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Thomas Hardy The Darkling Thrush Jalissa Smith 5 th Period Mrs . Johnson

Thomas Hardy The Darkling Thrush Jalissa Smith 5 th Period Mrs . Johnson . INTRODUCTION

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Thomas Hardy The Darkling Thrush Jalissa Smith 5 th Period Mrs . Johnson

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  1. Thomas HardyThe Darkling ThrushJalissa Smith 5th Period Mrs. Johnson INTRODUCTION Thomas Hardy was born June 2, 1840, in the village of Upper Bockhampton, located in Southwestern England. His father was a stone mason and a violinist. His mother enjoyed reading and relating all the folk songs and legends of the region. Between his parents, Hardy gained all the interests that would appear in his novels and his own life: his love for architecture and music, his interest in the lifestyles of the country folk, and his passion for all sorts of literature =The Historical Background is (The Victorian Period) 1833-1901. Slavery abolished in British empire. Trades with West reopened The Civil War begins William Wordsworth becomes poet literature In this poem, Thomas Hardy uses the literature devices of Rhyme and Personification he use imagery so that the readers can have an image of what was being done an taking place. • Thomas Hardy uses the literature devices of • Rhyme and Personification he use imagery so that the readers can have an image of what was being done an taking place

  2. Theme & Tone The theme of the poem the Darkling Thrush is Life V.S Death and the Darkling Thrush could the future. Thomas Hardy had a very moody attitude. His attitude towards the poem was gloomy and the subject of the poem was how the bird could tell the future because it song on a very bored and steamy day. The words that set it out was lines such as “Like broken strings of broken lyres.” “The wind his death-lament.”The words that alluded the theme of the poem , and a voice arose among and an aged thrush, frail, gaunt, and a small, in blast-beruffled plum had chose thus to fling his soul upon the growing gloom.

  3. Figurative Language and Poetic Devices The Author use fig. language to enhance his meanings so that the readers can use context clues, and he also used it so they could get a realistic understanding such as'" Seemed fervourless as I, an d the wind his death-lament.” He use the poetic device such as imagery so that the readers can get the picture of his setting and the things that was going on. EX: The tangled bine- streams scored the sky like strings of broken lyres. In that line a simile was being stated.

  4. Poem Interpretation The poem says that the character was standing outside describing everythining that happening around him and how ting were going. He also stated that the day was a quiet gloomy day, and how a bird changed his day with a song. The poem means that the bird may can tell the future and that day was changed by a bird song that which no one knows that the song was good or bad because the voice arose upon a very icy, cold, gloomy day” At once a voice arose among the bleak twigs overhead In a full-hearted evensong.”

  5. Conclusion Thomas Hardy uses the literature devices of Rhyme and Personification he use imagery so that the readers can have an image of what was being done an taking place. The mood, Theme , meaning, figurative language, and poetic devices contribute to the poem because all of the words that he used actually MADE THE TITLE STAND OUT . IT BROKE THE TITLE DOWN SO THAT PEOPLE COULD PIECE THINGS TOGETHER .

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