The poem is addressed to the west wind, personifying it as both a destroyer and preserver. It describes the wind driving away dead leaves and carrying seeds to their winter beds. The wind is depicted scattering clouds and heralding an approaching storm. The poet wishes they could join the wind's wanderings over land and sea, but feels weakened by life's struggles. They offer themselves to the wind and hope its voice will spread their message, just as spring must follow winter.
The ppt is about Shelley's poem. It tries to show Shelley's art as a romantic poet as seen in the poem, Ode to the West Wind. Shelley was deeply inspired by the beauty and power of nature, and his poetry often reflects this fascination.He was a strong critic of the established order and believed in the need for revolutionary change. He believed in the importance of personal freedom. The poem sums up all the sublime qualities he deliberated upon
The ppt is about Shelley's poem. It tries to show Shelley's art as a romantic poet as seen in the poem, Ode to the West Wind. Shelley was deeply inspired by the beauty and power of nature, and his poetry often reflects this fascination.He was a strong critic of the established order and believed in the need for revolutionary change. He believed in the importance of personal freedom. The poem sums up all the sublime qualities he deliberated upon
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.
An overview of Emily Dickinson's poetic style.
Information taken from Gale articles and web sources.
Email me for the works Cited page if you're interested.
Brief introduction of the Romantic Age and its characteristics.
Includes:
2 slide introduction
Influential People of the Romantic Age
In dept Characteristics
Concluding Characteristics
End
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.
An overview of Emily Dickinson's poetic style.
Information taken from Gale articles and web sources.
Email me for the works Cited page if you're interested.
Brief introduction of the Romantic Age and its characteristics.
Includes:
2 slide introduction
Influential People of the Romantic Age
In dept Characteristics
Concluding Characteristics
End
Transitional Period & Ode to Evening by William CollinsRaniaAlghamdi3
this presentation was made for my poetry class. it contains information about the transitional period, William Collins, the poem "Ode to Evening", themes of the poem and the figures of speech.
1)Read chapter 20 in CoffinStacey. (read something about Coffin.docxNarcisaBrandenburg70
1)
Read chapter 20 in Coffin/Stacey.
(read something about Coffin/Stacey and write just one pragpragh about it)
2)
read some selections of
Romantic Poems
and write a one-page paper in which you examine some of the main characteristics of the Romantic era. Please be sure to include quoted material.
Romantic Poems
:
Samuel Coleridge
, "Kubla Khan" (1798)
In Xanadu did Kubla Khan
A stately pleasure-dome decree;
Where Alph, the sacred river, ran
Through caverns measureless to man
Down to a sunless sea.
So twice five miles of fertile ground
With walls and towers were girdled round;
And here were gardens bright with sinuous rills
Where blossomed many an incense-bearing tree;
And here were forests ancient as the hills,
Enfolding sunny spots of greenery.
But O, that deep romantic chasm which slanted
Down the green hill athwart a cedarn cover!
A savage place! as holy and enchanted
As e'er beneath a waning moon was haunted
By woman wailing for her demon-lover!
And from this chasm, with ceaseless turmoil seething,
As if this earth in fast thick pants were breathing,
A mighty fountain momently was forced;
Amid whose swift, half-intermittent burst
Huge fragments vaulted like rebounding hail,
Or chaffy grain beneath the thresher's flail.
And 'mid these dancing rocks at once and ever
It flung up momently the sacred river.
Five miles meandering with a mazy motion
Through wood and dale the sacred river ran,
Then reached the caverns measureless to man,
And sank in tumult to a lifeless ocean;
And 'mid this tumult Kubla heard from far
Ancestral voices prophesying war!
The shadow of the dome of pleasure
Floated midway on the waves;
Where was heard the mingled measure
From the fountain and the caves.
It was a miracle of rare device,
A sunny pleasure-dome with caves of ice!
A damsel with a dulcimer
In a vision once I saw.
It was an Abyssinian maid,
And on her dulcimer she played,
Singing of Mount Abora.
`Could I revive within me
Her symphony and song,
To such a deep delight 'twould win me
That with music loud and long,
I would build that dome in air,
That sunny dome! those caves of ice!
And all who heard should see them there,
And all should cry, Beware! Beware!
His flashing eyes, his floating hair!
Weave a circle round him thrice,
And close your eyes with holy dread,
For he on honey-dew hath fed,
And drunk the milk of Paradise.
William Wordsworth
, "The Solitary Reaper" (1807)
Behold her, single in the field,
Yon solitary Highland Lassl
leaping and singing by herself;
Stop here, or gently passl
Alone she cuts and binds the grain,
And sings a melancholy strahl;
O listen for the Vale profound
Is overflowing with the sound.
No Nightingale did ever chaunt
More welcome notes to weary bands
Of travellers in some shally haunt,
Among Arabian sands:
A voice so thrilling ne'er was heard
In spring-time from the Cuckoo-bird,
Breaking the silence of the seas
Among the farthest Hebrides.
Will no on.
IMPOLITE PHILOSOPHY OF LIFE TO A CRITICAL EVALUATION ON PERCY BYSSHE SHELLEY'...Rituparna Ray Chaudhuri
Perhaps,http://youtu.be/R6mefXs5h9o.
The beautiful atmospheric phenomenon with romantic and dignified language, the ferocity and power of west wind respectively presents the genesis of the poem, making the legend to represent the soaring idealism of the Romantics and a radical belief in a Utopia.-Percy Bysshe Shelley in his alliterative poem 'Ode to the West Wind', An Eternal Beauty of Truth and Philosophy.
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.
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.
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
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.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
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.
1. Presented By
S. Shanmuga Priya M.A., M.Phil.,
B.Ed., (PhD)
Department Of English (S.F)
S.B.K.College
Aruppukottai
Ode to the West Wind
by: Percy Bysshe Shelley
2. Ode to the west wind
O WILD West Wind, thou breath of Autumn's being
Thou from whose unseen presence the leaves dead
Are driven like ghosts from an enchanter fleeing,
Yellow, and black, and pale, and hectic red,
Pestilence-stricken multitudes! O thou 5
Who chariotest to their dark wintry bed
The wingèd seeds, where they lie cold and low,
Each like a corpse within its grave, until
Thine azure sister of the Spring shall blow
Her clarion o'er the dreaming earth, and fill 10
(Driving sweet buds like flocks to feed in air)
With living hues and odours plain and hill;
Wild Spirit, which art moving everywhere;
Destroyer and preserver; hear, O hear!
3. Thou on whose stream, 'mid the steep sky's commotion, 15
Loose clouds like earth's decaying leaves are shed,
Shook from the tangled boughs of heaven and ocean,
Angels of rain and lightning! there are spread
On the blue surface of thine airy surge,
Like the bright hair uplifted from the head 20
Of some fierce Mænad, even from the dim verge
Of the horizon to the zenith's height,
The locks of the approaching storm. Thou dirge
Of the dying year, to which this closing night
Will be the dome of a vast sepulchre, 25
Vaulted with all thy congregated might
Of vapours, from whose solid atmosphere
Black rain, and fire, and hail, will burst: O hear!
4. Thou who didst waken from his summer dreams
The blue Mediterranean, where he lay, 30
Lull'd by the coil of his crystàlline streams,
Beside a pumice isle in Baiæ's bay,
And saw in sleep old palaces and towers
Quivering within the wave's intenser day,
All overgrown with azure moss, and flowers 35
So sweet, the sense faints picturing them! Thou
For whose path the Atlantic's level powers
Cleave themselves into chasms, while far below
The sea-blooms and the oozy woods which wear
The sapless foliage of the ocean, know 40
Thy voice, and suddenly grow gray with fear,
And tremble and despoil themselves: O hear!
5. If I were a dead leaf thou mightest bear;
If I were a swift cloud to fly with thee;
A wave to pant beneath thy power, and share 45
The impulse of thy strength, only less free
Than thou, O uncontrollable! if even
I were as in my boyhood, and could be
The comrade of thy wanderings over heaven,
As then, when to outstrip thy skiey speed 50
Scarce seem'd a vision—I would ne'er have striven
As thus with thee in prayer in my sore need.
O! lift me as a wave, a leaf, a cloud!
I fall upon the thorns of life! I bleed!
A heavy weight of hours has chain'd and bow'd 55
One too like thee—tameless, and swift, and proud.
6. Make me thy lyre, even as the forest is:
What if my leaves are falling like its own?
The tumult of thy mighty harmonies
Will take from both a deep autumnal tone, 60
Sweet though in sadness. Be thou, Spirit fierce,
My spirit! Be thou me, impetuous one!
Drive my dead thoughts over the universe,
Like wither'd leaves, to quicken a new birth;
And, by the incantation of this verse, 65
Scatter, as from an unextinguish'd hearth
Ashes and sparks, my words among mankind!
Be through my lips to unawaken'd earth
The trumpet of a prophecy! O Wind,
If Winter comes, can Spring be far behind? 70
7. Literal sense of the poem
Ode to the West Wind is a poem that is literally
addressed to the west wind.
It is personified both as a "Destroyer" and a
"Preserver".
It is seen as a great power of nature that destroys
in order to create, that kills the unhealthy and the
decaying to make way for the new and the fresh.
8. Canto I
“The poet addresses the west wind as "Wild" and the
"Breath of Autumn's Being." It is a powerful force which
drives the dead leaves which are yellow, black, pale and
hectic red, to distant places like ghosts from an enchanter.
The west wind carries winged seeds to their dark wintery
beds underground which remain there till the west winds
sister in the spring season blows and these seeds then
blossom into sweet, scented flowers. The earth then will be
alive with these living lives or colors and scents or
fragrances. In this way the west wind acts both as a
Destroyer and Preserver. “
9. Canto II
“The Shelley describes the powerful effect of the west wind in the sky.
The west wind brakes away the "Clouds" like earth's decaying leaves
from the boughs of Heaven. After being plucked, these assume the
fierce posture of black rain and hail. These rain clouds are compared to
the outspread hair covering the sky from its horizon to its zenith. The
wildness and confusion in the sky is compared to some fierce Maenad,
the worshipper of Bacchus, the Greek God of wine. Maenad worships
god in a frenzied fashion, uplifting her hair like tangled clouds. These
indicate the approaching storm.
The West Wind becomes a dirge (funeral song) which is being sung for
the dying year. The night becomes a vast tomb where vapour have been
built like arches and will soon come down as rain and hail”
10. Canto III
“The west wind blows over the blue Mediterranean sea
which has been described as a vast sleepy snake, which
dreams of old civilization (palaces and towers) rich in
flowers and vegetation. The sea sees "old palaces and
towers" in sleep, which quiver when the west wind blows.
Both the Mediterranean and the Atlantic seas are affected
by the West Wind. The Atlantic's surface gets cut into
chasms to make way for the West Wind and the vegetation
below the surface trembles in fear at the force of the west
wind.”
11. Canto IV
“The West Wind now becomes a personal force. The poet
says that if he were a dead leaf, a swift cloud, a wave, he
could experience the West Wind's power and its strength. In
his childhood, the poet had the power and strength and
could probably out speed the west wind, but now he (the
poet) no longer has the strength as he has been weakened
by the problem, and burdens of life and he is no longer
"tame less,", "swift" and "proud" as he used to be in his
childhood. He is blushing as he has fallen on the thorns of
life - meaning he is facing many problems/crisis in his life
which has drawn away all his strength and power; and he is
now looking up to the west wind, requesting him for his
help.”
12. Canto V
“Despair and trauma which the poet is experiencing now gives way to a
new hope. Shelly offers himself to the west wind in the same way as the
sky, the ocean and the forests do. He asks the west wind to be the
musician who can take out a deep autumnal tone from him and maker
harmoniums music from him in the forest. The poet offers himself to the
west wind to be used as a "lyre" for this purpose. The music thus
produced may be sad but sweet. The poet then goes on to compare
himself to an un-extinguish fireplace with ashes and sparks - meaning
that the poet still has some un-burn power in him. He requests the west
wind to spread this power like it spreads 'ashes' and 'sparks' among
mankind.
The poet ends with the hope that the west wind will carry the poet's
words over the entire universe and be the trumpet of his prophecy.
Winter is symbolic of despair, coldness and death; but spring gives hope
to new life, birth beauty and color. If there is despair now, hope is very
close by so the poet says - if winter comes, can spring be far behind. If
there is despair and hopelessness now, there is hope and optimism close
at hand.”
13. What is the diction
• This poem is written in iambic pentameter and use
a sort of old English dialect. I’d say the language is
formal.
• Percy stresses and un-stresses some words to make
them sound different for a loose fitting rhyme.
• He also tries to manipulate the meter so that the
actual flow of the poem stays consistent since it is
a lyric after all.
14. What are the tone and mood
• The poem as interpreted by the reader would
at first come off as down trotted lyric, but
towards the end change to an optimistic
piece of literature.
• Using darker words, the poet attempts to
portray an atmospheres that is more serious
15. Rhetorical situation
• For the first 3 cantos, Percy is speaking to the
earth, air, and ocean. The last two cantos, he
speaks directly to the wind asking it to lift him
like a leaf, cloud, and wave to make him their
companions in wandering.
• Although he is not speaking to the reader directly
his main goal is to reach the ear of the reader. He
literally wanted his message to be carried by the
west wind to those in England to give them hope.
16. Figurative language
The first line of the poem “Wild West Wind” is an
alliteration.
Throughout the poem the poet addresses the Wind
as a person. This is an example of an apostrophe
and a personification.
There is a paradox in line 14 when Percy calls the
wild spirit of the wind a “destroyer and preserver”
In lines 2 and 3 he uses a simile to compare dead
leaves to a ghost. “the leaves dead are driven like
ghost from an enchanter fleeing”
17. Imagery within the poem
• The dead leaves represent the remnants of
previous seasons that the wind clears up.
• From some of the descriptions on the poem, you
can get the image of a funeral. Dirges, corpses,
the “dying year”, sepulcher, ashes.
18. Sound
• Has a rhyme scheme of aba bcb cdc ded
• The poem is arranged into 5 cantos(parts of a
poem)
• In line 14 the repetition of the phrase “Hear! O
Hear” is not only an alliteration but it puts
emphases on the fact that Percy was trying to
reach the West Wind with his voice.
19. Poem structure
• This poem is a collection of 14 line poems
composed of 4 triplets and a couplet
• It is written in stanzas and has a rhyme pattern of
aba bcb cdc ded