Carpet Weavers, Morocco- Carol Rumens Essay

In the sad and deep numbers of Carpet weavers Morocco, Carol Rumens portrays the lives of the children as tough and bounded by labour. She depicts this done uses of language features such as metaphors, similes and personification. She creates vivid images through the strong picking of words and adds feeling through language techniques.In stanza one assembly broth one she says the children are at the loom of another solid purpose. This intend that the child laborers are not like everyone else. They have matured precedent and have given up their childhoods in order to earn comely enough money for all of lifes basic necessities. This world that they are in is not one many other children close to the world are bounded to. Carol describes them to be of all ages and heights as she uses a metaphor in gillyflower three for Their assorted heights would make a melodious chime. The use of a melodic instrument compared with the children gives an image of assortment. That their he ights are varied and if lined up would look a little like a wooden wave instrument.At the beginning of stanza two an important word is utilize flitter it is used as onomatopoeia. The word flicker instantly reminds us of debased clicks. It is followed by knots like television. She gives an image of fast moving twist like the images on a television screen. In this line she uses a simile to give us that feeling of the children working very lumbering and looming quickly. As the garden of Islam grows, the bench depart be raised. This line introduces organized religion into the childrens lives. It adds more information to the children and gives us an idea of what their religion could be Islam. The rugs which they weave have scenes from the gardens in Islam.Stanza three tells us what happens to the carpets which the children make. That at once finished it will go to the merchants truck to be sold most likely at a mosque (religious temple). Once again religion is mentioned emphas izing on its importance in the lives of the children. The carpets which they weave will give comfort and pleasure to those who look at it. As line three says Deep and soft, it will give when heaped with prayer. Another language technique is used, personification.Carol gives us more insight into the lives of the children in stanza four. The first-class honours degree line is powerful and very emotional as she finds common ground with the readers and the children. She mentions that the children are with child(p) at work in the school of old age. It means that the children do not go to school, that their only school is the hard work they do at the factory. It could also show some kinds of exploitation, for the pleasing carpets which they weave little money is given back to them. This adds emotion and enhances the readers linkup with the poem, they will show sympathy for the children who are not given the opportunity to an education.Line two indicates that the childrens small finge rs are putting in color to whatever they make and all that ever will be is carpet. Nothing else, their creativity is based around carpets therefore it shows that they will probably have no future.All- that- will- be are strengthening words, used to compel strength and power. And immobilise into the frame of all- that- was. She uses another language technique, Fly and freeze are alliterations and again the three last words are used for power. It means that the things the children weave or make will be carpet and that their future is ensured in weaving carpets. It is quite dark and sad as it symbolizes confinement and loss.