A Tide Rises The Tide Falls

Improved Essays
“A Tide Rises, the Tide Falls:” Accepting Reality The poem “The Tide Rises, the Tide Falls” talks about how nature is very powerful and beautiful and we humans are frail and inconsequential. The author makes a point that nature has the ability to “efface footprints in the sands” (line 9). It relates to the world we live in by symbolizing life with stuff we are familiar with seeing everyday. The ocean doesn’t cease to move, its tide rises and falls, and its waves crash on forever. In life people constantly come and go because no one lives for an eternity. “The Tide Rises, the Tide Falls” equals life development and progression. The meaning of the poem is that how a person is unable to stop the ocean, which erases footsteps …show more content…
He uses only masculine rhyme, and the first, second, and fifth line of every stanza share the same rhyme: -all. The rhyme scheme sets the tone for the poem, as the repetitive sounds broken by the different rhymes of the third and fourth lines imitate the rising and falling of the tide. He uses an array to emphasize the meaning and stress actions and creates an assonance by repeating the “a” vowel (Along the sea-sands damp and brown / The traveller hastens toward the town) , which gives the poem a sense of continuity. It is evident that Henry Wadsworth Longfellow is trying to portray how people without a place to go at night or a family to be with (the lonely sea) are hoping that darkness doesn’t come, because the darkness and the coldness make them feel even more lonely. The author made the significance of the poem, even better by using allusion, imagery and personification. At first “The Tide Rises, The Tide Falls” was challenging and I was finding it hard to find the deeper meaning of the poem, but after analyzing it and using those three poetic elements I could see what the author

Related Documents

  • Improved Essays

    In Henry Wadsworth Longfellow’s poem, The Tide Rises, The Tide Falls, he goes into depth about how life is mysterious and that all the events that happen to us will become some kind of lesson to be learned. Longfellow had experienced the deaths of both his wives, Mary Storer Longfellow and Frances Elizabeth Longfellow, who both had tragic endings. The feeling of distraught and depression for losing the two women whom he had grown to love and cherish was something that he felt so strongly, which had greatly impacted his work and life. We can see the distressful tone that is depicted throughout the poem. This was in one of his last collection of poems to be published nearing his time of death.…

    • 396 Words
    • 2 Pages
    Improved Essays
  • Improved Essays

    Not only does poetry include an endless variety of subject matter, but also an endless diversity of interpretations. However, with the great array of interpretations possible, it is easy to get lost and trapped searching for a deeper meaning, which is exactly what the teacher warns the students of. All the teacher asks is for the students to "water-ski across the surface", acknowledging the author "on the shore", not to dive into the depths of the water and never return. Imagining the poem as a hive full of honeybees to which you must listen to, or as a color slide to which you must "hold up to the light", illustrates the approach that the teacher wants the students to take, and the priority to enjoy the beauty of the…

    • 547 Words
    • 3 Pages
    Improved Essays
  • Improved Essays

    The poem begins with a direct speech from the speaker establishing one specific day in time where one has an epiphany of what one’s purpose in life is. In the three next lines, a symbol is introduced as the “voices”. The “voices” represent other people, mainly those who are part of one’s life but are not beneficial to one’s personal growth. These three lines reveal the true intentions of those voices as they keep saying the wrong things and shifting one’s mind in a different direction. The next four lines utilizes metaphors to emphasize one’s perseverance.…

    • 217 Words
    • 1 Pages
    Improved Essays
  • Improved Essays

    The rhymes connect between each stanza, and the end of the poem loops back around to match the beginning rhyme. This, coupled with the repetition of “I have been one acquainted with the night” as the first and last lines creates the effect of cycling thoughts that keep going on, neverending. Thus, the man is not only familiar with the night, but also with the redundant routine of contemplation and loneliness.…

    • 1840 Words
    • 8 Pages
    Improved Essays
  • Superior Essays

    It also represents that even as big as the ocean may be, strong bonds cannot be unbroken and will manage to find their way back to each other because they have hope. Even through all the struggles that Marlin went through, when he felt like giving up, there had always been that one reason to keep him going. Same with the speaker in the poem when he knew that the separation from his lover and him would not be eternal, but that it would take time and he would have to wait to reunite with her. In both narratives the ocean represents the distance and space that keeps the bonds apart, but in the end they become hopeful outcomes. Both Marlin and the speaker had faith and never gave up on the day they would reunite with their loved…

    • 1115 Words
    • 5 Pages
    Superior Essays
  • Improved Essays

    Fishhawk Poem Analysis

    • 1074 Words
    • 5 Pages

    The author brilliantly used the syntax to make the poem more compelling to the readers. The repetition of the line “Watercress grows here and there” in the second, fourth, and the fifth stanza gave the poem an overall melodic rhythm. Moreover, the exact repetition of “Gentle maiden, pure and fair” in line 3,7,15, and 19 emphasized the young man’s desire for the fair lady. While exact line repetition occurred, repetition with small variations was also embedded in the poem as signals for plot…

    • 1074 Words
    • 5 Pages
    Improved Essays
  • Improved Essays

    To begin with, Longfellow’s poem “The Tide Rises, the Tide Falls” depicts how people can find truth within the nature around them. For instance, in the second stanza after the traveller leaves the shoreline, Longfellow writes, “The little waves, with their soft, white hands, Efface the footprints in the sands” (Longfellow 8-9). Literally, the passage…

    • 450 Words
    • 2 Pages
    Improved Essays
  • Improved Essays

    His work connected people to nature and to life. Henry Wadsworth Longfellow wrote three poems that will be analyzed called “The Psalm of Life”, “The Cross of Snow”, and “The Tides Rises, the Tides Falls”. In these three poems, the themes are to keep on living because you never know when it will all end and regardless of what happens, you will always remember someone you lost. In “The Psalm of Life”, “The Cross of Snow”, and…

    • 463 Words
    • 2 Pages
    Improved Essays
  • Improved Essays

    “The Tide Rises, The Tide Falls” really stood out to me. The way Henry Wadsworth describes death is so insightful, he makes death seem calming and accepting. Even though the it's short, a three stanza poem that only takes up half a page, it carries a great story. I loved reading it and taking it apart to find out what it truly means. What was very interesting was the way it connects with the world we live in which the connection is death.…

    • 759 Words
    • 4 Pages
    Improved Essays
  • Improved Essays

    E.J. Pratt’s poem “Erosion”, though short, is filled with many details that enhance the poem’s meaning. From the visual and the structural appearance of the poem to the many literary devices used, Pratt allows the reader’s mind wander to find the images of oceans, waves and time passing by. This poem is very complex and therefore the focus on this analysis will be on the visual representation of the poem and the sophisticated metaphor used to describe aging. Starting with the visual aspect of the poem, Pratt uses a pattern of line length to imitate the visual aspect of waves hitting their mark and then shrinking away. This represents “the sea” (1) which, although are usually assumed to be associated with inconsistency and unpredictability, in this poem takes a different meaning.…

    • 583 Words
    • 3 Pages
    Improved Essays
  • Improved Essays

    Tides

    • 623 Words
    • 3 Pages

    Lesson is for 2nd or 3rd graders Engage: The teacher will present the class with a fish tank full of water, and will begin to tilt it back and forth to make waves inside the tank. Students will be asked what is causing waves to form inside the tank? After the teacher has listened and responded to each student’s answer, the teacher will then ask multiple questions for class discussion before the lesson, such as what makes water tides? What is gravity?…

    • 623 Words
    • 3 Pages
    Improved Essays
  • Improved Essays

    The fisherman did not have to mark it on the side of the rock against the passing of time to prove to his reason that it was rising. always rising” (Hall 13). This quotation shows the tide rises no matter what you do, and people can become victims of things they cannot change. As the tide started rising it began to close the three out, and they became closer and closer…

    • 1419 Words
    • 6 Pages
    Improved Essays
  • Improved Essays

    Poem Bermudas

    • 700 Words
    • 3 Pages

    The couplet rhyme scheme is simple, yet consistent throughout the poem; the iambic tetrameter rhythm is similarly maintained for the entirety of “Bermudas.” These features create a song-like feel for the colonists to sing for their journey to better “[keep] the time” as they rowed along. But “Bermudas” has a strikingly regular rhyme scheme and meter. It is particularly orderly, and each inflection and lull in the poem is rhythmical, nondisruptive, and expected. This extreme regularity of rhyme and meter gives “Bermudas” a familiar, comforting pattern and stability, a welcome feeling despite its…

    • 700 Words
    • 3 Pages
    Improved Essays
  • Improved Essays

    There is a significance to the rhyming of “night” and “light” because they are used as opposites and serve as the central meaning to the poem. Thomas uses a combination of assonance, alliteration, and consonance to give the stanza a united and cohesive feel, and the repeated sounds help give the stanza a “spitting” tone––like it’s angry and…

    • 1005 Words
    • 5 Pages
    Improved Essays
  • Improved Essays

    The intention behind this rhyme scheme was for the first three stanzas to act as context for the reader, while the last stanza deals with the metaphorical lessons. Without this abrupt shift in rhyme scheme, the reader may miss the motif presented in the last stanza and consequently misinterpret the poem’s meaning. The poet also repeats the last two lines to contribute to the form. The short narrative closes off with the simple phrase “And miles to go before I sleep / And miles to go before I sleep” (15-16). Frost chose to repeat the last line to emphasize the main point behind the poem, since repetition draws attention to crucial lines, making them impossible to breeze over.…

    • 1140 Words
    • 5 Pages
    Improved Essays

Related Topics