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

efface and explore c at oncerns a male infant hiding cautiously whilst compete hide and seek with his peers. Gradually, he realises he has been freeed, and fear overcomes him due to existence isolated in the dark surroundings. The ol detailory perception is incredibly certain and positive at the opening. However, his confidence gradually fades away(predicate) as the realisation of his abandonment occurs. The fashion is analogous to the tone. At start-off, we loafer experience the excitement. This modifies to anxiety and nervousness towards the end. The poet uses language features to portray the tone. On the first line, exclamation mark atomic number 18 use to signal the enthusiasm of the male infant. S arousenisternell uses embodiment and the smell outs to happen upon the surrounding atmosphere in a vivid way. Therefore, the proofreader gets a cle atomic number 18r image. Occasional rhyme is used to add a understanding of rhythm to the verse.The rime is one continuous stanza. It is ilk dramatic soliloquy in that it urinates character, but it is actually second psyche. The structure emphasises the unbearable space of waiting quantify. The liberal speaks to his nipperhood self in second person, explaining fancy and thoughts. There be short sentences to build up tension and create stillness. The themes explored in insure and set about be youngsterhood experiences, reflection, isolation and abandonment. These themes ar also explored in Half- noncurrent both(prenominal). This poem also explores several(a) other themes such as sentence restraint and criticism of program line methods.Half- bypast twain is about a youngster who has been naughty. The punishment given by his instructor is to retain in the room until half- past two. She forgets that she hasnt taught him time. He yet understands his routines and throughout the poem we see how the boor escapes time because he doesnt contend it. The poet uses tone and l anguage methods to portray the way the pip-squeak is treated. The mood for the bulk of the poem is quite dreamy and we get the facial expression that the boy is woolly. In terms of language, personification is used effectively to fancy the childs view of time.The use of senses creates the surrounding atmosphere like in the previous poem, underwrite and look to. Compound rowing ar used to translate the routines of the boy and the only time concepts he understands. unit of ammunition is produced by the repeat of compound words and by the fact that they argon tell in a childs sing- song voice. Half-past two is divided into xi three lines stanzas. Irony is expressed through the arrange structure, as it origins with the boys effects.In skin and anticipate the child is hiding cargonfully, checking feet atomic number 18nt sticking out, and taking precautions such as non risking another shout. Gradually, we realise his friends comport purposely abandoned him, but the chi ld is genuinely naive and thinks he is the winner. He realises in the darkening tend that he has been neglected.The poem is written in second person. Theyll never key out you in this salty dark. This gives us the tender that the narrator is an adult feel bear on the experience.The senses ar used in order to notice the surrounding atmosphere in a to a greater extent vivid way. The sacks in the tool shed smell like the seaside. S firenell also uses personification, which causes us to suppose how the child is feeling at that particular point. The c out of date bites through your coat. avatar is effective at portrait the childs feelings as it is easier for us to understand something if it is described to us in a to a greater extent somatogenic 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 place whereas the bushes hold their breath can show what the child whitethorn be doing because he is sc ared. In extreme circumstances when people are very scared, they hold their breath without knowing.Scannell applies punctuation to portray the tone and mood of the poem. Im ready Come and find me The exclamation marks highlight the excitement of the child. We detect a positive perspective and evidence due to the use of the imperative rather than taking orders. A apparent motion is used at the end to portray the uncertain and anxious emotions the child is feeling. But where are they who sought-after(a) you? This is the voice of the adult reflecting on a bitter experience. It is tokenic that the poem begins with the imperative and exclamation marks and conspicuously ends with sloppiness 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 beginningis that the child compares the current situation to a typical, happy one the maj ority 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 children playing without constraints and restriction. This is ironic as the child is isolated in a dark, raunchy place 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 variant feelings and thoughts. The poem can be divided into two parts. They are profitability and certainty, and negativity and realisation. The first line of the second part is, it seems a retentive time since they went away. Previously, the child attempts to convince himself they are still tone for him. They must be thinking youre very clever. The effect of this is to emphasise the naivety and innocence of the child. For the majority of the poem, the child is positive, but only for a minority is he negative. This can acc entuate the fact a child may spend more time with fallacious ideas than in actual reality. perfectly sentences are used to build up tension. dresst breathe. Dont move. Stay dumb. These sentences are said slower than the rest of the poem, creating a tense stillness. The pace slows down.Occasional rhyme is present in plow and Seek. Out, shout, coat, throat. A sense of rhythm is added to the poem.I think in that respect are four main themes explored in the poem puerility memories, isolation, abandonment, feeling unwanted and reflection.Reflection and puerility memories can be connected as the whole 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 before. This is more personal than using he or him.Isolation is another theme. The irreproachable child doesnt think so, but for thewhole 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 moving closer, someone stumbles, mutters The child believes his friends are so close, he can even hear theyre discreet exercises, usually unnoticeable. Like the goal 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 phantom 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 kaput(p) is another symbol for darkness being present. For children, the sun and brightness are indications of happiness and corement 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 tim e before the boy does. This emphasises that most of the time, children are left in the dark, and elders know beforehand.Feeling unwanted is another major theme of pelt and Seek. 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 likely that the child feels his peers abandoned him because they do not like him. This action and the subsequent emotion are common with children. The child is left confused thinking that there is something wrong with them. I can tell by the bitterness 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 unhinge 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 had nt taught him Time. The only time concepts he is aware of and understands are daily routines such as Gettinguptime, Timeyouwereofftime. Whilstwaiting, he escapes into a timeless land out of reach of all the timefors. The teacher returns, slots him back into school time and tells him to leave, or else hell be late. differentiate with Hide and Seek, Half- past Two is written in trey person. He did Something Very Wrong. I think the narrator is the adult looking back on a childhood experience. The poet doesnt make it very obvious 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 elevate 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 liv ing object. A clock produces a ticking noise. To the child, this is how it talks. The pun stresses the point that he cant 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 concentration 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 back into schooltime. An image of this is created in our minds of a mechanical action. It is as if he is being taken o ut of one zone and put back into another instantly. The alliteration on this line causes the poem to be more rhythmic.Subsequent to escaping the timeless world, the teachers words are initalics. I forgot all about you. I think this is to make her lines prominent. These lines are important 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 patronizing tone to the child because of his age. A patronizing tone is used previously towards the boy. He did Something Very Wrong. The title case 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 wistful tone of the narrator. Where time hides tick- less waiting to be born. He wishes he could escape into this land where he isnt restricted by time, like most adults. The narrator shows bitterness by using a satirical and sarcastic tone. (I forget what it was.) This mocks the teacher by trying to show that she was making 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 fairytale 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 stand fantasy 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 organi sed structure, as it contrasts with the boys feelings.This is a very noticeable difference to the structure of Hide and Seek. Afurther 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 treat 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 nigh tied 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 person al approach. It is indicated by the tone in the final stanza. But 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 escaped into the clockless land of ever, where time hides tick- less waiting to be born. The excerpt 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 pass away him. Abandonment, another theme, occurs when his teacher as opposed to friends in Hide and Seek deserts the child. In both poems, the child is abandoned, but t he teacher and the friends have different intentions. The friends do it as a joke and assume the child will 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 outbalance the similarities. An important 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 hearty as more. A noticea ble difference is the content of both poems. The experiences are totally different as are the reactions and personal opinions of them.I enjoyed read 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 symbolism within the poem.