The three stanzas describe the poet's complex relationship with street children as a child. His parents tried to protect him from the rough children due to class differences. While he feared their strength and mocking behavior, copying his lisp, he also admired their freedom and felt jealous. In the last stanza, he pretends to smile and wants to forgive them, but they do not reciprocate his friendly gestures. The poem explores the poet's ambivalence towards the children and social class divisions.
The poem describes a 10-year-old boy's reaction to learning of his father's death from his bald headmaster. Though he cries, it is not from grief but from realizing he can use his father's death to avoid bullying for a while. He feels shame for this, but also relief. At a school assembly where his grief is announced, he feels pride at the attention on him, comparing this pride to a flashing goldfish. The poem explores the boy's conflicting feelings and lesson that death can be used for personal gain.
1) The poem describes a native American man living a simple life gathering shells on a beach until he hears strange noises.
2) He sees huge ships that he perceives as "huge canoes" moving in the bay, with sails like "bellying cloths" and flags like "fluttering coloured signs."
3) The sight of the ships terrifies the man and changes his simple life, as Christopher Columbus and his men introduce a new and frightening world to the native people of America.
The poem describes people's excitement at the prospect of seeing the last rabbit in England, exhibited behind barbed wire on the only patch of grass. They travel by escalator, underground, motorway, and helicopter to see it. At the exhibition, arrangements are made with police, loudspeakers, and banners. However, the rabbit disappears, disappointing the crowd and leaving them questioning what they can do about the destruction of nature. The rabbit worries it will soon be found in its warren under the ground. The poem criticizes how urbanization has reduced nature and comments on humanity's treatment of the natural world.
Blake's poem "London" describes the miserable conditions he observed in the city of London during the Industrial Revolution. Through the use of vivid imagery and rhetorical devices, he depicts a place defined by suffering, where poverty, child labor, and disease run rampant. Blake held those in power, like the church and wealthy landowners, responsible for failing to help the lower classes and end their endless cycle of misery. The poem expresses Blake's Romantic and political beliefs opposing the changes brought about by industrialization.
At a snail's pace please! by Mbuyiseni MtshaliDevon Bird
The poem contrasts the slow, careful movements of a chameleon and snail with the reckless speed of motorists. It describes how the chameleon uses its sticky tongue to catch flies for breakfast and moves across branches like a trapeze artist. Meanwhile, the snail carries enough low-octane fuel in its belly to propel its tiny engine as it searches for cabbage leaves. However, fast cars driven by "speed fiends" leave highways strewn with the "gory confetti" of dead insects after accidents. The poem criticizes how modern technology and fast-paced living disrupt the peaceful rhythms of the natural world.
The poem describes the speaker's experience viewing London from Westminster Bridge at dawn. The speaker is struck by the beauty of the quiet city bathed in early morning sunlight, with landmarks like St. Paul's Cathedral standing out prominently. Though a bustling city, London appears peaceful and natural in the sunlight, with the houses seeming to breathe like a sleeping body. The speaker expresses surprise at feeling more at peace there than in the countryside, attributing the city's beauty to the interplay of sunlight and architecture. In just a few hours, the impression will fade as the city awakens to its usual hustle.
The document provides an overview of poetry, including its defining features, forms, devices, and types. It discusses how poetry differs from prose in its use of figurative language, concise expression, and poetic elements like meter, rhyme, and stanzas. Various poetic forms, terms, and devices are defined, such as sonnets, rhyme schemes, onomatopoeia, and imagery. Examples are provided to illustrate different concepts.
- This poem by William Blake describes the harsh conditions faced by young chimney sweepers in 18th century England. It tells the story of a young boy named Tom Dacre who was sold into chimney sweeping at a young age after his mother died. The poem depicts the grim reality of Tom's life, from crying as his head was shaved to getting covered in soot. It also references other sweepers being locked in "black coffins," representing their difficult situation. However, Tom finds hope in a dream of an angel freeing the sweepers, representing the possibility of escaping their oppression. The poem critiques the unjust social system that allowed child labor and highlights the innocence of the children subjected to it.
The poem describes a 10-year-old boy's reaction to learning of his father's death from his bald headmaster. Though he cries, it is not from grief but from realizing he can use his father's death to avoid bullying for a while. He feels shame for this, but also relief. At a school assembly where his grief is announced, he feels pride at the attention on him, comparing this pride to a flashing goldfish. The poem explores the boy's conflicting feelings and lesson that death can be used for personal gain.
1) The poem describes a native American man living a simple life gathering shells on a beach until he hears strange noises.
2) He sees huge ships that he perceives as "huge canoes" moving in the bay, with sails like "bellying cloths" and flags like "fluttering coloured signs."
3) The sight of the ships terrifies the man and changes his simple life, as Christopher Columbus and his men introduce a new and frightening world to the native people of America.
The poem describes people's excitement at the prospect of seeing the last rabbit in England, exhibited behind barbed wire on the only patch of grass. They travel by escalator, underground, motorway, and helicopter to see it. At the exhibition, arrangements are made with police, loudspeakers, and banners. However, the rabbit disappears, disappointing the crowd and leaving them questioning what they can do about the destruction of nature. The rabbit worries it will soon be found in its warren under the ground. The poem criticizes how urbanization has reduced nature and comments on humanity's treatment of the natural world.
Blake's poem "London" describes the miserable conditions he observed in the city of London during the Industrial Revolution. Through the use of vivid imagery and rhetorical devices, he depicts a place defined by suffering, where poverty, child labor, and disease run rampant. Blake held those in power, like the church and wealthy landowners, responsible for failing to help the lower classes and end their endless cycle of misery. The poem expresses Blake's Romantic and political beliefs opposing the changes brought about by industrialization.
At a snail's pace please! by Mbuyiseni MtshaliDevon Bird
The poem contrasts the slow, careful movements of a chameleon and snail with the reckless speed of motorists. It describes how the chameleon uses its sticky tongue to catch flies for breakfast and moves across branches like a trapeze artist. Meanwhile, the snail carries enough low-octane fuel in its belly to propel its tiny engine as it searches for cabbage leaves. However, fast cars driven by "speed fiends" leave highways strewn with the "gory confetti" of dead insects after accidents. The poem criticizes how modern technology and fast-paced living disrupt the peaceful rhythms of the natural world.
The poem describes the speaker's experience viewing London from Westminster Bridge at dawn. The speaker is struck by the beauty of the quiet city bathed in early morning sunlight, with landmarks like St. Paul's Cathedral standing out prominently. Though a bustling city, London appears peaceful and natural in the sunlight, with the houses seeming to breathe like a sleeping body. The speaker expresses surprise at feeling more at peace there than in the countryside, attributing the city's beauty to the interplay of sunlight and architecture. In just a few hours, the impression will fade as the city awakens to its usual hustle.
The document provides an overview of poetry, including its defining features, forms, devices, and types. It discusses how poetry differs from prose in its use of figurative language, concise expression, and poetic elements like meter, rhyme, and stanzas. Various poetic forms, terms, and devices are defined, such as sonnets, rhyme schemes, onomatopoeia, and imagery. Examples are provided to illustrate different concepts.
- This poem by William Blake describes the harsh conditions faced by young chimney sweepers in 18th century England. It tells the story of a young boy named Tom Dacre who was sold into chimney sweeping at a young age after his mother died. The poem depicts the grim reality of Tom's life, from crying as his head was shaved to getting covered in soot. It also references other sweepers being locked in "black coffins," representing their difficult situation. However, Tom finds hope in a dream of an angel freeing the sweepers, representing the possibility of escaping their oppression. The poem critiques the unjust social system that allowed child labor and highlights the innocence of the children subjected to it.
The document provides context and analysis for Robert Browning's dramatic monologue poem "My Last Duchess". It explains that the poem was inspired by the real-life Duke of Ferrara in 16th century Italy. Through his conversation with an envoy, the Duke reveals details about his deceased wife, the Duchess. He suggests that she was too easily impressed and friendly with others, which grew his jealousy. The analysis notes the Duke takes pride in his wealth and status and enjoyed the power and control he had over his wife, going so far as to have her killed. The document examines the poem to understand both the Duke and Duchess's characters and relationships.
The poet feels joy when seeing a rainbow, as he did as a child and continues to as a man. He hopes this feeling remains as he ages, and would rather die than lose it. He expresses a philosophy that childhood shapes adulthood, as "the Child is a Father of the Man."
This document provides an overview of various elements of poetry, including form, point of view, stanzas, meter, rhyme, figurative language, and types of poems. It defines poetry as using lines and stanzas to express ideas or tell stories. It describes different stanza forms, sound effects like rhythm and meter, and poetic devices such as simile, metaphor, personification, and allusion. Various genres are also summarized, like lyric poems, haiku, cinquain, sonnets, and narrative poems.
This document provides guidance on how to analyze a poem, beginning with reading it multiple times to fully experience it before analysis. It advises paying attention to structural elements like the title, tone, structure, sound, and imagery. Read the poem aloud and note punctuation to understand the intended voice. Paraphrase lines and determine the speaker. Be open to interpretation as poets carefully select words, and images may symbolize deeper meaning. Poems often lack a single definitive reading. Most importantly, enjoy the experience of reading poetry.
The poem describes the uniformity and planned nature of suburbia through four stanzas. Stanza 1 notes the orderly and rational characteristics of the trees, lawns, and houses. Stanza 2 highlights some flaws, such as driveways that "neatly side-step hysteria" and roofs that avoid the hot sun. Stanza 3 suggests the planned nature of suburbia will eventually crack as the houses succumb to time. Stanza 4 introduces the "city planners", interpreted as real estate agents who work to develop and sell properties in scattered, unsurveyed areas.
Twelfth Night by William Shakespeare is set in the fictional land of Illyria. Duke Orsino loves Countess Olivia but she refuses his advances while mourning her brother. Meanwhile, Viola washes ashore after a shipwreck and disguises herself as a man named Cesario to serve Orsino. However, Olivia falls for Cesario. Elsewhere, Sir Toby, Maria and Sir Andrew plot against Malvolio, tricking him for their own amusement. Ultimately the true identities are revealed and the couples are united with Viola and Orsino and Olivia and Viola's twin brother Sebastian.
The poem calls out to John Milton and wishes he was alive today to help England. The speaker sees the country as stagnant and lacking the traditions that once brought inner happiness. He worries the English people have become selfish and calls on Milton to inspire a return to manners, virtue and power. The poem praises Milton's divine and majestic writing and character, comparing his poetic voice to the sea and emphasizing his humble nature despite his talents.
The document defines and provides examples of different types of irony:
- Situational irony occurs when something happens that is unexpected or contrary to what is typical (e.g. a fire station burning down).
- Dramatic irony involves the audience knowing something that characters in a story do not (e.g. knowing a boogeyman is hiding while the character does not).
- Verbal irony involves saying something that means the opposite of the literal words (e.g. saying a date is "dressed up" when they are not).
The document then provides examples of situations and quotes that demonstrate situational, dramatic, or verbal irony.
The poem describes the poet sitting in a grove, listening to the sounds of nature and observing the birds and plants. This leads the poet to reflect on how nature brings joy and beauty, while man creates suffering through things like jealousy, enmity and war. The poet laments what man has made of himself and humanity. In contrast to the harmony of nature, man distances himself from nature and causes misery.
Twelfth Night is a comedy by William Shakespeare believed to have been written around 1601-1602. It is set in Illyria and follows the story of twins Viola and Sebastian who are separated during a shipwreck. Viola disguises herself as a man named Cesario and enters the service of Duke Orsino, who sends Cesario to profess his love to Countess Olivia, though Olivia ends up falling in love with Cesario. Meanwhile, several characters conspire to trick Olivia's steward Malvolio into believing Olivia loves him as a means of revenge.
This document discusses three types of irony: verbal, dramatic, and situational. Verbal irony involves saying something that means the opposite. Dramatic irony occurs when the audience knows something a character does not. Situational irony involves an unexpected situation that contradicts what was expected. Examples of each type are provided.
The poem "Ozymandias" describes a traveler's encounter with the remains of a statue in the desert. The traveler sees two enormous stone legs standing in the desert, with a shattered face lying nearby. The inscription on the pedestal reads "My name is Ozymandias, king of kings: Look upon my work, ye Mighty, and despair!" However, nothing else remains of the king's once-mighty rule. Time has destroyed all evidence of Ozymandias' power and grandeur, leaving only endless, barren sands stretching as far as the eye can see. The poem mocks human arrogance and the fleeting nature of power and glory.
The ancient mariner is a poem written by Samuel Taylor Coleridge. In this poem, he talks about an old sailor who happened to stop one of the three wedding guests to listen to his woeful tale. The wedding guest was bewitched by the mariner's glittering eye and he sat down to hear his narrative of his disastrous journey he undertook.
This document provides information about sonnets and their types. It defines a sonnet as a 14-line lyric poem written in iambic pentameter. It introduces the two main types of sonnets: the Petrarchan sonnet, which has an octave and sestet structure, and the Shakespearean or Elizabethan sonnet, which has a three quatrain structure followed by a couplet. It provides an example of Shakespeare's famous Sonnet 18 to illustrate the Shakespearean form.
William Wordsworth was an English Romantic poet born in 1770 in Cumbria, England. He was inspired by nature from a young age while exploring the Lake District. Some of his most famous works include Lyrical Ballads, which he wrote with Samuel Taylor Coleridge, and poems like "I Wandered Lonely as a Cloud" and "Tintern Abbey." Wordsworth had a close relationship with his sister Dorothy and married Mary Hutchinson in 1802. He spent many years in the Lake District before becoming Poet Laureate of England in 1843. Wordsworth died in 1850 at the age of 80.
The poem "Charge of the Light Brigade" by Alfred, Lord Tennyson memorializes the British Light Brigade's disastrous charge against Russian forces during the Battle of Balaclava in the Crimean War. In 6 stanzas of rhyming couplets, Tennyson recounts how 600 cavalrymen were ordered to charge directly into enemy cannons despite being outnumbered and surrounded. Over 150 soldiers were killed or injured in the failed attack. Though a strategic mistake, Tennyson focuses on honoring the bravery and sacrifice of the Light Brigade, who obeyed orders without question and fought nobly against overwhelming odds in the "valley of Death."
An oxymoron is a figure of speech that combines contradictory terms. It stops the reader and causes them to think, generating a new concept. Examples of oxymorons provided include "small crowd", "act naturally", and "tragic comedy". The document then provides several examples of oxymorons used in sentences, such as "silent scream", "eloquent silence", and "intense apathy". It notes that while the individual words have contradictory definitions, together they create a new meaning.
This document defines oxymorons as figures of speech that use contradictory terms and provides examples like "jumbo shrimp" and "pretty ugly." It notes that William Shakespeare used oxymorons in his works, such as in Romeo and Juliet with the line "O brawling love! O loving hate!" The document concludes that oxymorons serve purposes like creating humor, accidental contradictions, and emphasis.
This document provides an overview of Shakespearean sonnets including definitions of key terms used in analyzing poetry. It discusses the typical structure of a Shakespearean sonnet including the rhyme scheme of ABAB CDCD EFEF GG. As an example, it analyzes Shakespeare's Sonnet 18, breaking it down into its three quatrains and concluding couplet. It also briefly summarizes Sonnet 29. The document encourages writing an original sonnet using the typical structure and provides guidance on how it will be graded.
Punctuation Marks and How to Use Them: Complete Writing Guide. Punctuation Marks, Definition and Example Sentences - English Grammar Here. Scholarship essay: Punctuation essay. What Is Punctuation? Useful Punctuation Rules amp; Punctuation Marks In .... What is Punctuation? Useful Punctuation Rules amp; Punctuation Marks in .... Punctuation Rules at Custom Academic Writing. How Important is Punctuation for IELTS Writing Section? IELTS Online .... Punctuation Paragraphs - School and the City. Punctuation Essay Help! Tips on Grammar, Punctuation and Style. How to use punctuation marks in essays. 5 Rules for Punctuating .... Punctuation: Definition, Types and Usage Rules - Smart eNotes. Proper Punctuation: Paragraph Rewrite Punctuat
The document provides background on English poet Stephen Spender and analyzes his poem "An Elementary School Classroom in a Slum". Spender was concerned with themes of social injustice and used his poetry to advocate for the rights of the less fortunate. The poem depicts a grim classroom in a slum as a metaphor for the neglect of slum children and lack of opportunities for their education and growth. Through vivid imagery, Spender conveys the despair of the children's living conditions and calls on those in power to improve access to education to give slum children hope for a better future.
The document provides context and analysis for Robert Browning's dramatic monologue poem "My Last Duchess". It explains that the poem was inspired by the real-life Duke of Ferrara in 16th century Italy. Through his conversation with an envoy, the Duke reveals details about his deceased wife, the Duchess. He suggests that she was too easily impressed and friendly with others, which grew his jealousy. The analysis notes the Duke takes pride in his wealth and status and enjoyed the power and control he had over his wife, going so far as to have her killed. The document examines the poem to understand both the Duke and Duchess's characters and relationships.
The poet feels joy when seeing a rainbow, as he did as a child and continues to as a man. He hopes this feeling remains as he ages, and would rather die than lose it. He expresses a philosophy that childhood shapes adulthood, as "the Child is a Father of the Man."
This document provides an overview of various elements of poetry, including form, point of view, stanzas, meter, rhyme, figurative language, and types of poems. It defines poetry as using lines and stanzas to express ideas or tell stories. It describes different stanza forms, sound effects like rhythm and meter, and poetic devices such as simile, metaphor, personification, and allusion. Various genres are also summarized, like lyric poems, haiku, cinquain, sonnets, and narrative poems.
This document provides guidance on how to analyze a poem, beginning with reading it multiple times to fully experience it before analysis. It advises paying attention to structural elements like the title, tone, structure, sound, and imagery. Read the poem aloud and note punctuation to understand the intended voice. Paraphrase lines and determine the speaker. Be open to interpretation as poets carefully select words, and images may symbolize deeper meaning. Poems often lack a single definitive reading. Most importantly, enjoy the experience of reading poetry.
The poem describes the uniformity and planned nature of suburbia through four stanzas. Stanza 1 notes the orderly and rational characteristics of the trees, lawns, and houses. Stanza 2 highlights some flaws, such as driveways that "neatly side-step hysteria" and roofs that avoid the hot sun. Stanza 3 suggests the planned nature of suburbia will eventually crack as the houses succumb to time. Stanza 4 introduces the "city planners", interpreted as real estate agents who work to develop and sell properties in scattered, unsurveyed areas.
Twelfth Night by William Shakespeare is set in the fictional land of Illyria. Duke Orsino loves Countess Olivia but she refuses his advances while mourning her brother. Meanwhile, Viola washes ashore after a shipwreck and disguises herself as a man named Cesario to serve Orsino. However, Olivia falls for Cesario. Elsewhere, Sir Toby, Maria and Sir Andrew plot against Malvolio, tricking him for their own amusement. Ultimately the true identities are revealed and the couples are united with Viola and Orsino and Olivia and Viola's twin brother Sebastian.
The poem calls out to John Milton and wishes he was alive today to help England. The speaker sees the country as stagnant and lacking the traditions that once brought inner happiness. He worries the English people have become selfish and calls on Milton to inspire a return to manners, virtue and power. The poem praises Milton's divine and majestic writing and character, comparing his poetic voice to the sea and emphasizing his humble nature despite his talents.
The document defines and provides examples of different types of irony:
- Situational irony occurs when something happens that is unexpected or contrary to what is typical (e.g. a fire station burning down).
- Dramatic irony involves the audience knowing something that characters in a story do not (e.g. knowing a boogeyman is hiding while the character does not).
- Verbal irony involves saying something that means the opposite of the literal words (e.g. saying a date is "dressed up" when they are not).
The document then provides examples of situations and quotes that demonstrate situational, dramatic, or verbal irony.
The poem describes the poet sitting in a grove, listening to the sounds of nature and observing the birds and plants. This leads the poet to reflect on how nature brings joy and beauty, while man creates suffering through things like jealousy, enmity and war. The poet laments what man has made of himself and humanity. In contrast to the harmony of nature, man distances himself from nature and causes misery.
Twelfth Night is a comedy by William Shakespeare believed to have been written around 1601-1602. It is set in Illyria and follows the story of twins Viola and Sebastian who are separated during a shipwreck. Viola disguises herself as a man named Cesario and enters the service of Duke Orsino, who sends Cesario to profess his love to Countess Olivia, though Olivia ends up falling in love with Cesario. Meanwhile, several characters conspire to trick Olivia's steward Malvolio into believing Olivia loves him as a means of revenge.
This document discusses three types of irony: verbal, dramatic, and situational. Verbal irony involves saying something that means the opposite. Dramatic irony occurs when the audience knows something a character does not. Situational irony involves an unexpected situation that contradicts what was expected. Examples of each type are provided.
The poem "Ozymandias" describes a traveler's encounter with the remains of a statue in the desert. The traveler sees two enormous stone legs standing in the desert, with a shattered face lying nearby. The inscription on the pedestal reads "My name is Ozymandias, king of kings: Look upon my work, ye Mighty, and despair!" However, nothing else remains of the king's once-mighty rule. Time has destroyed all evidence of Ozymandias' power and grandeur, leaving only endless, barren sands stretching as far as the eye can see. The poem mocks human arrogance and the fleeting nature of power and glory.
The ancient mariner is a poem written by Samuel Taylor Coleridge. In this poem, he talks about an old sailor who happened to stop one of the three wedding guests to listen to his woeful tale. The wedding guest was bewitched by the mariner's glittering eye and he sat down to hear his narrative of his disastrous journey he undertook.
This document provides information about sonnets and their types. It defines a sonnet as a 14-line lyric poem written in iambic pentameter. It introduces the two main types of sonnets: the Petrarchan sonnet, which has an octave and sestet structure, and the Shakespearean or Elizabethan sonnet, which has a three quatrain structure followed by a couplet. It provides an example of Shakespeare's famous Sonnet 18 to illustrate the Shakespearean form.
William Wordsworth was an English Romantic poet born in 1770 in Cumbria, England. He was inspired by nature from a young age while exploring the Lake District. Some of his most famous works include Lyrical Ballads, which he wrote with Samuel Taylor Coleridge, and poems like "I Wandered Lonely as a Cloud" and "Tintern Abbey." Wordsworth had a close relationship with his sister Dorothy and married Mary Hutchinson in 1802. He spent many years in the Lake District before becoming Poet Laureate of England in 1843. Wordsworth died in 1850 at the age of 80.
The poem "Charge of the Light Brigade" by Alfred, Lord Tennyson memorializes the British Light Brigade's disastrous charge against Russian forces during the Battle of Balaclava in the Crimean War. In 6 stanzas of rhyming couplets, Tennyson recounts how 600 cavalrymen were ordered to charge directly into enemy cannons despite being outnumbered and surrounded. Over 150 soldiers were killed or injured in the failed attack. Though a strategic mistake, Tennyson focuses on honoring the bravery and sacrifice of the Light Brigade, who obeyed orders without question and fought nobly against overwhelming odds in the "valley of Death."
An oxymoron is a figure of speech that combines contradictory terms. It stops the reader and causes them to think, generating a new concept. Examples of oxymorons provided include "small crowd", "act naturally", and "tragic comedy". The document then provides several examples of oxymorons used in sentences, such as "silent scream", "eloquent silence", and "intense apathy". It notes that while the individual words have contradictory definitions, together they create a new meaning.
This document defines oxymorons as figures of speech that use contradictory terms and provides examples like "jumbo shrimp" and "pretty ugly." It notes that William Shakespeare used oxymorons in his works, such as in Romeo and Juliet with the line "O brawling love! O loving hate!" The document concludes that oxymorons serve purposes like creating humor, accidental contradictions, and emphasis.
This document provides an overview of Shakespearean sonnets including definitions of key terms used in analyzing poetry. It discusses the typical structure of a Shakespearean sonnet including the rhyme scheme of ABAB CDCD EFEF GG. As an example, it analyzes Shakespeare's Sonnet 18, breaking it down into its three quatrains and concluding couplet. It also briefly summarizes Sonnet 29. The document encourages writing an original sonnet using the typical structure and provides guidance on how it will be graded.
Punctuation Marks and How to Use Them: Complete Writing Guide. Punctuation Marks, Definition and Example Sentences - English Grammar Here. Scholarship essay: Punctuation essay. What Is Punctuation? Useful Punctuation Rules amp; Punctuation Marks In .... What is Punctuation? Useful Punctuation Rules amp; Punctuation Marks in .... Punctuation Rules at Custom Academic Writing. How Important is Punctuation for IELTS Writing Section? IELTS Online .... Punctuation Paragraphs - School and the City. Punctuation Essay Help! Tips on Grammar, Punctuation and Style. How to use punctuation marks in essays. 5 Rules for Punctuating .... Punctuation: Definition, Types and Usage Rules - Smart eNotes. Proper Punctuation: Paragraph Rewrite Punctuat
The document provides background on English poet Stephen Spender and analyzes his poem "An Elementary School Classroom in a Slum". Spender was concerned with themes of social injustice and used his poetry to advocate for the rights of the less fortunate. The poem depicts a grim classroom in a slum as a metaphor for the neglect of slum children and lack of opportunities for their education and growth. Through vivid imagery, Spender conveys the despair of the children's living conditions and calls on those in power to improve access to education to give slum children hope for a better future.
The Woman Who Was Not There by Joelle Taylor SAMPLEBurning Eye
Joelle Taylor is a poet, spoken word artist, playwright and novelist. She is a former UK slam champion and founder and artistic director of the Poetry Society’s national solo youth slam SLAMbassadors UK. She has produced four plays for theatre as well as several texts on performance practice. This is her second poetry collection.
"Joelle observes the reality of modern-day life, pinpoints the absurdities and the injustices, and then reminds us that we are human, and that sometimes the best way to make sense of it is through poetry. The thing I have always liked about Joelle’s poetry is that it has guts, it has rhythm, and it has attitude. The thing I like about this collection is that it continues that tradition.
In these times of austerity, hypocrisy, political corruption, and mindless reality television, we need poetry like this. Joelle Taylor does not mess about. Her poetry is fearless. It gets right to the point.
Her poetry has purpose."
Benjamin Zephaniah
"A city gritty heart-beaten tattoo."
John Hegley
"Joelle Taylor continues to propel poetry in not only innovative but in very crucial ways. Her work launches itself from a world that has been lived in a thousand hapless times, managing to unearth within the reader the deepest sense of tragedy, love and hope."
Anthony Anaxagorou
"The title misleads us, as these are the tumultuously heart-rending words of a woman who is actually very much here, there, everywhere. Joelle Taylor has written an epic collection of raw emotion distilled into a distinctly unique style of language. Put this in your bag, on your tongue, in your chest."
Sabrina Mahfouz
"Joelle Taylor’s a shape-shifter, myth-maker, linguistic risk-taker; poetical activist, surrealist with a raised fist. She knows how to handle a pen. Razor sharp, tattooed or AWOL, her women are the best dressed men. Her material – fractured glass and human skin; the effect – a maze, a mosaic, a hall of mirrors. She redefines the dispossessed, the caged in and gives them a way out."
Patience Agbabi
- Seamus Heaney was an Irish poet born in 1939 in Northern Ireland who died in 2013 in Dublin.
- The poem "Digging" describes how Heaney sees himself as the third generation to "dig", with his grandfather digging turf and his father digging potatoes, while he now digs by writing poetry with his pen.
- Heaney uses imagery of smells, sounds and textures to vividly depict the physical work of digging and evoke memories of his father and grandfather. At the end, he decides that while unable to physically dig like them, he will dig in his own way through writing poetry.
This document provides information about a lesson on Shakespeare's sonnets and sexuality. It begins with a mind map activity to get students thinking about what they know about Shakespeare, his work, and his sonnets. It then discusses how some of Shakespeare's sonnets could be read as addressing men or having bisexual themes. The document outlines how being bisexual was viewed negatively in Elizabethan England. The majority of the lesson involves closely analyzing Sonnet 144 and discussing its themes of bisexuality and attraction to both men and women. Students act out the sonnet, discuss how the poet feels, and how the poem could still be relevant today in discussions of sexuality.
Stephen Spender's poem describes the depressing conditions faced by students in an elementary school classroom located in a slum. The children's pale faces and thin frames illustrate their deprived state. While motivational pictures adorn the dirty walls, the realities of the children's lives are far removed from these idealized images. Trapped within the narrow confines of their impoverished world, the children's futures appear bleak and hopeless. In the final stanza, the poet appeals to authorities to break open the restrictions confining these children and expose them to nature, allowing their potential to blossom.
Poem 2 an elementary school classroom in a slumalkavashisht
1) The poem describes a classroom in an impoverished slum, where the students suffer from malnutrition, disease, and lack of basic resources.
2) Images on the classroom walls depict prosperous places that are far removed from the students' bleak reality, giving them only false hope.
3) The poem calls on those in power to reform the education system and help these underprivileged children access opportunities, facilities, and knowledge to escape from poverty, rather than leaving them trapped in a hopeless situation.
Literary Devices are common structures used in writing.pptxJudelyndeRamos1
The English language encompasses a host of literary devices that make it so rich and expressive. They provide a broad structure under which all the types of literature are classified, studied, and understood. The importance of literature in the portrayal of human emotions is best understood by the application of these devices.
This poem reflects on childhood memories of playing in a wild coastal area with a friend. In the first stanza, the speaker asks his friend if he remembers the setting, which had a lone tree protecting the point from the harsh sea. In the second stanza, the boys are described building a fort from branches of this tree, which is now dead. The final stanzas reflect sadly on how their youthful dreams and the natural surroundings have changed, leaving the speaker to cling to memories of their friendship.
Summary Of The Essay Selected Snobberies By Aldous HuxleyRhonda Ramirez
The document discusses how to hire lawyer agencies and the services they can provide. It states that lawyer agencies can help individuals with various legal tasks and formalities, such as family immigration processes and real estate transactions. Hiring a lawyer agency allows individuals to have legal work completed for a fee without having to do it themselves. The document argues that lawyer agencies are useful for both large businesses and small households.
Spender's poem "An Elementary School Classroom in a Slum" depicts poor children trapped by their social circumstances. The first stanza describes the dreary physical and mental states of the students, exhausted and without hope. The second stanza shows their classroom contains donated materials, but offers no glimpse into their impoverished world outside. While the donations aim to educate, Spender suggests they only serve to contain the children. The last stanza pleads for these children to be freed from social constraints and directly experience the worlds of literature.
An elementary school classroom in a slumShivani Singh
The poem describes a classroom in a slum and the poor conditions faced by the children there. It depicts three children - a tall girl with a weighed down head, an undernourished boy compared to paper with "rat's eyes", and a younger boy still dreaming of playing outside. The classroom has donations on the cracked walls but provides a stark contrast to the children's realities. The poem urges the authorities to break open the windows and doors of such classrooms, expose the children to nature, and ensure they receive a quality education, allowing their potential to blossom instead of facing a bleak future trapped in the slum.
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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3. My parents kept me from children who were rough
and who threw words like stones and who wore torn clothes.
Their thighs showed through rags. They ran in the street
And climbed cliffs and stripped by the country streams.
4. I feared more than tigers their muscles like iron
And their jerking hands and their knees tight on my arms.
I feared the salt coarse pointing of those boys
Who copied my lisp behind me on the road.
5. They were lithe, they sprang out behind hedges
Like dogs to bark at our world. They threw mud
And I looked another way, pretending to smile,
I longed to forgive them, yet they never smiled.
6.
7. Stephen Spender was an English poet, essayist and
novelist who dealt with the theme of social injustice and
class disparities. His parents were literary people too.
Stephen Spender had a foot affliction and he lisped
while he spoke; this made his parents extra careful
about exposing him to rough handling and bullying in
school.A reading of this poem however makes us
wonder whether he approved of that move entirely. He
seems to have been ambivalent about the whole issue.
He was not comfortable with the roughness of the street
children either.
8.
9. This poem has strong autobiographical overtones. Stephen
Spender had a club foot and he lisped while talking. His
parents tried to shelter him from the rough street children.
While Spender seems to have been uncomfortable with their
coarse speech and rude gestures, he admired the strength of
their bodies and the freedom they enjoyed.They could come
and go as they liked and they were uninhibited (“stripped by
the country streams”). His overtures of friendship were
rebuffed by them; perhaps they mistrusted people of his class.
The tone is in parts wistful and there is a longing for physical
perfection that he could see in the children.
10.
11. The first two stanzas describe why his parents kept Spender
away from the street children. In the last stanza he says,
though he was afraid of their ways and feared their strength,
he wanted to be friendly but they rebuffed his overtures of
friendship. The children were coarse and rude in speech.The
speaker says that they flung out words like they would stones.
Their clothes were in tatters and their lithe bodies showed
through the tears.They spent the day roaming the town and
the countryside.The poet seems to have feared their strong
bodies more than the words they flung about as they were
capable of inflicting pain on him. In spite of that he tried to be
friendly with them but they rebuffed him.
12.
13. This poem could be a personal or biographical depiction of
Spender’s early life suffering the disability of a club foot and a
speech impediment. The use of the first person, stark
contrasts, and ambiguity give us a vivid picture of a child
troubled by a superiority/inferiority complex.
While his parents are condescending towards the rough coarse
children, the child appears envious of their carefree liberty,
their unbridled animal prowess and uninhibited playfulness,
yet resentful of their bullying behaviour to him. We can
visualise the persona through antithesis.
14. He is everything that they are not; softly spoken (words like
stones), well dressed (torn clothes, rags), passive (they ran and
climbed), inhibited – modesty (they stripped by country
streams), weak (muscles of iron), well mannered (salt course
pointing), lisp (parodied by copying), clumsy (lithe), and
friendly (hostile – they never smiled).
15. His attempts at conciliation and acceptance are rebuffed but
he appears to blame his parents for psychologically damaging
him by over protection or shielding him from a natural
childhood. While their superior attitude (snobbery?) has
excluded him from mainstream society he ambivalently
identifies with his parents by having the boys spring “like dogs
to bark at our world”.
Who is more to blame, the boys or his parents? Good
literature avoids giving answers but rather allows the
responders to do their own thinking and reach their own
conclusions.
16.
17. Stanza 1
The poet’s parents sought to protect him from
the street children.They were rude in speech
and were dressed in rags.They were
uninhibited and stripped off their clothes and
swam in the country rivers.
18. Stanza 2
The speaker feared the brute strength of the boys.They
were muscular and did not hesitate to use their arms
and legs.The poet was also scared of their mocking
ways.They laughed behind his back, imitating his lisp.
19. Stanza 3
The boys were like vandals; they threw mud at people
and pounced on them. But despite all this, the speaker
was forgiving. He wanted to be friendly and smiled at
them. But they did not reciprocate the friendly
overtures.
20.
21. The poet is really scared of the boys who live on the streets.
They belong to a different world altogether.The parents try to
protect him from them.While the speaker fears their superior
strength, he also admires it. In some ways, he is superior to
them but in other ways, he is inferior.This ambivalence runs
through the poem.
22. “My Parents Kept Me From Children WhoWere Rough” deals
with class differences. The adult poet looks back at how it felt
to be a child whose middle-class parents warned him to stay
away from the “rough” working-class boys.
The poem’s narrator is ambivalent. Like his parents, he is
afraid of the rough boys, but he also feels a mixture of
attraction, jealousy and shame.
23. The poem begins, “My parents kept me from children who
were rough.” It would have been more accurate to say that his
parents *tried* to keep him from children who were rough
because his parents weren’t fully successful I keeping their son
and the rough children apart.
24. The rough children follow the narrator on the road, imitating
his lisp. They pin him down – “their knees tight on [his] arms”
– or at least he feared that they would. There is a gap between
his parents’ intentions and the reality of his life.
The narrator envies the freedom of the rough boys, the way
they can run in the street, climb cliffs, and strip by the country
streams. The narrator must have been expected to act with
middle-class propriety, walking demurely down the street,
never going outside wearing torn clothing.
25. To the narrator, the rough children are wild. He compares
them to tigers and dogs. Like animals, the children were free
from having to abide by suffocating middle-class conventions,
and the narrator is jealous.
The tone of the poem shifts in the last two lines: “While I
looked the other way, pretending to smile. / I longed to forgive
them, but they never smiled.”
26. The narrator only pretends to smile. Conventional polite
middle-class behaviour often requires people to put on a
phony smile. That may smooth over some social interactions,
but it also can create distance. A genuine smile brings people
closer together. It is infectious. We instinctively respond to a
genuine smile with one of our own. A real smile can bridge
gaps between people, creating communication between
people who speak different languages – or who come from
different classes.
The rough boys, though, don’t respond to the narrator’s phony
smile. The narrator is disappointed. But why did he “long[] to
forgive them” in the first place?
27. At first glance, the line about forgiveness seems
condescending – who is he to offer forgiveness to them? But
there are two things he might have wanted to forgive. The
first is the way the rough boys treated him personally, making
fun of his lisp and pinning him down. The second is for their
side in the class struggle, their “bark[ing]” at the narrator’s
world.
Unless the narrator can offer more than a phony smile,
though, his offer of forgiveness will not be accepted. Perhaps
that is what Spender, as an adult poet, now realizes as he looks
back at an earlier time.
28.
29. Line 1 –The boy’s parents try to keep him away from the
bullies as the family comes from a privileged social
background.
Line 2 –Their words hurt him in the same way real stones
would do.
Lines 3-4 –The poet feels admiration and jealousy since these
boys enjoy a greater freedom than his. He cannot be that free
due to the constant supervision of his parents.
30. Line 5 –The boys were stronger than him and he was afraid of
them.
Lines 7-8 –The use of the word “salt” may refer to the boys’
feeling that by making fun of his speech defect they are adding
insult to injury and rubbing salt into the wound.
Line 9 – Bullies are very agile, active and always up to trouble.
The poet uses hard consonants to imply the roughness of the
bullies.
Line 10 –The boy does not like being of a higher class as the
bullies do not allow him to fit in.
Line 12 – It is very clear that there is a gap between what the
poet wants and what is actually happening in reality.
31.
32. 3 stanzas
No rhyming scheme
Enjambment (“….from children who were rough /
and who threw …”)
33.
34. Social class which brings about
bullying and intolerance.A boy
being bullied by a group of children
coming from a different family
class.
35.
36. Sadness (“threw words like stones”)
Fear (“I feared more than tigers their muscles like
iron”), (“I feared the salt course pointing of those
boys”)
Jealousy (“They ran in the street / And climbed cliffs
and stripped by the country streams”)
37.
38. Harsh as the poet uses hard consonants,
but there is a shift of tone as it becomes
softer in the last stanza
42. Similes (“threw words like stones”); (“muscles
like iron”); (“Like dogs to bark at our world”)
Metaphor (“I feared more than tigers”)
Alliteration (“climbed cliffs”)
43.
44. “My Parents Kept Me From Children WhoWere Rough” (often
shortened to “My Parents Kept Me”) is thought to be very
autobiographical. Stephen Spender, who came from a middle-
class family, was brought up with the mentality of being better
than the working class children in every aspect. Hence the
main theme put forth in this poem is that of class differences
which in turn bring about bullying and intolerance.
45. The adult poet looks back on his childhood and recalls how his
parents used to warn him to stay away from “rough” working-
class boys. The poem’s speaker is ambivalent (he faces a
dilemma). His parents’ concern and suspicion of the boys has
rubbed off on him. On the other hand, it is also true that the
poet feels a certain admiration and jealousy since these boys
enjoy a greater freedom than he does. They can actually do
whatever they want, whenever they want. This is something
he is not allowed to experience because of the constant
parental surveillance (SUPERVISION). Furthermore, he feels a
sense of shame at being part of a higher class than theirs since
this does not allow him to fit in.
46. The poem starts with the verse, My Parents Kept me from
children who were rough, which is not completely accurate.
The parents rather try to keep their son away from these
miscreants but are not totally successful. In fact, the boys
follow the narrator wherever he goes and imitate his lisp (A
SPEECH IMPEDIMENT). They even abuse him physically –
their knees tight on [his] arms. So it is very clear that there is a
significant gap between what the parents want and what is
actually happening in reality.
47. As mentioned before, the narrator envies the freedom of the
rough boys, and this is evident in the way he writes about how
they run in the street, climb cliffs, and strip by the country
streams. Contrastingly, the middle-class propriety required
the narrator to walk demurely (IN A PROPER MANNER) and to
always be appropriately dressed.
48. The wild nature of the boys comes out strongly through
Spender’s use of Animal Imagery. We see how the boy feared
more than tigers their muscles like iron and how he perceives
(SEES) the boys as dogs that are ready to bark at his world.
49. In the last stanza, there is a shift in tone when the poet writes:
While I looked the other way, pretending to smile
I longed to forgive them, but they never smiled.
We note how the poet only pretends to smile; this can be
taken as an attempt on the narrator’s part to befriend the
rough boys. A smile is a universal (WORLD-WIDE) code for
friendship and it can, at times, smooth over (SOLVE) any social
issues (PROBLEMS) that there might be. Unfortunately, the
rough boys do not respond to this attempt and this
disappoints the narrator. The fact that he feels to be in a
position to forgive them might sound condescending (TO
HAVEA SENSEOF SUPERIORITY). He might feel he needs to
forgive them for hurting him personally, but also for his class
to forgive their class for barking at their world.
50.
51. The poem is divided into three stanzas of four verses each.
The lines are roughly of the same length, containing from 10 to
12 syllables each. The rhythm of the poem is irregular and the
fact that there is no fixed rhyming pattern suggests that
Stephen Spender meant the poem to be more of a narrative.
52. As regards diction, there seems to be a repetition of the word
‘and’ and the word ‘they’. This might suggest that the poet is
trying to write from the point of view of a child. On the other
hand, the structure of certain sentences is not that simple. For
instance, if one considers how the structure of the verse I
feared more than tigers their muscles like iron is inverted, it is
definitely not something that a child would write.
53.
54. Who threw words like stones – a simile showing
that the words that the bullies used cause him as
much pain as if they were throwing stones at
him.
55. I feared more than tigers their muscles like iron – a simile and a
metaphor. The boys are being compared to tigers (metaphor).
At the same time, their muscles are compared to iron (simile)
suggesting their godlike strength.
56. I feared the salt coarse pointing of those boys – the word salt is a bit
ambiguous (NOT CLEAR). It could be referring to the
expression to put salt in a wound – hence, suggesting the
idea that they add insult to injury by pointing at him and
making fun of him behind his back.
57. Like dogs to bark at our world – another simile. This is a clear
reference to the distinction between the middle and the
working class. It shows how the rough boys are angry at the
middle class because they are deprived of all the fancy things
that this class can offer.