Because i could not stop for death
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Emily Dickinson's poem "Because I Could Not Stop For Death" is narrated by a woman who has died and is taken on a carriage ride by Death. Death kindly stops to pick her up and they slowly and leisurely drive past familiar places as she leaves behind her labor and leisure. They pause before a house that seems to be sinking into the ground, representing her burial. Though centuries have passed, the experience seems shorter than the day it first occurred, when she realized the horses were heading toward eternity.
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Because I Could Not Stop For Death (Analysis)
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Death kindly stops to pick up the speaker of the poem. They ride together in a carriage past a school, grain fields, and the setting sun. They pause before a house that seems to be swelling from the ground, with a barely visible roof and cornice enveloped in the earth. The speaker reflects that though centuries have passed, the journey with Death still feels shorter than the day it began, when they first understood the horses were headed toward eternity.Because i could not stop for death
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The document contains a presentation by CVVMMK Dhaveji, a school assistant science teacher from Taylor High School in Narsapur, India. It includes an analysis of the Emily Dickinson poem "Because I could not stop for Death". The summary highlights that the poem describes Death stopping to pick up the narrator in a carriage ride, where they slowly pass scenes like playing children and setting sun, until stopping before a house that seems like a swelling in the ground, feeling like centuries have passed but each feeling shorter than the day of their first meeting.Module-3 American Poetry "Because I Could not Stop for Death By Emily Dick...
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This poem describes an encounter with Death in which Death kindly stops to give a ride to the speaker. They pass scenes of the living world as they travel to the speaker's final resting place, where Death leaves the speaker dressed in gossamer and tulle. Though centuries have passed, the encounter feels to the speaker like only a single day, and death is accepted as a natural part of eternity.7th feb 2011 2nd internal preparation
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This document contains a summary of 6 units that will be covered in an internal syllabus, as well as the full text of the poem "Because I Could Not Stop for Death" by Emily Dickinson. The units are: Unit II on the poem, Unit III on error identification, Unit IV on minute writing, and Unit I on a letter by Jawaharlal Nehru to his daughter Indira Gandhi. The poem discusses Death coming as a gentleman caller to take the speaker on a carriage ride where they pass familiar sights, until Death and eternity overtake the speaker.War room example: Emily Dickinson Poetry
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The speaker is visited by Death who offers her a carriage ride to the afterlife. At first, the ride is gentle and allows the speaker to reminisce on her life as they pass familiar places. However, the tone shifts when she realizes she is underdressed for the journey's true destination. They make a stop at her grave, which is barely visible under the ground. By the end, the speaker accepts she has no control over where the horses lead and can only experience eternity as Death guides her way.After great pain, a formal feeling comes (372)BY油EMILY DICKI.docx
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After great pain, a formal feeling comes (372)
BY油EMILY DICKINSON
After great pain, a formal feeling comes
The Nerves sit ceremonious, like Tombs
The stiff Heart questions was it He, that bore,
And Yesterday, or Centuries before?
The Feet, mechanical, go round
A Wooden way
Of Ground, or Air, or Ought
Regardless grown,
A Quartz contentment, like a stone
This is the Hour of Lead
Remembered, if outlived,
As Freezing persons, recollect the Snow
First Chill then Stupor then the letting go
Much Madness is divinest Sense - (620)
BY油EMILY DICKINSON
Much Madness is divinest Sense -
To a discerning Eye -
Much Sense - the starkest Madness -
Tis the Majority
In this, as all, prevail -
Assent - and you are sane -
Demur - youre straightway dangerous -
And handled with a Chain -
I felt a Funeral, in my Brain, (340)
BY油EMILY DICKINSON
I felt a Funeral, in my Brain,
And Mourners to and fro
Kept treading - treading - till it seemed
That Sense was breaking through -
And when they all were seated,
A Service, like a Drum -
Kept beating - beating - till I thought
My mind was going numb -
And then I heard them lift a Box
And creak across my Soul
With those same Boots of Lead, again,
Then Space - began to toll,
As all the Heavens were a Bell,
And Being, but an Ear,
And I, and Silence, some strange Race,
Wrecked, solitary, here -
And then a Plank in Reason, broke,
And I dropped down, and down -
And hit a World, at every plunge,
And Finished knowing - then -
We grow accustomed to the dark
By Emily Dickinson
We grow accustomed to the Dark -油
When light is put away -油
As when the Neighbor holds the Lamp
To witness her Goodbye -油
A Moment - We uncertain step
For newness of the night -油
Then - fit our Vision to the Dark -油
And meet the Road - erect -油
And so of larger - Darknesses -油
Those Evenings of the Brain -油
When not a Moon disclose a sign -油
Or Star - come out - within -油
The Bravest - grope a little -油
And sometimes hit a Tree
Directly in the Forehead -油
But as they learn to see -油
Either the Darkness alters -油
Or something in the sight
Adjusts itself to Midnight -油
And Life steps almost straight.油
I Died For Beauty But Was Scarce - Poem by Emily Dickinson
I died for beauty but was scarce
Adjusted in the tomb,
When one who died for truth was lain
In an adjoining room.
He questioned softly why I failed?
'For beauty,' I replied.
'And I for truth,--the two are one;
We brethren are,' he said.
And so, as kinsmen met a night,
We talked between the rooms,
Until the moss had reached our lips,
And covered up our names.油
I heard a Fly buzz - when I died - (591)
BY油EMILY DICKINSON
I heard a Fly buzz - when I died -
The Stillness in the Room
Was like the Stillness in the Air -
Between the Heaves of Storm -
The Eyes around - had wrung them dry -
And Breaths were gathering firm
For that last Onset - when the King
Be witnessed - in the Room -
I willed my Keepsakes - Signed away
What portion of me be
Assignable - and then it wa.49f7245dda0f2
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Emily Dickinson
1830-1886
A virtual recluse
In 55 short years of life, rarely left her home in Amherst, Mass.
A comfortable home: dad a prominent lawyer and civic leader.
A chronically ill mother, for whom Emily had to care
An unmarried sister (Vinnie) who also lived at home.
A brother (Austin) and his wife Susan Gilbert, to whom ED wrote.
A highly religious household, but Emily was different; a little strange and solitary. Not anti-social, but not exactly the belle of the ball. Hard to communicate with; on a different wavelength.
Had few friends. Never married or had a boy friend, and, as far as we know, never experienced physical love.
A valentine to a young man at Amherst
Sir, I desire an interview; meet me at sunrise, or sunset, or the new moon the place is immaterialWith soul, or spirit, or body, they are all alike to me. With host or alone, in sunshine or storm, in heaven or earth, some how or no how I propose, sir, to see you. And not to see merely, but a chat, sir, or a tete-a-tete, a confab, a mingling of opposite minds is what I propose to haveOur friendship, sir, shall endure till sun and moon shall wane no more, till stars shall set, and victims rise to grace the final sacrificeI am Judith, the heroine of the Apocrypha, and you the orator of Ephesus. Thats what they call a metaphor in our country. Dont be afraid of it, sir, it wont bite!
To George Gould, a friend of her brother Austin, Feb. 1850
Vesuvius at home
Spent her solitude reading (Bible and Shakespeare), writing poetry.
Some poems about the theme of creativity itself. Often compared her creative urge to a volcano bubbling invisibly beneath the surface:
Volcanoes be in Sicily
And South America
I judge from my Geography
Volcanoes nearer here
A Lava step at any time
Am I inclined to climb
A Crater I may contemplate
Vesuvius at Home. (#1705; ?)
No desire for fame.
Never in her lifetime did she try to publish her poems. Handwrote and tied them together in small bundles (fascicles), 1776 in all. Asked sister to burn them after death.
Vinnie could not do it, and with a family friend, eventually brought them to light.
Im Nobody! Who are you?
Are you Nobody Too?
Then theres a pair of us?
Dont tell! theyd advertise you know!
How dreary to be Somebody!
How public like a Frog
To tell ones name the livelong June
To an admiring Bog! (#288; c. 1861)
Despite staying at home, she knew the world.
I never saw a Moor
I never saw the Sea
Yet know I how the Heather looks
And what a Billow be.
(#1052; c. 1865)
Dickinson vs. Whitman
One of the two great poetic geniuses of the 19th c. (F. Madden)
As different from Whitman as night from day.
You speak of Mr. Whitman I never read his Book but was told that he was disgraceful -- (ED in letter to TW Higginson, April 1862)
Whitman a public poet who loved people; Dickinson intensely private.
Whitmans lines a ...Who said it
Who said itAmanda Villalobos
油
The document provides lines of poetry from various poets and asks the reader to match each line to the correct poet. It then provides the answers showing that the lines were written by Edgar Allan Poe, Emily Dickinson, Edgar Allan Poe, Robert Frost, Anne Bradstreet, Emily Dickinson, Shel Silverstein, Maya Angelou, Langston Hughes, and Dylan Thomas respectively.The World is too much with usThe world is too much with us; la.docx
The World is too much with usThe world is too much with us; la.docxssusera34210
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The World is too much with us
The world is too much with us; late and soon,
Getting and spending, we lay waste our powers;
Little we see in Nature that is ours;
We have given our hearts away, a sordid boon!
This Sea that bares her bosom to the moon; 5
The winds that will be howling at all hours,
And are up-gathered now like sleeping flowers;
For this, for everything, we are out of tune;
It moves us not. Great God! Id rather be
A Pagan suckled in a creed outworn; 10
So might I, standing on this pleasant lea,
Have glimpses that would make me less forlorn;
Have sight of Proteus rising from the sea;
Or hear old Triton blow his wreath竪d horn.
Dogs Death
She must have been kicked unseen or brushed by a car.
Too young to know much, she was beginning to learn
To use the newspapers spread on the kitchen floor
And to win, wetting there, the words, Good dog! Good dog!
We thought her shy malaise was a shot reaction.
The autopsy disclosed a rupture in her liver.
As we teased her with play, blood was filling her skin
And her heart was learning to lie down forever.
Monday morning, as the children were noisily fed
And sent to school, she crawled beneath the youngest bed.
We found her twisted and limp but still alive.
In the car to the vets, on my lap, she tried
To bite my hand and died. I stroked her warm fur
And my wife called in a voice imperious with tears.
Though surrounded by love that would have upheld her,
Nevertheless she sank and, stiffening, disappeared.
Back home, we found that in the night her frame,
Drawing near to dissolution, had endured the shame
Of diarrhea and had dragged across the floor
To a newspaper carelessly left there. Good dog.
Shall I compare thee to a summers day?
Shall I compare thee to a summers day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summers lease hath all too short a date.
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed;
And every fair from fair sometime declines,
By chance, or natures changing course, untrimmed.
But thy eternal summer shall not fade,
Nor lose possession of that fair thou owst尊 possess
Nor shall death brag thou wandrest in his shade,
When in eternal lines to time thou growst.
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee
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属 only Tulle shawl
We paused before a House that seemed
A Swelling of the Ground
The Roof was scarcely visibl ...Types of Poems
Types of Poemsrpeppard
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The document defines and provides examples of different types of poetry, including free verse, blank verse, ballads, epics, lyrics, sonnets, odes, and elegies. Free verse has no set structure while blank verse is unrhymed iambic pentameter. Ballads tell narrative stories through rhyme and rhythm. Epics are long poems about heroic figures. Lyrics express personal thoughts and emotions. Sonnets have 14 lines in iambic pentameter with a strict rhyme scheme. Odes celebrate events through lofty language. Elegies are mournful poems that lament the dead.Literature for AMERICA
Literature for AMERICAMarben Melencion
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This summarizes 3 poems and 1 short story representing America:
The first poem "Because I could not stop for Death" by Emily Dickinson is about Death coming as a gentleman caller to take the speaker on a carriage ride through nature as they pass from life. The second poem "If ever two were one" by Anne Bradstreet expresses the speaker's deep love for her husband. The third poem "How to Change a Frog into a Prince" by Anna Denise gives gentle instructions for helping a frog who is transforming into a prince accept his new body. The short story is O. Henry's "The Gift of the Magi" about a young couple who sell their most valuable possessions to buy each other Christmas gifts.Emily dickinson
Emily dickinsonvova231
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Emily Dickinson was a renowned American poet born in 1830 in Amherst, Massachusetts. She lived a reclusive life, rarely leaving her family's home after her mid-20s. During her lifetime, only a small number of her poems were published. After her death, over 1,700 of her poems were discovered and published. Her unconventional use of form, syntax, and white space had a significant influence on subsequent poets. Dickinson's poetry focused on themes of nature, spirituality, and the human condition. She left a legacy as one of the most important American poets of the 19th century.A brief history of lebanon
A brief history of lebanonDante Sallicop
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This document provides a brief history of Lebanon in 3 paragraphs:
1) Lebanon has a rich history dating back over 7,000 years to the Canaanites and Phoenicians. It came under Roman rule in 64 BC and became a center of Christianity. Arab Muslims later conquered the area.
2) The Maronite Church was established in Mount Lebanon during Roman times and the Maronites were able to hold onto their Christian faith despite later Arab rule. The Druze religion was also established in Mount Lebanon.
3) Key events in Lebanon's history include the Crusades during which the Maronites reconnected with the Catholic Church. The country's position at cultural crossroads has led to an identitystopping_by_woods_on_a_snowy_evening.pptx
stopping_by_woods_on_a_snowy_evening.pptxSnehashisBose3
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It's a ppt analysis of the short poem "Stopping by the woods on a Snowy Evening" by Robert Frost.The summary explanation along with the literary devices are provided in the slides.Thank YouThe Pierless Bridge: Emily Dickinson's Poems of Faith and Doubt
The Pierless Bridge: Emily Dickinson's Poems of Faith and DoubtBruce Clary
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This document provides a summary of a presentation given by Bruce Clary on Emily Dickinson's poems of faith and doubt. The summary includes Clary's background and credentials, objectives for the presentation which were to reacquaint the audience with Dickinson and explore some of her poems. It also provides some context about Dickinson's unconventional writing style and how she wrote primarily for herself using traditional forms but without titles and with variants and scrambled syntax. Several of Dickinson's poems are also summarized.Poetry binder
Poetry bindercpthompsonactivities
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The poem describes the importance of cats having three different types of names - an everyday name used by the family, fancier names if they sound sweeter, and a name that is particular and more dignified to help the cat keep their tail up and pride. It provides examples for each type of name, such as everyday names like Peter or George, fancier names like Plato or Electra, and more dignified names like Munkustrap, Quaxo or Bombalurina.Poems
Poemsswydell
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The poem describes a group of young men who have left school, stay out late at night, engage in risky behaviors like violence and substance abuse, and suggests that because of their reckless lifestyle they will likely die young. It consists of short, one-line phrases that portray the subjects as consciously "cool" but headed towards a tragic end because they have abandoned responsibility and conventional life paths.David's Poetry Project
David's Poetry Projectbookerenc1101
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This poem discusses the lasting impact of the death of the poet's wife 18 years ago. He is kept awake at night by memories of her, seeing her gentle face looking at him from a picture on the wall. A halo of light surrounds her head. She died in this very room from burns suffered in a fire. Though 18 years have passed, he still wears the "cross" of her death on his breast, unchanged through all the seasons, just as a cross of snow remains unchanged on a mountain in the distant West. The memory and love for his late wife remains as deeply enduring for the poet as that cross of snow on the mountainside.More from Daniela Ragusa (8)
Slyvia plath daddy
Slyvia plath daddyDaniela Ragusa
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one slideshow with images to support readings of two poems by Sylvia Plath: "Daddy" and "Lady Lazarus"Ethnography presentations fall 2015
Ethnography presentations fall 2015Daniela Ragusa
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This course focuses on student presentations of ethnographic research on subcultures including their fieldsites, informants, observations, artifacts, practices, terminology, and discussions on what surprised, intrigued, and disturbed students and what they learned. Students also include artifacts from family archives as part of their presentations.Mending wall
Mending wallDaniela Ragusa
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The poem "Mending Wall" by Robert Frost describes a speaker and his neighbor rebuilding a stone wall between their properties each spring. The speaker questions the purpose of the wall and wonders what force is responsible for wanting to keep it standing, referring to an unnamed "something" that does not love walls. While walls are meant to define property lines and maintain good neighborly relations, the speaker finds it ironic that he must remind his neighbor each year that it is time to mend the dividing barrier between them.I heard a fly buzz when i died.
I heard a fly buzz when i died.Daniela Ragusa
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This document discusses Emily Dickinson's poem "I Heard a Fly Buzz When I Died" and asks questions about the poem's exploration of death and the afterlife. It questions whether death is nothingness and if it's ironic for the speaker to describe their death experience. It also ponders if the poem suggests consciousness remains after the eyes can no longer see. Finally, it asks about Dickinson's imaginative approach to the poem and if its message conveys faith or spirituality.All in the family
All in the familyDaniela Ragusa
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This document provides the lyrics to the theme song "Those Were The Days" from the 1970s TV show "All in the Family". The lyrics nostalgically portray life in the 1930s as simpler times when people pulled their own weight without welfare, men were men and girls were girls, and cars like the old LaSalle ran great. The document questions what is ironic about feeling nostalgia for the 1930s through a 1970s TV show, and what is ironic about the bigoted character becoming a pop culture icon for those who agree with his views.Foucault (1)
Foucault (1)Daniela Ragusa
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What Would Foucault Say? Using quotes from Michel Foucaults famous Panopticism essay, the 3rd chapter of Discipline and Punish: The Birth of the Prison, Dr. Daniela Antonina Ragusa will demonstrate how the use of visual texts in the classroom can help facilitate the discussion of a challenging reading and help students apply a critical framework to their thinking and writing. Please attend to learn some techniques for nurturing intellectual thought and improve academic discourse skills. WWFS?Window Dressing: Every BODY Tells a Story
Window Dressing: Every BODY Tells a StoryDaniela Ragusa
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Liberal Arts Capstone: "Body Narratives: Reshaping the Discourse from Fertility to Mortality" by Dr. Daniela Antonina Ragusa and Capital Community College Students. Poster Presentation of Body Topics and Artists' Exhibition of "Duct-Tape-Dummy Body-Doubles" Hartford, CT, Dec 17, 2014.Window dressing-ppp-final-copy
Window dressing-ppp-final-copyDaniela Ragusa
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IDS 250-01 Liberal Arts Capstone-- Fall 2014
CRN 3324 Wednesdays 1:15-3:57 in Room 1120
Narrating the Body/Reshaping the Discourse
Instructor: Dr. Daniela Ragusa (dragusa@ccc.commnet.edu 860-906-5202) Humanities Department
Office Hours: Monday & Tuesday and by appointment (office: room 1114)
Catalog Description: IDS 250 Liberal Arts Capstone is an interdisciplinary course focusing on a theme affecting cross sections of humanity. It is designed to broaden students perspectives beyond their own culture or discipline and to provide an opportunity for the integration of knowledge gained in General Education courses taken previously. The course will have a rigorous writing component and is required for all students graduating from the Liberal Arts Program (this requirement applies to students who enroll in the Fall of 2007 or later).
Prerequisites: ENG 101, ENG 102. Students must be in their second year (i.e. 30+ credits) of the Liberal Arts and Sciences degree program to take this course. If you do not meet these requirements but have registered anyway, you may still not be eligible to get credit for this course. Please see me in the first week of the semester if you do not meet the prerequisite requirements.
Goals & Objectives: This course will challenge you to grow in all six learning goals of the Liberal Arts and Sciences Degree Program: (1) effective communication, (2) use of information technology, (3) scientific reasoning, (4) critical thinking, (5) research and documentation skills, and (6) global awareness.
Course Description: Our topic for this semester is how body narratives (the personal stories people tell about their bodies) fit into body discourses (larger conversations about the human body existing in the public realm.) In this course, students will inquire into the political import of these narratives to discuss how privilege and oppression become embodied in the ways we view our very selves and in the ways we view others. Furthermore, students will consider how historical, medical, societal, cultural, aesthetic, and other contexts form competing versions of mainstream and alternative discourses, which in turn help create our understanding of: what bodies are for, what they can (and can't) do, to whom they belong, where they are allowed to exist, when they are permitted to be seen, how they are used, and why they are valued, or not.
With the help of guest speakers (professors who are experts in their fields, as well as student-leaders and community members with personal expertise on various topics), students will learn how people narrate the stories of their own bodies according to and/or contrary to public discourses existing outside of themselves. For example: people tell stories of weight loss or weight gain within the paradigm of the weight loss industry as it is mediated by advertising and/or medical rhetoric. Another example: people tell stories of their struggle with alcoholism, drug abuse, and sobrieBecause i could not stop for death
- 2. Because I Could Not Stop For Death By Emily Dickinson
- 4. Because I Could Not Stop For Death He Kindly Stopped For Me
- 7. The Carriage Held But Just Ourselves
- 11. We Slowly Drove
- 13. He Knew No Haste
- 15. I Had To Put Away My Labor
- 17. And My Leisure, Too For His Civility
- 19. We Passed the School, Where Children Strove At Recess in the Ring
- 21. We Passed the Fields of Grazing Grain
- 23. We Passed the Setting Sun
- 25. Or rather He passed us
- 27. The Dews drew quivering and chill
- 29. For only Gossamer, my Gown
- 31. My Tippet only Tulle
- 33. We paused before a House that seemed
- 35. A Swelling of the Ground
- 37. The Roof was Barely Visible
- 39. The Cornice in the Ground
- 41. Since then tis Centuries and yet
- 43. Feels shorter than the Day
- 45. I first surmised the Horses Heads
- 50. Why is Death personified as a gentleman, a lover? Why is Death dramatized as a date, a rendezvous? How does this poem prompt you to think and feel about your own death?