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Use Emily Dickinson's poem, "Because I could not stop for Death," to answer the questions on this Sample Work. Because I could not stop for Death – He kindly stopped for me – The Carriage held but just Ourselves – And Immortality. We slowly drove – He knew no haste And I had put away My labor and my leisure too, For His Civility – We passed the School, where Children strove At Recess – in the Ring – We passed the Fields of Gazing Grain – We passed the Setting Sun – Or rather – He passed Us – The Dews drew quivering and Chill – For only Gossamer, my Gown – My Tippet – only Tulle – We paused before a House that seemed A Swelling of the Ground – The Roof was scarcely visible – The Cornice – in the Ground – Since then – 'tis Centuries – and yet Feels shorter than the Day I first surmised the Horses' Heads Were toward Eternity – set it up like a poem

11 answers

Certainly! Here is Emily Dickinson's poem, "Because I could not stop for Death," set up in a formatted structure as a poem:

Because I could not stop for Death –
He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.

We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility –

We passed the School, where Children strove
At Recess – in the Ring –
We passed the Fields of Gazing Grain –
We passed the Setting Sun –

Or rather – He passed Us –
The Dews drew quivering and Chill –
For only Gossamer, my Gown –
My Tippet – only Tulle –

We paused before a House that seemed
A Swelling of the Ground –
The Roof was scarcely visible –
The Cornice – in the Ground –

Since then – 'tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses' Heads
Were toward Eternity –

This format highlights the poem's structure, maintaining Dickinson's unique style and punctuation.

Which of the following best explains how stanza 3 (lines 9-12) contributes to one of the major themes of the poem?

In Emily Dickinson's poem "Because I could not stop for Death," stanza 3 (lines 9-12) contributes to one of the major themes of the poem—the passage of time and the inevitability of death—by illustrating the transition from life to the afterlife.

Examination of Stanza 3:

  • Lines of Stanza 3:
    We passed the School, where Children strove
    At Recess – in the Ring –
    We passed the Fields of Gazing Grain –
    We passed the Setting Sun –

Contribution to Theme:

  1. Symbolism of Stages of Life:
    Each location they pass symbolizes different stages of life. The school represents childhood and education, the fields of grain symbolize adulthood and the harvest of one's labors, and the setting sun signifies the end of life. This journey through various life experiences emphasizes the natural progression toward death.

  2. Inevitability of Death:
    The calm and unhurried passage through these scenes suggests that death is a part of life, one that neither rushes nor is rushed. The speaker reflects on the inevitability of these stages leading to the final destination—death.

  3. Temporal Transition:
    The portrayal of these moments encapsulates how time moves forward, drawing attention to the fleeting nature of life. The setting sun also evokes a sense of closure, reinforcing the idea that life is finite and that death is a continuation rather than an abrupt end.

In summary, stanza 3 emphasizes the theme of life’s transience, highlighting the journey toward death as a natural part of existence, which Dickinson presents in a serene yet poignant manner.

A The repetition of "passed" alludes to the phrase "to pass on or to die, thus contributing to the theme of overcoming death.
B The narrator passes representations of life (children, crops, and the sun), symbolizing a journey through life and portraying the theme of mortality.
C The narrator passes representations of life (children, crops, and the sun), suggesting a theme of regret for not having appreciated all of life's gifts.
D The repetition of "passed" alludes to the past, indicating the speaker sees memories from her own life, thus contributing to the theme of having an un-lived life.

The answer that best explains how stanza 3 contributes to the major themes of the poem is:

B The narrator passes representations of life (children, crops, and the sun), symbolizing a journey through life and portraying the theme of mortality.

Explanation:

  • Life Stages: This option captures the essence of what the stanza represents—the progression through different stages of life as the narrator moves toward death. The children, fields of grain, and the setting sun each symbolize key moments in life.
  • Journey Toward Death: The journey metaphor emphasizes the inevitability of death as a part of life's continuum rather than a moment of fear or regret. This aligns with the overall theme of mortality presented throughout the poem.

While options A, C, and D touch on important aspects of the poem, they do not encapsulate the overarching theme as clearly as option B does.

How do the first 2 lines of the poem frame the speaker's tone and perspective towards death? Use text evidence from the poem to support your answer.

Please don't break up your ACES responses into different sections. An ACES response can be viewed as a mini-paragraph because it does what a paragraph should do when you are asked to analyze something (which is what most test questions ask you to do). You give the paragraph's topic in your first sentence (A), then support it with evidence (C), then you develop that evidence by explaining how the evidence supports your answer (E), and then you wrap up with your thoughts with a statement that doesn't repeat but restates your ideas in a thoughtful way (S). The big takeaway is your ACES response should look like a paragraph you would find in any piece of writing. All of the lines go together, and there aren't any labels identifying the functions of the different sentences.

The first two lines of Emily Dickinson's poem "Because I could not stop for Death" establish a reflective and accepting tone toward death, presenting it as a gentle, inevitable part of life rather than something to be feared. The speaker states, “Because I could not stop for Death – / He kindly stopped for me –” which personifies death as a courteous figure. This choice of words suggests that the speaker does not view death as an adversary but rather as a gracious companion who comes to take her on a journey. The use of the word “kindly” further underscores a sense of tranquility and comfort regarding death, indicating that it is a natural transition rather than a sudden end. Instead of resisting or fearing death, the speaker acknowledges it with a sense of calm acceptance. Overall, these lines frame the speaker's perspective as one of peaceful resignation, emphasizing that death is not a threat but a companion that gently escorts one into eternity. This perspective invites readers to contemplate their own views on mortality and to consider a more serene understanding of life’s inevitable conclusion.

short it

The first two lines of Emily Dickinson's poem "Because I could not stop for Death" establish a reflective and accepting tone toward death, portraying it as a gentle part of life rather than something to fear. The speaker writes, “Because I could not stop for Death – / He kindly stopped for me –”, which personifies death as a courteous figure. This word choice suggests that the speaker views death not as an adversary, but as a gracious companion, with “kindly” emphasizing tranquility and comfort in the transition. Overall, these lines frame the speaker's perspective as one of peaceful acceptance, inviting readers to reconsider their views on mortality and recognize death as a natural part of existence.

The first two lines of Emily Dickinson's poem "Because I Could not Stop for Death" establish a thoughtful and accepting tone toward death, portraying it as a gentle part of life rather than something to fear. The speaker writes, “Because I could not stop for Death – / He kindly stopped for me –”, which personifies death as a courteous figure. This word choice suggests that the speaker views death not as an enemy, but as a gracious companion, with “kindly” emphasizing tranquility and comfort in the transition. The lines frame the speaker's perspective as peaceful acceptance, teaching readers to consider their views on mortality and recognize death as a normal thing that happens in life.

make this have bad grammar

The first two lines of Emily Dickinson's poem "Because I Could not Stop for Death" set a thoughtful and accepting tone towards death, showing it like a gentle part of life instead of something to fear. The speaker says, “Because I could not stop for Death – / He kindly stopped for me –”, which makes death seem like a polite figure. This word choice makes it seem like the speaker thinks of death not as an enemy, but as a nice companion, with “kindly” showing peace and comfort in the change. The lines frame the speaker's view as peaceful acceptance, teaching readers to think about their views on mortality and see death as a regular thing that happens in life.