It is symbolic that the poem begins with the imperative and exclamation marks and conspicuously ends with confusion and question marks.
The child is left confused thinking that there is something wrong with them. In these two short stories, he shows great examples of his culture through time and religion. There are short sentences to build up tension and create stillness. The Title of the poem tells me a lot of information even before I read the poem.
A question is used at the end to portray the uncertain and anxious emotions the child is feeling. We detect a positive attitude and certainty due to the use of the imperative rather than taking orders. Analysis of Poems.
The poet uses tone and language methods to portray the way the child is treated.
It emphasises the gradual change from having a positive attitude to realisation of isolation. Their concentration increases due to minimal distraction. They seem to be said in a sing- song tone, emphasising the patronizing tone to the child because of his age. There are short sentences to build up tension and create stillness.
This can be interpreted as a symbol of loneliness. A clock produces a ticking noise. A patronizing tone is used previously towards the boy. Brave, adventurous men who did not know how short life is, and spent it all on wild expeditions, realize that soon life would be at an end, and so they fight to live on. This is ironic as the child is isolated in a dark, begrimed place with restricted space.
But where are they who sought you? I think there are four main themes explored in the poem; childhood memories, isolation, abandonment, feeling unwanted and reflection. The repetition of compound words creates a sense of rhythm.
Fanthorpe draws on her experience as a teacher to describe the scene as seen through the child's eyes. The poem can be divided into two parts. The Title of the poem tells me a lot of information even before I read the poem.
A clock produces a ticking noise. Once more then, the reader can see disconnect. This is proven by the fact that the whole of the poem is written in second person. Next comes the example of good men, who remained pious and righteous throughout their lives realize, on the nearing of death, that their good deeds are weak and could have been so much more, so they fight against death with a will to live on.
This is a separate stanza which shows that he does not see his father as part of any of the afore mentioned categories, but rather he is a whole different category in himself. In both poems, the child is abandoned, but the teacher and the friends have different intentions. The repetition of compound words creates a sense of rhythm. Likewise, the person in authority over the child is not referred to by a noun, but even the pronoun bestowed upon her is capitalized.
The poet uses tone and language methods to portray the way the child is treated. A patronizing tone is used previously towards the boy.
The punishment given by his teacher is to stay in the room until half- past two.