> efforts by adults to soothe the curiosity and fear of young children.
> However, the literary devices used by the two authors reveal two very
> different intentions and end results. Whereas Wilbur uses a simple
> rhyme scheme, a humorous eminence and juxtaposition of the rational and
> the absurd to depict the narratorÕs look for to Ã'domesticateÃ"
> nonrational fears, Collins uses trivializing diction and early(a) devices
> to show that the teacherÕs attempt to shield his students from
> germane(predicate) facts and real world issues is both ironic and unfruitful.
> The simple and assuasive nature of Ã'A Barred OwlÃ" is in part
> helped by the rhyme scheme of the poem. Structuring the poem in
> couplets, Wilbur explains the supposedly frightening touch with
> relative simplicity, writing Ã'The warping night air having brought the
> scag/Of an owlÕs voice into her darkened room.Ã" Wilbur furthers this
> sense of simplicity, using a humorous tone to portray the narratorÕs
> comment to his child. He writes Ã'We tell the wakened child that
> all she heard/Was an left over(p) question from a forest bird.
Ã" Telling the
> child that the hearty of the owl is realistically just the sound of a
> forest bird, Wilbur humorously trivializes the childÕs fear and
> reality to show the irrationality of the fear. Wilbur writes, Ã'Send a
> small child back to sleep at nightÉOr dreaming of some small topic in
> a claw/Borne up to some dark complexify and eaten raw.Ã" To contrast
> fantasy with reality, Wilbur juxtaposes the childÕs calm response to
> his parentsÕ oral communication with imagery of the childÕs original fear,
> glorified in all of its horror. Thus, Wilbur portrays the narratorÕs
> successful attempt at say the irrational fear of his child.
> Collins describes a similar attempt to provide explanations for
> children. However, whereas the narrator in the first poem trivializes
> an irrational and...If you want to get a full essay, order it on our website: Orderessay
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