She was known to be an avid gardener, and her love of nature is evident in many of her poems, which often explore themes of growth, decay, and renewal. Overall, Emily Dickinson's work was shaped by a wide variety of influences, including her own experiences, the literary and cultural traditions of her time, and her deep appreciation for the natural world. These various sources of inspiration came together to create the unique and highly original body of work for which she is now celebrated. Emily's life and work continue to inspire and influence generations of poets, writers, and readers. Her legacy as one of the greatest American poets remains solid, and her poems are widely read and studied to this day (Poetry Foundation , 2023 ).
7 In conclusion, Emily Dickinson was a remarkable poet who lived a secluded life but left a lasting impact on the world of literature. Her unique writing style and vivid exploration of universal themes continue to captivate and inspire readers, making her an enduring figure in American literary history. Facts about Emily Dickinson 1. Emily Dickinson was born in Amherst, Massachusetts, and lived most of her life there. 2. Despite her later fame, only a few of her poems were published during her lifetime. The majority of her work was discovered after her death by her sister Lavinia. 3. Dickinson's poetry is known for its focus on themes of death, nature, and the inner life. Her work is often characterized by its use of imagery and metaphor, as well as its elliptical and often paradoxical style. 4. Dickinson was a prolific writer, and she produced over 1,800 poems during her lifetime. However, many of these poems were not published until after her death. 5. Dickinson was a private person, and she lived a reclusive life, avoiding public appearances and maintaining only a few close relationships. 6. Despite her reclusive nature, Dickinson was a well-read person, and she was familiar with the works of many contemporary poets, as well as the Bible and classical literature. 7. Dickinson's poetry has been widely anthologized and is studied in schools and universities across the United States and around the world. She is considered one of the most important American poets of the 19th century and her work continues to be widely read and celebrated. (Habegger, 2022) Emily Dickinson's Style Emily Dickinson was a poet who lived in the 19th century and is known for her unusual and creative style of writing. Her poems are short, with picturesque language and often deal with unusual subjects like death, nature, and spirituality. Her writing is often seen as difficult to understand and mysterious, with confusing references and a focus on the speaker's thoughts and feelings. Despite this, people still read and admire her work today and she is considered one of America's greatest poets. Emily Dickinson's writing style is distinctive and easily recognizable. Some of the key features of her style include: 1. Brevity: Many of her poems are brief, often only a few lines long. 2. Fragmented structure: Dickinson often used fragments and incomplete sentences in her poems, giving them a fragmented, broken quality.
8 3. Unconventional punctuation: She often used dashes instead of traditional punctuation marks, giving her poetry a unique rhythm and flow. 4. Vivid imagery: Dickinson's poems are filled with vivid and sensory descriptions of nature, death, and the human experience. 5. Ambiguity: Her poetry is often cryptic and open to interpretation, with ambiguous references and meaning. 6. Inner focus: Dickinson's poetry often reflects on the inner life and emotions of the speaker, rather than the external world. Overall, Emily Dickinson's writing style is characterized by its unconventional form, vivid imagery, and enigmatic quality, making her one of the most unique and influential poets in American literature. (Poetry Foundation , 2023 )
9 Emily Dickinson's Poems 1.1 "Hope' is the thing with feathers" 'Hope' is the thing with feathers That perches in the soul, And sings the tune without the words, And never stops at all, And sweetest in the Gale is heard; And sore must be the storm That could abash the little Bird That kept so many warm. I've heard it in the chilliest land, And on the strangest Sea; Yet, never, in Extremity, It asked a crumb of Me. (Poetry Society of America , 2023) 1.2 About the poem In Emily Dickinson's poem. "Hope is The Thing with Feathers," personifies hope as a singing bird that dwells in the human soul. The song of the bird is at its sweetest during times of crisis, symbolized by a gale. Only the harshest storms can silence the bird, but even in the toughest moments, the poet never lost hope. The bird represents self-sustaining hope that does not require support from external sources. The poet effectively portrays the abstract concept of hope as a concrete, feathered bird that gives people strength to face life's challenges and drives their creative potential.
10 1.3 Explanation to the Context: Hope is the thing with feathers That perches in the soul, And sings the tune without words, And never stops at all, In Emily Dickinson's poem, hope is portrayed as a tangible and living force, rather than a mere abstract idea. It is a feeling that resides in the mind and influences it in some way directly or indirectly. The poet compares hope to a bird singing in the mind, like a feathered creature that perches and sings its song. Also, the song is unique in that it lacks words, and the music seems to never cease. And sweetest in the Gale is heard; And sore must be the storm That could abash the little Bird That kept so many warm. The poet explores the source of hope in human life. Hope originates in the human mind and influences on human behavior. It also stimulates the mind and enhance its creative capacity. The bird's song has a calming effect during times of distress and helps a person face the challenges of life. Only the strongest storm can silence its melodious tune. This represents how even the greatest hope can be shattered by the worst events. I've heard it in the chilliest land, And on the strangest Sea; Yet, never, in Extremity, It asked a crumb of Me. The song of the bird can have a soothing effect during difficult times and help a person forget their troubles. Attempting to silence, it can lead to sadness and disappointment. On the other hand, a violent storm can bring despair and extinguish hope. The poet has no difficulty recognizing where she previously heard this song. She heard it in a cold, icy region and on mysterious seas. The song has been a constant
11 support for hi through life's ups and downs. She gives the birds credit for its unwavering help, without ever asking for anything in return. Dickinson is known for her unique style of poetry, which often uses unconventional punctuation, capitalization, and meter. Her poems often focus on themes of death, nature, and spirituality, and are characterized by their concise, compact language and intricate imagery. In "Hope is a Thing with Feathers," Dickinson uses metaphor and personification to explore the nature of hope as a fleeting and delicate creature. The poem compares hope to a bird that visits and provides comfort during times of difficulty. The use of vivid imagery, such as "its crest," "songs," and "beak," create a vivid picture of hope as a tangible and lively presence. Dickinson's style in "Hope is a Thing with Feathers" is characterized by its simplicity, directness, and vivid imagery. Her use of metaphor and personification to explore complex themes is a hallmark of her poetry, as is her use of unconventional punctuation and capitalization. The result is a powerful and memorable poem that has become one of Dickinson's most well-known works. 1.4 Who is the poet talk to? In the poem "Hope is the Thing with Feathers", the speaker addresses hope personified as a bird. The speaker pleads for hope to come and offer comfort and expresses appreciation for its existence in their life. It means that the poet is directly talked to hope itself. The poem is written in a conversational tone, as if the speaker is talking directly to hope, and the use of first-person narration creates the impression that the speaker is speaking face-to-face with this embodiment of hope. 1.5 Theme Emily Dickinson's poem "Hope is the Thing with Feathers" could also be seen as exploring the theme of the circle of life or survival. The idea that hope sustains us through difficult times and helps us to persevere can be seen as a representation of the cycle of life and survival. The poem's focus on the resilience and determination that hope provides can be seen as a celebration of the human spirit and our ability to endure and overcome even the toughest challenges. The theme of survival is a common one in literature, and Dickinson's poem offers a unique perspective on this theme through the lens of hope and its transformative power. The central theme of Emily Dickinson's "Hope is the Thing with Feathers" is the concept of hope and its significance in our lives. The poem uses a metaphor of a bird with feathers to symbolize hope and examines how hope can be a delicate yet powerful force that offers comfort during tough times. The poem also delves into ideas of resilience, determination, and the power of hope to sustain us through challenges. Additionally, the poem explores the theme of asking and receiving, as the speaker
12 requests hope to come and provide solace. In conclusion, the poem is a moving tribute to the idea that hope is always present in our lives, providing comfort and strength. 1.6 Tone The tone of "Hope is the Thing with Feathers" is contemplative, grateful, and pleading. Throughout the poem, the speaker reflects on the nature of hope and its role in their life, expressing gratitude for its presence and pleading for it to visit and provide comfort. The speaker's tone is sincere and heartfelt, conveying a deep appreciation for hope and its ability to sustain them during difficult times. At the same time, there is a sense of longing and a quiet, persistent pleading in the speaker's voice, adding to the contemplative and introspective tone of the poem. Overall, the tone of the poem is one of quiet reflection, gratitude, and hopefulness. 1.7 Figurative language used found in the poem Hope is the thing with feathers, a poem that use the metaphor of a bird with feathers to symbolize hope. The speaker describe hope as a light and delicate creature that asks to be invited into one's heart, much like a bird asking to perch on a tree. The poet asks hope to stay with providing comfort. Through this metaphor, the poet suggests that hope is a precious and necessary part of the human experience, providing comfort even when life becomes difficult. Overall, the poem is on the power and resilience of hope, and its ability to sustain us even in difficult times. The poet uses the vivid imagery and metaphor underscores the idea that hope is a transformative and vital aspect of the human experience. It is also rich in the figurative language. Metaphor: "Hope is the thing with feathers", the title itself is a metaphor that compares hope to a bird with feathers. Personification: Hope is personified as a bird for a "sing in tune" and perch upon the soul. Imagery: the poet used imagery to make the readers perceive things through the five senses and helps them to create a mental picture of the objects described. The poet has used images for the sense of sight such as “bird”, “feathers”, “storm”, “land” and “sea.” Symbol: the poet has used many symbols to show the powerful impact of hope in our lives. “Chilliest Sea” and “storm” symbolize struggles during trying times when hope is still there.
13 2.1 “Because I could not stop for death” Because I could not stop for Death He kindly stopped for me The Carriage held but just Ourselves And Immortality. We slowly drove He knew no haste And I had put away My labor and my leisure too, For His Civility We passed the School, where Children strove At Recess in the Ring We passed the Fields of Gazing Grain We passed the Setting Sun Or rather He passed Us The Dews drew quivering and Chill For only Gossamer, my Gown My Tippet only Tulle We paused before a House that seemed A Swelling of the Ground The Roof was scarcely visible The Cornice in the Ground Since then ‘tis Centuries and yet Feels shorter than the Day I first surmised the Horses' Heads Were toward Eternity
14 2.2 About the poem “Because I could not stop for death” of poet’s style is “lyrical poem”. It’s the poem with one speaker who expresses strong thoughts and feelings by talking about an object, animal, or ideas as their nature and actions. Dickinson used one of the central poetic strategies in the poem is the “personification of death”. She wrote of death by bringing I down from the realm of concept to be more real. she made death into “Death” in the poem of “Because I could not stop for death”, the story of how she visited by death. It’s personified as kindly gentleman by taken for a ride through the country in his carriage. Consequently, death is becoming main point of the poet as a subject. Dickinson used form, rhyme, and meter by written “Because I could not stop for Death” in what is called common meter. The poet’s form is written by alternating fourbeat and three-beat lines. The lines are assembled into rhyme; four lines verses with a loose ABAB rhyme scheme. Typically, the form was used in nursery rhymes by giving the poem a light sing-song tone. The landscape outside the carriage as life itself in its many stages of development. It’s one of the sustained metaphors in the poem mention about landscape life. The successive scenes of playing children, fields of grain, the setting sun symbolize, childhood, adulthood, and elderhood, respectively are the poem influential . 2.3 Poem analysis 2.3.1 Who is the poet talk to？ I think the poet is talk to the reader and the whole world. She wants to tell the whole people that she is not afraid of death. The heroine "I" and "Death" in the poem ride in the same carriage with "Eternity". She described "death" as a polite gentleman. Then she wrote that the heroine with them headed for the eternal land together. In the poet's eyes, the eternal existence is death, and death goes with eternity. The poet is not afraid of death. Her life is accompanied by death and eternity, as she wrote at the beginning “The Carriage held but just Ourselves –” “And Immortality”. So, I think she wants to tell us her attitude and view on "death". 2.3.2 Themes In this poem has three themes: death, eternity, and time. This poem describes a woman sitting in the carriage of a gentleman named "Death" who stopped to wait for her, accompanied by "eternal life". They walked slowly, and the women were attracted by the gentility of the gentleman and gave up work and leisure. They walked through the school where the children had a break, across the mature crops, and experienced the sunset scenery. At this time, she felt the cold dew in the evening and remembered her thin clothes. They finally stopped in front of a house, which was just a bulge on the ground. The roof
15 of the house was faintly visible, and the eaves were buried in the soil. Since then, centuries have passed in the blink of an eye, and women have only discovered for the first time that the carriage is heading for eternity. 2.3.3 Death (major theme) The theme of death is very common in Dickinson's poems. In this poem, she wrote that the "god of death" stopped the carriage for the heroine. There were only them in the carriage, and there was "eternity" with them. Readers generally believe that this poem reflects the poet Emily Dickinson's view of death, that is, to accept death calmly, and the human soul will also obtain eternal life. The beginning of the poem says that because I could not stop to death, it is logical for most people, because any rational person with normal thinking will not seek death on his own initiative. However, unlike other poems with the theme of death, this poem personifies death and immortality, especially Dickinson's comparison of the god of death to a gentle gentleman in the poem, which is contrary to the abomination of death in the traditional sense. 2.3.4 Eternity When the poem wrote "death", she also mentioned "eternity". The heroine rides in the carriage of "Death", accompanied by "Eternity". Death and eternity accompanied her all the way. They sat on the carriage and headed for the eternal land. The poem speaks of how death has no temporal-spatial parameters and how the journey to death feels like it has no end. This could be interpreted as a statement on how death is everlasting. 2.3.5 Time The last section is the lingering charm of death consciousness - the process of imagining the infinite and distant future of an unknown century that has nothing to do with itself. This imagination also lasted only a short time. The poem reflects on how her life has passed by quickly, but death feels like it has lasted much longer. This could be interpreted as a statement on how life is short, and death is long. 2.3.6 Tone The first and second verses in the poem outline the god of death and goodness. The image of being gentle and polite and doing things leisurely. The last syllable of these two sections is a low tone, showing the calm tone of “me”. This tone reflects the attitude of "I" when meeting death. It shows her open attitude to death and her different views on death. 2.3.7 Figurative language used found in the poem, explanation Dickinson purposed to wrote “Because I could not stop for death” by mentioned about death which is used personification, metaphor, imagery, and symbolism of figurative language.
16 Subsequently, the Personification of death is explained as a cordial companion, almost like a suitor. Dickinson’s explanation of the ride that the extent of bringing along another passenger like a chaperone for the couple. Death is a form a perfect gentleman to treat a lady in the most courteous way which is the poem says that “Because I could not stop for Death, He kindly stopped for me” in line 1, 2 of the poems. You might see the Metaphor when it says that she cannot stop for death; she is not ready for death which is mentioned in lines 1 and 2. Nobody is waiting to die that she is riding with death in a carriage. The explanation of author of the poem is quite vivid as Imagery. Let’s in lines 9 to 12, it says that the little children playing wheat on the farm and the setting of the sun. When the sun setting, it’s means that the end of life for a human as well as a new realm. You can also find out the Symbolism because the author used it in the situation to the end of her life. Example, the mean of a “drive” specify that it is leaving life on earth. It’s presenting her journey of childhood that the sun symbolizing her death. 3.1 I’M NOBODY! WHO ARE YOU? I’m Nobody! Who are you? Are you- Nobody-to? Then there’s a pair of us? Don’t tell! They’d adversity— you know? How dearly — to be — Somebody! How public— like a Frog To Tell one’s name — the livening June To an admiring Bog! Emily Dickinson (130-1886) 3.2 About the poem The poem begins with an introduction from the speaker, who announces themselves as “Nobody!” They ask the identity of the addressee—which could be the reader—and if they’re "Nobody" too. Presumably learning that the addressee is "Nobody" too, the speaker expresses that together they make a “pair” of “Nobodies.”. The speaker instructs the addressee not to tell anyone about this, because other people would make a fuss—which, the speaker implies, is something the addressee already knows.
17 The speaker then talks about how boring it would be to be a “Somebody.” It would leave nothing private. The speaker likens being a somebody to being a frog. “Somebodies” spend their time talking themselves up to anyone who will give them attention and admire them, comparable to frogs making their noises in a swamp (Dickinson, LitChrts, n.d.). 3.3 Who the poet talks to In the poem “I’m Nobody! Who are you?”, the poet talks to the reader. In the poem, the poet used “I” and “You” to describe herself and the reader. The speaker claims that she is nobody and asks the readers if they possess the same nonentity concept about themselves. Then she advises them to expose themselves publicly because people love to publicize others, constituting stories based on their understanding. In the second stanza, she compares people who long for fame and publicity with frogs that crock to advertise themselves. The poem explains that the more private approach you adopt toward life, the happier and more peaceful your life will be. 3.4 Theme Isolation, privacy, and distinct identity are the major themes of the poem. The speaker introduces herself as nobody, and later provides reasons for her ironic statement. To her, publicity and fame bring challenges to a person longing for them. On the contrary, an introverted person avoids unnecessary involvement of people as well as their criticism. Thus, maintaining their sanity and peace (Literary Devices, n.d.). 3.5 Tone First, the beginning of the poem, there are lonely, plaintive tone. The poet considers herself to be nobody, that is, a person of no importance; however, she longs for companionship. For her, the best person to befriend is another nobody. The poem also has a tone of rebelliousness against the status quo. The last thing most people want to become is a nobody. Most people crave the attention of others and take steps to make themselves popular. In proclaiming herself nobody, the narrator is standing apart from the rest of the crowd, all of whom are for the attention of the others. Finally, the poem is scornful of people who crave societal attention and celebrity status. The poet compares celebrities to frogs, and the people who adulate them as "an admiring bog," which is a swamp where frogs live. He describes how annoying the publicity is (MY FRENCH QUEST, 2017). 3.6 Figurative language used found in the poem, explanation 1. I’m Nobody – irony In the opening lines of the poem, the poet introduces herself as nobody. 2. How public-lie a frog – simile
18 The poet compares how the publicity with the fog using the word “like”. 3. To admiring Bog – personification The poet use begs to present the action of people of who allow the public figures to think they are important. 4. How public- like a frog – imagery It is imagery because the poet compares the publicity to a frog to make the reader see how the. Publicity is annoying (IPL, n.d.). 4.1 What is the benefit of learning English poetry? Please explain? Reading and learning English poetry is very important for college students. College students mainly learn English with limited text materials, which to some extent cannot fully stimulate students' interest in English learning. Therefore, if we combine English poetry and express the literariness and artistry of English to students in the form of aesthetic feeling, it may stimulate students' enthusiasm for English learning. Improve the comprehensive aesthetic taste of English literature and culture. In a sense, it can help students to be interested in learning English and enrich their understanding of English. As a universal language in the world, learning English is very important. With the diversification of English learning methods, learning English poetry can greatly promote students' learning English (heng, 2016). 4.2 Learning English poetry can stimulate interest English poetry has different artistic conception and aesthetic feeling. Reading English poetry can make people have rich imagination and immerse themselves in the scene. Feel the artistic charm and breath of poetry and stimulate interest in learning English poetry. Each poem creates a different artistic world and conveys the poet's attitude and mood to the readers. In the process of reading, readers should stimulate their interest in reading and learning. 4.3 English poetry can help us accumulate vocabulary English poetry has different artistic conception and aesthetic feeling. Reading English poetry can make people have rich imagination and immerse themselves in the scene. Feel the artistic charm and breath of poetry and stimulate interest in learning English poetry. Each poem creates a different artistic world and conveys the poet's attitude and mood to the readers. In the process of reading, readers should stimulate their interest in reading and learning. 4.4 Learning English poetry helps improve English level English poetry does have strong rhythmic beauty and rhythmic beauty. The cadence of intonation is easy to read, which makes the readers and listeners have a sense of rhythm
19 beauty, intoxicated with it, enabling people to appreciate the charm of English poetry and enjoy the aesthetic pleasure of poetry beauty. You can improve your oral English, read more poems, and practice recitation can inadvertently improve your language sense. Poetry has high requirements for rhythm and rhyme. Students can exercise their spoken language and correct their pronunciation under the influence of poetry in English learning, which is a good material for English learning. 4.5 Learning English poetry can let us know more about the background of the times English poetry has different artistic conception and aesthetic feeling. Reading English poetry can make people have rich imagination and immerse themselves in the scene. Feel the artistic charm and breath of poetry and stimulate interest in learning English poetry. Each poem creates a different artistic world and conveys the poet's attitude and mood to the readers. In the process of reading, readers should stimulate their interest in reading and learning. 4.6 English poetry can delight the body and mind The language characteristics of English poetry are mainly reflected in its musicality, diversity of forms, symbolism, and lyricism. Among them, musicality is the most distinctive feature of English poetry, which is expressed as a "rhythm" in language. In addition, English poetry has a variety of forms, structures and formats, and its visual forms are also diverse, which can be displayed in different colors. In addition, English poetry also emphasizes lyricism, creating a deep emotional atmosphere through soft images and exquisite language, giving readers a pleasant physical and mental experience. 4.7 Learning English poetry can enhance reading comprehension Poetry is very attractive to read. It allows readers to explore the charm of learning poetry and establish their love for reading. Poetry itself is a good reading material. Reading and learning poetry more can improve reading comprehension. Most of the poems originate from life, so it is not so difficult for readers to understand and reading comprehension ability can also be improved. The language of poetry is catchy and is an important tool for learning English. 4.8 Learning poetry can enrich emotion and imagination Poetry contains rich language and culture. Poetry can make readers feel the poet's mood, emotion, and attitude, as if they were in it. Through reading and learning poetry, readers can learn how to express their personal feelings, and readers can conduct phenomena in the spiritual realm and exercise their imagination. Beautiful poetry can give people unlimited imagination, improve people's spiritual state and personal accomplishment, and help cultivate elegant and refined temperament and noble sentiment. As a literary form, poetry is the pioneer of all literary works. It has a strong emotional color and can reflect life in the most concise and vivid language. It is imaginative, ingenious and has a certain rhythm.
20 4.9 Learning poetry helps establish a correct view of love and values Through poetry learning, readers can feel the sanctity and beauty of love. No matter who, everyone should have correct values and love. Many poems tell the world that how to treat love correctly should not spoil sincerity and trample on feelings easily. We should not pursue material pursuit, respect, understanding and tolerance. (ling, 2020) Reference Poetry Foundation . (2023 ). poetryfoundation.org. Retrieved from Poetry Foundation Web site : https://www.poetryfoundation.org/poets/emily-dickinson EmilyDickinson. (n.d.). Emily Dickinson facts . Retrieved from emilydickinson.net : https://www.emilydickinson.net/emily-dickinson-facts.jsp Habegger, A. (2022, December 6 ). Britannica. Retrieved from britannic.com : https://www.britannica.com/biography/Emily-Dickinson/additional-info#history Poetry Society of America . (2023). poetrysociety.org. Retrieved from Poetry Society of America : https://poetrysociety.org/poetry-in-motion/hope-is-the-thing-withfeathers 张玲. (2020, 12 23). 诗歌对于英语教学的促进作用. Retrieved from 过期杂志阅读平台: https://m.fx361.com/news/2020/1223/7700612.html 张俊张恒. (2016). 英语诗歌教学对中学生思维能力发展的重要性. 检索来源: 百度文库: https://wenku.baidu.com/view/f188a80d178884868762caaedd3383c4ba4cb457.ht ml?fr=sogou&_wkts_=1675953987918 Dickinson, E. (2003). poemhunter.com. Retrieved from https://www.poemhunter.com/poem/because-i-could-not-stop-for-death-2/ Zachary, O. E. (2023). owleyes.org. Retrieved from https://www.owleyes.org/text/because-i-could-not-stop-fordeath/analysis/literary-devices Nottage, L. (2022). enotes.com. Retrieved from https://www.enotes.com/topics/becausei-could-not-stop-fordeath/themes?fbclid=IwAR02b3dKS3wZ2FYT3unKvjMmqcKmPCNO8OmHld Ze5IUSFduIQu1W8aLYpK0#
21