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TO VIRGINS, TO MAKE MUCH
OF TIME
L.O: To complete an in depth analysis of the literary
and lingustic features of the poem ...
TO VIRGINS, TO MAKE MUCH OF TIME
Robert Herrick (1591-1674)
Gather ye rosebuds while ye may,
Old Time is still a-flying:
A...
THEMES AND IDEAS
 The Cavalier poet, Robert Herrick, encourages the
reader to seize the day, a common theme
entwined with...
FORM
Statement Evidence Analysis
The poem is divided into
four quatrains.
There is an alternate
rhyme scheme
throughout
gi...
SYNTAX
Statement Evidence Analysis
Each of the quatrains is
made up of complex
sentences.
This helps Herrick to build up a...
LEXIS
Statement Evidence Analysis
Refers to the passing of
time using the pre-
modifier or vocative
Old suggests a familia...
LEXIS
Statement Evidence Analysis
contrastive
conjunction
‘But being
spent’
suggests that life
changes, perhaps not
for th...
IMAGERY
Statement Evidence Analysis
metaphorical
language
‘Rosebuds’ could be seen as a metaphor for
a person themselves, ...
PHONOLOGY
Statement Evidence Analysis
sibilance. ‘same flower that
smiles today’
Gives the poem a soft, delicate feel.
fri...
ANALYSIS
Each of you will be given one part of the analysis grid. You
will write S.E.A. paragraphs in your groups focusing...
NOW…
Swap sheets. You are going to improve each other’s
paragraphs.
 Is it in S.E.A structure?
 Have they used terminolo...
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To virgins make much of time

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To virgins make much of time

  1. 1. TO VIRGINS, TO MAKE MUCH OF TIME L.O: To complete an in depth analysis of the literary and lingustic features of the poem and write analytical SEA paragraphs.
  2. 2. TO VIRGINS, TO MAKE MUCH OF TIME Robert Herrick (1591-1674) Gather ye rosebuds while ye may, Old Time is still a-flying: And this same flower that smiles today, To-morrow will be dying. The glorious lamp of heaven, the Sun, The higher he's a-getting; The sooner will his race be run, And nearer he's to setting. The age is best, which is the first, When youth and blood are warmer; But being spent, the worse, and worst Times still succeed the former. Then be not coy, but use your time, And while ye may, go marry; For having lost but once your prime, You may for ever tarry.
  3. 3. THEMES AND IDEAS  The Cavalier poet, Robert Herrick, encourages the reader to seize the day, a common theme entwined within the poems studied so far. He explains that life is short, ‘To-morrow will be dying’ and warns if one does not grab opportunities then they will be lost. In particular he discusses the issue that people should not delay in marrying through the imperative, ‘Go marry’ and warns that if the reader doesn’t listen to his lesson that they may find themselves alone. This theme was widely used in 16th- and 17th-century love poetry.
  4. 4. FORM Statement Evidence Analysis The poem is divided into four quatrains. There is an alternate rhyme scheme throughout gives the poem a lyrical and happy feel, to suggest that his advice should not be taken as an insult.. This lyrical rhyme scheme is complimented by the iambic meter used throughout, which alternates between tetrameter and trimeter
  5. 5. SYNTAX Statement Evidence Analysis Each of the quatrains is made up of complex sentences. This helps Herrick to build up a logical argument within each point, and therefore makes his points more plausible Like the metaphysical poets, Herrick uses rhetorical devices throughout in order to convince the reader of his argument. He begins the poem in the imperative mood ‘Gather ye rosebuds’ asserts his position , shows that Herrick is offering his reader some advice that he firmly believes. The declarative statements to follow also help to consolidate his position In the final stanza he uses end focus of the verb ‘tarry’ to again remind the reader that if they do not take heed of his advice they may lead miserable
  6. 6. LEXIS Statement Evidence Analysis Refers to the passing of time using the pre- modifier or vocative Old suggests a familiarity or friendship with time; it is not something to be feared. However he warns the reader not to be complacent and that time does indeed pass. prefixes ‘a-flyin’ and ‘a- getting’ create an upbeat tone to the poem, which may otherwise come across as quite a bleak message. comparative ‘warmer’ shows that when we are younger we have more energy
  7. 7. LEXIS Statement Evidence Analysis contrastive conjunction ‘But being spent’ suggests that life changes, perhaps not for the better, as we grow older. modal verb ‘may’ in the final line, so that it does not end in a harsh manner but actively encourages the reader to take heed of his warning.
  8. 8. IMAGERY Statement Evidence Analysis metaphorical language ‘Rosebuds’ could be seen as a metaphor for a person themselves, their beauty etc. Imagery in the second stanza through the use of the noun phrase ‘glorious lamp of heaven’ used to describe the sun. This could also be seen as a metaphor for youth and hence the night being a metaphor for old age. The sun is personified ‘The sooner will his race be run’. The use of the possessive pronoun, ‘his’, gives the sun a human quality, which can then parallel the life of a human
  9. 9. PHONOLOGY Statement Evidence Analysis sibilance. ‘same flower that smiles today’ Gives the poem a soft, delicate feel. fricative alliteration ‘heaven’ and ‘higher’ Adds to soft tone In stanza three there is a lot more plosive alliteration such as ‘Best’, ‘Blood’ and ‘but’ This creates a harsher tone; suggests that there may be a negative undertone present in the poem, where the poet emphasises how time will beat us all. Again the main the theme of Carpe Diem is present throughout the whole poem
  10. 10. ANALYSIS Each of you will be given one part of the analysis grid. You will write S.E.A. paragraphs in your groups focusing on this area. You need to write at least two, detailed, paragraphs. In your analysis:  Talk about the effect of the quote you have picked out on the reader and the poem as a whole? (Why has the poet included it?)  How does it link to the theme or meaning of the poem?  Are there any other similar examples of this in the poem?
  11. 11. NOW… Swap sheets. You are going to improve each other’s paragraphs.  Is it in S.E.A structure?  Have they used terminology correctly?  Have they analysed fully? For example, have they: Fully explained the effect of a feature picked out? (to create a more vivid image/to create rhythm/ to describe something more powerfully/to emphasise its importance etc.) Linked this to the theme or meaning of the poem? Linked it to similar features in the poem?

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