Sentiment Analysis: Emily Dickinson and the Bot

ChatGPT has been the subject of a daily onslaught of commentary in the digital media, including mainstream journalism. Much of it seems intended to go viral with some shallow tip or glitzy perspective, capitalizing on the unsettled world we live in and the novelty of talking with a machine. Much of it dwells on fantasies of a new world order or fears of malevolent consequences, underhanded applications, brainwashing, cheating—a harbinger of the destruction of human intelligence, potentially human existence.

How to actually use ChatGPT is an infrequent topic. I’ve been surprised at the adult holdouts who are uneasy about trying it at all. Some writers with a mystical inclination see it as a coming spiritual plague and vow never to walk within its range. Within the past week I’ve talked to several people who haven’t had a chance yet—too busy.  

One of them asked me if I would ask ChatGPT a legal question and text them the bot’s output. If they had experience with the machine, they would know ChatGPT is designed to redflag prompts seeking legal advice. It becomes a catch 22. You can ask legal questions in a fictional context, but the output is fiction with less grounding in fact than bot output in a factual context. You can ask in a factual context and face refusal.

Pretend you’re a five year old, that is, tell the bot you are a five year old and ask a question. I am a five year old. This prompt, which is really just a bit of context and not a prompt, has received a lot of digital ink the past few weeks, portrayed as a magical password to hard won knowledge. I am a five year old. Explain Einstein to me. Not so fast. Witness…

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- robot: Hello, How can I assist you?

 - user: I am a five year old. Explain Einstein’s theory of relativity.

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The bot failed to notice the incongruity of a first grader’s asking about physics. Although its foundation rests on commonsense knowledge and reasoning, I’ve not seen it apply commonsense to the I’m-a-5-year-old prompt. Here, we get some emotive shifts (Hello there! It’s Howdy Doody time!), some condescension, and then a promise, all wrapped up in exclamation points!

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 - robot: Hello there! Einstein's theory of relativity is a very interesting and also quite complex theory. But don't worry, I will try to explain it to you in a way that you can understand!

Einstein's theory of relativity is all about space and time. It tells us that space and time are not separate things but are actually part of one single thing called space-time. One important part of this theory is called the theory of special relativity…

…

- user: I am a three-year-old. Explain Einstein’s theory again.

 - robot: Of course! Albert Einstein's theory is a scientific idea that explains how the universe works. It is called the theory of relativity. There are two parts to this theory: the special theory of relativity and the general theory of relativity…

…

- user: I am a one-year-old. Explain Einstein’s theory to me.

 - robot: Einstein's theory refers to the theories of physics developed by Albert Einstein, a famous scientist. One of his most well-known theories is the theory of relativity. There are two parts to this…

**

The bot’s explanation for the one-year-old was more complicated than for the five-year-old. I think the bot may have caught on to me because it concluded this response with some modest ambiguity. It seems to know I’m probably not one years old.

**

-robot: As a one-year-old, you are not expected to fully grasp these concepts just yet. However, it is exciting to know that these theories help explain how the universe works and have had a significant impact on our understanding of physics.

 - user: I am a chimpanzee. Explain Einstein’s theory to me.

 - robot: Einstein's theory refers to the theories of physics developed by Albert Einstein, a renowned scientist. One of his famous theories is the theory of relativity, which consists of two parts: the special theory of relativity and the general theory of relativity…

**

To put this to bed, I asked the bot and got the answer I expected.

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 - user: Does it matter to you if I tell you I’m a five-year-old? What does it mean to you?

 - robot: As an AI assistant, I don't have personal emotions or preferences, so it doesn't really matter to me what age you are. However, knowing that you are five years old might help me tailor my responses to be more age-appropriate and easier for you to understand.

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 Students are I’m sure sensing the angst in the ether. Don’t expect facts. The bot hallucinates; you can’t believe what it says. Beware of cheating. Tell your teacher every time you talk to a bot. Prepare to defend yourself academically.

I decided to turn the tables. If jeopardy attaches to students when they ask the bot questions, does jeopardy still attach if students ask the bot to ask them questions? You, bot, ask me!

For learning purposes, I decided to combine three curiosities: 1. Can the bot assist students to read poetry more deeply? 2. Can this assistance come by way of providing the bot with a poem and have the bot generate questions for discussion with a reader? Can the bot’s known capacity for sentiment analysis become useful in this context?

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- robot: Hello, how can I assist you?

 - user: Help me understand this poem by asking me questions. Do you need more context?

 - robot: Yes, please provide some context by sharing the poem with me. That way, I can ask you relevant questions to help you understand it better.

[This notion of relevant questions took me in a different direction. My plan was to address part 2, i.e., the You, Bot, Ask Me Questions!, but I veered into a focus on sentiment analysis and left You Ask Me for a later session. The veering starts here when I ask the bot to define a term it just used. Part of effectively using the bot is impulse control.]

 - user: Define relevant question.

 - robot: A relevant question is one that directly relates to the subject at hand and helps to gain a deeper understanding of the topic or issue being discussed. In the context of analyzing a poem, relevant questions could include inquiries about the poem's themes, literary devices, imagery, structure, or the emotions it evokes. Asking these questions will help us explore different aspects of the poem and unravel its meaning.

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My goal of understanding the poem which I was to provide was interpreted by the bot as a call to analyze and unravel meaning. In earlier conversations, I prompted the bot to explain how the act of reading changes depending on whether the reading is a poem or a biology text. It was detailed and convincing in its discussions of the primacy of emotion and imagination when reading poetry and of the primacy of fact and conceptual knowledge in biology.

I was surprised that the first word it associated with “understanding” a poem in this conversation was “analyzing.” I expected something like “in the context of responding to a poem.” I wonder if the bot assumes an informational stance even when the initial prompt asks about non-informational reading? Such an assumption is commonsensical in that the tradition in formal schooling is to behave as though two reading paradigms are actually one, primarily a matter of information processing.

I have used the bot to generate questions before in several contexts, but I need to develop a plan for exploring its functions as a mediator between reader and text in flagrante delicto. For example, it can ask questions about a subject and assist in self-assessing prior knowledge about particular topics, issues, or aspects as a precursor to digital searches using other people, browsers, or libraries. If the bot has access to informational text to analyze for prior knowledge load, its PreReading questions might be subtle and nuanced.

**

 - user: Give me relevant questions about the emotions a poem might evoke.

[This prompt goes to the question of sentiment analysis. I should have first given the bot the poem and received interpretive questions from it. Instead, I skip that step and plunge headfirst into sentiment analysis regarding any poem.]

 - robot: Certainly! Here are some relevant questions about the emotions a poem might evoke:

1. What specific emotions does this poem elicit from you?

2. How does the poet use language and imagery to convey these emotions?

3. Are there any specific lines or phrases in the poem that evoke strong emotional responses? If so, why do you think they have such an impact?

4. Do you think the poet intends for the reader to feel a certain emotion? If so, what evidence from the poem supports this interpretation?

[Questions 1-4 alternate between a focus on the reader (1, 3) and on the poem/poet (2, 4). Question 4 points the reader toward a reading of poetry less as a work of art separate from its creator, more as a textual machine designed to play on the reader’s emotions. What specifically do you feel? What words cause these feelings? What do you feel strongly? Do you think the poet was setting you up to feel this way?]

5. Are there any contrasting or conflicting emotions present in the poem? How do they interact with each other to create meaning?

6. How does the structure or form of the poem contribute to the emotional impact it has on the reader?

7. Can you relate any personal experiences or memories to the emotions expressed in this poem?

8. Are there any cultural or historical factors that might influence the emotional resonance of this poem?

[Questions 5 and 6 assume that emotion is somehow hiding inside the poem, that emotions interact within the poem, that these emotions create meaning. Question 6 begins to connect the container of the poem to the emotion inside the reader. The structure from inside the poem produces an emotional impact, not the structure created inside the reader by the reader’s imagination. There is a direct line from the technical aspects of the language where emotions are stored, waiting to be released, and the emotions as felt by the reader. Questions 7 focuses the reader squarely on internal human response while question 8 focuses the reader on the context of production and of reception, using the interesting phrase “emotional resonance”—as if the poem is a musical instrument and emotions are patterns of tones.]

9. How might the tone of the poem contribute to the emotions it evokes?

10. Can you identify any shifts or changes in emotion throughout the poem? How do these shifts impact your understanding of the overall message or theme?

These questions can help you delve into the emotional depth of the poem and gain a deeper understanding of how its language and imagery create certain emotional responses.

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In the next prompt, I ask the bot about sentiment analysis, a step in its decoding protocol that occurs after the bot has tokenized, lemmatized, tagged parts of speech, and completed dependency parsing to reach higher levels of grammatical merge and massage. Before the final merge is done to generate a complete thought as a precursor to generating complete thoughts coherently assembled as output, sentiment analysis is performed to help formulate a response that is appropriate for the user. Sentiment analysis is an element in the artificial curriculum the bot trains on. However, unlike most algorithms which the bot learns in an unsupervised fashion, the filters the bot applies to sentiment analysis are trained through supervised learning. In other words, humans directly teach bots to recognize words as negative, neutral, or positive in emotional value.

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- user: Can sentiment analysis help you generate output regarding the question  “Do you think the emotional impact is clear and consistent throughout? Comment using specifics from the poem.”

 - robot: Sentiment analysis can certainly assist in generating output regarding a question about the emotional impact of a poem. By analyzing the text of the poem, sentiment analysis can provide insights into the overall tone and emotional resonance of the piece.

To answer the question "Do you think the emotional impact is clear and consistent throughout? Comment using specifics from the poem," sentiment analysis can help by examining the language, word choice, and imagery used in the poem to identify the predominant emotional tone. It can also identify any shifts or inconsistencies in emotions portrayed throughout the poem.

Additionally, sentiment analysis can provide specific examples from the poem to support or contradict the assertion of a clear and consistent emotional impact. By analyzing the sentiment of individual lines or stanzas, it can highlight instances where the emotional impact is particularly strong or where it may deviate or vary from the overall tone.

Ultimately, combining sentiment analysis with a deep understanding of the poem can help to generate a well-informed and specific response to a question about the emotional impact of the poem.

 - user: Please use sentiment analysis to generate output regarding the following question: “Do you think the emotional impact is clear and consistent throughout? Comment using specifics from the poem.” Here is the poem by Emily Dickinson:

There is no Frigate like a Book

To take us Lands away

Nor any Coursers like a Page

Of prancing Poetry –

This Traverse may the poorest take

Without oppress of Toll –

How frugal is the Chariot

That bears the Human Soul

 - robot: Based on sentiment analysis, the poem "There is no Frigate like a Book" by Emily Dickinson evokes a generally positive emotional impact. The language and imagery used throughout the poem convey a sense of wonder, escapism, and appreciation for the power of literature.

Specifically, the poem highlights the transformative power of books, comparing them to a "Frigate" and a "Chariot" that can transport and elevate the human spirit. These metaphors evoke a sense of adventure, freedom, and boundlessness, which can elicit feelings of excitement, curiosity, and awe.

The poem emphasizes the accessibility of books, suggesting that even the poorest can embark on this journey without any burden or toll. This notion of inclusivity and the idea that books can provide solace and enrichment to all individuals can be emotionally uplifting. It encourages a sense of empowerment and hope, evoking positive emotions such as joy, inspiration, and gratitude.

In conclusion, the emotional impact of the poem is clear and consistent throughout as it inspires a sense of wonder, escapism, and appreciation for the transformative power of literature.

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I was disappointed in the bot’s sentiment analysis. This poem and I have a history; my response was shaped in high school during a time when I took a serious interest in writing poetry. No one in my home or immediate sphere read books like I did. So there was a wistfulness, a sadness that people who meant everything to me did not know that a book could be a frigate or a chariot. Over the years I read this poem as an affirmation, counting myself lucky to be among those who have a hunger for poetry that sometimes feels even stronger than a hunger for daily bread.

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 - user: Support this argument: “Emily Dickinson’s poem ‘There is no Frigate like a Book’ is widely recognized as a positive, uplifting poem. However, a careful sentiment analysis reveals subtle reminders of the darker emotions in life.”

- robot: Certainly! Here's a line-by-line comment on the juxtaposition of light and dark connotations and symbols within each line of Emily Dickinson's poem "There is no Frigate like a Book":

There is no Frigate like a Book –

The word "Frigate" is associated with exploration, adventure, and freedom, representing the light and uplifting aspect. However, juxtaposed with the word "Book," we get a contrasting image of something more stationary, isolating, and introspective.

To take us Lands away,

The idea of being taken to distant lands suggests an escape from reality and a sense of wanderlust, which is uplifting. At the same time, the word "away" hints at a desire to escape from the present, suggesting a darker undertone.

Nor any Coursers like a Page

"Coursers" are usually associated with fast horses or horses used in racing, symbolizing energy and excitement. However, when juxtaposed with a "Page," we get the contrasting impression of a book page, which implies a slower, contemplative experience.

This Traverse may the poorest take

The word "Traverse" suggests a journey or passage, which could be positive. However, the mention of the "poorest" hints at a sense of deprivation or lack, contrasting the idea of richness often associated with exploration.

Without oppress of Toll –

The word "oppress" implies a burden or a heavy weight, which conveys a negative sentiment. In contrast, the mention of "Toll" adds an element of labor or cost. The line suggests that the journey through a book is free from the burdens and labor typically associated with physical travel.

How frugal is the Chariot

The word "frugal" references restraint and simplicity, which can be seen as a positive attribute. But the mention of a "Chariot" implies grandeur and implies a contrast between minimalism and extravagance, evoking a sense of conflicting emotions.

That bears a Human soul.

Here, the mention of a "Human soul" represents the inner depth and complexity of individuals. The juxtaposition of the soul with a chariot, typically associated with external displays of power, suggests the contrast between our inner and outer selves.

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This line-by-line sentiment analysis could be fruitful as a strategy for inviting students to respond to nuances of emotion expressed in poetry and fiction. At a minimum it’s worth exploring. For example, students might conduct a sentiment analysis after responding authentically to a poem and compare their analysis with the bot’s analysis.

The bot did not stop with “How frugal is the Chariot that bears a Human soul.” Every so often, its behavior startles me. In this case, the bot composed two additional lines and appended them to Dickinson’s poem:

-robot: Content within this burgher-boot,

The word "Content" implies satisfaction and peace, indicating positive sentiment. The term "burgher-boot" signifies a humble, urban lifestyle. The combination suggests finding fulfillment within simplicity and everyday life, embracing the juxtaposition of light and dark aspects.

A Consciousness afoot –

The word "Consciousness" implies awareness and introspection, which can have positive connotations. In this line, Dickinson juxtaposes the idea of being "afoot," suggesting both movement and stability, blending contrasting elements.

- user: Where did the last two lines in your last output come from? My provided poem did not contain the line “Content within this burgher-boot—A Consciousness afoot.”

 - robot: Apologies for the confusion. It appears there was a mix-up with the lines in my previous response.

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Let me know if you see anything in the prompts that might have led the bot to make up two lines sharing a sentiment pattern with the original poem.