‘Hide and Seek’ by Vernon Scannell and ‘Half-past Two’ by U. A. Fanthorpe Essay

get across and test concerns a boy hide cautiously whilst playing hide and seek with his peers. Gradually, he realises he has been aban maked, and reverence overcomes him ascribable to be isolated in the dark borders. The notion is implausibly certain and positivist at the beginning. However, his confidence gradually fades away as the realisation of his abandonment occurs. The clime is analogous to the tone. At first, we can moxie the excitement. This modifies to anxiety and nervousness towards the end. The poet uses language features to demonstrate the tone. On the first line, exclamation marks be use to show the enthusiasm of the boy. Scannell uses personification and the senses to reap the contact atmosphere in a vivid way. on that pointfore, the reader gets a cle arer image. Occasional rhyme is use to add a sense of circle to the numbers.The numbers is one continuous stanza. It is wish well dramatic monologue in that it creates character, simply it is act ually entropy person. The structure emphasises the impermissible length of wait age. The adult speaks to his clawhood self in second person, explaining feeling and thoughts. There are short sentences to build up tension and create stillness. The themes explored in veil and search are nestlinghood experiences, reflection, isolation and abandonment. These themes are in addition explored in Half- past twain. This poem also explores various separate themes such as epoch restriction and criticism of teaching methods.Half-past two is roughly a babe who has been naughty. The punishment given by his teacher is to stay in the room until half- past two. She forgets that she hasnt taught him time. He nevertheless get a lines his routines and throughout the poem we see how the tike escapes time because he doesnt know it. The poet uses tone and language methods to show the way the pip-squeak is treated. The supposition for the volume of the poem is quite dreamy and we get the feeling that the boy is conf utilise. In terms of language, personification is employ soundly to show the tikes enchant of time.The use of senses creates the surrounding atmosphere wish in the previous poem, screen and undertake. Compound language are used to show the routines of the boy and the only time concepts he makes. Rhythm is produced by the repetition of confused words and by the incident that they are give tongue to in a childs sing- song voice. Half-past two is shared out into eleven leash lines stanzas. Irony is expressed through the organised structure, as it contrasts with the boys feelings.In brood and set about the child is conceal carefully, checking feet arent sticking out, and taking precautions such as not risking some other(prenominal) shout. Gradually, we realise his friends have purposely abandoned him, but the child is truly naive and thinks he is the winner. He realises in the darken garden that he has been neglected.The poem is writ ten in second person. Theyll never find you in this salty dark. This gives us the impression that the narrator is an adult looking blanketward on the experience.The senses are used in order to describe the surrounding atmosphere in a more vivid way. The sacks in the beam of light shed smell like the seaside. Scannell also uses personification, which causes us to imagine how the child is feeling at that particular(a) point. The coldness bites through your coat. Personification is effective at portraying the childs feelings as it is easier for us to understand something if it is described to us in a more physical way. The majority of personification is used towards the end to give a sense of foreboding. The darkening garden watching emphasises his isolation in a scary posterior whereas the bushes hold their breath can show what the child may be doing because he is scared. In extreme circumstances when people are very scared, they hold their breath without knowing.Scannell applie s punctuation to portray the tone and mood of the poem. Im ready Come and find me The exclamation marks set off the excitement of the child. We detect a positive attitude and certainty due to the use of the imperative rather than taking orders. A question is used at the end to portray the uncertain and anxious emotions the child is feeling. tho where are they who sought you? This is the voice of the adult reflecting on a biting experience. It is symbolic that the poem begins with the imperative and exclamation marks and conspicuously ends with confusion and question marks. It emphasises the gradual change from having a positive attitude to realisation of isolation.An alternative point that proves that the mood is positive at the beginning is that the child compares the current situation to a typical, happy one the majority of childrens experience. The sacks in the tool shed smell like the seaside. This gives the impression of a dazzling, sunny beach with a lot of happy child ren playing without constraints and restriction. This is teetotal as the child is isolated in a dark, begrimed go down with restricted space.The poem is one continuous stanza. The dramatic monologue symbolizes the unbearable length of waiting time. The character is speaking directly to us, explaining his diametrical feelings and thoughts. The poem can be divided into two parts. They are positivity and certainty, and electronegativity and realisation. The first line of the second part is, it seems a long time since they went away. Previously, the child attempts to convince himself they are still looking for him. They must be persuasion youre very clever. The effect of this is to emphasise the naivety and whiteness of the child. For the majority of the poem, the child is positive, but only for a minority is he negative. This can accentuate the fact a child may evanesce more time with fallacious ideas than in actual reality.Short sentences are used to build up tension. Dont breat he. Dont move. Stay dumb. These sentences are said slower than the rest of the poem, creating a filtrate stillness. The pace slows down.Occasional rhyme is present in pass over and try. Out, shout, coat, throat. A sense of rhythm is added to the poem.I think there are four main themes explored in the poem childhood memories, isolation, abandonment, feeling outcast and reflection.Reflection and childhood memories can be connected as the unit of measurement poem is about an adult reflecting on a childhood memory. This is proven by the fact that the whole of the poem is written in second person. Youve never heard them sound so hushed beforehand. This is more ain than using he or him.Isolation is some other theme. The innocent child doesnt think so, but for the whole of the poem, he is alone. In the positive part of the poem, he believes that his friends are outside, but close to him. Theyre touching closer, someone stumbles, mutters The child believes his friends are so cl ose, he can even hear theyre discreet actions, usually unnoticeable. Like the last theme, it emphasises the naivety and innocence of the boy. An alternative point to verify that the boy is in isolation is the fact that he is in the darkening garden as he emerges from the tool shed.There is emphasis on the amount of darkness in his surroundings. This can be interpreted as a symbol of loneliness. This brings about fear, especially in young children. The fact that the sun is gone is other symbol for darkness being present. For children, the sun and brightness are indications of gaiety and contentment within a group.The theme of abandonment can be associated with isolation because he is alone. It is clear to us that his friends purposefully abandon the boy. Their words and laughter scuffle, and theyre gone. We realise this a considerable time before the boy does. This emphasises that most of the time, children are left in the dark, and elders know beforehand. public opinion unwanted i s another major theme of conceal and try out. This is how the child feels when the realisation of his abandonment occurs to him. Yes, here you are. But where are they who sought you? It is seeming that the child feels his peers abandoned him because they do not like him. This action and the concomitant emotion are common with children. The child is left confused thinking that there is something wrong with them. I can tell by the rancor of the adults tone that this is how the child feels. Youre legs are stiff, the cold bites through your coat. He is trying to show that all the pain he went through was not worth it because he was unwanted.Similarly to Hide and Seek, Half- past two is about a young child. He has done something naughty in school and is told by his teacher to stay in the room until Half- past Two. In her rush, she forgets that She hadnt taught him Time. The only time concepts he is aware of and understands are daily routines such as Gettinguptime, Timeyouwereofftim e. Whilst waiting, he escapes into a clockless land out of reach of all the timefors. The teacher returns, slots him venture into school time and tells him to leave, or else hell be late.Contrasting with Hide and Seek, Half- past Two is written in third person. He did Something Very Wrong. I think the narrator is the adult looking certify on a childhood experience. The poet doesnt make it very perspicuous by using first person, or second person like Hide and Seek.Fanthorpe uses personification to portray the childs view of the clock. The little eyes, and two long legs for walking. This view is a childs typical perception and establishes how naive a child can be, a comparison to Hide and Seek. Personification is used further when Fanthorpe uses the pun, He couldnt click its language. She is progressing further from the point that a child views a clock as a living object. A clock produces a ticking noise. To the child, this is how it talks. The pun stresses the point that he ca nt understand a clock, and therefore time. Personification is used in Hide and Seek, but for different purposes. It is to give a clearer image, rather than show a childs perception of an object.A comparison to Hide and Seek concerning language is that the senses create a clearer atmosphere for the reader. The smell of old chrysanthemums on Her desk. Another reason for the use of senses differing from Hide and Seek at this particular point is to show how people, especially children notice insignificant things when they are alone. Their meanness increases due to minimal distraction. Into the silent noise his hangnail made. The senses are used when he escapes into the clockless land of ever.A significant stanza of the poem is where she slotted him natural covering into schooltime. An image of this is created in our minds of a mechanical action. It is as if he is being taken out of one zone and put back into another instantly. The alliteration on this line causes the poem to be more r hythmic. accompanying to escaping the timeless world, the teachers words are in italics. I forgot all about you. I think this is to make her lines prominent. These lines are burning(prenominal) because they emphasise the fact that the child was neglected.Compound words are used to portray the childs routines, the only time concepts he understands. Gettinguptime, timeyouwereofftime, timetogohomenowtime. I think his parents and other carers in his life say these. The repetition of compound words creates a sense of rhythm. They seem to be said in a sing- song tone, emphasising the skanky tone to the child because of his age. A patronizing tone is used previously towards the boy. He did Something Very Wrong. The title fount states the words that are emphasised. She thinks that if she uses a normal tone, the message wont get through to him.In the last stanza, we can sense the meditative tone of the narrator. Where time hides tick- less waiting to be born. He wishes he could esca pe into this land where he isnt restricted by time, like most adults. The narrator shows bitterness by using a satiric and sarcastic tone. (I forget what it was.) This mocks the teacher by trying to show that she was fashioning a big deal out of something insignificant.The mood in the poem is dreamy, especially when the boy escapes into the timeless zone. Beyond onceupona. The mood emphasises his confusion by the unfamiliar concept of time. The dreamy mood is also indicated by the cock-and-bull story references. Once upon a schooltime. The word time is substituted for alternative words or none at all. Not only do fairytale references portray the mood, but also the fact that fairytales are childish and contain vision aspects. The moods in Half- past Two are a contrast to the mood in Hide and Seek.The poem is divided into eleven three-line stanzas, showing organisation. Irony is expressed through the organised structure, as it contrasts with the boys feelings.This is a very notic eable difference to the structure of Hide and Seek. A further distinction is that occasional brackets are used in Half- past Two as opposed to none in Hide and Seek. One stanza is dedicated to criticizing teaching methods and sarcastically mocking her. (Being cross, shed forgotten she hadnt taught him Time. He was too scared of being wicked to remind her.) The brackets represent the insignificance of the teachers actions.The themes explored in Half- past Two that are also explored in Hide and Seek are childhood memories, isolation, abandonment and reflection. Also, restriction of time and freedom of childhood.Like in Hide and Seek, the themes of childhood memories and reflection can be closely secure together because in my view, the poem is about an adult looking back on a childhood experience. Unlike Hide and Seek, this isnt indicated by the use of second person as the poem is written in third person, a less personal approach. It is indicated by the tone in the final stanza. B ut he never forgot how once by not knowing time The tone is pensive and regretful. The adult wishes he had the power to escape into the clockless land of ever. This brings me to my next point that restriction by time is a theme explored in Half- past Two, but not Hide and Seek. The last stanza is the adult reflecting. He escape into the clockless land of ever, where time hides tick- less waiting to be born. The quote emphasises the fact that an innocent child isnt restricted by time as opposed to adults.An additional theme is isolation. Contrary to Hide and Seek, the child is aware of his isolation, but confused at how to escape it. So he waited His child like qualities are emphasised by the fact that he needs an older responsible figure to help and guide him. Abandonment, another theme, occurs when his teacher as opposed to friends in Hide and Seek desert the child. In both poems, the child is abandoned, but the teacher and the friends have different intentions. The friends do it as a joke and assume the child result find his way back, whereas the teacher ignored and forgot the boy. Stay in the schoolroom till half- past two.In conclusion, I think the differences outweigh the similarities. An authorized similarity is that both are about adults reflecting on childhood experiences. In Hide and Seek, the adult is regretful and despises the experience, whereas in Half- past Two, the adult wishes he could relive the experience. Another difference is the structures of both poems. Hide and Seek is one continuous stanza, whereas Half- past Two consists of eleven three line stanzas. Regarding language, both poems use personification and senses to vividly describe the surrounding atmosphere. Unlike Half- past Two, Hide and Seek uses punctuation to portray the change in tone and mood. Regarding themes, all themes explored in Hide and Seek are explored in Half- past Two as well as more. A noticeable difference is the content of both poems. The experiences are whole different as are the reactions and personal opinions of them.I enjoyed reading Hide and Seek more than Half- past Two. This is because I thought Hide and Seek was more effective at vividly portraying the experience. In Half- past Two, it was harder to get a grasp of the content and symbolization within the poem.