...message to the reader that regardless of how influential and powerful a leader may be during their time as ruler, they will not last forever and their time will eventually come when they will fall. This shattered sculpture of the once mighty Ozymandias also represents the certain decay of civilization. All that's left of the once mighty and powerful Ozymandias is now shattered remains. On My First Son: In this poem, the author uses tone to show how he feels about the loss of his only son. Various tones such as anger, forgiveness, and loving are used throughout the piece. Line 5 shows the authors anger caused by the loss of his son. This is saying that he is losing his fatherhood, and his need to mourn like a father. In line 7 the poem shifts to forgiving, when the author mentions how his son won't have to go through all of the hardships and trails that he had to face. The final shift in tone to loving is in line 12. He speaks about how much he loved his son, and how he could never like or love anything else again. How do I love thee? Let me count the ways: In the poem, Browning uses repetition of the phrase "I love thee", rather than using...
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...آيات ورد فيها "الصدق" وَعْدَ الصِّدْقِ الَّذِي كَانُوا يُوعَدُونَ ﴿١٦ الأحقاف﴾ وَادْعُوا شُهَدَاءَكُمْ مِنْ دُونِ اللَّهِ إِنْ كُنْتُمْ صَادِقِينَ ﴿٢٣ البقرة﴾ فَقَالَ أَنْبِئُونِي بِأَسْمَاءِ هَٰؤُلَاءِ إِنْ كُنْتُمْ صَادِقِينَ ﴿٣١ البقرة﴾ وَآمِنُوا بِمَا أَنْزَلْتُ مُصَدِّقًا لِمَا مَعَكُمْ ﴿٤١ البقرة﴾ وَلَمَّا جَاءَهُمْ كِتَابٌ مِنْ عِنْدِ اللَّهِ مُصَدِّقٌ لِمَا مَعَهُمْ ﴿٨٩ البقرة﴾ وَيَكْفُرُونَ بِمَا وَرَاءَهُ وَهُوَ الْحَقُّ مُصَدِّقًا لِمَا مَعَهُمْ ﴿٩١ البقرة﴾ فَتَمَنَّوُا الْمَوْتَ إِنْ كُنْتُمْ صَادِقِينَ ﴿٩٤ البقرة﴾ فَإِنَّهُ نَزَّلَهُ عَلَىٰ قَلْبِكَ بِإِذْنِ اللَّهِ مُصَدِّقًا لِمَا بَيْنَ يَدَيْهِ ﴿٩٧ البقرة﴾ وَلَمَّا جَاءَهُمْ رَسُولٌ مِنْ عِنْدِ اللَّهِ مُصَدِّقٌ لِمَا مَعَهُمْ ﴿١٠١ البقرة﴾ قُلْ هَاتُوا بُرْهَانَكُمْ إِنْ كُنْتُمْ صَادِقِينَ ﴿١١١ البقرة﴾ أُولَٰئِكَ الَّذِينَ صَدَقُوا وَأُولَٰئِكَ هُمُ الْمُتَّقُونَ ﴿١٧٧ البقرة﴾ فَفِدْيَةٌ مِنْ صِيَامٍ أَوْ صَدَقَةٍ أَوْ نُسُكٍ ﴿١٩٦ البقرة﴾ قَوْلٌ مَعْرُوفٌ وَمَغْفِرَةٌ خَيْرٌ مِنْ صَدَقَةٍ يَتْبَعُهَا أَذًى ﴿٢٦٣ البقرة﴾ يَا أَيُّهَا الَّذِينَ آمَنُوا لَا تُبْطِلُوا صَدَقَاتِكُمْ بِالْمَنِّ وَالْأَذَىٰ ﴿٢٦٤ البقرة﴾ إِنْ تُبْدُوا الصَّدَقَاتِ فَنِعِمَّا هِيَ ﴿٢٧١ البقرة﴾ يَمْحَقُ اللَّهُ الرِّبَا وَيُرْبِي الصَّدَقَاتِ ﴿٢٧٦ البقرة﴾ وَأَنْ تَصَدَّقُوا خَيْرٌ لَكُمْ إِنْ كُنْتُمْ تَعْلَمُونَ ﴿٢٨٠ البقرة﴾ نَزَّلَ عَلَيْكَ الْكِتَابَ بِالْحَقِّ مُصَدِّقًا لِمَا بَيْنَ يَدَيْهِ ﴿٣ آل عمران﴾ الصَّابِرِينَ وَالصَّادِقِينَ وَالْقَانِتِينَ وَالْمُنْفِقِينَ وَالْمُسْتَغْفِرِينَ بِالْأَسْحَارِ ﴿١٧ آل عمران﴾ ...
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...Cullen is supposing that a truly good God would not subject His creatures to such paradoxical, even cruel, situations. Upon closer analysis of the mole and its scenario (“The little buried mole continues blind”), which may function as a metaphor for the poet himself, the possibility is not ruled out that the poet is hinting to us what seems to be an inescapably bad situation may in fact be a fixable one. A mole, like all creatures, has adapted in ways that allows it to survive, and it may be that Cullen is suggesting to us that thing are not as random and as terrible as they may seem and that there is a way out of challenging situations. The following line, though, counters this acknowledgement, corresponding more to the original direction the poem was headed in: “Why flesh that mirrors him must some day die.” Here he recognizes the absurdity in a God that would create beings in his likeness only to watch them expire. Cullen goes on to give more examples: “Make plain the reason tortured Tantaslus/Is baited by the fickle fruit, declare/If merely brute caprice dooms...
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...In the poem “In Response to Executive Order 9066” the speaker sounds the most understanding. At the beginning of the poem the speaker seems to let the readers know she is an American and not an opponent. According to the speaker, “I am a fourteen year old girl with bad spelling and a messy room. I have always felt funny using chopsticks and my favorite food is hot dogs”( 6-9). She was a normal American teenage girl. She eventually started talking to Denise's enemy but she thought she was telling her all of her secrets away which she wasn’t. According to the speaker, “ I gave her her a packet of tomato seeds and asked her to plant them for me, told her when the first tomato ripened she’d miss me”(22-25). The speaker wanted to let her best friend know that the seeds represented their friendship and love. This would also let her know she wasn’t the enemy she thought she was....
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...A* GCSE English Literature Poetry Response Copyright © 2008 www.englishteaching.co.uk + www.english-teaching.co.uk How to Write an A* GCSE English Literature Poetry Response 2 The Poetry Component of the GCSE Literature Paper The poetry task is the second question on the GCSE English Literature exam paper. It is perhaps the more demanding of the tasks on the paper, because unlike the question on the prose, in this section you are being asked to compare four poems simultaneously throughout your answer. In the exam you should spend one hour on this section of the paper. Given the greater demand of the task, your response to the poetry is worth more marks than the response to the prose. In order to perform at the highest level on this paper, it is important that you develop a nuanced and sophisticated comparative written style. However, this is achievable if you adopt a systematic approach to ordering and writing your responses. It does, however, demand considerable practice prior to the final examination. What is the Examiner looking for in a response to the Poetry? The exam is designed to test your ability to do the following things: Can you respond to the poems critically, in detail, and sensitively using textual evidence? Can Can you explore language, structure and form contribute to the meaning of texts? Can Can you compare the ways that ideas, themes and relationships are presented in the poems by selecting Can pertinent details...
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...Marlowe’s poem, “The Passionate Shepherd to His Love” makes promises to the intended audience to stay by his side. In contrast, the main persona in Sir Walter Raleigh’s poem, “The Nymph’s Reply to the Shepherd” appears to respond to that of Marlowe’s poem in a negative tone. Because of the nature of both poems, Marlowe’s poem has a masculine voice, whereas Raleigh’s poem has a feminine voice. The history of the poem and the way it was written can help decipher whether if the poem was a masculine tone or a feminine tone, or even the each way gender reacts to the idea of courting presently in comparison to how the poets interpreted courting. Both poems were published during the late 17th century and the early 18th century. A critical essay written by Sheri E. Metzger states that “the great Elizabethan lyric sequences typically begin by identifying the poet's mistress as the primary lyric audience” and this quote shows that during the Elizabethan time period many of the lyrics of poems written would refer their mistresses as the audience. Poems were a very popular way of courting members of the opposite sex. Both poems were a way for the poet to show their emotions to their lovers. Marlowe attempted to do this by expressing the many things he had to offer to his love in order for her to come by his side. They were not just things that an ordinary person would be able to offer, but it was something far beyond normal. Another reason that a poet would have for writing a poem would be...
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...Registered address: AQA, Devas Street, Manchester M15 6EX. Report on the Examination – General Certificate of Education (A-level) English Literature A – Unit 1: Texts in Context: The Struggle for Identity in Modern Literature – January 2013 PRINCIPAL EXAMINER’S REPORT: January 2013 LTA1C The Struggle for Identity in Modern Literature The entry was around 2000 candidates, compared to nearer 7000 last summer and about 1400 the previous January, with the large majority of students choosing to answer on Duffy’s The World’s Wife as it was the last time this text would be offered. With the majority of entrants being re-sitters, this was only to be expected. A significant number of students answered on the new Duffy text, Feminine Gospels. Numerous responses to Angelou’s And Still I Rise were seen where quality, on the whole, had improved. Sheers' Skirrid Hill appeared less popular than in previous years...
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...| |Thursday, January 16th | |In class we’ll read the poem, “My Papa’s Waltz” by Roethke (274), practice textual analysis, and work on an | | | |outline. | | | |Homework: Pg. 276, questions 14-16, and “making an argument” 4; | | | |Read the poem, “Those Winter Sundays” by Hayden (13) and answer | | | |questions 1-6. | | | | | |Tuesday, January 21st | |In class we’ll re-read the poem, “Those Winter Sundays” by Hayden, look at an earlier draft, practice textual | | | |analysis, and work on an outline. | | | |Homework: choose one line from either poem that connects the most | |...
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...Introduction to Literature Robert Frost says, "There are three things, after all, that a poem must reach: the eye, the ear, and what we may call the heart or the mind. It is most important of all to reach the heart of the reader." (Clugston, 2012) How true is this? Each writer has to tap into the sense on the reader to convey each ones feelings. How is it that we can take their attempts to do just that and understand it from a reader stand point? The answer is key literary elements; there are many kinds of literary elements that can allow readers to do this without completely getting frustrated and giving up on wonderful pieces of literature. Identifying the key literary elements in literature allows for a deeper understanding and appreciation for the particular piece that’s being read. The elements help articulate a response and a reactions to what the author is trying to convey, or wants to you grasp from it. While reading a particular piece of literature by Willaim Wordsworth called “She dwelt among the untrodden ways” (Wordsworth, 1798) I found that the three key elements that help me gain a response and capture a reaction to the poem were figurative language, tone and theme. Each one allowing me to better understanding of what the author was trying to convey. Some people might get one thing from it and other another but non-the less his message will be convey something to whomever reads it. The poem I read was Willaim Wordsworth’s, “She dwelt among the untrodden ways.” (Wordsworth...
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...ADVANCED PLACEMENTENGLISH Poems for Response: 2012-2013 1st Semester (1) Choose one of the following poems for each of the poetry responses. All are found in Roberts and Jacobs, Literature: An introduction to Reading and Writing, 8th ed. on the indicated pages. Use a poem once only during the quarter. Write on one poem only for a poetry response. Remember, read all poems once a week. Margaret Atwood, “Variation on the Word Sleep,” p.1166 Elizabeth Bishop, “The Fish,” 763 E. E. Cummings, “In Just—,” p.1039 John Donne, “Death, be not proud,” p. 1185 Robert Hayden, “Those Winter Sundays,” p. 1198 Seamus Heaney, “Midterm Break,” p.846 Robert Herrick, “To the Virgins, to Make Much of Time,” p.1060 John Keats, “La Belle Dame sans Merci,” p.990 Millay, “What Lips My Lips Have Kissed, & Where, & Why,” p. 1213 Sharon Olds, “The Planned Child,” p. 850 Marge Piercy, “The Secretary Chant,” p. 1219 Shakespeare, “When, in disgrace with Fortune and men’s eyes,” p. 1234 Shelley, “Ozymandias,” p. 955 William Wordsworth, “The Solitary Reaper,” p. 1103 William Butler Yeats, “The Wild Swans at Coole,” p. 1254 2012 Due Dates 1. Monday 24 September 2. Monday 1 October 3. Monday 8 October 4. Monday 15 October 5. Monday 22 October 6. Monday 29 October 7. Monday 5 November 8. Tuesday 13 November 9. Monday 26 November 10. Monday 3 December 11. Monday 10 December Possible Types of Responses- (combinations are OK) Personal, Political, Structural, Analysis...
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...point in their life have to make in his poem, “The Road Not Taken”. In this paper I will explain why this poem caught my interest, using terms and concepts from the text, describing one of the analytical approaches, using details from the text to support my interpretations, and evaluate the meaning of the poem, using the analytical approach I selected. I am not usually drawn to poetry and normally would not choose a poem to analyze or to read for pleasure. In reading this week’s text I was drawn to “The Road Not Taken” because of its imagery which puts the reader right in front of a road which is forked and a decision is needed for further progress on the journey. In this poem so many individuals can relate to having to make decisions and coming to that point in their life where there is “Two roads diverged in a yellow wood” (as cited in Clugston, 2010 Section 2.2). In this line of his poem he is referring to a decision you have to make and a decision everyone has to make in their life. I have come across many times having to decide on a path in which the decision would affect my life. For instance, I was at the bar and had a few too many drinks and the decision I came up on was how I was going to get home. I could have decided to drive myself and end up hurting myself and someone else but I decided to call a cab and get home safe. This decision could have impacted my life a lot more than most realize. Being able to relate to this poem really grasped my attention to this...
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...October 7-11 1. Think: 2. Read: Lots of reading this week—both poems and prose explanation of how to approach and understand them. Ready??? a) Read “Images,” pages 399-411; b) Read “Figures of Speech,” pages 412-427; c) Read “Symbol, Allegory, and Irony,” pages 428-445; d) Read “Sounds,” pages 447-463; e) Read “Patterns of Rhythm,” pages 464-480. Finally and perhaps most important, f) Read and study pages 950-964. 3. Respond: After you have read pages 950-964, you will have learned how to construct and write an explication of a poem. For this week’s response paper, you will be writing an explication of your own of one of the poems you have read in this week’s assignment. Your paper will be at least two full pages and will include a works cited page. You will be writing about the poem’s meanings, not about your personal response to or feelings about it. You should use the sample student outline and paper on pages 954-960 as a guide. Due on Monday, October 14. 4. Discuss: In this week’s forum, you will be asking a question about and discussing one of the week’s poems. Begin by asking a question in which you identify the poem and poet (you may use one of the questions printed at the end of the poem, or you may create one of your own that relates to the topic of the chapter: eg. Images, Figurative Language, etc.). Then you will write a discussion of and response to the question—incorporate at least four quoted phrases or words as...
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...Richard Edwin Arlington Robinson’s poem, Richard Cory, was a window into the life of a lonely man, who had everything ones heart could desire. He was good looking, wealth and well known there out the town. Even though he had all of these things he still “put a bullet through his head”. Sixty nine years later Paul Simon wrote a response to Edwin Arlington Robinson’s poem, also entitle Richard Cory. Paul Simon response came in the form of a song. The speaker in Simon’s poem is a low class working citizen, who wishes he was Richard Cory. Even though both poems are about Richard Cory and have the same title, the two are very different in many ways. They also share some similarities, which is not that many. The first contrast, I see between the poems is that Richard Cory had everything a man could want. “He had everything a man could want: power, grace, and style”. To the readers and the narrators Richard Cory appears to have everything plus more. They only see his exterior appearance, not the interior. If Richard Cory had everything, why did he take his life? The first similarity I see in the two poems is that everybody wants to be Richard Cory. Even after he committed suicide, the townspeople still wish they could be Richard Cory. Once again the townspeople and the narrator are only looking at the exterior and not the interior of Richard Cory. In Simon’s poem, the narrator repeats it over and over again in through out the poem. The second contrast that I noticed was that everyone...
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...HOW TO ANALYZE A POEM 1. TO BEGIN Read the poem all the way through at least twice. Read it aloud. Listen to it. Poetry is related to music, so the sound is important. You listen to your favourite CDs many times; the principle is the same. It takes time to fully appreciate and understand a work of art. Make a note of your first impressions or immediate responses, both positive and negative. You may change your mind about the poem later, but these first ideas are worth recording. 2. LITERAL MEANING AND THEME Before you can understand the poem as a whole, you have to start with an understanding of the individual words. Get a good dictionary. Look up, and write down, the meanings of: • • • words you don’t know words you “sort of know” any important words, even if you do know them. Maybe they have more than one meaning (ex. “bar”), or maybe they can function as different parts of speech (ex. “bar” can be a noun or a verb). If the poem was written a long time ago, maybe the history of the word matters, or maybe the meaning of the word has changed over the years (“jet” did not mean an airplane in the 16th century). An etymological dictionary like the Oxford English Dictionary can help you find out more about the history of a particular word. Use an encyclopaedia or the Internet to look up people and places mentioned in the poem. These allusions may be a key to the poet’s attitudes and ideas. As you pay attention to the literal meanings of the words of the poem, you may see some patterns...
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...Poe’s most successful and popular piece, tells the story of a lonely man’s interactions with a raven. The man, who is most likely Poe, is missing his wife, Lenore and when an unlikely talking raven appears in his room, he begins to ask it certain questions about his wife. Each answer from the raven drives him closer and closer to insanity. Due to the use of a number of various literary devices, the poem is deeply haunting. Poe used repetition, personification, and juxtaposition to progress the plot and increase the overall effectiveness and depth of the poem. The first, and most prevalent literary device that Poe used, was repetition. Throughout the poem, every stanza is ended with “nothing more” or “nevermore”....
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