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Summary and Analysis of Homework by Allen Ginsberg: 2022

Introduction to the  poet:.

Irwin Allen Ginsberg was an American poet born on 3 rd June, 1926 at Newark, New Jersey, U.S as the son of an English teacher and Russian expatriate . He was one of the leading figures of the  Beat Generation  of the 1950s and the  counterculture that would soon follow. He vigorously opposed  militarism ,  economic materialism  and  sexual repression . One of the most influential writers of his time known as Beat Generation, he exemplified various aspects of the counterculture, such as his views on drugs, hostility to  bureaucracy  and openness to  Eastern religions . He came into the spotlight after the publication of “Howl and Other Poems” in 1956. “Howl” was a poem in the tradition of  Walt Whitman , and a protest of outburst and despair against a destructive, abusive society.The ‘Kaddish’ is one of his purest poem and he soon rose to fame. He undertook non violent protest against everything from Vietnam War to War of Drugs. There had been controversies against his homosexual relationship with many men, specifically his lifelong partner,   Peter Orlovsky . In 1986 Ginsberg was awarded the Golden Wreath by the  Struga Poetry Evenings  International Festival in Macedonia, the second American poet to be so awarded since W. H. Auden. He died surrounded by family and friends in his  East Village  loft in New York City, succumbing to  liver cancer  via complications of  hepatitis , on 5th April, 1997.

The poem “Homework” by Allen Ginsberg is a metaphorical poem speaking about the socio-political background, the economy, the corruption and various issues that surrounded the nations in that period. This poem reflects much upon the poet’s thought and his continuous anti – violent movements. Through his words and the strength of his writing, this poem distinctly reflects on the serious socio-political, economical, environmental, military unrests that the nations were facing.

Setting of Homework:

The poem is set at a period when the poet had been occupied with the Vietnam War. From United Nations to Iran, Africa, Asia were facing issues of corruption, war, sociological, political, military innuendo. The dramatic changes in the international front, the troublesome and disturbing situation that the world was facing were his concern. Though it seems that the poet was doing his laundry at his home, this poem actually concerned about the events of the nations. The poem, in it’s most wonderful form is a critical mockery with an increasingly developed willingness to bring forth goodness among various nations.

Style of Homework:

The poem is written in free verse.

Poetic devices in Homework:

Alliteration : “Rub a dub dub for Rocky Flats and Los Alamos.”  as the author repeats the ‘ub’ sound in “Rub a Dub Dub” is an alliteration used in the poem. Onomatopoeia: “Rub a dub dub” is an onomatopoeia used. Assonance : In the first stanza, “If ….Iran”  as he repeats the vowel I in  “If..I..I’d..Iran” assonance is used as a poetic device . Personification: “..squeeze out …state”  as Ginsberg gives the country a personal trait of being able to tell on other states when people have done wrong. Imagery: “I’d throw in …….in the jungle” as it gives us a visual of him cleaning the country and putting back animals and birds is yet an imagery. Hyperbole : Hyperbole is used repeatedly for exaggeration to indicate the urgency and desperation of situations: “Wash my dirty Iran” “Rub ……North Pole “ “Put the planet in the drier & let it sit 20 minutes or Aeon till it came out clean”. Metaphor: The whole poem acts as a metaphor to awaken our consciousness by stating that the poet wants to cleanse the world like he is doing the laundry in a washing machine.

Summary of Homework:

The poem deals with massive message about the world’s nationwide changes. On the international front, the reforms and issues in the world that had been faced by the nations was the imminent concern of the poem. The poem starts with the poet wishing to wash Iran. The first line itself amazes us with the transformation from the domestic affairs to the national thought. Yet, when we move through the lines we realise it is not only Iran but also the United States  that he wants to clean. He is concerned about the environmental hazards that the generation have been facing. Thus, he wants to regain the environmental counterpoise, the old environmental equilibrium. That is why he says : “put all the birds and elephants back in the jungle,” He also wants to cleanse the phenomenal water bodies that had been subject to pollution. As a matter of fact, all the air pollution, soil pollution and water pollution, he wants to clean them up. Rocky Flats Plant was a former  nuclear weapons  production facility in the  western   United States and Los Alamos is a town in Los Alamos County, New Mexico, United States that is recognized as the birthplace of the first atomic bomb. The love canal was supposed to be  a short canal between the upper and lower Niagara Rivers , to provide electricity. However, it became a dumping ground later that exploded after few years . When he mentions these he wants to get rid of these disastrous weapons and the man made events that had been harming the countries for a destruction leading to environmental tragedies taking lives of people, cause births with defects and mis balance the environmental equilibrium, disastrously. The acid rain that destroyed Parthenon’s magnificent marble relief frieze panels, chemically transformed into soft gypsum or dissolved the marvelous structure of Sphinx at Egypt, made of limestone. The blue sky , the white snowy clouds , the clean Mediterranean basin , Thames, Lake Erie are all the wonderful things that the poet wants to recover. The disastrous pollution and the corruption is something the poet wants to get rid of. Agent Orange is an  herbicide  and  defoliant  chemical. It is widely known for its use by the  U.S. military  as part of its  herbicidal warfare  program,  Operation Ranch Hand during the  Vietnam War  . The poet wants to wash out the Agent orange, too, that harmed the people of Vietnam. The following stanzas focus on the way the poet wants to change the nations, their corruptions, the wars that are caused. He wants to put the whole planet ‘in a drier’, this means, he wants to obliterate all the hazards, socio-political issues, wars and bring back harmony and peace in the planet.

Central Idea of Homework:

The central idea of the poem deals with the conveying of a message of political, economical, and military unrest in the international realm. The poet speaks of the worldly hazard that the nations are facing, leading to destruction of nature in the hand of mankind. With the developing era, the age old destruction brought by mankind on Mother Earth is something the human species should be ashamed of. Further, the effort of him desiring to cleanse the world stands as a suitable example of what the mankind must focus on: not his domestic affair but for the betterment of the world, for future generation. The amount of destruction we did is worth mending and not be kept for worse. This poem gives one the magnanimous ideas about the massacre caused by the human, to this remarkable creation, Nature.

Critical Analysis of Homework:

The poem describes how the poet would metaphorically cleanse many problems of the world in a metaphorical washing machine. The poem displays a good deal of humour, and its socio political points are thought provoking. The poem emphasises on the socio-political and environmental problems that the world faces. From cleaning the Amazon or the polluted Caribbean and Gulf of Mexico to the effort for maintaining the equilibrium of environment by putting back all the birds and elephants back in the jungle of Africa: the poet is trying to wash the pollution war and violence in the world. Throughout the poem, the various examples suggest that the poet is meaning to strike a chord in our heart making us aware of the ongoing torture that the world is confronting in the hands of mankind. He imbibes a sense in us how we, as humans, must be ashamed of our deeds that has put mother earth in such a devastating bearings. Through his act of cleaning he wants to launder the world and the whole poem stands as a metaphor to awaken us about our misdeeds on Mother Nature.

Tone of Homework:

The tone of the poem is more sincere that it initially seems to be. Though the first line states it is a poem that would be more of a domestic one soon we realise this poem has universal front. The tone from the beginning to the end is light hearted mixed with satires and a great sense of humiliation to the human species for our torture on Mother Earth. It acts as a metaphor for cleansing the world rather than being concerned about one’s domestic affair.

Typical to the style of the Beats Generation, this poem is an ideally unconventional poem pointing out to the world crisis , and stands supreme of the era. Contributor: Bidisha Das  

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• Allen Ginsberg

Homage Kenneth Koch

If I were doing my Laundry I’d wash my dirty Iran I’d throw in my United States, and pour on the Ivory Soap, scrub up Africa, put all the birds and elephants back in the jungle, I’d wash the Amazon river and clean the oily Carib & Gulf of Mexico, Rub that smog off the North Pole, wipe up all the pipelines in Alaska, Rub a dub dub for Rocky Flats and Los Alamos, Flush that sparkly Cesium out of Love Canal Rinse down the Acid Rain over the Parthenon & Sphinx, Drain the Sludge out of the Mediterranean basin & make it azure again, Put some blueing back into the sky over the Rhine, bleach the little Clouds so snow return white as snow, Cleanse the Hudson Thames & Neckar, Drain the Suds out of Lake Erie Then I’d throw big Asia in one giant Load & wash out the blood & Agent Orange, Dump the whole mess of Russia and China in the wringer, squeeze out the tattletail Gray of U.S. Central American police state, & put the planet in the drier & let it sit 20 minutes or an Aeon till it came out clean

Analysis, meaning and summary of Allen Ginsberg's poem Homework

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Homework! Oh, Homework!

 By Jack Prelutsky

Homework! Oh, Homework! I hate you! You stink! I wish I could wash you away in the sink, if only a bomb would explode you to bits. Homework! Oh, homework! You’re giving me fits. I’d rather take baths with a man-eating shark, or wrestle a lion alone in the dark, eat spinach and liver, pet ten porcupines, than tackle the homework, my teacher assigns. Homework! Oh, homework! You’re last on my list, I simply can’t see why you even exist, if you just disappeared it would tickle me pink. Homework! Oh, homework! I hate you! You stink!

 Summary of Homework! Oh, Homework!

• Popularity of “Homework! Oh, Homework!”: The poem ‘Homework! Oh, Homework!’ was written by Jack Prelutsky, a well-known children’s poet. Its first publication dates back to 1999, and it is acclaimed for its exceptional composition that underscores the triviality of homework. The poem speaks about how mad homework can make students. The funny tone of the poem illustrates the speaker ’s disgust, hatred, and revulsion for homework. The poem gained immense popularity on account of its universal appeal. The exasperated yet humorous mood added further to its rhythm and melody.
• “Homework! Oh, Homework!” As a Representative of Hatred : This poem is written from a child’s perspective who expresses his feelings related to homework. It begins when the speaker shows extreme hatred for homework and wishes to wash it away in the sink or to explode it into pieces. He dislikes homework so much that in the poem, he’d prefer to take a bath with a man-eating shark or wrestle a lion in the dark instead.. He further informs his readers that homework is the last on his list. He would rather be happy if it gets disappeared from his to-do list.
• Major Themes in “Homework! Oh, Homework!” Hatred, student life, and homework revulsion are the major themes of the poem. The poem centers on the feelings of a student who has gone mad because of the study workload. Knowing it is a compulsion and the demand of his education, he desires to get rid of it. He hates homework so much that he would instead perform some insane and crazy actions rather than doing his homework. It is through this funny poetic piece, the poet sheds light on the problems students face during their student life.

Analysis of Literary Devices Used in Homework! Oh, Homework!

literary devices allow the writers to bring variety and color to their simple poetic pieces. Jack Prelutsky also made this poem worth read with the excessive use of these devices. The analysis used in this poem is analyzed below.

• Assonance : Assonance is the repetition of vowel sounds in the same line, such as the sound of /o/ in “Homework! Oh, homework” and the sound of /oo/ in “would explode you to bits.”
• Alliteration : Alliteration is the repetition of consonant sounds in the same line, such as the sound of /h/ in “Homework! Oh, homework” and /p/ sound in “pet ten porcupines.”
• Apostrophe : An apostrophe is a device used to call somebody or something from afar. Here, the poet has used apostrophe to call homework a disgusting thing such as,

“Homework! Oh, Homework! I hate you! You stink.”

• Consonance : Consonance is the repetition of consonant sounds in the same line, such as the sound of /k/ in “than tackle the homework,” and the sound of /sh/ in “I wish I could wash you away in the sink.”
• Enjambment : It is defined as a thought in verse that does not come to an end at a line break ; rather, it rolls over to the next line. For example,

“I simply can’t see why you even exist, if you just disappeared it would tickle me pink.”

• Hyperbole : Hyperbole is a device used to exaggerate any statement for the sake of emphasis. The writer used this device by comparing the homework more difficult even than wrestling with a lion or man eating shark.
• Irony : Irony is a figure of speech in which words are used in such a way that their intended meaning differs from the actual meaning. The writer has used this device in the opening stanza of the poem while talking about the self-recognition, such as,

“ Homework! Oh, Homework! I hate you! You stink.”

• Imagery : Imagery is used to make readers perceive things involving their five senses. For example, “You’re last on my list”, “I wish I could wash you away in the sink” and “eat spinach and liver.”
• Metaphor : It is a figure of speech in which an implied comparison is made between the objects that are different. The poem shows the use of extended metaphors of homework, comparing it with several things that he hates the most in life.
• Personification : The poem shows the use of personification as the poet has personified homework, showing it having life and emotions of its own.
• Symbolism : Symbolism is using symbols to signify ideas and qualities, giving them symbolic meanings that are different from literal meanings. The poem shows the use of the symbols of “stink” and “giving me fits” as signs of anger and hatred.

Analysis of Poetic Devices Used in Homework! Oh, Homework!

Poetic and literary devices are the same, but a few are used only in poetry. Here is the analysis of some of the poetic devices used in this poem.

• Diction : The poem shows descriptive diction having metaphors, symbols, and hyperbole.
• Rhyme Scheme : The poem follows an ABCD rhyme scheme , and this pattern continues until the end.
• Repetition : There is a repetition of the verses “Homework! Oh, homework! /I hate you! You stink!” which have created a musical quality in the poem.
• Refrain : The lines occurring repeatedly at some distance in a poem are called a refrain . The verses, “Homework! Oh, homework! /I hate you! You stink!” are, therefore, a refrain.
• Stanza : A stanza is a poetic form of some lines. There are three stanzas in this poem, with each comprising a different number of verses.

Quotes to be Used

These lines are useful while talking about the things that one does not want to do intentionally.

“ You’re last on my list, I simply can’t see why you even exist, if you just disappeared it would tickle me pink.”

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• ELA 2019 G7:M3:U1:L8

Analyze Structure, Language, and Theme: “Calling Dreams”

In this lesson, daily learning targets, ongoing assessment.

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Focus Standards:  These are the standards the instruction addresses.

• RL.7.2, RL.7.4, RL.7.5, L.7.5c

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• I can analyze how the structure of "Calling Dreams" contributes to its meaning. ( RL.7.4, RL.7.5 )
• I can determine the meaning of figurative language in "Calling Dreams." ( RL.7.4, L.7.5 )
• I can identify a theme and explain how it is developed over the course of "Calling Dreams." ( RL.7.2 )
• Opening A: Entrance Ticket: Unit 1, Lesson 8
• Work Times A and B: Analyze Poetry: "Calling Dreams" note-catcher ( RL.7.2, RL.7.4, RL.7.5, L.7.5 )
• Ensure there is a copy of Entrance Ticket: Unit 1, Lesson 8 at each student's workspace.
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 7.I.A.1, 7.I.B.5, 7.I.B.6, 7.I.B.8, 7.I.C.10, 7.I.C.12, and 7.II.A.1.

Important Points in the Lesson Itself

• To support ELLs, this lesson provides teacher-led and peer-collaborative analysis of the structure, language, and themes in the poem "Calling Dreams" by Georgia Douglas Johnson. While analyzing poetry may be challenging, the teacher and peer support throughout the lesson will help ELLs successfully participate in the analysis. In this lesson, students are gradually released by writing their theme paragraphs in pairs.
• ELLs may find it challenging to understand the poem despite the supports provided in the lesson or suggested below. Remind students that all readers struggle to understand poetry. It is like a puzzle that needs solving. Recommend students read and reread the poem. Then they can use the in-class vocabulary supports to comprehend each line. Finally, they can discuss their understanding of the poem in their home language.
• contraband, countermand, impede (A)
• connotation, rhyming couplets (DS)

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

• Techniques anchor chart (one for display; from Module 3, Unit 1, Lesson 2, Work Time B)
• Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time B)
• Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
• Harlem Renaissance Themes anchor chart (one for display; from Module 3, Unit 1, Lesson 3, Closing and Assessment A)  
• One Last Word by Nikki Grimes (text; from Module 3, Unit 1, Lesson 1, Closing and Assessment A)
• Vocabulary log (from Module 1, Unit 1, Lesson 2, Opening A)
• Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
• Analyze Poetry: "Calling Dreams" note-catcher (example for teacher reference)
• Techniques anchor chart (example for teacher reference)  
• Harlem Renaissance Themes anchor chart (example for teacher reference)
• Homework: Synthesis Questions: "Calling Dreams" (answers for teacher reference) (see Homework Resources)
• Entrance Ticket: Unit 1, Lesson 8 (one per student)
• Analyze Poetry: "Calling Dreams" note-catcher (one per student and one for display)
• Homework: Synthesis Questions: "Calling Dreams" (one per student; see Homework Resources)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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Homework Stew

From the book When the Teacher Isn't Looking

I turned the flame up nice and hot and tossed my binder in the pot. I sprinkled in my book report with colored markers by the quart.

Despite its putrid , noxious gas, I proudly took my stew to class. And though the smell was so grotesque , I set it on my teacher’s desk.

My teacher said, “You’re quite a chef. But, still, you’re going to get an F. I didn’t ask for ‘homework stew,’ I said, ‘Tomorrow, homework’s due.'”

 — Kenn Nesbitt

Copyright © 2005. All Rights Reserved.

Reading Level: Grade 5

Topics: Food Poems , School Poems

Poetic Techniques: Imagery , Narrative Poems

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Story Arcadia

Homework Poem: Embracing the Homework Plight

Embracing the Homework Plight In the quiet of the night, I sit With papers strewn and thoughts adrift Homework, a burden on my mind A mountain to climb, a hill to grind

The words on the page, they dance and play But my mind is lost in disarray I search for meaning, for clarity In this sea of words that drown me

Metaphors and similes intertwine Like vines in a forest divine But as I unravel their hidden truth I find solace in this poetic sleuth

For in the struggle, I find my voice And in the challenge, I make my choice To delve deeper into this world of thought Where emotions and intellect are tightly wrought

So let me embrace this homework plight For it’s not just work, but a guiding light To navigate through life’s endless stream Of knowledge and wisdom, like a beautiful dream. Commentary and Analysis The poem “Embracing the Homework Plight” delves into the experience of grappling with homework and the struggle to find meaning and clarity within its demands. The central themes of perseverance, self-discovery, and the pursuit of knowledge are evident throughout the poem.

The poet employs various literary devices such as metaphor, simile, and personification to convey the complexity of navigating through homework assignments. The use of these devices adds depth to the imagery and enhances the reader’s understanding of the speaker’s internal turmoil.

The rhyme scheme in each stanza follows an ABAB pattern, contributing to a sense of rhythm and musicality in the poem. This structure helps to maintain a cohesive flow while also emphasizing key points within each stanza.

In terms of form and meter, the poem consists of four quatrains with a consistent syllable count per line. This structured format mirrors the systematic nature of homework itself, reinforcing its significance in shaping one’s intellectual growth.

Historically and culturally, this poem reflects on a universal experience shared by students across different time periods and cultures. The struggle with academic work is a timeless theme that resonates with readers from various backgrounds.

Key lines such as “For in the struggle, I find my voice” highlight the transformative power of overcoming challenges. This sentiment underscores the idea that embracing difficulties can lead to personal growth and self-discovery. Additionally, “To delve deeper into this world of thought / Where emotions and intellect are tightly wrought” emphasizes the interconnectedness between emotional depth and intellectual exploration.

Overall, “Embracing the Homework Plight” offers a poignant reflection on finding purpose within academic pursuits while also celebrating resilience in facing obstacles. It serves as an ode to perseverance and self-realization amidst scholarly endeavors.

Related Pages:

• Homework Oh Homework Poem
• Messy Room Poem: Chaos and Beauty
• The Mountain Poem: Mountain's Wisdom
• Poem Homework Oh Homework: Endless Demands
• Tribute To A Godly Woman Poem: Divine Presence in the Forest
• Truth Poem: Essence of Truth

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Homework! Oh, Homework! by Jack Prelutsky: poem analysis

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This is an analysis of the poem Homework! Oh, Homework! that begins with:

Homework! Oh, Homework! I hate you! You stink!...

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• Children's Poems About Homework: Embracing Learning with Rhyme

Homework can often be seen as a chore by children, but what if we could make it more enjoyable and engaging? Poetry has the power to transform mundane tasks into something fun and exciting. In this article, we will explore some delightful children's poems about homework that can inspire young minds to embrace their academic journey with a smile.

1. "The Homework Monster" by Lily Smith

2. "ode to the pencil" by max johnson, 3. "the homework dance" by emily thompson.

The Homework Monster is a whimsical poem that brings to life the struggle many children face when tackling their assignments. Through a playful narrative, Lily Smith captures the frustration and creativity required to conquer the homework beast. Here's an excerpt:

The Homework Monster crept up my bed, With papers and textbooks, filling my head. It growled and it grumbled, challenging me, But I'll slay this creature, just wait and see!

The poem encourages children to view homework as a challenge to overcome, fostering a positive attitude towards their academic responsibilities.

In Ode to the Pencil , Max Johnson celebrates the humble pencil as a tool for homework success. This delightful poem highlights the significance of this small writing instrument that holds the power to transform thoughts into words. Here's a snippet:

Oh, pencil dear, you're always near, Guiding my hand with words so clear. You help me solve equations and spell with grace, With each stroke of lead, a smile I embrace!

By personifying the pencil and expressing gratitude for its role in completing homework, Max Johnson encourages children to appreciate the tools that assist them in their learning journey.

Emily Thompson's The Homework Dance infuses rhythm and movement into the task of completing assignments. This energetic poem encourages children to incorporate physical activity while working on their homework. Here's an excerpt:

Jump to the left, do a twirl and a sway, Tap your feet, keep the boredom at bay. Dance with your pencil, let your mind roam, With each step and groove, homework becomes home!

By transforming homework into a dance, this poem invites children to find joy and creativity in their academic endeavors.

Children's poems about homework have the power to transform a mundane task into an exciting adventure. Through imaginative storytelling, playful personification, and rhythmic expressions, these poems help children develop a positive attitude towards their academic responsibilities. Whether it's slaying the homework monster, celebrating the pencil, or dancing through assignments, these poems remind children that learning can be a delightful journey. So, let's inspire the young minds with the magic of poetry and make homework a joyful experience!

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Homework Stew

I cooked my math book in a broth

and stirred it to a steaming froth.

I threw in papers, pencils, too—

to make a pot of homework stew.

I turned the flame up nice and hot

and tossed my binder in the pot.

I sprinkled in my book report

with colored markers by the quart.

Despite its putrid, noxious gas,

I proudly took my stew to class.

And though the smell was so grotesque,

I set it on my teacher’s desk.

My teacher said, "You’re quite a chef.

But still you’re going to get an F.

I didn’t ask for ‘homework stew,’

I said, ‘Tomorrow, homework’s due.’"

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Homework Stew

Famous children poem, making homework stew is not quite what the teacher had in mind. this funny children’s poem shows what can happen when we mishear something. famous poet kenn nesbitt writes humorous poetry for children, and he served as the children’s poet laureate from 2013-2015..

I loved this poem because I loved how it said "I sprinkled up my book report". When at the end the teacher said "Your quite a chef but you get a F, I did not say homework stew, I said...

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Famous Poem

I cooked my math book in a broth and stirred it to a steaming froth. I threw in papers—pencils, too— to make a pot of homework stew. I turned the flame up nice and hot and tossed my binder in the pot. I sprinkled in my book report with colored markers by the quart. Despite its putrid, noxious gas, I proudly took my stew to class. And though the smell was so grotesque, I set it on my teacher’s desk. My teacher said, “You’re quite a chef. But, still, you’re going to get an F. I didn’t ask for ‘homework stew,’ I said, ‘Tomorrow, homework’s due.'” “Homework Stew” copyright © 2005 Kenn Nesbitt. All Rights Reserved. Published in When the Teacher Isn’t Looking . Reprinted by permission of the author. www.poetry4kids.com

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• 8 months ago

I loved this poem because I loved how it said "I sprinkled up my book report". When at the end the teacher said "Your quite a chef but you get a F, I did not say homework stew, I said tomorrow homework's due".

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