Assignment Question
Craft an argument about the function and significance of your chosen element in the poem below. Consider the following questions as you brainstorm: o How does the poet use the “element” in the poem, and to what effect and importance? o How does the poet’s use of the element propel or delay the action/heart/meaning of the poem? o How does the element contribute to the broader significance of the poem? o What does the element do for/to you as a reader of the poem, and why is that significant? • Use specific evidence from the texts (direct quotations and references) to support your claims Have a unique and engaging thesis, use quotations as evidence (both about the element and from your chosen poem) to support your thesis, and structure your thoughts in paragraphs in an effective way. Avoid 5- paragraph structure. Please follow MLA guidelines for how to quote poems! And use subheadings to denote each part of the assignment in one document. 1207678 3 minutes ago Epistemology Mostly I’d like to feel a little less, know a little more. Knots are on the top of my list of what I want to know. Who was it who taught me to burn the end of the cord to keep it from fraying? Not the man who called my life a debacle, a word whose sound I love. In a debacle things are unleashed. Roots of words are like knots I think when I read the dictionary. I read other books, sure. Recently I learned how trees communicate, the way they send sugar through their roots to the trees that are ailing. They don’t use words, but they can be said to love. They might lean in one direction to leave a little extra light for another tree. And I admire the way they grow right through fences, nothing stops them, it’s called inosculation: to unite by openings, to connect or join so as to become or make continuous, from osculare, to provide with a mouth, from osculum, little mouth. Sometimes when I’m alone I go outside with my big little mouth and speak to the trees as if I were a birch among birches. Credit Copyright © 2017 by Catherine Barnett. Originally published in Poem-a-Day on November 16, 2017, by the Academy of American Poets. About this Poem “Once I dragged a lectern out to a field and wrote there, facing the trees, and felt at a wonderful loss for words. What could I say to trees that might matter? Nothing but praise. Trees pay no attention to fences. And walking along West 97th Street I marvel at how the honey locust grows right beautifully through the chainlink and into the schoolyard here. (If you’re in love with trees, take a look at Peter Wohlleben’s The Hidden Life of Trees.) Lines 14 to 16 borrow definitions from various dictionaries etymological and otherwise.” —Catherine Barnett.
Answer
Introduction
Catherine Barnett’s poem “Epistemology” explores the profound relationship between the speaker and nature, particularly trees . In this essay, we will delve into the function and significance of trees in the poem, considering how the poet employs them, how they contribute to the broader themes, and the impact they have on the reader.
The Function of Trees in the Poem
The poet utilizes trees as a central element in the poem to evoke a sense of wonder, curiosity, and connection with the natural world. Trees serve as a metaphor for knowledge, growth, and interconnectedness. The speaker expresses a desire to “know a little more” while emphasizing knots as something they want to understand. Knots, in this context, represent both literal knots that prevent fraying and metaphorical knots of knowledge and understanding (Barnett 3-4).
Effect and Importance of Trees
The poet’s use of trees propels the poem’s meaning by creating a tangible and relatable image for the reader. Trees, as symbols of growth and unity, underscore the speaker’s yearning for personal and intellectual growth. The poet’s exploration of trees’ communication through sending sugar to ailing trees reinforces the idea of interconnectedness and empathy in the natural world (Barnett 11-13). This effect is significant as it invites readers to contemplate the importance of knowledge and connection in their own lives.
Contributing to Broader Significance
Trees contribute to the broader significance of the poem by highlighting the themes of interconnectedness and the pursuit of knowledge (Barnett 14-16). The poet draws parallels between the growth and resilience of trees and the human desire to learn and connect. The concept of inosculation, the process by which trees unite and become continuous, mirrors the human quest for understanding and connection with others. This broader significance encourages readers to reflect on their own pursuit of knowledge and their capacity for empathy.
Impact on the Reader
As a reader, the presence of trees in the poem resonates deeply. The imagery of trees growing through fences and communicating with each other appeals to our innate sense of wonder and our longing for connection with the natural world (Barnett 19-22). The poet’s use of a first-person perspective, stating, “Sometimes when I’m alone I go outside with my big little mouth and speak to the trees,” invites readers to contemplate their own relationship with nature (Barnett 24-25). This connection with the reader makes the poem emotionally resonant and prompts introspection.
Impact on the Reader
The presence of trees in the poem resonates deeply with readers, evoking a sense of wonder and connection with the natural world (Barnett 19-22). The imagery of trees growing through fences and communicating with each other taps into our innate sense of curiosity and our yearning for a harmonious connection with nature. The poet’s use of a first-person perspective, stating, “Sometimes when I’m alone I go outside with my big little mouth and speak to the trees,” invites readers to consider their own relationship with the environment (Barnett 24-25). This personal connection with the reader makes the poem emotionally resonant, prompting introspection.
As readers, we are drawn into the speaker’s intimate conversation with trees, fostering a sense of unity and shared experience with the natural world. This emotional connection encourages us to reflect on our own interactions with nature and the significance of such moments in our lives. The poem’s use of trees as a conduit for deeper understanding and connection resonates with readers on a profound level, leaving a lasting impression.
Conclusion
In Catherine Barnett’s “Epistemology,” trees serve as a powerful and multifaceted element that enriches the poem’s themes of knowledge, interconnectedness, and the pursuit of understanding (Barnett). Through the poet’s vivid imagery and metaphors, trees become a symbol of growth, unity, and empathy. They propel the poem’s meaning, contribute to its broader significance, and create a profound impact on the reader, inspiring reflection on our own relationship with the natural world and the pursuit of knowledge. Catherine Barnett’s skillful use of trees in this poem demonstrates the enduring power of nature as a source of inspiration and insight.
References
Barnett, Catherine. “Epistemology.” Poem-a-Day, Academy of American Poets, November 16, 2017.
frequently asked questions (FAQs)
FAQ 1: Why does the speaker in the poem emphasize their desire to “know a little more” and the importance of knots?
In the poem, the speaker’s desire to “know a little more” and their fascination with knots are central themes. These elements symbolize the speaker’s quest for knowledge and understanding. Knots, in particular, represent both physical and metaphorical obstacles that can be overcome through learning and connection with nature.
FAQ 2: How do the trees in the poem symbolize growth and interconnectedness?
The trees in the poem serve as powerful symbols of growth and interconnectedness. The speaker’s observation of trees sending sugar to ailing trees highlights the idea that nature is interconnected, and this mirrors the human quest for knowledge and connection with others.
FAQ 3: What is the significance of the concept of inosculation in the poem?
The term “inosculation” refers to the process by which trees unite and become continuous. This concept is significant in the poem because it mirrors the human desire for unity and understanding. It suggests that just as trees can connect and grow together, humans can also strive for unity and empathy.
FAQ 4: How does the poet use a first-person perspective to engage the reader?
The poet’s use of a first-person perspective, where they say, “Sometimes when I’m alone I go outside with my big little mouth and speak to the trees,” creates a personal and emotional connection between the reader and the speaker. It invites readers to reflect on their own relationship with nature and the pursuit of knowledge.
FAQ 5: What is the broader message or lesson that the poet conveys through the poem’s exploration of trees?
The poem encourages readers to contemplate the broader message of the importance of knowledge, interconnectedness, and empathy in our lives. It prompts readers to reflect on their own pursuit of knowledge and their capacity for understanding and connection with others and the natural world.
FAQ 6: Are there any specific literary devices or techniques the poet uses to convey the significance of trees?
The poet employs various literary devices and techniques such as metaphor, symbolism, and vivid imagery to convey the significance of trees. These elements contribute to the poem’s overall impact and enrich the reader’s experience.
FAQ 7: How does the poem’s title, “Epistemology,” relate to the themes of the poem and the use of trees?
The title “Epistemology,” which refers to the study of knowledge, is significant as it aligns with the poem’s themes of knowledge, learning, and understanding. It suggests that the exploration of trees in the poem is a reflection of the speaker’s epistemological journey.
