Sunday 10 September 2017

Welcome back! New essay:

Hi everyone,


Here's the next essay question:



In what ways, and with what dramatic effects, does Shakespeare contrast Antony and Octavius Caesar? 


Make critical judgements, then use all the best evidences from the text to back up your conclusions.

Let me know if you'd like any further suggestions.


- T. Marcus

Thursday 24 August 2017

Practice exam questions


Discuss Shakespeare’s dramatic presentation of loyalty and betrayal in Twelfth Night.

Discuss Shakespeare’s dramatic presentation of the relationship between Antony
and Octavius Caesar in the play.


These are pretty standard question types and styles from Cambridge.  Enjoy.


- T. Marcus

Monday 21 August 2017

Antony & Cleopatra essay focuses - Egypt

Hi everyone,


As promised, here's those notes I showed today.  Hope it helps, let me know if you have any questions.  Have a crack at other paragraphs!

Discuss Shakespeare’s dramatic presentation of Egypt in the play ‘Antony & Cleopatra’.

Possible topics to cover:

What characterises Egypt?
            Cleopatra
            Excess without restraint
            Wealth & Luxury - exotics
            Fleshly pursuits  (Food, sensuality, & entertainment)
            Pleasure
            Danger
            Change & deception
            Immorality
            Mysticism / godlessness / paganism (Egyptian gods)

What makes these characteristics stand out?
            Contrast with Rome; juxtaposed through structure of scene arrangement
            Language focuses, interests
            Drama, passion, emotion
            Emphasis on Egypt as a location for play’s action
            Imagery
            Its effect on others, particularly Antony

Other considerations:
            Gender powers (Rome is dominated by a male authority, Egypt by female)
            Gender roles / gender swapping (and comedic vs tragic conventions)
            Hierarchy & conduct (social, militia, personal)

            


- T. Marcus

Monday 10 July 2017

Term Two study break

Hi everyone,


Hope you're being strategic about getting some down-time and still getting done the things that need to be done!

To that end, here's what I expect to be done:

  • Read Antony & Cleopatra (main play text)
  • Read Intro to Antony & Cleopatra, at least through first 15 pages (main play text)
  • Read summary & analysis for all scenes in Antony & Cleopatra (study guide)
  • Revise and consolidate ALL notes for ALL other texts - these should reduce your notes to core basics for all poems, chapters, and scenes.
  • Choose the four poems you will be memorising in preparation for your examinations, and begin memorising.  At least two of these should be memorised before we return to Term Three.


And no essay for the holidays!  I know; I'm amazing.  :)

Enjoy.


- T. Marcus

Thursday 29 June 2017

Twelfth Night - Week 6 reading

Hi everyone,


This week's readings:

Main text-

  • If you haven't finished it yet, do.



Study Guide-

  • 'The Pangs of Laughter', 'Antonio's Agony'; p45
  • p83, 85-87


Also, you should start going back through the study guide and developing your scene notes.


- T. Marcus

Monday 26 June 2017

Twelfth Night - Week 5 reading

Hi everyone,


This week's readings:

Main text-


  • Act 4, Scene 3 - end; p143-162 (sorry, last week's pages were meant to read 119-142)
  • Intro, p36-46 (Stage history)



Study Guide-


  • Act 4&5 summary / analysis; p50-54
  • Using Critical Interpretations & Perspectives, p98-105



Sorry this one is so late!



- T. Marcus

Saturday 17 June 2017

Twelfth Night - Week 4 reading

Hi everyone-


This week's readings:

Main text-

  • Act 3, Scene 4 - Act 4, Scene 2; p143-162
  • Introduction, p34-36


Study Guide-

  • Act 3&4 summary/analysis, p44-49
  • Characters: p60-61, 66-67
  • Contexts & Critical Debates, p79-82



We will be discussing in class this week what you're getting out of the above.
I will be focusing on notes from:

  • Characters
  • Contexts & Debates
  • Intro pages


Have fun!


- T. Marcus

Saturday 10 June 2017

Twelfth Night - Week 3 reading

Hi everyone,


This week's readings:

Main text-
  • Act 3 Scene 1 - Act 3 Scene 3, p 107-119
  • Intro, p27-34

Study Guide-
  • Act / Scene summary, p37-43
  • Characters, 56-59 & 62-65


Have fun!


- T. Marcus

Tuesday 6 June 2017

Essay - just in case..

Hi everyone,


I added this onto the previous blog post, but in case you haven't read it yet:

Your new essay is an 'open text' essay:

Rosedale asks, 'Why should I mind saying that I want to get into society?'
In light of this comment, discuss Wharton's presentation of social ambition in the novel.

Hope that's all clear.  :)


- T. Marcus

Monday 5 June 2017

Shakespeare, Act 2 readings

Hi everyone-


Sorry, thought I'd already published this one.  Hm.

SO, this week's reading:

Main Text-

  • Act 2- pg 81-107
  • Introduction- pg 15-25


Study Guide-

  • Themes- pg 68-74
  • Writing essay responses- pg 90-91

UPDATE-
Your new essay is an 'open text' essay:

Rosedale asks, 'Why should I mind saying that I want to get into society?'
In light of this comment, discuss Wharton's presentation of social ambition in the novel.


There!  Enjoy.


- T. Marcus

Wednesday 31 May 2017

Shakespeare, part 1: Twelfth Night

Hi everyone,


Well done again on getting through The House of Mirth!  Make use of those teacher notes, and good luck deciphering the Book One notes.  I will pray for you.  :)

NOW.  Shakespeare!  This week's readings:

Play-

  • Intro, pgs 6-15
  • Act 1, pgs 56-81


Study guide-

  • Act 1 summary / analysis, pgs 12-23



I'll always let you know what you need to be reading for the week.  Stay ahead of me so if there's anything that confuses you, you can bring it up in class!

Tomorrow I'll release the readings for NEXT week.

Enjoy!


- T. Marcus

Monday 29 May 2017

John Milton - Evening in Paradise (from Paradise Lost)

As stated in class, this is from Book IV, and as I found in this link, is lines 598 - 632.  Yikes.

Focus on IMAGERY.  This is the key for the entire poem.

Themes to look at are the power, importance, and reward of Sleep.  There is a potential mirror to works being the way to heaven (i.e. sleep/rest is the reward for earthly labour).

Mr. Sir and Sparknotes both have interesting things to say.  For Mr. Sir, particularly note paragraphs 3 and 4 of the Context section.

Enjoy.  :)


- T. Marcus

Sunday 30 April 2017

Welcome back to Term Two!

Hi everyone,


I hope you're all fully rested and ready to go!

Remember to do planning on your essays TONIGHT.  We will be discussing it in class tomorrow.

Again, my apologies for the No Post During Term Holidays.  Fortunately, I'm sure you were all diligent enough to get things done as requested.  :)

We have 4 weeks left of the novel-

Use the Cliffsnotes to make sure you understand the basic plot structure, characters, and themes
Use TheBestNotes for further detail
Make sure you're tracking the different settings

By now you should know the various character foils.  Now figure out WHY they're so different!  What is it that sets them apart?  In what way is Lily a foil for herself?  (To begin answering that last one, consider the influence of her mother)

Enjoy.


- T. Marcus

Tuesday 21 March 2017

Samuel Johnson - The Vanity of Human Wishes

Hi everyone,


How'd you like to be able to look at a dictionary and use the old Star Wars line, "I am your father!"??

I know that's a bit weird, but it's quite a cool thought to me anyway.

Wiki to the rescue again, have a look at the sources for this poem.  Add to your notes.  Samuel Johnson himself is also an interesting read, though Mr. Sir has the most comprehensive one-stop-shop on this poem.

general Google of the poet and the title brings up many options to explore, including Shmoop and eNotes, which I suggest you look up.

Enjoy.


- T. Marcus

Wednesday 15 March 2017

John Keats - Ode on Melancholy

Hi everyone,


I know I'll have mentioned the Greek mythology element, and you certainly should find a way to mention it in your essays due to Keats' consistent focus on the legendary / mythological.  Consider the atmospheres that are evoked by this technique, and how these references establish a foundation from which to view and compare the other two stanzas.

For the whole story of Psyche, this is quite informative.

You could look up the Catholic rosary if you want to firm up your understanding of that image.

The search to more clearly understand Negative Capability is a deep dark hole that I don't know if I really want to go down, in fear I might not emerge alive.  After you.  :)

All that said, there are various great places to look into Keats' life and this particular work.  Mr. Sir recommends the Shmoop and Sparknotes pages.  I thoroughly agree.  Remember to look at the bit on Sparknotes regarding the original 1st stanza.

(No, I didn't conveniently link those sites for you here.  Hah.)

Mr. Sir himself has some good observations, and you may find that we tend to agree.  Overall.  You should definitely check out the final paragraph of his Language & Techniques section.

Meanwhile, I'm still chewing on that 'shade to shade' line.  Lots of possible interpretations, and I'm not sure I'm happy with any of them.  Which brings me back to negative capability.  (argh)


- T. Marcus

Tuesday 14 March 2017

Alexander Pope - extract from An Essay on Criticism

Hi everyone,


This one had SCREEDS of information available.  Apparently Pope gets re-evaluated reasonably regularly, so there are lots of opinions about his work in general.  But I think mine's right.
(GET IT??!?)
(...aw, nevermind)

Wikipedia and Mr. Sir are your "go-to" sites for this one.  This one was interesting, too.

That said, I think you'll really want to make sure you've got your heads around the main points of the Augustan age.  Of course there are the links off to the side, yet also check out this page.

Have fun!


- T. Marcus

Latest essays

Hi everyone,


Getting better and better!  Here's some thoughts for helping hone our essay technique.

Primarily, there are two issues that seem to be emerging:

  1. General essay structure
  2. Ability to integrate knowledge of context


First things first:

Structure.

When comparing / contrasting two poems, if you're looking at how the poets do things separately, make sure you emphasise that.  Example- when beginning analysis of the second poem, you might start by saying something like,
"While Scott has put more weight on personification, a 1st person narrator, and concrete structure, Stevenson has chosen to employ epitaphic form, and to alternate between use of a 1st person narrator in the first stanza and 3rd person narrator in the second."

Then you could discuss the effects of these choices.  Alternatively, you could save this discussion for the conclusion section.

And for the love of all that is good and makes cookies in this world, learn the difference between 'apart' and 'a part'.


Integrating context:

When you've explained the effects of a particular language feature, or combination of language features, extend the idea in your paragraph by adding another sentence or two, explaining how the context makes your observation more meaningful.

Example.

"This pain of loss in love is particularly touching in that the author was experiencing marriage difficulties at this time.  The sense of betrayal is keenly felt in the semantic field, with words such as..."

That sort of thing.

In the conclusion, you could also further your observations by discussing how the author's contexts balance against the key concerns of the question.

'Context' should now include English Literature eras.  Find out what era each of these poems was from, and try to discern which eras most influenced the authors.  Occasionally you will discover a conflict, which may be meaningful.


Hope that helps.


- T. Marcus

Sunday 12 March 2017

Elinor Morton Wylie - Now Let No Charitable Hope

Hi everyone,


Interesting lady!  And very interesting life choices.  Poor thing.

I've covered most of the context which I freely admit came from the world's best source of possibly unreliable material, Wikipedia.  Here's a great quote from there on the anthology this poem came from:

In Black Armor (1923), "the intellect has grown more fiery, the mood has grown warmer, and the craftsmanship is more dazzling than ever.... she varies the perfect modulation with rhymes that are delightfully acrid and unique departures which never fail of success ... from the nimble dexterity of a rondo like 'Peregrine' to the introspective poignance of 'Self Portrait,' from the fanciful 'Escape' to the grave mockery of 'Let No Charitable Hope.'"

What you SHOULD be doing right this second is looking through that paragraph to determine the key growths of the poet's style in this particular anthology.  It will make you sound smart in essays.  :)

SO.  Check that link out if you want to see more.  Good stuff.

You're going to want to check out the Romanticism link over on the right, because as I said in class, Wylie was heavily influenced by this.  You don't have to know it all, but I would read the following sections of that link:

  • The intro bit,
  • The Basics characteristics section of Defining Romanticism,
  • The intro bit for Romantic Literature
  • and the sub-section there called Influence of European Romanticism on American writers


Though by no means exhaustive, this analysis occasioned some good thoughts on some of the imagery present in the poem.

And what era of English literature would this poet actually be from?  How does that match up with her Romantic Era interests?

Have fun.


- T. Marcus

Wednesday 8 March 2017

Alun Lewis - Song

Hi everyone,


So, I hope you brought your tissues.  Sad story on this guy, huh?

If you'd like to read more about Lewis and his life, this is a pretty interesting read, and short; Wikipedia has much more information.

I stumbled across this site, which unfortunately requires a paid account to see the rest (much like enotes).  Still, what's there is FANTASTIC for context.

Consider that long quote we wrote down re: Lewis' poetry in general and his quest for meaning in the hopelessness.  Measure that thought up against other things that don't seem to fit a given pattern.  Rhyming pattern?  Enjambments and open-ended lines?

You'll find your own thoughts, but I thought I'd get you started.  Do some google searches and challenge my conclusions with your own!


- T. Marcus


Tuesday 7 March 2017

Charlotte Mew - Rooms

Hi everyone,


This one was actually quite a lot of fun to take apart on my own.  And this time I will require a little more of exactly that from you.  :)

Rather than link to further research, I'll give you thoughts for expanding your notes.  That said, Mr. Sir has a link for this one (I think it's this one) to an essay that does a pretty good analysis.

Remember she seems to like sounds and the absence of sounds.  Look for how sound and rhythm mirrors mood and/or content.

Consider the connotations of the words that are contrasted so frequently.

Look at structure.  What is the tone of the open-ended and enjambed lines?  What is the purpose of the indents?

As we may have said in class (but I probably got carried away and forgot to mention), the paradoxical semantic field suggests a sense of balance.  Does this always apply?  Why does she seek this balance so persistently?

Happy researching.


- T. Marcus


Monday 6 March 2017

John Goodby - The Uncles

Hi everyone-


So John Goodby is another modern poet, as we discussed.  By now we know that this means we may instantly abandon any efforts at looking for a rhyming scheme, though obviously if we find rhymes then we should look at them all the more closely.

Professor Goodby teaches at the University of Swansea.  I include this link because it lets us know a bit about his general interests, which particularly includes Dylan Thomas (1914-1953), a Welsh poet and writer from the early 20th century.  Of particular interest to me in that first link on Goodby was the following quote:

"His research focuses on late/modernist writing; he has pioneered critical recognition of its importance in Irish poetry, and argues that Dylan Thomas is a hybrid figure whose fusing of modernism and mainstream modes problematises the fault-line in post-Waste Land British poetry."

Mr. Sir's link is by far the most useful single site for research on this poem.  That said, use your class notes to develop best conclusions.

On the 'Red Square' aspect of the poem, Mr. Sir believes this is little more than a reference to members of the working class.  I think it may show the uncles actually in Moscow.  When they swap 'telephone numbers' and participate in 'deals', their presence in Moscow seems to indicate that they went there for business purposes, whether they were invited or went of their own initiative.  It is the one moment throughout the poem when the narrator voice seems disapproving of the uncles, as he disdainfully notices their dabbling in (or simply being surrounded by) 'rank communism'.

Key areas to consider for this poem:

  • Semantic field
  • Imagery
  • Concrete structure

Point of View could be used as a supporting point for this poem, or coupled with Shape & Pattern to make a fuller observation.  This discrepancy in itself could be meaningful, as point of view is devalued while shape and pattern are employed much more heavily.  The narrator observes yet does not necessarily comprehend the complexity of what they're seeing.

Let me know if you have any further questions.


- T. Marcus

Ben Jonson - On My First Daughter

Hi everyone,


I've already let you know about Jonson's other poem 'On My First Son'.  Here is a fantastic comparison / contrast of the two poems.  Very insightful.  Also, directly addresses certain aspects of the semantic field that you will want to use to develop your notes.

There's a great deal of material you could sift through on this one, but I think between the class notes, the above link and Mr. Sir, you'll have enough.


- T. Marcus

Sunday 5 March 2017

Essay approaches

Hi everyone,


Soooooo we need to breathe.  Breathing is good for you.

You're all in a hurry to say everything you know.  This is truly ironic, because in the process of rushing, we sometimes say things that are incorrect and therefore cannot be credited.

We can never say ALL that we know.  We can't even adequately cover ALL of the Analysis Categories in the space allowed - at least, not if we're comparing; two poems means 1.5 - 2 sides per poem, which means Pick The Best Evidence.

Examine the question for key words.  Decide what Analysis Categories from this poem best address the concerns of the question.  Consider possible purposes of the poets in using whatever approach they did.  Add your opinion into it.

Here's a step-by-step approach:

  • Make your point, targeting some aspect of an Analysis Category
  • Choose the quote that best demonstrates your point
  • Explain the effect of the technique in that quote
  • Extend the observation- talk about the technique as it appears throughout the poem
  • Explain how the poet employs this technique throughout the poem; i.e., does this technique develop an idea?  Repeat an idea?  Create a contrast / hyperbole / other effect?
  • Link these observations back to the question.  Do this as "I think" or "To me this shows", etc.  Cambridge is currently really big on our personal response to texts.

The above should be every paragraph except for the Intro and Conclusion.

Intro - always mention the intent of your essay; what will you be demonstrating?
Conclusion - try to link together all or at least several of the points you've brought up throughout the essay to show how they go to an even deeper observation / conclusion.

In the case of 'compare two poems' essays:
If you take 2/3 of a side addressing form and structure, fine.  If that means you got to do one other point on imagery that also took 2/3 of a side before moving on the next poem, also fine.  As long as both of those sections addressed the entire poem rather than one isolated moment, and journeys the readers to how / why the poet chose to write as they did, then that is perfect.

For single poem essays:
You should have more than enough time to address all the Analysis Categories.  Use it.  Motions isn't necessarily progress; slow down and think about the best sequence of your points in order to journey readers to your conclusion.

Example-

  1. If I told you: Johnny almost got hit because he didn't look both ways before running across the street as he chased a ball, it makes sense.
  2. If I told you: because Johnny almost got hit, he chased a ball as he ran across the street and didn't look both ways... it DOESN'T make sense.


How will you order your points to make a logical conclusion that the reader can easily follow?

Think about it.


- T. Marcus

Wednesday 1 March 2017

John Cassidy - Sons, Departing

Hi everyone,


John Cassidy wrote that his poetry often begins "with an attempt to register an observation or experience which seems worth preserving for its own sake."  He believes that subsequent examination of the description (ie. reading it carefully a few times in a row) should uncover the initially implicit meaning.  Still, the entire poem "remains a process of discovery."
(These quotes are from a response to an overview critique on his works.  The link to the article is here.)

I found a blog post analysis of this poem that has some pretty strong observations.  Use it to get ideas and flesh out your existing notes.  We'll have covered a lot of this in class.

Another live one, and thus a poet with lesser quantity of available research content, in terms of Number of Interwebs Posts to Wade Through.  Definitely check out Mr. Sir.

Remember to check our course book on Free Verse and regularity.  This one is big on imagery.  If I were you, I'd continually come back to one of the last thoughts I shared with you (at least, I hope I remembered to... writing this post in advance!): There are two MAIN characters - the father and the son(s) - the symbolism of the imagery may be interpreted differently depending on which character's perspective we are considering.

Have fun!


- T. Marcus

Monday 27 February 2017

Sir Thomas Wyatt - I Find No Peace

Hi everyone,


Update: interesting analysis of the poem.

I'd no idea that this was the man who apparently brought sonnets into English literature!  Romantics everywhere owe this man a respectful tip of the hat.

I found this article on a British website that offers some good thoughts in the paragraph right before they present the poem.  Have a look.

Gradesaver did a pretty good job with their analysis, and were particularly helpful with influencing factors in Wyatt's life.

As always, read Mr. Sir's analysis, yet from the stance of knowing Wyatt's influences and his deteriorated marriage, I'd mostly take Mr. Sir's observations as 'alternative interpretations'.  Some good stuff there.

That should be enough to get you going.

Enjoy.


- T. Marcus

Sunday 26 February 2017

On our course book...

Hi everyone,


Just a few highlights I thought would be useful from scanning the most recently assigned pages.


Bottom of page 25-
Remember that where the stresses come from are largely a matter of OPINION, not FACT.

Page 27 Comment-
Read to get the idea of how stressed syllables can produce certain effects, dependent on the content being discussed.

Page 29, Free Verse-
Although Free Verse style has no regularity in either rhyme or syllables-per-line, look at what DOES give it its shape!

Page 31, Pace-
Consider what the pace is for the poems we've done so far.


Hope that helps.


- T. Marcus

Elizabeth Thomas - The Forsaken Wife

Hi everyone,


The final line is potentially in reference to contemporary politics.  I found an undergraduate informal essay that outlined some interesting thoughts, including an explanation of the legal & political setting Thomas wrote in.  I will have gone over quite a bit in class, but this is still worth a look as it is the vital framework through which the reader views the author's outrage and sense of injustice.

Information on Thomas's background is generally a quick read, but here's a pretty good link.

For analysis purposes, use the regularities to highlight the anomalies.  Consider the unusual effects of the caesuras and the possible intentions of the half-rhymes, the 9 syllable lines (and the one 7 syllable line), and the concrete indents that begin stanzas 2 and 3.

Additionally, what is the reason for repeating particular words within a stanza?  What happens when the words are used in different stanzas?


- T. Marcus

Christina Rossetti - I Dream of You, to Wake

Hi everyone,


So there's this page that investigates the plot progression of Monna Innominata.  Also, Mr. Sir has a page on the entire work.  I Dream of You is Sonnet 3 in the sequence, and the article also mentions some of the contemporary values and responses.  Worth scanning, if nothing else.

I also found the entire sonnet sequence, which could yield some interesting notes; but remember that if you analyse this poem you need to work with the provided text.  All research should inform our observations on the text rather than being "separate from" or even "in addition to" it.

Do have a look at GradeSaver: take note of Rossetti's style, its influences, and her general themes and preoccupations.  It would also be useful to consider how all this weighs up against the literary and social values of the Victorian age.  (This link was especially in-depth, though quite dense.)

I found an extensive article detailing Rossetti's biography.  This may provide some insights on either the poem's origin or Rossetti's writings in the Victorian age, but remember there seems to be some debate as to whether the inspiration for this poem has anything at all to do with the author's personal experience in love.  If you feel you can make an observation relevant to the analysis and focused on the text, go for it.


- T. Marcus

Wednesday 22 February 2017

Mary Monck - Verses Written on Her Death-bed at Bath

Hi everyone,


This is that article that questions whether or not the author had indeed written these verses 'at Bath' or if it was simply a logical assumption.  Indeed, the writer of this page questions whether Mary Monck was the poem's author at all, and for some very compelling reasons!  To begin with, remember that this poem is not a part of Marinda, nor is its style congruous with any other poem in that collection.

Look into it, but we really need to consider the following:

  • If Mary Molesworth Monck wrote the poem then how is the tone of the poem affected, considering her failed marriage and her father's clearly negative view of female authorship?  (Verses could have been written at an earlier point in Monck's marriage, but still.)
  • If someone else wrote the poem, how does that alter our interpretation of its tone?
  • And regardless of authorship, what societal values and literary genre does the poem seem to embrace?

I would balance the cultural values of Monck's father against the narrator's choice to ignore the issue of social propriety in favour of simultaneously communicating joy of love and transcendence of sorrow.

I found another link describing Marinda's contents and origin with reasonable concision, despite the bulk of it quoting Monck's father.  Don't bother quoting it yourselves; focus on discerning the apparent worldview of men towards female authorship in the beginning of the 18th century.

Here is a small introduction to Monck.  Short read and helps solidify the views we've already discussed.

- T. Marcus

Monday 20 February 2017

Sir Walter Scott - Soldier, Rest!

Hi everyone,


This one has a very interesting background.  I covered the bones of it in class, but this site gives the exhaustive version.

Of particular interest are these paragraphs, found early on that page-
"The plot [of the poem] runs roughly as follows (Spoilers follow): 





The Highland Scots, led by Sir Roderick Dhu (exiled for committing a brazen murder in the King’s court) are at odds with the Lowland Scots, who are loyal to King James, who nominally rules Scotland. Douglas, who was formerly of the king’s court, has quarreled as a result of vicious rumors, and has fled to the highlands with his daughter Ellen and his minstrel, Allan Bane. 





As the poem opens, a lowland hunter, calling himself James Fitz-James, becomes lost in the highlands while chasing an elusive stag. His horse dies of exhaustion by the shores of a lake. He blows his horn, but instead of his countrymen, he is found by a highland maiden, who rows across from an island. By the common courtesy of the time, he is given a bed for the night, and sent on his way, even though he is known to be on the other side of the conflict. The maid is, of course, Ellen, and Fitz-James is smitten."
(eNotes does a slightly more thorough summary of the entire poem.)

Pay attention to the concrete structure, rhythm and scansion.  Lots of contrasting tones to consider: intention of narrator voice vs imagery and content of individual stanzas.

To give you further inspiration when developing and revising your notes, I highly recommend you check out this student analysis.

A google search of "walter scott soldier rest" will also give screeds of further links for your perusal.

Enjoy.


- T. Marcus

Sunday 19 February 2017

Emily Brontë - Last Lines

Hi everyone,


This poem is also often called by its first line, "No Coward Soul Is Mine", and was part of a collection of poems by all three Brontë sisters, which they published... and sold 2 copies.  That is not a typo.  Two.

This seems to be Emily's contributions to the collection, with a foreword by her sister Charlotte Brontë.

However it is called, I've quite enjoyed it.  Clearly a traditionalist, Brontë has been very thoughtful with imbuing meaning into the structure.  This adds great depth to the poem's content.

Mostly iambic, so note the discrepancies!  Where are they and what is the essential meaning / suggestion?

Here's a nice little analysis with brief background on the author herself.  Very useful.  Still, the comment on the meter should read "trimeter/pentameter".

This page has a few interesting insights into some of the themes and techniques.  This analysis takes a more well-rounded approach, and goes stanza-by-stanza through most of the poem; good stuff.

eNotes has a treatment more on Brontë's works overall, yet our poem is singled out a few times and the general commentary is valuable.

Look at all the above links; I'm going to ask you what you got out of each one.  :)  Mwah.

Enjoy,


- T. Marcus

Saturday 18 February 2017

Robert Louis Stevenson - Requiem

Hi everyone,

UPDATE regarding his health: (quote from Wikipedia)
Contemporary views were that he had tuberculosis, but more recent views are that it was bronchiectasis or even sarcoidosis.

The point is, he had poor health throughout his life.

For anyone still confused on exactly what defines an 'epitaphic fiction':

"Dr. Johnson understood that words on headstones provide cover stories. Acts of make-believe inscribed in stone may be as banal as an incorrect—or fudged—year of birth; the phrase “In Loving Memory” must be a fiction much of the time. On the other hand, great writers have composed words for headstones, real and imaginary, that offer us complex fictions in which we may dwell, as if in compensation for loss. For such writers, good grief is infused with imagination."

In 'Robert Louis Stevenson: The Critical Heritage' the author tells us that a poet by the name of Robert Herrick is likely to have been the inspiration for Stevenson's Underwoods anthology, but this claim is solely based on the similarities of style between Herrick and Stevenson.  In the opening page of Stevenson's anthology, he admits Underwoods as a title is 'stolen' from Ben Jonson.  It turns out Herrick was heavily influenced by Jonson, so commenting on this in an essay would likely end in a hair-splitting debate.  Interesting to know, but I think Cambridge will be more interested in what is symbolised by Stevenson's use of the stolen title: that "Stevenson is suggesting that his poems too are a varied collection and less important than his prose works, yet at the same time he is presenting himself, like Jonson, as an all-round literary writer."

For your interest, here's a brief history of the poem's origin.

Look up and balance together the various meanings of the word 'requiem'.  I think all are applicable, especially considering the lyric feel of the poem and the poet's history of writing lyrical verse.

Focus on the largely monotone diction, and make an exhaustive exploration of structure.  This should include rhyming pattern, repetition, physical layout, and contrast.

Contrast is listed with the above due to the structural aspects it encompasses, but don't limit it to that. Explore the final two lines as well as comparing the 4th and 8th lines. Compare emotions and actions, meaning and use of repeating words, occupations, settings and sounds.

Have fun.  :)


- T. Marcus

Friday 17 February 2017

William Bell Scott - Death

Hi everyone,


This is probably the most unique poet I've come across, more remarkable for the fact that he wasn't very good at the consistently flowing and beautiful language forms we normally associate with the word 'poetry.'

'Death' was part of Scott's "Poems: 1854" anthology.  Twenty eight years later, he published "Poems: 1875" which largely included the same material, edited to one degree or another.  'Death' does not appear in this second publication.

Except it does.  Scott has taken the original poem and made it part of a much larger narrative ballad he titled 'The Dance of Death', though here it is altered in various ways.  This version of the poem was originally released in a brochure called 'The Edinburgh University Souvenir,' which I leave to you to research for any potentially useful facts.
(You will not be expected to know the altered version.  Still, being able to comment on its existence may be a good thing.)

I found a 1951 doctorate thesis on the life and works of this poet.  I can make it available if you're that interested, but below are what I think are the main points.

Regarding the changes in the poet's style from the 1854 to the 1875 publications:

  • "One might summarize by saying that the basis of the later work was present in the earlier and that the advance was one of technique rather than inspiration."


Finally, these two quotes seemed the most applicable for our concerns:

  • "Scott's most positive virtue was his originality"
  • "The distinction Rossetti makes is valuable: Scott is interesting because he offers his personal meditation on some of the current problems of the nine-teenth century..."  (Obviously life and death would have been high on that list.)


Focus on his originality.  His use of repetition is powerful if not necessarily purposeful.  You should discuss the effects of his continuous enjambments and caesuras, despite the fact that he may not have put much planning into using them.  Good opportunity to weigh up effectiveness of poet technique.

In fact, considering his nearly accidental use of standardised poetry techniques, think about why Scott bothered persisting with the rhyming couplets at the end of each stanza!

Definitely talk about scansion in terms of rhythm and the rising and falling metre variations; overwhelmingly iambic, yet several single lines that are mostly dactylic / trochic or possibly contain spondee.

Above all, know the speaker voice and the subject he is speaking to.  The first word, "I", places the narrator voice as a personification of Death, which leaves "thee" [archaic singular form of 'you'] as the specified "man" in the poem.

Using all you now know, be ready to answer this:

Explain, based on this poem, the poet's view of Death's character.
(Hint: Start by looking at the feeling / concept being communicated by each individual stanza)


- T. Marcus

Thursday 9 February 2017

John Donne - This is My Play's Last Scene

Hi everyone,


Ahh, 16th century poetry.  Much more familiar territory for me.

There are links off to the side for different types of sonnets, if you need a refresher.

The poem itself is one of 19 found in a collection called The Holy Sonnets.  Check out the 'Themes' section in that link.  Pretty hefty paragraph, but lots to look at in terms of Donne's commonly explored themes.

Enjoy.


- T. Marcus

Imtiaz Dharker - These are the Times We Live in

Hi everyone,


This one is remarkably straight forward, given the previous poems we've looked into.

By now you will have noted that modern poetry tends to shun rhyming or rhythmic structures.  By necessity we find imagery becomes more heavily relied upon, yet meaning is also often communicated by shape and size of stanza.

Mr. Sir has this one pretty much down, so other than our class notes I recommend you have a look at his page.

A final observation has to do with the anthology this poem is placed in, as Cambridge will expect us to have at least working knowledge of authors' concerns and commonly explored themes.

The poem was published in Dharker's "The Terrorist at My Table" in 2006 (one site says 2007). Poetry archive says, when discussing an overview of the author's works, 'The subjective nature of perspective and openness of interpretation are also at the crux of a fourth book, The terrorist at my table (2006), which revels in blurring the public and personal. 'The right word' is perhaps the most successful of these: describing the same scene in repeatedly differing terms, an anonymous man is seen as a terrorist, freedom fighter, guerrilla warrior and martyr, before being cast as "a boy who looks like your son".'

Pick the key words out of that quote, and then re-read the poem.  You should have quite a lot to go on.

Enjoy,


- T. Marcus

Monday 6 February 2017

Carol Rumens - The Border Builder

Hi everyone,


Don't bother with rhyming scheme; she doesn't care.  Caesura, repetition, imagery and opposites are your go-to techniques. It could also be worthwhile to google search the author's name together with Philip Larkin; see if any pages come up that investigate their similarities.  You're looking for stylistic or genre similarities.

In researching this poem, I found a student analysis that was pretty okay.  It's pretty short.  Read it, get what you can.  It is not the original inspiration for the poem, yet the struggle discussed is applicable within the poem's context.

Mr. Sir had some interesting theories as to the origins of this poem: a figurative mirror to the fall of the Berlin Wall, or maybe the Twin Towers attack of 9/11.  Although I still think the IRA ceasefire debacle more likely, the Berlin Wall is a possibility and, as Mr. Sir states on his blog, the poem "equally could relate to any other event that has seen a shift in xenophobic focus".  True enough.  And in that sense, the poem has a timeless application.

Mr. Sir guesses The Border Builder was written between 1989-2001, and he's right.  I found an anthology by the poem's author Carol Rumens, called 'Best China Sky' and it includes this poem.  The anthology was published in 1995 and according to the synopsis, "many of these poems were written in Northern Ireland in the year since the ceasefire."  Thus began my investigation.

Below are the links I found most useful in the process of exploring the poem's likely origins:


(When looking at that last one, remember: the book was published in 1995; we may safely assume anything from late 1995 to the present is not necessary for our research.)

  • BBC article, "On This Day". This is their report on the actual day after the 1994 temporary ceasefire, which you will find referenced in the previous link above.


That is also the order in which I suggest you read those links.  A google search of "northern ireland ceasefire" will bring up these links and many (MANY) more.

Having said all that, the synopsis from 'Best China Sky' goes on to mention Celtic mythology, Russian poetry from the Cold War, and Belfast's "unexpected balancing act" (which I assume is figurative for the political aftermath of the 1994 IRA ceasefire rather than implying a sudden surge in acrobatic ability).  All of which means it's entirely possible that my interpretation is not, after all, the poem's original inspiration.  It could be a 1990's interpretation of Thor's origin story.

(No it couldn't.  Don't write that.)

Feel free to look up the Cold War, though I feel the references to barbed wire and official documents such as birth certificates and passports are pretty strong indicators that we don't have to delve into Celtic mythology.

Have fun.


- T. Marcus