xiv poem thesis

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XIV by Dereck Walcott- Poem, Meaning, Summary, and Analysis

About poet-derek walcott.

XIV (Fourteen) is a poem by Sir Derek Alton Walcott from his poetry collection ‘Midsummer’ written in 1984. In this poem, the poet shares a childhood memory of a summer spent with his twin brother Roderick Walcott and his mother, who loved to tell stories.

The poem is from a collection of 54 poems published in Midsummer , each poem referring to a particular year of the poet’s life, till the collection was published. Hence this poem is titled XIV which signifies his experience of summer days at that age.

XIV Poem by Derek Walcott

With the frenzy of an old snake shedding its skin,

the speckled road, scored with ruts, smelling of mold,

twisted on itself and reentered the forest

where the dasheen 1 leaves thicken and folk stories begin.

5 Sunset would threaten us as we climbed closer

to her house up the asphalt hill road, whose yam vines

wrangled over gutters with the dark reek of moss,

the shutters closing like the eyelids of that mimosa 2

called Ti-Marie; then — lucent as paper lanterns,

10 lamplight glowed through the ribs, house after house —

there was her own lamp at the black twist of the path.

There’s childhood, and there’s childhood’s aftermath.

She began to remember at the minute of the fireflies,

to the sound of pipe water banging in kerosene tins,

15 stories she told to my brother and myself.

Her leaves were the libraries of the Caribbean.

The luck that was ours, those fragrant origins!

Her head was magnificent, Sidone. In the gully of her voice

shadows stood up and walked, her voice travels my shelves.

20 She was the lamplight in the stare of two mesmerized boys

still joined in one shadow, indivisible twins.

1 dasheen: tropical plant with large leaves

 2 mimosa: tropical plant whose leaves close or droop when touched or shaken

Stanza-wise summary of the poem XIV

In the first four lines of poem XIV , the speaker compares the road to an old snake shedding its skin . He describes the road in detail indicating that it is not smooth. He also explains how the road has re-entered the forest where tropical plants grow, giving a perfect setting for the narration of folk stories.

In the next five lines, the speaker describes the forest surrounding the asphalt ( black or brown petroleum-like material that has a consistency varying from viscous liquid to glassy solid. ) road. He describes the climb uphill, at sunset, to his mother’s house where plants such as yam vines, moss, and touch-me-not plants (locally called Ti-Marie ) grow.

He compares the shutters being pulled down over the windows of the house to the leaves of the mimosa (Ti-Marie) that close when touched, and the lamplight glowing through the windows to luminous paper lanterns (lucent as paper lanterns) .

The speaker describes his mother’s house and the time at which she begins telling stories in the next five lines. He says that lamplight glowed through the ribs of the houses he passed by. His mother’s house is located at the black twist of the path . She begins telling her stories at the time the fireflies appear and the sound of pipe water banging in kerosene tins .

The next five lines of the poem depict in detail the speaker’s mother’s storytelling abilities. Though they didn’t have a library, the forest of the Caribbean itself seems to make up for that. Both his twin brother and he enjoy their mother’s stories.

Through her storytelling abilities, she brings life to the characters in her story (In the gully of her voice shadows stood up and walked) , so much so that in his later years the poet can still hear her voice.

In the last two lines, the speaker ends his narration with a concluding statement. He associates his mother with a lamplight that has mesmerized her sons with her words. By listening to her the brothers seem to have become like indivisible twins .

Themes in the poem XIV by Derek Walcott

Central theme of xiv, childhood memories.

The central theme of this poem is childhood memories and the poet’s fondness for his mother’s stories. The poem evokes nostalgia in the reader as the poet reminisces about his childhood days.

The poet portrays very vividly how he spent the summer during that year of his life. He gives a clear image of the trees and plants that grow in his hometown during summer, how his brother and he make the difficult climb uphill to their mother’s house and how they look forward to and enjoy her stories of folklore that keep them captivated throughout.

The poem reflects Derek Walcott’s most cherished memories of growing up on a Caribbean Island, as a young boy of fourteen.

Line-by-line interpretation of the poem XIV

where the dasheen 1 leaves thicken and folk stories begin .

The poet uses a metaphor to describe the road by comparing it to an old snake agitatedly shedding its skin . He uses imagery to describe the road. He says that the road is speckled, and scored with ruts which means it is a rough road and is full of potholes.

It is smelling of mold which means that it is not well-maintained and has mold, a growth caused by fungus. The poet thus appeals to the visual and olfactory senses of the reader.

The road has twisted on itself and reentered the forest showing that the path is crooked and not straight and leads into a forest. The forest road is surrounded by tropical plants with thick leaves (dasheen leaves thicken) symbolic of an entryway for his mother’s folk stories.

The poet says that it is sunset when his brother and he make their journey which means they are walking after dusk. He also says that Sunset would threaten us as we climbed closer because as they climb higher it gives them the illusion that the sun is growing larger on the horizon.

They climb to reach her house . Though it is not very clear who “ her ” refers to, it is most likely the poet’s mother who is known to have loved arts and to recite poetry around the house.

They climb up the asphalt hill road where yam vines wrangled over gutters with the dark reek of moss. Here the poet uses personification to show that the path they are taking is not very comfortable to walk on as vines of the yam tuber and the green moss growing in the gutters seemed to be in a fight for survival ( yam vines wrangled).

Since it is sunset, people living in houses around the path begin to pull down the shutters over their windows. The poet uses a simile to compare this scene to the touch-me-not plant that closes its leaves as a reflex action to touch ( closing like the eyelids of that mimosa called Ti-Marie).

The poet uses the scientific name as well as the local name “Ti-Marie” to describe the plant. As soon as the residents shut the windows, they put on their lamplight which seems to the poet’s mind as lucent (luminous) as paper lanterns.

10 lamplights glowed through the ribs, house after house —

The lamplight glowed through the window panes which he describes as “ribs”. Every house in the street has its lamps lit when he spots his mother’s own lamp at the black twist of the path which shows that her house is at the end of the road in a dark and desolate spot.

The poet alludes to his past and present and creates a contrast between the two (childhood, and there’s childhood’s aftermath). The moment fireflies begin to fly around at night, his mother begins her storytelling while the pipe water filling in kerosene tins creates a pleasant background noise. The audience consists of the poet and his brother.

The forests of the Caribbean are akin to the libraries that the boys did not have. The poet considers himself and his brother lucky because they can still listen to stories and folklore sitting amidst nature ( The luck that was ours, those fragrant origins!)

He says that his mother has a magnificent head and calls her “ Sidone ”. She seemed to be able to bring life to the stories she told through the intonations in her speech (In the gully of her voice shadows stood up and walked) , thus creating a lasting impression in the poet’s and his brother’s mind ( her voice travels my shelves).

The poet ends the poem by stating that his mother is a lamplight that has mesmerized both the boys with her words. The brothers are twins and they have become like one shadow and indivisible twins in being captivated by their mother’s words.

Analysis of the poem XIV

In this poem, Sir Derek Alton Walcott recounts how he spent the summer at age fourteen listening to his mother’s stories on a Caribbean Island. The poet uses metaphors and imagery to support his narration. Through his narrative he guides the reader through the journey he makes, thus giving the readers the impression that they are walking themselves. His use of imagery as a literary device is powerful.

The poet’s description of the road in the first four lines is interesting as he compares it to a snake. He also seems to be fascinated by the forests surrounding that path. The poet’s eagerness to listen to folk stories is apparent in the fourth line of the poem.

It seems that the poet is very close to nature and uses elements of nature as metaphors. It also seems that he was familiar with his hometown’s local plants as he mentions yam and mimosa in the next five lines.

The poet and his twin are fascinated by their mother’s storytelling abilities as it has left a great impression on their minds. Though the poet does not specifically mention his mother anywhere, we can assume that the storyteller is his mother as she was known to have loved art and poetry. The poem is written in free verse and has twenty-one lines. It is lyrical in nature and has no specific rhyme scheme or meter.

Poetic Devices used in the poem XIV

For eg “frenzy of an old snake shedding its skin,” “sunset would threaten us”, “leaves were libraries of Caribbean”, “lamplight glowed through the ribs”, “there’s childhood and there’s childhood’s aftermath” etc

“speckled road, scored with ruts” (visual imagery), “smelling of mold” (olfactory imagery) etc

“shutters closing like eyelids of that mimosa”, “Lucent as paper lanterns”

Personification:

“sunset would threaten us”, “yam vines wrangled over the gutters with the dark reek of moss”

Enjambment:

It occurs throughout the poem. For example: “twisted on itself and reentered the forest/ where the dasheen leaves thicken and folk stories begin.”

Alliteration:

For example “the speckled road, scored with ruts, smelling of mold,”

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XIV Poem By Derek Walcott Summary, Notes And Line By Line Analysis In English

Table of Contents

Introduction

The poem “XIV” by Derek Walcott explores the subject of childhood. Even though this poem is primarily monotonous, readers who get the poet’s mood will feel happy. As he and his twin brother gathered around their mother to hear stories, Walcott is happy to recall those wonderful times. Their mother served as the lamplight of those formative years. In this poem, Walcott celebrates the illustrious history of his life, which served as the foundation for his later years.

About the poet

A Saint Lucian poet and playwright named Sir Derek Alton Walcott received the 1992 Nobel Prize for Literature. He also received several literary honors, such as the T. S. Eliot Prize, Obie Award, MacArthur Foundation, Queen’s Medal for Poetry, OCM Bocas Prize, and Griffin Fund For Excellence in Poetry Lifetime Recognition Award.

The symbolic introduction of Derek Walcott’s “XIV” is an old snake shedding its old skin and starting fresh on its journey. The road, which is a metaphor for the poet’s recollections of his or her youth, is marked by ruts or lengthy, deep tracks from recurrent activity.

It then turns and re-enters the forest after a given distance. An allusion to the poet’s mother’s nighttime tales or the folktales of Walcott’s homeland can be found in the way that dasheen leaves get thicker as one enters the woodland. The forest is a representation of historical culture.

The speaker is strolling down memory lane with his sister and brother to their childhood home beside the asphalt hill road. The expression “the dark reek of moss” describes the scent of moss-grown in the moist nooks of ancient homes, and they like the way the old yam vines wrangled over gutters.

The speaker recalls how the residents shut their shutters in the lines that follow and compares them to the “eyelids of mimosa.” Another tropical plant that closes its leaves when being touched or moved is the mimosa.

In the phrase “there was her own lamp,” which is lit at the “black twist of the path,” Walcott’s speaker alludes to his mother. The evening’s total darkness is referred to as “black.” The visuals seem poorly lit or gloomy when the poet recalls his earlier experiences.

With a lamp lit by his mother as a representation of his glory days and darkness outside as “childhood’s aftermath,” Walcott draws a contrast between childhood and childhood’s aftereffects. A sense of harmony is created in his head by fireflies and the sound of pipe water slamming in kerosene containers, reminding him of his childhood.

Lines 16-21

In Walcott’s poem “XIV,” the speaker considers his mother’s literary taste as being like a book whose pages were the “libraries of the Caribbean.” His mother, “Sidone,” had a brilliant mind and a fantastic memory. Her voice was so wonderful and emotionally charged that it might even give her story’s characters life.

In the lines that follow, Walcott compares his mother to a “lamplight” and describes two youngsters who were entranced when she told them stories. They were so intertwined at the time that the poet compares them to “indivisible twins” and “one shadow.”

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"Derrick Walcott's "XIV": AP Poetry Station Work

Section 1: respond to the prompt, pause & reflect, section 2: writing the ap poetry essay introduction leading to your prompt..

SECTION #3: ASSESSMENT OF LEARNING

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Writing About Poetry

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This section covers the basics of how to write about poetry, including why it is done, what you should know, and what you can write about.

Writing about poetry can be one of the most demanding tasks that many students face in a literature class. Poetry, by its very nature, makes demands on a writer who attempts to analyze it that other forms of literature do not. So how can you write a clear, confident, well-supported essay about poetry? This handout offers answers to some common questions about writing about poetry.

What's the Point?

In order to write effectively about poetry, one needs a clear idea of what the point of writing about poetry is. When you are assigned an analytical essay about a poem in an English class, the goal of the assignment is usually to argue a specific thesis about the poem, using your analysis of specific elements in the poem and how those elements relate to each other to support your thesis.

So why would your teacher give you such an assignment? What are the benefits of learning to write analytic essays about poetry? Several important reasons suggest themselves:

• To help you learn to make a text-based argument. That is, to help you to defend ideas based on a text that is available to you and other readers. This sharpens your reasoning skills by forcing you to formulate an interpretation of something someone else has written and to support that interpretation by providing logically valid reasons why someone else who has read the poem should agree with your argument. This isn't a skill that is just important in academics, by the way. Lawyers, politicians, and journalists often find that they need to make use of similar skills.
• To help you to understand what you are reading more fully. Nothing causes a person to make an extra effort to understand difficult material like the task of writing about it. Also, writing has a way of helping you to see things that you may have otherwise missed simply by causing you to think about how to frame your own analysis.
• To help you enjoy poetry more! This may sound unlikely, but one of the real pleasures of poetry is the opportunity to wrestle with the text and co-create meaning with the author. When you put together a well-constructed analysis of the poem, you are not only showing that you understand what is there, you are also contributing to an ongoing conversation about the poem. If your reading is convincing enough, everyone who has read your essay will get a little more out of the poem because of your analysis.

What Should I Know about Writing about Poetry?

Most importantly, you should realize that a paper that you write about a poem or poems is an argument. Make sure that you have something specific that you want to say about the poem that you are discussing. This specific argument that you want to make about the poem will be your thesis. You will support this thesis by drawing examples and evidence from the poem itself. In order to make a credible argument about the poem, you will want to analyze how the poem works—what genre the poem fits into, what its themes are, and what poetic techniques and figures of speech are used.

What Can I Write About?

Theme: One place to start when writing about poetry is to look at any significant themes that emerge in the poetry. Does the poetry deal with themes related to love, death, war, or peace? What other themes show up in the poem? Are there particular historical events that are mentioned in the poem? What are the most important concepts that are addressed in the poem?

Genre: What kind of poem are you looking at? Is it an epic (a long poem on a heroic subject)? Is it a sonnet (a brief poem, usually consisting of fourteen lines)? Is it an ode? A satire? An elegy? A lyric? Does it fit into a specific literary movement such as Modernism, Romanticism, Neoclassicism, or Renaissance poetry? This is another place where you may need to do some research in an introductory poetry text or encyclopedia to find out what distinguishes specific genres and movements.

Versification: Look closely at the poem's rhyme and meter. Is there an identifiable rhyme scheme? Is there a set number of syllables in each line? The most common meter for poetry in English is iambic pentameter, which has five feet of two syllables each (thus the name "pentameter") in each of which the strongly stressed syllable follows the unstressed syllable. You can learn more about rhyme and meter by consulting our handout on sound and meter in poetry or the introduction to a standard textbook for poetry such as the Norton Anthology of Poetry . Also relevant to this category of concerns are techniques such as caesura (a pause in the middle of a line) and enjambment (continuing a grammatical sentence or clause from one line to the next). Is there anything that you can tell about the poem from the choices that the author has made in this area? For more information about important literary terms, see our handout on the subject.

Figures of speech: Are there literary devices being used that affect how you read the poem? Here are some examples of commonly discussed figures of speech:

• metaphor: comparison between two unlike things
• simile: comparison between two unlike things using "like" or "as"
• metonymy: one thing stands for something else that is closely related to it (For example, using the phrase "the crown" to refer to the king would be an example of metonymy.)
• synecdoche: a part stands in for a whole (For example, in the phrase "all hands on deck," "hands" stands in for the people in the ship's crew.)
• personification: a non-human thing is endowed with human characteristics
• litotes: a double negative is used for poetic effect (example: not unlike, not displeased)
• irony: a difference between the surface meaning of the words and the implications that may be drawn from them

Cultural Context: How does the poem you are looking at relate to the historical context in which it was written? For example, what's the cultural significance of Walt Whitman's famous elegy for Lincoln "When Lilacs Last in the Dooryard Bloomed" in light of post-Civil War cultural trends in the U.S.A? How does John Donne's devotional poetry relate to the contentious religious climate in seventeenth-century England? These questions may take you out of the literature section of your library altogether and involve finding out about philosophy, history, religion, economics, music, or the visual arts.

What Style Should I Use?

It is useful to follow some standard conventions when writing about poetry. First, when you analyze a poem, it is best to use present tense rather than past tense for your verbs. Second, you will want to make use of numerous quotations from the poem and explain their meaning and their significance to your argument. After all, if you do not quote the poem itself when you are making an argument about it, you damage your credibility. If your teacher asks for outside criticism of the poem as well, you should also cite points made by other critics that are relevant to your argument. A third point to remember is that there are various citation formats for citing both the material you get from the poems themselves and the information you get from other critical sources. The most common citation format for writing about poetry is the Modern Language Association (MLA) format .

Poetry & Poets

Explore the beauty of poetry – discover the poet within

How To Write A Thesis Statement For Poetry Analysis

How to write a thesis statement for poetry analysis

Poetry analysis can be a daunting task for anyone, even seasoned writers and academicians. To help guide you through the process of writing a thesis statement for poetry analysis, there are a few key steps that you need to consider. The process can be broken down into five easy to understand steps so you can produce a well-crafted thesis statement that can be used to effectively write a full essay. The process starts by learning about the author, analyzing the poem’s structure, and researching the background of the poem.

Know Your Poet

The first step in writing a thesis statement for poetry analysis is to learn as much as you can about the poet. Learning about your poet’s style, believes, and intentions can help you gain a better understanding of the poem. It can also give you inspiration for your thesis statement. Focus on what the poet is trying to convey in the piece. Research the poet’s biography and any other related literary works that he or she may have written.

Also, take note of the time period in which the poem was written. Historical context is often an important part of a poet’s work and can help to shed light on the intentions of the poem. Understanding these elements of the poem can help to create a more meaningful thesis statement. It can also allow the reader to see how the poem fits into the greater context of the poet’s works.

Analyze the Poem

The next step in writing a thesis statement for poetry analysis is to analyze the poem. Analyzing the poem allows you to understand the poem’s structure, themes, and identify key words. As you analyze the poem, consider the tone and imagery of the piece. Identify any symbols that might be present. Pay close attention to the meter, rhyme, and stanzas used by the poet.

By thoroughly analyzing the poem you can uncover important aspects of the poem’s writing that should be highlighted in your thesis statement. This analysis can also provide you with insight into the poet’s style and thought processes. Make sure to note any questions that arise during your analysis that could help you to further develop your thesis statement.

Research the Poem

Once you have a better understanding of the poem’s structure, themes, and author, you should begin researching the poem. Do some research into any cultural, philosophical, or theological symbols in the poem, as well as the poem’s possible historical context. Go through the poem line by line, examining any personifications, metaphors, or allusions used by the poet. Take the time to research any allusions or symbols used in the poem.

Finding critical reviews and scholarly articles about the poem can also provide you with important information about the poem that can help you to create a thesis statement. This research can also help you to understand the perspective of the poem’s creator.

Formulate the Thesis Statement

Once you have a thorough understanding of the poem, it’s time to formulate the thesis statement. Start by summarizing the main points that you found during your research, analysis, and reading of the poem. Summarize the main themes, symbols, and other critical aspects of the poem. Use these points to help you develop a single statement that goes beyond simply summarizing the poem.

Formulate a statement that explores the poet’s intent and ideas behind the poem. Focus on how these points are woven into the poem to create a unique, meaningful statement. The thesis statement should be concise, but still reflect the main points of the poem.

Revise the Thesis Statement

The last step in writing a thesis statement for poetry analysis is to revise the thesis statement until it is clear and concise. Take the time to look over the statement and make sure it is an accurate representation of the poem. The statement should not be too general, vague, or difficult to understand.

Ensure that your thesis statement reflects the main ideas of the poem and proofread your statement for any spelling or grammar errors. Once you are satisfied with your statement, you should incorporate it into the introduction of your essay.

Poetry Analysis Techniques

When beginning a poetry analysis, it is important to conduct a close reading of the poem to gain a better understanding of the text. This can be done by carefully examining the various elements of the poem. Some key elements to consider during a close reading include the speaker or narrators, figurative language, repetition, and rhyme scheme.

In addition, look for any possible historical context or underlying messages in the poem. Lastly, consider the poet’s use of symbolism, meter, and allusions when conducting a thorough analysis. By understanding the elements of poetry and taking the time to conduct a thorough analysis, you can easily create a meaningful thesis statement that can be used to effectively write a full essay.

Interpretive Analysis

Interpretive analysis looks for the deeper meaning behind a poem. It attempts to uncover what the poet is trying to convey through his or her work. To conduct an interpretive analysis, focus on the poem’s structure, imagery, and other elements. Consider the language used in the poem and look for any shared themes, ideas, or sentiments.

In addition to the figurative language used in the poem, look at how the speakers, narrators, and characters within the poem interact. Drawing connections between the poem and its underlying themes can help to bring a deeper understanding of the poem to the surface. By taking the time to conduct an interpretive analysis, you can gain a better understanding of the poem and form a more meaningful thesis statement.

Literary Themes

Many poets use recurring literary themes in their work. Some of the most common literary themes in poetry include love, nature, death, and time. In addition to these, poets also use themes surrounding war, religion, identity, and more. By looking at the common themes of the poem, you can get a deeper understanding of the poet’s intent.

Consider the context of the poem to help you find the surrounding themes. Look for any religious or political messages in the poem, as well as any underlying emotions that the poet is attempting to convey. By understanding the poem’s themes, you can create a more meaningful thesis statement.

Symbolism is a common element used in poetry. Symbols can be words, images, or concepts that stand for or represent something else. Symbolism can be used to represent larger themes in the poem or to help convey a certain emotion or feeling. Look for any symbols throughout the poem, paying special attention to which symbols the poet focuses on the most.

Symbols can take on many forms and can have different meanings for different readers. Consider the context of the poem and the time period in which it was written. Think about the meaning of the symbol in the context of the poem and what the poet is attempting to communicate. Analyzing symbolism within a poem can help to form a more meaningful thesis statement.

Conclusions

In conclusion, writing a thesis statement for poetry analysis can be a daunting task. However, by following these five steps you can break the process down into manageable pieces. Start by learning as much as possible about the poet and the poem, then analyze and research the poem. Once you have a better understanding, begin to formulate and revise your thesis statement. By the end of the process, you will have an effective thesis statement that can be used to write a full essay.

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!

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5.2: Thesis Examples

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SAMPLE THESIS STATEMENTS

These sample thesis statements are provided as guides, not as required forms or prescriptions.

______________________________________________________________________________________________________________

The thesis may focus on an analysis of one of the elements of fiction, drama, poetry or nonfiction as expressed in the work: character, plot, structure, idea, theme, symbol, style, imagery, tone, etc.

In “A Worn Path,” Eudora Welty creates a fictional character in Phoenix Jackson whose determination, faith, and cunning illustrate the indomitable human spirit.

Note that the work, author, and character to be analyzed are identified in this thesis statement. The thesis relies on a strong verb (creates). It also identifies the element of fiction that the writer will explore (character) and the characteristics the writer will analyze and discuss (determination, faith, cunning).

Further Examples:

The character of the Nurse in Romeo and Juliet serves as a foil to young Juliet, delights us with her warmth and earthy wit, and helps realize the tragic catastrophe.

The works of ecstatic love poets Rumi, Hafiz, and Kabir use symbols such as a lover’s longing and the Tavern of Ruin to illustrate the human soul’s desire to connect with God.

The thesis may focus on illustrating how a work reflects the particular genre’s forms, the characteristics of a philosophy of literature, or the ideas of a particular school of thought.

“The Third and Final Continent” exhibits characteristics recurrent in writings by immigrants: tradition, adaptation, and identity.

Note how the thesis statement classifies the form of the work (writings by immigrants) and identifies the characteristics of that form of writing (tradition, adaptation, and identity) that the essay will discuss.

Further examples:

Samuel Beckett’s Endgame reflects characteristics of Theatre of the Absurd in its minimalist stage setting, its seemingly meaningless dialogue, and its apocalyptic or nihilist vision.

A close look at many details in “The Story of an Hour” reveals how language, institutions, and expected demeanor suppress the natural desires and aspirations of women.

The thesis may draw parallels between some element in the work and real-life situations or subject matter: historical events, the author’s life, medical diagnoses, etc.

In Willa Cather’s short story, “Paul’s Case,” Paul exhibits suicidal behavior that a caring adult might have recognized and remedied had that adult had the scientific knowledge we have today.

This thesis suggests that the essay will identify characteristics of suicide that Paul exhibits in the story. The writer will have to research medical and psychology texts to determine the typical characteristics of suicidal behavior and to illustrate how Paul’s behavior mirrors those characteristics.

Through the experience of one man, the Narrative of the Life of Frederick Douglass, An American Slave, accurately depicts the historical record of slave life in its descriptions of the often brutal and quixotic relationship between master and slave and of the fragmentation of slave families.

In “I Stand Here Ironing,” one can draw parallels between the narrator’s situation and the author’s life experiences as a mother, writer, and feminist.

SAMPLE PATTERNS FOR THESES ON LITERARY WORKS

1. In (title of work), (author) (illustrates, shows) (aspect) (adjective). 

Example: In “Barn Burning,” William Faulkner shows the characters Sardie and Abner Snopes struggling for their identity.

2. In (title of work), (author) uses (one aspect) to (define, strengthen, illustrate) the (element of work).

Example: In “Youth,” Joseph Conrad uses foreshadowing to strengthen the plot.

3. In (title of work), (author) uses (an important part of work) as a unifying device for (one element), (another element), and (another element).  The number of elements can vary from one to four.

Example: In “Youth,” Joseph Conrad uses the sea as a unifying device for setting, structure and theme.

4. (Author) develops the character of (character’s name) in (literary work) through what he/she does, what he/she says, what other people say to or about him/her.

Example: Langston Hughes develops the character of Semple in “Ways and Means”…

5. In (title of work), (author) uses (literary device) to (accomplish, develop, illustrate, strengthen) (element of work).

Example: In “The Masque of the Red Death,” Poe uses the symbolism of the stranger, the clock, and the seventh room to develop the theme of death.

6. (Author) (shows, develops, illustrates) the theme of __________ in the (play, poem, story).

Example: Flannery O’Connor illustrates the theme of the effect of the selfishness of the grandmother upon the family in “A Good Man is Hard to Find.”

7. (Author) develops his character(s) in (title of work) through his/her use of language.

Example: John Updike develops his characters in “A & P” through his use of figurative language.

• Thesis Examples. Authored by : University of Arlington Texas. Located at : http://libguides.uta.edu/c.php?g=517839&p=3592550 . License : CC BY-NC: Attribution-NonCommercial

Thetis Summary & Analysis by Carol Ann Duffy

• Line-by-Line Explanation & Analysis
• Poetic Devices
• Vocabulary & References
• Form, Meter, & Rhyme Scheme
• Line-by-Line Explanations

Carol Ann Duffy published "Thetis" in The World's Wife , her 1999 collection of dramatic monologues that retell famous stories and myths from the perspectives of female characters. In Greek mythology, Thetis was a sea nymph who was forced to marry the mortal Peleus, with whom she had a son (Achilles, the great hero of the Trojan War). In Duffy's poem, Thetis describes her attempts to evade Peleus's persistent advances by transforming herself into a series of animals and natural elements. Yet whatever form Thetis takes, Peleus finds a way to capture her. Through Thetis's transformations and Peleus's relentless pursuit, the poem illustrates women's adaptability as well as the pervasive nature of patriarchal oppression.

• Read the full text of “Thetis”

The Full Text of “Thetis”

“thetis” summary, “thetis” themes.

Women's Adaptability vs. Patriarchy's Persistence

• Lines 46-48

Humankind's Destruction of the Environment

• Lines 11-12
• Lines 16-18
• Lines 23-24
• Lines 25-26
• Lines 29-30
• Lines 31-33
• Lines 34-35
• Lines 37-38
• Lines 40-42
• Lines 43-44
• Lines 44-45

Line-by-Line Explanation & Analysis of “Thetis”

I shrank myself ... ... of his fist.

Then I did ... ... a crossbow's eye.

Lines 13-18

So I shopped ... ... at my nape.

Lines 19-24

Next I was ... ... the gun. Twelve-bore.

Lines 25-30

I sank through ... ... and his sinker.

Lines 31-36

I changed my ... ... Stuff that.

Lines 37-42

I was wind, ... ... a fighter plane.

Lines 43-48

Then my tongue ... ... child burst out.

“Thetis” Symbols

• Lines 1-2: “I shrank myself / to the size of a bird”
• Lines 7-8: “Then I did this: / shouldered the cross of an albatross”
• Lines 13-14: “So I shopped for a suitable shape / Size 8. Snake.”
• Lines 19-22: “Next I was roar, claw, 50 lb paw, / jungle-floored, meateater, raw, / a zebra's gore / in my lower jaw.”
• Lines 25-28: “I sank through the floor of the earth / to swim in the sea. / Mermaid, me, big fish, eel, dolphin, / whale, the ocean's opera singer.”
• Lines 31-33: “I changed my tune / to racoon, skunk, stoat, / to weasel, ferret, bat, mink, rat.”
• Lines 37-39: “I was wind, I was gas, / I was all hot air, trailed / clouds for hair.”
• Lines 43-44: “Then my tongue was flame / and my kisses burned,”
• Lines 46-48: “So I changed, I learned, / turned inside out—or that's / how it felt when the child burst out.”

• Lines 4-6: “Sweet, sweet, was the small song / that I sang, / till I felt the squeeze of his fist.”
• Lines 11-12: “But I felt my wings / clipped by the squint of a crossbow's eye.”
• Lines 16-18: “Coiled in my charmer's lap, / I felt the grasp of his strangler's clasp / at my nape.”
• Lines 23-24: “But my gold eye saw / the guy in the grass with the gun. Twelve-bore.”
• Lines 29-30: “Over the waves the fisherman came / with his hook and his line and his sinker.”
• Lines 34-35: “The taxidermist sharpened his knives. / I smelled the stink of formaldehyde.”
• Lines 40-42: “I scrawled my name with a hurricane, / when out of the blue / roared a fighter plane.”
• Line 45: “but the groom wore asbestos.”

“Thetis” Poetic Devices & Figurative Language

Alliteration.

• Line 4: “Sweet,” “sweet,” “small,” “song”
• Line 5: “sang”
• Line 6: “squeeze”
• Line 12: “clipped,” “crossbow's”
• Line 13: “So,” “shopped,” “suitable,” “shape”
• Line 14: “Size,” “Snake”
• Line 23: “gold”
• Line 24: “guy,” “grass,” “gun”
• Line 25: “sank”
• Line 26: “swim,” “sea”
• Line 28: “ocean's”
• Line 29: “Over”
• Line 30: “his,” “hook,” “his,” “his”
• Line 32: “skunk,” “stoat”
• Line 35: “smelled,” “stink”
• Line 36: “Stuff”
• Lines 7-12: “Then I did this: / shouldered the cross of an albatross / up the hill of the sky. / Why? To follow a ship. / But I felt my wings / clipped by the squint of a crossbow's eye.”
• Line 2: “a bird in the hand”
• Line 8: “shouldered the cross”
• Line 30: “his hook and his line and his sinker.”
• Line 31: “I changed my tune”
• Lines 1-2: “myself / to”
• Lines 2-3: “hand / of”
• Lines 4-5: “song / that”
• Lines 8-9: “albatross / up”
• Lines 11-12: “wings / clipped”
• Lines 13-14: “shape / Size”
• Lines 17-18: “clasp / at”
• Lines 21-22: “gore / in”
• Lines 23-24: “saw / the”
• Lines 25-26: “earth / to”
• Lines 29-30: “came / with”
• Lines 31-32: “tune / to”
• Lines 38-39: “trailed / clouds”
• Lines 41-42: “blue / roared”
• Lines 43-44: “flame / and”
• Lines 47-48: “that's / how”
• Lines 19-22: “roar, claw, 50 lb paw, / jungle-floored, meateater, raw, / a zebra's gore / in my lower jaw.”
• Lines 27-28: “Mermaid, me, big fish, eel, dolphin, / whale, the ocean's opera singer.”
• Lines 32-33: “to racoon, skunk, stoat, / to weasel, ferret, bat, mink, rat.”
• Lines 46-47: “So I changed, I learned, / turned inside out”
• Line 2: “hand”
• Line 3: “man”
• Line 8: “cross,” “albatross”
• Line 9: “sky”
• Line 10: “Why,” “ship”
• Line 12: “clipped,” “by,” “squint,” “crossbow's,” “eye”
• Line 13: “shape”
• Line 14: “8,” “Snake”
• Line 15: “Mistake”
• Line 16: “lap”
• Line 17: “grasp,” “strangler's,” “clasp”
• Line 18: “nape”
• Line 19: “roar,” “claw,” “paw”
• Line 20: “floored,” “raw”
• Line 21: “gore”
• Line 22: “lower,” “jaw”
• Line 23: “gold,” “eye,” “saw”
• Line 24: “guy,” “bore”
• Line 26: “sea”
• Line 27: “me,” “eel”
• Line 28: “ocean's,” “opera,” “singer”
• Line 29: “Over,” “waves,” “came”
• Line 30: “sinker”
• Line 31: “tune”
• Line 32: “racoon”
• Line 33: “bat,” “rat”
• Line 34: “knives”
• Line 35: “formaldehyde”
• Line 36: “that”
• Line 38: “air,” “trailed”
• Line 39: “hair”
• Line 40: “name,” “hurricane”
• Line 42: “plane”
• Line 43: “flame”
• Line 44: “burned”
• Line 46: “changed,” “learned”
• Line 47: “out”
• Line 48: “out”

“Thetis” Vocabulary

Select any word below to get its definition in the context of the poem. The words are listed in the order in which they appear in the poem.

• Shouldered the cross
• Twelve-bore
• Taxidermist
• Formaldehyde
• (Location in poem: Line 8: “shouldered the cross of an albatross”)

Form, Meter, & Rhyme Scheme of “Thetis”

Rhyme scheme, “thetis” speaker, “thetis” setting, literary and historical context of “thetis”, more “thetis” resources, external resources.

On Thetis — Learn more about Thetis's role in Greek mythology from this reference entry, courtesy of Britannica. 

Carol Ann Duffy's Biography — Learn more about the poet's life and work from this brief biography, courtesy of the Poetry Foundation.

The Wedding of Peleus and Thetis — Take a closer look at Joachim Wtewael's famous painting, "The Wedding of Peleus and Thetis," courtesy of the National Gallery of Art.

An Interview with Carol Ann Duffy — Listen to Duffy discuss The World's Wife and her perspective on poetry in this interview with the Lincoln Review.

What Is Ecofeminism? — Learn more about the relationship between feminism and environmentalism.

LitCharts on Other Poems by Carol Ann Duffy

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Death of a Teacher

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In Mrs Tilscher’s Class

In Your Mind

Little Red Cap

Mrs Lazarus

Mrs Sisyphus

Pilate's Wife

Pygmalion's Bride

Queen Herod

Recognition

Standing Female Nude

The Darling Letters

The Dolphins

The Good Teachers

Warming Her Pearls

War Photographer

We Remember Your Childhood Well

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