The Semantic Barriers In Peoples Communication English Language Essay

The Semantic Barriers In Peoples Communication English Language Essay INTRODUCTION: The word semantics has its origin in Greek and is taken from the word semantikos, which means showing signs or symptomatic. The first part sema of the word semantikos means sign. Semantics is the study of meaning that is conveyed in a language. Semantics refers to specific meanings of a word, especially in academic circles. Semantic barriers, therefore, are the misunderstandings that occur by people trying to communicate an idea, but simultaneously having completely different meanings in mind for the words. Semantic barriers come from differences in language, education, and culture. Obviously if the sender is speaking in English and the receiver doesnt understand English, theres a problem. But even if the sender and receiver speak English, they may not speak the same dialect. The words they use may not mean the same thing. If we order a soda in Washington, DC, for example, well get a soft drink. If we order a soda in Detroit, well get a drink made of soda water and flavored syrup with ice cream floating in it. If one is from the United States and he is speaking to a Scot from Glasgow, the American may have a hard time simply understanding his pronunciation. And his accent may be incomprehensible to the person from Scot. The receiver may use complicated words or phrases that the sender doesnt understand, such as to ratiocinate instead of to reason, or I am extremely appreciative of your efforts in my behalf instead of Thank you. Or the sender and the receiver may have cultural differences that make it difficult for them to understand each other even if they speak the same language: A Christian, a Jew, and a Muslim all worship one God, but they think about God in different ways. In some cultures, the use of titles before names is extremely important as a sign of respect, while greeting someone weve just met using his or her first name (as many Americans do) would be considered quite rude. Most of us take for granted that all our messages are well conveyed. But in practice, all messages are not successfully channeled or received. Various obstacles, blockades, difficulties, stoppages or constrictions, known as barriers to communication, disfigure the message and make communication ineffective. These communication barriers cause confusion and conflict between persons living in the same society, working on the same job and even persons living in different parts of the world who even do not know one another. A large number of managerial problems are the result of unproductive or defective communication. Substantial fruits can be gained if communication barriers are dampened or minimized. A communication is a two-way process, distance between the sender and the receiver of the message is an important barrier to communication. Noise and environmental factors also block communication. Personal factors like difference in judgment, social values, inferiority complex, bias attitude, time pressure, communication inability, etc. broaden the psychological distance between the sender and the receiver. Semantic is the science of meaning. The same words and symbols have different meanings to different people. Difficulties in communication take place when the sender and the receiver of the message make use of words or symbols in different senses. The meaning intended by the sender may be dissimilar from the meaning followed by the receiver. People understand the message in terms of their own behavior and experience. SEMANTIC BARRIERS IN COMMUNICATION ARISE DUE TO THE FOLLOWING REASONS: CULTURAL DIVERSITIES: Most of the difficulties in communication arise because the same word or symbol means different things to different individuals according to ones culture. Lets take the example of Shiny Abraham. A funny and pity thing happened to Shiny Abraham at the 1986 Asian Games at Seoul. Despite coming first by a very wide margin in the 800 m. Race, she was disqualified and lost her gold medal for having crossed the track at the place where she should not have gone. According to her she mistook the symbol, i.e., the colour of the flag. Whereas in our country the red flag indicates danger, in South Korea white flag is used for the same purpose. Misinterpreting the white flag which had been put up at that point, she crossed the track at the wrong place and suffered a setback. Words, which are in reality symbols representing a thing, an action or a feeling, can have several meanings. As explained earlier, words which represent concrete things, e.g., car or house, tend to be understood in the same way, while abstract words like merit, effectiveness or responsibility, tend to be interpreted by different persons in different ways. Difficulty in understanding may arise even in the case of ordinary words which have different contextual meanings. Lately such difficulties are being experienced increasingly by people working in international development field. One such problem arose in interpreting the meaning of the word steps. In a training program of health workers, relating to the family health in Jamaica when a question What are some of the steps that a mother should take to make sure that her baby keeps healthy? was asked, it was found that there was no response to it. The trainees who were accustomed to only one meaning of the word- steps based on their experience, could not just make any sense of the question. UNFAMILIARITY WITH WORDS: Semantic difficulty may arise because of unfamiliarity with words. For example, because of a word of some foreign language of which the receiver has no knowledge. A technical word may not create such a problem it may be beyond the ability of the receiver to understand it. In order to make it effective, a communication must be put into words which are appropriate to the environment and mental framework of the receiver. This ensures the communication to be grasped properly and implemented effectively. A very interesting example of a communication made effective by the use of words appropriate to the environment in which they were used is provided by the following incident that took place in one of the agricultural states of the USA. A proposal for raising the salaries of the faculty members of an agricultural college was under discussion. The farmers bloc was totally against giving the raise to the college teachers they could not see why they should pay those college teachers $5000 a year just for talking 12 to 15 hours a week. Faculty representatives made no headway in their negotiations until one of them who had some farming experience, got an inspiration.Gentlemen, he told the members of the administrative body, a college teacher is a little like a bull. Its not the amount of time he spends. Its the importance of what he does! BODY LANGUAGE BEING INCONSISTENT: Semantic barrier may further be created by body language being inconsistent with the verbal communication. A manager who praises the honesty and sincerity of his or her subordinate in a sarcastic tone creates doubts in the minds of the subordinate as to the course of action he or she should adopt in a given situation in future. The same kind of barrier is created by a divergence between the verbal language and the action language of the superiors. When action and language are used jointly the actions often have more powerful influence on others actions than words do. A management may, for example, profess its belief in being guided solely by the merit of employees while making promotions. Yet if employees observe that in actual practice promotions are made on considerations other than merit, the managements professed policy is bound to be affected by a semantic barrier it is not likely to communicate anything, only the actions will communicate and what they communicate will be contrary to what had been said in so many words. CHOICE OF AMBIGUOUS WORDS TO CONVEY A MESSAGE: Semantic problems arise due to the choice of words used to convey a message. A particular word may have totally different meaning in different languages. We say Dhanyavad which means in Hindi Thank you, but the same word in Guajarati means congratulations. Differences in background and experience account for differences in the meanings assigned to particular words. Every language has its own structure and style. Semantic problems arise when efforts are made to transfer the essence or feel of a thought from one language to another. Funny situations arise due to this effort. At times the meaning is distorted to such an extent that there remains no trace of the original. During President Jimmy Carters visit to Poland, a sentence in his speech, I have deep affection for the Polish people, was somehow translated into Polish as, I lust after the Polish people. In another instance, when a leading shoe company put up this slogan on the billboard s, we will only sell you the right shoe a group of naughty teenagers asked the manager, where could they go for the left shoe. PROBLEMS ARISING FROM REGIONAL ACCENTS: In a multi lingual nation like India, many of us speak more than one language. However, most of the times the influence of the mother-tongue is quite prominent and the accent with which we speak the other languages creates interesting (and sometimes serious) barriers to communication. The problem of regional accents is not only restricted to Indian languages. We, the people of India, treat ourselves as the very rightful inheritors of the English language. It is difficult to say whether it is love, pride or prejudice, but we have so much English in our native languages that a serious look is necessary at the way we pronounce English. The Central Institute of English and Foreign Languages situated at Hyderabad has done this work and found a long list of English word-pairs the pronunciation of which are rather freely exchanged for each other, notwithstanding the mess in the meanings it makes. Ship and sheep, read and rid, each and itch, beat and b it, seen and sin, eat and it, cheat and chit, leave and liveà ¢Ã¢â€š ¬Ã‚ ¦. Seem endless. The scholars at the institution have come to the conclusion that there seem to be three sets of pronunciations viz. i) Received Pronunciation of England (RPE) ii) The Anglo-Indian Pronunciation(AIP) iii) The General Indian English(GIE) or the Modified Indian English. It seems that there is a general consensus among scholars and teachers of English in the country that RP is and an unsuitable model in the Indian context because it (a) it carries certain colonial vestiges; (b) pedagogically it is unrealistic to aim at an inaccessible model; and (c) English is taught and learnt in India for a different set of purpose and norms from those in Britain. PHYSICAL NOISE: sometimes the semantic problems arise because the channel is blocked by noise. Physical noise lies in the environment. It acts as a barrier between the communicators and blocks the message from reaching the receiver. When we are trying to listen what our teacher is saying but the class is noisy; we cannot hear. We cannot hear what our friend is saying because the sound of the television in the drawing-room is too loud. We cannot read or see what is written on the chalkboard because it is reflective. All these examples represent physical noise. PHYSIOLOGICAL BARRIERS: Sometimes physiological impairment in the two communicators poses serious hindrance in the sending as well as receiving the message. If the sender has some problem and cannot speak clearly, there will be difficulty in understanding his message. If the message sent is clear but the receiver is aurally handicapped, the message may not be received. It is difficult to read very bad handwriting. Poor mimeographs lead to difficulty in reading the copies. FILTERING BY THE SOURCE: Filtering refers t sender manipulating information so that it will be seen more favorably by the receiver. When a manager tells his boss what his boss wants to hear, he is filtering information. The personal interests and perceptions of the source, thus, resulting in filtering the information. The source presents such infavourable reaction. SELECTIVE PERCEPTION: Messages are often distorted by the receivers. As in case of filtering the sender sends what he thinks will suit him, so does the receiver receives what suits him. Thus, the receivers see what they want to see, hear what they want to hear based on their needs, motivations, experiences, background and other personal characteristics. Receivers also project their interests and expectations in communications while decoding a message. The teacher who expects that boys with athletic bodies would not like mathematics actually sees them that way. It may not be true. We dont see reality; rather, we interpret what we see and call it reality. CIMMUNIUCATION OVERLOAD: In the present age of information, we are receiving information continuously, from various sources. We receive so much information that many times it becomes impossible to absorb all the information and respond to it. As a result many people tend to screen out a number of messages and fail to decode properly. In such cases, communication is either distorted or incomplete. OUR SOCIAL PSYCHOLOGY: As a group we have certain norms. These norms may not have logical base yet they are so deep-rooted that it is difficult to overcome them. This preconceived and unchangeable societal input prevents the receiver from receiving the message. Girls are supposed to behave like this, It is always going to be like this, are examples of this kind. Social noise blocks our communication completely. This may happen due to the fear of social criticism. Another reason is our own group loyalty. Any action by our own group is seen favourably whereas the same by the opposite group is criticized by us. SOME APPARENT FACTORS LEADING TO SEMANTIC BARRIERS: i) Sound: Equipment or environmental noise restricts clear communication. Unless the sender and the receiver is able to concentrate on the messages being sent to each other, it collides communication making the semantic unclear. ii) Ourselves: Focusing on ourselves, rather than the other person can lead to confusion and conflict. Some of the key-factors that cause this are defensiveness (we feel someone is attacking us), superiority (we feel we know more that the other), and ego (we feel we are the center of the activity). iii) Perception: If we, as a listener, feel the person is talking too fast, not fluently, does not articulate clearly, etc., we may dismiss the person. Also our preconceived attitudes affect our ability to listen. We listen uncritically to persons of high status and dismiss those of low status. iV) Messages: Communication Distractions happen when we focus on the facts rather than the idea. Our educational institutions reinforce this with tests and questions. Semantic distractions occur when a word is used differently than we prefer. For example, the word developer instead of development may cause us to focus on the word and not the message. V) Surroundings: Bright lights, an attractive person, unusual sights, or any other stimulus provides distraction and causes semantic barriers. Vi) Personal Pressure: People do not see things the same way when under stress. What we see and believe at a given moment is influenced by our psychological frames of references our beliefs, values, knowledge, experiences, and goals. Hence forth, semantic barriers are likely to happen. When effective communication is at work, what the receiver decodes is what the sender sends. A breakdown in the communication process may occur if the intended message was not encoded or decoded properly. Comments may be taken the wrong way, a compliment may be taken as an insult, or a joke might be interpreted as a put-down. There may also be barriers in the transfer process; these barriers may include: Noise, Multiple communications, Fatigue, stress, Distractions, Incomplete message, Ambiguous wording, Lack of credibility, Lack of rapport, Think in personal terms, Boring etc. Misunderstandings stem primarily from four barriers to effective communication: 1. Lack of common experience the transfer of words from the instructor to the student are often misunderstood or not interpreted correctly. A communicators words cannot communicate the desired meaning to another person unless the listener or reader has had some experience with the objects or concepts to which these words refer. Many words in the English language mean different things to different people. 2. Confusion between the symbol and the symbolized object Results when a word is confused with what it is meant to represent. 3. Overuse of abstractions over dependence of words that are of a general nature rather than specific. 4. Interference Includes physiological, environmental, and psychological interference. THINGS TO PAY ATTENTION TO AVOID SEMANTIC BARRIERS: SYNTACTICAL PROBLEMS: Syntactical problems are caused by how a sentence is structured. Many people commit structural mistakes in sentence construction while learning a second language. It is mainly because they tend to apply the grammar of their first language to the new language they are learning. Syntactical problem may create good humour but at times may give rise to serious problems. Ex: Throw mamma from the train a kiss. A nurse maid is wanted for a baby about 20 years old. COMMUNICATION SHOULD BE COMPLETE: While formulating the message it should be seen that the message should be complete in itself and should cover all the aspects of the purpose. Merely telling somebody you are good is not a complete message as it is vague. It should be at least you are a good friend. COMMUNICATION SHOULD BE POSITIVE: communications should be toned with courtesy, with positiveness. People generally tend to ignore negativeness. We are not ready to hear It cannot be done until you furnish all the information. Instead, it is easier to hear and accept It will be done as soon as you furnish all the information. Instead of Dont talk while going to the art room it is easier to communicate Go quietly to the art room. COMMUNICATION SHOULD BE TO EXPRESS AND NOT TO IMPRESS: Too much artistic language may show your art of using that language but it may not express your heart. Good communication is supposed to build a bridge between two hearts. Hence simple, straightforward, receivers language is the key. Teachers who consider themselves learned and use complicated vocabularies and sentences cause more barriers. CHOICE OF WRONG WORDS: It might sound unbelievable but sometimes just a few words can mean the difference between life and death. Language, beyond any doubt, is one of the most important vehicles of communication and we must choose our words very carefully. In larger organization people join from various backgrounds and have varying linguistic patterns. The effort is not to hurt anybodys feelings but the effort to choose correct phrases can create some humorous situations CONCLUSION: To make effective communication, First, you must be outgoing, and be confident and honest, then next find a topic that both of you are interested. But, dont forget to be a quiet listener instead talking all the time. A barrier to communication is something that keeps meanings from meeting. Meaning barriers exist between all people, making communication much more difficult than most people seem to realize. It is false to assume that if one can talk he can communicate. Because so much of our education misleads people into thinking that communication is easier than it is, they become discouraged and give up when they run into difficulty. Because they do not understand the nature of the problem, they do not know what to do. The wonder is not that communicating is as difficult as it is, but that it occurs as much as it does.

Events Which Take Place Essay

After reading ‘The Crucible’, I feel that in a society like the one described in the play, things along those lines would have been inevitable, when one takes into account the way things worked there. For example, it was a theocracy, which means they are governed by the Church, which in turn goes by the ruling of the Holy Bible, and not any laws passed by regular means. Another major contributor to all this tension is the fact that out of the eight children, Ruth is the only one who survived. Mrs Putnam is convinced that they have all been killed by supernatural means, and is always paranoid and suspicious of anything out of the ordinary. This means when the cries of witch start spreading, she is convinced she has at last found the cause of death of her seven infants, and is determined to see those she sees as responsible hanged. She seems so desperate to pin the blame on someone who cannot be proven either way that it seemed that she was almost looking for any scapegoat to take the blame for those unfortunate events. She even goes as far as to send her only remaining child Ruth to Tituba in an attempt to get her to conjure spirits so she could contact the souls of her dead children. This ties her into things, but she never really emerges in the play as a candidate for any kind of punishment. This has most probably come as a result of her husband being a powerful landowner, making any allegations against him or his family like playing with fire. With this being a theocratic society, where the Church and State are one, and the laws given down by God are interpreted very strictly and literally by the people here, which means that breaking the law here would also be going against God’s will, so the consequences of any offence are dire. In Salem, everything can be classed as black or white, with God, or in league with the devil; with no shades of grey in between. This is shown by Danforth’s speech: â€Å"You must understand, sir, that a person is either with this court or he must be counted against it, there is no road in between. † This kind of attitude makes everyone very afraid of being seen as not closely bonded with God, as it would imply that they had dealings with the Devil. As Puritans, these strict Christians believe the worst thing that they can do is to defy ‘God Almighty’, so when John Proctor ends his affair with Abigail, she uses these accusations, as they demand the full attention of the court, right away. She is very clever in what she says, as shown by her outburst at the end of Act One, after Tituba confesses to witchcraft in the woods. She screams: â€Å"I want to open myself! †¦ I want the light of God, I want the sweet love of Jesus! I danced for the Devil; I saw him, I wrote in his book; I go back to Jesus; I kiss His hand. † And in Salem, although consorting with the Devil and â€Å"witchcraft’s a hanging error’, confessing it would redeem her, and freeing her from any kind of guilt. She uses this very well to protect her own reputation, and is quick to start naming names to ease the burden from her shoulders onto others. These actions show the length of Abigail’s selfishness, and its success in Salem sets and example for the other girls who are quick to latch on and do the same, thus suggesting Abigail may be the cause of events which take place in the Crucible. When Abigail and a few other girls are spotted dancing in the woods, and someone was seen to be naked and running around, they are immediately under suspicion, and were under great pressure to come out with a plausible explanation. This meant that instantaneously, they were all forced into a defensive position against the public and the courts. After Parris learns that the Putnams asked Tituba to contact the spirits of their dead children to learn the identities of their murderers, spotlights instantly turned onto the girls, under the accusations of witchcraft. This scares many of the girls like Mary Warren who know that ‘Witchery’s a hanging error’ and once she says that, panic ensues amongst the girls themselves. Abigail seems at first to be trying to help things out, but shows she had a short temper, by shouting ‘I’ll beat you Betty’ when Betty refuses to waken even when knowing it’s Abigail. It is then revealed that she is jealous of Goody Proctor, and drank blood on that occasion to kill her through supernatural means, but then threatens to kill anyone who dared to reveal this. This threat has come directly out of her fear of the punishment she will no doubt receive in such a theocratic society, making her the cause of this particular dramatic event, but only as a result of the type of society Salem is in the play, and therefore she is actually a symptom. Another good example of this is when at the climax of the play, Proctor finally weighs it out, and discards his concern for his reputation in seeking justice, by confessing to his affair: â€Å"I thought of her softly. God help me, I lusted, and there is a promise in such sweat. † But he is still careful to mention the power of God beforehand, which goes to show the extent of religion’s influence in the town, by starting with â€Å"A man may think God sleeps, but God sees everything, I know it now,† before going onto saying that the court must see, that â€Å"it is a whore’s vengeance† upon him. We also see in the play that her actions are far from ordinary in many cases and would have taken more than the average person to pull off. For example, even when Mary Warren confesses that ‘She never saw familiar spirits, apparitions, nor any manifest of the Devil’ she stands strong in denying that she had feigned anything. We see that she had been the cause of many catastrophic events had taken place, as well as being the symptom in what seemed inevitable in such a backstabbing and hypocritical society, and she has come across as a catalyst. Just as a catalyst, she speeds up the changes in the pressurised crucible that is Salem. Being the catalyst in this situation, she had a lot of control over the direction of the witch-hunt, and she mainly directed the accusations for her own personal gain. However, she starts to lose control when Mary Warren goes over to John Proctor’s side, and things go very wrong when John Proctor is accused, since the whole point of the witch-hunt for Abigail was so that she could finally be with him. It seems that even after she stops accusing people, the witch-hunt has gained great momentum, and people are accusing others of witchcraft whenever their loss may be at all beneficial to another, or at times for their own benefit. These latter accusations, needed no provocation from Abigail, but took course all by themselves, suggesting that Abigail was not at the centre of any of those events. So to conclude, my opinion is that Abigail is not entirely the symptom nor the cause of events in Salem, but acted as more of a catalyst, speeding up and making what was inevitable considering the society which Salem was, into reality, in a rather dramatic way. If I were however, to seem things as black and white as the people of Salem did, I would consider Abigail to be more of a symptom than a cause, mainly because after carefully studying the theocratic society where people were getting overly jealous of each other, something along these lines almost seemed to be destined. Also, the frightening power of the majority is able to suppress the minority who feel rather sceptical and are not convinced by the evidence may themselves be accused of being ‘against the court’ and receive punishment. This would mean standing up for their beliefs which in this case would have been correct would mean they would have lost their lives. So considering the circumstances of the rather extreme philosophical and religious guidance which plays such a huge role in the settlers of Salem, and the fact that Abigail was able to put a leash on things to direct it in a direction which benefited her does not make her a symptom either, just a catalyst in an equation with all the ingredients for such a terrible tragedy.

Legal Defenses Essay

Introduction This paper will give brief description on three types of legal defenses and the elements of a crime, how the crime applies to the overall criminal procedure. It also will give a definition to what each element means. Legal Defenses and Their Definition A legal defense is one that satisfies all legal requirements of a court case. The three legal defenses I will be describing are insanity, self-defense, and mistake of fact. Insanity-his or her insanity at the time of a crime meant he or she could not rationally form mens rea to commit a criminal act. (Meyer & Grant, 2003) â€Å"Being insane at the time of one’s crime is a complete defense to crime. The idea is that the system should not punish people who do not possess mens rea. (Meyer & Grant, 2003) Different country uses the insanity tests. The most common one used is the M’Naqhten Rule, that a person is insane if he or she was doing, or literally did not know it was wrong. Self-defense-his or her actions were meant to protect him or herself from death or serious bodily harm. The victim of an actual or apparent deadly attack may kill another person if it is reasonably necessary to use such force to protect oneself from death or serious bodily harm. (Meyer & Grant, 2003) Self-defense is different from other defenses to crime in that the defendant who claims self-defense is actually asserting that she or he acted appropriately. Mistake of fact- the acts arose from an honest and reasonable mistake, such as accidentally picking up someone else’s umbrella instead of own. Mistake of fact is more akin to innocently switching briefcase at the airport because of being rushed. â€Å"Being in aware if or misunderstanding a law is a valid defense only under limited circumstances such as violations of confusing or complicated law like as the tax load. (Meyer & Grant, 2003) Crimes Elements â€Å"There are three elements that must be present in order for an act to be labeled a crime†. The three elements are actus reus, mens rea, and the concurrence. Actus Reus- â€Å"The Criminal Act† (the physical action of the crime) a person must act, or fail to act as required or expected, to meet the standard for actus reus (criminal act). Example, it is illegal to sell drugs or possess drugs but it is not illegal to be a drug addict. (Pearson CJI) Mens Rea â€Å"Guilty mind (intent or knowledge to commit a crime) this element is a key element in establishing that a crime has been committed. The following mental conditions may establish the presence of a guilty mind: 1. Purpose- when someone engages in a behavior or purpose. 2. Knowledge- when a person is practically certain of their actions will cause harm. 3. Recklessness- when a person engages in careless or risky behavior that increases the potential for harm; reckless behavior. 4. Negligence- when a person fails to do something that required, or they should have known better to act in a certain way, the behavior was negligent. (Pearson CJI) The Concurrence is the coexistence of acts reus and mens rea. â€Å"There must be a substantive relationship between the act and the mindset for a crime to have occurred.† A mean, hurtful, or malicious thought is not enough to establish a crime if no action The legal defense satisfies all legal requirements of a court case. Three elements have to have occurred in order for an act to be labeled as a crime. You can’t take a person to court on action that you believe to have happen it must be a physical action, intent or knowledge to commit a crime, or substantive relationship between the act and the mindset for a crime to have occurred. References CJI Interactive Meyer, J. F., & Grant, D. R. (2003). The courts in our criminal justice system. Upper Saddle River, NJ: Prentice Hall.

John Keats’ Poem, When I Have Fears That I May Cease To

John Keats’ poem, When I have fears that I may cease to be, is a well-known work that embodies many Romantic principles. The poem, explored in the context of Keats’ suffering from consumption, laments human impermanence while simultaneously exploring philosophical notions. Keats implements the use of the Shakespearean sonnet with each quatrain, beginning with the ambiguous, but time-bound word ‘when,’ manifesting these ideas in unique ways. When I have fears that I may cease to be uses the structure of the sonnet to delineate between the realms of reality and fantasy, while contributing to the overarching concept of eternity and ultimately reaches the conclusion that even lofty ideas that appear eternal ultimately erode. The first line†¦show more content†¦It is this sentiment, in fact, that motivates him to write this very sonnet; ironically, the sonnet in turn laments his inability to write more. However, the impending death that creates the incapacity to write down thoughts does not detract from the complexity of the thoughts. On the contrary, Keats’ comparison of his imagination to harvestable grain shows confident self-recognition of his own ability, highlighting the awareness of â€Å"the poet’s own ripeness in his art† (Grosholz 604). This art â€Å"teems† in his brain and is â€Å"rich,† and these qualities compel him to pour out his feelings into this one sonnet, despite his belief that this will be the last sonnet he writes. However, his fervent but vain desire to express the entirety of his poetic notions â€Å"imparts to [him] the hunger, or poverty, necessary for production, but†¦also dwarfs whatever [he] has already written† (Hecht 116). Accordingly, by longing to write his unspoken wisdom, Keats rejects any greatness associated with his previous works. This untapped potential consequently creates a paradox for Keats as he is both the field of grain and its harvester (Saksono 97). Thus, he alone is capable of cultivating and sharing his work despite his waning health. The prospect of this work is still tantalizing to him, though, as Hecht states that â€Å"‘The high piled books, in charactry’ promise that if they could only be written, meaning would outlive theShow MoreRelatedKeats Poems : Homer, Fears, Nightingale, And Urn 733 Words   |  3 Pages The Power of Keats Poems (An Analysis of Keats Poems called Homer, Fears, Nightingale, and Urn) John Keats was a romantic poet in the early 1800s. He lived from 1975 to 1821, a rather short lived life and died at the young age of just twenty-five. Although Keats died at a young age, the years that he lived he created a huge impact on society with his poems. Keats developed an interest in poetry and reading at a young age, setting him up to become an avid poet. 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Keats was educated at the Clarke School, in Enfield, and at the age of 15 wasRead MoreJohn Keats: The Next Shakespeare Essay829 Words   |  4 PagesJohn Keats can easily be ranked as the top British poet to ever live; or at least in the top five ranking mark. His usage of his poems structures has become famous, just as his poems have become famous. Due to the young death of this famous poet, his literary work was cut short. Ever since he knew he was going to die, when he discovered he had contracted tuberculosis, he had thought that he would never be remembered; so much so that according to the web-site â€Å"Poets Graves† which states the inscriptionRead MoreThe And Out Of The Cradle Endlessly Rocking By Walt Whitman942 Words   |  4 Pa gesbut had opposite meanings in â€Å"When I have fears that I may cease to be† by John Keats and â€Å"Out of the Cradle Endlessly Rocking† by Walt Whitman. Bits and pieces of nature were used to personify mortality. Additional historical context showed that the poems are reflections of their respective authors’ view on mortality. The interpreted meanings of the theme from the poems were greatly different. Despite being written four decades apart, similarities between the poems were rampant. Poets used natureRead MoreHow Does John Keatss Poetry Reflect the Romantic Era Essay781 Words   |  4 Pagespoetry of John Keats reflects the values of Romanticism. The Romantic Era spanned roughly between 1798 and 1832 and its poetry places an emphasis on the imagination, nature and feeling. The Romantic period was associated with imagination as people looked with fresh curiosity into the workings of their own minds, generating ideas that laid a foundation for modern psychology. Romanticism emerged out of the rational thought of the Enlightenment Era into a redemptive and inspiring period. John Keats was bornRead MoreThe Poems Of John Keats989 Words   |  4 PagesAlthough John Keats didn’t live a very long life, he still left a pretty good size mark on literature. This thought only intrigues many writers and readers to wonder what he could have possibly accomplished had he not died at such a young age and been able to continue writing. He was born into the working class and very early in his life developed a reputation for fighting, and it was not until he met one of his close friends that he became interested in poetry. The other two writers in this sectionRead MoreWilliam Blake And John Keats952 Words   |  4 PagesWilliam Blake and John Keats are consider one of the most influential and well-known poets of the 1800 Romantic Era. Some scholars refer to Blake as a seminal figure of the Romantic Age; while Keats is referred to a one of the main second generation figures in the Romantic Era. Blake and Keats have both written a plethora of poems in which some share some of the same characteristics and differ in others. Although Blake wasn t well recognized in his time, he was able to write, â€Å"The Chimney Sweeper†Read MoreJohn Keats : The Five Senses, Reality Departures, And Nature1628 Words   |  7 Pagesnot come at all† (biography). John Keats was an English-born poet who was known for his sonnets, romances, and epics. He was a well-known romantic poet who was criticized because of his style of poetry. In his poems, Keats uses frequent themes such as death, the five senses, reality departures, and nature. As a romantic poet, John Keats uses imagery and emotion based themes as way to display his beliefs in his poetry. Born in London, England on October 31, 1795, Keats suffered a tragic childhood