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Poetry Portfolio

Daniel Zarb-Cousin

Mrs. Bruckner

English 1A

3 March 2014

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Table of Contents

American Poem(Song of Myself)........................................................................................3

…………………………………………………………………………………………..4

…………………………………………………………………………………………..5

Lyrical Poem(Let Me Die A Young Man’s Death)..............................................................6

…………………………………………………………………………………………..7

…………………………………………………………………………………………..8

British Poem(Blow, Blow, Thou Winter Wind)....................................................................9

…………………………………………………………………………...……………..10

…………………………………………………………………………………………..11

Children’s Poem(Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out).................12

…………………………………………………………………………………………...13

…………………………………………………………………………………………...14

Work Cited………………………………………………………………………………15

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Daniel Zarb-Cousin

Mrs. Bruckner

English 1A

4 March 2014

Song of Myself, by Walt Whitman

I Celebrate myself, and sing myself,

And what I assume you shall assume,

For every atom belonging to me as good belongs to you.

I loafe and invite my soul,

I lean and loafe at my ease observing a spear of summer grass.

My tongue, every atom of my blood, form'd from this soil,

this air,

Born here of parents born here from parents the same, and

their parents the same,

I, now thirty-seven years old in perfect health begin,

Hoping to cease not till death.

Creeds and schools in abeyance,

Retiring back a while sufficed at what they are, but never

forgotten,

I harbor for good or bad, I permit to speak at every hazard,

Nature without check with original energy.

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Comments on “Song of Myself,” by Walt Whitman

Whitman projects the theme of this poem in such an elegant way, that is both heartwarming, and

abstract; subjective, in ways. The overlying topic of using a song as a capsule for this important

proclamation is quite appealing, towards myself. This piece of literature is so free, yet firmly didactic in

a way. The way Walt presents his own cherishment of himself and his own life is particularly genuine,

and vividly portrays verisimilitude. I find this poem extremely relatable, to both myself, and others. The

message comes through, so, very many places in life: be yourself, take pride and relish in being you!

Although considered by some to be ‘cliche,’ the common phrase really has an emphasis, on our culture,

as we progress through the age of discrimination, and fear of the different. If a larger multitude of the

population had an outlook on themselves, and others, similar to Whitman’s, an amazing portion of

acrimony would vanish.

Being a free verse poem, there is not a surplus of poetic devices being obviously used, although,

there are a few that can be pointed out. Throughout the poem, exists a commonly seen use of

repetition, usually one non-repeated word apart. Examples of such include “myself…myself,”

“assume...assume,” “belonging to me...belongs to you ,” “Born here of parents born here from 1

parents...parents .” Imagery is utilized as a vital tool in this poem, as well...seen with phrases like “a 2

spear of summer grass,” or “My tongue, every atom of my blood, form'd from this soil.” Multiple iambs

such as “belong(s),” “myself,” “sufficed,” and “permit” are spotted. Although, the most noticeable

characterization would be, being an epic. It tells the tale of a man, and how has looked upon himself,

using broad, and heroic terms; feelings of courage; pride.

1Although I realized the two previously mentioned phrases are not exactly similar, they did seem to reach the threshold of similarity that I had set for being required.2 Refer to the previous footnote.

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I chose to use a picture of a blade of grass, for reasons somewhat evident. The poet, Walt

Whitman, addresses grass in this poem, and, the book in which this poem is called is labeled “Leaves of

Grass.” The grass represents the atoms of this beautiful existence we live in, and how simple the roots

of all of us are. We all came from the soil, as did the grass, and therefor, we are equal to each other,

and, in return, the grass we walk on.

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“Let Me Die A Youngman’s Death," By Roger McGough

Let me die a youngman's death

not a clean and inbetween

the sheets holywater death

not a famous-last-words

peaceful out of breath death

When I'm 73

and in constant good tumour

may I be mown down at dawn

by a bright red sports car

on my way home

from an allnight party

Or when I'm 91

with silver hair

and sitting in a barber's chair

may rival gangsters

with hamfisted tommyguns burst in

and give me a short back and insides

Or when I'm 104

and banned from the Cavern

may my mistress

catching me in bed with her daughter

and fearing for her son

cut me up into little pieces

and throw away every piece but one

Let me die a youngman's death

not a free from sin tiptoe in

candle wax and waning death

not a curtains drawn by angels borne

'what a nice way to go' death

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Comments on “Let Me Die A Youngman’s Death” by Roger McGough

The poem, “Let Me Die A Youngman’s Death,” by Roger McGough, is a simple, yet earnest

poem that expresses the wish to die from a cause in which he would be having fun, not because of a

sickness, or old age. It is a simple and widely known, as well as embraced, idea. The author uses

scenarios that are very humorous, and that is why it was appealing to me. It is very lyrical, and has a

sense of being able to sing a song to. The poem gives you a light outlook on death at an old age, and

gives a feeling of contentedness. It turns the grim and commonly depressing subject of death into a

comical, trivial, and light idea. It brightened up my day, and that is why I chose to bring it to class.

The poet, Roger McGough, uses many forms of poetic devices in this poem. In particular, there

are many repetitions. For example, the word “death” at the end of a line, is used every other line for

three lines in both of the first stanza, and the last. It gives a feel of a stable introduction, and setting, and

a sturdy conclusion. Among these things, assonance is used in many cases, for example,

“clean...inbetween...sheets...peaceful,” all in the first stanza. Imagery is created as well, as you can

vividly imagine a silly old gaffer running amuck and causing all kinds of who knows what. Some minor

rhyme is used in this poem, for example, in the third stanza, at “with silver hair and sitting in the barber’s

chair.” Above all, the author uses many cases of hyperbole, as, he would obviously not prefer to

become deceased in said ways.

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This image was chosen by me for a few select reasons. On an aesthetic note, the kazoo is

rather bright and vibrant in terms of color, which made me feel whimsical, and silly. As, such is the

overall mood of the poem. A kazoo in general is a comical “instrument,” and reminded me greatly of

the poem. The kazoo is also a common party favor, and the poet mentions, countless times, that he

wishes to become deceased in a rather fun way, such as a party.

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Blow, Blow, Thou Winter Wind

Blow, blow, thou winter wind

Thou art not so unkind

As man's ingratitude;

Thy tooth is not so keen,

Because thou art not seen,

Although thy breath be rude.

Heigh-ho! sing, heigh-ho! unto the green holly:

Most freindship if feigning, most loving mere folly:

Then heigh-ho, the holly!

This life is most jolly.

Freeze, freeze thou bitter sky,

That does not bite so nigh

As benefits forgot:

Though thou the waters warp,

Thy sting is not so sharp

As a friend remembered not.

Heigh-ho! sing, heigh-ho! unto the green holly:

Most friendship is feigning, most loving mere folly:

Then heigh-ho, the holly!

This life is most jolly.

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Comments on “Blow, Blow, Thou Winter Wind,” by William Shakespeare

The sarcastic, and, rather bitter tone of this poem is one to be noted. Very few poets can really

make you feel the caustic words that this poem does. It seems as though Shakespeare wrote this poem

after an unfortunate event occurred, involving him being the victim. Maybe, the poet had a lover, and

they had crushed his heart; leaving him in his sorrowful and revenge-bearing words. The poems reminds

you, that, at the bottom of every being, the true nature of themselves is a ubiquitous belligerent

bitterness. Although able to be covered, one cannot simply avoid catching sight of the unvarnished

personalities of their fellow man. This piece’s sarcasm gives a sense of giving up, and accepting that life

is not as euphoric as described. My favourite section of this poem consists of the last two lines. The

lines describe the epitome of Shakespeare’s opposition towards other human beings in a general sense.

Some may describe the poem’s true tone as being one of bitterness, anger, and satire...yet, I feel that

Shakespeare finally had hit the last straw; gave up all hope. In my honest opinion, it is melancholic,

more than anything.

This poem incorporates many different poetic devices in order to overall amplify its effect.

Among these, the use of verbal irony and sarcasm are very evident, for example, "Then heigh-ho, the

holly! This life is most jolly” is said after the poet goes into detail about the faults and travesties

committed by man. The sarcasm and irony adds to the bitterness and harsh-like tone of the poem.

Instances of repetition and alliteration are used, like “Blow, blow,” “winter wind,” “although thy breath,”

Heigh-ho...holly,” “Freeze, freeze,” “friendship if feigning...folly,” “Though thou the,” and “waters warp.”

Phrases such as “Blow, blow, thou winter wind,” and “Freeze, freeze, thou bitter sky” provide imagery,

and a negative connotation and diction. In terms of rhyme, the scheme of ‘a-a-b-c-c-b” is used for the

first and third stanzas, while the scheme of ‘a-a-a-a’ is used for the second and fourth stanzas.

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The image I have selected is indeed, a freezer. In the poem, “Blow, Blow, Thou Winter Wind,”

by William Shakespeare, the bitter ‘cold’ is a common theme. Although, he is most likely not referring

to the literal cold, but rather the harsh and frigid personalities and natures of other humans. If things are

left in the freezer for too long, frostbite can occur, and it is the same situation with humans.

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Sarah Cynthia Sylvia Stout, by Shel Silverstein

Sarah Cynthia Sylvia Stout

Would not take the garbage out!

She'd scour the pots and scrape the pans,

Candy the yams and spice the hams,

And though her daddy would scream and

shout.

She simply would not take the grabage out.

And so it piled up to the ceilings;

Coffee grouns and potato peelings,

Brown bananas, rotten peas,

Chunks of sour cottage cheese.

It filled the can, it covered the floor,

It cracked the window and blocked the

door

With bacon rinds and chicken bones,

Drippy ends of ice cream cones,

Prune pits, peach pits, orange peel,

Gloppy glumps of cold oatmeal,

Pizza crusts and withered greens,

Soggy beans and tangerines,

Crusts of black burned buttered toast,

Gristly bits of beffy roasts...

The garbage rolled on down the hall,

It raised the roof, it broke the wall...

Greasy napkins, cookie crumbs,

Globs of gooey bubble gum,

Cellpohane from green baloney,

Rubbery blubbery macaroni,

Peanut butter, caked and dry,

Curdled milk and crusts of pie,

Moldy melons, dried-up mustard,

Eggshells mixed with lemon custard,

Cold french fries and rancid meat,

Yellow lumps of Cream of Wheat.

At last the grabage reached so high

That finally it touched the sky.

And all of the neighbors moved away,

And none of her friends would come to

play.

And finally Sarah Cynthia Stout said,

'OK, I'll take the garbage out! '

But then of course it was too late...

The garbage reached across the state,

From New York to the Golden Gate.

And there, in the garbage she did hate,

Poor Sarah met an awful fate,

That I cannot right now relate

Because the hour is much too late.

But children, remember Sarah Stout

And always take the garbage out!

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Comments on “Sarah Cynthia Stout,” by Shel Silverstein

I had did have children, or when I do, this is a poem I would show them at a somewhat young

age. It agglomerates the use of exaggeration and humor to concoct something not too easily done. This

poem, above many, really makes me feel like an elementary school goer again. Shel Silverstein books

were commonly found in my elementary school, as they were believed to be a great introduction and

lure to poetry. I now see why this was previously stated, as his poems, especially this particular one is

simply amazing. It has a flowing, and accumulating feel as you read it, and it really explores just how

much a young child can procrastinate, until it becomes their demise. When I read the poem, I’d have to

say, my favorite two lines are “The garbage reached across the state,” and “From New York to the

Golden Gate.” Those lines really bring out and help you imagine the dynamic amount of garbage that

our dear Sarah has not been competent enough to take out.

A poem like this uses rhyme and rhythm to its advantage. If nothing else, this poem is one to

have you reading with a whimsical tone, without even noticing it! For example, some evident alliteration

is used in the title, as well as throughout the poem: “Sarah Cynthia Sylvia Stout,” “Scream...shout,”

“Blobs of gooey bubble gum,” “Grisly bits of beefy roast,” “potato peelings,” “Brown bananas,” “ice

cream cones,” Curdled...crusts,” “Prune pits, peach pits,” “Black burned buttered toast,” and “Gloppy

glumps.” One can see how the poet utilizes alliteration to its fullest, by enriching the reading with

tongue-twister-esque lines. Repetition becomes seen when one reads far enough into the poem, as, the

reoccurring phrase of “Sarah Cynthia Sylvia Stout would not take the garbage out!” is spotted multiple

times, to reiterate the procrastination of this young person. A case of foreshadowing is seen when the

author points out that the fate of Sarah, the main character in this romp of a poem, is an undesirable one

to recount. In the rhyme department, a scheme of “a-a-b-b, a-a-b-b,” and that repeats.

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This image is quite self-explanatory, as it fits with the poem’s main character’s enemy; the

garbage. Luckily, it is not overflowing in an unrealistic manner, as described in the poem. The trash

could translate into problems, in a way...you can let them stack up, and never attend to them. And,

eventually, they become your demise.

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Work Cited

Bruckner-Chang, Rebecca . "Poetic Devices." English 1A. Edison High School. Edison High School

English Hall, Huntington Beach, California. 6 Feb. 2014. Class lecture.

McGough, Roger. "Let Me Die A Youngman's Death." Poemhunter.com. N.p., n.d. Web. 4 Apr.

2014. <http://www.poemhunter.com/poem/let-me-die-a-youngman-s-death/>.

Shakespeare, William. "Blow, Blow, Thou Winter Wind." Poemhunter.com. N.p., n.d. Web. 4 Apr.

2014. <http://www.poemhunter.com/poem/blow-blow-thou-winter-wind/>.

Staton, Qiana. "Sarah Cynthia Sylvia Stout Would Not Take The Garbage Out."Poemhunter.com.

N.p., n.d. Web. 4 Apr. 2014.

<http://www.poemhunter.com/poem/sarah-cynthia-sylvia-stout-would-not-take-the-garbage-ou

t/comments/>.

Whitman, Walt. "Song of Myself, I, II, VI & LII." Poemhunter.com. N.p., n.d. Web. 4 Apr. 2014.

<http://www.poemhunter.com/poem/song-of-myself-i-ii-vi-lii/>.