The document provides analysis of John Keats's 1819 poem "Ode on Melancholy". It examines Keats's use of traditional poetic forms, his concept of "negative capability", and themes of melancholy explored in the ode. It also discusses how the sentiments in the ode relate to and differ from Keats's views on finding brief moments of pleasure amid inevitable trouble in the world, and draws parallels between themes in the ode and philosophies expressed in other poems studied in the term.
Assignment 1 Symbolism and Metaphor in PoetryComplete and post .docxsherni1
Assignment 1: Symbolism and Metaphor in Poetry
Complete and post your assignment to the Discussion Area.
By the end of the week, comment on at least two of your classmates’ submissions. Remember that your replies should help your classmates expand, clarify, defend, and/or refine their work. You can ask questions and use declarative sentences to express your thoughts. Be sure to be honest, clear, and concise, referring to specific words and passages from your classmates’ work. Always use constructive language, and avoid negative language; work toward using a tone and spirit of intellectual curiosity and discovery. Your responses to your peers' writing should include specifics if you are attempting to make a point.
Question
Choose one poem from among those you were assigned this week. Post a response of 150 words.
· Discuss how symbols or metaphors are used in the poem you chose for this assignment.
· Identify the key symbol(s) or metaphor(s) within the work.
· Explain the meanings they convey to readers.
· How do these elements enrich the poem and deepen your understanding of its themes?
Remember that claims in all parts of the assignment should be substantiated by excerpts from appropriate sources. Use APA rules of style for quotations, paraphrases, and summaries as well as in-text citations and references. Quoted material should not exceed 25% of your response.
Use this APA Citation Helper as a convenient reference for properly citing resources.
Post your response in the Discussion Area below.
When you are responding to the posts of your classmates:
· Discuss any similarities or differences you have with their interpretations.
· Did their conclusions help you to see the poem any differently than your first impression of the work?
· Elaborate on any key points.
Week 2 poems
Poem 1
William Carlos Williams: THIS IS JUST TO SAY
1934
I have eaten
the plums
that were in
the icebox
and which
5
you were probably
saving
for breakfast
Forgive me
they were delicious
10
so sweet
and so cold
Poem 2
Gwendolyn Brooks: WE REAL COOL
1960
The Pool Players.
Seven at the Golden Shovel.
We real cool. We
Left school. We
Lurk late. We
Strike straight. We
Sing sin. We
5
Thin gin. We
Jazz June.
We Die soon.
Poem 3
Wallace Stevens: ANECDOTE OF THE JAR
1923
I placed a jar in Tennessee,
And round it was, upon a hill.
It made the slovenly wilderness
Surround that hill.
The wilderness rose up to it,
5
And sprawled around, no longer wild.
The jar was round upon the ground
And tall and of a port in air.
It took dominion everywhere.
The jar was gray and bare.
10
It did not give of bird or bush,
Like nothing else in Tennessee.
Poem 4
Archibald MacLeish: ARS POETICA
1926
A poem should be palpable and mute
As a globed fruit,
Dumb
As old medallions to the thumb,
Silent as the sleeve-worn stone
5
Of casement ledges where the moss has grown—
A poem should be wordless
As the flight of birds.
* *
A poem should be motionless in time
As the moon climbs,
10
Leaving, ...
Assignment 1 Symbolism and Metaphor in PoetryComplete and post .docxsherni1
Assignment 1: Symbolism and Metaphor in Poetry
Complete and post your assignment to the Discussion Area.
By the end of the week, comment on at least two of your classmates’ submissions. Remember that your replies should help your classmates expand, clarify, defend, and/or refine their work. You can ask questions and use declarative sentences to express your thoughts. Be sure to be honest, clear, and concise, referring to specific words and passages from your classmates’ work. Always use constructive language, and avoid negative language; work toward using a tone and spirit of intellectual curiosity and discovery. Your responses to your peers' writing should include specifics if you are attempting to make a point.
Question
Choose one poem from among those you were assigned this week. Post a response of 150 words.
· Discuss how symbols or metaphors are used in the poem you chose for this assignment.
· Identify the key symbol(s) or metaphor(s) within the work.
· Explain the meanings they convey to readers.
· How do these elements enrich the poem and deepen your understanding of its themes?
Remember that claims in all parts of the assignment should be substantiated by excerpts from appropriate sources. Use APA rules of style for quotations, paraphrases, and summaries as well as in-text citations and references. Quoted material should not exceed 25% of your response.
Use this APA Citation Helper as a convenient reference for properly citing resources.
Post your response in the Discussion Area below.
When you are responding to the posts of your classmates:
· Discuss any similarities or differences you have with their interpretations.
· Did their conclusions help you to see the poem any differently than your first impression of the work?
· Elaborate on any key points.
Week 2 poems
Poem 1
William Carlos Williams: THIS IS JUST TO SAY
1934
I have eaten
the plums
that were in
the icebox
and which
5
you were probably
saving
for breakfast
Forgive me
they were delicious
10
so sweet
and so cold
Poem 2
Gwendolyn Brooks: WE REAL COOL
1960
The Pool Players.
Seven at the Golden Shovel.
We real cool. We
Left school. We
Lurk late. We
Strike straight. We
Sing sin. We
5
Thin gin. We
Jazz June.
We Die soon.
Poem 3
Wallace Stevens: ANECDOTE OF THE JAR
1923
I placed a jar in Tennessee,
And round it was, upon a hill.
It made the slovenly wilderness
Surround that hill.
The wilderness rose up to it,
5
And sprawled around, no longer wild.
The jar was round upon the ground
And tall and of a port in air.
It took dominion everywhere.
The jar was gray and bare.
10
It did not give of bird or bush,
Like nothing else in Tennessee.
Poem 4
Archibald MacLeish: ARS POETICA
1926
A poem should be palpable and mute
As a globed fruit,
Dumb
As old medallions to the thumb,
Silent as the sleeve-worn stone
5
Of casement ledges where the moss has grown—
A poem should be wordless
As the flight of birds.
* *
A poem should be motionless in time
As the moon climbs,
10
Leaving, ...
Directions· Mark your answers to the multiple-choice questiosuzannewarch
Directions
· Mark your answers to the multiple-choice questions on the answer sheet at the end of the multiple-choice section. Use a black or blue pen.
· Remember to complete the submission information on
every
page you turn in.
Questions 1-14 are based on the following lines from
Twelfth Night
by William Shakespeare (1564-1616). In these lines, Viola (dressed as a man) and Duke Orsino offer different views of love. Read the passage carefully before answering the questions that follow.
VIOLA But if she cannot love you, sir?
DUKE ORSINO I cannot be so answer’d.
VIOLA Sooth, but you must.
(Line)
Say that some lady, as perhaps there is,
5 Hath for your love a great a pang of heart
As you have for Olivia: you cannot love her;
You tell her so; must she not then be answer’d?
DUKE ORSINO There is no woman’s sides
Can bide* the beating of so strong a passion *tolerate, abide
10 As love doth give my heart; no woman’s heart
So big, to hold so much; they lack retention
Alas, their love may be call’d appetite,
No motion of the liver, but the palate,
That suffer surfeit, cloyment and revolt*; *abhorrence
15 But mine is all as hungry as the sea,
And can digest as much: make no compare
Between that love a woman can bear me
And that I owe Olivia.
VIOLA Ay, but I know--
20 DUKE ORSINO What dost thou know?
VIOLA Too well what love women to men may owe:
In faith, they are as true of heart as we.
My father had a daughter loved a man,
As it might be, perhaps, were I a woman,
25 I should your lordship.
DUKE ORSINO And what’s her history?
VIOLA A blank, my lord. She never told her love,
But let concealment, like a worm i’ the bud,
Feed on her damask* cheek: she pined in thought, *healthy, red
30 And with a green and yellow melancholy
She sat like patience on a monument,
Smiling at grief. Was not this love indeed?
We men may say more, swear more: but indeed
Our shows are more than will; for still we prove
35 Much in our vows, but little in our love.
1.
In line 1, who is the "she" to whom Viola refers?
Feste
Maria
Olivia
Viola
Any charming woman
2.
Line 24, "As it might be, perhaps, were I a woman," is:
instructive.
ironic.
meaningful.
sarcastic.
satirical.
3.
In lines 8-18, Orsino offers all of the following reasons to prove that his love cannot be reciprocated by a woman
except:
his heart is bigger than a woman’s heart.
women’s hearts lack retention.
a woman’s love is mere appetite.
women are as hungry as the sea.
his passion is extremely strong.
4.
In line 11, the phrase "lack retention" is contrasted with:
"be call’d appetite" (line 12)
"sides / can hide" (line 10)
"That suffer surfeit" (line 14)
"love doth give" (line 10)
"to hold so much" (line 11)
5.
It’s possible to infer that Orsino believes "the liver" (line 13) is:
subject to revolt.
likely to lack retention.
the seat of true love.
less gen ...
1 GEORGE GORDON, LORD BYRON1She walks in beauty, like the nigh.docxmercysuttle
1 GEORGE GORDON, LORD BYRON
1
She walks in beauty, like the night
Of cloudless climes and starry skies;
And all that’s best of dark and bright
Meet in her aspect and her eyes:
Thus mellowed to that tender light 5
Which heaven to gaudy day denies.
2
One shade the more, one ray the less,
Had half impaired the nameless grace
Which waves in every raven tress,
Or softly lightens o’er her face; 10
Where thoughts serenely sweet express
How pure, how dear their dwelling place.
3
And on that cheek, and o’er that brow,
So soft, so calm, yet eloquent,
The smiles that win, the tints that glow, 15
But tell of days in goodness spent,
A mind at peace with all below,
A heart whose love is innocent!
2. PERCY BYSSHE SHELLEY
I met a traveler from an antique land
Who said: Two vast and trunkless legs of stone
Stand in the desert. Near them, on the sand,
Half sunk, a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command, 5
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them and the heart that fed;
And on the pedestal these words appear:
“My name is Ozymandias, king of kings: 10
Look on my works, ye Mighty, and despair!”
Nothing beside remains. Round the decay
Of that colossal wreck, boundless and bare
The lone and level sands stretch far away.
3. Ode on a Grecian Urn
JOHN KEATS
I
Thou still unravished bride of quietness,
Thou foster-child of silence and slow time,
Sylvan1 historian, who canst thus express
A flowery tale more sweetly than our rhyme:
What leaf-fringed legend haunts about thy shape 5
Of deities or mortals, or of both,
In Tempe or the dales of Arcady?
What men or gods are these? What maidens loth?
What mad pursuit? What struggle to escape?
What pipes and timbrels? What wild ecstasy? 10
II
Heard melodies are sweet, but those unheard
Are sweeter; therefore, ye soft pipes, play on;
Not to the sensual ear, but, more endeared,
Pipe to the spirit ditties of no tone:
Fair youth, beneath the trees, thou canst not leave 15
Thy song, nor ever can those trees be bare;
Bold Lover, never, never canst thou kiss,
Though winning near the goal—yet, do not grieve;
She cannot fade, though thou hast not thy bliss,
For ever wilt thou love, and she be fair! 20
1Of the woodland.
First published in Annals of the Fine Arts, December, 1819. Reprinted with minor changes in John Keats, Lamia, Isabella, The Eve of St. Agnes, and Other Poems in 1820.
595 596
III
Ah, happy, happy boughs! that cannot shed
Your leaves, nor ever bid the Spring adieu;
And, happy melodist, unwearièd,
For ever piping songs for ever new;
More happy love! more happy, happy love! 25
For ever warm and still to be enjoyed,
For ever panting, and for ever young—
All breathing human passion far above,
That leaves a heart high-sorrowful and cloyed,
A burning forehead, and a parching tongue. 30
IV
Who are these coming to the sacrifice?
To what green altar, O m ...
The English language : 'I am' but 'I do' speak English! AND ? ITS WHISPERS O...Rituparna Ray Chaudhuri
"THE ENGLISH LANGUAGE: AND ITS WHISPERS OF IMMORTALITY".(DIRECT TO ALSO: http://archive.org/details/THEENGLISHLANGUAGEIAMBUTIDOSPEAKENGLISH) (http://www.slideshare.net/RituparnaRayChaudhur/the-english-language-i-am-but-i-do-speak-english)http://bit.ly/1Ps8sR7
I. Things that Endure Page 1
II. The Cost of Reaching the Best 9
III. When Kindness is Unkind 17
IV. The Interweaving of the Days 27
V. Doing and Not Doubting 37
VI. No True Work Is Vain 43
VII. Be Thou a Blessing 51
VIII. Making a Living and Making a Life 59
IX. Our Lives Words of God 67
X. Two Ways 77
XL The Duty of Being Always Strong 85
XII. Strength for a New Year 93
XIII. More than Meat , 105
XIV. The Sin of Drifting 113
XV. The Value and Responsibility of One Life 121
XVI. The Folly of Drifting into Marriage 129
XVII. How Not to Show Sympathy 137
XVIII. Choosing Our Friends Page 145
XIX. The Entanglements of Love 157
XX. Learning the Lessons of Love at Home 165
XXI. Learning the Lessons of Patriotism 173
XXII. Is Worrying a Christian Duty? 181
XXIII. Making or Marring Beauty 189
XXIV. On the Footpath to Success 197
XXV. Causes of Failure 205
XXVI. Sticking to One's Calling 215
XXVII. The Misuse of the Gift of Speech 223
XXVIII. The Danger of Talking too Much 231
XXIX. Books Worth While 239
XXX. A Talk about Temper 247
XXXI. The Advantage of Keeping One's Temper 257
XXXII. The Grace of Being Obliging 265
XXXIII. What to Do with Our Money 273
XXXIV. What to Do with Our Hands 283
XXXV. Some Indirect Ways of Lying 291
XXXVI. Putting away Childish Things 299
XXXVII. Remember the Way 307
Response Question TwoSituation and Setting The section of t.docxronak56
Response Question Two:
Situation and Setting: The section of today’s analysis deals with What? When? and Where?
Today’s readings, “Daystar,” page 762, “The Beautiful Changes,” page 835, “Summer Storm,” [posted under Poetry link] all deal with situation and setting, as well as word choice. Please read these poems, and post your analysis of these poems, which must include the situation and setting.
Please note the following, which will help you analyze the poem:
Setting: the scene; the basic backdrop of the story, like the location, the year, the season. These are usually factual and describe the scene where the situation takes place. Examples of setting:
· in a forest
· in a clubhouse
· surrounded by lions
· at a cemetery at night
· Talking with another person, Where? When? Why?
· Talking to oneself (soliloquy) Where? When? Why?
·
Situation: describes what is going on within the setting. It is usually dynamic, telling a story of how characters interact with each other (or with the setting). Examples of situations:
· a man and woman are fighting about whether to discipline their children
· the poet loves a woman very much, but she has recently died, and he feels regret for never telling her of his love
Response Question Two (cont’d)
Language: This section deals with - - Word Choice and Order:
In the poem “My Papa’s Waltz,” page 825, the word choice is extremely important. Many people read the poem and think that it is a poem about a young boy having a wonderful time dancing with his father. Others read it as child abuse. What is your opinion, and what words specifically made you think that way?
RITA DOVE
Daystar
She wanted a little room for thinking:
but she saw diapers steaming on the line,
a doll slumped behind the door.
So she lugged a chair behind the garage
5 to sit out the children’s naps.
Sometimes there were things to watch—
the pinched armor of a vanished cricket,
a floating maple leaf. Other days
she stared until she was assured
10 when she closed her eyes
she’d see only her own vivid blood.
She had an hour, at best, before Liza appeared
pouting from the top of the stairs.
And just what was mother doing
15 out back with the field mice? Why,
building a palace. Later
that night when Thomas rolled over and
lurched into her, she would open her eyes and think of the place that was hers
20 for an hour—where she was nothing,
pure nothing, in the middle of the day.
RICHARD WILBUR
The Beautiful Changes
One wading a Fall meadow finds on all sides
The Queen Anne’s Lace1 lying like lilies
On water; it glides
So from the walker, it turns
5 Dry grass to a lake, as the slightest shade of you
Valleys my mind in fabulous blue Lucernes.2
The beautiful changes as a forest is changed
By a chameleon’s tuning his skin to it;
As a mantis, arranged
10 On a green leaf, grows
Into it, makes the leaf leafier, and proves
Any greenness is deeper than anyone knows.
Your hands hold roses always in a way that say ...
CONTENTS
I. The Uncommon Commonplace 7
II. To Be 19
III. To Work 24
IV. To Love 35
V. The Mood of Devotion 48
VI. The Dead Masters of Life 55
VII. Taking Oneself Too Seriously 69
VIII. Nec Timeo 78
IX. The Revelation of Saint John the Divine . 90
X. "Did You Get Anything?" 107
The Book of Joshua is the sixth book in the Hebrew Bible and the Old Testament, and is the first book of the Deuteronomistic history, the story of Israel from the conquest of Canaan to the Babylonian exile.
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
What Should be the Christian View of Anime?Joe Muraguri
We will learn what Anime is and see what a Christian should consider before watching anime movies? We will also learn a little bit of Shintoism religion and hentai (the craze of internet pornography today).
The Good News, newsletter for June 2024 is hereNoHo FUMC
Our monthly newsletter is available to read online. We hope you will join us each Sunday in person for our worship service. Make sure to subscribe and follow us on YouTube and social media.
Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
Mindfulness has the power to change our perspective and way of perceiving the world, leading to deeper se
The Chakra System in our body - A Portal to Interdimensional Consciousness.pptxBharat Technology
each chakra is studied in greater detail, several steps have been included to
strengthen your personal intention to open each chakra more fully. These are designed
to draw forth the highest benefit for your spiritual growth.
HANUMAN STORIES: TIMELESS TEACHINGS FOR TODAY’S WORLDLearnyoga
Hanuman Stories: Timeless Teachings for Today’s World" delves into the inspiring tales of Hanuman, highlighting lessons of devotion, strength, and selfless service that resonate in modern life. These stories illustrate how Hanuman's unwavering faith and courage can guide us through challenges and foster resilience. Through these timeless narratives, readers can find profound wisdom to apply in their daily lives.
Lesson 9 - Resisting Temptation Along the Way.pptxCelso Napoleon
Lesson 9 - Resisting Temptation Along the Way
SBs – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
The PBHP DYC ~ Reflections on The Dhamma (English).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma Reflections for the PBHP DYC for the years 1993 – 2012. To motivate and inspire DYC members to keep on practicing the Dhamma and to do the meritorious deed of Dhammaduta work.
The texts are in English.
For the Video with audio narration, comments and texts in English, please check out the Link:
https://www.youtube.com/watch?v=zF2g_43NEa0
6. ‘ O for a life of Sensations rather than of Thoughts!’ Negative Capability: ‘that is when man is capable of being in uncertainties, Mysteries, doubts, without any irritable reaching after fact & reason.’ (Letter to George and Tom Keats, 1817)
7.
8.
9. Task Three Look for parallels between ‘Ode on Melancholy’ and other poems we have studied this term, with specific attention to the philosophies espoused by each of the poets.
10. Tasks Argue the case that Keats’ ‘negative capability’ allows him to find a more rich and subtle middle ground in regard to melancholy. This is the world – thus we cannot expect to give way many hours to pleasure – While we are laughing the seed of some trouble is put into the wide arable land of events – while we are laughing it sprouts, grows and suddenly bears a poison fruit which we must pluck. (Correlate with and differ from ‘Ode on Melancholy’) Look for parallels between ‘Ode on Melancholy’ and other poems we have studied this term, with specific attention to the philosophies espoused by each of the poets.
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