This document contains a selection of poems from the online magazine "Voices de la Luna." It includes 14 poems on various topics such as nature, dreams, art, and cities. The poems range in length from short fragments to longer sonnets. They are written by different poets and cover themes of landscapes, memories, creativity, and social commentary.
The poem describes a boy spending an afternoon lying on a hillside near his home, viewing the familiar landscape around him. He imagines what lies beyond the islands he sees in the distance. A ship passing in the bay represents the outside world. As evening comes, the boy feels at peace in the serene landscape surrounded by sleeping rocks until his mother calls him in from the house. The poem explores themes of childhood wonder, a sense of belonging to one's homeland, and the contrast between the boy's idyllic present and the unknown future beyond.
The poem describes a child spending an afternoon lying on a sunny hill near his family home. He gazes at the islands in the bay and imagines what new lands may exist beyond what he can see. A ship slowly passes in the distance, representing the outside world. As evening falls, the rocks and grass around him sleep in stillness. His mother then calls him inside, reinforcing his sense of belonging within his family and place of origin.
The document summarizes different approaches to translating texts from one language to another. It discusses Friedrich Schleiermacher's view that a translator should either move the reader toward the original writer or move the original writer toward the reader. It notes that Schleiermacher favored moving the reader toward the writer by providing the same experience as reading the original text. The document also provides an example of a poem by Miguel Hernández translated into English.
The poem is told from the perspective of a horse whisperer. It describes their gift for calming horses in three aggressive stanzas, using imagery and references to folk magic. However, the introduction of machinery made their skills obsolete. They were driven away and scorned as demons. In the final stanza, the horse whisperer expresses sadness over the loss of the horses and their pride.
This document provides a summary of key elements to consider when analyzing poetry:
- Language techniques like connotation, imagery, metaphor, and simile
- Structural elements such as stanzas, form, patterns, contrast, and juxtaposition
- Poetic devices including alliteration, caesura, assonance, rhythm, and rhyme
- Character perspective and tone of voice of the speaker
- Comparisons between speakers, techniques, and themes across different poems.
This document is from the Lyrical Passion Poetry E-Zine website. It features several Japanese short form poems such as haiku and senryu submitted by various poets from around the world. Biographies are included for some of the poets. The page provides links to other pages on the site about Japanese poetry forms and contests as well as submission guidelines.
This document contains a selection of poems from the online magazine "Voices de la Luna." It includes 14 poems on various topics such as nature, dreams, art, and cities. The poems range in length from short fragments to longer sonnets. They are written by different poets and cover themes of landscapes, memories, creativity, and social commentary.
The poem describes a boy spending an afternoon lying on a hillside near his home, viewing the familiar landscape around him. He imagines what lies beyond the islands he sees in the distance. A ship passing in the bay represents the outside world. As evening comes, the boy feels at peace in the serene landscape surrounded by sleeping rocks until his mother calls him in from the house. The poem explores themes of childhood wonder, a sense of belonging to one's homeland, and the contrast between the boy's idyllic present and the unknown future beyond.
The poem describes a child spending an afternoon lying on a sunny hill near his family home. He gazes at the islands in the bay and imagines what new lands may exist beyond what he can see. A ship slowly passes in the distance, representing the outside world. As evening falls, the rocks and grass around him sleep in stillness. His mother then calls him inside, reinforcing his sense of belonging within his family and place of origin.
The document summarizes different approaches to translating texts from one language to another. It discusses Friedrich Schleiermacher's view that a translator should either move the reader toward the original writer or move the original writer toward the reader. It notes that Schleiermacher favored moving the reader toward the writer by providing the same experience as reading the original text. The document also provides an example of a poem by Miguel Hernández translated into English.
The poem is told from the perspective of a horse whisperer. It describes their gift for calming horses in three aggressive stanzas, using imagery and references to folk magic. However, the introduction of machinery made their skills obsolete. They were driven away and scorned as demons. In the final stanza, the horse whisperer expresses sadness over the loss of the horses and their pride.
This document provides a summary of key elements to consider when analyzing poetry:
- Language techniques like connotation, imagery, metaphor, and simile
- Structural elements such as stanzas, form, patterns, contrast, and juxtaposition
- Poetic devices including alliteration, caesura, assonance, rhythm, and rhyme
- Character perspective and tone of voice of the speaker
- Comparisons between speakers, techniques, and themes across different poems.
This document is from the Lyrical Passion Poetry E-Zine website. It features several Japanese short form poems such as haiku and senryu submitted by various poets from around the world. Biographies are included for some of the poets. The page provides links to other pages on the site about Japanese poetry forms and contests as well as submission guidelines.
1) The speaker encounters a raven sitting on a bust above his chamber door. When asked its name, the raven replies "Nevermore."
2) The speaker questions the raven, who continues to reply only "Nevermore," leaving the speaker distraught over memories of his lost love Lenore.
3) The speaker recalls a trip with his soulmate Psyche to a tomb marked "Ulalume," realizing it was on the anniversary of his lost love Lenore's death.
The document provides an overview of the Rider-Waite tarot card "The Lovers" through a poem. In 3 sentences:
The poem references mythology and religious symbols associated with the Lovers card, such as Krishna, Buddha and the Goddess of Fortune. It describes longing for an "Indian lover" and the dangers of betrayal represented by Judas. The poem depicts sadness and broken dreams through imagery of shadows, mountains crashing, and visions that break up daydreams.
This document is a profile for Laura Mercurio Ebohon, who writes poetry under the name Laura LME. It provides biographical information about her writing two parallel lives in anxiety and spirituality. It shares an excerpt from her short story "The Magic Book" and some of her poems. It also provides information about her Italian-English poetry collection "Se guardo dentro" and invites the reader to connect with her and her "Verses in Motion" project on social media.
This poem is spoken from the perspective of Medusa after she has been betrayed and her love has turned to hatred. She uses vivid imagery and metaphors to describe her transformation from an innocent woman to a vengeful monster. The repetitive use of the first person pronoun and questions directed at her lover convey her bitterness at being abandoned. Through dramatic shifts in tone and references to mythology, the speaker conveys the intensity of emotions that led to her monstrous appearance and warns of the dangers of love gone wrong.
This document provides context for analyzing poetry through key elements of language, structure, poetic devices, character voice, and comparisons to other works. It then analyzes a poem about a woman who reminisces about how men used to worship her but after marriage became her husband's possession. The tone shifts from reminiscent to dramatic as she describes losing her independence and voice. Links are drawn to other poems about women who lose their power or voice like Medusa and My Last Duchess. Interpretations focus on a feminist reading of how men's affections can control women if not kept at a distance.
This document provides an overview of key elements to consider when analyzing poetry, including character and voice. It discusses analyzing who is speaking in the poem and to whom, as well as their tone of voice. The document then provides an excerpt of the poem "The Clown Punk" as an example and interpretations that could be drawn from the poem, such as it portraying societal prejudice or being a lesson about how life decisions affect one's future.
The Absolute Final Completed Piece..... The Exiles Return........ohrid
Darrell has returned home to Ireland after 6 months at sea fighting in wars between France and Wales. He discovers that Ireland has been embroiled in civil war for the past 3 months. Darrell travels to his new home, Macabre Manor, which is located next to the town graveyard in Ceatharlach. Upon arriving, Darrell meets Vincent, the elderly retainer and caretaker of the manor and graveyard grounds. Vincent explains that he sent Darrell's envoy back to Dublin upon their arrival. Darrell accepts Vincent's explanation and allows him to remain as retainer to help care for the large, run-down manor.
The document discusses the poem "My Last Duchess" by Robert Browning. It analyzes the character and voice of the speaker, the Duke. [The Duke takes the listener on a tour of a portrait of his deceased wife and reveals through his word choices that he secretly resented her easy manner with others and felt she did not properly appreciate him. The analysis discusses how the Duke's hidden feelings and insecurities are betrayed through his long-winded speech.]
This document contains 8 poems for discussion in a literary appreciation course. The poems cover a range of themes including the fleeting nature of youth and beauty, love, nature, war, and death. The poems are written by well-known authors such as William Shakespeare, Emily Dickinson, William Butler Yeats, and Thomas Hardy.
This summary provides the key details from the document in 3 sentences:
This story is inspired by other fan fictions and hopes to live up to their standard. It describes a man waiting in the snow by a church, overcome with emotions of loss and betrayal as images of his family pass through his mind. He is near death from the cold but cannot stop working to support his family who depend on him for food, clothing, and education. The document sets up an ominous winter scene and hints at greater troubles to come for the man and his family.
This document provides an overview of poetic techniques used to analyze characterization and voice in poetry. It discusses examining who is speaking in the poem and to whom, as well as tone of voice. The summary also touches on poetic devices like imagery, metaphor, rhythm and rhyme that contribute to character and perspective. Location is also noted as important context for understanding voice. An excerpt from a poem is then analyzed as an example.
This anthology contains poems on various topics including nature, love, life situations, and fusion poetry. It includes the poet's thoughts on living in harmony irrespective of differences and realizing that nature is divine. The poems cover themes like nature, conservation, love, relationships, and commentary on humanity's relationship with nature and oil.
The poem tells a story about a frog and a nightingale. The frog boasts about his singing abilities and offers to train the nightingale. The nightingale becomes famous through the frog's concerts but he pushes her too hard. The frog earns money but the nightingale loses her beautiful voice. In the end, the overworked nightingale bursts a vein and dies, showing the dangers of being overly influenced by someone. The moral is that one should stay true to oneself and not let others exploit their talents.
The document discusses various poetic forms and their key characteristics including sonnets, ballads, odes, epics, and free verse. It examines elements such as rhyme, meter, structure, themes, and stylistic qualities. Examples are provided of well-known poems to illustrate the different forms. The document serves as a guide for understanding poetry by delineating the technical components and conventions of major genres.
The document contains several poems submitted to the "Poetry In Our Time" section of the Kritya website. The poems cover various themes such as nature, loss of innocence, war, childhood, and religion. They are written by authors from different countries and cultures.
GCSE English Poetry AQA Anthology-Moon-on-the-Tides-character-and-voice-poems...themerch78
1. The poem describes a woman who sees men as entertainment and uses ornithological and maritime metaphors to depict them. She views men as peacocks that strut and show off, dolphins that follow her ship, and "hurdy-gurdy monkey-men" that desperately try to entertain her.
2. The woman sees herself as a queen above the men, who are there to amuse and stabilize her. However, she loses her innocence overnight when she weds and beds one of the men, and he gets what he wanted from her.
3. Overall, the poem presents a woman who objectifies and toys with men for amusement but realizes her naivete when she loses
This document provides an analysis of the poem "The Ruined Maid" by Thomas Hardy. It examines the key elements of language, structure, poetic devices, character, and voice used in the poem. There are two main speakers: a country maid who left her village and a former friend who encounters her now living in town. Through their dialogue and contrasts in dialect, the poem explores the hardships of rural life versus the false glamour of city life and how society "ruins" women.
This document contains 59 short poems or fragments on various themes including nature, life, death, memory, and the passage of time. The poems range from 3 to 6 lines and explore ideas through minimal yet vivid language and imagery. Overall, the collection provides a glimpse into the human experience and condition through concise and impactful poetic expressions.
The document contains summaries of several poems including The Passionate Shepherd to His Love by Christopher Marlowe, Sonnet 18 by William Shakespeare, The Nymphs Reply to the Shepherd by Sir Walter Raleigh, and The Lamb by William Blake. It also includes the writer's original poems Fear, Cliché, and Pride. The document analyzes the themes, imagery, tone, and meaning of each poem in 1-2 concise sentences.
The document summarizes Chaucer's presentation of characters in "The Miller's Tale" including Nicholas, the Carpenter, and his wife Alison. It analyzes how Chaucer describes Alison using vivid imagery to portray her as a wild young woman. While creating an attractive description, Chaucer undercuts it by implying she is more suitable for sex than marriage. The document also examines parallels between Alison and courtly ladies, and how Chaucer satirizes her through his detailed characterization.
The poem "Annabel Lee" is about a young man's love for a woman named Annabel Lee. They fell in love as children in a kingdom by the sea. However, a wind arose and chilled Annabel Lee, causing her death. The young man insists their love was stronger than any other love and that he will always be bound to her soul. The memory of Annabel Lee haunts him, appearing in his dreams brought by the moon and stars over the sea by their gravesite.
The document contains two poems by Tatjana Debeljački. The first poem, "The Lost Dream", reflects on lost opportunities and how things could have been better if they had believed in happiness and grasped the depths of the night. It describes Paris now looking different and shadows dancing away. The second untitled poem describes feeling lost in grey loneliness and intrusive cognition, with an unclear passionate and cruel thread awakening. It references paralysis, portable mirrors, and walking in dishonor.
1) The speaker encounters a raven sitting on a bust above his chamber door. When asked its name, the raven replies "Nevermore."
2) The speaker questions the raven, who continues to reply only "Nevermore," leaving the speaker distraught over memories of his lost love Lenore.
3) The speaker recalls a trip with his soulmate Psyche to a tomb marked "Ulalume," realizing it was on the anniversary of his lost love Lenore's death.
The document provides an overview of the Rider-Waite tarot card "The Lovers" through a poem. In 3 sentences:
The poem references mythology and religious symbols associated with the Lovers card, such as Krishna, Buddha and the Goddess of Fortune. It describes longing for an "Indian lover" and the dangers of betrayal represented by Judas. The poem depicts sadness and broken dreams through imagery of shadows, mountains crashing, and visions that break up daydreams.
This document is a profile for Laura Mercurio Ebohon, who writes poetry under the name Laura LME. It provides biographical information about her writing two parallel lives in anxiety and spirituality. It shares an excerpt from her short story "The Magic Book" and some of her poems. It also provides information about her Italian-English poetry collection "Se guardo dentro" and invites the reader to connect with her and her "Verses in Motion" project on social media.
This poem is spoken from the perspective of Medusa after she has been betrayed and her love has turned to hatred. She uses vivid imagery and metaphors to describe her transformation from an innocent woman to a vengeful monster. The repetitive use of the first person pronoun and questions directed at her lover convey her bitterness at being abandoned. Through dramatic shifts in tone and references to mythology, the speaker conveys the intensity of emotions that led to her monstrous appearance and warns of the dangers of love gone wrong.
This document provides context for analyzing poetry through key elements of language, structure, poetic devices, character voice, and comparisons to other works. It then analyzes a poem about a woman who reminisces about how men used to worship her but after marriage became her husband's possession. The tone shifts from reminiscent to dramatic as she describes losing her independence and voice. Links are drawn to other poems about women who lose their power or voice like Medusa and My Last Duchess. Interpretations focus on a feminist reading of how men's affections can control women if not kept at a distance.
This document provides an overview of key elements to consider when analyzing poetry, including character and voice. It discusses analyzing who is speaking in the poem and to whom, as well as their tone of voice. The document then provides an excerpt of the poem "The Clown Punk" as an example and interpretations that could be drawn from the poem, such as it portraying societal prejudice or being a lesson about how life decisions affect one's future.
The Absolute Final Completed Piece..... The Exiles Return........ohrid
Darrell has returned home to Ireland after 6 months at sea fighting in wars between France and Wales. He discovers that Ireland has been embroiled in civil war for the past 3 months. Darrell travels to his new home, Macabre Manor, which is located next to the town graveyard in Ceatharlach. Upon arriving, Darrell meets Vincent, the elderly retainer and caretaker of the manor and graveyard grounds. Vincent explains that he sent Darrell's envoy back to Dublin upon their arrival. Darrell accepts Vincent's explanation and allows him to remain as retainer to help care for the large, run-down manor.
The document discusses the poem "My Last Duchess" by Robert Browning. It analyzes the character and voice of the speaker, the Duke. [The Duke takes the listener on a tour of a portrait of his deceased wife and reveals through his word choices that he secretly resented her easy manner with others and felt she did not properly appreciate him. The analysis discusses how the Duke's hidden feelings and insecurities are betrayed through his long-winded speech.]
This document contains 8 poems for discussion in a literary appreciation course. The poems cover a range of themes including the fleeting nature of youth and beauty, love, nature, war, and death. The poems are written by well-known authors such as William Shakespeare, Emily Dickinson, William Butler Yeats, and Thomas Hardy.
This summary provides the key details from the document in 3 sentences:
This story is inspired by other fan fictions and hopes to live up to their standard. It describes a man waiting in the snow by a church, overcome with emotions of loss and betrayal as images of his family pass through his mind. He is near death from the cold but cannot stop working to support his family who depend on him for food, clothing, and education. The document sets up an ominous winter scene and hints at greater troubles to come for the man and his family.
This document provides an overview of poetic techniques used to analyze characterization and voice in poetry. It discusses examining who is speaking in the poem and to whom, as well as tone of voice. The summary also touches on poetic devices like imagery, metaphor, rhythm and rhyme that contribute to character and perspective. Location is also noted as important context for understanding voice. An excerpt from a poem is then analyzed as an example.
This anthology contains poems on various topics including nature, love, life situations, and fusion poetry. It includes the poet's thoughts on living in harmony irrespective of differences and realizing that nature is divine. The poems cover themes like nature, conservation, love, relationships, and commentary on humanity's relationship with nature and oil.
The poem tells a story about a frog and a nightingale. The frog boasts about his singing abilities and offers to train the nightingale. The nightingale becomes famous through the frog's concerts but he pushes her too hard. The frog earns money but the nightingale loses her beautiful voice. In the end, the overworked nightingale bursts a vein and dies, showing the dangers of being overly influenced by someone. The moral is that one should stay true to oneself and not let others exploit their talents.
The document discusses various poetic forms and their key characteristics including sonnets, ballads, odes, epics, and free verse. It examines elements such as rhyme, meter, structure, themes, and stylistic qualities. Examples are provided of well-known poems to illustrate the different forms. The document serves as a guide for understanding poetry by delineating the technical components and conventions of major genres.
The document contains several poems submitted to the "Poetry In Our Time" section of the Kritya website. The poems cover various themes such as nature, loss of innocence, war, childhood, and religion. They are written by authors from different countries and cultures.
GCSE English Poetry AQA Anthology-Moon-on-the-Tides-character-and-voice-poems...themerch78
1. The poem describes a woman who sees men as entertainment and uses ornithological and maritime metaphors to depict them. She views men as peacocks that strut and show off, dolphins that follow her ship, and "hurdy-gurdy monkey-men" that desperately try to entertain her.
2. The woman sees herself as a queen above the men, who are there to amuse and stabilize her. However, she loses her innocence overnight when she weds and beds one of the men, and he gets what he wanted from her.
3. Overall, the poem presents a woman who objectifies and toys with men for amusement but realizes her naivete when she loses
This document provides an analysis of the poem "The Ruined Maid" by Thomas Hardy. It examines the key elements of language, structure, poetic devices, character, and voice used in the poem. There are two main speakers: a country maid who left her village and a former friend who encounters her now living in town. Through their dialogue and contrasts in dialect, the poem explores the hardships of rural life versus the false glamour of city life and how society "ruins" women.
This document contains 59 short poems or fragments on various themes including nature, life, death, memory, and the passage of time. The poems range from 3 to 6 lines and explore ideas through minimal yet vivid language and imagery. Overall, the collection provides a glimpse into the human experience and condition through concise and impactful poetic expressions.
The document contains summaries of several poems including The Passionate Shepherd to His Love by Christopher Marlowe, Sonnet 18 by William Shakespeare, The Nymphs Reply to the Shepherd by Sir Walter Raleigh, and The Lamb by William Blake. It also includes the writer's original poems Fear, Cliché, and Pride. The document analyzes the themes, imagery, tone, and meaning of each poem in 1-2 concise sentences.
The document summarizes Chaucer's presentation of characters in "The Miller's Tale" including Nicholas, the Carpenter, and his wife Alison. It analyzes how Chaucer describes Alison using vivid imagery to portray her as a wild young woman. While creating an attractive description, Chaucer undercuts it by implying she is more suitable for sex than marriage. The document also examines parallels between Alison and courtly ladies, and how Chaucer satirizes her through his detailed characterization.
The poem "Annabel Lee" is about a young man's love for a woman named Annabel Lee. They fell in love as children in a kingdom by the sea. However, a wind arose and chilled Annabel Lee, causing her death. The young man insists their love was stronger than any other love and that he will always be bound to her soul. The memory of Annabel Lee haunts him, appearing in his dreams brought by the moon and stars over the sea by their gravesite.
The document contains two poems by Tatjana Debeljački. The first poem, "The Lost Dream", reflects on lost opportunities and how things could have been better if they had believed in happiness and grasped the depths of the night. It describes Paris now looking different and shadows dancing away. The second untitled poem describes feeling lost in grey loneliness and intrusive cognition, with an unclear passionate and cruel thread awakening. It references paralysis, portable mirrors, and walking in dishonor.
Lord Byron was a famous English Romantic poet. He was born in 1788 in London to Catherine Gordon and John Byron. He spent much of his childhood in Aberdeenshire, Scotland and became the 6th Lord Byron at age 10. Byron was a talented but troubled poet who was known for his travels, affairs, and poems such as Childe Harold's Pilgrimage, Don Juan, and She Walks in Beauty. He died in 1824 while fighting in the Greek War of Independence.
Literary devices, poetic structures, and techniques are essential for analyzing poems. Some key elements discussed include:
1) Literary devices like metaphor, simile, personification and irony are used to create vivid impressions or hidden meanings. Meter, rhyme, and punctuation are also important for poetic flow.
2) Poetic structures include stanzas made of lines, with techniques like enjambment, caesura and end-stopped lines controlling the rhythm.
3) Understanding devices and structures is necessary to fully appreciate poems and extract their intended messages, thoughts, and ideas. Poetry aims to communicate through creative use of language.
The document discusses the poem "My Last Duchess" by Robert Browning. It analyzes the character and voice of the speaker, the Duke. [The Duke takes the listener on a tour of a portrait of his deceased wife and reveals through his word choices that he secretly resented her easy manner with others and felt she did not properly appreciate him. The analysis discusses how the Duke's hidden feelings and insecurities are betrayed through his long-winded speech.]
This poem describes the speaker looking out of their window and observing the natural world outside. In 3 short sentences, it notes the speaker sees tiny birds and wild leaves that seem to dance together in the wind, bringing life and joy to everything outside as they go about their daily activities. The myriad small lives observed from the window appear to be happily going about their business in nature.
This document provides a summary of Pablo Neruda's life and works. It states that Neruda was a Chilean poet born in 1904 who studied in Santiago in the 1920s. From 1927 to 1945 he served as a Chilean consul in various locations. After World War II he joined the Communist Party and later served in the Chilean government. He died shortly after a military coup ousted the government in 1973. The document provides excerpts from two of Neruda's poems: "A Dog Has Died" and "A Lemon."
This document summarizes different poetic forms including:
- Ballads which tell stories in a musical way using four line stanzas with a rhyme scheme of ABAB.
- Sonnets which have either the Shakespearean or Petrarchan form with 14 lines in iambic pentameter.
- Blank verse which is unrhymed poetry with a regular meter, typically iambic pentameter.
- Free verse which has no set rhyme or meter.
It provides examples of different poems to illustrate each form.
The poem describes a calm night scene by the sea near Dover Beach. The speaker hears the waves crashing and sees it as a metaphor for human suffering and misery. The poem reflects on the loss of religious faith as the "Sea of Faith" recedes, leaving humanity feeling uncertain and adrift "on a darkling plain". The discoveries of science have revealed a world without absolute truths or certainties, replacing faith. The speaker urges clinging to human love and connection in a world now bereft of spiritual meaning.
This document contains a collection of poems by Biswajit Dash from 2009 and earlier. It includes the titles and dates of 16 poems on various themes such as war, love, nature, wisdom, and loneliness. The poems range in length from a few lines to a couple stanzas. Brief biographical information and copyright notice for Biswajit Dash is also provided at the top and bottom of the document.
Lord Byron was a famous English poet born in 1788 in London. He was known for his works Don Juan and Childe Harold which established him as a leading figure in the Romantic movement. Byron was also known as a "Byronic hero" due to his rebellious and melancholy character. He spent time living in countries like Switzerland and Italy due to rumors about his personal life in England. Byron struggled financially and died during a trip to Greece in 1824 at the age of 36.
This summary analyzes the song lyrics of "Yellow Light" by Of Monsters and Men. It notes that the yellow light could represent new beginnings. Sharks swimming in the sea are mentioned as one of the "warning signs" later referred to in the song. Descriptive language and mysterious imagery are used, making the lyrics and their meaning ambiguous.
The document is a collection of quotes and passages from ancient Greek dramas and epics such as works by Sophocles, Euripides, and Homer. The quotes touch on themes of nature, the sun, sea, forests, and feasting. They provide glimpses into these ancient Greek literary works through brief excerpted passages.
This poem by Emily Dickinson expresses the poet's desire to be left alone and not conform to society. She compares being a public figure to being a frog that croaks all day without response. Dickinson warns her "nobody" friend not to reveal their identities, or else they will be banished by "somebodies" to the crowd.
Robert Browning was a famous 19th century English poet known for dramatic monologues and obscure references. He was largely self-taught and found fame later in life. Browning's poem "Meeting at Night" describes a romantic, secret meeting between lovers using sensory imagery and symbolism. The poem establishes a night landscape and builds anticipation as the narrator crosses the beach and fields to their tryst. On meeting, their hearts beat louder than their voices in joy, conveying the passion and excitement of their clandestine rendezvous.
The document discusses William Wordsworth's five elements of the poetic process - sensation, recollection, contemplation, recreation, and composition. It provides definitions and explanations of each element, describing how sensation involves feelings and emotions, recollection is remembering past experiences, contemplation is mingling recollection and sensation in a state of tranquility, recreation reworks the material, and composition is how the poet reaches the reader. Examples of Wordsworth's poems are discussed to illustrate how he incorporated these elements into his romantic literature.
The document discusses different forms of poetry including lyric poetry from ancient Greece, Romantic poetry from Wordsworth and Coleridge focusing on personal emotion, the German poem "The Lorelei" by Heinrich Heine about a woman who lures sailors to their death with her singing, and haiku from Japanese poets like Bashō, Buson, Issa that focus on intense emotions and observations of nature in just a few lines. It contrasts the more personal focus of English Romantic poets with haiku capturing fleeting moments in nature.
The document defines and provides examples of key elements of poetry, including:
- Speaker, audience, content, theme, structure, shape and form, tone, imagery, diction, figures of speech, sound effect devices, and meter. Elements such as rhyme, rhythm, and various poetic feet are also explained.
The document provides an overview of various literary devices and techniques used in poetry, including peculiar language use, metaphor, imagery, figures of speech, tone, mood, and form. It discusses concepts like onomatopoeia, alliteration, assonance, and provides examples of how each technique is used in poems. The purpose is to define and illustrate different elements that make written works distinctive as poems through their manipulation of language.
Contemporary poetry introductions and getting an aSaltashnet Peru
Here is a possible plan for the question "How does the poet show the contrasting tones and moods in this poem?":
Setting - Island vs London
Imagery - Sea vs Motorway
Language - Descriptive vs Muffled
Emotion - Content vs Weary
Rhythm - Flowing vs Choppy
I could write PEARL paragraphs comparing the setting, imagery, language, emotion and rhythm in the two sections of the poem.
This document provides information about the elements and structure of limericks. It states that limericks have five lines that follow a rhyme scheme of AABBA. The lines have a specific number of syllables and rhythm. Limericks use humor and wordplay between the lines. The document then provides directions for students to write their own limericks by coming up with rhyming words for places they have lived or visited. It includes an example limerick and translation as illustrations.
The document discusses the characteristics and structure of a business letter of enquiry. A letter of enquiry is used to request more information about a product, service, or program. It should clearly state what information is being requested, such as price lists or product samples. The letter follows a standard business letter format, with an opening, body, and closing. The body asks specific questions or requests particular documents, while the closing politely expresses continued interest in the topic.
The document discusses the use of ICT (Information and Communication Technologies) at Czacki High School in Warsaw, Poland, which has a 134-year tradition. It notes that the school has around 80 desktops and laptops available for student use, along with a wireless network and internet access in classrooms. It describes websites designed and maintained by students, including the school's official site and the Astronomy Club site. It outlines how the Astronomy Club uses various software and telescopes to analyze photos of stars, planets, and asteroids, having discovered two asteroids. Drama festival sites are also created annually using ICT.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Strona 1 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
REGULAMIN KONKURSU RECYTATORSKIEGO KARTA ZGŁOSZENIA DO KONKURSU RECYTATORSKIEGO
POEZJI W JĘZYKU ANGIELSKIM
Klasę _________________________reprezentują:
1. Każdą klasę reprezentuje 1-3 uczniów.
2. Zgłoszenia do 10.10.2009 r.
3. Konkurs odbędzie się 20.10.2009 r. L.P. Imię i nazwisko ucznia repertuar
1.
4. Repertuar uczestników obejmuje poezję w języku
angielskim.
5. Każdy uczeń zobowiązany jest przygotować dwa wiersze.
6. Czas wykonania wiersza nie może przekroczyć 5 min. 2.
7. Prezentację ocenia jury złożone z nauczycieli języka
angielskiego wg następujących kryteriów:
Dobór repertuaru (dostosowanie do możliwości 3. *
wykonawczych uczestnika)
Interpretacja tekstu
Poprawność wymowy
Ogólny wyraz artystyczny
8. Decyzje JURY są ostateczne i niepodważalne.
___________________________________________________________________________________
2. Strona 2 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
George Gordon Byron William Wordswotrh
She Walks in Beauty Daffodils
She walks in Beauty, like the night I wander’d lonely as a cloud
Of cloudless climes and starry skies; That floats on high o'er vales and hills,
And all that's best of dark and bright When all at once I saw a crowd,
Meet in her aspect and her eyes: A host, of golden daffodils;
Thus mellowed to that tender light Beside the lake, beneath the trees,
Which Heaven to gaudy day denies. Fluttering and dancing in the breeze.
Continuous as the stars that shine
One shade the more, one ray the less, And twinkle on the Milky Way,
Had half impaired the nameless grace They stretch'd in never-ending line
Which waves in every raven tress, Along the margin of a bay:
Or softly lightens o'er her face; Ten thousand saw I at a glance,
Where thoughts serenely sweet express, Tossing their heads in sprightly dance.
How pure, how dear their dwelling-place. The waves beside them danced; but they
Out-did the sparkling waves in glee:
And on that cheek, and o'er that brow, A poet could not but be gay,
So soft, so calm, yet eloquent, In such a jocund company:
The smiles that win, the tints that glow, I gazed -- and gazed -- but little thought
But tell of days in goodness spent, What wealth the show to me had brought:
A mind at peace with all below, For oft, when on my couch I lie
A heart whose love is innocent! In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
3. Strona 3 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
Robert Frost Emily Dickinson
Road Less Travelled I felt a Funeral, in my Brain
Two roads diverged in a yellow wood I felt a Funeral, in my Brain,
And sorry I could not travel both And Mourners to and fro
And be one traveler, long I stood Kept treading – treading – till it seemed
And looked down one as far as I could That Sense was breaking through –
To where it bent in the undergrowth
And when they all were seated,
Then took the other as just as fair A Service, like a Drum –
And having perhaps the better claim Kept beating – beating – till I thought
Because it was grassy and wanted wear My Mind was going numb –
Though as for that, the passing there
Had worn them really about the same And then I heard them lift a Box
And creak across my Soul
And both that morning equally lay With those same Boots of Lead, again,
In leaves no step had trodden black Then Space – began to toll,
Oh, I kept the first for another day!
Yet, knowing how way leads onto way As all the Heavens were a Bell,
I doubted if I should ever come back And Being, but an Ear,
And I, and Silence, some strange Race
I shall be telling this with a sigh Wrecked, solitary, here –
Somewhere ages and ages hence
Two roads diverged in a wood And then a Plank in Reason, broke,
And I took the one less traveled by And I dropped down, and down –
And that has made all the difference And hit a World, at every plunge,
And Finished knowing – then –
4. Strona 4 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
Walt Whitman Czeslaw Milosz
Translated by Anthony Milosz
O Captain! My Captain! A Song On the End of the World
O Captain! my Captain! our fearful trip is done, On the day the world ends
The ship has weather'd every rack, the prize we sought is won, A bee circles a clover,
The port is near, the bells I hear, the people all exulting, A fisherman mends a glimmering net.
While follow eyes the steady keel, the vessel grim and daring; Happy porpoises jump in the sea,
But O heart! heart! heart! By the rainspout young sparrows are playing
O the bleeding drops of red, Where on the deck my Captain lies, And the snake is gold-skinned as it should always be.
Fallen cold and dead. On the day the world ends
O Captain! my Captain! rise up and hear the bells; Rise up- for you the Women walk through the fields under their umbrellas,
flag is flung- for you the bugle trills, A drunkard grows sleepy at the edge of a lawn,
Vegetable peddlers shout in the street
For you bouquets and ribbon'd wreaths- for you the shores a-crowding, And a yellow-sailed boat comes nearer the island,
For you they call, the swaying mass, their eager faces turning; The voice of a violin lasts in the air
Here Captain! dear father! And leads into a starry night.
This arm beneath your head! And those who expected lightning and thunder
It is some dream that on the deck, Are disappointed.
You've fallen cold and dead. And those who expected signs and archangels' trumps
Do not believe it is happening now.
My Captain does not answer, his lips are pale and still, As long as the sun and the moon are above,
My father does not feel my arm, he has no pulse nor will, As long as the bumblebee visits a rose,
The ship is anchor'd safe and sound, its voyage closed and done, As long as rosy infants are born
From fearful trip the victor ship comes in with object won; No one believes it is happening now.
Exult O shores, and ring O bells! Only a white-haired old man, who would be a prophet
But I with mournful tread, Yet is not a prophet, for he's much too busy,
Walk the deck my Captain lies, Repeats while he binds his tomatoes:
Fallen cold and dead. No other end of the world will there be,
No other end of the world will there be.
5. Strona 5 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
Rudyard Kipling With sixty seconds' worth of distance run--
Yours is the Earth and everything that's in it,
If— And--which is more--you'll be a Man, my son!
If you can keep your head when all about you
Are losing theirs and blaming it on you; Naomi Shihab Nye
If you can trust yourself when all men doubt you,
But make allowance for their doubting too; Making a Fist
If you can wait and not be tired by waiting,
Or, being lied about, don't deal in lies, For the first time, on the road north of Tampico,
Or, being hated, don't give way to hating, I felt the life sliding out of me,
And yet don't look too good, nor talk too wise; a drum in the desert, harder and harder to hear.
I was seven, I lay in the car
If you can dream--and not make dreams your master; watching palm trees swirl a sickening pattern past the
If you can think--and not make thoughts your aim; glass.
If you can meet with triumph and disaster My stomach was a melon split wide inside my skin.
And treat those two impostors just the same;
If you can bear to hear the truth you've spoken "How do you know if you are going to die?"
Twisted by knaves to make a trap for fools, I begged my mother.
Or watch the things you gave your life to broken, We had been traveling for days.
And stoop and build 'em up with wornout tools; With strange confidence she answered,
"When you can no longer make a fist."
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss, Years later I smile to think of that journey,
And lose, and start again at your beginnings the borders we must cross separately,
And never breathe a word about your loss; stamped with our unanswerable woes.
If you can force your heart and nerve and sinew I who did not die, who am still living,
To serve your turn long after they are gone, still lying in the backseat behind all my questions,
And so hold on when there is nothing in you clenching and opening one small hand.
Except the Will which says to them: "Hold on";
If you can talk with crowds and keep your virtue,
Or walk with kings--nor lose the common touch;
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much;
If you can fill the unforgiving minute
6. Strona 6 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
Emily Brontë W.H. Auden
Stanzas Funeral Blues
Often rebuked, yet always back returning Stop all the clocks, cut off the telephone,
To those first feelings that were born with me, Prevent the dog from barking with a juicy bone,
And leaving busy chase of wealth and learning Silence the pianos and with muffled drum
For idle dreams of things that cannot be: Bring out the coffin, let the mourners come.
To-day, I will seek not the shadowy region; Let aeroplanes circle moaning overhead
Its unsustaining vastness waxes drear; Scribbling on the sky the message He is Dead.
And visions rising, legion after legion, Put crepe bows round the white necks of the public doves,
Bring the unreal world too strangely near. Let the traffic policemen wear black cotton gloves.
I'll walk, but not in old heroic traces, He was my North, my South, my East and West,
And not in paths of high morality, My working week and my Sunday rest,
And not among the half-distinguished faces, My noon, my midnight, my talk, my song;
The clouded forms of long-past history. I thought that love would last forever: I was wrong.
I'll walk where my own nature would be leading: The stars are not wanted now; put out every one,
It vexes me to choose another guide: Pack up the moon and dismantle the sun,
Where the gray flocks in ferny glens are feeding; Pour away the ocean and sweep up the woods;
Where the wild wind blows on the mountain side. For nothing now can ever come to any good.
What have those lonely mountains worth revealing?
More glory and more grief than I can tell:
The earth that wakes one human heart to feeling
Can centre both the worlds of Heaven and Hell.
7. Strona 7 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
Edgar Allan Poe
A Dream Within A Dream John Milton
Take this kiss upon the brow! On Time
And, in parting from you now,
Thus much let me avow-- Fly envious Time, till thou run out thy race,
You are not wrong, who deem Call on the lazy leaden-stepping hours,
That my days have been a dream; Whose speed is but the heavy Plummets pace;
Yet if hope has flown away And glut thy self with what thy womb devours,
In a night, or in a day, Which is no more then what is false and vain,
In a vision, or in none, And meerly mortal dross;
Is it therefore the less gone? So little is our loss,
All that we see or seem So little is thy gain.
Is but a dream within a dream. For when as each thing bad thou hast entomb'd,
And last of all, thy greedy self consum'd,
I stand amid the roar Then long Eternity shall greet our bliss
Of a surf-tormented shore, With an individual kiss;
And I hold within my hand And Joy shall overtake us as a flood,
Grains of the golden sand-- When every thing that is sincerely good
How few! yet how they creep And perfectly divine,
Through my fingers to the deep, With Truth, and Peace, and Love shall ever shine
While I weep--while I weep! About the supreme Throne
O God! can I not grasp Of him, t' whose happy-making sight alone,
Them with a tighter clasp? When once our heav'nly-guided soul shall clime,
O God! can I not save Then all this Earthy grosnes quit,
One from the pitiless wave?
Is all that we see or seem
But a dream within a dream?
8. Strona 8 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
William Blake John Donne
The Tyger The Flea
Tiger, tiger, burning bright Mark but this flea, and mark in this,
In the forests of the night, How little that which thou deny'st me is;
What immortal hand or eye It sucked me first, and now sucks thee,
Could frame thy fearful symmetry? And in this flea our two bloods mingled be;
In what distant deeps or skies Thou know'st that this cannot be said
Burnt the fire of thine eyes? A sin, nor shame, nor loss of maidenhead;
On what wings dare he aspire? Yet this enjoys before it woo,
What the hand dare seize the fire? And pampered swells with one blood made of two,
And what shoulder and what art And this, alas, is more than we would do.
Could twist the sinews of thy heart?
And, when thy heart began to beat, Oh stay, three lives in one flea spare,
What dread hand and what dread feet? Where we almost, yea, more than married are.
What the hammer? what the chain? This flea is you and I, and this
In what furnace was thy brain? Our marriage bed, and marriage temple is;
What the anvil? what dread grasp Though parents grudge, and you, w'are met,
Dare its deadly terrors clasp? And cloistered in these living walls of jet.
When the stars threw down their spears, Though use make you apt to kill me,
And watered heaven with their tears, Let not to that, self-murder added be,
Did He smile His work to see? And sacrilege, three sins in killing three.
Did He who made the lamb make thee?
Tiger, tiger, burning bright Cruel and sudden, hast thou since
In the forests of the night, Purpled thy nail in blood of innocence?
What immortal hand or eye Wherein could this flea guilty be,
Dare frame thy fearful symmetry? Except in that drop which it sucked from thee?
Yet thou triumph'st and say'st that thou
Find'st not thyself, nor me the weaker now;
'Tis true, then learn how false fears be:
Just so much honor, when thou yield'st to me,
Will waste, as this flea's death took life from thee
9. Strona 9 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
Thomas Hardy That I could think there trembled through
His happy good-night air
The Darkling Thrush Some blessed Hope, whereof he knew
And I was unaware.
I leant upon a coppice gate
When Frost was spectre-gray,
And Winter's dregs made desolate
The weakening eye of day.
The tangled bine-stems scored the sky Max Ehrmann
Like strings of broken lyres,
And all mankind that haunted nigh The Desiderata of Happiness
Had sought their household fires.
I sat with the stars on the hill of life
The land's sharp features seemed to be And looked at the world below.
The Century's corpse outleant, I ran with the winds where winds begin
His crypt the cloudy canopy, And followed them where they blow.
The wind his death-lament.
The ancient pulse of germ and birth I lay by the sea on the beaten rock
Was shrunken hard and dry, And rode on the farthest wave,
And every spirit upon earth I watched by a child on its night of birth
Seemed fevourless as I. And followed it to its grave.
At once a voice arose among And love in the still of the star-flecked night,
The bleak twigs overhead When earth was all strewn with gold,
In a full-hearted evensong Has lifted my heart like the chords of song
Of joy illimited; Oft sung in the world of old.
An aged thrush, frail, gaunt, and small,
In blast-beruffled plume, And though I have not understood all this,
Had chosen thus to fling his soul Made up a laugh and a wail,
Upon the growing gloom. I think that the God of the world knows all,
And someday will tell the tale.
So little cause for carolings
Of such ecstatic sound
Was written on terrestrial things
Afar or nigh around,
10. Strona 10 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
William Shakespeare
All the World's a Stage
All the world's a stage, Wislawa Szymborska
And all the men and women merely players; Translated by Clare Cavanagh and Stanislaw
They have their exits and their entrances, Baranczak
And one man in his time plays many parts,
His acts being seven ages. At first, the infant, Nothing Twice
Mewling and puking in the nurse's arms. Nothing can ever happen twice. I feel as if a rose were flung
Then the whining schoolboy, with his satchel In consequence, the sorry fact is into the room, all hue and scent.
And shining morning face, creeping like snail that we arrive here improvised
Unwillingly to school. And then the lover, and leave without the chance to practice. The next day, though you're here with me,
Sighing like furnace, with a woeful ballad I can't help looking at the clock:
Made to his mistress' eyebrow. Then a soldier, Even if there is no one dumber, A rose? A rose? What could that be?
Full of strange oaths and bearded like the pard, if you're the planet's biggest dunce, Is it a flower or a rock?
Jealous in honor, sudden and quick in quarrel, you can't repeat the class in summer:
Seeking the bubble reputation this course is only offered once. Why do we treat the fleeting day
Even in the cannon's mouth. And then the justice, with so much needless fear and sorrow?
In fair round belly with good capon lined, No day copies yesterday, It's in its nature not to say
With eyes severe and beard of formal cut, no two nights will teach what bliss is Today is always gone tomorrow
Full of wise saws and modern instances; in precisely the same way,
And so he plays his part. The sixth age shifts with precisely the same kisses. With smiles and kisses, we prefer
Into the lean and slippered pantaloon, to seek accord beneath our star,
With spectacles on nose and pouch on side; One day, perhaps some idle tongue although we're different (we concur)
His youthful hose, well saved, a world too wide mentions your name by accident: just as two drops of water are.
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
11. Strona 11 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
Allan Ahlberg And took Peculiar Pains to Souse
The Pictures up and down the House,
Please Mrs Butler Until Matilda's Aunt succeeded
In showing them they were not needed;
Please Mrs Butler And even then she had to pay
This boy Derek Drew To get the Men to go away!
Keeps copying my work, Miss. Hilaire Belloc
What shall I do?
Matilda It happened that a few Weeks later
Go and sit in the hall, dear. Who told lies, and was burned to death Her Aunt was off to the Theatre
Go and sit in the sink. To see that Interesting Play
Take your books on the roof, my lamb. Matilda told such Dreadful Lies, The Second Mrs. Tanqueray.
Do whatever you think. It made one Gasp and Stretch one's Eyes; She had refused to take her Niece
Her Aunt, who, from her Earliest Youth, To hear this Entertaining Piece:
Please Mrs Butler Had kept a Strict Regard for Truth, A Deprivation Just and Wise
This boy Derek Drew Attempted to Believe Matilda: To Punish her for Telling Lies.
Keeps taking my rubber, Miss. The effort very nearly killed her, That Night a Fire did break out--
What shall I do? And would have done so, had not She You should have heard Matilda Shout!
Discovered this Infirmity. You should have heard her Scream and Bawl,
Keep it in your hand, dear. For once, towards the Close of Day, And throw the window up and call
Hide it up your vest. Matilda, growing tired of play, To People passing in the Street--
Swallow it if you like, love. And finding she was left alone, (The rapidly increasing Heat
Do what you think best. Went tiptoe to the Telephone Encouraging her to obtain
And summoned the Immediate Aid Their confidence) -- but all in vain!
Please Mrs Butler Of London's Noble Fire-Brigade. For every time she shouted 'Fire!'
This boy Derek Drew Within an hour the Gallant Band They only answered 'Little Liar!'
Keeps calling me rude names, Miss. Were pouring in on every hand, And therefore when her Aunt returned,
What shall I do? From Putney, Hackney Downs, and Bow. Matilda, and the House, were Burned.
With Courage high and Hearts a-glow,
Lock yourself in the cupboard, dear. They galloped, roaring through the Town,
Run away to sea. 'Matilda's House is Burning Down!'
Do whatever you can, my flower. Inspired by British Cheers and Loud
But don't ask me! Proceeding from the Frenzied Crowd,
They ran their ladders through a score
Of windows on the Ball Room Floor;
12. Strona 12 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
Hilaire Belloc The awful tale from far and near Yet you finished the goose, with the bones and the
Were much impressed, and inly swore beak--
Rebecca They never more would slam the door, Pray, how did you manage to do it?"
Who Slammed Doors For Fun And Perished -- As often they had done before.
Miserably "In my youth," said his father, "I took to the law,
And argued each case with my wife;
A trick that everyone abhors Lewis Carroll And the muscular strength which it gave to my jaw
In little girls is slamming doors. Has lasted the rest of my life."
A wealthy banker's little daughter Father William
Who lived in Palace Green, Bayswater "You are old," said the youth, "one would hardly
(By name Rebecca Offendort), "You are old, Father William," the young man said, suppose
Was given to this furious sport. "And your hair has become very white; That your eye was as steady as ever;
And yet you incessantly stand on your head-- Yet you balanced an eel on the end of your nose--
She would deliberately go Do you think, at your age, it is right?" What made you so awfully clever?"
And slam the door like Billy-o!
To make her uncle Jacob start. "In my youth," Father William replied to his son, "I have answered three questions, and that is
She was not really bad at heart, "I feared it might injure the brain; enough,"
But only rather rude and wild; But, now that I'm perfectly sure I have none, Said his father; "don't give yourself airs!
She was an aggravating child... Why, I do it again and again." Do you think I can listen all day to such stuff?
Be off, or I'll kick you down-stairs!"
It happened that a marble bust "You are old," said the youth, "as I mentioned
Of Abraham was standing just before,
Above the door this little lamb And have grown most uncommonly fat;
Had carefully prepared to slam, Yet you turned a back-somersault in at the door--
And down it came! It knocked her flat! Pray, what is the reason of that?"
It laid her out! She looked like that.
"In my youth," said the sage, as he shook his gray
Her funeral sermon (which was long locks,
And followed by a sacred song) "I kept all my limbs very supple
Mentioned her virtues, it is true, By the use of this ointment -- one shilling the box -
But dwelt upon her vices too, Allow me to sell you a couple?"
And showed the dreadful end of one
Who goes and slams the door for fun. "You are old," said the youth, "and your jaws are
too weak
The children who were brought to hear For anything tougher than suet;
13. Strona 13 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
Jenny Joseph So people who know me are not too shocked and Then sat himself in Grandma's chair.
surprised In came the little girl in red.
Warning When suddenly I am old, and start to wear purple. She stopped. She stared. And then she said,
When I am an old woman I shall wear purple ``What great big ears you have, Grandma.''
With a red hat which doesn't go, and doesn't suit Roald Dahl ``All the better to hear you with,'' the Wolf
me. replied.
And I shall spend my pension on brandy and Little Red Riding Hood and the Wolf ``What great big eyes you have, Grandma.''
summer gloves said Little Red Riding Hood.
And satin sandals, and say we've no money for As soon as Wolf began to feel ``All the better to see you with,'' the Wolf replied.
butter. That he would like a decent meal,
I shall sit down on the pavement when I'm tired He went and knocked on Grandma's door. He sat there watching her and smiled.
And gobble up samples in shops and press alarm When Grandma opened it, she saw He thought, I'm going to eat this child.
bells The sharp white teeth, the horrid grin, Compared with her old Grandmamma
And run my stick along the public railings And Wolfie said, ``May I come in?'' She's going to taste like caviar.
And make up for the sobriety of my youth. Poor Grandmamma was terrified,
I shall go out in my slippers in the rain ``He's going to eat me up!'' she cried. Then Little Red Riding Hood said, ``But
And pick flowers in other people's gardens And she was absolutely right. Grandma,
And learn to spit. He ate her up in one big bite. what a lovely great big furry coat you have on.''
But Grandmamma was small and tough,
You can wear terrible shirts and grow more fat And Wolfie wailed, ``That's not enough! ``That's wrong!'' cried Wolf. ``Have you forgot
And eat three pounds of sausages at a go I haven't yet begun to feel To tell me what BIG TEETH I've got?
Or only bread and pickle for a week That I have had a decent meal!'' Ah well, no matter what you say,
And hoard pens and pencils and beermats and He ran around the kitchen yelping, I'm going to eat you anyway.''
things in boxes. ``I've got to have a second helping!'' The small girl smiles. One eyelid flickers.
Then added with a frightful leer, She whips a pistol from her knickers.
But now we must have clothes that keep us dry ``I'm therefore going to wait right here She aims it at the creature's head
And pay our rent and not swear in the street Till Little Miss Red Riding Hood And bang bang bang, she shoots him dead.
And set a good example for the children. Comes home from walking in the wood.'' A few weeks later, in the wood,
We must have friends to dinner and read the He quickly put on Grandma's clothes, I came across Miss Riding Hood.
papers. (Of course he hadn't eaten those). But what a change! No cloak of red,
He dressed himself in coat and hat. No silly hood upon her head.
But maybe I ought to practice a little now? He put on shoes, and after that She said, ``Hello, and do please note
He even brushed and curled his hair, My lovely furry wolfskin coat.''
14. Strona 14 z 14 Konkurs recytatorski poezji w języku angielskim w XXVII Liceum Ogólnokształcącym im Tadeusza Czackiego w Warszawie
Brian Patten 'You would,' I said. 'But why?' she said.
'Your friend,' she said. 'I lied,' I said.
Hair Today, No Her Tomorrow 'Oh damn,' I said. 'About what?' she said.
'And his friend,' she said. 'The new cat,' I said.
'I've been upstairs,' she said. 'Him too?' I said. 'It's white,' I said.
'Oh yes?' I said. 'And the rest,' she said.
'I found a hair,' she said. 'Good God,' I said.
'A hair?' I said.
'In the bed,' she said. 'What's that?' she said.
'From a head?' I said. 'What's what?' I said.
'It's not mine,' she said. 'That noise?' she said.
'Was it black?' I said. 'Upstairs?' I said.
'It was,' she said. 'Yes,' she said.
'I'll explain,' I said. 'The new cat,' I said.
'You swine,' she said. 'A cat?' she said.
'Not quite,' I said. 'It's black,' I said.
'I'm going,' she said. 'Black?' she said.
'Please don't,' I said. 'Long-haired,' I said.
'I hate you!' she said. 'Oh no,' she said.
'You do?' I said. 'Oh yes,' I said.
'Of course,' she said. 'Oh shit!' she said.
'But why?' I said. 'Goodbye,' I said.
'That black hair,' she said.
'A pity,' I said. 'I lied,' she said.
'Time for truth,' she said. 'You lied?' I said.
'For confessions?' I said. 'Of course,' she said.
'Me too,' she said. 'About my friend?' I said.
'You what?' I said. 'Y-ess,' she said.
'Someone else,' she said. 'And the others?' I said.
'Oh dear,' I said. 'Ugh,' she said.
'So there!' she said. 'How odd,' I said.
'Ah well,' I said. 'I'm forgiven?' she said.
'Guess who?' she said. 'Of course,' I said.
'Don't say,' I said. 'I'll stay?' she said.
'I will,' she said. 'Please don't,' I said.