Tan Jing Jie 1AD1 Question 7 : Discuss Duffy’s use of the dramatic monologue with specific reference to two or three poems. The significance of dramatic monologue lies in the need for the listener, or reader for most cases, to complete the scene from within, through inference and imagination. Duffy manages to show readers her points of view through employing dramatic monologue in a firsthand narration by the personas. In poems such as Stafford afternoons , Dear Norman and Girl Talking, there is a difference between reality and what is actually revealed by the persona, developing a sense of indeterminacy for the reader to make their own guesses as to what actually occurred in the poems. Themes addressed would include childhood, feminism and patriarchy in these poems.
In ‘My Last Duchess’ 1842 and ‘Porphyria’s Lover’ 1836, Browning uses a range of narrative methods to convey the story. This includes the use of enjambment, rhyme schemes and alternation between the past and present; all of which contribute in building tension within the poems. In both of the dramatic monologues there is a single stanza and speaker to narrate the story. However, in ‘My Last Duchess’ Browning uses the rhyme scheme AABB with iambic pentameter whereas in ‘Porphyria’s Lover’ the rhyme scheme used is ABABB. This reflects the speaker’s personalities as the Duke seems to have a compulsive character in which he continually discusses the objects he owns, ranging from the Duchess to other notable artworks.
Within his works, Shakespeare writes with elaborate language but carefully includes contextual clues in the prose to aid readers in understanding. In The Tempest, Shakespeare uses poetic elements, primarily end rhyme, to draw attention to certain scenes that contain significant insight and alone have the power to affect the plot's development throughout the play. End rhyme is a powerful poetic element that sharply contrasts normal prose. Because people don't normally talk in rhyme, it stands out from everyday dialogue; a technique writers can use to their advantage to ensure the reader takes notice of significant scenes where end rhyme is used. In those scenes, end rhyme changes the tone of what the characters are saying and stresses the importance of it.
Similes are the most common figures of speech used in the novel; ‘…a hat which curved around her face like a materialising halo’. This light imagery is often associated with an almost religious experience as people are seen with halos like Arthur’s mother in chapters 12 and 13 and specifically in this quote, Lucy’s imagining of her mother in chapter 7. Although the language of the novel can come across as quite compelling to the audience, the overwrought lyrical prose can be quite tiring. The plot of the novel is obviously fictional with Lucy seeing her life as a series of photographs tortured into forced images by Jones, which can be hard for the HSC students to relate
Compare the ways the central characters are presented in “checking out me history” by John Agard and “Case History: Alison (head injury) by U. A. Fanthorpe. The poems “Checking out Me History” and “Case History: Alison”both use many different techniques and linguistic features in evenly effective and successful ways to present their central characters throughout their piece. “Case History: Alison” relies mostly on the tone set in the poem to convey its characters’ attitude and message, whereas the poem “Checking out me history”, relies more on structural techniques and the language featured to put across its own characters’ different views and ideas. The ambiguous tone that “Case History: Alison” is flooded with is shown through the confused emotion in the poem.
Throughout the novel Romeo and Juliet, Shakespeare uses many diverse techniques through the two main characters Romeo and Juliet to portray the development of their personalities. This can primarily be seen in Juliet’s two soliloquies; one full of love, passion, and innocence while the other shows Juliet as a more mature, decisive but also anguished individual. This is achieved through the use of diction, imagery, pace, and tone. These techniques also affect the theme of tragedy in the play as it gives the reader a sense of mood changes from seeing Juliet as a light-hearted and naïve girl to a bitter and despairing young adult. In both soliloquies, the structures are somewhat similar.
Dealing With Persecution Louise Erdrich’s poem “Indian Boarding School: The Runaways” and Anne Sexton’s “Her Kind” both demonstrate the theme of persecution by using imagery and a standard format to spark that emotion in the reader. Sexton is a confessional poet ;therefore, it is commonly accepted that the speaker is her own voice. In contrast, Erdrich utilizes a speaker that may or may not be her own voice. Even though both look at the theme of persecution, they each have a clearly different perspective. Both poems are in the same format and with the same theme of persecution; however, while Erdrich’s poem presents a conforming to the persecution, Sexton shows a woman not bending to the persecution.
The repetition of words with meaning of beauty is conveyed throughout this passage from Act IV scene v of Hamlet. Earlier in Act III scene i, Hamlet and Ophelia had a discussion about “fairness” and chastity. Literary features such as double entendre and pun are used constantly to enhance a character’s emotions as the theme lunacy unfolds to reveal more about characters. As this passage climaxes with Ophelia’s insanity, secrets and the personality of each character are revealed through her singing. Perhaps Shakespeare is trying to convey the message that women are bound by societal expectations and are thus silenced and taught to obey and not talk back or express their own ideas.
Themes which recur in Hardy's writings are injustice, love, break ups, disappointment, fate and the unfair treatment of women. He was basically a traditionalist when it came to the form of poetry but one interesting thing he often did was include 'colloquial' language (language that is usually heard rather than read; spoken language which is usually not standard English). Form This poem is a 'dramatic dialogue' - a conversation between two people which tells a story and reveals things about both characters. Structure It is set out as six, four-line stanzas (a four-line stanza is also known as a 'quatrain') with a regular 'aabb' rhyme scheme. The 'bb' rhyme (lines 3-4 in each stanza) is always the same as the last word in each stanza is "she".
Is there a formula to poetry? Can a person fit words into a certain form and create “art?” Some poets seem to think this, which causes distress for others who believe in true poetry and true art. In her poem, “Poetry,” Marianne Moore expresses her disdain for phony poetry that tries to fit into a set mold and suggests that there is better side to poetry, as long as it is raw and genuine. The poem scorns poetry that is too structured or tries to follow a certain style. Moore jumps right into a negative approach with the words “I too, dislike it; there are thing that are important beyond all this fiddle” (Moore 1-2).