comparing two poems essay sample

Comparing Two Poems: Essay Example

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Poetry is a unique art form as it usually captures the feelings of a particular individual. Therefore, two poems with the same genre and similar themes can have substantial differences. On the other hand, verses that seem different can share striking resemblances. To compare and contrast two poems, this essay example will focus on the message they carry.

“The Negro Speaks of Rivers” is a poem written by Langston Hughes during the Harlem Renaissance. It was 1921, and the young Hughes was just adding his voice to the plight of the African Americans at the time. “We Wear the Mask” is a piece by the famous author and activist Laurence Dunbar. The lyrical poem was written twenty-five years before Hughes published “The Negro Speaks of Rivers.” By comparing two poems, this essay example will reveal both their similarities and differences.

These two poems were written in the period between the Civil War and the Civil Rights Movement. This period was characterized by deep emotions concerning the struggles of the African Americans. Each of these poems represents the poets’ feelings towards the struggles of the African Americans. “The Negro Speaks of Rivers” chronicles the speaker’s historical journey from Africa to the West. The speaker refers to African Americans, their history, and their heritage.

The poem captures this rich heritage albeit in a nostalgic manner. On the other hand, “We Wear the Mask” is a poem by one of the first African American writers to be accorded a national accolade for his work. Dunbar explores the coping mechanisms of the African Americans during their struggles. Both poems address issues that happen in the same period.

Dunbar’s poem was published at the turn of the century shortly after slavery was outlawed. This period was expected to be a victorious time for African Americans and everyone assumed that they were happy. “We Wear the Mask” disputes this idea and presents an argument that happiness among the African American population was a façade.

According to Dunbar, deep inside, African Americans have ‘torn and bleeding hearts’. The message in this poem is not direct and it is in line with the situation in the ground. When this poem was written, the fight for equal rights among African Americans had not started in earnest. Instead, the struggle for equal rights was just bubbling under the surface.

Dunbar’s poem hints at this discontent by claiming that African Americans were just masking their feelings. Dunbar digs deeper into the issue by claiming that most of the population at the time was hiding behind religion to avoid confronting the issues of inequality. In addition, the speaker accuses the African American population of misleading the rest of the population about their actual feelings.

Langston Hughes’ poem has a more melancholic tone. Hughes wrote “The Negro Speaks of Rivers” twenty-five years after Dunbar’s poem was written. Hughes’ poem uses a different approach to address the African American issues of the time. His poem highlights the pride of origin that African Americans have.

The speaker in this poem speaks proudly about his rich history and heritage and how it is closely connected to some mighty rivers around the world. Unlike Dunbar, Hughes does not hide the message of his poem. This is mostly because there was no need for indirect messages after the Civil Rights Movement had already taken shape. Hughes took time out of the equal rights struggles of the African Americans to reflect on this population’s prolific heritage.

By doing this, the poet was alluding to the fact that the Civil Rights Movement was a small hurdle for the population that had come so far. The message in Hughes’ poem is structurally different from that in Dunbar’s poem. Hughes is reassuring African Americans of their supremacy and the need to hold on to their mighty heritage while Dunbar is indirectly urging African Americans to do something about their veiled unhappiness.

The mask that Dunbar talks about hides a prolific history and heritage about the African Americans. On the other hand, Hughes reiterates the need for African Americans to hold on to their rich heritage. Hughes’ poem is also meant to remind the world that African Americans have contributed towards major civilizations around the world. For instance, the speaker reminds the readers that African Americans were part of the civilization that brought the pyramids.

Hughes’ point is that African Americans thrived through various civilizations around the world and the Civil Rights Movement is just another hurdle. The rest of the population at the time viewed the African American population as the recently freed slaves who were supposed to show gratitude. However, most people failed to put into consideration the fact that African Americans’ history predated slavery.

Dunbar’s poem is also structured in a manner that addresses African Americans and the rest of the population. Dunbar sends a call to action to African Americans although his message is not direct. On the other hand, Dunbar’s poem informs the rest of the population that the happiness they see among the African American population is not real. While Hughes’ message is assertive and direct, Dunbar’s message is provocative and indirect.

One of the most striking similarities between these two poems is the fact that they use a central metaphor. Hughes’ poem uses the River as the main metaphor. In addition, he includes it in the poem’s title. The river is used to show the passage of time in “The Negro Speaks of Rivers”. African Americans have come a long way and triumphed over several forms of adversity. However, just like rivers flow eternally, African Americans have kept on flowing.

The metaphor of the river is also used to show that the existence of African Americans will outlast many things. At one point in the poem, the speaker says that he has seen rivers change their appearance depending on the time. This signifies that a time will come when the outlook of African Americans will be favorable. Dunbar’s poem uses the mask as the main metaphor.

The poet also boldly introduces this metaphor in the poem’s first line. The mask refers to the façade that prevents people from seeing the discontent of the African American population. According to Dunbar, African Americans use masks to hide their actual feelings and avoid provoking those who oppress them. The mask is a strong metaphor that also lends itself to the poem’s title. Use of metaphors gives these two poems a valuable outlook and helps the poets pass their strong messages to their audience.

“The Negro Speaks of Rivers” and “We Wear the Mask” are two poems that address the plight of the African Americans albeit from different perspectives. The wishes of the two poets materialized with the success of the Civil Rights Movement. Both poets reckon that the struggle of African Americans is an ongoing process.

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Bibliography

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How to Write an Essay Comparing Poems

This is Revision World’s guide on how to write an essay or answer an exam question that asks you to compare poems within the poetry anthology you are studying.

Understanding the Task:

Identify the Key Components: Ensure you understand the task requirements, including the poems you're comparing, the themes, and the aspects you need to analyse (e.g., structure, language, tone).

Pre-Writing Stage:

Read and Annotate: Read the poems multiple times, annotating key themes, literary devices, and interesting observations.

Identify Similarities and Differences: Note down similarities and differences in themes, imagery, language, structure, and tone between the two poems.

Structuring Your Essay:

 Introduction:

Introduce the poems and poets, providing context if necessary.

Present your thesis statement, outlining the main points of comparison.

Body Paragraphs:

Topic Sentences: Start each paragraph with a clear topic sentence that states the aspect of comparison.

Comparison: Analyse each poem separately, focusing on the chosen aspect (e.g., theme, structure). Then, compare and contrast the same aspect in both poems.

Use of Evidence: Provide evidence from the poems to support your analysis (quotations).

Analysis: Interpret the significance of the similarities and differences, considering their effects on the reader and the overall meaning of the poems.

Conclusion:

Summarise your main points of comparison.

Reflect on the significance of the comparisons and their implications for the reader.

Offer insights into the broader themes or messages conveyed by the poems.

Writing Tips:

Be Specific: Avoid vague statements and ensure your comparisons are specific and well-supported by evidence.

Consider Poetic Devices: Analyse the poets' use of poetic devices (e.g., imagery, symbolism, metaphor) and how they contribute to the overall effect of the poems.

Focus on Key Themes: Choose a few key themes or aspects to compare rather than attempting to cover everything in the poems.

Maintain Coherence: Ensure your essay flows logically, with clear transitions between paragraphs and ideas.

Proofread: Carefully proofread your essay for grammar, spelling, and punctuation errors.

Example Statement:

"In 'Poem A' and 'Poem B,' both poets utilise imagery and symbolism to explore the theme of loss, but while 'Poem A' uses natural imagery to convey a sense of grief and acceptance, 'Poem B' employs religious symbolism to depict a more existential struggle with loss and faith."

Example Topic Sentences:

"In 'Poem A,' the poet employs vivid natural imagery to convey the speaker's emotional response to loss."

"Conversely, 'Poem B' utilises religious symbolism to explore the theme of loss in a more abstract and existential manner."

By following these steps and incorporating these tips, you can effectively write a well-structured and insightful essay comparing two poems in your GCSE English Literature exam.

Poetry & Poets

Explore the beauty of poetry – discover the poet within

How To Write A Poetry Comparison Essay

An essay comparing two poems needs to be written with an understanding of how themes, structure, forms, language, and style distinguish the two poems. It is also important to consider how the themes, structure, forms, language, and style interact with each other to create meaning and richness. Even if the poems are similar in some ways, the differences must be discussed to identify the unique qualities of the individual poems. This essay will examine the similarities and differences between two poems, “The Road Not Taken” by Robert Frost and “Stopping by Woods on a Snowy Evening” by Robert Frost.

The two poems are similar in theme in that they both explore the concept of making decisions and taking different paths or routes. The speaker of both poems is at a crossroads in life and has to make a decision which will form his personal history and future. In “The Road Not Taken”, the speaker is presented with two roads and he is uncertain which one to take. In “Stopping by Woods on a Snowy Evening”, the speaker is presented with the same dilemma, but instead of a physical road, he is face with an opportunity to stay and enjoy the beauty of nature versus leaving and returning to reality. Both speakers make a conscious effort to make a personal decision and break free from indecision.

When discussing the structure and form of the poems, it must be noted that both poems have a simple, regular meter. The meter of “The Road Not Taken” is iambic tetrameter and the meter of “Stopping by Woods” is iambic trimeter. The rhyme scheme of both poems is also similar and is made up of couplets. Both poems also use enjambment throughout, which creates a sense of incompleteness and gives the poems an unfinished feel. This technique is used to signify the struggle of the speaker with making decisions and his anguish in not knowing what to choose.

The language used in both poems is also similar in that both authors use words of caution and alertness to emphasize the importance of making the right decision. In “The Road Not Taken”, the word “doubt” is used to highlight the consequence of indecision and in “Stopping by Woods”, words such as “promise” and “duty” are used to emphasize the difficulty of the decision-making process. Both poems also contain extended metaphors to illustrate the concept of making a choice. In “The Road Not Taken”, the road is a metaphor for life’s journey and the journey of the individual, whereas in “Stopping by Woods”, the woods represent a momentary escape from reality.

Style of the Poems

The style of both poems differs significantly. “The Road Not Taken” is written in the traditional and formal style of a typical Romantic poem. It uses many of the conventions of the Romantic period, such as references to nature, melancholy, and the use of sonnets and iambic pentameter. On the other hand, “Stopping by Woods” is written in a more modern and conversational style. It is less complex than other Romantic works and its language is very direct and simple. The lack of complexity in the poem, as well as the combination of simple language and the casual tone of voice, create a relaxed, open atmosphere. This is in stark contrast to the complexity and formality of “The Road Not Taken”.

Analysis of the Poems

The main theme of both poems is decision-making; however, each poem takes a slightly different approach to the subject matter. “The Road Not Taken” is more reflective and emphasizes the importance of making the “right” decision. The poem suggests that it is better to make the more difficult decision, rather than the simpler, easier choice. “Stopping by Woods” on the other hand, is more balanced and suggests that it is possible to find a balance between making the easier choice and taking the path less traveled. The poem suggests that it is possible to make an informed decision while still allowing oneself to be open to new experiences and opportunities.

Context of the Poems

The contexts in which both poems were written must also be taken into consideration. “The Road Not Taken” was written post-World War I, during a period of social change, transition, and uncertainty. The poem explores the idea of taking the path less traveled and suggests that being able to fully comprehend the consequences of one’s choices is impossible. “Stopping by Woods” was written during the Great Depression and its overarching theme is that of a sense of calm and peace in the midst of a chaotic world. The poem emphasizes that it is possible to accept the realities of life while realizing it is possible to find moments of respite and reprieve.

In conclusion, when comparing two poems it is important to take into account the similarities and differences in their themes, structure, forms, language, and style. Both “The Road Not Taken” and “Stopping by Woods on a Snowy Evening” explore the concept of making decisions and taking different paths or routes. However, each poem takes a slightly different approach to the subject. “The Road Not Taken” is more reflective and emphasizes the importance of making the “right” decision whereas “Stopping by Woods” is more balanced and suggests that it is possible to find a balance between making a simpler choice and taking the path less traveled. It is also important to consider the context in which each poem was written as this can give insights into the message the author was trying to convey.

Theme & Symbols

The poem’s theme and symbols are two areas of the poem that need to be analyzed. When it comes to “The Road Not Taken” the theme of choosing can be seen all throughout. The speaker is presented with two roads and he is pressured to make a decision that will affect his future. The poem also uses symbols such as the two roads and the two paths to represent the decisions that the speaker faces and the options that he can choose from. The two roads, can both represent the same decision, but could also represent the consequences of the choices he has made. The poem also uses imagery, such as the yellow woods, to give a vivid idea of the path that has been taken.

In “Stopping by Woods on a Snowy Evening”, the theme explored is that of mortality and change. The speaker of the poem is searching for solace and peace, but also for something that can weather the storms of life. The symbols in the poem represent the transience of things in life, such as the snow and the frozen lake, which are both in a constant state of change. The poem also uses images such as the farmer’s house in the village, to represent hope and the promise of a better future, away from the secluded and still woods.

Examining the Messages

The messages in the two poems are closely related, but also have some differences. In “The Road Not Taken”, the message is that of taking responsibility for one’s choices and realizing that life is a series of decisions. The poem suggests that not taking a path and remaining in limbo, is not beneficial to the individual in the end. In “Stopping by Woods”, the message is that of taking a pause, or a momentary break, to appreciate and enjoy the wonders of nature. The poem suggests that it is indeed possible to find a balance between making choices, taking risks, and being open to new experiences.

Message of the Poems to the Reader

The message of both poems is one of self-reflection and the need to take responsibility for one’s own choices and actions. “The Road Not Taken” emphasizes the importance of taking difficult and challenging paths, rather than the easier choice. The poem also reinforces the idea that life is a series of choices, and that’s why it is necessary to have the courage to make a choice and own the consequences of one’s decision. On the other hand, “Stopping by Woods” is about seeking solace, and realizing that it is okay to take a break and to appreciate the beauty of nature and its solitude. The poem also suggests that it is possible to make an informed decision while still allowing one to be open to new experiences.

Writing a Poetry Comparison Essay

When writing a poetry comparison essay, it is important to consider the structure and form, language, and style of each poem. It is also essential to understand the context in which each poem was written and the messages being conveyed. Every poem has its own unique set of qualities, which needs to be discussed in order to create a thorough, meaningful analysis.

When writing a comparison essay, it is important to remember the key aspects that need to be discussed. The structure, form, and language of both poems must be examined and compared. Examining the themes, symbols, and messages of each poem is also essential. Finally, when comparing two poems, the context and style of each poem should also be taken into account.

Minnie Walters

Minnie Walters is a passionate writer and lover of poetry. She has a deep knowledge and appreciation for the work of famous poets such as William Wordsworth, Emily Dickinson, Robert Frost, and many more. She hopes you will also fall in love with poetry!

Leave a Comment Cancel reply

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• How To Write The Perfect Comparative Essay On Poetry

Poetry comparison – How to write the perfect comparative essay

When it comes to poetry analysis, Phil Beadle knows what examiners want to see – and he’s here to make sure you can help every student can deliver it

Poetry comparison – or writing a comparative essay about two poems, seen or unseen – is what students will eventually be assessed on when they come to sit the poetry analysis part of their English Literature GCSE .

It makes sense, therefore, to get some early poetry comparison practice in. See what the assessment criteria will be asking for in preparation for the day the stakes are high.

The first door we must knock on is the one housing the crone of context. What the GCSE mark schemes will eventually ask for is a well constructed, conceptual response replete with oodles of subject terminology and a fairly deep mention of context.

It asks students to do this, however, in very little time. It also ignores the fact that contextual analysis in poetry – aside from the obvious modern/ancient dichotomy – is a rich brew that requires, firstly, a lot of contextual knowledge.

Also ignored is the fact that the biographical takes you away from the textual. Since the value in poetry analysis is the study of how words and form align to construct beauty or its antithesis, mention of context inevitably takes you into the realms of history. This is a whole other subject.

Poetry comparison example

Resources: ‘My Last Duchess’, by Robert Browning ‘Remains’, by Simon Armitage

Context – theme

So, my recommendation to students when constructing the first paragraph of a poetry comparison essay is, if appropriate, to make glancing reference to the titles. Only go so far as linking these to comparison of theme. The contextual is in the thematic.

On comparing theme, they should make explicit reference to the word ‘subtextual’. This flags to the examiner that this is an answer rich in apposite use of subject terminology quite early on. For example:

“The subtextual theme of ‘My Last Duchess’ is that sexual jealousy can cause the empowered (in this case titled) men – or, indeed, just men – to so lose their minds. They become murderous. Whereas the subtextual theme of ‘Remains’ links to the ambiguities of the title.

“As a noun, it links to the idea of the human remains of the looter around which the narrative revolves. As a verb, all that is left is memory.

“Both these poems linger around ideas of memory. Both narrators are tortured. But whereas the narrator in ‘Remains’ realises that he is stained by his actions, the narrator of ‘My Last Duchess’ is oblivious and has learned altogether nothing.”

Structure – rhyme

This is as far as we might want to go with context. Otherwise, we are addressing the poetic with its opposite and scribing a list of dates.

So, the next paragraph should examine structure. We do so by using rhyme scheme and form as a way of unlocking it. First of all, say what you see and, where possible, state the form:

“‘My Last Duchess’ is from Browning’s collection of ‘Dramatic Monologues’. It’s a substantial block of text with one person, the Duke, speaking. ‘Remains’ is seven quatrain stanzas and a couplet.”

Analysis of rhyme scheme

This is simple to do and gives students an opportunity to shovel a bit of subject terminology the examiners’ way. Generally, it is best to leave this unanalysed however. This is because analysis of rhyme scheme is much richer in terms of unlocking structure.

“The rhyme scheme in ‘My Last Duchess’ is in perfect couplets. On the other hand, ‘Remains’ is the epitome of deliberate irregularity.

“If one is to take this as a symbolic suggestion of the degree of order in both dramatic and moral worlds, one might conclude that the world of the former poem is ordered and correct, whereas that of the latter is chaotic and incongruent.

“There is an irony in the Duke speaking in perfect rhyme, being able to rhyme “munificence” and “pretence” and then suggesting he has no “Skill in speech”. This suggests him to be the liar he is.

“But the more interesting approach is in ‘Remains’: three out of four of the end words in stanza one, in which the looters raid the bank, are repeated in stanza six, when the incident is replayed in the narrator’s memory.

“The fact that only three of the four words -“out”, “bank”, “not” – are repeated suggests the decay of memory. Internal rhyme also plays a part in the pivot between action turning into memory. The fourth stanza features eye rhymes ”agony”, “by”, “body” before going into near perfect rhyme that carries on into the next stanza, “lorry”, “really”.

“But “really” is an add on, a coda to the phrase “End of story”. It suggests that the death of the looter should have been the finish of the event, but that there is an unpleasant coda. This is the fact that memory ‘remains’.”

You can get a lot from a poem through examining the rhyme in detail.

Metre – stress

From there, we go onto a fairly stunted form of metrical analysis; and we do this precisely because others avoid it.

I am not suggesting that students attempt analysis of trochees and anapests. After all, to our modern untrained ears, the differences between stressed and unstressed syllables can be unfathomable.

But where there is obvious metric change, we take this as a signal from the poet to pay special attention to this line (and to analyse it).

“ Metrically, ‘My Last Duchess’ appears to be in tetrameter with the odd substitution, “I call”. This, again, might be taken to suggest the narrator’s level of control over his circumstances.

“ The metre in ‘Remains’ is used to create specific effects. It is broadly irregular except in stanzas one, three and six (even, event, recall) where it goes into tetrameter.

“ The substitutions on “Sleep” and “Dream”, however, give a jarring effect, an elongated stutter, a metric pause. This sets up the brief moment of peace before the nightmare of replayed events comes back to haunt him.”

Language – reflections

We do not go over the top with metrical analysis. Just one comparison is enough to let the examiner know we are on top of the brief.

“We do not go over the top with metrical analysis”

From there, we divert into the linguistic. Show the examiner that you can recognise the idea that the soundtrack of the poem is somehow a representation or mirror of the poem’s themes. One killer comparison is all we need:

“Ultimately, the distinction is between a narrator rich in self delusion and one haunted by self knowledge. Both are murderers, but one has no guilt over an action he considered before committing. The other took a rapid action that now haunts him.

“The difference in consideration is signalled by the punctuation. There is a difference between the time implied by the commas in “probably armed, possibly not” and the semi colons in “This grew; I gave commands; then all smiles stopped together”.

“It tells us much about their comparative level of ruthlessness and design at the moment of decision. There is also a distinction in maturity that is signalled by the howling childishness of the ‘oo’ sounds in “forsooth”, “choose” and “stoop” and the deadening emotional stutter of pain in the repetitive ‘n’ sounds in the penultimate line of ‘Remains’.”

And as for conclusions for your comparisons in poetry essay, don’t bother. We haven’t got the time, and they are always rubbish anyway.

Phil Beadle is a teacher and the author of several books. This includes Rules for Mavericks: A Manifesto for dissident creatives (Crown House). Check out our AQA English Literature Paper 1 revision resource .

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CMP102 - Composition 2 - Taylor: Poetry Essay: Comparison/Contrast Assignment

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• Poetry Essay: Comparison/Contrast Assignment
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Poetry Essay: Comparison/Contrast Assignment Details

• Innocence and Experience   p. 74
• Conformity and Rebellion     p. 316
• Culture and Identity              p. 534
• Love and Hate                      p. 858
• Life and Death                      p. 1122
• Find two (2) poems from within that section that, after reading, you feel you "digested" them well. They may be very much alike or very different
• Do you SSSSTTh and F of S. Find one or two things about each poem that you thought were special.
• Following your comparison/contrast sheet for your essay. Be sure to write down the sources you may have used from the library.
• Don't forget your cover page and Work Cited page.
• When finished you should feel as if you have given the reader of your paper a good understanding of the poems.
• Proofread/revise.
• Go to the Writing Center if you would like some help.
• Remember - you have many chances to make this paper better (peer editing, revision). 

About the Comparison/Contrast Essay

A comparison/contrast essay weighs the differences and sometimes similarities between two distinct things: two boyfriends, high school vs. college courses, your first car with the car you have now, two of your children or a brother and sister, etc. As always it is important to do some pre-writing to be sure you have enough "ammunition" to write a complete essay. 

In this assignment, your job will be to compare/contrast two poems. If you turn to page xvii, you will see four basic themes - Parents, Nature, Love, and War. Pick the subject that interests you the most. Pick one or two poems from that section or pick one poem from that section and find a second poem that has the theme you have chosen. Do a poetry analysis sheet for each poem to be sure you ave a good grasp. If not, pick a different poem. 

• Pick your poems. It might be a good idea to skim a few poems so that you choose two that truly interest you. 
• Once you have picked your two poems, you should do a poetry analysis sheet for each poem. Maybe you will decide you do not like these poems or the poet. Maybe you will decide you don't understand the poems. This is an important step. It always helps to somewhat enjoy what you are doing. 
• Now your poetry analysis sheet is completed and you have a grasp of the poems. Pick the 3 or 4 sections of the analysis sheet in which you have the most to say. Two of your choices should be situation and theme. Now for the format:

Introduction  - (Just what the name says!) Your job in this paragraph is to introduce the reader to the tow poems. It would be good to give an overview about your choices, perhaps why you made your choices. Be sure to say the poet's name and the name of the two poems. Remember our introduction discussion. (7-8 s.)

First Body Paragraph  - Give the best information you have about the first poem (S,S,S,S,Tone, Theme, F of S). You need not use all our analysis, just where you have a better grasp. You want the reader to truly understand the poem. If you find you do not have much to say, perhaps you should have picked another poem. (12-14 s.)

Second Body Paragraph  - Now you are writing to about your second poem. Keep a keen eye on what aspects you chose to write about in the first poem since it makes sense to be somewhat similar or entirely different. Try to follow the same order you wrote in for your first body paragraph since that will make your paper clearer for your reader and more of a comparison/contrast. (12-1 s.)

Conclusion - Sum it up. Why do you suppose these poems are in your text? Might they be there in 100 years? Would you like to meet this author? Did this poets life have an influence on what the poet says? These are things your reader may be interested to know (5-7 s.)

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Poem Comparison – Essay Sample

The two poems I have chosen to compare are “The Road Not Taken” and “Stopping by Woods on a Snowy Evening” by Robert Frost.  These two poems are those of Frost’s most much-loved works. Indeed, they both are exceptionally beautiful. Despite the apparent simplicity of poetic structure, Frost’s works communicate truly great ideas. About “The Road Not Taken” it is said: “The poem may seem to many to be the great pastoral symphony of his works; upon closer probing, however, one uncovers discordant notes and tense ambiguities” (Timmerman 69). True indeed, if being analyzed closely, both poems reveal unexpected meanings. They seem to disclose same issues, yet, in fact, have many dissimilarities and specific features.

Both Robert Frost’s poems “The Road Not Taken” and “Stopping by Woods on a Snowy Evening” reveals the theme of troubles caused by necessity of making choices in life. “Frost has written any number of poems that have such acts of choice as their dynamic center — choices that have been made, choices that will be made or that must be made, choices that have not been made” (Nitchie 157). In the first one the speaker comes upon a fork in the road while travelling through a wood. Considering both paths, he finally chooses one, realizing that his decision predetermines his destiny, since there would hardly be any way he could come back to that specific point of time and make another choice. The narrator concludes on a regretful note, wondering how different things would have been had he chosen the other road. In the second poem we observe how the narrator stops his sleigh to watch the snow falling in the woods on a gloomy winter evening. After a few moments of enjoying the beauty of winter scenery, he continues on his way unwillingly. Even though the themes of both poems are quite alike, there are, however, specific dissimilarities among them. “Stopping by Woods on a Snowy Evening” is about youth and dealing with life circumstances. Narrator observes the world in a positive way: even though he is under the burden of promises to be kept, he enjoys an easy wind, a downy lake, the lovely dark woods, he takes pleasure in living. “The Road Not Taken” is more probably about old age or, perhaps, an old spirit disillusioned, tired and worn out by life.  It is full or regret, of doubts about whether the chosen path is a right one. In “Stopping by Woods on a Snowy Evening” the speaker searches for a life deprived of soreness and fighting, yet still he has to act in accordance with social responsibility, which reproduces the obligation imposed on him by the society: “But I have promises to keep, and miles to go before I sleep” (Frost 14-15). “In “The Road Not Taken” the problem of choice is in a way even more elementary, since neither self-interest, moral obligation, nor even curiosity provides a real basis for preferring one road to the other” (Nitchie 17). The speaker prefers the unusual method of the decision making process, in such a way demonstrating his individuality and challenging state of mind: “Then took the other, as just as fair, and having perhaps the better claim, because it was grassy and wanted wear” (Frost 6).

The structure of both poems is quite similar. In relation to text they both seem to be quite plain. When analyzing “Stopping by Woods on a Snowy Evening” we observe that in sixteen lines, there is not a sole three-syllable word and only sixteen two-syllable words. Nevertheless, in relation to rhythmic scheme and form, the poems are unexpectedly elaborate. The poem is constructed of four stanzas, each one with four stressed syllables in iambic meter. For instance, in the first stanza first, second, and fourth lines rhyme, whereas the third line rhymes with the first, second, and fourth lines of the following stanza. “The interest in the final stanza is heightened by Frost’s repetend, or doubled last line” (Juten and Zubizarreta 348). Frost himself claimed that “the repetend was the only logical way to end such a poem” (Juten and Zubizarreta 348). Such an evocative duplication along with the preventive rhyme scheme and the promptness of the iambic tetrameter lines gives the poem its distinguishing worth. “The Road Not Taken” consists of four stanzas of five lines, each with a rhyme scheme of ABAAB. All stanzas and lines consistently the same length.

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Comparing Two Poems

Introduction.

The Iliad and The Odyssey, authored by the ancient Greek poet Homer, are esteemed epic poems and are often considered foundational to Western literature. The Iliad recounts the ten-year Trojan War, a conflict initiated by the abduction of Helen by Paris, the Trojan prince. The Odyssey narrates the trials of Odysseus, a Greek hero from the war, as he endeavors to return home to his family, encountering numerous challenges. These works reflect fundamentally ancient Greek culture, values, beliefs, and history. However, the primary objective of this essay is not to provide a mere summary or commendation of the poems but rather to examine two specific moments or scenes that illuminate disparities between the Classical era and the contemporary 21st century. Through this analysis, the essay aims to posit that while Homer’s works portray a world vastly distinct from ours in many facets, they also unveil specific enduring themes and values that can resonate with present-day readers.

One of the most startling and unsettling occurrences in The Iliad transpires when Achilles, the preeminent Greek warrior, drags the lifeless body of Hector, the esteemed prince of Troy, around the city walls following their fatal duel. Homer vividly portrays this event in Book 22 of The Iliad, providing explicit and macabre details: “he pierced the sinews at the back of both his feet from heel to ankle and passed thongs of ox-hide through the slits he had made” ( Homer, the Iliad, Scroll 22, Line 344 ). This incident illustrates Achilles’ extreme brutality and lack of regard for his foe, even in death. Furthermore, it reflects the honor-centric culture and warrior code of the Classical era, where renown and prestige were attained through acts of violence and dominance. In contrast, the 21st century values human dignity and compassion, condemning such acts of cruelty and desecration.

However, this moment establishes a striking juxtaposition with the later scene wherein Achilles returns Hector’s corpse to his father, King Priam, displaying benevolence and compassion. In the 24th Book of The Iliad, Homer recounts where Priam, aided by the divine Hermes, infiltrates the Greek encampment and implores Achilles to restore his son’s remains. Touched by Priam’s entreaties and tears, Achilles consents to relinquishing Hector’s body, permitting a dignified burial. Additionally, he commands his troops to cease hostilities for a dozen days, allowing the Trojans to lament their fallen hero. This portrayal underscores the multidimensional nature of Achilles, portraying him not as a simplistic character but as a hero undergoing a nuanced transformation throughout the epic. Moreover, it accentuates the overarching theme of mortality and the human condition, a principal motif in The Iliad.

An alternative interpretation of this instance is to reflect it as a manifestation of the wrath and sorrow experienced by Achilles following the demise of his cherished companion Patroclus. Patroclus met his end at the hands of Hector while adorned in Achilles’ armor. In the 18th book of The Iliad, Homer illustrates Achilles’ response to learning about Patroclus’ demise. Achilles places blame on himself for Patroclus’ fate, pledging to avenge him by slaying Hector and bringing dishonor upon his corpse ( Homer, the Iliad, Scroll 22 ). Furthermore, he refuses to inter Patroclus until he fulfills this vow. This underscores Achilles’ profound commitment to loyalty and friendship, highlighting his prioritization of personal honor over collective welfare. It also underscores the tragic repercussions of warfare, emphasizing themes of violence, revenge, and their cyclical nature in The Iliad.

The Odyssey

One of the most exciting and daring episodes in The Odyssey occurs when Odysseus and his crew confront the Cyclops Polyphemus, a one-eyed giant who consumes some of them and traps the rest in his cavern. In Book 9 of The Odyssey, Homer details Odysseus and his crew’s exploration of the Cyclops’ island and their entry into Polyphemus’ cave. The giant returns, blocking the cave entrance with a massive boulder, leaving Odysseus plotting revenge: “and I was left there, devising evil in the deep of my heart, if in any way I might take vengeance on him, and Athena grant me glory” ( Homer, Odyssey, Book 9 ). This moment underscores the risky and adventurous aspects of Odysseus’ journey, along with the fantastical elements of the Classical world. It also highlights the cultural and religious disparities between the Greeks and the Cyclopes, portrayed as uncivilized beings disregarding gods and hospitality. In contrast, the 21st-century world is depicted as more rational and scientific, displaying greater tolerance and respect for diverse cultures and beliefs.

Nevertheless, this particular moment also showcases the cleverness and courage of Odysseus, who successfully extricates himself from the Cyclops by impairing the creature’s vision and concealing himself beneath its flock. This highlights Odysseus as an adept warrior and a resourceful leader who employs intellect and ingenuity to surmount challenges. He formulates a stratagem to inebriate the Cyclops with wine and dupes him by claiming his name is “Nobody.” Subsequently, when Odysseus pierces the Cyclops’ eye with a honed stake, the creature calls for assistance, yet his compatriots presume he refers to an entity named “Nobody,” allowing Odysseus and his men to elude detection. The ensuing episode elucidates the thematic interplay between sagacity and physical prowess, alongside the intervention of deities in human affairs, central motifs within The Odyssey.

An alternative interpretation of this moment involves reflecting it as a manifestation of Odysseus’ pride and arrogance. He jeopardizes his chances of survival by disclosing his proper name to the Cyclops upon escaping. Odysseus taunts and boasts about his accomplishments, provoking the anger of the Cyclops, who happens to be the offspring of the god Poseidon. The Cyclops beseeches his father to curse Odysseus, either preventing his return home or inflicting significant suffering upon him during the journey ( Homer, Odyssey, Book 9 ). Poseidon heeds his son’s plea, intensifying Odysseus’ challenges with storms, monsters, and temptations. This underscores Odysseus’ imperfections as a hero, portraying him as a flawed and human character prone to errors and subsequent learning. Furthermore, it underscores the tragic consequences of hubris and highlights the potency of fate—key themes within The Odyssey.

Cross-Comparison

The unusual elements found in both The Iliad and The Odyssey serve to illuminate the distinct worldview and values of the Classical era in contrast to the contemporary world. The Classical period was characterized by a realm of gods and heroes, myths and legends, war and glory, honor and fate, hospitality, and revenge, as well as poetry and prophecy. In contrast, the present is marked by science and technology, reason and logic, peace and human rights, dignity and compassion, diversity and tolerance, information and innovation. Another shared characteristic of these unusual elements in both epics is their capacity to elicit pleasure and frustration in modern readers. The delight arises from appreciating the poems’ beauty and creativity, admiring the characters’ skill and courage, enjoying the adventure and drama of the plots, and uncovering the wisdom and insight within the themes.

All in all, the two poems by Homer, The Iliad and The Odyssey, present a world that is altogether different from our own in numerous ways, yet also share a few routine subjects and values that can engage current readers. By breaking down two minutes or scenes that represent the difference between the classical world and the 21st-century world, this paper has shown how the poems investigate the subjects of mortality, bravery, trickyness, and the human condition. The poems by Homer are incredible works of writing yet also essential wellsprings of knowledge and motivation for anybody who needs to figure out the past and the present and the likenesses and contrasts among societies and developments. They are immortal and widespread and should be perused and valued for ages.

Works Cited

Homer, the Iliad, Scroll 22.  www.perseus.tufts.edu/hopper/text?doc=Perseus%3Atext%3A1999.01.0217%3Abook%3D22%3Acard%3D344.

Homer, Odyssey, Book 9.  www.perseus.tufts.edu/hopper/text?doc=Perseus%3Atext%3A1999.01.0136%3Abook%3D9%3Acard%3D281#:~:text=%5B315%5D%20Then%20with%20loud%20whistling,and%20Athena%20grant%20me%20glory.

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Comparing Two Poems

Filed Under: Essays Tagged With: comparing , lesson , Poems

The comparison between two poems are best analyzed through the form and meaning of the pieces. “Mother to Son” and “Harlem (A Dream Deferred)” both written by the profound poet Langston Hughes, depicts many similarities and differences between the poems. Between these two poems the reader can identify his flow of writing through analyzing the form and meaning of each line. Form and meaning are what readers need to analyze to understand the poem that they are evaluating. In “Mother to Son”, his form of writing that is used frequently, is free verse. There is no set “form”, but he gets his point across in a very dramatic way. The poem is told by a mother who is trying to let her son know that in her life, she too has gone through many frustrations just like what her son is going through.

The tone of this poem is very dramatic and tense because she illustrates the hardships that she had to go through in order to get where she is today. She explains that the hardships that she has gone through in her life have helped her become the person that she has come to be. Instead of Hughes being ironic, like he does in some of his poems, he is giving the reader true background on the mother’s life. By introducing the background, this helps get his point across to the reader in a very effective way. In this poem there are many key words which help portray the struggles that the mother is trying to express to her son. The poem is conveyed in a very “down to earth” manner.

The Essay on Langston Hughes’ “Mother To Son”

An Explication of Langston Hughes’ “Mother to Son” Langston Hughes once stated in his own words that his whole purpose for writing was, “to explain and illuminate the Negro condition in America.” In the poem “Mother to Son”, he denotes his belief on racism in America. In “Mother to Son”, a mother is giving advice to her son about life from her ...

An example of this is, “Life for me ain’t been a crystal stair (462).” This quote shows the reader that the mom is trying to teach the son a lesson with out sugar coating it. She wants her son to know that throughout her life has had many obstacles to overcome, and that he too is going to have to get through his own obstacles no matter how frustrating it is. Her tone throughout the poem is stern telling the boy, “So boy, don’t turn your back (462).” The poems tone almost makes the reader believe that the mother is talking to them, almost as if I am being taught a valuable lesson. Analyzing this poem helps relate it to other poems such as, “Harlem (A Dream Deferred).” “Harlem (A Dream Deferred)” is a poem that shows how someone’s deepest needs can end up leading to ruins. In this poem it is different from “Mother to Son” because it uses many more literary devices, such as similes and metaphors. Unlike the other poem, this poem incorporates a little rhyme to allow it to flow more smoothly.

Instead of telling a story, the rhyming within allows the poem to be expressed differently to the reader then “Mother to Son”. The meaning of this poem incorporates the idea of “Dreams”. Everyone has different dreams on what they want to happen. Just like in “Mother to Son” it is telling the reader to keep moving on and accomplish what is important. In “A Dream Deferred” instead of coming out and saying keep moving on, it illustrates it by using rhetorical questions. These rhetorical questions allow the reader to answer them in their minds with what they believe is correct.

It is a different kind of motivation that is used in “Mother to Son”. The dream itself, according to Hughes, will rot like meat if it is put off. Just like the other poem it is describing obstacles, just in a different kind of tone. The tone of this poem is almost a state of paranoia. The reader gets a sense of urgency, and the need to figure out whether they want their “dream” to come true. In both of the poems that were written by Hughes, it depicts a lesson that needs to be learned. The form can be different in his poems, but the meaning of them can be very similar.

The Essay on Langston Hughes' Poem "Dream Deferred"

Langston Hughes was part of the Harlem Renaissance and was known as “the poet laureate of Harlem.” His poems tell of the joys and miseries of the ordinary black man in America. In Hughes’ poem “Dream Deferred” he uses figures of speech, tone, and a unifying theme to show how black people’s dreams were delayed. Hughes uses similes and metaphors–figures of ...

The similarities of meaning are what make his poems so unique. He can convey almost the same message in two totally different poems, but chose to write in a different form. The form and meaning are what helps the reader analyze the poems, and to figure out what the author is trying to express..

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"Common Magic" VS "An Ordinary Person"

Role of Magic Imagery in the Poems

Conclusion: common ideas of both poems.

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Thesis ideas for Comparing and Contrasting two poems

amharp5 2 / 2   Sep 7, 2008   #1 Good evening, I have an essay due in two days but trying to come up with a thesis on comparing and contrasting two poems, "Night Clouds" by Amy Lowell, who describes compares meaning to cloud formations with stallions in the night sky by using symbolism and imagery; one for physical sensation and the other for nature. Robert Browning's poem "Meeting At Night," instills a prevailing and romantic mood during a nocturnal time constructed almost exclusively by direct images and colors from the night sky. Ok, I know each have the night in common, just not sure what my main point to start with. I tried this: "Even though both poets write about the strength of night, and how powerful they can be with images of nature, they vastly have different meanings and outcomes." Any ideas?

EF_Team5 - / 1,586   Sep 7, 2008   #2 Good evening. Well, why do you think they both take place at night? What is so special about the cover of darkness in these two works? What about nature? Because the night sky is a natural phenomenon, could you compare the two portrayals of the same phenomenon? As for the contrasts, you could use, as you say, the different meanings instilled by both authors as well as their different results. A list could help you get more organized with your thoughts. Write down a quick note about the commonalities and differences between the two; that should help you get started. Regards, Gloria Moderator, EssayForum.com

OP amharp5 2 / 2   Sep 7, 2008   #3 Hi Gloria, I appreciate the quick response, I can compare the night and contrast each meaning of the night, and those results! I will do that with a list and press on from there. Thank you again and take care, Andy

mannsbabygurl44 - / 2   Dec 20, 2009   #4 Need help with comparing and contrasting 2-3 poems I don't understand poetry...What should I do????

sbrooks10 2 / 18   Dec 20, 2009   #5 Do you have any other options? Is this a supplement or a required essay? If it's required, I would suggest googling poetry techniques that you could cite as similar or dissimilar in each. Examples of some techniques are: imagery (not only visual but also the creation of any sensory experience, smell, touch, taste), diction (word choice, kind of a lame one), structure (of the entire poem), tone, meaning/ theme, point of view, syntax (how each line/ sentence is organized, subject, verb, object and what not), alliteration (repeated sounds)... I hope that helps!

mannsbabygurl44 - / 2   Dec 20, 2009   #6 It does help...Thanks. Just not sure I can get 3-4 pages out of that : /

d7821890 - / 1   Apr 21, 2011   #8 Contrasting and comparing two poems I need help in comparing and constrasting the essay mentioned above. The author of both poems is Marjorie Agosin. Thanks.

MutedHandWasher 1 / 1   Apr 22, 2011   #9 In what ay do you need help? as in outlining? analyzing? etc.

Vennessa - / 1   Oct 31, 2012   #11 Help in compare and contrast poem essays. Hello, please I need help on how to write compare and contrast essays between two poems. The poems I have are; Fifteen by William Stafford and The Seven Ages of Man by William Shakespeare. I already have my rough draft, but I don't know how to expand on it. Do I just need to explain the meaning of literary devices? Please, I need your help. Thanks.

tannerazm 1 / 5   Oct 31, 2012   #12 I gave you a chance To water the plants I didn't mean that way... ZIP UP YO PANTS!

usernameabp - / 1   Nov 4, 2013   #13 I need to compare and contrast a poem and a work of fiction. i need to analyze a work of fiction and a poem and develpo a thesis that conmapres and contrasts them on a chosen theme. does anyone know of some peices of work i could use??

Comparison/Contrast There is no question that both poems are based on each poet’s perceptions and feelings regarding nature, and in terms of a specific landscape. Wordsworth in fact identifies the exact scene he recalls and revels in. There is a kind of blending here between the natural and the man-made, as the poet’s focus is on both nature and the dwellings created by man within the scene. Nonetheless, what dominates is the force and presence of the natural, as in: “These plots of cottage-ground, these orchard-tufts,/…Are clad in one green hue, and lose themselves/ ‘Mid groves and copses” (ll 11-14). As the poem goes on, the personal fuses with the scene, but nature is supreme to the poet’s being: “The sounding cataract./ Haunted me like a passion: the tall rock,/ The mountain, and the deep and gloomy wood” (ll 79-81). Stevens is by far less effusive in his observations: I placed a jar in Tennessee,/ And round it was, upon a hill” (ll 1-2). At the same time, however, the scene here is natural, so both poems are based on extremely personal experiences and perceptions of men regarding natural landscapes known to them.

This similarity noted, what then becomes evident is how the poets differ in their views, which is powerfully reflected in the lengths and styles of each work. As noted, Wordsworth’s poem is long, just as his tone is reverent and his language goes to classically poetic description and praise revealing emotion: “How oft, in spirit, have I turned to thee,/ O sylvan Wye! thou wanderer thro’ the woods” (ll 57-58). In striking contrast, Stevens presents only three short stanzas and expresses what may be called a clinical eye on his landscape. There is no joy or grandiose language, as the poet also dispenses with rhyme and relies on relatively ordinary expressions of nature: “The wilderness rose up to it,/ And sprawled around, no longer wild” (ll 5-6). In a sense, then, the brevity of Stevens’s poem greatly underscores his viewpoint, in that it is more a quick and distanced evaluation in relatively plain language. Wordsworth, conversely, seems almost unable to properly give sufficient voice to the impact of the landscape on his life, and its meaning for him. Consequently, actual structure, length, and language go to supporting how differently the poets present their impressions.

These striking differences in structure, length, and language then reinforce the completely opposing ideas of nature held by Wordsworth and Stevens. For the former, the abbey and the surrounding lands are a source of wonder and inspiration. He remembers how this landscape filled him with awe when he was young, and he finds it just as remarkable as he once again revisits it. In his reflections, the poet comprehends that the impressions made upon him as a boy were more primal, and are no longer the same because he has had experience of life: “That time is past,/ And all its aching joys are now no more” (ll 85-86). Nonetheless, returning to the scene brings a feeling as inspiring as that which he once knew as, as a man, he now perceives a spirit within the natural. Something human or divine exists here and is speaking to him: “In thy voice I catch/ The language of my former heart, and read/ My former pleasures in the shooting lights/ Of thy wild eyes” (ll 119-122). Importantly, this voice is an affirmation. Everything once known, which gave the poet a sense of natural beauty and meaning in life, has not vanished; there is more to feel and know, and it will guide him in the future as it did in the past. No such joy or awe is found, however, in Stevens. There is a kind of challenge, or even experiment, at the core of the brief verse. The poet places a jar on the hill and observes that it changes everything, which goes to humanity’s power over the natural. Somehow, this jar overwhelms what surrounds it: “The jar was round upon the ground/ And tall and of a port in air./ It took dominion everywhere” (ll 7-9). More importantly, the poet seems either unconcerned or even pleased by this demonstration of human power. As Wordsworth embraces all the natural and feels it as promoting his own humanity, Stevens merely comments upon the human ability to eclipse the natural, which he in no way presents as anything but raw and primal.

Conclusion As poets of all ages often turn to nature as their subjects, so too do poets present vastly different ideas of what nature means to them. Wordsworth, invariably a classicist, explores the landscape of his beloved abbey and finds renewed inspiration from it. Stevens, clinical and somewhat detached, invests himself in a Tennessee landscape only to “test” the power of man to dominate it. Ultimately, then, Wordsworth’s “Tintern Abbey” is as a deeply affectionate tribute to a natural scene of his past, whereas Wallace Stevens’s “Anecdote of the Jar” reflects an adversarial relationship between mankind and a raw landscape known to the poet.

• Stevens, Wallace. “Anecdote of the Jar.” Poetry Foundation. 2015. Web. 5 Dec. 2015.
• Wordsworth, William. “Tintern Abbey.” Poetry Foundation. 2015. Web. 5 Dec. 2015.

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