This poem is a Shakespearean sonnet that explores the speaker's grief over the death of his wife. In the first quatrain, the speaker imagines finding his wife alive in their bedroom with her books, as if preparing for a holiday. In the second quatrain, he sees her watching him through a kaleidoscope, representing her in different forms. At the volta, the poem shifts tone as the speaker climbs the stairs daily to look into the room where she died, with his hands becoming a tray offering his own flesh in grief. The couplet expresses the speaker's inconsolable grief and desire for forgiveness, though not knowing why.
Religious imagery and metaphysical poetryenglishcgs
Here are the key points about Calvinism that are relevant to understanding Donne:
- Calvinism teaches the doctrine of total depravity - that all humans are born sinful and unable to save themselves due to original sin. This view of inherent human sinfulness would have been influential on Donne's theology.
- Calvinism believes in predestination - that God has eternally decreed who will be saved and who will be condemned, independent of any human actions or choices. This doctrine removes free will and places salvation entirely in God's hands. It would have led Donne to grapple with questions of faith, election, and God's sovereignty.
- Calvinism was the dominant Protestant theology during Donne's lifetime,
Romanticism focused on embracing nature and the sublime. The document discusses how those who appreciate the beauty and grandeur of nature, like the view of Loch Lunan Bay, are considered fans of Romanticism. Romanticism valued intense emotion and nature over reason and science that was preferred during the Enlightenment period.
The document provides learning objectives and assessment criteria related to studying modernism. It includes analyzing the cultural context of modernism, evaluating readings of texts, and commenting on style and format. The document also lists homework assignments involving analyzing modernist poems, essays, and song lyrics.
Love through the_ages_intro[1] great pictures outlineenglishcgs
This document provides an overview of the requirements for the final examination on the theme of love through the ages for an English literature course. The exam will require students to closely analyze and compare unseen extracts from poetry, prose, and drama written at different times on the theme of love. Students will be expected to draw on their wider reading across genres, time periods, and styles to interpret how writers have approached love and how readers may interpret texts differently. The exam will consist of two compulsory questions requiring analysis and comparison of the unseen extracts and references to other works on love.
The Liverpool Poets published 'The Mersey Sound' in 1967, a collection of poems by Adrian Henri, Brian Patten, and Roger McGough. The anthology sold over 500,000 copies and launched their careers. It featured accessible poems using everyday language and symbols that resonated with 1960s counterculture. The poets sought to make poetry entertaining and part of the pop movement. They later formed a band called 'The Liverpool Scene' to perform their poems, though it achieved little commercial success. 'The Mersey Sound' had a profound impact on readers and is still widely influential today for its direct yet thoughtful depictions written in a lively style.
This document provides background information on the Romantic poet John Keats. It discusses his life, works, and critical reception. Key details include that Keats died young at age 26 of tuberculosis, as did his mother and brother; he fell in love with his neighbor Fanny Brawne but could not marry due to lack of money; and he wrote many of his famous poems in 1819, his "annus mirabilis." The document also analyzes themes in his poetry like love, nature, and beauty, and defines concepts like negative capability that were important to Keats' poetic philosophy.
This passage summarizes key elements of Alexander Pope's The Rape of the Lock, including its use of mock-epic conventions to satirize trivial aspects of aristocratic society. Pope employs techniques like zeugmas to highlight contradictions between serious matters of state and frivolous social occasions. The card game is portrayed as a heroic battle, parodying epic poems and suggesting passion once used for serious purposes is now wasted on insignificant games. Belinda's distress is implied to be somewhat affected as well.
This poem is a Shakespearean sonnet that explores the speaker's grief over the death of his wife. In the first quatrain, the speaker imagines finding his wife alive in their bedroom with her books, as if preparing for a holiday. In the second quatrain, he sees her watching him through a kaleidoscope, representing her in different forms. At the volta, the poem shifts tone as the speaker climbs the stairs daily to look into the room where she died, with his hands becoming a tray offering his own flesh in grief. The couplet expresses the speaker's inconsolable grief and desire for forgiveness, though not knowing why.
Religious imagery and metaphysical poetryenglishcgs
Here are the key points about Calvinism that are relevant to understanding Donne:
- Calvinism teaches the doctrine of total depravity - that all humans are born sinful and unable to save themselves due to original sin. This view of inherent human sinfulness would have been influential on Donne's theology.
- Calvinism believes in predestination - that God has eternally decreed who will be saved and who will be condemned, independent of any human actions or choices. This doctrine removes free will and places salvation entirely in God's hands. It would have led Donne to grapple with questions of faith, election, and God's sovereignty.
- Calvinism was the dominant Protestant theology during Donne's lifetime,
Romanticism focused on embracing nature and the sublime. The document discusses how those who appreciate the beauty and grandeur of nature, like the view of Loch Lunan Bay, are considered fans of Romanticism. Romanticism valued intense emotion and nature over reason and science that was preferred during the Enlightenment period.
The document provides learning objectives and assessment criteria related to studying modernism. It includes analyzing the cultural context of modernism, evaluating readings of texts, and commenting on style and format. The document also lists homework assignments involving analyzing modernist poems, essays, and song lyrics.
Love through the_ages_intro[1] great pictures outlineenglishcgs
This document provides an overview of the requirements for the final examination on the theme of love through the ages for an English literature course. The exam will require students to closely analyze and compare unseen extracts from poetry, prose, and drama written at different times on the theme of love. Students will be expected to draw on their wider reading across genres, time periods, and styles to interpret how writers have approached love and how readers may interpret texts differently. The exam will consist of two compulsory questions requiring analysis and comparison of the unseen extracts and references to other works on love.
The Liverpool Poets published 'The Mersey Sound' in 1967, a collection of poems by Adrian Henri, Brian Patten, and Roger McGough. The anthology sold over 500,000 copies and launched their careers. It featured accessible poems using everyday language and symbols that resonated with 1960s counterculture. The poets sought to make poetry entertaining and part of the pop movement. They later formed a band called 'The Liverpool Scene' to perform their poems, though it achieved little commercial success. 'The Mersey Sound' had a profound impact on readers and is still widely influential today for its direct yet thoughtful depictions written in a lively style.
This document provides background information on the Romantic poet John Keats. It discusses his life, works, and critical reception. Key details include that Keats died young at age 26 of tuberculosis, as did his mother and brother; he fell in love with his neighbor Fanny Brawne but could not marry due to lack of money; and he wrote many of his famous poems in 1819, his "annus mirabilis." The document also analyzes themes in his poetry like love, nature, and beauty, and defines concepts like negative capability that were important to Keats' poetic philosophy.
This passage summarizes key elements of Alexander Pope's The Rape of the Lock, including its use of mock-epic conventions to satirize trivial aspects of aristocratic society. Pope employs techniques like zeugmas to highlight contradictions between serious matters of state and frivolous social occasions. The card game is portrayed as a heroic battle, parodying epic poems and suggesting passion once used for serious purposes is now wasted on insignificant games. Belinda's distress is implied to be somewhat affected as well.
The poem uses personification to represent Death as a horseman who is in a hurry to make calls to wars in Cuba and the Balkans. The speaker says they will not help or cooperate with Death, refusing to hold the bridle, give a leg up, or tell Death where people are hiding. The repetition of "I shall die, but that is all that I shall do for death" conveys the speaker's strong sense of conscience and unwillingness to actively assist with death and war.
Here are 3 potential points of comparison between this poem and others we've read:
1. Like [OTHER POEM], this poem creates a sense of impending doom and conflict through its use of ominous language and imagery. Both poems build tension through short, direct statements.
2. Similar to [OTHER POEM], this poem leaves some details ambiguous or undefined, such as not describing the invading soldiers in much detail. This adds to the sense of uncertainty and vagueness that is characteristic of conflict situations.
3. The repetition of "will" in statements of certainty about the future outcome, as in this poem, is reminiscent of [OTHER POEM'S] repetitive phrasing that drives home its central message. Both poems
The poem describes a teacher assigning students to write about their holidays. One student writes "My Dad did," but the teacher doesn't understand and asks "Your Dad did what?" It is revealed that the student's dad has died, which the teacher only realizes when re-reading the student's work and noticing the missing "e." The poem highlights the different perspectives of a student experiencing grief and a teacher focused on assignments. It uses simple rhyme and repetition to gradually reveal the sad reality for the student while critiquing the teacher's narrow priorities.
The document is a poem titled "Belfast Confetti" that describes a riot scene in Belfast, Northern Ireland. It uses punctuation marks as metaphors for the objects being thrown during the riot. The speaker is lost and turned around in the "labyrinth" of streets, with every movement "punctuated" by riot police and every question met with "a fusillade of question marks." The poem employs figurative language and poetic devices to convey the chaos and violence of the event.
Here is a possible PQE response:
Point: The poet uses metaphor and imagery to describe violence and conflict in "Belfast Confetti".
Question: How does the poet describe violence and conflict through metaphor and imagery?
Evidence: The poet uses the metaphor of "Belfast Confetti" to represent the debris raining down during a riot. He describes "Nuts, bolts, nails, car-keys" falling "like a fount of broken type".
Explanation: This vivid metaphorical imagery effectively conveys the chaotic scene of a violent riot, with objects being thrown and falling like confetti. It suggests violence through the debris and broken objects used as missiles.
Point: The poet also uses
Here are three paragraphs analyzing how Fell uses words and imagery to convey the horror of the Hiroshima bomb:
Fell employs vivid sensory imagery to depict the immediate aftermath of the explosion. In the first stanza, she describes "the whole blooming sky / went up like an apricot ice," using a simile to vividly capture the visual effect of the mushroom cloud through something sweet yet ephemeral. This juxtaposes the beauty of nature with the destruction, highlighting the bomb's terrible power.
She continues using vivid imagery in gruesome detail. In later stanzas, victims are "scarlet" and "blinded," their "whole stripped skin" hanging off "like an old shoe sole."
A history of english literature in 20 minutes[1]englishcgs
1. This document provides a brief overview of major periods and movements in English literature from classical mythology to postmodernism.
2. Key details include the myths, genres, and conventions that emerged during each period as well as representative authors such as Homer, Chaucer, Shakespeare, Wordsworth, Eliot, and Duffy.
3. Stylistic features emphasized include the development of forms like sonnets, metaphysical conceits, and free verse as well as themes of courtly love, individualism, emotion, and everyday language.
The poem uses personification to represent Death as a horseman who is in a hurry to make calls to wars in Cuba and the Balkans. The speaker says they will not help or cooperate with Death, refusing to hold the bridle, give a leg up, or tell Death where people are hiding. The repetition of "I shall die, but that is all that I shall do for death" conveys the speaker's strong sense of conscience and unwillingness to actively assist with death and war.
Here are 3 potential points of comparison between this poem and others we've read:
1. Like [OTHER POEM], this poem creates a sense of impending doom and conflict through its use of ominous language and imagery. Both poems build tension through short, direct statements.
2. Similar to [OTHER POEM], this poem leaves some details ambiguous or undefined, such as not describing the invading soldiers in much detail. This adds to the sense of uncertainty and vagueness that is characteristic of conflict situations.
3. The repetition of "will" in statements of certainty about the future outcome, as in this poem, is reminiscent of [OTHER POEM'S] repetitive phrasing that drives home its central message. Both poems
The poem describes a teacher assigning students to write about their holidays. One student writes "My Dad did," but the teacher doesn't understand and asks "Your Dad did what?" It is revealed that the student's dad has died, which the teacher only realizes when re-reading the student's work and noticing the missing "e." The poem highlights the different perspectives of a student experiencing grief and a teacher focused on assignments. It uses simple rhyme and repetition to gradually reveal the sad reality for the student while critiquing the teacher's narrow priorities.
The document is a poem titled "Belfast Confetti" that describes a riot scene in Belfast, Northern Ireland. It uses punctuation marks as metaphors for the objects being thrown during the riot. The speaker is lost and turned around in the "labyrinth" of streets, with every movement "punctuated" by riot police and every question met with "a fusillade of question marks." The poem employs figurative language and poetic devices to convey the chaos and violence of the event.
Here is a possible PQE response:
Point: The poet uses metaphor and imagery to describe violence and conflict in "Belfast Confetti".
Question: How does the poet describe violence and conflict through metaphor and imagery?
Evidence: The poet uses the metaphor of "Belfast Confetti" to represent the debris raining down during a riot. He describes "Nuts, bolts, nails, car-keys" falling "like a fount of broken type".
Explanation: This vivid metaphorical imagery effectively conveys the chaotic scene of a violent riot, with objects being thrown and falling like confetti. It suggests violence through the debris and broken objects used as missiles.
Point: The poet also uses
Here are three paragraphs analyzing how Fell uses words and imagery to convey the horror of the Hiroshima bomb:
Fell employs vivid sensory imagery to depict the immediate aftermath of the explosion. In the first stanza, she describes "the whole blooming sky / went up like an apricot ice," using a simile to vividly capture the visual effect of the mushroom cloud through something sweet yet ephemeral. This juxtaposes the beauty of nature with the destruction, highlighting the bomb's terrible power.
She continues using vivid imagery in gruesome detail. In later stanzas, victims are "scarlet" and "blinded," their "whole stripped skin" hanging off "like an old shoe sole."
A history of english literature in 20 minutes[1]englishcgs
1. This document provides a brief overview of major periods and movements in English literature from classical mythology to postmodernism.
2. Key details include the myths, genres, and conventions that emerged during each period as well as representative authors such as Homer, Chaucer, Shakespeare, Wordsworth, Eliot, and Duffy.
3. Stylistic features emphasized include the development of forms like sonnets, metaphysical conceits, and free verse as well as themes of courtly love, individualism, emotion, and everyday language.