IGCSE English LIT Anthology Poem Quotes and Structure

La Belle Dame sans Merci, John Keats (9)

BALLAD Summary: "La Belle Dame sans Merci" is a ballad written by John Keats, first published in 1820. The poem tells the story of a knight who meets a beautiful and mysterious woman in the meadow, who later leads him to a state of despair and death. Quote 1: "O what can ail thee, knight-at-arms, / Alone and palely loitering?" (Imagery) The technique used in this quote is imagery, as the words paint a vivid picture of the knight's physical appearance and emotional state. The use of color imagery with "palely" and the detail of the knight "loitering" emphasize the bleakness and desolation of the knight's situation. Quote 2: "I met a lady in the meads, / Full beautiful—a faery's child" (Metaphor) The technique used in this quote is metaphor, as the lady is described as a "faery's child." This metaphor suggests that the lady is otherworldly and enchanting, with supernatural powers. Quote 3: "And there she lullèd me asleep, / And there I dreamed—Ah! woe betide!" (Repetition) The technique used in this quote is repetition, as the word "there" is repeated twice. The repetition is used to emphasize the location where the knight was lulled to sleep and had his dream. The repetition also creates a sense of finality and resignation, as if the knight has accepted his fate and is no longer capable of feeling anything. Structure: - The use of the ballad form, with its short stanzas and simple rhyme scheme, gives the poem a sense of narrative momentum and makes it easy to follow. - The use of archaic language and dialect creates a medieval atmosphere and adds to the poem's sense of timelessness. - The use of repetition of key phrases and ideas helps to emphasize the poem's themes and adds to its haunting quality. - The use of vivid imagery throughout the poem helps to create a vivid picture in the reader's mind and adds to the poem's emotional impact. - The ABCB rhyme scheme creates several effects. The use of this simple and regular rhyme scheme gives the poem a sense of structure and order, which contrasts with the poem's themes of loss and despair. The rhyme scheme also adds to the poem's musicality and helps to create a sense of narrative momentum. Additionally, the use of half-rhymes (where the final consonant sounds of the words match but the vowel sounds do not) adds to the poem's haunting and melancholic tone

If−, Rudyard Kipling (1)

DIDACTIC POEM Summary: Summarises the qualities of a good person and offers advice on how to live a fulfilling life, writen from the perspective of a letter from father to son Quote 1: "If you can keep your head when all about you / Are losing theirs and blaming it on you" Advisory Tone, The poem suggests that a person should remain calm and level-headed in the face of adversity and not let the negative emotions of others affect them. Quote 2: "If you can meet with Triumph and Disaster / And treat those two impostors just the same" This quote uses the technique of personification, which is when human qualities are attributed to non-human things. The words "Triumph" and "Disaster" are capitalized, which makes them seem like characters in their own right. The poem suggests that a person should not be too elated by success or too devastated by failure, but should treat both outcomes with equanimity. Quote 3: "If you can fill the unforgiving minute / With sixty seconds' worth of distance run" This quote is an example of a personification, comparing the minutes of a person's life to a race that must be run. The phrase "unforgiving minute" implies that time is fleeting and should not be wasted. The poem suggests that a person should make the most of their time on earth and strive to achieve their goals. Structure: - Four stanzas each of eight lines. emphasises consistency and security which may link to how a good person needs to be secure - Rhyme scheme of ABABCDCD and Imabic pentamerter. - The use of consistent rhyme and meter creates a sense of order and stability that reinforces the poem's themes of perseverance and inner strength. The final line of each stanza is also repeated, creating a sense of continuity throughout the poem. - Anaphora of 'If' symbolises strength and stability a 'good' person needs

My Last Duchess, Robert Browning (13)

DRAMATIC MONOLOGUE Summary: "My Last Duchess" is a dramatic monologue by Robert Browning, first published in 1842. The poem tells the story of a powerful Duke who is showing a portrait of his late wife, the Duchess, to a visitor. As the Duke describes the portrait, he reveals his jealousy and possessiveness, suggesting that he may have had a hand in the Duchess's death. Quote 1: "That's my last Duchess painted on the wall" (Personal Possessive Pronouns) The technique used in this quote is the use of personal pronouns, as the Duke refers to his former wife as "my last Duchess." The use of personal pronouns emphasizes the Duke's possessiveness and sense of ownership over his former wife, as he treats her as a possession to be displayed and admired. Quote 2: "She had a heart—how shall I say?— too soon made glad" (Irony) The technique used in this quote is irony, as the Duke criticizes his former wife for being too easily pleased and happy. The irony lies in the fact that the Duke's complaint reveals more about his own controlling and possessive nature than it does about his wife's character. Quote 3: "This grew; I gave commands; Then all smiles stopped together" (Euphemism) The technique used in this quote is euphemism, as the Duke uses vague and indirect language to imply that he ordered his wife's murder. The euphemism is effective in emphasizing the Duke's cold and calculating nature, as well as his disregard for human life. Structure: - The poem is written in rhyming couplets with iambic pentameter. This structured form creates a sense of control and order, contrasting with the Duke's chaotic emotions and actions. - The use of enjambment throughout the poem creates a sense of continuity and flow, while also emphasizing the contrast between different ideas and images. For example, the line "I gave commands; Then all smiles stopped together" uses enjambment to juxtapose the Duke's command with its tragic outcome. Furthermore, Enjambment gives a conversational tone, and emphasies how little the Duke feels about this murder - The poem also makes use of caesura, or pauses in the middle of lines. For example, the line "She had a heart—how shall I say?— too soon made glad" uses caesura to create a sense of hesitation and uncertainty, emphasizing the Duke's struggle to understand and control his wife's emotions. - The use of dramatic monologue is an important technique in the poem. The entire poem is spoken by the Duke to a silent listener, allowing the reader to gain insight into his thoughts and motivations. This technique is effective in revealing the Duke's character and exposing his flaws and narcissism.

Half-caste, John Agard (14)

FREE VERSE Summary: "Half-caste" is a poem by John Agard, first published in 1996. The poem is a response to the term "half-caste," which was historically used to describe people of mixed race. Agard challenges the notion that being of mixed race makes someone inferior, arguing instead that it should be celebrated as a unique identity. Quote 1: "Excuse me / Standing on one leg / I'm half-caste" (Metaphor) The technique used in this quote is a metaphor, as the speaker compares himself to someone standing on one leg. The metaphor is effective in emphasizing the speaker's sense of being incomplete or unbalanced due to being labeled as "half-caste." Quote 2: "Explain yuself / wha yu mean / when yu say half-caste" (Dialect) The technique used in this quote is dialect, as the speaker uses non-standard English to challenge the listener's assumptions and prejudices. The use of dialect is effective in emphasizing the speaker's cultural identity and challenging the listener's preconceptions. Quote 3: "Yu mean when light an shadow / mix in de sky / is a half-caste weather?" (Rhetorical Question) The technique used in this quote is a rhetorical question, as the speaker asks a question to which he already knows the answer. The rhetorical question is effective in challenging the listener's assumptions and exposing the absurdity of labeling someone as "half-caste." Structure: - Form: The poem is composed of four stanzas of varying length and is free verse. The first and last stanza contain only three lines, and the second and third stanzas are both fairly long. This structure creates a sense of symmetry in the poem. - Enjambment: This occurs when the poet cuts off a line before its natural stopping point. For example, the transition between lines one and two of stanza one as well as lines two and three of stanza two. The use of enjambment creates a sense of flow and continuity in the poem. - Imagery: For example, "Sit down at dah piano / An mix a black key / Wid a white key / Is a half-caste symphony?". The use of imagery helps to create vivid mental pictures for the reader. - Dialect: A form of a language spoken by a group of people. It can be seen throughout the poem. The use of dialect adds authenticity to the poem and helps to convey the poet's cultural background. - Use of dialect: The language used in the poem "Half-Caste" by John Agard is significant in several ways. One of the most notable features of the language in the poem is the use of dialect. Agard uses a mixture of standard English and Caribbean Creole to convey the speaker's cultural background and to challenge the notion of a single, "pure" language or identity. The use of dialect also adds authenticity to the poem and helps to convey the poet's message more effectively. By using a mixture of standard English and Caribbean Creole, Agard is able to subvert racist thinking that would distill human identity into a simple matter of black and white.

Hide and Seek, Vernon Scannell (7)

FREE VERSE Summary: "Hide and Seek" by Vernon Scannell is a poem about a group of children playing hide and seek in a garden. The poem explores themes of childhood, imagination, and the contrast between hiding and seeking. Quote 1: "Call out. Call loud: 'I'm ready! Come and find me!'" (Imperative) ¹. The technique used in this quote is an imperative verb, as the speaker commands themselves to call out. The use of imperative verbs creates a sense of excitement and anticipation. Quote 2: "The sacks in the toolshed smell like the seaside. They'll never find you in this salty dark" (Imagery) ¹. The technique used in this quote is imagery, as the words paint a vivid picture of the child's hiding place. The use of sensory language ("smell," "salty dark") creates a vivid and immersive experience for the reader. Quote 3: "The darkening garden watches. Nothing stirs" (Personification) ¹. The technique used in this quote is personification, as the garden is given human-like qualities ("watches"). This creates a sense of tension and unease, as if the garden itself is aware of the child's hiding. Structure: - "Hide and Seek" is a 27-line poem written in one undivided stanza which brings the entire together and makes it feel like one event - The poem is written in free verse, meaning that it does not follow a regular metrical pattern or rhyme scheme. - The poem is written in the second person, with the speaker addressing themselves as "you." - The use of the second person creates a sense of immediacy and intimacy, as if the reader is being directly addressed and included in the poem. - The use of caesura throughout the poem also serves to disrupt the flow of the poem and create a sense of fragmentation. This reflects the child's fragmented thoughts and emotions as they play the game of hide-and-seek, but it also builds tension within the poem. - The poem also uses assonant and consonant rhyme throughout, sometimes in the form of couplets. This helps to unify the poem and create a sense of coherence. - The language of the poem is simple and direct, reflecting the childlike perspective of the speaker.

Poem at Thirty-Nine, Alice Walker (10)

FREE VERSE Summary: "Poem at Thirty-Nine" is a reflective poem written by Alice Walker, first published in 1983. The poem is a tribute to Walker's father and reflects on the passing of time and the memories of a loving relationship. Quote 1: "How I miss my father." (Repetition) The technique used in this quote is repetition, as the phrase "How I miss my father" is repeated twice in the poem. The repetition is used to emphasize the speaker's sense of loss and longing for her father. Although at the third stanzas this repetition emphasise a shift in the tone Quote 2: "I learned to see bits of paper as a way to escape the life he knew." (Metaphor) The technique used in this quote is metaphor, as the speaker compares bits of paper to a means of escape. This metaphor suggests that the speaker's father saw financial stability as a way to escape poverty and hardship. There is also imagery to show how her father was hard working, and implies that they had a hard life Quote 3: "Now I look and cook just like him." (Simile) The technique used in this quote is simile, as the speaker compares herself to her father. This simile suggests that the speaker has inherited her father's traits and habits, and that she feels a sense of connection to him through these similarities. Structure: - The poem is a free verse poem and is composed in a "stream of thought" style. This style allows the speaker to drift through the life of her father and provide the reader with a patchy, endearing overview of who he was. - Each line of 'Poem at Thirty-Nine' is short, no more than four or five words, forcing the speaker onward at a quick pace. This quick pace infuses a sense of loneliness and grief in the poem. - The poem consists of six stanzas. Each stanza doesn't have a specific line length. The flow in the poem is divided according to the sense of the poem. - The subjective speaker is present in the poem describing how she misses her father. It makes the poem a lyric. Apart from the lyrical qualities, the subject matter of the poem makes it an elegy too. - The themes of parental love and togetherness are encompassed in 'Poem at Thirty-Nine'. The poet grieves the loss of her father and feels lonely in her day-to-day activities. The absence of her father's affection makes the poet think of her past when they cooked and enjoyed life together. The theme of togetherness and love doesn't exist separately in the poem. The poet intricately blends those elements to touch hearts. - Lots of enjambment emphasising running thoughts and the overflow of continual memories - the first-person point of view creates a sense of intimacy and personal experience, and reinforces the idea that the poem is a tribute to the speaker's father and a reflection on the passing of time.

Blessing, Imtiaz Dharker (3)

FREE VERSE Summary: Explores the idea of water as a precious resource, describes a scene where a water pipe bursts. Its about being thankful and grateful about what is given at hand. Quote 1: "The skin cracks like a pod. / There never is enough water." (Simile) The technique used in this quote is a simile, as the dryness of the skin is compared to a cracked pod. The simile is effective in creating a vivid image of the harsh living conditions in the community and the scarcity of water. Quote 2: "Imagine the drip of it, / the small splash, echo / in a tin mug, / the voice of a kindly god." (Personification) The technique used in this quote is personification, as water is given the voice of a kindly god. The personification is effective in conveying the importance and value of water to the community. Quote 3: "The liquid sun / their highlights polished to perfection "The liquid sun" is a metaphor, as it compares the sun to a liquid. The metaphor creates a vivid image of the sun's brightness and radiance, and emphasizes its transformative power in the scene. "Their highlights polished to perfection" is a hyperbole, as it exaggerates the perfection of the highlights. The hyperbole is used to emphasize the beauty and glamour of the scene, and to convey the sense of luxury and indulgence, although this is ironic, since it is only water they have found. Structure: - Structure and Form: The poem is composed of four stanzas with uneven sets of lines. The first stanza has two lines, the second: four, the third: eleven, and the fourth: six. The poet chose to compose this piece in free verse, meaning there is no set rhyme scheme or metrical pattern. However, close readers can find examples of both. This use of free verse allows for a more natural flow of language while still incorporating elements of rhyme and meter. - Enjambment: Dharker makes use of enjambment throughout the poem. This occurs when the poet cuts off a line before its natural stopping point. For example, the transition between lines one and two of stanza three and lines one and two of stanza four. The use of enjambment creates a sense of continuity and flow while also emphasizing the contrast between different ideas and images and it also emphasis the excitement of the children - Imagery: Dharker makes use of imagery throughout the poem. This is seen through the use of particularly evocative phrases like: "silver crashes to the ground / and the flow has found / a roar of tongues." It taps into the reader's senses and adds depth and complexity to the poem and also the beaty of this event.

Half-past Two, U A Fanthorpe (5)

FREE VERSE Summary: Explores the themes of childhood innocence and confusion. Fanthorpe's "Half-past Two" presents the concept of time through the eyes of a child. Here the poet puts forward the abstract notion of Time as viewed by a child in the concrete, who does not fully comprehend it and therein finds himself lost. Quote 1: "Once upon a schooltime / He did something Very Wrong (I forget what it was)." This quote sets up the premise of the poem, with the speaker describing a child who has done something wrong but can't remember what it was. The use of the phrase "Once upon a schooltime" creates a sense of nostalgia and emphasizes the childlike perspective of the poem. The use of parentheses around "I forget what it was" emphasizes the idea that the specific details of the wrongdoing are not important, and instead emphasizes the emotional impact on the child. Furthermore, the use of the phrase "Once upon a schooltime" is an example of allusion, as it references the traditional opening of fairy tales ("Once upon a time"). This creates a sense of distance and timelessness, as if the events of the poem are part of a larger story. Quote 2: "Time / was a vast, empty / space into which he was hurled." - Metaphor of time This quote suggests that time, which can be seen as a structured and orderly system for adults, is a chaotic and incomprehensible concept for a child. The metaphor of being "hurled" into an empty space suggests that the child is overwhelmed and lost in a world that he does not understand. Quote 3: Use of words like "Gettinguptime" and "timeyouwereofftime." This line uses neologisms (made-up words) to represent the child's limited understanding of time. The use of phrases like "Gettinguptime" and "timeyouwereofftime" creates a sense of confusion and disorientation, as if time is something that is beyond the child's grasp. This technique is known as neologism. Structure: - 11 stanzas of the same length - No consistent rhyme scheme depicts freedom - Metaphor of time throughout poem, reinforces idea of being trapped in a system beyond control - End of final stanza reinforces the idea that time is a source of comfort for the child, it ends with 'tickless waiting to be born' showing how there is no escape and the boy will eventually have to face time

Prayer Before Birth, Louis MacNeice (2)

FREE VERSE POEM Summary: Poem is about fears of a new-born child into a cruel world Quote 1: "I am not yet born; O hear me. / Let not the bloodsucking bat or the rat or the stoat or the club-footed ghoul come near me." This quote uses the technique of apostrophe, which is when a speaker addresses an absent or imaginary person, idea, or thing. The speaker addresses an unknown entity and pleads for protection against the dangers of the world. The use of animal imagery, such as the bat, rat, and stoat, creates a sense of fear and danger, while the use of the term "club-footed ghoul" suggests a malevolent force Quote 2: "I fear that the human race many with tall walls wall me" The usage of assonance of the words 'tall' and 'wall' expresses the speaker's fear of being confined and controlled by society. The use of the phrase "tall walls" suggests a physical barrier that separates and isolates the speaker from the rest of the world. This line is part of a larger theme in the poem where the speaker expresses their fear of losing their autonomy and agency as a result of the actions of the human race. Quote 3: "Let them not make me a stone and let them not spill me. / Otherwise kill me." This quote uses the technique of repetition for emphasis, with the repeated use of the phrase "let them not" emphasizing the speaker's desire for safety and protection. The use of the word "stone" suggests a sense of immobility and lack of agency, while the phrase "spill me" suggests a sense of violence and destruction. The use of the phrase "otherwise kill me" suggests that the speaker would rather not exist at all than face the dangers of the world. Structure: - Free verse signifies irregularity and disorientation which reinforces theme of anxiety - Repetition of certain phrases creates a sense of continuity and reinforces speakers' sense of helplessness. Repetitionof 'O am not yet born' emphasies vulnerability and urgency

Piano, D H Lawrence (6)

LYRIC POEM Summary: "Piano" by D H Lawrence is a nostalgic poem that explores the power of memory and music to transport us back to our childhood. The speaker of the poem hears a woman singing and playing the piano, and is suddenly transported back to his childhood home and the emotions he felt there. Quote 1: "Softly, in the dusk, a woman is singing to me; Taking me back down the vista of years, till I see" . This line is the opening of the poem and sets up the central theme of the poem with the use of imagery and sibilance: nostalgia and memory. The use of sensory language ("softly," "dusk," "singing") creates a vivid and immersive experience for the reader. Quote 2: "In spite of myself, the insidious mastery of song Betrays me back, till the heart of me weeps to belong" This line presents and personifies (personification) the idea of music as a powerful force that can evoke strong emotions and memories. The use of words like "insidious" (adjective) and "betray" suggests that this is something that is happening to the speaker against their will. Quote 3: "in the boom of tingling strings" The phrase "boom of the tingling strings" contains a slight contrast in sound. The word "boom" suggests that the sound of the piano keys is strong and powerful. However, the phrase "tingling strings" sounds like a pleasant jingle rather than a sweeping "boom" of keys. The contrast in the phrase highlights the power but also the lighthearted joy of this particular childhood memory that the speaker tries but fails to resist The "boom" also pulls readers into the memory along with the speaker; it also conveys the mental turmoil and mixed feelings the writer feels The "tingling strings" follow to introduce readers to the atmosphere of whimsical delight through the use of assonance. Assonance refers to a repetition of the same vowel sounds in a group of words in close proximity. Structure: - The use of imagery and sensory language is a key aspect of the poem, as it emphasizes the emotional power of music and memory - Almost every line has enjambment which signifies the continuity of life, the reader can only look back, not go back. - The poem follows a regular rhyme scheme of AABBCCDDEEFF - The regular structure and meter of the poem create a sense of order and stability, which contrasts with the speaker's emotional turmoil as they are overwhelmed by memories of the past. This contrast adds to the sense of nostalgia and longing present in the poem. - The use of quatrains and a regular rhyme scheme also gives the poem a song-like quality, which reflects the central role of music in the poem. This enhances the theme of music as a powerful force that can evoke strong emotions and memories.

The Tyger, William Blake (12)

LYRIC POEM Summary: "The Tyger" is a poem by William Blake, first published in 1794 as part of his collection "Songs of Experience." The poem explores the themes of creation, power, and the mystery of existence. Quote 1: "Tyger Tyger, burning bright" (Metaphor) The technique used in this quote is a metaphor, as the tiger is compared to a bright flame. The metaphor is effective in creating a vivid and powerful image of the tiger in the reader's mind, and it also contributes to the overall sense of awe and wonder at the creature's beauty and ferocity. Quote 2: "In what distant deeps or skies. Burnt the fire of thine eyes?" (Personification) The technique used in this quote is personification, as the tiger's eyes are described as having a fire burning within them. The personification is effective in emphasizing the intensity and power of the tiger's gaze, while also suggesting a sense of mystery and otherworldliness. Quote 3: "Did he who made the Lamb make thee?" (Allusion) The technique used in this quote is allusion, as it refers to the biblical story of creation and the lamb as a symbol of innocence and purity. The allusion is used to raise questions about the nature of God and creation, particularly whether the same God that created vulnerable beings like the lamb could also have made the fearsome tiger.In terms of structure, "The Tyger" is composed of six quatrains with a regular rhyme scheme. The use of repetition and rhetorical questioning creates a sense of intensity and emotional power, while the use of metaphor creates a sense of cosmic mystery and the unknown. The poem's exploration of the themes of creation and power suggest a sense of awe and wonder at the natural world and the forces that govern it. Structure: - The poem is written in six quatrains with a regular rhyme scheme of AABB. This structured form creates a sense of control and order, contrasting with the wild and ferocious nature of the tiger depicted in the poem. - The use of repetition is an important technique in the poem. For example, the phrase "Tyger Tyger, burning bright" is repeated at the beginning and end of the poem, creating a sense of symmetry and balance. The repetition also emphasizes the central image of the tiger as a powerful and awe-inspiring creature. - The poem also makes use of alliteration, such as in the line "And when thy heart began to beat, What dread hand? & what dread feet?" The repetition of the "d" sound creates a sense of foreboding and danger, emphasizing the fearsome nature of the tiger. - The use of rhetorical questions is also an important technique in the poem. The speaker asks a series of questions about the nature of God and creation, particularly whether the same God that created vulnerable beings like the lamb could also have made the fearsome tiger. These questions challenge the reader to consider their own beliefs and understanding of the world, and also emphasises the c omplexity of nature - Trochaic Tetrameter, sounds like a Blacksmith hammering away like god creating something

Peotic Techniques

Language techniques refer to the use of language to create specific effects. Some common language techniques used in poetry include: - Metaphor: A comparison between two unlike things without using the words "like" or "as". Example: "The world is a stage." - Simile: A comparison between two unlike things using the words "like" or "as". Example: "She sings like an angel." - Personification: Giving human qualities to non-human things. Example: "The wind howled through the night." - Alliteration: The repetition of the same sound at the beginning of multiple words in a phrase or line. Example: "Peter Piper picked a peck of pickled peppers." - Assonance: The repetition of vowel sounds in nearby words. Example: "The rain in Spain falls mainly on the plain." - Consonance: The repetition of consonant sounds in nearby words. Example: "All's well that ends well." - Onomatopoeia: The use of words that imitate the sounds they describe. Example: "The buzzing bee flew away." - Hyperbole: An exaggerated statement used for emphasis. Example: "I'm so hungry I could eat a horse." - Oxymoron: A figure of speech that combines contradictory terms. Example: "deafening silence" - Pun: A play on words that exploits multiple meanings or similar-sounding words for humorous or rhetorical effect. Example: "Why don't scientists trust atoms? Because they make up everything." Structural techniques: - Stanza: A group of lines in a poem, separated by a space from other stanzas. - Rhyme: The repetition of similar sounds at the end of lines. - Meter: The pattern of stressed and unstressed syllables in a line. - Refrain: A repeated line or phrase in a poem. - Enjambment: The continuation of a sentence or phrase from one line to the next without a pause. - Free verse: Poetry that does not follow a regular meter or rhyme scheme. - Blank verse: Poetry written in unrhymed iambic pentameter. Sonnet: A 14-line poem with a specific rhyme scheme and structure. - Villanelle: A 19-line poem with a specific rhyme scheme and repetition pattern. - Caesura: A pause or break in a line of poetry, usually near the middle. This can be indicated by punctuation or a natural pause in speech. Example: "To be or not to be, // that is the question" (Hamlet by William Shakespeare) - Anaphora: The repetition of a word or phrase at the beginning of successive lines or clauses. Example: "It was the best of times, it was the worst of times" (A Tale of Two Cities by Charles Dickens) - Epistrophe: The repetition of a word or phrase at the end of successive lines or clauses. Example: "When I was a child, I spake as a child, I understood as a child, I thought as a child" (1 Corinthians 13:11) - Chiasmus: A rhetorical device in which two or more clauses are related to each other through a reversal of structures. Example: "Ask not what your country can do for you; ask what you can do for your country" (John F. Kennedy) - Inversion: The reversal of the normal word order in a sentence or phrase. Example: "Whose woods these are I think I know" (Stopping by Woods on a Snowy Evening by Robert Frost) Main Poetic Forms: - Sonnet: A 14-line poem with a specific rhyme scheme and structure. Example: "Shall I compare thee to a summer's day?" (Sonnet 18 by William Shakespeare) - Villanelle: A 19-line poem with a specific rhyme scheme and repetition pattern. Example: "Do not go gentle into that good night" (by Dylan Thomas) - Haiku: A traditional Japanese form of poetry consisting of three lines with a syllable count of 5-7-5. Example: "An old silent pond / A frog jumps into the pond / Splash! Silence again" (by Matsuo Bashō) - Limerick: A humorous five-line poem with a specific rhyme scheme and rhythm. Example: "There was an Old Man with a beard / Who said, 'It is just as I feared! / Two Owls and a Hen / Four Larks and a Wren / Have all built their nests in my beard!'" (by Edward Lear) - Ballad: A narrative poem that tells a story, often set to music. Example: "The Rime of the Ancient Mariner" (by Samuel Taylor Coleridge) - Epic: A long narrative poem that tells the story of a hero's journey or adventure. Example: "The Odyssey" (by Homer) Free verse: Poetry that does not follow a regular meter or rhyme scheme. Example: "Song of Myself" (by Walt Whitman) - Blank verse: Poetry written in unrhymed iambic pentameter. Example: "Paradise Lost" (by John Milton) - Monologue: A long speech given by a single character in a play or other literary work. Unlike a dramatic monologue, a monologue can be addressed to other characters or to the audience and does not necessarily reveal the inner thoughts and feelings of the speaker. Monologues can serve various purposes, such as providing exposition, revealing character traits, or advancing the plot. Example: "To be or not to be" soliloquy from Hamlet by William Shakespeare. - Dramatic Monologue: A dramatic monologue is a type of poem in which a single character speaks to a silent listener, revealing their thoughts and feelings. The speaker is often in a critical situation and their words provide insight into their character and motivations. Dramatic monologues are often written in the first person and can be found in both poetry and drama.

Search For My Tongue, Sujata Bhatt (4)

MAINLY FREE VERSE/UNIQUE Summary: Explores the theme of cultural identity and belonging, explores the theme of a speaker losing this essential part of themselves Quote 1: "I thought I spit it out / but overnight while I dream / limb by limb it grew back." This quote is an example of a metaphor, with the speaker's tongue representing their native language and cultural identity. The use of the phrase "spit it out" suggests a sense of rejection or disgust, while the idea of the tongue growing back reinforces the idea of the importance of language and cultural identity. The use of the phrase "limb by limb" creates a sense of gradual growth and development. Quote 2: "it grows back, a stump of a shoot grows longer, grows moist, grows strong veins" . This line uses an extended metaphor of a plant growing to represent the regrowth of the speaker's mother tongue. The use of words like "grows longer," "grows moist," and "grows strong veins" creates a sense of hope and renewal as the speaker's mother tongue begins to flourish once again. Quote 3: "Your mother tongue would rot, / rot and die in your mouth / until you had to spit it out." This quote uses the technique of repetition, with the word "rot" repeated twice to emphasize the decay and loss associated with the loss of one's native language. The use of the phrase "spit it out" reinforces the idea of rejection or disgust, and the imagery of the mother tongue dying in the speaker's mouth creates a sense of desperation and fear. Structure: - Three stanzas of varying length - No consistent Rhyme Scheme or meter create a sense of freedom but also the irregularity of loss - Metaphor of tongue throughout poem - Final stanza reinforces idea that language idea is not easily lost - Constant enjambment to show how loss is natural - The use of both English and Gujarati represents the speaker's struggle to balance their native language with their new language. The middle stanza, which is written entirely in Gujarati, represents a moment of connection with the speaker's mother tongue.

Remember, Christina Rossett (16)

PETRARCHAN SONNET Summary: "Remember" is a sonnet by Christina Rossetti, written in 1849 when she was just 19 years old. The poem explores themes of love, death, and remembrance. In the poem, the speaker implores her lover to remember her after she has passed away. However, towards the end of the poem, the speaker changes her mind and tells her lover that it would be better for him to forget her and be happy than to remember her and be sad Quote 1: : "Remember me when I am gone away, Gone far away into the silent land" (Imagery and Metaphor) The technique used in this quote is imagery, as the words paint a vivid picture of the speaker's departure from this world. The phrase "silent land" creates a sense of mystery and finality, emphasizing the speaker's desire to be remembered after death. Quote 2: "No more" (Repeition) the phrase "no more" is repeated twice in lines 3 and 5: "When you can no more hold me by the hand" and "Remember me when no more day by day". The repetition of this phrase serves to emphasize the finality of death and the speaker's desire to be remembered after she has passed away. The repetition also creates a sense of loss and longing, as the speaker reflects on the things that will no longer be possible once she is gone. Quote 3: "Better by far you should forget and smile Than that you should remember and be sad" (Antithesis) The technique used in this quote is antithesis, as the speaker presents two contrasting ideas: forgetting and smiling versus remembering and being sad. The antithesis is effective in conveying the speaker's selfless love for her listener, as she would rather he forget her and be happy than remember her and be sad. Structure: - "Remember" is a Petrarchan sonnet that is structured with the rhyme scheme of ABBA ABBA CDD ECE. The first half of the poem follows a standard Petrarchan sonnet pattern, while the second half is quite original. The ending in DECE hihglihts the breaking away from expectations and the shifrt in the poem - The poem is written in iambic pentameter. - The volta, or turn, is placed halfway through the poem. Here, the speaker transitions away from her pleas for remembrance and into the realization that her memory might bring her lover pain and that they should, therefore, forget her. - The use of this structure allows Rossetti to present a complex idea in a simple and pleasant way. The rigid structure of the sonnet form also serves to emphasize the speaker's obsessive focus on being remembered. - There is enjambment in the poem. An example can be seen in lines 9-10: "Yet if you should forget me for a while / And afterwards remember, do not grieve" . The use of enjambment creates a sense of stream of consciousness and contributes to the overall flow and rhythm of the poem. - Volta shift in tone

Sonnet 116, William Shakespeare (8)

SONNET Summary: Sonnet 116 is one of the most famous sonnets written by William Shakespeare, and is often cited as one of the greatest love poems of all time. It explores the nature of true love, and emphasizes its strength and endurance. Quote 1: "Let me not to the marriage of true minds / Admit impediments. Love is not love / Which alters when it alteration finds." This quote uses the technique of metaphor to compare the love between two people to a marriage of the mind. The use of the word "true" emphasizes the idea that this love is pure and genuine, and cannot be affected by external factors. The use of the word "impediments" creates a sense of obstacles and challenges, and emphasizes the idea that true love can overcome any obstacle. The repetition of the word "love" creates a sense of emphasis and reinforces the central theme of the poem. Quote 2: "Love's not Time's fool, though rosy lips and cheeks / Within his bending sickle's compass come." This quote uses the technique of personification to create a sense of contrast between love and time. The use of the word "fool" suggests that time is foolish, while love is wise and enduring. The use of the metaphor of the "bending sickle" creates a sense of the inevitable passage of time, and emphasizes the idea that love can endure even as the physical beauty of youth fades away. However, in this line, Shakespeare uses personification to represent Time as a reaper wielding a sickle. The "rosy lips and cheeks" represent youth and beauty, which are subject to the passage of time and will eventually fade. Quote 3: "If this be error and upon me proved, / I never writ, nor no man ever loved." This quote uses the technique of hyperbole to emphasize the speaker's belief in the power of true love. The use of the conditional "if" creates a sense of doubt and uncertainty, which is then immediately followed by the strong assertion that the speaker's belief in love is unshakable. The use of the phrase "never writ" emphasizes the idea that the speaker's belief in love is so strong that they would renounce their entire body of work if it were proved to be false. Structure: -The structure of Sonnet 116 by William Shakespeare has a significant effect on the poem's meaning and impact. As a traditional Shakespearean sonnet, the poem follows a specific structural pattern that includes 14 lines, a regular rhyme scheme of ABAB CDCD EFEF GG, and iambic pentameter. -The use of this traditional structure creates a sense of order and stability within the poem. This reflects the central theme of the poem: that true love is constant and unchanging. The regular rhyme scheme and iambic pentameter add to this sense of stability and order, creating a sense of rhythm and flow within the poem. -The division of the poem into three quatrains and a final rhyming couplet also serves to enhance its meaning. Each quatrain develops a specific aspect of the poem's central theme, building towards the final conclusion in the rhyming couplet. This structure allows Shakespeare to explore the nature of true love in depth, while also providing a clear and concise summary of his argument in the final couplet. -The one stanza emphasises how lovers will stay together and not be separated, thus the poem is just one stanza - Overall, the structure of Sonnet 116 serves to enhance its themes and emotions. The use of a traditional sonnet structure creates a sense of order and stability that reflects the poem's central theme of constant and unchanging love.

War Photographer, Carol Ann Duffy (11)

STANZIC POEM Summary: "War Photographer" is a poem by Carol Ann Duffy that was first published in 1985. The poem explores the themes of war, suffering, and the power of photography to capture and convey human experience. Quote 1: "In his darkroom he is finally alone" (Imagery) The technique used in this quote is imagery, as the words paint a vivid picture of the photographer's physical surroundings and emotional state. The use of the word "darkroom" emphasizes the isolation and solitude of the photographer, while also creating a contrast between the peacefulness of his current environment and the violence and chaos of the war zones he has just left. Quote 2: "Belfast. Beirut. Phnom Penh. All flesh is grass." (Allusion) The technique used in this quote is allusion, as the names of cities that have experienced conflict are mentioned. The allusion to these cities creates a sense of the widespread nature of war and conflict, while also emphasizing the photographer's role as a witness to these events. The phrase "All flesh is grass" is a biblical allusion that suggests the fragility and transience of human life. Quote 3: "A hundred agonies in black-and-white from which his editor will pick out five or six" (Hyperbole & Contrast) The technique used in this quote is hyperbole, as the number of agonies is exaggerated to emphasize the vast amount of suffering that the photographer has witnessed. The contrast between the large number of photographs taken and the small number selected by the editor highlights the limited impact of the photographer's work and suggests that much of what he has seen will never be known by the wider public. Structure: - The poem is written in four stanzas of six lines each, with a regular rhyme scheme of ABBCDD. This structured form creates a sense of control and order, contrasting with the chaos and violence of the war zones depicted in the poem. - The use of enjambment throughout the poem creates a sense of continuity and flow, while also emphasizing the contrast between different ideas and images. For example, the line "Belfast. Beirut. Phnom Penh. All flesh is grass" uses enjambment to juxtapose the names of cities with the biblical allusion, highlighting the fragility of human life in the face of war. - The poem also makes use of repetition, such as in the line "A stranger's features faintly start to twist before his eyes, a half-formed ghost." The repetition of the "f" sound creates a sense of unease and discomfort, emphasizing the photographer's emotional turmoil as he develops his photographs. - The use of contrast is also an important technique in the poem. The contrast between the peacefulness of the photographer's darkroom and the violence of the war zones he has visited is emphasized through the use of imagery and language. For example, the line "He has a job to do. Solutions slop in trays beneath his hands" contrasts the mundane routine of developing photographs with the life-and-death situations depicted in the images.

Do not go gentle into that good night, Dylan Thomas (15)

VILLANELLE Summary: "Do not go gentle into that good night" is a poem by Welsh poet Dylan Thomas, first published in 1951. The poem is a villanelle, a form of poetry consisting of 19 lines with a strict rhyme scheme and repeated lines. The poem was written as a tribute to Thomas's father, who was dying at the time. Quote 1: "Old age should burn and rave at the close of day" is a metaphor that suggests that as people approach the end of their lives, they should not go quietly but instead fight against death with passion and energy. The words "burn" and "rave" imply intensity and fervour, while "close of day" is a metaphor for the end of life. This line encourages people to live fully and passionately until the very end. Quote 2: "Though wise men at their end know dark is right" - Suggestive Declarative suggests how 'wise' men would know that death is inevitable, although they should still be trying to fight against it. Quote 3: "Grave men, near death, who see with blinding sight" (Oxymoron) The technique used in this quote is an oxymoron, as the phrase "blinding sight" combines two contradictory ideas. The use of the oxymoron emphasizes the paradoxical nature of death and underscores the idea that even those who are near death can still see clearly and fight against it. Structure: - Form: The poem uses the form of a villanelle, which consists of 19 lines and has a specific rhyme scheme and repetition pattern. The use of the villanelle form contributes to the poem's direct and intensely emotional tone. - Refrain: The poem includes the repetition of the lines "Do not go gentle into that good night" and "Rage, rage against the dying of the light" several times throughout the poem. The repetition of these lines emphasizes the poem's central message of resisting death and fighting against it until the very end. - Imperative: The speaker uses imperative commands such as "Rage, rage against the dying of the light" to urge the reader to resist death. The use of the imperative adds to the sense of urgency and determination in the poem. - A controlled structure emphasises the desire to control his father actions, line 1 and 3 also repeat in alternations - Final rhyming couplet - Rhyme scheme is ABA but last stanza is ABAA, adds to the 'controlled' structure