www.hypersmash.com

تابعنا على شبكاتنا الإجتماعية

This is default featured post 1 title

Go to Blogger edit html and find these sentences.Now replace these sentences with your own descriptions.This theme is Bloggerized by Lasantha Bandara - Premiumbloggertemplates.com.

This is default featured post 2 title

Go to Blogger edit html and find these sentences.Now replace these sentences with your own descriptions.This theme is Bloggerized by Lasantha Bandara - Premiumbloggertemplates.com.

This is default featured post 3 title

Go to Blogger edit html and find these sentences.Now replace these sentences with your own descriptions.This theme is Bloggerized by Lasantha Bandara - Premiumbloggertemplates.com.

This is default featured post 4 title

Go to Blogger edit html and find these sentences.Now replace these sentences with your own descriptions.This theme is Bloggerized by Lasantha Bandara - Premiumbloggertemplates.com.

This is default featured post 5 title

Go to Blogger edit html and find these sentences.Now replace these sentences with your own descriptions.This theme is Bloggerized by Lasantha Bandara - Premiumbloggertemplates.com.

Showing posts with label Romanticism. Show all posts
Showing posts with label Romanticism. Show all posts

Thursday, April 25, 2013

Margaret Atwood's “You Come Back” summary and analysis


Margaret Atwood s You Come Back
MORNING IN THE BURNED HOUSE
by Margaret Atwood

Houghton Mifflin Company
215 Park Avenue South
New York, New York 10003
ISBN 0-395-75591-3
ISBN 0-395-82521-0 (pbk.)
144 pp., $16.00
www.hmco.com
Margaret Atwood’s collection of poems, Morning in the Burned House, could just as easily have employed morning’s homonym—mourning—in the title. The overriding theme of loss and some of its sources and consequences—aging, grief, death, depression, and anger—permeate this collection and, in particular, Section IV which is a series of elegiac poems about Atwood’s father.
The collection is divided into five sections. Section I opens with the poem “You Come Back.” This poem seems to look back on a life lived in a blur in which much was missed, as evidenced by the lines:
You come back into the room
where you’ve been living
all along. You say:
What’s been going on
while I was away?. . .
. . .You know it was you
who slept, who ate here, though you don’t
believe it. I must have taken
time off, you think, for the buttered
toast and the love. . .
. . . but no,
now you’re certain, someone else
has been here wearing
your clothes and saying
words for you, because there was no time off.
The speaker of this poem seems shocked that he/she has missed so much, has let so much pass him/her by. As this section continues on, we are faced with the speaker’s musing about depression (“Sad Child” and “February”), loneliness (“In the Secular Night”), and aging and/or death (“Waiting” and “Asparagus.”) In the final poem in this section, “Red Fox,” the speaker has no illusions about humanity and how far people will go to get what they need and want. There is also a particularly feminine quality to this form of survival, as evidenced by the use of “vixen” and the references to mothers and children. In this way, “Red Fox” prepares us for what is to come in Section II.
Sections II and III explore the speaker’s anger created by different forms of loss: aging, exploitation, chances not taken, destruction and violence, and, ultimately, death. Many of these poems showcase the speaker’s feminist sensibilities, especially the opening poems of Section II—“Miss July Grows Older,” “Cressida to Troilus: A Gift,” and “Helen of Troy Does Counter Dancing.” The latter poem in particular echoes the last poem in Section I, “Red Fox”:
The world is full of women
who’d tell me I should be ashamed of myself
if they had the chance. Quit dancing.
Get some self-respect
and a day job.
Right. And minimum wage,
and varicose veins, just standing
in one place for eight hours
behind a glass counter
bundled up to the neck, instead of
naked as a meat sandwich.
Selling gloves, or something.
Instead of what I do sell.
You have to have talent
to peddle a thing so nebulous
and without material form.
Exploited, they’d say. Yes, any way
you cut it, but I’ve a choice
of how, and I’ll take the money.
Again, we see the lack of illusion regarding what we would do to survive, as well as the speaker’s awareness of how women have been exploited and oppressed by both genders.
As the volume moves into Section III, the speaker’s anger becomes more diffuse, encompassing subjects such as the environment, language, and war. However, there is still an overall tone of cynicism, sometimes laced with guilt, regarding humankind. These feelings are particularly evident in the opening poem in Section III, “Romantic,” in which the speaker lays the blame for women’s oppression and exploitation squarely on women. In “Cell,” a poem in which the speaker compares humans to a cancer cell, the speaker’s cynicism is evident:
. . .The lab technician
says, It has forgotten
how to die
. But why remember? All it wants is more
amnesia. More life, and more abundantly. To take
more. To eat more. To replicate itself. To keep on
doing those things forever. Such desires
are not unknown. Look in the mirror.
Section II and III maintain the hard veneer of bargains made and humankind’s denial of its effect on the world around it and on one another. The tone of these sections only softens (and just a bit, at that) in the last poem of Section III, “A Pink Hotel in California.” This poem leads us into Section IV and a series of elegiac poems about Atwood’s/the speaker’s father.
Throughout Section IV, the speaker deals with her feelings of loss: her father’s slipping away into old age and Alzheimer’s and his eventual death. The final poem in Section IV “The Ottawa River by Night,” segues smoothly into Section V. “The Ottawa River by Night” begins hinting at the speaker’s sense of mortality, and Section V continues to explore and strengthen that sense.
The collection ends with “Morning in the Burned House,” in which the speaker mourns a life that has slipped by, sometimes barely noticed, and nearing its end:
I can’t see my own arms and legs
or know if this is a trap or blessing,
finding myself back here, where everything
in this house has long been over,
kettle and mirror, spoon and bowl,
including my own body,
including the body I had then,
including the body I have now
as I sit at this morning table, alone and happy, . . .
In this way, Atwood circles back to the beginning of the volume and “You Come Back,” lamenting the tunnel vision we as humans can have while living our lives and mourning the loss of opportunities for awareness, connection, and something more.
If the entire collection of 45 poems becomes the 46th poem, we can see how this collection comes together to create a speaker who is going through the classic seven stages of grief: shock, denial, bargaining, guilt, anger, depression, and hope. It is grief that permeates this volume, whether it is the grief over the loss of a parent, the grief over our own mortality, or the grief over our own cruelty and violence. In the end, the grief in our lives circles back to our own awareness, which is what the speaker/Atwood is trying to tell us: Pay attention. Don’t let it all slip away.

John Keats Ode to Autumn summary and analysis


John Keats Ode to Autumn
Type of Work
......."To Autumn" is a romantic ode, a dignified but highly lyrical (emotional) poem in which the author speaks to a person or thing absent or present. In this famous ode, the speaker addresses autumn personified while developing his theme. The romantic ode was at the pinnacle of its popularity in the nineteenth century. It was the result of an author’s deep meditation on his subject. 
.......The romantic ode evolved from the ancient Greek ode, written in a serious tone to celebrate an event or to praise an individual. The Greek ode was intended to be sung by a chorus or by one person. The odes of the Greek poet Pindar (circa 518-438 BC) frequently extolled athletes who participated in games at Olympus, Delphi, the Isthmus of Corinth, and Nemea. Bacchylides, a contemporary of Pindar, also wrote odes praising athletes. 
.......The Roman poets Horace (65-8 BC) and Catullus (84-54 BC) wrote odes based on the Greek model, but their odes were not intended to be sung. In the nineteenth century, English romantic poets wrote odes that retained the serious tone of the Greek ode. However, like the Roman poets, they did not write odes to be sung. Unlike the Roman poets, though, the authors of nineteenth-century romantic odes generally were more emotional in their writing. 
Composition and Publication Dates
.......John Keats completed "To Autumn" in September 1819. The London firm of Taylor and Hessey published the ode in 1820 as part of a collection entitled Lamia, Isabella, The Eve of St Agnes, and Other Poems.
Source of Inspiration
.......Keats explained the source of inspiration for "To Autumn" in a letter to John Hamilton Reynolds (1794-1852), a friend and fellow poet. Keats wrote,
How beautiful the season is now—How fine the air. A temperate sharpness about it. Really, without joking, chaste weather—Dian skies—I never liked stubble-fields so much as now—Aye better than the chilly green of the spring. Somehow, a stubble-field looks warm—in the same way that some pictures look warm. This struck me so much in my Sunday's walk that I composed upon it. (quoted in Stephens 917)
Work Cited
Stephens, James; Edwin L. Beck, and Royall H. Snow. English Romantic Poets. New York: American Book Company, 1961.








Themes
Season of Fruition
.......Autumn is the season of fruition. It yields the bounty that sustains life—grapes, apples, pumpkins, squash, nuts, and honey—and fills the granaries with the field harvest. Then, to the mournful sound of gnats riding the wind, the sun sets on the season and “gathering swallows twitter in the skies.”
.......People also bear fruit—children, poems, scientific and technological advancements. They teach, build, heal, entertain, and advocate for change; they give time and money.  And then they fall asleep on a furrow as “barrèd clouds bloom the soft-dying day  / And touch the stubble-plains with rosy hue.”
Contentment
.......Because autumn is a season of fulfillment, when the fruits of labor abound, it is also a season of contentment. Personified autumn reflects this contentment when it sits 
                  careless on a granary floor, 
Thy hair soft-lifted by the winnowing wind; 
Or on a half-reap'd furrow sound asleep,
Drowsed with the fume of poppies (lines 14-16)
End Rhyme
.......The end rhyme of the first stanza is abab cde dcce. The end rhyme of the second and third stanzas is abab cde cdde.
Internal Rhyme
.......The poem also contains internal rhyme. Here are examples. 
To swell the gourd, and plump the hazel shells (line 7)
Until they think warm days will never cease (line 10)
Who hath not seen thee oft amid thy store? (line 12)
Thy hair soft-lifted by the winnowing wind (line 15)
Or on a half-reap'd furrow sound asleep (line 16)
Drowsed with the fume of poppies, while thy hook (line 17)
And sometimes like a gleaner thou dost keep (line 19)
Meter
.......The meter of the poem is iambic pentameter, as the second line demonstrates. 
........1.....................2...............3..............4..............5
Close BOS,..|..om-FRIEND..|..of THE..|..ma TUR..|..ing SUN
http://cummingsstudyguides.net/Guides8/Up.gif
Text of the Poem
 
Season of mists and mellow fruitfulness, 
Close bosom-friend of the maturing sun; 
Conspiring with him how to load and bless 
With fruit the vines that round the thatch-eaves run; 
To bend with apples the moss'd cottage-trees,      
And fill all fruit with ripeness to the core; 
To swell the gourd,1 and plump the hazel2 shells 
With a sweet kernel;3 to set budding more, 
And still more, later flowers for the bees
Until they think warm days will never cease; 
For Summer has o'erbrimm'd their clammy cells.4................ 11
Who hath not seen thee5 oft amid thy store?6
Sometimes whoever seeks abroad may find 
Thee sitting careless on a granary floor, 
Thy hair soft-lifted by the winnowing wind
Or on a half-reap'd furrow sound asleep,7
Drowsed with the fume of poppies, while thy hook 
Spares the next swath and all its twinèd flowers: 
And sometimes like a gleaner8 thou dost keep 
Steady thy laden head across a brook; 
Or by a cyder-press,9 with patient look, 
Thou watchest the last oozings, hours by hours.................... 22
Where are the songs of Spring? Ay, where are they? 
Think not of them, thou hast thy music too,— 
While barrèd clouds bloom the soft-dying day 
And touch the stubble-plains with rosy hue; 
Then in a wailful choir the small gnats mourn
Among the river-sallows,10 borne aloft 
Or sinking as the light wind lives or dies; 
And full-grown lambs loud bleat from hilly bourn;11  
Hedge-crickets sing; and now with treble soft
The redbreast whistles from a garden-croft;12
And gathering swallows twitter in the skies........................... 33

.
.
Notes
.
1.....gourd: Plant family that includes pumpkins, melons, cucumbers, and squash.
2.....hazel: Having to do with trees and shrubs that produce edible nuts, such as hazelnuts (filberts). 
3.....kernel: Nut inside a hazel shell. Hazel shells are referred to in line 7.
4.....their clammy cells: Hexagonal-shaped wax cells that make up a beehive.
5.....thee: Autumn personified.
6.....store: granary; storehouse.
7.....Thy hair . . . asleep: Autumn personified is seen one moment in the granary and in another moment asleep in a field.
8.....gleaner: Gatherer of grains.
9.....cyder- press: Cider press, a machine that extracts juice from apples. The juice is used to make cider.
10...wailful choir . . . sallows: The choir of gnats provides the music referred to in line 24. The gnats' song is a dirge signaling the end of autumn. A sallow is a willow tree. 
11...bourn: boundary.
12...croft: Small plot of land.
.
http://cummingsstudyguides.net/Guides8/Up.gif
Figures of Speech
.......Following are examples of figures of speech in the poem. (For definitions of figures of speech, click here.)
Alliteration
Season of mists and mellow fruitfulness (line 1)
Conspiring with him how to load and bless (line 3)
With a sweet kernel to set budding more (line 8)
Who hath not seen thee oft amid thy store? (line 12)
Apostrophe
Who hath not seen thee oft amid thy store?  (lines 12)
The speaker addresses autumn.
Assonance
And sometimes like a gleaner thou dost keep (line 19)
Metaphor
                   later flowers for the bees, 
Until they think warm days will never cease
Comparison of bees to humans. (Only humans can think.)
Personification
Season of mists and mellow fruitfulness, 
Close bosom-friend of the maturing sun; 
Conspiring with him how to load and bless 
With fruit the vines that round the thatch-eaves run (lines 1-4)
Comparison of autumn and the sun to persons
Then in a wailful choir the small gnats mourn (line 27)
Comparison of gnats to humans. (Only humans can mourn.)

Monday, April 22, 2013

English Poetry from Romantics to Moderns Lecture 6


· B-The Neo- Platonic idea that the soul is the essential of man; the essence (soul) of mankind is the same, but what differs is their bodies in which their souls are imprisoned.
· فكرة النيو افلاطوني بإن الروح هي ضرورية للإنسان، والجوهر )الروح( للجنس
البشري هو نفسه، ولكن ما يختلف هو أجسادهم التي يتم فيها سجن نفوسهم
· Once it is set free (by the death of the body) it goes back to its divine origin which is God.
· عندما يتم تعيين الحرية )بسبب وفاة من الجسم( انه يعود الى أصله الإلهي الذي هو
الله
· The body whether black or white, is a colored cloud that will disappear one day, while the soul goes back to its creator.
· الجسم سواء أسود أو أبيض، سحابة ملونة من شأنها أن تختفي يوما واحدا، في حين
أن الروح تعود إلى الخالق
· The Little Black Boy
· Summary
· A black child tells the story of how he came to know his own identity and to know God.
· طفل أسود يحكي قصة كيف انه جاء لمعرفة هويته ومعرفة الله.
· The boy, who was born in “the southern wild” of Africa, first explains that though his skin is black his soul is as white as that of an English child.
· الصبي، الذي ولد في "البرية في جنوب" لأفريقيا، أولا ويوضح أنه على الرغم من
بشرته سوداء روحه بيضاء كما أن طفل إنجليزي
· He relates how his loving mother taught him about God who lives in the East, who gives light and life to all creation and comfort and joy to men.
· يروي كيف أن والدته محبة علمته عن الله الذي يعيش في الشرق، الذي يعطي -
الضوء والحياة لجميع الخلق والراحة والفرح على الرجال.

· “We are put on earth,” his mother says, to learn to accept God’s love.
· وضعنا على وجه الأرض "، وتقول والدته، ليتعلم لقبول محبة الله.
· ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
· ROMANTIC POETRY
· He is told that his black skin “is but a cloud” that will be dissipated when his soul meets God in heaven.
· وقيل له إن بشرته السوداء "ليست سوى سحابة" سوف تتبدد أنه عندما تجتمع روحه
الله في السماء
· The black boy passes on this lesson to an English child, explaining that his white skin is likewise a cloud.
· الصبي الأسود يمر على هذا الدرس لطفل إنجليزي، موضحا أن بشرته البيضاء
وبمثل السحابة
· He vows that when they are both free of their bodies and delighting in the presence of God, he will shade his white friend until he, too, learns to bear the heat of God’s love.
· نذر أن عندما تكون خالية من كل من أجسادهم والابتهاج في وجود الله، وانه سيظلل
صديقه الأبيض حتى أنه، أيضا، يتعلم أن يتحمل الحرارة لمحبة الله
· Then, the black boy says, he will be like the English boy, and the English boy will love him.
· الصبي الأسود يقول سوف يكون مثل الصبي الإنجليزي، والصبي الإنجليزي سوف
يحبه__

Twitter Delicious Facebook Digg Stumbleupon Favorites More

 
www.hypersmash.com