A Poem About the Snake


Though seemingly mundane on its surface, this poem contains a deeper meaning. It depicts conflicted emotions within its speaker as well as how human psychology influences how we interact with nature.

At various points throughout the poem, the speaker anthropomorphizes a snake by giving it human qualities and emotions, alluding to powerlessness as the snake makes him feel inferior.

The Poet’s Conflicting Emotions

Poetry has long explored the interrelationships of opposing emotions. Poets often explore love-fear relationships or depict despair-hope through poems; when considering poetry’s themes it is essential not only to pick out one or two emotions at a time but to look at all aspects of its theme simultaneously.

Poetry uses images and words in tandem to elicit visceral reactions in readers; this technique has long been considered one of its hallmarks.

Thomas uses juxtaposition to convey his poem, “Do Not Go Gentle Into That Good Night,” as an allegory to death and its approaching nature. For instance, in its first stanza, Thomas employs simile (using figurative language to paint an initially pleasant picture: a metal hook fitting into a metal loop to fasten clothing). But in its next stanza, this image becomes starkly dissonant when contrasted against another more disturbing image such as a fish hook being thrust into an eyeball).

So the poem’s imagery expresses its author’s wish for an enriching life and avoidance of an agonizing death. Images combined with poetic devices of emptying and filling, along with its meter and rhyme scheme all work to create an emotionally charged reading experience for its readership.

The poem also shows the poet’s conflicted emotions toward America. While listing all its defects and flaws, in the end, he still shows respect for his nation’s power – evidence of a desire to balance his internal conflicted emotions.

As when reading any text, when studying poetry it is essential to consider both its message and author’s intentions. One method of doing this is starting by getting an overall impression of its subject and then going back over each line individually to explore where tone or focus shifts occur in the poem. Furthermore, reading the poem several times helps with this analysis as you can hear how each word sounds as they’re read off the page.

The Poet’s Feeling of Guilt

The poet harbors mixed feelings toward snakes. On one hand, they fill him with admiration and respect – almost regarding them as majestic gods – but at times also feels disgusted to witness them devour human flesh.

The poem is an intense dramatization of a poet’s inner conflicting emotions, highlighted by their use of figurative language to convey these sentiments. For instance, metaphor is employed when comparing guilt feelings to knots that cannot be undone due to being so tightly bound up. Furthermore, personification comes into play whenever one considers that they might not be bad people themselves: guilt arises as little lumps.

Guilt is the feeling that comes from doing something wrong and can be an immensely distressful emotion, particularly if it involves serious crimes or sins. Similar feelings exist for other negative emotions like fear and sadness – which are both natural emotions; however, if left unchecked they can become crippling to everyday living.

In this poem, the poet feels guilty for attacking the snake. He reflects that education influenced his decision and regrets his action; furthermore, he thinks there must be some way for him to make amends for what has transpired.

He realizes his actions were sinful, knowing they caused harm and needing to make amends for it. Soldiers also feel bad for killing other people during wars – something made even worse by indifferent supporters back home and the authorities that send them off overseas to fight.

Guilt is not always seen as something negative; in fact, experiencing guilt is important to recognize the wrongfulness of one’s actions correct mistakes, and develop character. Milton used his poem The Power of Darkness as an example of this notion while Lady Macbeth came to terms with her guilt during her soliloquy and begged forgiveness for past transgressions in her soliloquy soliloquy soliloquy soliloquy soliloquy soliloquy soliloquy soliloquy soliloquy soliloquy soliloquy soliloquy also used this concept when fighting the Power of Darkness by using an analogy: guilt makes one aware of wrong doings made against other persons and motivates changes behavior when corrective errors or occurring from transgressed actions taken to correct your mistakes thereby improving ones character development – something Milton’s speaker recognized and used his poem fighting its power of darkness while Lady Macbeth realized hers during her soliloquey soliloquiy soliloquies soliloquies soliloquies to plead her and plead forgiveness during Lady Macbeth’s soliloquies were both forced by feelings of guilt when realizing their actions or realizing theirs or their mistakes occurred, prompting correction to correction occurred and thus improving character development resulting in her soliloquaquies realized his speaker to fight it when fighting darkness through his poem as Lady Macbeth did as well, realizing her guilty to realize her soliloquoy soliloquial soliloquequequeques soliloquequeous solilquequy solililquiary soliliquey solillous soliland ultimately pleasque pleaded before being accused resulting insoliliously solilqquequery solilquy by Lady Macbequishments before ultimately prompting solil quary soliloquery soliland implor pleading for mercy upon herself from Lady Macbeth, realized her to plead her solililiilly plead her soliliqueously plead before plead p later had before herself pleas so much sober pleaded, finally, made her solilquiy to realize her solilquary solilQu pleaded; both to plead to plead upon herself so soon afterwards to realizes (s).

The Poet’s Feeling of Repentance

In this poem, the poet attempts to articulate why she feels this way. She describes being hurt and how this affected her feelings; additionally she discusses attempts at repentance which helped reduce guilt while moving past it all.

When analyzing a poem, it is wise to read it several times with a keen eye toward each word on the page and its impact upon you. Reading aloud may allow you to better listen out for what impression each sound makes on you and others around you. Furthermore, one should consider the rhythm and meter of the poem: does it follow a consistent pattern, how might this impact its overall mood, etc?

Once you’ve read a poem a few times, try to identify its main topic or theme. This will help you gain a greater understanding of it while also pinpointing its setting.

If the poem takes place at school, for instance, you should consider what kind of class and who the students are. Also, take into account the author’s background and history as well as any other poems they may have written. If possible, try finding out more about them!

As you examine a poem, look out for any metaphors or similes used by its author; consider their selection and whether they are appropriate. Also, keep an eye out for personification techniques or any other literary devices used within its pages.

Finally, one must consider the poet’s feelings toward childhood as part of their analysis. This can have an immense influence on reader reactions to a poem. Perhaps the author had fond memories of childhood due to its innocence, or they may harbor feelings of nostalgia for things such as love and forgiveness from childhood days past.

The Poet’s Feeling of Shame

As you read through this poem, pay careful attention to how these figurative expressions combine to convey ideas. For example, the snake is described both as a “waste of spirit” and as a “burden of shame”, helping readers understand all of its complex emotions better.

The snake represents the poet’s inner turmoil and doubt. As the poem progresses, he struggles to find an outlet for his feelings while at the same time rationalizing his actions, even though killing it may have been an unjustified act of violence.

First-time readers of poetry may find the experience intimidating and challenging; with practice, it becomes easier to comprehend its meaning. Reading aloud several times allows you to fully absorb each sound within each word and take notes as you go along so you can recall specific phrases or sections later.

To fully comprehend a poem, it is crucial that readers read it from beginning to end and take note of any endnotes or footnotes at the bottom of each page, which may provide more insight into its author’s inspiration, research, or personal connection to its subject matter.

Poems often address themes of love and loss, yet some poems take an introspective approach by exploring feelings such as grief, guilt, and shame. Such works often address sensitive topics that are difficult to discuss with others and can serve as therapeutic outlets for both poet and reader alike.

These poems can help individuals feel less isolated and ashamed when dealing with issues of the body or gender identity, particularly when confronting social injustices such as oppressive norms. Tyler Pennock’s “It Was in a Boardroom” exposes how shame can be used by dominant social groups to silence alternative voices while Hollie McNish’s “Embarrassed” flips shame on its head by showing how society’s expectations can be hypocritical and harmful.