It is important to note the two places in the poem where the reader can see that the narrator has the benefit of hindsight in evaluating his father's good deeds. The first is at the end of the first stanza, where the narrator states "No one ever thanked him" (Hayden). The narrator now recognizes the flaws in his own actions. Yet it is not simply "I never thanked him," but "No one." The narrator recognizes that there was not only a flaw in their relationship, but in the way his father was treated by his family as a whole, and perhaps the world. The poem as a whole sets a tone of lower- or working-class people (the reference to hands weary from labor provides the best clue) who struggle, often in silence, to stay afloat.
The poem functions, in an indirect way, as the thank you that the narrator never provided his father. This is best evidenced in the last two lines, where the narrator realizes the error of his ways and wonders if he understood the mechanisms of love as a child. Love is a place, more precisely a place with "offices," which are "austere and lonely" (Hayden). Therefore, just as the child does not understand the work life of his parents, he also can not appreciate the emotional place that a parent must go to sacrifice his or her own comfort and rest to provide for his or her children.
The same principle of the unconditional and giving love of a parent is at work in my poem. I began somewhat differently...
The best evidence for this suffusion in the author's own life is in the final chapter, when the main character/author returns in full force. Traveling peacefully and happily in a plane above Berlin, during a moment he considers "one of the nicest ones in recent times" (Vonnegut, p. 211), removed in time and space from Dresden, Vonnegut "imagined dropping bombs on those lights, those villages and cities and towns," (Vonnegut,
Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop
Branding in Service Markets Amp Aim And Objectives Themes for AMP Characteristics Composing Branding Concept Branding Evolution S-D Logic and Service Markets Branding Challenges in Service Markets Considerations for Effective Service Branding Categories and Themes Branding Theory Evolution S-D Logic and Service Markets Branding Challenges in Service Markets Considerations for Effective Service Branding Branding Concept Characteristics Characteristics Composing Branding Concept Sampling of Studies Reviewed Evolution of Branding Theory Evolution of Marketing Service-Brand-Relationship-Value Triangle Brand Identity, Position & Image Just as marketing increasingly influences most aspects of the consumer's lives, brands
Defense of Abortion The author of this piece, Judith Jarvis Thompson, supports abortion, she uses descriptive assumptions creatively, and she makes dramatic -- even outrageous -- examples as juxtapositions to develop her argument and make her points. She also employs value assumptions that are effective in her narrative. But Thompson's theses and her Socratic style of argument carry the most weight as she turns of the positions of the "pro-life"
Judge Broderick concluded that the Compulsory Process Clause of the Sixth Amendment does not give a defendant the right to require immunization of a witness, but that such a right is "probably" contained in the Due Process Clause of the Fifth Amendment. Id. However, he declined to accord the defendants the benefit of this "probable" Fifth Amendment right to defense witness immunity for two reasons. First, he ruled that
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