Poetry Comparison - Rebellion
The phase, youth and adolescence is something that everyone goes through in their teenage life. This anthology contains two poems dealing with adolescents. They are highly appropriate for this anthology being relevant in today’s society, and as everyone is familiar with the topic, youth, and experiences in their life. These poems contrast in both their theme and mood. The recognition of different features and understanding of adolescents is clear in this anthology.
Dennis Enright’s free verse, simply structured poem, ‘The Rebel’, explores the idea that rebels will do the complete opposite to the majority group no matter what this may require. The poet uses humour to criticise how young rebels act. This poem has fifteen stanzas, each with two lines. Just like any typical free verse poem, this poem does not have any rhyme at the end of each line, but the repetition used in each stanza gives the poem musical qualities. Each pair of stanzas is very contrasting as two opposite situations are presented. Enright’s intellectual choice of opposite words such as, ‘long’ and ‘short’ help the reader compare stanzas. Enright has cleverly conveyed the message of the poem through the last stanza: It is very good that we have rebels, You may not find it very good to be one.
The meaning of this line is very direct and clear. Enright clearly states that he agrees having rebels is good, but the life of being a rebel would be hard. This last stanza portrays how our society is. When someone acts differently from a major group, we say they are rebels. Enright has cleverly reflected on our society with his poem by creating the mood of irony and satire.
The mood in this poem is achieved by Enright’s thoughtful diction which reinforces the message of poem. Enright effectively shows how behaviour of young rebels is ironic in our society through the use of comparison of each pair of stanzas. Each stanza and every pair of stanzas compares the same subject. For example, in
Dennis Enright’s free verse, simply structured poem, ‘The Rebel’, explores the idea that rebels will do the complete opposite to the majority group no matter what this may require. The poet uses humour to criticise how young rebels act. This poem has fifteen stanzas, each with two lines. Just like any typical free verse poem, this poem does not have any rhyme at the end of each line, but the repetition used in each stanza gives the poem musical qualities. Each pair of stanzas is very contrasting as two opposite situations are presented. Enright’s intellectual choice of opposite words such as, ‘long’ and ‘short’ help the reader compare stanzas. Enright has cleverly conveyed the message of the poem through the last stanza: It is very good that we have rebels, You may not find it very good to be one.
The meaning of this line is very direct and clear. Enright clearly states that he agrees having rebels is good, but the life of being a rebel would be hard. This last stanza portrays how our society is. When someone acts differently from a major group, we say they are rebels. Enright has cleverly reflected on our society with his poem by creating the mood of irony and satire.
The mood in this poem is achieved by Enright’s thoughtful diction which reinforces the message of poem. Enright effectively shows how behaviour of young rebels is ironic in our society through the use of comparison of each pair of stanzas. Each stanza and every pair of stanzas compares the same subject. For example, in