Explore the ways in which Isobel Dixon and Mervyn Morris express their personal feelings in their poetry

Explore the ways in which Isobel Dixon and Mervyn Morris express their per tidingsal feelings in their metrical compositionExplore the ways in which Isobel Dixon and Mervyn Morris express their personal feelings in their rime belittled male child holler by Mervyn Morris and Plenty by Isobel Dixon both(prenominal) explore the realistic childhood memories and experiences of the poets. In picayune Boy Crying, a drive deals with the troubles of raising a and disciplining a child whereas in Plenty, Dixon pull backs her early days when she and her sisters could not afford the things they so greedily stole behind their mothers patronize finally comparing it to her prosperous present. I will explore how the poets practice session tomography and language, voice and tone, and structure and form to create effects and persuade their experiences.Little Boy Crying is based on a fathers accredited story revealing the how he once treated his son. It depicts the themes of sadness, rem orse, and love. Morris describes his battle with struggle the regret he feels for slapping his son beca employment he loves him so much, longs to lift you, impediment your sadness. This is perhaps to depict the contrast between the two emotions and the d enkindle of what happens when they collide. At primary, the reader empathizes with the boy, and, as the verse progresses and the fathers situation is understood, the reader begins to empathize for him as well.Plenty, is based on Dixons chaotic youth with her sisters. It explores the themes of chaos, restriction, and realization. Dixon writes about her memories of the past, often referring to her mothers anger over the chaos she and her sisters create by ignoring the mothers restrictions, her lips anchored down not knowing then it was a clasp to keep us all from chaos. This shows that as you get older, you realize the importance of order and begin appreciating your p arnts hard labor.Mervyn Morris call of knock-down(a) lang uage helps the reader relate to the situation described. The title, Little Boy Crying, already provokes a sad chain of mountains of what is forthcoming in the poem, creating an fast dramatic effect on the reader. In the first stanza, Morris expresses the changes which his son undertook since the slap, talk contorting, laughter metamorphosed, and position so recently relaxed now tight. The news show metamorphosed, exemplifies the quickness of the change of the boys facial expression, creating a more powerful image of the emotions the boy is feeling. These changes quickly introduce the reader to the circumstances.Powerful imagery of water is seen in the invent swimming tears, splashing your bare feet, where sibilance and personification of the tears need been use to invoke a more dramatic sense of the boys misery. The phrase quick slap stuck, creates a more sped up and violent explanation of the happenings and the use of onomatopoeia in slap, creates a more graphic scene.Over all in the first stanza of Little Boy Crying, many sad and angry manner of speaking are used to create a depressed mood Howls, frame tight, frustration, swimming tears, and guilt feelings or sorrow. much(prenominal) powerful phrases are used to invoke a more immediate effect of grief and a relation to the situation by the reader. The reader becomes more compassionate and misgiving of the characters.In the second stanza the father imagines himself in the sons position, alluding to the fairytale Jack and the garret stalk, evoking powerful imagery of hatred as well, The ogre, sober giant, colossal cruel, shredded clean the tree the fathers scrambling down. The use of alliteration of g in grim giant and c in colossal cruel, places emphasis on the phrases to describe the pure hatred the father thinks the boy must feel against him, signifying that he knows he is being mean and understands his decisions were harsh. The reference to a well-known fairytale increases the readers abili ty to relate to the situation and creates a more vivid scenario.In the third stanza, the line You cannot understand, not yet demonstrates that the child does not sleep with the fact that his father is get wording him a lesson. The father seems very guilt struck and at fault that he had to take such measures to teach a lesson, The hurt your easy tears can scald him with. The boy does not realize the pain his display of sadness causes his father, who obviously takes no pleasure in making his son cry. The father seems to regret his actions nevertheless stays firm to teach the lesson, Longs to lift you, curb your sadness. The alliteration of l emphasizes the longing however the father stays strong to ensure his son is raised with the correct values.The last stanza implies the little boy has been playing in the rain, you must not make a plaything of the rain. This line has some(prenominal) meanings such as the immorality of trying to get sympathy by crying. On another level, it coul d be the father instructing himself to take his lessons more soberly and his need stay firm to show discipline.Isobel Dixon also uses powerful imagery and language to convey her messages. The title itself contrasts with nearly the entirety of the poem as poverty has placed them far away from Plenty. Isobel Dixon creates an intense mood using vivid description early on in the poem.In the first stanza the reader is introduced to Dixons memory of an enamel tub, age-stained and pocked upon its griffin claws, neer full. Such an image conveys the impression that that the family cannot afford proper equipment such as a bathtub and is unable to fill it with water as it is too expensive and in short supply.Water is recognized as a means of their deprivation from basic necessities in the ongoing expanse of drought where dams leaked change and windmills stalled. The alliteration of d in the phrase drought where dams leaked dry, enhances the effectiveness of the image created by making th em more prominent in the description.The stalled windmills are by and by compared with the mothers smile, Like mommys smile. This infers that her smile has stalled. Dixon uses metaphors to describe her mothers frown, a clasp to keep us all from chaos. The metaphor is used to create a more vivid image of the mothers efforts to keep the family together. Additionally, the onomatopoeia of the word clasp creates a more powerful picture.Many cases of sibilance are found in the phrase she saw it always, snapping locks and straps, the spilling sums and worries, shop lists The ongoing repetition of the consonant s creates an almost explosive ringing.The poet uses contradictory phrases to exaggerate their meaning in the oxymoron, each month was weeks too long. A month is always an exact number of weeks long however Dixon implies that they never had enough money to cover an entire months worth of spending.In the penult stanza, when describing the present, Dixon uses enjambment in the line w aters plentiful, to excess, almost, here./ This creates a slower patterned advance in the poem and exemplifies how she is disregarding all her previous worries about pickings another precious of water.Little Boy Crying, is written from the voice of the father however it changes perspective several times. In the first stanza, the father is discover the reaction of his son. In the second stanza, the father attempts to view the situation from his sons stop of view. In the third stanza a third-person view responds to the happenings, explaining the fathers feelings.In contrast, Plenty, is written in all from Dixons point of view. She writes in a voice which seems apologetic because of all the derangement she now recognizes she caused, not knowing then, and we thought her mean. Later, she compares it to the present, where bubbles lap my chin. Even though she is grateful for the present luxury in her life, she misses her childhood, miss my scattered sisters.In Little Boy Crying, Morri s uses long sentences with small amounts of punctuation to create latent hostility and make the reader keep reading. The first stanza is composed of s yet lines, however except one sentence. The stanza length is a little beyond average, and the last stanza ends abruptly as it consists only of one line. Ending a poem with one line creates force and stress to the line, making the reader argue it more. The use of enjambment establishes a greater emphasis on the word previous to it, such as howls, frustration, and tears. This is done to put pressure on specific words, empowering their meaning and adding importance to their effect. They become more noticeable than the rest of the wordsIn Plenty, Dixon uses normal length sentences and stanzas, which contradicts the chaos depicted in the poem. She does not use very much enjambment, creating an ongoing flow of reading. Her use of punctuation varies greatly as in the fourth stanza three full-stops are used. On the other hand, in the fifth and sixth stanzas, altogether only one full-stop is used. This creates tension when its needed and adds a story-like effect.Little Boy Crying, by Mervyn Morris and Plenty, by Isobel Dixon both delve into the moving childhood experiences they have. In Little Boy Crying, a father resists the urge to apologize to his son for disciplining him whereas in Plenty, Dixon describes her chaotic youth with her sisters finally comparing it to her present. Little Boy Crying explores the themes of sadness, discipline, and regret. Plenty, explores the themes of chaos, restriction, and realization. Both poems have their underlying messages such as in plenty, where application helps us all deal with many of lifes everyday problems. In Little Boy Crying, one learns the difficulty of punishing a child even though it is for the greater good of them.