High Holy Days

The imagery used in this verse appeals to the sense sight. This helps the reader visualise what the writer is taking about. It also allows the reader to relate and connect more to the poem.

In poetry, imagery is required to be painted with a pen; it is essential that the reader observe what the author’s imagination is showing.

“High Holy Days” is a poem in which the author, Jane Shore, conveys the emergence of an innocent youth into a cruel and anti-Semitic world. It is told from a point of reflection on a childhood memory but as if it was presently occurring. This poem primarily focuses on Judaism along with the prejudice experienced by the Jewish community. The speaker is characterized as a child on the cusp of a transition in maturity and attitude. This plays a key role in understanding the text. While the speaker appears to be merely a child, no greater than thirteen-years-old, she is presented with feelings of great responsibility to lead her people and “defend them against the broken windows” (Shore 59) and “the spray-painted writing on the walls,” (Shore

Yet just before Longfellow starts to come across as being anti-Semitic, the poet begins to lament the phenomenon of anti-Semitism in Europe. "How came they here? What burst of Christian hate, / What persecution, merciless and blind, / Drove o'er the sea" (lines 29-31). Longfellow then demonstrates sensitivity to the fact that Jews in the old country lived "in narrow streets and lanes obscure, / Ghetto and Judenstrass," (lines 33-34). Jews have been "mocked and jeered, and spurned by Christian feet," too, states Longfellow (line 44). Moreover, the poet demonstrates some

The Holocaust becomes the center of this. Whether it be at his Hebrew school, where Jewish history shaped not only the curriculum they learn. But, also as a collective identity shared by a new and contemporary Jewish generation. While still being connected to the past. This is a struggle for Mark, who does not even identify himself as Jewish for most of the story, He is continuously challenged with where to place himself in this new world, as a second-generation immigrant to Toronto. For Mark, being a young Latvian Jew is not easy.

On the emotional side of the poem, the author placed words in the way that readers acknowledge what the writer is talking about. As an example of this is

Imagery is when a person can visualize an image that an author has written. We can see imagery throughout this poem countless times. In the poem she states, “They know how to contour, how to highlight, how to erase their face into a foundation to build new, how to shadow deep-crease shadows in their come sit your handsome ass down here gaze” (13-16). I can picture a woman chiseling her face to get the perfect contour and highlighting her face with her favorite highlighter. I can also imagine a woman blending foundation into her skin and putting on eyeshadows. As soon as an individual reads this sentence they can portray this image effortlessly. Another literary device used is a metaphor. A metaphor refers to an object that cannot do what the sentence is claiming. Brown says, “That hot V that flared between my brows.” (4-5). A person's eyebrows cannot literally flare, what Brown was trying to say is the unibrow that is between her eyebrows are

Imagery is what places you in the setting of the poem. Imagery in a poem is essential because you need to vicariously see through

Life is indicated through words such as "sun" and"light" and death is shown through the words "night", "dark" and "close of day". I believe that the best example of imagery is in the third stanza. The author chooses to represent the waves as the men's lives traveling and nearing the shore-meaning the end or death-and that their lives, the waves, should have stayed in the green bay instead of dying by crashing onto the shore. The emotional reaction that this poem incited in me was that I felt inspired. The poem made me realize that there are people who are close to their deaths and they wish that they had more time to accomplish what they hadn't before. Here I am, with plenty of time ahead of me, yet I waste it on irrelevant events when I could be doing more with my life.

The images the poet uses are a diner on the corner, she is sitting there and witnesses a couple giving each other kisses in hello. Also she is reading a newspaper and she sees a women pull up her skirt to pull up her stockings. The women's hair got wet when she stopped to pull up her stockings. Plus there were church bells ringing and she went on a midnight picnic are also all signs of imagery being used. The images relate to one another because this is all happening in a diner on the corner and what she witnessed at the diner. The only kind of I can see is a day at the

Imagery is present in most poems and in this one it is seen on every line. When describing Kabul Tabriz does not just list the landscape but what the landscape consist of. He talks about how the Roses and how they envy the thorns that make the trails in the city. The thorns are not just part

The opening immediately sets the reader at a starting slate, with “forests and highlands” as the kick off visual for the poem (Shelley, line 1). Following this description, Shelley goes on to describe all who are there, heeding Pan’s song as he sings (“winds in the reeds . . . lizards below in the grass” is one of multiple verses that contains these descriptive qualities) (Shelley, lines 6 – 11). They rapidly piece together in a rushing crescendo to bombard the reader with images as they scan along the poem, to absorb and envision the full impression of the work. Another ideal example is the second to final verse, which paints a picture of a universal image; the comparisons between life and death, heaven and hell and such as those (“. . . And Heaven . . . I pursu’d a maiden and clasp’d a reed” goes further on to list these comprehensive topics) (Shelley, lines 27 –

Imagery is clearly evident all throughout the poem, like for example, in lines 6-7, Wordsworth describes how the winds that used to be there are “fading” and “dormant” which makes the reader just picture himself being within nature at that moment. Metaphors and personification are in lines 5 and 7 with the phrase, “sleeping flowers” and “Sea bares her bosom,” since the flowers and sea are given a humanlike quality. An apparent metaphor is given in the 10th line where the speaker mentions he rather be a pagan suckled in a creed outworn” which is being compared to a mother nursing a baby. Finally, there’s a simile in lines 6-7 which compare the winds to “sleeping flowers.”

Initially, the book showed me that the Jews were despised, preyed upon, and often felt very unsafe just walking in the street. It’s very sad that people felt unsafe around their homes, and where they grew up. It’s also sad that Jews were harrassed in the street and around their houses. I think you should be able to walk freely without being nervous to be taunted. The Jews, however, couldn’t walk freely, were so often spit on, and called names by the Germans. Sadly, even the kids were being so mean to the Jews. I believe that hate and racism is taught, and the German’s definitely taught their children to hate the Jews. The children often spit on the Jews walking in the streets and called them names such as, “dirty Jews, filthy pigs, or whores.” As if it wasn’t bad enough to suffer around their home, the

The use of imagery throughout the poem allows the author to display her perspective on the simplicity of nature. When she describes nature, she often uses small animals, such as a squirrel and a bird called a bobolink, as examples. She then builds on those images with things such as the sea and thunder to add to the effect she created in her poem. Taken by themselves, these creatures and things are simple. However, because she uses all of them together in sequence to describe one concept, the image grows more complex. It creates a sense of contrast that complicates the image, giving it more substance and allowing it to take on a more complete form. These contrasts are all throughout the poem.