The speaker is a duke who addresses an unknown listener. He draws their attention to a portrait of his former wife, the Duchess, hanging on the wall. The duke reveals that he closely monitored the duchess's behavior and interactions, growing jealous of any admiration or praise she received. He implies he was responsible for her death, which brought a smile he disliked to an end. The duke's possessive and controlling nature is exposed through his boastful yet disturbing monologue. At the end, he invites the listener downstairs while mentioning another artwork, revealing that his companion has been a guest the entire time.
Goe and catche the falling stare by john donne, it includes introduction, summary, themes, analysis, literary devices, tone, conceits, metaaaphysical elements, examples and conclusion.
Goe and catche the falling stare by john donne, it includes introduction, summary, themes, analysis, literary devices, tone, conceits, metaaaphysical elements, examples and conclusion.
Analysis of the poem, my last duchess in the psycho analytical frameworkDayamani Surya
My Last Duchess is perhaps known as the most popular poem by Robert Browning. It stands as a perfect example of his dramatic monologue. The speaker of the poem is the Duke of Ferrara. The location of the poem is the duke's palace. The poem reveals him as a proud, possessive and self seeking individual. He regarded his late wife as a mere object. When she was alive he was enamored by her beauty but never liked her qualities. Moreover, now he was is complete control of the portrait as a pretty art object that he can show to his wife.
Robert Browning explores the themes of possessiveness, power, and control through a conversation between a Duke and an envoy from a potential new wife's family. The Duke, consumed by his obsession with his late wife's perceived lack of loyalty and beauty, reveals his dark and manipulative nature. The poem's chilling atmosphere and the Duke's unsettling remarks hint at the tragic fate of his former wife and foreshadow the potential danger that awaits his future bride.
As with narrative, there are "elements" of poetry that we can focus on to enrich our understanding of a particular poem or group of poems. These elements may include, voice, diction, imagery, figures of speech, symbolism and allegory, syntax, sound, rhythm and meter, and structure. While we may discuss these elements separately, please keep in mind that they are always acting simultaneously in a story. It is difficult, for example, to discuss voice without talking about imagery, sound, meter, diction and syntax. Above all, these elements reveal something about the poem's "theme," meaning, or function.
Voice: Speaker and Tone-
As DiYanni notes, tone refers to the poet's "implied attitude toward its subject. Tone is an abstraction we make from the details of a poem's language: the use of meter and rhyme; the inclusion of certain kinds of details and exclusion of other kinds; particular choices of words and sentence pattern, of imagery and of figurative language" (479). A poem could convey reverence toward its subject, or cynicism, fear, awe, disgust, regret, disappointment, passion, monotony, etc. Tone has a great deal to do with meaning, for a description of a parent would be radically different depending on a poet's attitude toward that parent.
Diction, Imagery, Figures of Speech, Symbolism and Allegory-
Simply put, diction refers to word choice and is intimately related to imagery and figures of speech because a poet chooses a word to achieve a certain sensory, emotional, or intellectual effect. Choosing "wandered," for example, suggests something different than, say, "walked around," "shuffled," "drifted," "floated," etc., for each word suggests a different attitude, image, or connection. Your job is to explore the possibilities, always broadening the meaning and linking it with other words and images. For example, placing words in new contexts creates metaphors, for the word suggests one meaning and the context another.
As noted earlier, word choices creates images, the "concrete representation of a sense impression, feeling, or idea. Images may invoke our sight, hearing, sense of smell and taste, and tactile perceptions." Imagery refers to a pattern of related details. When images form patterns of related details that convey an idea or feeling beyond what the images literally describe, we call them metaphorical or symbolic. The details suggest one thing in terms of another. For example, images of light often convey knowledge and life, while images of darkness suggest ignorance or death. This leap from one image to its symbolic counterpart is based on an interpretive act and must be done in context. For example, white is usually associated with purity, cleanliness, and virginity, but in Moby Dick the great whale is white and suggests absolute evil, but the use that symbolic color is consistent within the novel. Figures of speech refer to special kinds of language use.
Requirement were reading several examples of dramatic poetry, .docxheunice
Requirement: we're reading several examples of "dramatic" poetry, which our "Versification" chapter defines as "poetry, monologue or dialogue, written in the voice of a character assumed by the poet" (2027). Robert Browning's "My Last Duchess " (1842) is a famous example of a dramatic monologue: in this poem, the speaker (likely the Duke of Ferrara) addresses an unnamed person, who is likely an envoy (or representative) of the family of the Duke's prospective new wife.
Read Browning's poem carefully, and then read Richard Howard's "Nikolaus Mardruz to his Master " (1929), which Howard writes from the point of view of the unnamed speaker in Browning's famous poem. For some context, it may help to know that, in Howard's poem, the speaker -- named by Howard as "the Envoy of My Lord the Count of Tyrol" -- is writing a letter to his patron, the Count of Tyrol, father of the prospective bride; the letter is the envoy's report on his visit to the town of Ferrara and his conversation with the Duke. Here is the question for your Reading Post: What does Howard's response to Browning reveal to you about the original poem by Browning that you might otherwise not have noticed?
My Last Duchess
BY ROBERT BROWNING
FERRARA
That’s my last Duchess painted on the wall,
Looking as if she were alive. I call
That piece a wonder, now; Fra Pandolf’s hands
Worked busily a day, and there she stands.
Will’t please you sit and look at her? I said
“Fra Pandolf” by design, for never read
Strangers like you that pictured countenance,
The depth and passion of its earnest glance,
But to myself they turned (since none puts by
The curtain I have drawn for you, but I)
And seemed as they would ask me, if they durst,
How such a glance came there; so, not the first
Are you to turn and ask thus. Sir, ’twas not
Her husband’s presence only, called that spot
Of joy into the Duchess’ cheek; perhaps
Fra Pandolf chanced to say, “Her mantle laps
Over my lady’s wrist too much,” or “Paint
Must never hope to reproduce the faint
Half-flush that dies along her throat.” Such stuff
Was courtesy, she thought, and cause enough
For calling up that spot of joy. She had
A heart—how shall I say?— too soon made glad,
Too easily impressed; she liked whate’er
She looked on, and her looks went everywhere.
Sir, ’twas all one! My favour at her breast,
The dropping of the daylight in the West,
The bough of cherries some officious fool
Broke in the orchard for her, the white mule
She rode with round the terrace—all and each
Would draw from her alike the approving speech,
Or blush, at least. She thanked men—good! but thanked
Somehow—I know not how—as if she ranked
My gift of a nine-hundred-years-old name
With anybody’s gift. Who’d stoop to blame
This sort of trifling? Even had you skill
In speech—which I have not—to make your will
Quite clear to such an one, and say, “Just this
Or that in you disgusts me; here you miss,
Or there exceed the mark”—and if she let
Herself be.
Classifications of Poetry
I. Narrative Poems.
1. Tells a story. (Series of events.)
A. Ballad
1.) very short story
2.) folk product – regular people
3.) simple plot and language
4.) has dialogue
B. Metrical Tale
1.) short story in verse
2.) more descriptions
3.) poet expresses attitudes and opinions
C. Epic
1.) extremely long. (Novel length story in verse.)
2.) about national heroes, kings, great warriors, etc.
3.) elevated tone, lofty style. Language is highly poetic.
II. Lyric Poems.
1. Expresses an emotion. Does not tell a story.
2. Shares a moment – does not explain it.
3. Keys to understand – refer to “Understanding Traditional Poetry.”
a.) Logical content – what the writing actually says.
b.) Emotive content – feeling the writing produces.
A. Reflective Lyric: 99% of school poems fall in this category!!!
1.) Emotional response through recall/ reflection (past tense.)
2.) Usually calm
B. Elegy:
1.) Expresses grief at death.
2.) Usually dignified.
3.) Formal language and structure.
C. Ode:
1.) Any sustained lyric poem of exalted theme.
2.) Often commemorating some important event.
3.) Dignified formal language / irregular structure
D. Sonnet:
1.) Dignified subject matter
2.) FIXED FORM !
a.) Italian (Petrarchan)
abba
abba
cdc, cdc or cdcdcd
b.) English (Shakespearean)
abab
cdcd
efef
gg
III. Dramatic Poetry.
A. Dramatic Narrative: Tells a story by the person involved.
B. Dramatic Monologue: One speaking to others on stage. They listen, character speaks.
C. Soliloquy: One character on stage speaking alone (to himself.)
References:
www.poetrysoups.com
www.allpoetry.com
www.wisegeek.org
www.yourdictionary.com
www.bartleby.com
www.olypen.com
www.goole.com
It is best to know the branches of literature since it evolves and involves our everyday life that connects individuals with larger truths and ideas in a society as it creates a way for people to record their thoughts and experiences that is accessible to others, through fictionalized accounts of the experience.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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1. Poetry Across Time: Character and voice
My Last Duchess
FERRARA
That’s my last Duchess painted on the wall,
Looking as if she were alive. I call
That piece a wonder, now: Fra Pandolf’s hands
Worked busily a day, and there she stands.
Will’t please you sit and look at her? I said
“Fra Pandolf” by design, for never read
Strangers like you that pictured countenance,
The depth and passion of its earnest glance,
But to myself they turned (since none puts by
the curtain I have drawn for you, but I)
And seemed they would ask me, if they durst,
How such a glace came there; so not the first
Are you to turn and ask thus. Sir, ‘twas not
Her husband’s presence only, called that spot
Of joy into the Duchess’s cheek: perhaps
Fra Pandolf chanced to say “Her mantle laps
Must never hope to reproduce the faint
Half flush that dies along her throat”: such stuff
Was courtesy, she thought, and cause enough
For calling up that spot of you. She had
A heart-how shall I say? –too soon made glad,
Too easily impressed; she liked whate’er
She looked on, and her looks went everywhere.
Sir, ‘twas all one! My favor at her breast,
The dropping of the daylight in the West,
The bough of cherries some officious fool
Broke in the orchard for her, the white mule
Key
Language: connotation, imagery, metaphor, simile
Structure and form: stanzas, type, patterns, contrast, juxtaposition
Poetic methods: alliteration, caesura, assonance, rhythm, rhyme
Character and voice: who is speaking and to whom? Tone of voice
Links: comparisons to other speakers, methods and themes
Title (1
st
person): Sense of
ownership, sequences and
aristocracy.
Establishes
location (same
as River God).
Immediate separation between the poet and
speaker – within the theatrical framework of
dramatic monologues.
Genre: plays with
gothic tradition of
examining the dark
secrets behind old
money.
Untold story hidden in
details of the painting – as
with this poem. Similar to
Ozymandias – the
significance of artefacts.
Deliberate use of
ambiguity/
innuendo
suggests
jealousy.
Full rhyming couplets
throughout shows another
affiliation with
Shakespearean theatre.
Metaphor -
letting out of
secrets. Archaic diction evocative
of character – clearly
dating the speaker as a
distant figure.Repetition of
full name
suggests
obsession/
fixation.
The character’s secrets
are betrayed by
semantics as he
chooses words from an
obviously violent field.Browning
makes it clear
that meaning
is to be gained
through
interrogation of
euphemisms.
Duke’s politeness slips
as source of his hidden
turmoil is revealed
through Browning listing
his grievances.
Rhyming couplets are less
conventional for long
narratives, which make
this feel contrived.
2. She rode with round the terrace—all and each
Would draw from her alike the approving speech,
Or blush, at least. She thanks men—good! But thanked
Somehow—I know not how—as if she ranked
My gift of a nine-hundred-years-old name
With anybody’s gift. Who’d stoop to blame
This sort of trifling? Even had you skill
In speech—(which I have not)—to make your will
Quite clear to such a one, and say, “Just this
Or that in you disgusts me; here you miss
Or there exceed the mark”—and if she let
Herself be lessoned so, not plainly set
her wits to yours, forsooth, and made excuse
--E’en then would be some stooping; and I choose
Never to stoop. Oh sir, she smiled, no doubt
Whene’er I passed her; but passed without
Much the same smile? This grew; I gave her commands;
Then all smiles stopped together. There she stands
As if alive. Will’t please you rise? We’ll meet
the company below, then. I repeat
The count your mater’s known munificence
Is ample warrant that no just pretence
Of mine dowry will be disallowed
Though his fair daughter’s self, as I avowed
At starting, is my object. Nay, we’ll go
Together down, sir. Notice Neptune, though,
Taming a sea horse, thought a rarity,
Which Claus of Innsbruck cast in bronze for me!
Duke’s self-interjections become a sign of
his instability or inability to conceal his guilt.
C&V themes – what do each of
the characters in these poems
value most? Speaker is born
into a wealthy
lineage,
cementing the
gothic nature
and creating a
sense of
superiority.
Emphasis on
the importance
of keeping up
appearances –
a character
who values
this over
human life. Enjambment, as with
‘river God’ shows an
inability to fully collate
and separate his
stories from his
emotions.
Rhetorical
question
suggests Duke
has no real
awareness of
who he is
speaking to or
his vast
impropriety.
Ambiguity –
Duke thinks he
has been
cleverer than he
has –
Browning’s
comment on
arrogance and
wealth?
Browning hints
at a sense of
guilt behind
the tyranny?
Voice: clear distinction between
public and private conversations.
Browning’s evocation of
an extreme patriarchy
(comment on Italian
society?)
Chooses art
appealing to
his
vanity/desire
to be god-like.
Preoccupation with artists and prestige.
Structure: we only find out who the listener is at the end to give a
sense of the Duke’s contrived behaviour and also for a bleak, comic
effect in realising who is being told all this info.
Interpretations of the poem:
A commentary on the arrogance of wealthy and powerful men
who see the world as a series of things to be possessed.
A study in how our own subconscious betrays the secrets we
keep when we allow ourselves the vanity to talk at length.