In general, a rose is symbolic of love, beauty and/or something of value.
Outside of the realm of literature, roses and their colors are symbolic: red roses can symbolize passion, while white roses can symbolize purity.
In literature, while the rose often represents love, its symbolic meaning can take on new depths beyond the silky texture of the flower or its fragrance. The pain
often accompanying love, found in the bloom‘s thorns, can express the dual nature of love.
To begin, a symbol is defined as “anything that represents or stands for something else‖ (natural, conventional, literary).
In Robert Burns' poem A Red Red Rose, the poet compares his love to a new red rose, bringing to mind new love—a newness of a relationship, and the delight of romance when everything is fresh and exciting:
O my Luve's like a red, red rose That's newly sprung in June...
The simile notes that the speaker's love (whether the emotion or the woman) is like a rose that has just bloomed in June. It is not wilted by the heat or turning brown, but is brand new.
In Emily Bronte's "A Little Budding Rose," the poet also compares the rose to love, but to a broken one:
The rose is blasted, withered, blighted, Its root has felt a worm,
And like a heart beloved and slighted Failed, faded, shrunk its form.
In Romeo and Juliet, Shakespeare writes, "A rose by any other name would smell so sweet." Juliet speaks of Romeo, the young man she falls in love with so quickly. Their families hate each other, but his name does not define her feelings.
Here the rose symbolizes the perfection of love—and the author infers that nothing can disturb the feeling Juliet has for Romeo.
Michael Ferber, author of A Dictionary of Literary Symbols, notes: “The rose blooms in the spring, and does not bloom long...”
By comparison, a rose in this circumstance would symbolize love that will not last. As the days pass, the rose opens and soon withers and dies. This is another association with the rose and love.
In William Faulkner's haunting short story, "A Rose For Emily" Miss Emily is never allowed by her father to date: no man is good enough for her. After her father dies, she begins to see Homer Barron, who mysteriously disappears, seeming to leave Miss Emily alone for the remainder of her days. In this case, the rose can symbolize the brief time of love that Miss Emily shared with Barron before he was gone.
The rose is also symbolic of beauty. Ferber also notes that the rose is referred to in Achilles Tatius' novel greatly praised:
If Zeus had wished to give the flowers a king, he would have named the rose, for it is the ornament of the world, the glory of plants, the eye of flowers, the blush of the meadow...the agent of Aphrodite.
The rose may also symbolize something of great value. In Robert Frost's poem "The Rose Family," the poet notes...
The rose is a rose, And was always a rose...
He then notes that other things are also (we assume, metaphorically) called roses, such as apples and pears. But he goes on to conclude about the person to whom he is writing...
You, of course, are a rose - But were always a rose.
He notes that while other things may be compared to the rose, the woman he speaks to was never anything but a rose: the implication is that she is all the wonderful things associated with a rose, and very important to him.
2.10. Previous studies
Anita Trisna Suryani Studied the topic ―An Analysis of Wole Soyinka's Poems:Figurative Language Cases‖ in 2013. The author presented findings of of Wole Soyinka poems Figurative Language such as Simile, Metaphor, Synecdoche and Hyperbole.
For the poem Abiku mentioned about belief in religion that should be maintain fundamental belief in life. As someone is doing what they believe that meant action match their thinking. Moreover, human-being should increase their belief in God to enhance their lives and confidence.
For the poem Night, misunderstanding was caused because of the lack of mutual understanding in a relationship. Therefore, the people in that relationship should have a sense of openness, faith and honesty.
For the poem Telephone Conversation, there are different from races that discussed in the conversation between the black men and the white women. Thus, people had better not distinguish between belief, ethnicity and sex in a blended, respectful and polite manner that possesses their souls and people need to look within introspection. Telephone Conversation are outstanding with Hyperbole,Irony, Anaphora, Metaphor, Simile and Litotes used.
The author also suggested for education and for next researcher. The author shared his findings to support other researchers in poetic analyses. There are two conclusion, they are the Figurative Language applied in the poems. Moreover, the author recommends to the readers and the other researchers to enrich and improve their knowledge about Stylistic theories, stylistic approach especially about figurative, imagery and messages which are included in literary work. It also can be found from other sources of literature. By reading a poem it can widen our vocabulary which is one of the parts in the English component.
Aurelie Herbelot studied ―The semantics of poetry: a distributional reading”
in 2014.A last word should be reserved for the study of linguistic creativity. A
work of the poet provides examples of author‘s analysis, in which observational data includes many practical passages of language, placing poetry in an intuition of language. The findings also confirmed the annotations judgments about semantic complexity were used in which a large body of poem exists on the topic of modeling metaphorical language, as well as the study of poetical semantics focused so far. In spite of this, the claims that apply to metaphor and other well-studied productive phenomena can arguably be made for more complex creative processes.
There is nothing in the present paper that would invalidate the claimed that creativity in language traced back to its very ordinary use. Language can be seen as the result of profoundly individual and yet ultimately collective phenomena.
The author Katherine Robinson studied the The poem The Road Not Taken in 2016. This poem is among the best-known, yet most-often-misunderstood works of Robert Frost, perchance due to its last stanza: Readers and critics have their own ways of deciphering the poet‘s message.
Adopting a cognitive linguistic approach, this paper focuses on the Image Schemas (PATH and BALANCE) and Conceptual Metaphor (LIFE IS A JOURNEY) of the poem, and consequently offers some insight into the connotations hidden in Frost‘s words and writing style.
The PATH schema can be observed through the structure of the poem. It has a starting point (when the speaker reaches the fork), a movement process – a series of points along the way (the speaker‘s thoughts and decision about the two roads), and an ending point (the speaker has chosen one road and envisages the future in which he may regret his decision).
The BALANCE schema exists in Robert Frost‘s poetics. In ―The Road Not Taken‖, the presence of this schema can be justified with the rhythm and meter. The ideas are also parts of the BALANCE schema. After the climax in the third stanza, the poet put curbs on the dynamic flow of movement in the past by creating an ending with envisioned future and the present (which is his reality space).
In this poem, the speaker‘s perspective is moved from the past (in the first three stanzas) to the future (the first two lines of the last stanza) and then the present (the last line). That point, along with the theme of the poem (making choice in life), verifies the existence of the metaphor LIFE IS A JOURNEY THROUGH TIME.
Besides, the symbols of the two roads, the traveller, his chosen or not chosen paths and his sigh also represent our life as a journey with decisions to be made and regretted (Robinson, 2016).
When expressing affection, the author uses expressive language to reveal the emotional state at that time accurately. By reading a poem, it can widen our vocabulary English component.
As an art form, poetry has a unique style and form compared to other types of writing. Poetry includes deliberate line breaks, sound patterns, and rhythm, which makes it different from prose and contributes to how readers understand it. To understand poetry, students must consider the literal and figurative meanings in the poem, and determine how these two meanings interact and intersect. Students can understand a poem by considering the subject and form of the poem as well as the style and the context. Students should then try to decipher the figurative meaning of the poem to deepen your understanding of the piece.
- Reading the Poem
- Determining the Subject and Context of the Poem - Addressing the Style and Form of the Poem - Deciphering the Figurative Meaning of the Poem
2.11. Some definitions 2.11.1. Stylistics
Broadly speaking, stylistics is the study of style in language (e.g. Verdonk 2002: 3–4). Its focus is the way in which language varies under the influence of factors such as context, purpose, author and period. Traditionally, however, stylistics has tended to privilege texts that are valued for their artistic merit, i.e.
literary works. It is indeed quite common for stylistics to be defined as the linguistic
study of literature (Freeman 1981: 3; Simpson 1993: 3). Following Leech (1985), we will distinguish between literary stylistics and general stylistics.
2.11.2. Poetry
Poetry, literature that evokes a concentrated imaginative awareness of experience or a specific emotional response through language chosen and arranged for its meaning, sound, and rhythm.
Poetry is a vast subject, as old as history and older, present wherever religion is present, possibly - under some definitions - the primal and primary form of languages themselves. The present article means only to describe in as general a way as possible certain properties of poetry and of poetic thought regarded as in some sense independent modes of the mind.
2.11.3. Descriptive research
Describing a thing is the presentation of the most common visual language of things, structures, states, movements of things. Through scientific research, things are described in a right way, consistent with the laws of motion as it exists. The purpose of the description is to provide a system of knowledge, which gives people a tool for identifying the world, distinguishing the difference in nature between one thing and another.
Descriptive research does not fit neatly into the definition of either quantitative or qualitative research methodologies, but instead it can utilize elements of both, often within the same study. The term descriptive research refers to the type of research question, design, and data analysis that will be applied to a given topic. Descriptive statistics tell what is, while inferential statistics try to determine cause and effect.
The type of question asked by the researcher will ultimately determine the type of approach necessary to complete an accurate assessment of the topic at hand.
Descriptive studies, primarily concerned with finding out "what is," might be applied to investigate the following questions: Do teachers hold favorable attitudes
toward using computers in schools? What kinds of activities that involve technology occur in sixth-grade classrooms and how frequently do they occur? What have been the reactions of school administrators to technological innovations in teaching the social sciences? How have high school computing courses changed over the last 10 years? How do the new multi mediated textbooks compare to the print-based textbooks? How are decisions being made about using Channel One in schools, and for those schools that choose to use it, how is Channel One being implemented?
What is the best way to provide access to computer equipment in schools? How should instructional designers improve software design to make the software more appealing to students? To what degree are special-education teachers well versed concerning assistive technology? Is there a relationship between experience with multimedia computers and problem-solving skills? How successful is a certain satellite-delivered Spanish course in terms of motivational value and academic achievement? Do teachers actually implement technology in the way they perceive?
How many people use the AECT gopher server, and what do they use if for?
Descriptive research can be either quantitative or qualitative. It can involve collections of quantitative information that can be tabulated along a continuum in numerical form, such as scores on a test or the number of times a person chooses to use a-certain feature of a multimedia program, or it can describe categories of information such as gender or patterns of interaction when using technology in a group situation. Descriptive research involves gathering data that describe events and then organizes, tabulates, depicts, and describes the data collection (Glass &
Hopkins, 1984). It often uses visual aids such as graphs and charts to aid the reader in understanding the data distribution. Because the human mind cannot extract the full import of a large mass of raw data, descriptive statistics are very important in reducing the data to manageable form. When in-depth, narrative descriptions of small numbers of cases are involved, the research uses description as a tool to organize data into patterns that emerge during analysis. Those patterns aid the mind in comprehending a qualitative study and its implications.
Descriptions include:
(1) Describes the external form of things, from form and physical state to the form of social existence to the psychological, social and political states of things.
(2) Describe the structure of things, ie the description of the constituent parts and the intrinsic linkage between the components, for example, the structure of a conceptual system, the structure of a system technical system, social structure, economic structure and physical structure.
(3) Describe the dynamics of things in the process of movement, for example, the volatility of an educational system, the maturation of an organism, the development of a technology.
(4) Describe the interaction between the constituent elements, for example, the interactions between elements of a technical system, the interaction between two economic sectors. The interaction between two social groups.
(5) Describe the factors that cause the movement of things, such as the motive of human activity, the motive force of a technical system, the triggering of a process of economic or social change.
(6) Describe the consequences of the effects on things, there are positive (positive) consequences, negative (negative) consequences, and unintended consequences; In peripheral consequences, there are also positive and negative consequences.
(7) Describe the general rules governing the process of things. These are the essential, repetitive connections in the process of formation, movement, and transformation of things.
(8) Qualitative and quantitative: Qualitative description is intended to indicate the characteristics of the substance. The quantitative description is intended to indicate the quantity characteristics of things.