The flowers ‘speak’ to him, bringing him a ‘message from the dawn’. Unlike the other flowers, these have been spared by the mower because he loved them and are described as a ‘leaping tongue of bloom’. The butterfly diverts the speaker’s attention to the tuft of flowers, beside the stream.
The arrival of the butterfly, which like the speaker is searching for something it cannot find, flutters in confusion around the withered flowers on the ground and then returns to the poet, who prepares to continue with his work. The narrator sadly concludes that loneliness is intrinsic to the human condition, whether people ‘work together or apart’.
He searches in vain for the mower, ‘But he had gone his way, the grass all mown’. In a scene like the Romantic era, the speaker is portrayed as a figure of isolation in the landscape. The poem opens with the narrator setting out to turn the cut grass so that it will dry in the sun. The use of a first-person narrator makes the poem a more immediate and realistic experience as the reader is drawn into the poet’s world and explores the themes ‘as with his aid’. These themes, developed as the narrative unfolds, include the passage of time, loneliness, communication, and the power of the imagination. ‘The Tuft of Flowers’ introduces the themes that dominate much of Frost’s poetry. Other prevalent themes include loneliness seen in ‘Acquainted with the Night’ and ‘The Tuft of Flowers’ and living in the countryside as seen in ‘After Apple-Picking’, ‘The Tuft of Flowers’, ‘Mending Wall’ and ’Out, Out-’. These include the nature of making decisions in ‘The Road Not Taken’, the nature of barriers in ‘Mending Wall’ and fragility of human life in ‘Out, Out-’. Frost is a philosophical observer who perceives existential aspects in common occurrences (all his poems on the course). The Road Not Taken writes, two roads diverging in a yellow wood and shows how Frost considers his choices in life, choices that people face every day. In After Apple-Picking, there is another symbol derived from nature. He looks at aspects of nature and then converts them into symbols to use in his poems, thus making them completely relevant to our everyday lives and easy to make sense of. (metaphor, simile, personification, onomatopoeia, alliteration, rhyme, repetition, consonance, assonance)Body Paragraph 1Discuss the first type of figurative language mentioned in the introduction.Provide specific quotes from the poem that show this elementExplain what the author meant by that figurative language and how it contributed to the tone of the poem.Body Paragraph 2Discuss the second type of figurative language mentioned in the introduction.Provide specific quotes from the poem that show this elementExplain what the author meant by that figurative language and how it contributed to the tone of the poem.Body Paragraph 3 (optional)Discuss the third type of figurative language mentioned in the introduction.Provide specific quotes from the poem that show this elementExplain what the author meant by that figurative language and how it contributed to the tone of the poem.ConclusionSum up the analysisRestate the main supports for that analysis (the figurative language used to convey theme/tone)DO NOT provide any new content/information/examples.Robert Frosts poems are quite simple, dealing with everyday situations and emotions, yet taking them to another level of exploration. TASK One Outline: Analyzing Figurative LanguageIntroductionIntroduce the poem, the author, and identify the theme and tone of the poem.Identify 2-3 specific elements of figurative language the author uses to convey this theme. Please copy and paste the section of the poem you are using. List one of the literary elements you found in this poem and describe how it is an example of figurative language, conflict, irony, foreshadowing or tone. Your response should be at least 3-5 sentences in length.ī. What did you like or dislike about the poem? Be specific. Find another poem that you enjoy and answer the following questions.Ī. Do you think this would be a fitting poem for a graduation ceremony? Why or why not? Porvide an example that illustrates your thinking.Ĭonduct a search either online, or at your local library, on Robert Frost. This poem is often used at graduation ceremonies. Why did you choose this particular line? What did you like about it? What feeling did it convey?Ĥ. Choose one of your favorite lines from the poem to discuss. What do you think about this poem? Did you enjoy it? Why or why not?ģ.
#ROBERT FROST THE ROAD NOT TAKEN QUESTIONS FULL#
Be sure to answer each part of the question to receive full credit.ġ. Remember, your responses must be at least 5-7 sentences in length. Lesson 8: Reading Comprehension Questionsĭirections: Please respond to the following questions.
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