The poem "Catrin" by Gillian Clarke presents the complex relationship between a mother and her daughter. The mother recalls her daughter's birth and struggles with her growing independence as a teenager who wants more freedom. Throughout the poem, the mother uses vivid imagery to describe both the love and conflict within their relationship.
In the first stanza, the mother vividly recalls Catrin's birth through descriptive imagery. She describes it as a "fierce confrontation" and mentions the "red rope" of the umbilical cord that once connected them. This imagery emphasizes the struggle of childbirth but also shows how deeply connected they once were. However, in the second
This document provides an analysis of the poem "Catrin" by Gillian Clarke. It uses the SMILE framework to analyze the poem's structure, meaning, imagery, language, and effect on the reader. The poem describes the difficult birth of the speaker's daughter and the ongoing struggles in their relationship. It uses imagery of conflict like "fought" and "struggle" as well as affection like "tender" and "love." Ultimately, the analysis finds the poem conveys the mixed emotions and enduring bond between mother and child.
This presentation is a poem used in the topic Coraline which is studied in yr7 English. One of the poems studied is Catrin by Gillian Clarke and this presentation not only gives an insight into the poem but being able to analyse is and pick out specific key words and phrases etc.
The poem describes the speaker's memory of giving birth to her child in a sterile hospital room. She recalls the struggle between her and the newborn child to separate and become individuals. Though the relationship began with conflict as they fought over the bond of love, time has changed them both and their dynamic remains one of fighting but also of the enduring connection between mother and child through the metaphor of the umbilical cord.
- The document provides examples of how to answer comparison questions about how poets present ideas in different poems.
- It gives three sample paragraphs comparing two poems in terms of how they present ideas about power, identity, and isolated characters.
- Each paragraph analyzes linguistic devices like imagery, language choice, and structure that represent the different ideas being presented.
The document is an analysis of three poems - "Children of the Poor" by Gwendolyn Brooks, "A Prayer to My Daughter" by William Butler Yeats, and "This Be The Verse" by Phillip Larkin - that explore the themes of parenthood and whether it is worth the worry and pain. The analysis examines how each poem presents different perspectives on parenthood, with Brooks remaining unsure if parenthood was the right choice, Yeats embracing self-sacrifice for his daughter, and Larkin advising against having children. Overall, the document considers how the poems reflect the questions and uncertainties that are just part of the experience of parenthood.
These are the slides from my Year 12 Standard English class. Module C: texts and society. Elective 1: Into the World. prescribed text: poetry of William Blake
The poem "Brothers" describes an afternoon spent by an older brother with his younger brother and friend. While the older brother feels annoyed by his younger sibling at the time, the poem reflects on this moment from an adult perspective with regret for not treating his brother more kindly. Through descriptive imagery and dialogue, the three stages of the afternoon are recounted, from setting out together to the brothers' eventual separation at the end of the day when the younger brother misses his bus. Written in free verse without rhyme, the poem explores the inevitable distancing of siblings due to differences in age.
A2 English Literature - Carol Ann Duffy Rapture presentation 'Does nature mir...BeatriceYates
The document analyzes several poems by Carol Ann Duffy that use nature imagery to mirror human emotions and relationships. It discusses how Duffy depicts relationships changing and conflicting through seasonal and natural transformations in poems like "Unloving", "Row", and "River". The analysis suggests Duffy uses nature to represent both the progression of relationships as well as foreshadowing events, similar to other authors like Thomas Hardy who set scenes using nature.
This document provides an analysis of the poem "Catrin" by Gillian Clarke. It uses the SMILE framework to analyze the poem's structure, meaning, imagery, language, and effect on the reader. The poem describes the difficult birth of the speaker's daughter and the ongoing struggles in their relationship. It uses imagery of conflict like "fought" and "struggle" as well as affection like "tender" and "love." Ultimately, the analysis finds the poem conveys the mixed emotions and enduring bond between mother and child.
This presentation is a poem used in the topic Coraline which is studied in yr7 English. One of the poems studied is Catrin by Gillian Clarke and this presentation not only gives an insight into the poem but being able to analyse is and pick out specific key words and phrases etc.
The poem describes the speaker's memory of giving birth to her child in a sterile hospital room. She recalls the struggle between her and the newborn child to separate and become individuals. Though the relationship began with conflict as they fought over the bond of love, time has changed them both and their dynamic remains one of fighting but also of the enduring connection between mother and child through the metaphor of the umbilical cord.
- The document provides examples of how to answer comparison questions about how poets present ideas in different poems.
- It gives three sample paragraphs comparing two poems in terms of how they present ideas about power, identity, and isolated characters.
- Each paragraph analyzes linguistic devices like imagery, language choice, and structure that represent the different ideas being presented.
The document is an analysis of three poems - "Children of the Poor" by Gwendolyn Brooks, "A Prayer to My Daughter" by William Butler Yeats, and "This Be The Verse" by Phillip Larkin - that explore the themes of parenthood and whether it is worth the worry and pain. The analysis examines how each poem presents different perspectives on parenthood, with Brooks remaining unsure if parenthood was the right choice, Yeats embracing self-sacrifice for his daughter, and Larkin advising against having children. Overall, the document considers how the poems reflect the questions and uncertainties that are just part of the experience of parenthood.
These are the slides from my Year 12 Standard English class. Module C: texts and society. Elective 1: Into the World. prescribed text: poetry of William Blake
The poem "Brothers" describes an afternoon spent by an older brother with his younger brother and friend. While the older brother feels annoyed by his younger sibling at the time, the poem reflects on this moment from an adult perspective with regret for not treating his brother more kindly. Through descriptive imagery and dialogue, the three stages of the afternoon are recounted, from setting out together to the brothers' eventual separation at the end of the day when the younger brother misses his bus. Written in free verse without rhyme, the poem explores the inevitable distancing of siblings due to differences in age.
A2 English Literature - Carol Ann Duffy Rapture presentation 'Does nature mir...BeatriceYates
The document analyzes several poems by Carol Ann Duffy that use nature imagery to mirror human emotions and relationships. It discusses how Duffy depicts relationships changing and conflicting through seasonal and natural transformations in poems like "Unloving", "Row", and "River". The analysis suggests Duffy uses nature to represent both the progression of relationships as well as foreshadowing events, similar to other authors like Thomas Hardy who set scenes using nature.
The document appears to be excerpts from Shakespeare's play "A Midsummer Night's Dream" discussing the themes of love and comedy. It includes three passages from the play with underlined words to decipher in context, and questions about why the play would be titled as such and why love would be an appropriate theme for a comedy.
The document discusses Carol Ann Duffy's poem "Cuba" and F. Scott Fitzgerald's novel The Great Gatsby, analyzing how both works explore the theme of unrequited love through their use of language and structure. In Duffy's poem, the short, sharp sentences emphasize the narrator's anger at her lover rejecting their romantic getaway. Similarly, Fitzgerald uses repetitive negative language in Chapter 7 of Gatsby to convey the finality and impossibility of Gatsby's unrequited love for Daisy. Both works illustrate loves that are one-sided and unable to be reciprocated through their intentional uses of language.
The poem "Lines to my Grandfathers" describes the speaker's memories of his three grandfathers. Each grandfather had a different profession - one was a farmer, one worked as a railway signalman, and one owned a pub. The poem explores the speaker's memories of each grandfather through vivid descriptions of their occupations, possessions, and personalities. A recurring image is that of "lines" - referring both to the physical lines in the landscape and the speaker's desire to follow a straight path in life as influenced by his grandfathers.
The document reviews several poems by Carol Ann Duffy and analyzes their themes, tones, and symbolic elements. It discusses poems such as "Standing Female Nude", "Where We Came In", "Valentine", "Dolphins", "You", "Warming Her Pearls", "Medusa", "Foreign", and "Little Red Cap", examining Duffy's exploration of relationships, power dynamics, social issues, and personal transformation through symbolic imagery and narrative techniques.
The document provides guidance for analyzing two texts - a poem about the Greek god Pan by Elizabeth Barrett Browning and an encyclopedia entry describing Pan. It outlines key areas to examine including genre, audience, purpose, discourse structure, literary/language features, and effectiveness in achieving the intended purpose. The summary focuses on comparing how these elements differ between a lyrical Victorian poem and an informational text for children.
The poem "Quickdraw" uses imagery from western films to depict a modern relationship struggle through text messages and phone calls. It compares the fighting in the relationship to gunfights between cowboys. Through allusions to western movies and terms, it shows how arguments can escalate quickly through technology in the same way conflicts arose rapidly in westerns. In the end, the speaker is wounded by their fight but finds resolution through a series of loving text kisses from their partner, paralleling being shot with a silver bullet that kills the pain.
The poem "Poppies" by Jane Weir describes a mother's emotions as her son leaves home to join the army. She feels sad and anxious for his safety as she helps him prepare in his uniform. After he leaves, intoxicated by the world, she visits places that remind her of him, hoping to hear his voice on the wind. Birds represent her son's freedom and departure from home, leaving the mother with feelings of loss and worry for his safety in war.
This document provides summaries of several poems, analyzing their themes, imagery, and language. Key details summarized include:
- "The Clown Punk" depicts a sad tattooed man who washes car windows and is compared to unwashed clothes, eliciting both fear and sympathy.
- "Checking Out Me History" compares famous historical figures to nursery rhymes, highlighting excluded black historical figures like Touissant L'Ouverture.
- "Horse Whisperer" describes a speaker who uses magic to calm horses but is driven out, continuing the "legacy of whisperers."
The document provides summaries of 14 poems, describing the key themes, language, structure, and tone of each work. The poems cover a range of topics from relationships and love to war, family, and death. The summaries analyze how literary elements convey deeper meanings and messages within the individual poems.
This document provides an analysis of the poem "Mid Term Break" by Seamus Heaney. It discusses the structure, meaning, themes, and devices used in the poem. The poem describes the poet's experience as a young boy returning home when his four year old brother dies in a car accident. Through vivid descriptions of his family members' grief and the funeral proceedings, Heaney conveys the profound impact of experiencing death for the first time. The analysis examines how he uses literary elements like metaphor, rhyme, and symbolism to express the complex emotions surrounding loss.
The poem "The Farmer's Bride" describes the unhappy marriage of a farmer and his wife in the 19th century. The farmer married a woman out of convenience rather than love. The wife is unhappy and fearful in the marriage, comparing herself to frightened animals. She tries to run away but the farmer locks her in the house. Though he admires her beauty, the marriage lacks intimacy and affection, with the wife sleeping separately from her husband in the attic. The poem suggests the marriage is loveless and unhappy for both due to the social norms of the time.
The poem describes the author's experience as a child crossing the border back into Iraq with her family. While her mother explains how life in Iraq will be better, the young narrator is puzzled by the adults' emotions, as the land appears the same on both sides of the border. The chain dividing the countries is kissed by a man expressing affection for his homeland, but also represents the artificial divisions that confine the Kurdish people and lead to their repression.
The character being focused on is Eve from the biblical story of Adam and Eve. The poem will be written as a dramatic monologue from Eve's perspective to give her a voice and allow her to share her side of the story. It will subvert the traditional portrayal of Eve by suggesting Adam was equally or more so at fault for their actions. The poem aims to challenge the reader's perceptions and sympathize with Eve rather than blame her entirely as she has been in the biblical story. It references other myths and poems of Carol Ann Duffy to emulate her style through themes, symbols, and techniques used.
The document provides an overview of the poets Robert Browning and Elizabeth Barrett Browning. It discusses how they met after Robert was inspired by Elizabeth's poetry and arranged to visit her. It also mentions that Elizabeth was an invalid but their love conquered her doubts. Both poets wrote extensively about love and used poetic devices in their work. The document encourages analyzing how the poets express the universal theme of romantic love in their poems.
This document contains notes from an English literature lesson. It includes instructions for students to analyze a poem called "Advice to a Teenage Daughter" using different techniques. Students are asked to think of alternative interpretations of the poem and try to synthesize two differing ideas about the poem's meaning. The document also provides examples of discourse markers that can help students link and qualify different interpretations when writing about a text.
The poem describes a woman who was seduced and abandoned by a lord, leaving her feeling ashamed. She contrasts her fate with her cousin Kate, who the lord chose over her and married. Though Kate now lives in wealth and comfort as the lord's wife, the narrator insinuates that Kate's love was superficial and she would not have willingly become his wife if she knew his true nature, as the narrator did. The narrator takes solace in her son, the product of her relationship with the lord, showing the lord would give much to have a son of his own with Kate.
Ciaran Carson's poem "Belfast Confetti" uses unconventional punctuation and syntax to convey the confusion and disorientation experienced by the speaker caught in violent sectarian riots in Belfast. Written in two stanzas switching between past and present tense, the poem depicts the aftermath of an IRA bomb through lists and extended metaphors comparing the shrapnel debris to celebratory confetti. Through its fragmented form and use of Belfast street names, the poem captures the terror and inability to comprehend the chaotic situation.
The document appears to be excerpts from Shakespeare's play "A Midsummer Night's Dream" discussing the themes of love and comedy. It includes three passages from the play with underlined words to decipher in context, and questions about why the play would be titled as such and why love would be an appropriate theme for a comedy.
The document discusses Carol Ann Duffy's poem "Cuba" and F. Scott Fitzgerald's novel The Great Gatsby, analyzing how both works explore the theme of unrequited love through their use of language and structure. In Duffy's poem, the short, sharp sentences emphasize the narrator's anger at her lover rejecting their romantic getaway. Similarly, Fitzgerald uses repetitive negative language in Chapter 7 of Gatsby to convey the finality and impossibility of Gatsby's unrequited love for Daisy. Both works illustrate loves that are one-sided and unable to be reciprocated through their intentional uses of language.
The poem "Lines to my Grandfathers" describes the speaker's memories of his three grandfathers. Each grandfather had a different profession - one was a farmer, one worked as a railway signalman, and one owned a pub. The poem explores the speaker's memories of each grandfather through vivid descriptions of their occupations, possessions, and personalities. A recurring image is that of "lines" - referring both to the physical lines in the landscape and the speaker's desire to follow a straight path in life as influenced by his grandfathers.
The document reviews several poems by Carol Ann Duffy and analyzes their themes, tones, and symbolic elements. It discusses poems such as "Standing Female Nude", "Where We Came In", "Valentine", "Dolphins", "You", "Warming Her Pearls", "Medusa", "Foreign", and "Little Red Cap", examining Duffy's exploration of relationships, power dynamics, social issues, and personal transformation through symbolic imagery and narrative techniques.
The document provides guidance for analyzing two texts - a poem about the Greek god Pan by Elizabeth Barrett Browning and an encyclopedia entry describing Pan. It outlines key areas to examine including genre, audience, purpose, discourse structure, literary/language features, and effectiveness in achieving the intended purpose. The summary focuses on comparing how these elements differ between a lyrical Victorian poem and an informational text for children.
The poem "Quickdraw" uses imagery from western films to depict a modern relationship struggle through text messages and phone calls. It compares the fighting in the relationship to gunfights between cowboys. Through allusions to western movies and terms, it shows how arguments can escalate quickly through technology in the same way conflicts arose rapidly in westerns. In the end, the speaker is wounded by their fight but finds resolution through a series of loving text kisses from their partner, paralleling being shot with a silver bullet that kills the pain.
The poem "Poppies" by Jane Weir describes a mother's emotions as her son leaves home to join the army. She feels sad and anxious for his safety as she helps him prepare in his uniform. After he leaves, intoxicated by the world, she visits places that remind her of him, hoping to hear his voice on the wind. Birds represent her son's freedom and departure from home, leaving the mother with feelings of loss and worry for his safety in war.
This document provides summaries of several poems, analyzing their themes, imagery, and language. Key details summarized include:
- "The Clown Punk" depicts a sad tattooed man who washes car windows and is compared to unwashed clothes, eliciting both fear and sympathy.
- "Checking Out Me History" compares famous historical figures to nursery rhymes, highlighting excluded black historical figures like Touissant L'Ouverture.
- "Horse Whisperer" describes a speaker who uses magic to calm horses but is driven out, continuing the "legacy of whisperers."
The document provides summaries of 14 poems, describing the key themes, language, structure, and tone of each work. The poems cover a range of topics from relationships and love to war, family, and death. The summaries analyze how literary elements convey deeper meanings and messages within the individual poems.
This document provides an analysis of the poem "Mid Term Break" by Seamus Heaney. It discusses the structure, meaning, themes, and devices used in the poem. The poem describes the poet's experience as a young boy returning home when his four year old brother dies in a car accident. Through vivid descriptions of his family members' grief and the funeral proceedings, Heaney conveys the profound impact of experiencing death for the first time. The analysis examines how he uses literary elements like metaphor, rhyme, and symbolism to express the complex emotions surrounding loss.
The poem "The Farmer's Bride" describes the unhappy marriage of a farmer and his wife in the 19th century. The farmer married a woman out of convenience rather than love. The wife is unhappy and fearful in the marriage, comparing herself to frightened animals. She tries to run away but the farmer locks her in the house. Though he admires her beauty, the marriage lacks intimacy and affection, with the wife sleeping separately from her husband in the attic. The poem suggests the marriage is loveless and unhappy for both due to the social norms of the time.
The poem describes the author's experience as a child crossing the border back into Iraq with her family. While her mother explains how life in Iraq will be better, the young narrator is puzzled by the adults' emotions, as the land appears the same on both sides of the border. The chain dividing the countries is kissed by a man expressing affection for his homeland, but also represents the artificial divisions that confine the Kurdish people and lead to their repression.
The character being focused on is Eve from the biblical story of Adam and Eve. The poem will be written as a dramatic monologue from Eve's perspective to give her a voice and allow her to share her side of the story. It will subvert the traditional portrayal of Eve by suggesting Adam was equally or more so at fault for their actions. The poem aims to challenge the reader's perceptions and sympathize with Eve rather than blame her entirely as she has been in the biblical story. It references other myths and poems of Carol Ann Duffy to emulate her style through themes, symbols, and techniques used.
The document provides an overview of the poets Robert Browning and Elizabeth Barrett Browning. It discusses how they met after Robert was inspired by Elizabeth's poetry and arranged to visit her. It also mentions that Elizabeth was an invalid but their love conquered her doubts. Both poets wrote extensively about love and used poetic devices in their work. The document encourages analyzing how the poets express the universal theme of romantic love in their poems.
This document contains notes from an English literature lesson. It includes instructions for students to analyze a poem called "Advice to a Teenage Daughter" using different techniques. Students are asked to think of alternative interpretations of the poem and try to synthesize two differing ideas about the poem's meaning. The document also provides examples of discourse markers that can help students link and qualify different interpretations when writing about a text.
The poem describes a woman who was seduced and abandoned by a lord, leaving her feeling ashamed. She contrasts her fate with her cousin Kate, who the lord chose over her and married. Though Kate now lives in wealth and comfort as the lord's wife, the narrator insinuates that Kate's love was superficial and she would not have willingly become his wife if she knew his true nature, as the narrator did. The narrator takes solace in her son, the product of her relationship with the lord, showing the lord would give much to have a son of his own with Kate.
Ciaran Carson's poem "Belfast Confetti" uses unconventional punctuation and syntax to convey the confusion and disorientation experienced by the speaker caught in violent sectarian riots in Belfast. Written in two stanzas switching between past and present tense, the poem depicts the aftermath of an IRA bomb through lists and extended metaphors comparing the shrapnel debris to celebratory confetti. Through its fragmented form and use of Belfast street names, the poem captures the terror and inability to comprehend the chaotic situation.
The poem explores the experiences and dilemma of a war photographer. In his darkroom, he carefully develops photos depicting human suffering from war zones like Belfast, Beirut, and Phnom Penh. Now home in rural England, he is haunted by memories of the cries from victims and horrific scenes. However, the violence and tragedy captured in his photos are trivialized when edited for Sunday newspaper supplements. While the photographer risks his life to document the reality of war, the readers at home do not truly care and are unaffected in their daily lives.
The poem addresses the term "half-caste" and asks the reader to explain what they mean when using that term. Through a series of rhetorical questions and examples, the speaker argues that the term is derogatory and reduces people to only half of who they are. The speaker says they are listening, looking, and offering only half due to the term. In the end, the speaker tells the reader they must come back with an open mind to understand the full story and who the person is beyond labels.
The poem is a series of questions and answers between two people about what life was like for the Vietnamese people before the war. It paints a picture of a simple, agrarian lifestyle with the people living peacefully in rice paddies. However, the bombing of Vietnam destroyed everything, leaving the land and people scarred. It questions whether the people laughed or had ceremonies before, but suggests that after their children were killed in the war, there was only screaming and no more joy or life. The ending notes that while it is silent now in Vietnam, their speech that was once like singing can still be faintly remembered.
The poem depicts soldiers waiting endlessly in terrible conditions on the frontlines during World War I. It describes the men growing numb to their surroundings as they endure the bitter cold, silence, and constant threat of attack. The poem highlights the misery and resignation of soldiers who have lost hope as they are continually exposed to the harsh elements, foreshadowing their inevitable deaths from cold and combat.
The poem describes the chaos of being caught in violent sectarian riots in Belfast, Northern Ireland. The irregular line lengths and incomplete sentences convey a sense of panic and confusion. The language shifts from past to present tense, suggesting the trauma of the events is still affecting the narrator in the present. Despite knowing the streets of Belfast well, the narrator cannot escape and is stopped and interrogated by soldiers, unable to answer even simple questions.
The document provides learning objectives and context for analyzing the poem "Cousin Kate" by Christina Rossetti. It includes details about the poet, the Victorian-era social roles and expectations for women, and topics to explore in the poem such as love, wealth, and marriage. Students are instructed to read the poem and analyze the techniques, interpretations, and themes regarding a woman's identity, conflicts, and social status.
Revision for half caste by john agard marcus linfootcharmoss
The document provides background information on the poet John Agard and analyzes his poem "Half Caste." Agard, who is of mixed race, wrote the poem to criticize the term "half-caste" used to describe people of mixed race. Through comparisons to art and nature, the poem argues that describing someone as "half" is absurd and implies they are less than a whole person. The poem uses humor, repetition, and a Caribbean dialect to condemn the view that racial origins define a person.
Thomas Hardy: The Man He Killed
The poem is narrated by a soldier reflecting on killing another man in battle. He reflects that had they met under different circumstances as travelers at an inn, they could have shared drinks as friends. However, being enemies on the battlefield, he was forced to kill the man simply for being his opponent, though they had much in common and little real reason to be enemies. Through its simple yet ironic style, the poem criticizes the senselessness of war by showing how two ordinary men were set against one another without cause.
The document analyzes William Blake's poem "A Poison Tree" by examining its use of imagery, including visual, organic, and kinesthetic imagery. It first provides context on Blake and defines imagery. It then analyzes examples of each type of imagery in the poem's lines, showing how they convey the expression and growth of anger and its consequences. The analysis ultimately concludes that the poem teaches about controlling anger by expressing it rather than letting it grow secretly in the heart.
This will give a basic idea of what is covered for those who study Coraline in high school.
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To Kill a Mockingbird - Timeline of eventsthemerch78
The document provides a summary of key events that occurred in each chapter of the novel "To Kill a Mockingbird" by Harper Lee. It includes the chapter number, main event, season, and year for 31 chapters, showing events that took place between 1933-1935 involving characters like Dill, Scout, Jem, Atticus Finch, Boo Radley, and others in the town of Maycomb, Alabama. The events range from characters' first days at school to a trial, a lynching mob, characters' deaths, and Scout finally meeting and walking Boo Radley home.
Here are a few ways Auden uses language, imagery, and structure to illustrate loss in "Refugee Blues":
- Repetition of the line "Yet there's no place for us, my dear, yet there's no place for us" emphasizes the refugees' lack of belonging and home.
- Vivid imagery of places the refugees can no longer go - "Once we had a country and we thought it fair, / Look in the atlas and you'll find it there" - illustrates what was lost.
- Contrasting imagery between the refugees' situation and the freedom of animals ("fish swimming as if they were free") and birds highlights what they lack.
- The building "with a thousand floors
The poem depicts soldiers waiting in freezing conditions in the trenches during World War I. The soldiers are numb to their surroundings after enduring the brutal weather and constant shelling. They have lost faith after being subjected to the horrors of war and question why they are forced to remain in such miserable conditions. By the end of the poem, the soldiers have become shells of themselves as they face the prospect of freezing to death in the mud, their humanity stripped away by the unforgiving experience of trench warfare.
The poem portrays the perspective of refugees struggling to find a place to call home. Through 12 stanzas of rhyming couplets, the speaker describes their loss of country, inability to return, and lack of acceptance in their new surroundings. Imagery of blossoms, passports, and soldiers illustrate the fragility of hope and constant threat of danger faced by refugees. Repeated refrains of "yet there's no place for us" and "looking for you and me" underscore the refugees' sense of being lost and at the mercy of forces beyond their control.
This document provides context and analyzes the themes, structure, and language of Wilfred Owen's poem "Exposure." It notes that the poem was written during WWI as soldiers endured brutal conditions in the trenches. Through its use of rhyme, rhythm, vocabulary and literary devices, the poem depicts the despair and meaningless of war from the perspective of soldiers more fearful of the extreme cold and weather than enemy bullets. The analysis highlights how the poem aimed to contradict the glorified depictions of war in British propaganda.
"THE LAST NIGHT" - IGCSE ANTHOLOGY STUDENT GUIDEenglishanthology
The document provides an overview and analysis of a short story extract from Charlotte Gray that describes the last night before two young boys and other Jewish deportees are transported to a concentration camp. It discusses the different groups of characters and their roles, including the two boys Andre and Jacob, other children, adult deportees, and others. It also analyzes the writer's use of specific words and phrases to communicate emotion and build tension, such as contrasts between the children's conditions and surroundings.
The poem describes soldiers waiting in trenches during a battle, taking shelter from heavy snowfall and gunfire. As dawn rises, the rain and clouds grow heavier. The soldiers stare at the falling snow, believing the cold weather poses a greater threat than the passing bullets. Hiding in the trenches and dugouts from the snow, the men dream of warmer places. As some of the men die, wild animals start to invade the trenches, making the places their own, while others come to bury the dead with shovels.
Slang language الدكتور كرار رأفت علوش < Dr. karrar raafat alwashDr. Karrar Alwash
This document discusses slang language and metaphors. It begins by defining slang and explaining how slang evolves based on generational differences and group membership. It then defines metaphors and provides examples of common metaphors. The document discusses different types of metaphors, including implied metaphors, sustained metaphors, dead metaphors, and mixed metaphors. It concludes by outlining the key elements involved in the working mechanism of a metaphor, including the metaphor producer and receiver, the source and target domains, and the role of context.
This document provides an overview of figures of speech and examples of common types. It begins with an opening prayer and check-in time. Then it defines figurative language and figures of speech. The main body explains and gives examples of five important figures of speech: hyperbole, symbolism, simile, personification, and metaphor. It asks whether figures of speech can enhance writing and communication skills. The document concludes with an assessment and dismissal of the class.
Methaphor in english language الدكتور كرار رأفت علوش Dr. karrar raafat alwashDr. Karrar Alwash
This document discusses metaphors from multiple perspectives. It begins by providing an overview of how culture and language are interconnected, with metaphors being one example. It then discusses the traditional and modern views of metaphor, with the traditional view seeing metaphors as rhetorical devices and the modern view seeing them as reflective of human thought. The document provides examples of different types of metaphors, such as implied, sustained, and dead metaphors. It also explains the basic mechanism of how a metaphor connects a source and target domain through cognitive understanding.
The document discusses various figures of speech and literary devices. It defines figures of speech as words or phrases that express meanings in a nonliteral way through comparison or conveying emotions. It then covers the following:
1. Figures of relationship including simile, metaphor, metonymy, and synecdoche with examples.
2. Figures of emphasis including hyperbole, oxymoron, and paradox with examples.
3. Figures of sounds including alliteration and onomatopoeia with examples.
The document provides definitions and examples of these various literary techniques. It then presents a sample test assessing understanding of these concepts.
1 5 D Figurative And Metaphorical Use Of Words In ContextMr. M
This document discusses figurative language and metaphors. It defines figurative language as speech or writing that means something other than its literal meaning. A metaphor is a figure of speech that compares two things to suggest a likeness between them. Examples of common metaphors like "you are a star" and "killing two birds with one stone" are provided to activate prior knowledge. The document explains metaphors and distinguishes them from similes, alliteration, and personification. It emphasizes that figurative language makes reading more interesting and discusses the importance and examples of metaphors.
This document discusses the different types of context clues that can help readers understand the meaning of unfamiliar words: [1] Definition/explanation clues provide a direct definition within the text; [2] Restatement/synonym clues restate the word's meaning; [3] Contrast/antonym clues contrast an unfamiliar word with a familiar antonym; [4] Inference/general clues allow readers to infer meaning based on the context. The document provides examples of each type of context clue and guidance on using context to determine a word's definition.
Here is a summary of the key similarities and differences between the two student papers:
[SIMILARITIES]
- Both papers correctly identify the main character as Rachel and the story as "Eleven" by Sandra Cisneros.
- Both papers discuss how Rachel feels like multiple ages on her 11th birthday and expected to feel older.
- Both analyze how Mrs. Price embarrasses Rachel by making her wear the red sweater.
[DIFFERENCES]
- Paper 1 focuses more on plot summary while Paper 2 includes more direct quotes and analysis of Rachel's feelings.
- Paper 2 uses metaphor/simile ("big red mountain", "creepy and full of germs") to describe the
This document provides tips for how to write a poem intended to communicate with and generate an emotional response from readers. It advises poets to know their goal in writing, avoid cliches and sentimentality, use vivid images and concrete language, and employ metaphor and simile. Poets are encouraged to move away from simply expressing personal feelings and instead focus on crafting poetry that serves to engage the reader. The document outlines each tip in detail and provides examples to illustrate how to implement the suggestions when writing a poem.
The document provides guidance for students on writing poetry, including focusing on showing rather than telling, using concrete rather than abstract language, and ensuring that every element of a poem serves a purpose. It discusses these concepts through examples and discussion questions. It also assigns students a homework of writing a short-lined verse poem about childhood, imaginary worlds, and home.
The document discusses various literary devices such as simile, metaphor, personification, alliteration, and assonance. It provides examples and definitions for each device. Similes use "like" or "as" to compare two unlike things, while metaphors directly state a comparison. Personification gives human traits to non-human things. Alliteration repeats consonant sounds, and assonance repeats vowel sounds within words or phrases. The document aims to explain these common literary techniques used in poetry and prose.
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12. Jupyter Notebooks with Code Examples
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Monitoring and Managing Anomaly Detection on OpenShift.pdf
Catrin[1]
1. Let’s read the poem – Catrin.
Let’s read the poem – Catrin.
What are you first thoughts about the poem? What is
What are you first thoughts about the poem? What is
happening/has happened in the poem?
happening/has happened in the poem?
Discuss with the people on your table.
Discuss with the people on your table.
Create a table, make a list of all the positive and negative
Create a table, make a list of all the positive and negative
feelings a parent might have towards their child.
feelings a parent might have towards their child.
Positive feelings Negative Feelings
2. The poet is at home with her daughter, Catrin.
The poet is at home with her daughter, Catrin.
Catrin has been pleading with her mother to be allowed to stay out
Catrin has been pleading with her mother to be allowed to stay out
skating in the dark for one more hour.
skating in the dark for one more hour.
The poet remembers when Catrin was born. She remembers standing
The poet remembers when Catrin was born. She remembers standing
in her hospital room looking out of the window at the traffic and the
in her hospital room looking out of the window at the traffic and the
people outside.
people outside.
The poet says it was a struggle then – the struggle of the birth, then
The poet says it was a struggle then – the struggle of the birth, then
struggle of the new baby to come into the world and be independent.
struggle of the new baby to come into the world and be independent.
It is still a struggle, she says, as her growing daughter wants more and
It is still a struggle, she says, as her growing daughter wants more and
more freedom.
more freedom.
3. A couple ideas in the poem
A couple ideas in the poem
1.The poet mentions the ‘red rope of love’. She is thinking about
1.The poet mentions the ‘red rope of love’. She is thinking about
the umbilical cord which joins the baby to the mother before birth.
the umbilical cord which joins the baby to the mother before birth.
2.In the poem Gillian Clarke often refers to the struggle – the
2.In the poem Gillian Clarke often refers to the struggle – the
struggle to become separate (to be born), the struggle to be an
struggle to become separate (to be born), the struggle to be an
individual, the struggle to get greater freedom and independence.
individual, the struggle to get greater freedom and independence.
Links R&J
Links R&J
Even at this early stage of analysis, how can we draw
Even at this early stage of analysis, how can we draw
comparisons or contrasts with the relationship Juliet has
comparisons or contrasts with the relationship Juliet has
with her mother?
with her mother?
4. LO: To understand the content of the poem through Clarke’s choice of language.
LO: To understand the content of the poem through Clarke’s choice of language.
Starter
Starter
Highlight, underline or shade over the personal pronouns in the
Highlight, underline or shade over the personal pronouns in the
poem.
poem.
A personal pronoun is a word such as I, we, our, you...
A personal pronoun is a word such as I, we, our, you...
Now answer this question:
Now answer this question:
What do you notice about the way the personal pronouns
What do you notice about the way the personal pronouns
are used during the poem?
are used during the poem?
How does this show the mother struggling to become an
How does this show the mother struggling to become an
individual again?
individual again?
5. What does the word ‘Imagery’ mean?
What does the word ‘Imagery’ mean?
Write down a definition.
Write down a definition.
Definition:
Definition:
Imagery is the name given to the elements in a poem that spark
Imagery is the name given to the elements in a poem that spark
off the senses.
off the senses.
Despite "image" being a synonym for "picture", images need not
Despite "image" being a synonym for "picture", images need not
be only visual.
be only visual.
Any of the five senses: sight; hearing; touch; taste and smell
Any of the five senses: sight; hearing; touch; taste and smell
can be used by the author to create an image or impact to
can be used by the author to create an image or impact to
which the reader responds.
which the reader responds.
6. With the term ‘imagery’ in your mind, create a table of words
With the term ‘imagery’ in your mind, create a table of words
(see below) of words which stand out as either fighting or
(see below) of words which stand out as either fighting or
caring language.
caring language.
Fighting Language Caring/Loving Language
Fierce Tender
Shouted
(you should have 11 words) (you should have 5 words)
Gillian Clarke will have chosen these words carefully and to fit a
Gillian Clarke will have chosen these words carefully and to fit a
purpose.
purpose.
Choose 1 word from each column that creates an image in your
Choose 1 word from each column that creates an image in your
mind, explain why you think she decided to use these words to get
mind, explain why you think she decided to use these words to get
across her point or feelings. (USE P.E.E)
across her point or feelings. (USE P.E.E)
‘Clarke chose the word ‘confrontation’ to describe child-birth. IIthink
‘Clarke chose the word ‘confrontation’ to describe child-birth. think
she chose this word because.../In choosing this word she is trying to
she chose this word because.../In choosing this word she is trying to
show...
show...
7. COMMENT IDENTIFY SUPPORT STRUCTURE
G F E D
You make a You You back up You organise
statement or pinpoint or your statement your points so
a remark. spot a with some that they
device. evidence or answer the
some detail. question.
Catrin is the Catrin is Catrin is the Catrin is the
speaker’s the speaker’s speaker’s
daughter. speaker’s daughter. daughter.
daughter. She uses a She uses a
She uses a metaphor to metaphor to
metaphor. illustrate that illustrate
they are that they are
joined joined
together. together.
This shows
that their
relationship
is still close.
8. EXPLAIN EXPLORE ANALYSE EVALUATE IMAGINE
C B A A*
You give details to You investigate and You delve deeper into the You weigh up how
make your point look at points in poet’s methods. You effective the method is.
clear. detail. examine them as if under You use your own
You see that there is a microscope. judgements and invent
more to discover. your own ways of
looking at the poem.
Catrin is the Catrin is the Catrin is the speaker’s Catrin is the speaker’s
speaker’s speaker’s daughter. She uses a daughter. She uses a metaphor
daughter. She daughter. She metaphor to illustrate to illustrate that they are
uses a metaphor uses a metaphor to that they are joined joined together as the ‘red
to illustrate that illustrate that they together as the ‘red rope’ is the umbilical cord.
they are joined are joined rope’ is the umbilical This shows that their
together as the together as the cord. This shows that relationship is still close, but
‘red rope’ is the ‘red rope’ is the their relationship is still also that they are still
umbilical cord. umbilical cord. close, but also that they connected even though she is
This shows that This shows that are still connected even grown up. The red
their relationship their relationship though she is grown up. symbolises both the love and
is still close. is still close, but The red symbolises both the anger that the relationship
also that they are the love and the anger makes the speaker feel, but
still connected that the relationship may also symbolise a warning
even though she is makes the speaker feel. that the changes in the
grown up. relationship are going to bring
more trouble as her daughter
grows.
9. LO: To explore the literary techniques used and their effect in ‘Catrin’.
LO: To explore the literary techniques used and their effect in ‘Catrin’.
Starter:
Starter:
Match the technique with the definition.
Match the technique with the definition.
Draw this table in your exercise book.
Draw this table in your exercise book.
Technique Definition
Alliteration Is a rhyme scheme created by two
or more words in the same line of
verse or a rhyme scheme created
by words within two or more lines
of a verse.
Internal Rhyme Repetition of words or phrases for
impact/effect.
Repetition Repetition of the same sound at the
start of consecutive words.
10. Alliteration : :The repetition of the same letter or sound at the start of consecutive words
Alliteration The repetition of the same letter or sound at the start of consecutive words
in aaphrase.
in phrase.
Look at lines 16 and 17. Highlight or underline the alliteration.
Look at lines 16 and 17. Highlight or underline the alliteration.
What effect does this alliteration have? Why would Clarke
What effect does this alliteration have? Why would Clarke
have include this alliteration at this point? What effect does
have include this alliteration at this point? What effect does
the punctuation have in these lines?
the punctuation have in these lines?
Write an answer explaining your ideas.
Write an answer explaining your ideas.
Model answer
Model answer
The alliteration, ‘We want, we shouted, To be two, to be
The alliteration, ‘We want, we shouted, To be two, to be
ourselves’, emphasises the moment where mother and baby
ourselves’, emphasises the moment where mother and baby
separate and become individuals. The use of commas also
separate and become individuals. The use of commas also
may illustrate the ‘confrontation’ of Clarke giving birth,
may illustrate the ‘confrontation’ of Clarke giving birth,
breathing between contractions.
breathing between contractions.
Give me aagrade using
Give me grade using
the blue grid!
the blue grid!
11. A-A* style response to alliteration:
When a woman goes into labour she has contractions, which increase
in frequency as she gets closer to giving birth.
It could be argued that the alliteration is used to show how Clarke was
experiencing these contractions throughout the first stanza, until at
lines sixteen and seventeen, the contractions are so intense that she
gives birth to Catrin; “We want, we shouted, To be two, to be
ourselves.”
The phrases are shorter which may suggest that the time between
contractions is shorter meaning she is extremely close to giving birth.
Whereas earlier in the stanza the alliterative phrases are longer, more
wordy if you like, for example : “cars taking turn at the traffic lights”
which may suggest that although in labour she wasn’t yet ready to give
birth.
The alliteration at lines sixteen and seventeen also has a sense of pace
and through the punctuation we get the impression that the ‘fight’ and
‘struggle’ was nearly over and it is clear that this is the moment where
they become two separate individuals.
12. Look carefully at the words used in the description of the young
Look carefully at the words used in the description of the young
girl:
girl:
“Still II am fighting
“Still am fighting
You off as you stand there
You off as you stand there
With your straight, strong, long
With your straight, strong, long
Brown hair and your rosy,
Brown hair and your rosy,
Defiant glare”
Defiant glare”
a)How do you think the mother feels about her daughter now?
a)How do you think the mother feels about her daughter now?
b)Pick one adjective and explain why you think it has been
b)Pick one adjective and explain why you think it has been
used to describe the girl. For example, why do you think the
used to describe the girl. For example, why do you think the
mother describes her daughters hair in such detail?
mother describes her daughters hair in such detail?
c)Find the internal rhyme in this section – what is its effect?
c)Find the internal rhyme in this section – what is its effect?
13. Task: Cut out one student response at a time, stick it into your book. Think about the poem
as a whole. Decide whether you agree or disagree with these statements, write it down
and find evidence in the poem to support your thinking.
Student A
‘This poem shows a huge amount of pain and unhappiness. There do not seem to be any
benefits in having a child.’
Student B
‘This poem is really realistic. Clarke shows that parent/child relationships are often
hostile.’
Student C
‘Clarke may dislike her daughter at times, but the poem shows she really loves her.’
Student D
‘The setting in the hospital makes for a really depressing mood.’
Student E
‘This poem shows that a parent/child relationship has to be about compromise and
meeting each other half way.’
14. We are now going to develop your ideas further by filling out this table below.
Work in pairs, the first one has been done for you.
Feature of the poem Its Effect Why it has been chosen
The poem has been divided This divides the poem into It emphasises that the
into two very different the past (giving birth) and the conflict with her daughter is
stanzas. present (the on-going conflict continuing; it happened in
with her daughter). the past but is still taking
place.
The poet uses violent words These words make the
such as ‘Fierce confrontation’, narrator seem…
‘wild’, ‘shouted’ and ‘fighting
you off’.
Sometimes words are This emphasises…
repeated, ‘we want, we
shouted’.
The narrator addresses the This has the effect of…
daughter directly. She calls
her ‘you’ rather than using
the third person to refer to
her.
15. Developing your response to this poem…
1) How successful do you think Clarke has been in capturing
1) How successful do you think Clarke has been in capturing
the conflict between parents and children?
the conflict between parents and children?
2) If Catrin were to write a reply to her mother, what aspects of
2) If Catrin were to write a reply to her mother, what aspects of
her mother’s behaviour do you think she might comment on?
her mother’s behaviour do you think she might comment on?
Find evidence from the poem. Write a few lines showing how
Find evidence from the poem. Write a few lines showing how
the daughter might present her view of the incident.
the daughter might present her view of the incident.
16. Plenary
Plenary
Discuss the question below, on your table, then construct an
Discuss the question below, on your table, then construct an
answer – using the grid to help you structure your response.
answer – using the grid to help you structure your response.
Include quotes to support your point – in P.E.E style.
Include quotes to support your point – in P.E.E style.
This is a clear opportunity to add your own experiences or opinions
This is a clear opportunity to add your own experiences or opinions
in this answer.
in this answer.
‘Do you identify with the mother or the daughter?’
‘Do you identify with the mother or the daughter?’
In response to this question, II think that....
In response to this question, think that....
17. LO: To learn how to structure a response to an assessment question.
Using the table you have been given fill out the boxes with the
Using the table you have been given fill out the boxes with the
relevant information.
relevant information.
Keep the assessment theme in mind: parent and child relationships.
Keep the assessment theme in mind: parent and child relationships.
You have 20 minutes.
You have 20 minutes.
You are now going to write at least the first three paragraphs of a
You are now going to write at least the first three paragraphs of a
response to this question:
response to this question:
‘How is the relationship between a mother and a daughter
‘How is the relationship between a mother and a daughter
presented in, Catrin?’
presented in, Catrin?’
You have 25 minutes. Remember to P.E.E – it’s the explanation
You have 25 minutes. Remember to P.E.E – it’s the explanation
where you’ll pull in the marks! Remember to justify your thoughts.
where you’ll pull in the marks! Remember to justify your thoughts.