‘Hide and Seek’ by Vernon Scannell and ‘Half-past Two’ by ...

Paper type: Literary,

Words: 2991 | Published: 12.14.19 | Views: 1135 | Download now

‘Hide and Seek’ concerns boys hiding very carefully whilst playing hide and seek together with his peers. Steadily, he understands he have been abandoned, and fear overcomes him due to being separated in the dark environment. The tone is incredibly selected and confident at the beginning.

However , his self confidence gradually fades away as the realisation of his abandonment arises. The mood is analogous to the tone. At first, we could sense the excitement. This modifies to anxiety and nervousness towards the end. The poet uses language features to represent the sculpt.

On the 1st line, exclamation marks are used to show the excitement of the young man. Scannell uses personification and the senses to describe the surrounding ambiance in a stunning way. Therefore , the reader gets a clearer image. Occasional rhyme is used to add a sense of rhythm towards the poem. The poem is definitely one constant stanza.

It really is like remarkable monologue for the reason that it creates character, but it is really second person. The structure emphasises the unbearable length of waiting time. The adult speaks to his childhood self in second person, explaining feeling and thoughts. There are short sentences to produce tension and create quietness. The themes explored in ‘Hide and Seek’ will be childhood experience, reflection, isolation and desertion.

These themes are also looked into in ‘Half- past Two’. This composition also explores various other topics such as time restriction and criticism of teaching methods. Half-past two is around a child who have been kinky.

The abuse given by his teacher is usually to stay in the room until half- past two. She forgets that she hasn’t trained him period. He just understands his routines and throughout the poem we see the way the child escapes time because he doesn’t know it. The poet uses sculpt and dialect methods to portray the way the kid is cared for. The feelings for the majority of the poem is quite dreamy and we get the sense that the boy is puzzled.

In terms of vocabulary, personification is utilized effectively to exhibit the child’s view of your time. The use of senses creates surrounding atmosphere like in the previous composition, ‘Hide and Seek’. Mixture words are more comfortable with show the exercises of the son and the just time ideas he understands.

Rhythm can be produced by the repetition of compound phrases and by the simple fact that they are said in a child’s sing- music voice. Half-past two is usually divided into 9 three lines stanzas. Paradox is stated through the organized structure, mainly because it contrasts with the boy’s thoughts.

In ‘Hide and Seek’ the child is hiding carefully, checking ‘feet aren’t protruding, ‘ and taking safety measures such as not risking ‘another shout. ‘ Gradually, we realise his friends have got purposely forgotten him, but the child is incredibly naive and thinks he is ‘the victor. ‘ This individual realises in ‘the deepening garden’ that he has become neglected. The poem is written in second person. ‘They’ll by no means find you in this salty dark. ‘ This gives us the impression that the narrator is a grownup looking back on the knowledge.

The senses are used to be able to describe surrounding atmosphere towards a more vivid method. ‘The sacks in the application shed smell like the seaside. ‘ Scannell also uses personification, which in turn causes us to assume how the child is sense at that particular point. ‘The cold attacks through your layer. ‘ Personification is effective in portraying the child’s thoughts as it is less difficult for us to understand something if it is described to us in a more physical method. The majority of representation is used for the end to provide a sense of foreboding. ‘The darkening garden’ viewing emphasises his isolation in a scary place whereas ‘the bushes maintain their breath’ can show the actual child may be doing because he is worried.

In serious circumstances when folks are very worried, they hold their inhale without knowing. Scannell applies punctuation to represent the tone and feeling of the composition. ‘I’m prepared! Come and discover me! ‘ The exclamation marks focus on the pleasure of the child. We find a positive attitude and certainty due to the make use of the crucial rather than currently taking orders. A question is used towards the end to represent the unsure and stressed emotions the child is sense. ‘But exactly where are they whom sought you? ‘ This can be the voice in the adult reflecting on a bitter experience.

It truly is symbolic the poem begins with the very important and exclamation marks and conspicuously ends with dilemma and query marks. This emphasises the gradual differ from having a positive attitude to realisation of isolation. An alternative point that proves that the mood is definitely positive at the beginning is the fact that child examines the current scenario to a normal, happy 1 the majority of children’s experience. ‘The sacks inside the tool shed smell like the seaside. ‘ This gives the impression of a dazzling, sun-drenched beach with a lot of content children playing without constraints and restriction.

This is ironic as the child is isolated in a darker, begrimed place with restricted space. The poem is definitely one constant stanza. The dramatic monologue symbolizes the unbearable length of waiting time. The character is usually speaking right to us, detailing his different feelings and thoughts. The poem may be divided into two parts.

They are really positivity and certainty, and negativity and realisation. The first brand of the second portion is, ‘it seems a long time since they disappeared. ‘ Recently, the child endeavors to persuade himself they are still trying to find him. ‘They must be pondering you’re extremely clever. ‘ The effect of this is to stress the naivety and innocence of the child. For the majority in the poem, the child is positive, but simply for a group is this individual negative. This could accentuate the very fact a child may spend more time with fallacious ideas than in actual actuality.

Short phrases are used to develop tension. ‘Don’t breathe. Don’t move. Stay dumb. ‘ These phrases are explained slower compared to the rest of the composition, creating a tense stillness.

The pace slows down. Occasional vocally mimic eachother is present in ‘Hide and Seek’. ‘Out, shout, ‘ ‘coat, throat. ‘ A feeling of rhythm is usually added to the poem. I think there are several main designs explored inside the poem; childhood memories, isolation, abandonment, feeling unwanted and reflection. Reflection and childhood memories may be connected while the whole poem is about a grown-up reflecting on a childhood recollection.

This is confirmed by the reality the whole of the composition is crafted in second person. ‘You’ve never heard them appear so hushed before. ‘ This is even more personal than using ‘he’ or ‘him. ‘ Solitude is another topic. The innocent child doesn’t think so , but for the whole of the composition, he is alone. In the positive part of the composition, he believes that his friends are outside, yet close to him. ‘They’re shifting closer, somebody stumbles, mutters; ‘ The kid believes his friends are really close, they can even notice they’re discreet actions, usually unnoticeable.

Like the last topic, it emphasises the naivety and purity of the youngster. An alternative point out verify the boy is within isolation is the fact that that he could be in ‘the darkening garden’ as he comes forth from ‘the tool shed. ‘ There exists emphasis on the quantity of darkness in the surroundings. This can be interpreted being a symbol of loneliness.

This brings about fear, especially in small children. The fact that ‘the sunshine is gone’ is another image for darkness being present. For children, direct sunlight and illumination are signals of pleasure and contentment within a group. The theme of abandonment may be associated with solitude because he can be alone. It truly is clear to us that his good friends purposefully give up the son. ‘Their words and phrases and laughter scuffle, and they’re absent. ‘ We all realise this kind of a considerable period before the boy does.

This emphasises that most of the time, children are left at night, and elders know beforehand. Feeling undesirable is another key theme of ‘Hide and Seek’. This is how the kid feels when the realisation of his abandonment occurs to him. ‘Yes, here you are. Nevertheless where draught beer who sought you? ‘ It is likely that your child feels his peers deserted him since they do not like him. This course of action and the subsequent emotion are normal with children.

The child is left mixed up thinking that there is something wrong with them. I can tell by the aggression of the adult’s tone that is how the child seems. ‘You’re lower limbs are hard, the frosty bites throughout your coat. ‘ He is looking to show that all the pain he went through was not worth the cost because he was unwanted. Similarly to ‘Hide and Seek’, ‘Half- past Two’ is about a young child. He has done something naughty in school which is told by his teacher to stay in the bedroom until ‘Half- past Two’.

In her rush, your woman forgets that ‘She hadn’t taught him Time. ‘ The only period concepts he’s aware of and understands happen to be daily routines such as ‘Gettinguptime, ‘ ‘Timeyouwereofftime. ‘ Whilst waiting, he goes out into a ‘clockless land’ ‘out of reach of all the timefors. ‘ The teacher returns, slots ‘him back into university time’ and tells him to leave, or else he’ll be overdue. Contrasting with ‘Hide and Seek’, ‘Half- past Two’ is drafted in third person. ‘He did A thing Very Wrong. ‘ I think the narrator is the adult looking back again on a childhood experience. The poet doesn’t make that very evident by using first-person, or second person just like ‘Hide and Seek’.

Fanthorpe uses personification to show the child’s view from the clock. ‘The little sight, and two long thighs for strolling. ‘ This view can be described as child’s normal perception and establishes just how naive a young child can be, a comparison to ‘Hide and Seek’. Personification can be used further when ever Fanthorpe uses the juga, ‘He couldn’t click their language. ‘ She is moving on further from the actual that a child views a clock like a living target. A time clock produces a ticking noise. To the child, this is how it talks.

The pun stresses the idea that this individual can’t figure out a time, and therefore period. Personification is utilized in ‘Hide and Seek’, but for several purposes. It is to give a better image, instead of show a child’s belief of an object.

A comparison to ‘Hide and Seek’ relating to language would be that the senses create a clearer atmosphere for the reader. ‘The smell of aged chrysanthemums on Her desk. ‘ Another reason when you use senses varying from ‘Hide and Seek’ at this particular point is always to show how people, especially children see insignificant items when they are alone. Their attentiveness increases as a result of minimal muddiness. ‘Into the silent noises his hangnail made. ‘ The senses are used if he escapes in to the ‘clockless land of ever’. A significant stanza of the composition is in which ‘she slotted him back into schooltime. ‘ An image of the is created within our minds of the mechanical actions.

It is as if he is getting taken out of one zone make back into an additional instantly. The alliteration within this line triggers the composition to be even more rhythmic. After escaping the timeless community, the teacher’s words happen to be in italics. ‘I forgot about you. ‘ I think this is certainly to make her lines dominant.

These lines are important since they emphasise the fact the fact that child was neglected. Chemical substance words are more comfortable with portray the child’s sessions, the only period concepts he understands. ‘Gettinguptime, timeyouwereofftime, timetogohomenowtime. ‘ I do believe his parents and other carers in his existence say these. The repetition of chemical substance words provides an impressive sense of rhythm. That they seem to be explained in a sing- song sculpt, emphasising the patronizing develop to the child because of his age. A patronizing strengthen is used previously towards the young man. ‘He do Something Very Wrong. ‘ The title circumstance states the words that are emphasised.

She believes that if perhaps she uses a normal strengthen, the message won’t cope with to him. In the last stanza, we can perception the wistful tone from the narrator. ‘Where time skins tick- less waiting to get born. ‘ He wishes he can escape in this area where he isn’t restricted by time, like the majority of adults. The narrator shows bitterness with a satirical and sarcastic tone. ‘(I neglect what it was. )’ This mocks the teacher simply by trying to show that the lady was producing a big deal away of anything insignificant. The mood inside the poem is dreamy, particularly when the young man escapes into the timeless sector. ‘Beyond onceupona. ‘ The mood emphasises his distress by the new concept of period.

The wistful mood is also indicated by fairytale referrals. ‘Once after a schooltime. ‘ The word ‘time’ can be substituted pertaining to alternative words and phrases or non-e at all. In addition to fairytale referrals portray the mood, but also the very fact that fairytales are idiotic and consist of fantasy factors. The moods in ‘Half- past Two’ are a distinction to the mood in ‘Hide and Seek’. The poem is split up into eleven three-line stanzas, displaying organisation. Irony is indicated through the prepared structure, as it contrasts with all the boy’s feelings.

This is a very noticeable big difference to the framework of ‘Hide and Seek’. A further variation is that irregular brackets are used in ‘Half- past Two’ as opposed to non-e in ‘Hide and Seek’. One stanza is committed to criticizing instructing methods and sarcastically mocking her. ‘(Being cross, she’d forgotten the girl hadn’t trained him Period. He was too scared of being wicked to remind her. )’ The brackets signify the insignificance of the teacher’s actions. The themes looked into in ‘Half- past Two’ that are also explored in ‘Hide and Seek’ happen to be childhood recollections, isolation, desertion and reflection.

Also, limitation of time and freedom of childhood. Like in ‘Hide and Seek’, the themes of childhood thoughts and representation can be carefully tied together because within my view, the poem is about an adult seeking back on a childhood experience. Unlike ‘Hide and Seek’, this isn’t indicated by using second person as the poem is definitely written in third person, a fewer personal strategy.

It is indicated by the tone in the last stanza. ‘But he by no means forgot how once simply by not knowing time…’ The strengthen is pensive and regretful. The mature wishes he had the power to flee into the ‘clockless land of ever. ‘ This gives me to my next point that restriction simply by time is actually a theme explored in ‘Half- past Two’, but not ‘Hide and Seek’. The last stanza is the mature reflecting. ‘He escaped in to the clockless land of ever before, where period hides tick- less waiting to be created. ‘ The quote emphasises the fact that the innocent child isn’t restricted by period as opposed to adults. An additional theme is seclusion.

Contrary to ‘Hide and Seek’, the child knows his solitude, but confused at how to break free it. ‘So he waited…’ His child like qualities are emphasised by the reality he requires an older accountable figure to aid and guide him. Desertion, another topic, occurs once his instructor as opposed to good friends in ‘Hide and Seek’ deserts the child. In the two poems, your child is abandoned, but the tutor and the close friends have different motives. The friends do it as a scam and suppose the child will find his way back, whereas the teacher dismissed and did not remember the son. ‘Stay inside the schoolroom till half- past two. ‘ In conclusion, I do think the differences outweigh the commonalities.

An important likeness is that both are about adults reflecting on childhood encounters. In ‘Hide and Seek’, the adult is regretful and despises the experience, whereas in ‘Half- past Two’, the adult wishes he could relive the experience. Another difference may be the structures of both poetry. ‘Hide and Seek’ can be one continuous stanza, while ‘Half- previous Two’ contains eleven three line stanzas.

Regarding vocabulary, both poems use representation and senses to vividly describe the nearby atmosphere. As opposed to ‘Half- previous Two’, ‘Hide and Seek’ uses punctuation to show the change in tone and mood. With regards to themes, most themes looked into in ‘Hide and Seek’ are investigated in ‘Half- past Two’ as well as more.

A noticeable big difference is the articles of both equally poems. The experiences are completely different as are the reactions and private opinions of which. I enjoyed reading ‘Hide and Seek’ more than ‘Half- past Two’. This is because I believed ‘Hide and Seek’ was more effective at vividly laying out the experience.

In ‘Half- previous Two’, it was harder to obtain a grasp from the content and symbolism in the poem.

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