Dive into the poetic world of D.H. Lawrence with our comprehensive lesson explanation of his famous poem "Snake." This resource offers a detailed poem analysis, including summaries, critical assessments, and literary devices like alliteration, sibilance, and onomatopoeia. Explore the poet's conflicted emotions and the vivid imagery that brings the snake to life. Enhance your understanding with exercises on similes, repetition, and the creation of calligrams. Perfect for students and educators alike, this lesson plan provides a thorough exploration of one of Lawrence's most celebrated works.
D.H. Lawrence (1885-1930) was a prominent English novelist, storywriter, critic, poet, and painter, regarded as one of the most significant figures in twentieth-century English literature. His poem "Snake," written in 1923, is part of the "Reptiles" section in his book "Birds, Beasts, and Flowers." The poem describes a profound encounter between Lawrence and a snake at a water trough in Taormina, Sicily. Written in free verse without rhyme, "Snake" exemplifies modernist literature.
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A snake came to my water-trough
On a hot, hot day, and I in pyjamas for the heat,
To drink there.
In the deep, strange-scented shade of the great dark carob-tre
I came down the steps with my pitcher
And must wait, must stand and wait, for there he was at the trough before me.
He reached down from a fissure in the earth-wall in the gloom
And trailed his yellow-brown slackness soft-bellied down, over the edge of
the stone trough
And rested his throat upon the stone bottom,
And where the water had dripped
from the tap, in a small clearness,
He sipped with his straight mouth,
Softly drank through his straight
gums, into his slack long body,
Silently.
Someone was before me at my watertrough,
And I, like a second comer, waiting.
He lifted his head from his drinking, as
cattle do,
And looked at me vaguely, as drinking
cattle do,
And flickered his two-forked tongue
from his lips, and mused a moment,
And stooped and drank a little more,
Being earth-brown, earth-golden
from the burning bowels of the earth
On the day of Sicilian July, with Etna smoking.
The voice of my education said to me
He must be killed,
For in Sicily the black, black snakes are innocent, the gold are venomous.
And voices in me said, If you were a man
You would take a stick and break him now, and finish him off.
But must I confess how I liked him,
How glad I was he had come like a guest in quiet, to drink at my water-trough
And depart peaceful, pacified, and thankless,
Into the burning bowels of this earth?
Was it cowardice, that I dared not kill him? Was it perversity , that I longed to talk to
him? Was it humility, to feel so honoured?
I felt so honoured.
And yet those voices:
If you were not afraid, you would kill him!
And truly I was afraid, I was most afraid, But even so, honoured still more
That he should seek my hospitality
From out the dark door of the secret earth.
He drank enough
And lifted his head, dreamily, as one who has drunken,
And flickered his tongue like a forked night on the air, so black,
Seeming to lick his lips,
And looked around like a god, unseeing, into the air,
And slowly turned his head,
And slowly, very slowly, as if thrice adream,
Proceeded to draw his slow length curving round
And climb again the broken bank of my wall-face.
And as he put his head into that dreadful hole,
And as he slowly drew up, snake-easing his shoulders, and entered farther,
A sort of horror, a sort of protest against his withdrawing into that horrid black hole,
Deliberately going into the blackness, and slowly drawing himself after,
Overcame me now his back was turned.
I looked round, I put down my pitcher,
I picked up a clumsy log
And threw it at the water-trough with a clatter.
I think it did not hit him,
But suddenly that part of him that was left behind convulsed in undignified haste.
Writhed like lightning, and was gone
Into the black hole, the earth-lipped fissure in the wall-front,
At which, in the intense still noon, I stared with fascination.
And immediately I regretted it.
I thought how paltry, how vulgar, what a mean act!
I despised myself and the voices of my accursed human education.
And I thought of the albatross
And I wished he would come back, my snake.
For he seemed to me again like a king,
Like a king in exile, uncrowned in the underworld,
Now due to be crowned again.
And so, I missed my chance with one of the lords
Of life.
And I have something to expiate
A pettiness.
D.H. Lawrence's Snake explores complex emotions and moral dilemmas, weaving together vivid imagery and profound introspection. Below are the key themes and an analysis of how they shape the poem:
1. The Conflict Between Human Instinct and Societal Education
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Theme: The narrator struggles between his natural admiration for the snake and the ingrained societal fear that labels it as dangerous.
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Analysis:
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The “voice of my education” urges the narrator to kill the snake, associating it with danger and masculinity.
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However, the narrator’s instincts lean toward reverence, seeing the snake as a peaceful guest and a symbol of nature’s majesty.
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This tension reflects humanity’s tendency to suppress innate feelings in favour of socially imposed norms.
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2. Reverence for Nature
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Theme: The snake is portrayed as a regal, almost divine being, emphasizing the sacredness of the natural world.
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Analysis:
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Descriptions like “earth-brown, earth-golden” connect the snake to the elemental forces of the earth.
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The narrator compares the snake to a “king in exile” and one of the “lords of life,” evoking an image of quiet power and dignity.
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Lawrence critiques humanity’s arrogance in assuming dominance over nature through this reverence.
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3. Fear and Fascination with the Unknown
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Theme: The snake embodies both danger and beauty, sparking simultaneous fear and admiration in the narrator.
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Analysis:
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The snake’s golden color and slow movements evoke awe, but its association with venomous danger instills fear.
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The narrator’s hesitation to harm the snake highlights the duality of human responses to the mysterious or the unfamiliar.
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4. Guilt and Regret
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Theme: The narrator’s impulsive act of throwing a log at the snake leads to immediate self-loathing.
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Analysis:
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After the snake retreats, the narrator reflects on his actions as “paltry” and “mean,” realizing that fear led him to betray his better instincts.
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The regret aligns with the poem’s larger commentary on how societal pressures can lead to moral failings.
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5. The Snake as a Symbol
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Theme: The snake represents more than an individual creature; it symbolizes wisdom, life, and the unknown.
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Analysis:
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The snake’s retreat into the “black hole” signifies a return to mystery, the underworld, or the subconscious.
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Comparisons to biblical and mythological serpents hint at deeper themes of temptation, power, and exile.
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Conclusion
Through Snake, Lawrence masterfully explores humanity’s complex relationship with nature, fear, and morality. The poem challenges readers to question their instincts, societal conditioning, and respect for the natural world, leaving a lasting impression of reverence and introspection.
D.H. Lawrence employs rich symbolism in Snake to deepen its meaning, transforming a simple encounter into a profound meditation on nature, humanity, and morality. Here’s a closer look at the key symbols in the poem and their significance:
1. The Snake: Majesty and Duality
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Symbol of Nature’s Majesty:
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Expressions such as "a king in exile" and "one of the lords of life" portray the snake as regal.
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Its golden-brown colour and graceful movements elevate it beyond a mere creature, representing nature’s quiet power and dignity.
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Symbol of Duality:
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While the snake inspires reverence, it also symbolises danger due to societal associations with venomous creatures.
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This duality reflects humanity’s simultaneous fear and fascination with the unknown.
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2. The Water-Trough: A Sanctuary
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Symbol of Peace and Hospitality:
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The water trough serves as a place of refuge where the snake drinks peacefully, emphasising the sanctity of nature.
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A moment of harmony between man and beast is symbolised by the narrator's initial willingness to share this space with the snake.
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Symbol of Conflict:
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The trough also becomes a site of moral conflict when the narrator contemplates killing the snake, transforming it into a battleground of instinct versus societal conditioning.
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3. The Carob Tree: Protection and Mystery
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Symbol of Shelter:
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The dark, ancient carob tree provides shade and protection, framing the encounter in an almost sacred, natural setting.
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Its deep shadows echo the mystery and serenity of the natural world.
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Connection to Ancient Wisdom:
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As a tree native to the Mediterranean, the carob may symbolise enduring wisdom and a connection to the earth’s ancient past.
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4. The Black Hole: The Unknown and the Underworld
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Symbol of Mystery:
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The snake’s retreat into the “black hole” in the earth-wall represents the unknown and the unknowable aspects of life.
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This fissure becomes a portal to a hidden world, leaving the narrator both fascinated and horrified.
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Symbol of Death and Transformation:
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The hole’s dark, foreboding nature evokes imagery of the underworld, linking the snake to themes of mortality and rebirth.
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5. The Log: Human Impulsiveness and Regret
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Symbol of Aggression:
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The clumsy log thrown by the narrator represents human impulsiveness, a rash attempt to assert dominance over nature.
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Symbol of Regret:
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Once the snake retreats, the log becomes a symbol of the narrator’s guilt, embodying the “paltry,” “mean” act that he despises in himself.
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6. Mount Etna: Elemental Forces of Nature
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Symbol of Power and Creation:
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The reference to Mount Etna, a smoking volcano, reinforces the snake’s connection to the earth’s elemental forces.
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Like the snake, Etna is both beautiful and potentially destructive, symbolising nature’s untamed power.
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Conclusion
The rich symbolism in Snake transforms it into more than a narrative of a single moment—it becomes a reflection on life, morality, and the intricate relationship between humanity and the natural world. Each symbol invites the reader to delve deeper into the poem’s layered meanings, offering insights into the complexity of human emotions and the reverence owed to nature.
4. Given below is the summary of the poem Snake in short paragraphs. However,
they are jumbled. Work in pairs and put the summary into a logical sequence.
a) After drinking water to his satisfaction, the snake raised his head dreamily and flickered
his forked tongue and licked his lips. The snake looked around like a God and then
slowly proceeded to curve round and move away from the water trough.
b) The poet felt much like the ancient mariner who had killed the albatross for no reason.
He wished that the snake would come back. He thought of the snake as a king in exile
who had to be crowned again. He also regretted having missed his opportunity of
knowing and understanding one of the lords of life.
c) As the snake put his head into the hole to retreat into the earth, the poet was filled with a
protest against the idea of the snake withdrawing into his hole. The poet put down his
pitcher, picked up a log and hurled it at the snake. The snake twisted violently and with
great alacrity vanished into the hole in the wall.
d) A snake visited the poet's water trough on a hot afternoon to quench his thirst. The poet
who had also gone to the trough to fill water in a pitcher waited for the snake to depart
since he had come at the trough prior to the poet.
e) The voice of education inside the poet which tells him that it was the fear for the snake
that made him refrain from killing him. However, the poet felt that though he was quite
afraid of the snake, he did actually feel honoured that a snake had come to seek his
hospitality from the deep recesses of the earth.
f) He is guilt-ridden and feels that he has to atone for the meanness of his action of
throwing a log at the snake.
g) The snake rested his throat upon the stone bottom and sipped the water into his slack
long body. After drinking water, he raised his head just like cattle do and flashed his
forked tongue, thought for a moment and then bent down to drink some more water.
h) Education and social conventions make the poet think that the golden brown poisonous
snake must be killed and that as a brave man he must undertake the task of killing the
snake.
i) The poet instantly felt sorry for his unrefined and contemptible act and cursed the
voices of education and civilization that had shaped his thought process and urged him
to kill the snake.
j) However, the poet instinctively likes the snake, treats him like a guest and feels
honoured that it has come to drink at his water trough. The poet questions himself and
wonders whether his not daring to kill the snake proves that he is a coward and whether
his desire to talk to the snake reflects his perversity.
Here is the logical sequence of the summary paragraphs for D.H. Lawrence's poem "Snake":
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d) A snake visited the poet's water trough on a hot afternoon to quench his thirst. The poet who had also gone to the trough to fill water in a pitcher waited for the snake to depart since he had come at the trough prior to the poet.
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g) The snake rested his throat upon the stone bottom and sipped the water into his slack long body. After drinking water, he raised his head just like cattle do and flashed his forked tongue, thought for a moment and then bent down to drink some more water.
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h) Education and social conventions make the poet think that the golden brown poisonous snake must be killed and that as a brave man he must undertake the task of killing the snake.
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j) However, the poet instinctively likes the snake, treats him like a guest and feels honoured that it has come to drink at his water trough. The poet questions himself and wonders whether his not daring to kill the snake proves that he is a coward and whether his desire to talk to the snake reflects his perversity.
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e) The voice of education inside the poet which tells him that it was the fear for the snake that made him refrain from killing him. However, the poet felt that though he was quite afraid of the snake, he did actually feel honoured that a snake had come to seek his hospitality from the deep recesses of the earth.
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a) After drinking water to his satisfaction, the snake raised his head dreamily and flickered his forked tongue and licked his lips. The snake looked around like a God and then slowly proceeded to curve round and move away from the water trough.
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c) As the snake put his head into the hole to retreat into the earth, the poet was filled with a protest against the idea of the snake withdrawing into his hole. The poet put down his pitcher, picked up a log and hurled it at the snake. The snake twisted violently and with great alacrity vanished into the hole in the wall.
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i) The poet instantly felt sorry for his unrefined and contemptible act and cursed the voices of education and civilization that had shaped his thought process and urged him to kill the snake.
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f) He is guilt-ridden and feels that he has to atone for the meanness of his action of throwing a log at the snake.
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b) The poet felt much like the ancient mariner who had killed the albatross for no reason. He wished that the snake would come back. He thought of the snake as a king in exile who had to be crowned again. He also regretted having missed his opportunity of knowing and understanding one of the lords of life.
5. Based on your reading of the poem, answer the following questions by selecting the correct options:
1. 'he lifted his head from his drinking as cattle do'- The poet wants to convey that the snake is …
a) domesticated
b) innocent
c) as harmless as cattle
d) drinking water just like cattle
2. 'Sicilian July', 'Etna smoking' and 'burning bowels of the earth' are images that convey that…
a) there are snakes in volcanic areas
b) the poet lives in a hot area
c) it is a really hot day when the snake comes
d) Sicilian snakes are dangerous
3. 'A sort of horror, a sort of protest overcame me' - The poet is filled with protest because…
a) he doesn't want to let the snake remain alive
b) he fears the snake
c) he doesn't want the snake to recede into darkness
d) he wants to kill it so that it doesn't return
4. In the line 'And as he slowly drew up, snake-easing his shoulders, and entered farther'
the phrase snake easing'his shoulders means…
a) loosening its shoulders
b) slipping in with majestic grace
c) moving slowly
d) moving fast
5. 'He seemed to me like a king in exile ... ' The poet refers to the snake as such to emphasize that the snake…
a) is like a king enduring banishment
b) is like a king due to be crowned
c) is a majestic king who came for a while on earth
d) is a majestic creature forced to go into exile by man
6. 'I thought how paltry, how vulgar, what a mean act'-The poet is referring to ….
a) the snake going into the dreadful hole
b) the accursed modern education
c) the act of throwing a log of wood at the snake
d) the act of killing the snake
……………………………………………..
Answers:
Based on the poem, here are the correct options for each question:
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'he lifted his head from his drinking as cattle do'- The poet wants to convey that the snake is …
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d) drinking water just like cattle
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'Sicilian July', 'Etna smoking' and 'burning bowels of the earth' are images that convey that…
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c) it is a really hot day when the snake comes
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'A sort of horror, a sort of protest overcame me' - The poet is filled with protest because…
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c) he doesn't want the snake to recede into darkness
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In the line 'And as he slowly drew up, snake-easing his shoulders, and entered farther' the phrase 'snake-easing his shoulders' means…
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b) slipping in with majestic grace
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'He seemed to me like a king in exile ... ' The poet refers to the snake as such to emphasize that the snake…
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d) is a majestic creature forced to go into exile by man
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'I thought how paltry, how vulgar, what a mean act'-The poet is referring to ….
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c) the act of throwing a log of wood at the snake
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6. Answer the following questions briefly:
a. Why does the poet decide to stand and wait till the snake has finished drinking? What does this tell you about the poet? (Notice that he uses 'someone' instead of 'something' for the snake.)
b. In stanza 2 and 3, the poet gives a vivid description of the snake by using suggestive
expressions. What picture of the snake do you form on the basis of this description?
c. How does the poet describe the day and the atmosphere when he had seen the snake?
d. What does the poet want to convey by saying that the snake emerges from the 'burning bowels of the earth'?
e. Do you think the snake was conscious of the poet's presence? How do you know?
f. How do we know that the snake's thirst had been satiated? Pick out the expressions
that convey this.
g. The poet has a dual attitude towards the snake. Why does he experience conflicting
emotions on seeing the snake?
h. The poet is filled with horror and protest when the snake prepares to retreat and bury
itself in the 'horrid black', 'dreadful' hole. In the light of this statement, bring out the irony of his act of throwing a log at the snake.
i. The poet seems to be full of admiration and respect for the snake. He almost regards
him like a majestic God. Pick out at least four expressions from the poem that reflect
these emotions.
j. What is the difference between the snake's movement at the beginning of the poem and later when the poet strikes it with a log of wood? You may use relevant vocabulary from the poem to highlight the difference.
k. The poet experiences feelings of self-derision, guilt and regret after hitting the snake.
Pick out expressions that suggest this. Why does he feel like this?
l. You have already read Coleridge's poem The Ancient Mariner in which an albatross is
killed by the mariner. Why does the poet make an allusion to the albatross?
m. 'I have something to expiate'-Explain.
a. Why does the poet decide to stand and wait till the snake has finished drinking? What does this tell you about the poet? (Notice that he uses 'someone' instead of 'something' for the snake.)
The poet decides to stand and wait till the snake has finished drinking because he feels it is polite to allow the snake, which arrived first, to drink its fill. This decision reflects the poet's respect for the natural order and his sense of hospitality. By referring to the snake as "someone" instead of "something," the poet humanizes the snake, indicating his deep respect and empathy for living creatures.
b. In stanza 2 and 3, the poet gives a vivid description of the snake by using suggestive expressions. What picture of the snake do you form on the basis of this description?
The poet's description of the snake conveys an image of a graceful and serene creature. Phrases like "yellow-brown slackness soft-bellied down," "sipped with his straight mouth," and "softly drank through his straight gums" suggest a peaceful, unthreatening animal. The snake's movements are calm and unhurried, enhancing its majestic and dignified presence.
c. How does the poet describe the day and the atmosphere when he had seen the snake?
The poet describes the day as extremely hot, noting it is a "hot, hot day" in "Sicilian July." The atmosphere is depicted as one of intense heat, with "Etna smoking" and "burning bowels of the earth." This creates a vivid setting of a scorching, dry environment, heightening the significance of the water trough as a source of relief for both the poet and the snake.
d. What does the poet want to convey by saying that the snake emerges from the 'burning bowels of the earth'?
By saying that the snake emerges from the "burning bowels of the earth," the poet conveys the idea that the snake comes from deep within the hot, harsh environment. This phrase emphasizes the snake's connection to the primal, elemental forces of nature and highlights the intense heat and arid conditions of the setting.
e. Do you think the snake was conscious of the poet's presence? How do you know?
Yes, the snake was conscious of the poet's presence. This is evident when the snake "looked at me vaguely, as drinking cattle do," and "flickered his two-forked tongue from his lips." These actions indicate that the snake acknowledges the poet but does not see him as an immediate threat.
f. How do we know that the snake's thirst had been satiated? Pick out the expressions that convey this.
The snake's thirst is satiated as indicated by the expressions: "He lifted his head, dreamily, as one who has drunken," and "slowly turned his head." These actions show that the snake feels satisfied and relaxed after drinking.
g. The poet has a dual attitude towards the snake. Why does he experience conflicting emotions on seeing the snake?
The poet experiences conflicting emotions because he is torn between his natural admiration and respect for the snake and the societal teachings that instil fear and the urge to kill a potentially dangerous creature. His appreciation for the snake's beauty and calm presence clashes with the internalized voice of education and social conventions urging him to act violently against it.
h. The poet is filled with horror and protest when the snake prepares to retreat and bury itself in the 'horrid black', 'dreadful' hole. In the light of this statement, bring out the irony of his act of throwing a log at the snake.
The irony lies in the fact that the poet protests the snake's retreat into the dark hole, feeling a sense of loss and horror at the snake's departure, yet his reaction is to throw a log at it, driving it away faster. His act of violence contradicts his inner feelings of admiration and the desire to keep the snake in his presence.
i. The poet seems to be full of admiration and respect for the snake. He almost regards him like a majestic God. Pick out at least four expressions from the poem that reflect these emotions.
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"He seemed to me like a king in exile."
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"The snake looked around like a God."
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"How glad I was he had come like a guest in quiet."
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"I felt so honoured."
j. What is the difference between the snake's movement at the beginning of the poem and later when the poet strikes it with a log of wood? You may use relevant vocabulary from the poem to highlight the difference.
The poet describes the snake's slow, deliberate, and graceful movements at the beginning of the poem, as it "trailed his yellow-brown slackness soft-bellied down" and "softly drank" After the poet strikes it with a log, the snake's movements become sudden and frantic: "convulsed in undignified haste" and "writhed like lightning."
k. The poet experiences feelings of self-derision, guilt and regret after hitting the snake. Pick out expressions that suggest this. Why does he feel like this?
Expressions suggesting the poet's feelings include: "I despised myself," "I thought how paltry, how vulgar, what a mean act," and "I have something to expiate." The poet feels guilt and regret because he realizes that his act of violence was unnecessary and driven by societal conditioning rather than personal conviction. He feels that he has betrayed his own admiration for the snake and acted dishonourably.
l. You have already read Coleridge's poem The Ancient Mariner in which an albatross is killed by the mariner. Why does the poet make an allusion to the albatross?
The poet alludes to the albatross to draw a parallel between his own senseless act of violence against the snake and the mariner's killing of the albatross in Coleridge's poem. Both actions result in deep remorse and symbolize a disruption of harmony with nature, leading to a sense of guilt and a need for atonement.
m. 'I have something to expiate'-Explain.
"I have something to expiate" means that the poet feels he has committed a moral wrongdoing and needs to atone for it. In this context, it refers to the poet's regret over his impulsive, violent act of throwing a log at the snake, which he views as a petty and dishonourable response to a creature he actually admired and respected.
7. The encounter with the snake and the dual response of the poet to his presence at the water trough reflect a conflict between civilized social education and natural human instincts. The poet writes a diary entry highlighting how he was torn between the two voices. Write his diary.
Answer:
Diary Entry
July 15, 1923
Today was a day of unexpected and profound reflection, sparked by the simple act of a snake coming to my water trough.
This afternoon, I ventured to the trough with my pitcher, seeking to fill it in the sweltering Sicilian heat. As I approached, I saw him—a snake, gliding down from a fissure in the earth-wall, his yellow-brown body trailing with a languid grace. He drank quietly, his throat resting upon the stone bottom, drawing the cool water into his long, slack body. There was a beauty in his movements, an unhurried serenity that captivated me. I felt as if I were in the presence of an ancient, majestic being, one who emerged from the very bowels of the earth to seek relief from the oppressive heat.
In those moments, I was torn between two voices within me. One voice, the voice of my civilized education, whispered insidiously that I should kill him. It reminded me of the lessons I had been taught—that golden snakes in Sicily are venomous, and a man ought to protect himself by eliminating such threats. It was a voice filled with fear and aggression, urging me to act out of self-preservation and societal conditioning.
Yet, there was another voice, one that resonated deeply with my natural instincts. This voice marvelled at the snake's presence, treating him as a guest who had come to drink at my water trough. I felt honoured, almost reverent, as I watched him. He seemed to me like a king in exile, dignified and serene, deserving of respect and admiration. How could I, in good conscience, harm this creature who sought only to quench his thirst?
As the snake finished drinking and began to retreat into the dark fissure from whence he came, a sense of protest welled up within me. I did not want him to leave. In a moment of weakness, influenced by the nagging voice of fear, I hurled a log at him. The act was clumsy and mean-spirited, driven more by panic and societal expectation than genuine malice. The snake convulsed in haste and vanished into the black hole, leaving me with an overwhelming sense of regret.
I stood there, consumed by self-loathing and guilt. How paltry, how vulgar was my act! I despised myself for succumbing to those accursed voices of civilized education that had compelled me to betray my true feelings. In that moment, I felt much like the ancient mariner who had killed the albatross—an act of senseless violence against a creature that symbolized a deeper connection to the natural world.
I wish the snake would return. I long to atone for my pettiness, to honour the king who graced me with his presence. I missed my chance to truly understand one of the lords of life, and now I am left with the burden of expiation. How I wish I had followed my instinctive admiration rather than the ingrained fears of civilization.
Today has taught me much about the conflict between the voices of education and natural instinct. It is a lesson I will carry with me, a reminder of the importance of listening to the quieter, more reverent voice within.
Until tomorrow,
D.H. Lawrence
8.
Alliteration is the repetition of sounds in words, usually the first sound. Sibilance is a
special form of alliteration using the softer consonants that create hissing sounds, or
sibilant sounds. These consonants and digraphs include s, sh, th, ch, z, f, x, and soft c.
Onomatopoeia is a word that imitates the sound it represents for a rhetorical or artistic
effect of bringing out the full flavor of words. The sounds literally make the meaning in
such words as "buzz," "crash," "whirr," "clang" "hiss," "purr," "squeak," etc.It is also
used by poets to convey their subject to the reader. For example, in the last lines of Lord Alfred Tennyson's poem 'Come Down, O Maid', /m/ and /n/ sounds produce an
atmosphere of murmuring insects:
... the moan of doves in immemorial elms,
And murmuring of innumerable bees.
Answers
8. To what effect has the poet used alliteration, sibilance, and onomatopoeia? How has it added to your understanding of the characteristics of a snake?
a. Sound
Alliteration and Sibilance: The poet uses these devices to mimic the natural sounds associated with the snake. The repetition of softer consonants, especially the 's' sound, creates a hissing effect that mirrors the sound a snake makes. For example, "soft-bellied down" and "sipped with his straight mouth" use sibilance to evoke the gentle, almost silent presence of the snake. This emphasizes the snake's subtle, non-threatening nature and enhances the reader's sensory experience.
Onomatopoeia: Although less obvious in the given stanza, the use of onomatopoeic words like "sipped" and "dripped" conveys the delicate sounds of water and the snake’s interaction with it. These words help the reader imagine the scene more vividly, hearing the quiet sipping and dripping, which further emphasizes the serene and unobtrusive behavior of the snake.
b. Movement
The use of alliteration and sibilance also enhances the description of the snake’s movement. Words like "trailed," "slackness," and "soft-bellied" convey a slow, smooth, and fluid motion. The repetition of the 's' sound in "slackness soft-bellied down" mimics the slithering movement of the snake, suggesting gracefulness and ease. This imagery helps the reader visualize the snake's sinuous, almost elegant manner of moving, reinforcing the idea that the snake is a natural and beautiful part of the environment.
c. Shape
The poet's use of these devices also contributes to the imagery of the snake's shape. Descriptions such as "yellow-brown slackness" and "straight mouth" help create a clear mental picture of the snake’s form. The words "slackness" and "soft-bellied" suggest a relaxed, elongated body, emphasizing the snake's length and flexibility. This contributes to the overall portrayal of the snake as a graceful, flowing creature, further enhancing the reader’s understanding and appreciation of the snake’s physical characteristics.
9. Examples of repetition and similes in the poem
Repetition:
-
"must wait, must stand and wait"
-
"and looked at me vaguely, as drinking cattle do"
-
"And lifted his head, dreamily, as one who has drunken"
-
"And slowly, very slowly, as if thrice a-dream"
Similes:
-
"looked at me vaguely as cattle do"
-
"And flickered his two-forked tongue from his lips, and mused a moment, as a cow"
-
"And looked around like a god, unseeing, into the air"
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"For he seemed to me again like a king"
Reasons for using these literary devices:
Repetition: The poet uses repetition to emphasise certain actions and to create a rhythmic flow in the poem. Repetition also serves to highlight the poet’s inner conflict and the intensity of the experience. By repeating phrases, the poet draws attention to the significance of these moments, reinforcing their importance and impact on him.
Similes: The poet uses similes to create vivid and relatable comparisons that aid the reader in understanding the poet's perspective and feelings. By comparing the snake’s actions to those of cattle or describing the snake as a king or a god, the poet conveys a sense of majesty and respect for the snake. These comparisons help humanise the snake and highlight the poet’s conflicting emotions, as he sees the snake as both a creature of nature and an almost divine being.
Using these devices, the poet effectively conveys the complexity of his encounter with the snake, enhancing the reader’s understanding of his inner turmoil and the snake's serene presence.
10. A Calligram is a poem, phrase or word in which the handwriting is arranged in a way that creates a visual image. The image created by the words expresses visually what the word or words, say. In a poem, it manifests visually the theme presented by the text of the poem. Read the poem given below. Try to compose a calligram. You could pick a subject of your choice.
Snake
Snake glides
through grass
over
Pebbles
forked tongue
working
never
speaking
but its
body
whispers
listen.
Keith Bosley
…………………………………………………..
Answer
Creating a calligram involves arranging the text of a poem in a way that visually represents the theme or subject of the poem. Here’s how you could visually represent Keith Bosley's poem "Snake" to create a calligram that mimics the shape and movement of a snake:
Snake glides
through grass
over
Pebbles
forked tongue
working
never
speaking
but its
body
whispers
listen.
This arrangement forms a winding, snake-like shape. You can enhance the visual impact by further curving the lines or adding subtle illustrations if you're doing this by hand or with digital tools. The idea is to use the arrangement of words to create a visual that mimics the smooth, sinuous movement of a snake.
