The poem structure is largely chronological however there is an insertion of a flashback which provides with background information. Christina Rossetti starts off by using a third person narrator to tell the story in the poem ‘Maude Clare’ however in turn, the language fluctuates between perspective and omniscient narrator to dialogue of characters in the poem to convey the events. This allows the reader to be a spectator to what is happening in the poem. This important as it allows the reader to have an overview on events. The reader being a spectator can also suggest that events like these were a public scandals and every present in society.
Teresa Belton, a researcher at the School of Education and Lifelong Learning at the University of East Anglia, began to research this decline in imagination after reading stories written by children in the 1990’s and finding them to be bland, unoriginal and plainly unimaginative. She argues that “Being bored lets you stand back from life and observe it. And because our minds don’t like to be unoccupied, it gives you the impetus to create your own mental activity”. Taking a break from the day-to-day dictations of what to act on and how to act by allowing our brains the freedom of adventure into territories unknown, we can unconsciously process information in ways we
“[A bell rings softly. ]” (Ives 454) Just imagine what life would be like to be saved by the bell and given a “do over” every time a bell rings. Ives uses this play to show how shallow and superficial people can be when they first meet. It is boldly stated by Betty to Bill when she says, “Are you really interested, or do you just want to pick me up?” (Ives 456) She recognizes that most guys are usually only interested in one thing and just calls him out on it. On the other side of the coin, Ives shows how usually women are more concerned with status symbols; things such as where you went to college, what grades you made, and where you’re from.
These characteristics are summarised when Rita says, “I mean when he painted it do y’ think he wanted to turn people on?” Furthermore, Rita is shown to be significantly less sophisticated than Frank, when she begins discussing the literature which she has read, “I read this poem about fightin’ death…” “Ah – Dylan Thomas…” “No. Roger McGough… You probably won’t think it’s any good.” The contrast in interpretation of the same topic between Rita and Frank shows the gulf between the two of their levels of education. Significantly, Rita is aware of this gulf and exhibits a desire to do what she perceives as growing, however Frank understands the superficiality of his world and fears that Rita will not grow but simply change who she is through her journey. “… if you want to change y’ have to do it from the inside don’t y?” … “…you’re the first breath of fresh air that’s been in this room for years.” Rita shows that she understands that her journey must be an internal one, and also that she does perhaps not understand completely what this will involve and what she will have to risk, and the metaphor of fresh air highlights how Frank
Woolf Critique Virginia Woolf’s quote “Money dignifies what is frivolous if unpaid for.” stood out before this viewer even understood what she meant. Writing only for herself or even as an outlet for her creativity meant people would in effect write her off. This particular presentation was very well put together, in that the background was soft and not a distraction, yet it was that of an intellectual atmosphere. Eileen Atkins was a splendid mix of anger, reserve and power, as she fluidly rolled through the script, capturing the emotional changes and subtleties necessary for this piece to retain its affectivness. The perceived differences from the video to the reading were, for this reader/viewer, the tone.
Many parents have asked if allowing their kids space to be bored is OK. It turns out, that some experts think boredom is the missing link to creativity. According to the blog post “Why Boredom Is Good for Kids” by Emily Geizer, it asserts that boredom is good for kids and that good kids turn to books or art when bored. It also stated that today’s kids are over scheduled and have highly structured activities; all of these things can erode a child’s natural creativity and problem solving skills. In addition, Geizer states that this over structuring results “in kids who are dependent on constant direction.
“It is the way Duffy’s characters speak, their individual voices that make the poems so convincing.” Discuss the ways in which Duffy uses “voices” in her poetry. Refer to at least two of Duffy’s poems in your answer. Duffy portrays the theme and use of “voices” in many, if not all of her poems. She does this very differently in all of her poems, even if these poems happen to be similar in theme or setting; for example, ‘Comprehensive’ and ‘Education for Leisure’ as both contain themes of education and feminism (girls vs. boys). Within her poem ‘Comprehensive’, Duffy shows the barriers of a multicultural society and the title itself appears to be very ambiguous and ‘all-inclusive’.
A Commentary on Anne Bradstreet’s “The Author to Her Book” With an empathetic tone, Anne Bradstreet creates a poem in which the speaker becomes frustrated while trying to complete a literary work. “The Author to Her Book” compares a writer and her piece to a mother and her child, calling the book her “ill-formed offspring of [her] feeble brain” (1). Most likely referring to a personal experience, Bradstreet uses structure, diction, figurative language, and imagery to convey the difficulty of producing a work with which the author is pleased. The purpose of the structure in this poem is to make words and concepts pop out to the reader. The speaker uses different techniques in order to make sure the certain points are emphasized.
She employs a combination of a quizzical and contemplative tone to appeal to readers and to connect to their feelings and experiences. In the first paragraph, Wenke begins by placing the reader in the perspective of a student who resorts to cheating on a test. By doing this, she invokes sympathy in the reader. At the beginning of the paragraph, the student is in danger of failing. Later, though, after the student has cheated, there is a sense of ease and resolution to the situation, and this weakens her argument, making the issue of cheating seem almost irrelevant or benign.
Especially when she reminisces in the final stanza about the time she was young and beautiful, illustrating her complete lack of confidence. Nevertheless, she is still presented as a foul character who threatens the reader, with the line ‘Be terrified’. The poem also ends with the line ‘Look at me now’ which has a double entendre (double meaning). It could be read as a cry of despair or, as a threat – if you did look at Medusa you would die! This leaves the reader feeling conflicting emotions for the character, probably similar to how Medusa herself feels in the poem.