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Saturday, April 14, 2012

MR NOBODY

I KNOW A FUNNY LITTLE MAN,
AS QUIET AS A MOUSE,
WHO DOES THE MISCHIEF THAT IS DONE,
IN EVERYBODY'S HOUSE !
THERE'S NO ONE EVER SEEN HIS FACE,
AND YET WE ALL AGREE
THAT EVERY PLATE WE BRAKE WAS CRACKED
BY MR.NOBODY.

'Tis HE WHO ALWAYS TEARS OUR BOOKS,
WHO LEAVES THE DOOR AJAR,
HE PULLS THE BUTTONS FROM OUR SHIRTS,
AND SCATTERS PINS AFAR;
THAT SQUEAKING DOOR WILL ALWAYS SQUEAK,
FOR,PRITHEE,DON'T YOU SEE,
WE LEAVE THE OILING TO BE DONE
BY MR.NOBODY.

HE PUTS DAMP WOOD UPON THE FIRE,
THAT KETTLES CANNOT BOIL;
HIS ARE THE FEET THAT BRING IN MUD,
AND ALL THE CARPETS SOIL.
THE PAPERS ALWAYS ARE MISLAID
WHO HAD THE LAST BUT HE ?
THERE'S NO ONE TOSSES THEM ABOUT
BUT MR.NOBODY .

THE FINGER MARKS UPON THE DOOR
BY NONE OF US ARE MADE;
WE NEVER LEAVE THE BLINDS UNCLOSED,
TO LET THE CURTAINS FADE ;
THE INK WE NEVER SPILL ;THE BOOTS
THAT LYING ROUND YOU SEE
ARE NOT OUR BOOTS - THEY ALL BELONG
TO MR.NOBODY.


MEANING OF THE POEM 

STANZA 1 :-

The funny little man mentioned in the poem is a little boy, perhaps three to five years old. This is because; a child within that age usually does not talk much rather than making things that require them to learn. However, they often create trouble to people around them. Like in this stanza, there are cracked plates but people tend not to scold them because they are in the learning process though people know they do it. 
 

STANZA 2 :-

 The same thing happen mentioned in this stanza, the child creates another trouble in the house. Some of the troubles are the books have been torn, the buttons have been pulled out from the shirts and the pins are scattered. However, seeing that the little boy needs to learn, they leave the squeaking door to be oiled by the boy for him to learn.

 STANZA 3 :- 

Within this age also, the child may be doing something that may annoy some other people. The examples are given in this stanza such as Mr. Nobody puts damp woods upon the fire which causes the kettle cannot be boiled, bringing the mud into the house and make the carpet soiled, and papers are mislaid. People know that no one could do such things except for Mr. Nobody.


 STANZA 4 :- 

However, though people like Mr. Nobody is quite troubling, they need to be directed and to be taught the meaning of life. Not to forget they become like that because they are in the process of learning. Therefore, we as adult or people that are older and already matured must show a good talent for them to follow the right role model. For example in this stanza, Mr. Nobody does not know the meaning of privacy which he lets the door and the curtain open, leaving the boots not in the right place and spilling inks. 





Wednesday, February 15, 2012

Are you still playing your flute - zurinah hassan ( translated into english version )

Are you still playing your flute?
When there is hardly time for our love
I am feeling guilty
To be longing for your song
The melody concealed in the slim hollow of the bamboo
Uncovered by the breath of an artist
Composed by his fingers
Blown by the wind
To the depth of my heart.

Are you still playing your flute?
In the village so quiet and deserted
Amidst the sick rice fields
While here it has become a luxury
To spend time watching the rain
Gazing at the evening rays
Collecting dew drops
Or enjoying the fragrance of flowers.

Are you still playing your flute?
The more it disturbs my conscience
to be thinking of you
in the hazard of you
my younger brothers unemployed and desperate
my people disunited by politics
my friend slaughtered mercilessly
this world is too old and bleeding.

SYNOPSIS OF THE POEM

The persona is thinking of someone she was close to and who plays the flute. She longs to hear the wonderful soothing music that had touched her heart a long time ago. She wonders if he is still playing his flute in their village that is now empty and quiet. She feels troubled that she should be thinking of him and her past while people around her are suffering and her world is changing.

FIGURATIVE MEANING

Stanza 1:
In life, we sometimes have to change our way of life due to work or family circumstances. From a lifestyle filled with values and traditions like in the village, we may find ourselves embracing a totally different lifestyle in towns. However, we may sometimes long for our previous life with its unforgettable moments.

Stanza 2:
We may wonder if the values and traditions we believed in and practised are still observed in our former villagers. Many people have migrated to towns or adopted an urban way of life where such traditions may not be so well-ingrained. In these places, life is fast paced and they do not have the time to enjoy the simple pleasures of life they used to.

Stanza 3:
These people may think back to their days in the rural areas with guilt. Traditions and the old values may seem trivial compared to their present circumstances. There are economic, political and social problems to be faced. Some of these problems have become personal as they affect people who are close to them.

THEMES
  • Values and traditions - Values and traditions have an important role in our life. They teach us to live correctly and to hold on to our principles in life. We learn to value life, family and friends. A society without values and traditions is colourless and loses its direction.
  • Changes in life - Nothing stays the same forever and that includes life. Life changes over time. These changes affect every aspect of our lives and may have positive and negative consequences.
  • Family commitments - Everyone has family commitments, whether it is to our immediate family members or extended family members. Be aware of these commitments as they bind a family together.
  • Priorities in life - There are important and unimportant things in life. Learn to differentiate them and make plans accordingly.
  • Enjoying the simple pleasure of life - Nature surrounds us and the beauty of nature offers us the simple pleasures of life. The rising sun, the moon and stars, the rainfall and dew are some of the pleasures that nature offers. Enjoy them and enjoy life.
  • Passionate about one's interest - When we are really interested in a hobby, we will become passionate about it. It helps us to mature as this passion helps us to stay focused. We learn to be creative too. But, we should not let this passion become an obsession.
MORAL VALUES
  • We should learn to appreciate the values and traditions of society and family. They give us balance in life and help us to differentiate between the good and the bad.
  • We face changes in life every day. Learn to accept changes but only if they are for the good of society. If they are beneficial, work around them for the general good.
  • Our family is the most important thing in our life. We should put their interest and safety first before anything else. Show consideration for one's duties within the home and carry out family commitments responsibly.
  • We should know our priorities in life and be aware of them at all times. Don't get so taken in by our interests that we forget our priorities.
  • Passion for interests should should not be at expense of family happiness. There is a time for work and a time for play.
POINT OF VIEW
  • The poem is the first point of view - the persona uses the pronoun 'I' and 'my'
  • The persona is reflecting on her past and feeling uneasy about the present.
LANGUAGE AND STLYE
  • Language - simple and easy to understand
  • Play of words to add interest
  • Style - clear, descriptive and inquiring
TONE, MOOD AND ATMOSPHERE
  • Sombre - talks about her longing for something she cannot have anymore
  • Appreciative and regretful for loss of simple pleasures of life
  • Mood of hopelesness and loss - does not like her present situation
POETIC DEVICES
  • Imagery – e.g. ‘blown by the wind’, ‘depth of my heart’
  • Alliteration – e.g. ‘fragrance of flowers’' dew drops'
  • Symbol – e.g. ‘flute’, ‘song’
  • Repetition – e.g. ‘Are you still playing your flute?’
  • Assonance - 'sick rice filed'
  • Figurative Language – Metaphor e.g. ‘The melody concealed in the slime hollow of bamboo – Personification e.g. ‘sick rice field’
LITERARY DEVICES

Personification:
- sick rice filed - the rice field is personified as a human who is not feeling well                                       
- this world is ...bleeding - earth is personified as being wounded

Symbol:
- flute - symbolises a thing of the past, something tradition                                                                    
- song - symbolises the simple pleasure of life

Repetition:                                                                                                                                       
- 'Are you still playing your flute?' - repeated at the beginning of all three stanzas to reinforce the emotion behind the question and to create a dramatic effect.
Rhetorical question:                                                                                                                         
- Are you still playing your flute? - the persona asks a question to which she does not expect a reply.

Metaphor:                                                                                                                                            
- 'the melody concealed in the slim hollow of the bamboo' : The song seems to be hidden in the bamboo when it is actually coming out from the playing of the flute.                                                      
- 'the world is too old and bleeding': The world seems to have aged due to war and the sufferings caused by it.

Imagery:                                                                                                                                         
a) imagery of sight:                                                                                                                                         - 'so quiet and deserted': This gives a clear picture of a lonely village with hardly anyone around.           
- 'slaughtered mercilessly': Many lives were lost in the war.                                                                 
b) imagery of feelings:                                                                                                                         
- 'depth of my heart': The persona feels deeply and wants to hear the song played by the flautist.          
- 'longing for your song': The persona has a deep desire to hear songs.                                                      
c) imagery of touch:                                                                                                                            
- 'collecting dew drops' - someone is putting their hands together to collect dew drops to feel the water 
d) imagery of smell:                                                                                                                             
- 'enjoying the fragrance of flowers': The flowers are emitting fragrant scent.                                        
e) imagery of sound:                                                                                                                             
- 'playing your flute' - The music comes from the flute.                                                                                
- 'blown by the wind' - The sound of wind and music
 

Tuesday, February 14, 2012

william shakespear - life's brief candle

To-morrow, and to-morrow, and to-morrow,
Creeps in this petty pace from day to day,
To the last syllable of recorded time;
And all our yesterdays have lighted fools
The way to dusty death. Out, out, brief candle!
Life's but a walking shadow, a poor player,
That struts and frets his hour upon the stage,
And then is heard no more. It is a tale
Told by an idiot, full of sound and fury,
Signifying nothing.

I've seen so many people asking what the poem is about on some forums and pages so here's a bit of explanation to you guys k ... 

  this poem is written by Shakespear him self and this poem in particular was also used in one of Shakespear's play the tittle of the play is " Macbeth " in other words this poem was written especially for this play . But you don't need to know the whole story about Macbeth just the plot . 

 OK so it turns out that this poem is actually used for a scene where Macbeth the main character of the play was alone . This is call soliloquy ( a situation where a character in the play talks alone to him/her self  - doesn't necessarily has to be the main character  ). 

   here's a summary on the play .

The Brief Story of Macbeth

Macbeth is one of the generals in the Scotland army. Macbeth is a relative to King Duncan of Scotland. One day, he receives three prophecies from three witches. One of the witches informs Macbeth that he will one day be the King of Scotland.Macbeth, who is hunger for power , schemes with his wife, Lady Macbeth to kill King Duncan.One night, King Duncan visits Macbeth. Macbeth uses this opportunity to take King Duncan's life while he was sleeping . After Duncan's death, Macbeth secures the throne as the new King of Scotland. 
Despite his success, Macbeth feels uneasy that the rightful heir might turn up and grab the power from him. In order to keep the throne, he continues to kill more people that he thinks will get in his way. After the merciless events of killing Duncan and other innocent people, Macbeth and Lady Macbeth feel guilty and tortured from the crime that they have committed. One night, Lady Macbeth sleepwalks and falls to her death. Some claim that she committed suicide.
Macbeth is grief-stricken upon learning of Lady Macbeth's death. He feels that life is not worth living and is unpredictable. To make things worse, his position is under threat. Trying to make sense of things, he reflects aloud on the meaning of life. He cries aloud his thoughts by reciting this poem . Meanwhile, a loyal nobleman to King Duncan named Macduff, accuses Macbeth of treason. Macduff wants to confront Macbeth. Macbeth feels even more hopeless and disappointed with his life. He knows that he cannot run away from the coming battle with Macduff. Finally, Macduff beheads Macbeth. That's the end of Lord Macbeth's life.

so after knowing how the story goes in conclusion this poem is used to reflect how Macbeth was feeling about life . 

the "to-morrow" that is repeated for 3 times in line one reflects on the future .

"Creeps in this petty pace from day to day" here shows that time moves slowly and quietly . 

"To the last syllable of recorded time" this here reflects on to the last breath of a person's life .

 "And all our yesterdays have lighted fools" this one however shows that 
our past has tricked us and that we have foolishly believed in the wrong things, which now lead us to our downfall & death .

"The way to dusty death" means that death will turn our body into dust .

Out, out, brief candle! symbolises that the poet wishes for his life to end where the candle is shown as the symbol of life . 

"Life's but a walking shadow" shows that life is like a shadow and it's meaningless .

"a poor player" life is seen as a terrible actor on the stage .

"That struts and frets his hour upon the stage" this symbolises the actor who will play his/her part on the stage within the time that is given to him/her .

"And then is heard no more" this shows that the terrible actor will be forgotten once he/she leaves the stage . 

"it is a tale Told by an idiot " this here symbolises that life is told by a fool/idiot that doesn't know anything .

"full of sound and fury" this shows that life is full of emotions and feelings .

"Signifying nothing" and this last line shows that life is actually short and worthless .


william shakespear - the phoenix and the turtle

The Phoenix and the Turtle
Let the bird of loudest lay
On the sole Arabian tree,
Herald sad and trumpet be,
To whose sound chaste wings obey.
But thou shrieking harbinger,
Foul precurrer of the fiend,
Augur of the fever's end,
To this troop come thou not near.

From this session interdict
Every fowl of tyrant wing
Save the eagle, feather'd king:
Keep the obsequy so strict.

Let the priest in surplice white
That defunctive music can,
Be the death-divining swan,
Lest the requiem lack his right.

And thou, treble-dated crow,
That thy sable gender mak'st
With the breath thou giv'st and tak'st,
'Mongst our mourners shalt thou go.

Here the anthem doth commence:—
Love and constancy is dead;
Phoenix and the turtle fled
In a mutual flame from hence.

So they loved, as love in twain
Had the essence but in one;
Two distincts, division none;
Number there in love was slain.

Hearts remote, yet not asunder;
Distance, and no space was seen
'Twixt the turtle and his queen:
But in them it were a wonder.

So between them love did shine,
That the turtle saw his right
Flaming in the phoenix' sight;
Either was the other's mine.

Property was thus appall'd,
That the self was not the same;
Single nature's double name
Neither two nor one was call'd.

Reason, in itself confounded,
Saw division grow together;
To themselves yet either neither;
Simple were so well compounded,

That it cried, 'How true a twain
Seemeth this concordant one!
Love hath reason, reason none
If what parts can so remain.'

Whereupon it made this threne
To the phoenix and the dove,
Co-supremes and stars of love,
As chorus to their tragic scene.

THRENOS

BEAUTY, truth, and rarity,
Grace in all simplicity,
Here enclosed in cinders lie.

Death is now the phoenix' nest;
And the turtle's loyal breast
To eternity doth rest,

Leaving no posterity:
'Twas not their infirmity,
It was married chastity.

Truth may seem, but cannot be;
Beauty brag, but 'tis not she;
Truth and beauty buried be.

To this urn let those repair
That are either true or fair;
For these dead birds sigh a prayer.

william shakespear - a lover's coplaint

From off a hill whose concave womb reworded
A plaintful story from a sist'ring vale,
My spirits t'attend this double voice accorded,
And down I laid to list the sad-tuned tale,
Ere long espied a fickle maid full pale,
Tearing of papers, breaking rings atwain,
Storming her world with sorrow's wind and rain.
Upon her head a platted hive of straw,
Which fortified her visage from the sun,
Whereon the thought might think sometime it saw
The carcase of a beauty spent and done.
Time had not scythed all that youth begun,
Nor youth all quit, but spite of heaven's fell rage
Some beauty peeped through lattice of seared age.

Oft did she heave her napkin to her eyne,
Which on it had conceited characters,
Laund'ring the silken figures in the brine
That seasoned woe had pelleted in tears,
And often reading what contents it bears;
As often shrieking undistinguished woe
In clamours of all size, both high and low.

Sometimes her levelled eyes their carriage ride
As they did batt'ry to the spheres intend;
Sometime diverted their poor balls are tied
To th'orbed earth; sometimes they do extend
Their view right on; anon their gazes lend
To every place at once, and nowhere fixed,
The mind and sight distractedly commixed.

Her hair, nor loose nor tied in formal plait,
Proclaimed in her a careless hand of pride;
For some, untucked, descended her sheaved hat,
Hanging her pale and pined cheek beside;
Some in her threaden fillet still did bide,
And, true to bondage, would not break from thence,
Though slackly braided in loose negligence.

A thousand favours from a maund she drew
Of amber, crystal, and of beaded jet,
Which one by one she in a river threw,
Upon whose weeping margent she was set;
Like usury applying wet to wet,
Or monarch's hands that lets not bounty fall
Where want cries some, but where excess begs all.

Of folded schedules had she many a one,
Which she perused, sighed, tore, and gave the flood;
Cracked many a ring of posied gold and bone,
Bidding them find their sepulchres in mud;
Found yet moe letters sadly penned in blood,
With sleided silk feat and affectedly
Enswathed and sealed to curious secrecy.

These often bathed she in her fluxive eyes,
And often kissed, and often 'gan to tear;
Cried "O false blood, thou register of lies,
What unapproved witness dost thou bear!
Ink would have seemed more black and damned here!"
This said, in top of rage the lines she rents,
Big discontent so breaking their contents.

A reverend man that grazed his cattle nigh,
Sometime a blusterer that the ruffle knew
Of court, of city, and had let go by
The swiftest hours observed as they flew,
Towards this afflicted fancy fastly drew,
And, privileged by age, desires to know
In brief the grounds and motives of her woe.

So slides he down upon his grained bat,
And comely distant sits he by her side,
When he again desires her, being sat,
Her grievance with his hearing to divide.
If that from him there may be aught applied
Which may her suffering ecstasy assuage,
'Tis promised in the charity of age.

"Father," she says "though in me you behold
The injury of many a blasting hour,
Let it not tell your judgement I am old:
Not age, but sorrow over me hath power.
I might as yet have been a spreading flower,
Fresh to myself, if I had self-applied
Love to myself, and to no love beside.

"But, woe is me! too early I attended
A youthful suit -it was to gain my grace -
O, one by nature's outwards so commended
That maidens' eyes stuck over all his face.
Love lacked a dwelling and made him her place;
And when in his fair parts she did abide
She was new-lodged and newly deified.

"His browny locks did hang in crooked curls,
And every light occasion of the wind
Upon his lips their silken parcels hurls.
What's sweet to do, to do will aptly find:
Each eye that saw him did enchant the mind,
For on his visage was in little drawn
What largeness thinks in Paradise was sawn.

"Small show of man was yet upon his chin;
His phoenix down began but to appear,
Like unshorn velvet, on that termless skin,
Whose bare outbragged the web it seemed to wear;
Yet showed his visage by that cost more dear,
And nice affections wavering stood in doubt
If best were as it was, or best without.

"His qualities were beauteous as his form,
For maiden-tongued he was, and thereof free;
Yet, if men moved him, was he such a storm
As oft twixt May and April is to see,
When winds breathe sweet, unruly though they be.
His rudeness so with his authorized youth
Did livery falseness in a pride of truth.

"Well could he ride, and often men would say
`That horse his mettle from his rider takes:
Proud of subjection, noble by the sway,
What rounds, what bounds, what course, what stop he makes!'
And controversy hence a question takes,
Whether the horse by him became his deed,
Or he his manage by th' well-doing steed.

"But quickly on this side the verdict went:
His real habitude gave life and grace
To appertainings and to ornament,
Accomplished in himself, not in his case.
All aids, themselves made fairer by their place,
Came for additions; yet their purposed trim
Pieced not his grace, but were all graced by him.

"So on the tip of his subduing tongue
All kind of arguments and question deep,
All replication prompt, and reason strong,
For his advantage still did wake and sleep.
To make the weeper laugh, the laugher weep,
He had the dialect and different skill,
Catching all passions in his craft of will,

"That he did in the general bosom reign
Of young, of old, and sexes both enchanted,
To dwell with him in thoughts, or to remain
In personal duty, following where he haunted.
Consents bewitched, ere he desire, have granted,
And dialogued for him what he would say,
Asked their own wills, and made their wills obey.

"Many there were that did his picture get
To serve their eyes, and in it put their mind;
Like fools that in th'imagination set
The goodly objects which abroad they find
Of lands and mansions, theirs in thought assigned,
And labour in moe pleasures to bestow them
Than the true gouty landlord which doth owe them.

"So many have, that never touched his hand,
Sweetly supposed them mistress of his heart.
My woeful self, that did in freedom stand,
And was my own fee-simple, not in part,
What with his art in youth, and youth in art,
Threw my affections in his charmed power,
Reserved the stalk and gave him all my flower.

"Yet did I not, as some my equals did,
Demand of him, nor being desired yielded;
Finding myself in honour so forbid,
With safest distance I mine honour shielded.
Experience for me many bulwarks builded
Of proofs new-bleeding, which remained the foil
Of this false jewel and his amorous spoil.

"But ah, who ever shunned by precedent
The destined ill she must herself assay?
Or forced examples 'gainst her own content
To put the by-past perils in her way?
Counsel may stop awhile what will not stay,
For when we rage, advice is often seen
By blunting us to make our wills more keen.

"Nor gives it satisfaction to our blood
That we must curb it upon others' proof,
To be forbod the sweets that seems so good
For fear of harms that preach in our behoof.
O appetite, from judgement stand aloof!
The one a palate hath that needs will taste,
Though reason weep, and cry `It is thy last'.

"For further I could say this man's untrue,
And knew the patterns of his foul beguiling;
Heard where his plants in others' orchards grew;
Saw how deceits were gilded in his smiling;
Knew vows were ever brokers to defiling;
Thought characters and words merely but art,
And bastards of his foul adulterate heart.

"And long upon these terms I held my city,
Till thus he 'gan besiege me: `Gentle maid,
Have of my suffering youth some feeling pity,
And be not of my holy vows afraid.
That's to ye sworn to none was ever said;
For feasts of love I have been called unto,
Till now did ne'er invite nor never woo.

" `All my offences that abroad you see
Are errors of the blood, none of the mind;
Love made them not; with acture they may be,
Where neither party is nor true nor kind.
They sought their shame that so their shame did find;
And so much less of shame in me remains
By how much of me their reproach contains.

" `Among the many that mine eyes have seen,
Not one whose flame my heart so much as warmed,
Or my affection put to th' smallest teen,
Or any of my leisures ever charmed.
Harm have I done to them, but ne'er was harmed;
Kept hearts in liveries, but mine own was free,
And reigned commanding in his monarchy.

" `Look here what tributes wounded fancies sent me
Of pallid pearls and rubies red as blood,
Figuring that they their passions likewise lent me
Of grief and blushes, aptly understood
In bloodless white and the encrimsoned mood -
Effects of terror and dear modesty,
Encamped in hearts, but fighting outwardly.

" `And lo, behold these talents of their hair,
With twisted metal amorously impleached,
I have received from many a several fair,
Their kind acceptance weepingly beseeched,
With the annexions of fair gems enriched,
And deep-brained sonnets that did amplify
Each stone's dear nature, worth, and quality.

" `The diamond? -why, 'twas beautiful and hard,
Whereto his invised properties did tend;
The deep-green em'rald, in whose fresh regard
Weak sights their sickly radiance do amend;
The heaven-hued sapphire and the opal blend
With objects manifold: each several stone,
With wit well blazoned, smiled or made some moan.
" `Lo, all these trophies of affections hot,
Of pensived and subdued desires the tender,
Nature hath charged me that I hoard them not,
But yield them up where I myself must render -
That is to you, my origin and ender;
For these, of force, must your oblations be,
Since I their altar, you enpatron me.

" `O then advance of yours that phraseless hand,
Whose white weighs down the airy scale of praise.
Take all these similes to your own command,
Hallowed with sighs that burning lungs did raise.
What me your minister, for you obeys,
Works under you, and to your audit comes
Their distract parcels in combined sums.

" `Lo, this device was sent me from a nun,
A sister sanctified, of holiest note,
Which late her noble suit in court did shun,
Whose rarest havings made the blossoms dote;
For she was sought by spirits of richest coat,
But kept cold distance, and did thence remove
To spend her living in eternal love.

" `But, O my sweet, what labour is't to leave
The thing we have not, mast'ring what not strives,
Planing the place which did no form receive,
Playing patient sports in unconstrained gyves!
She that her fame so to herself contrives,
The scars of battle scapeth by the flight,
And makes her absence valiant, not her might.

" `O pardon me, in that my boast is true!
The accident which brought me to her eye
Upon the moment did her force subdue,
And now she would the caged cloister fly:
Religious love put out religion's eye.
Not to be tempted, would she be immured,
And now to tempt, all liberty procured.

" `How mighty then you are, O hear me tell!
The broken bosoms that to me belong
Have emptied all their fountains in my well,
And mine I pour your ocean all among.
I strong o'er them, and you o'er me being strong,
Must for your victory us all congest,
As compound love to physic your cold breast.

" `My parts had power to charm a sacred nun,
Who, disciplined, ay, dieted in grace,
Believed her eyes when they t'assail begun,
All vows and consecrations giving place.
O most potential love! -vow, bond, nor space,
In thee hath neither sting, knot, nor confine,
For thou art all, and all things else are thine.

" `When thou impressest, what are precepts worth
Of stale example? When thou wilt inflame,
How coldly those impediments stand forth,
Of wealth, of filial fear, law, kindred, fame!
Love's arms are peace, 'gainst rule, 'gainst sense, 'gainst shame;
And sweetens, in the suff'ring pangs it bears,
The aloes of all forces, shocks, and fears.

" `Now all these hearts that do on mine depend,
Feeling it break, with bleeding groans they pine,
And supplicant their sighs to you extend,
To leave the batt'ry that you make 'gainst mine,
Lending soft audience to my sweet design,
And credent soul to that strong-bonded oath
That shall prefer and undertake my troth.'

"This said, his wat'ry eyes he did dismount,
whose sights till then were levelled on my face;
Each cheek a river running from a fount
With brinish current downward flowed apace.
O how the channel to the stream gave grace!
Who glazed with crystal gate the glowing roses
That flame through water which their hue encloses.

"O father, what a hell of witchcraft lies
In the small orb of one particular tear!
But with the inundation of the eyes
What rocky heart to water will not wear?
What breast so cold that is not warmed here?
O cleft effect! Cold modesty, hot wrath,
Both fire from hence and chill extincture hath.

"For lo, his passion, but an art of craft,
Even there resolved my reason into tears;
There my white stole of chastity I daffed,
Shook off my sober guards and civil fears;
Appear to him as he to me appears,
All melting; though our drops this diff'rence bore:
His poisoned me, and mine did him restore.

"In him a plenitude of subtle matter,
Applied to cautels, all strange forms receives,
Of burning blushes or of weeping water,
Or swooning paleness; and he takes and leaves,
In either's aptness, as it best deceives,
To blush at speeches rank, to weep at woes,
Or to turn white and swoon at tragic shows,

"That not a heart which in his level came
Could scape the hail of his all-hurting aim,
Showing fair nature is both kind and tame;
And, veiled in them, did win whom he would maim.
Against the thing he sought he would exclaim;
When he most burned in heart-wished luxury
He preached pure maid and praised cold chastity.

"Thus merely with the garment of a grace
The naked and concealed fiend he covered,
That th'unexperient gave the tempter place,
Which like a cherubin above them hovered.
Who, young and simple, would not be so lovered?
Ay me, I fell; and yet do question make
What I should do again for such a sake.

"O, that infected moisture of his eye,
O, that false fire which in his cheek so glowed,
O, that forced thunder from his heart did fly,
O, that sad breath his spongy lungs bestowed,
O, all that borrowed motion, seeming owed,
Would yet again betray the fore-betrayed,
And new pervert a reconciled maid."

Friday, January 20, 2012

I WONDER BY JEANNIE KIRBY

I wonder why the grass is green,
And why the wind is never seen?

Who taught the birds to build a nest,
And told the trees to take a rest?

And when the moon is not quite round,
Where can the missing bit be found?

Who lights the stars, when they blow out,
And makes the lightning flash about?

Who paints the rainbow in the sky,
And hangs the fluffy clouds so high?

Why is it now, do you suppose,
That Dad won’t tell me if he knows?


Literal meaning

A child is wondering about the natural happenings, asking why the grass is green (instead of the other colours) and why the wind is invisible. He or she continues to ponder the person who teaches the birds to build nest and the trees stop growing. He or she also wonders when the moon is in crescent shape, where the other part of the moon is.
He or she proceeds to question about the person who makes the stars shining and how the lightning flash about. He or she keeps on asking who colours the rainbow and puts the clouds high in sky. He or she cannot get the answers, thus, directs the questions to the other. Lastly, the child wonders why father doesn’t tell him or her if he knows the answers. 

 Persona(Speaker)

-a naive child

Point of view


-First person (‘I’ Wonder)

Setting
-Day to night, outdoor

Theme
-Curiosity
-The Power of Creator

Structure
-6 stanzas (6 couplets)

Rhyme Scheme
-regular (aa bb cc dd ee)

Tone

-questioning, curiosity

Mood

-reflective

Language
 
-simple, Wh-words/questions

Imagery

-nature (grass, wind, bird, moon, stars, lightning, rainbow, clouds)

Poetic Devices

-Personification ("trees...take a rest")
-Alliteration ("grass is green", "birds to build")

Moral Values

-We should be observant and sensitive to out surroundings
-We should always cultivate a sense of wonder in our heart
-We should appreciate and take care of the nature created by our Creator

Monday, January 9, 2012

THE RIVER BY VALERIE BLOOM

The River's a wanderer,
A nomad, a tramp,
He doesn't choose one place
To set up his camp.

The River's a winder,
Through valley and hill
He twists and he turns,
He just cannot be still.

The River's a hoarder,
And he buries down deep
Those little treasures
That he wants to keep.

The River's a baby,
He gurgles and hums,
And sounds like he's happily
Sucking his thumbs.

The River's a singer,
As he dances along,
The countryside echoes
The notes of his song.

The River's a monster
Hungry and vexed,
He's gobbled up trees
And he'll swallow you next.

ABOUT THE POEM 

 This poem is about the poet’s appreciation and perception of a river. The river in this poem is always written with capital letter as it is a proper name.
 
THEME

The River is beautiful, but capable of causing destruction. 

SYNOPSIS OF THE POEM 

A) A SINGER : THE RIVER IS LIKE A SINGER AND A DANCER WHO 
                         MAKES MUSIC AND DANCES GRACEFULLY

B) A BABY : THE RIVER IS LIKE A BABY MAKING HAPPY BABY NOISES AND 
                    SOUNDS

C) A HOARDER : THE RIVER IS A COLLECTOR WHO KEEPS AND COLLECTS
                             THINGS

D) A WINDER : THE RIVER ISN'T STRAIGHT AND IT BENDS AS IT FLOWS

E) A WANDERER : THE RIVER IS LIKE A HOMELESS MAN WHO WANDERS
                                AIMLESSLY FROM ONE PLACE TO ANOTHER 

MEANING OF THE POEM

Stanza 1:
The poet perceives the River as a living thing; in this stanza as a wanderer, a nomad, and a tramp, and it never makes a stop.

Stanza 2:
The River will never stop. Not even when there are obstacles in front of it, it will twists and turns and makes its way through valley and hills.

Stanza 3:
The poet perceives the River as a hoarder; which take and keep anything that it wants in the riverbed.

Stanza 4:
The River is being perceived as a baby. By saying that “he gurgles and hums”, the poet makes it clear that the river is happy; but nevertheless, as the River is a baby, it is unpredictable.

Stanza 5:
In this stanza, the poet perceives the River as a singer and a dancer, and she added that the countryside echoes with the notes of “his” song. This might shows that the River promised people with life.

Stanza 6:
In this last stanza, the River is being perceived as a monster—a hungry and vexed monster. The poet warned that “he” gobbled up trees and he will eventually swallow people, too. This shows the sheer destructive power the River has.

SETTING OF THE POEM : REFERS TO THE PLACE WHERE THE STORY IN     
                                            THE POEM HAPPENS

  •          The poem is set somewhere in the countryside or village where a river flows.
  •          We can conclude this from the word ‘countryside’ in the fifth stanza.
        ( The countryside echoes the notes of his song. ) STANZA 5 LINE 3

PERSONA OF THE POEM


  • The voice used in the poem The River is a ‘he’, which is the third person pronoun.
  • The persona describes what he sees, feels and hears about the river.
  • Some of the descriptions relate to his life’s experiences and knowledge about how a river flows – upstream to downstream.
  • The persona provides details about where the river starts; meandering through the hills and valleys and finally, ending up in the sea or ocean.
  • Apart from being gentle, the persona also warns that the river can be destructive to both nature and Man.
TONE AND MOOD OF THE POEM

  • The general tone of the poem is rather philosophical.
  • At times the poem conveys a rather serious tone. On other occasions, the poet conveys the light, happy and gentle side of things where the river is likened to being a singer that dances along, a carefree nomad and tramp.
  • The poet also injects a mysterious tone into the poem when he describes the river as having buried ‘little treasures’ deep down the riverbed.
  • All six stanzas describe the different moods and facets of the river. The mood is contemplative, serious, deep and perceptive.
LANGUAGE AND STYLE OF THE POEM 

  • The poem consists of six stanzas. Each stanza has four lines.
  • There is a rhyming scheme in the poem. Every second and fourth line in each stanza rhymes:

                 Stanza 2
                 The River’s a winder,
                 Through valley and hill
                 He twists and he turns,
                 He just cannot be still.

                 From the stanza above, the word ‘hill’ rhymes with ‘still’.

                 Stanza 3
                 The River’s hoarder,
                 And he buries down deep
                 Those little treasures
                 That he wants to keep.

                 From the stanza above, the word ‘deep’ rhymes with ‘keep’.

  • The rhyme scheme used by the poet is a-b-c-b. in other words, the last word in Line 2 rhymes with the last word in Line 4.

Moral values  

- Being carefree and happy                       
- Appreciate Nature 
- we should not abuse Nature                  
- Keep our rivers clean.

Literary Devices           

- Metaphor : The River is compared to a wanderer, nomad, tramp, winder,hoarder, baby, singer/dancer, monster. 
            
 - Personafication : The River is given a human qualities so it acts like a human 
 # e.g. set up, twists, hums, dances, gobbled, swallow. 
                        
- The use of the senses.
     * See : valley, hill, river
     * Hear : gurgles, hums, sounds, sucking, echoes and notes.


Imagery
  • Imagery refers to images that we can see when we read and understand the poem.
  • In this poem, Valerie has successfully painted a vivid picture of the river and these images are clearly imprinted in our minds as we read the poem.
For examples:

Stanza 1
The image we conjure up is that of a wanderer like a nomad or tramp who moves around and cannot sit still.

Stanza 2
The image formed is that of a river slowly winding down hill, twisting and turning.

Stanza 3
The river is described like a hoarder who buries invaluable treasures beneath it.

Stanza 4
The river is described just like a baby who is sucking on his thumbs. The baby also makes happy gurgling and humming sounds.

Stanza 5
The river becomes a singer who dances along to the song which echoes throughout the countryside.

Stanza 6
                    An ugly image of the river is painted. It is described as a monster 
                    that hungrily swallows up trees and human beings. 

Glossary:

tramp (/træmp/)
 a person with no home, job or money who travels around and asks for money from other people

winder (/ˈwaɪn.dər/)
if a road, path or river winds, it follows a route which turns repeatedly in different directions

hoarder (hɔːrd)
to collect large amounts of things and keep it in a safe, often secret, place

vexed (/vekst/)
difficult to deal with and causing a lot of disagreement and argument

Thursday, January 5, 2012

NATURE BY H.D CARBERRY

We have neither Summer nor Winter
Neither Autumn nor Spring.
We have instead the days
When the gold sun shines on the lush green canefields-
Magnificently.
The days when the rain beats like bullet on the roofs
And there is no sound but thee swish of water in the gullies
And trees struggling in the high Jamaica winds.
Also there are the days when leaves fade from off guango trees’
And the reaped canefields lie bare and fallow to the sun.
But best of all there are the days when the mango and the logwood blossom
When bushes are full of the sound of bees and the scent of honey,
When the tall grass sways and shivers to the slightest breath of air,
When the buttercups have paved the earth with yellow stars
And beauty comes suddenly and the rains have gone.

SYNOPSIS OF THE POEM   

The poem tells of the weather conditions in Jamaica although it does not have the four seasons of spring, summer, autumn and winter. The weather conditions of golden sunny days and wet rainy days are just as good and are almost equivalent to the four seasons .


MEANING OF THE POEM

Lines 1 to 10

The poet tells about his homeland , Jamaica and rejoices the beauty of this island. Jamaica has no seasonal changes. It has a tropical climate which is hot and wet throughout the year. The days of golden sunshine are glorious and magnificent. The are many canefields in Jamaica as sugar is one of the main exports in this country.

Lines 11 to 15 

In the ending of the poem, the poet tells us his favourite time – days when the flowers of mango trees and logwood blossom. He uses imagery of sound and smell to illustrate abundant life and activity in the bushes when the ‘sound of bees and the scent of honey’ add to the charm and beauty if Jamaica. He describes the fields filled with lovely yellow buttercups. All this happens when the rains have stopped and the beauty if nature emerges once again.                 

                                                       THEME                                                                                                           

 8-) Beauty of nature
 8-) Appreciation of one own country
 8-) Appreciate nature
 8-) use bn.aoc.an to remember

MORAL VALUES OF THE POEM    
      
 * We should appreciate what we have in our own country
 * We should not long for what we do not have.
 * We should appreciate our homeland.
 * We should appreciate the beauty of nature .



  TONE,MOOD AND ATMOSPHERE OF THE POEM

 .o. Appreciative and happy
 .o. Carefree and light-hearted
 .o. Sense of beauty
 .o. use anh.cnl-h.sob to remember  

 ~3rd~ this poem is a third person point of view 

LANGUAGE AND STYLE OF THE POEM

 :) Simple and easy to understand the language
 :) Clear and descriptive
 :) Simple style with no rhyming scheme 
 :) use simple n easy . cler n dscrptv . ss no rhyme 


POETIC DEVICES OF THE POEM

  • Imagery – e.g. ‘gold sun’, ‘lush green fields’, ‘trees struggling’ (IMAGE)
  • Alliteration – e.g. ‘sways and shivers to the slightest breath of air’
  • Symbols – e.g. ‘gold sun’ – symbol of summer, ‘rains’ – symbol of winter
  • Contrast – e.g. ‘beauty’ or summer is compared with ‘rains’ or winter
  • Figurative Language : –
  • Simile – ‘rain beats like bullets’
  • Metaphor – e.g. ‘the buttercups paved the earth with yellow stars’
  • Personafication – ‘buttercups have paved the earth’ …  buttercups have been personified as having laid tiles

Thursday, December 8, 2011

WORDS OF THE DAY

HEY GUYS SORRY FOR THE LONG PAUSE O I'VE JUST FINISHED WITH ALL MY EXAMS SO HERE'S THE FIRS PUBLISH AFTER ALONG TIME HOPE THIS HELPS :)

round-shouldered

Definition:(adjective) Denoting a faulty posture characterized by drooping shoulders and a slight forward bending of the back.
Synonyms:hunched, stooped, crooked
Usage:I remember those girls merely as faces in the schoolroom,...cut off below the shoulders...by the ink-smeared tops of the high desks that were surely put there to make us round-shouldered and hollow-chested.

wallaroo 

noun :

  1. a large reddish-gray kangaroo -- called also euro
   2. either of two kangaroos  related to the wallaroo
  • EXAMPLES
Wallaroos are among the approximately 200 species of marsupials found in Australia, New Guinea, and neighboring islands.

"The agency’s list contained several reports from Devon and Cornwall over the past five years, ranging from big cats to wild boar and even a wallaroo -- a kind of kangaroo."








Wednesday, July 20, 2011

STEP BY WICKED STEP

CHAPTER OVERVIEW

  1. CHAPTER 1 
 5 PUPILS FROM STAGFIRE SCHOOL ARRIVED AL OLD HARWICK HALL ONE STORMY NIGHT AHEAD OF THEIR CLASSMATES.CLAUDIA,COLIN,PIXIE,RALPH AND ROBBO ARE WITH THEIR TEACHER , MR PLUMLEY .THEY HAVE BEEN PICKED OUT BY MISS O'DELL FROM HER NAME LIST TO BE TOGETHER IN THE SAME GROUP . MISS O'DELL THINKS THEY HAVE SOMETHING ON COMMON GOING BY A TICK IN A PARTICULAR COLUMN IN THE NAME LIST . THE 5 PUPILS ENTER THE MANSION AND GO UP A VAST STAIRCASE WITH MR PLUMLEY IN SEARCH OF THEIR ROOM . THEY OPEN THE DOOR AND ENTER A TINY ROOM . DUST LAY THICK EVERYWHERE . CALUDIA FINDS A DUSTY GREEN ALBUM ON THE DESK WHICH SUGGEST THAT THE ROOM BELONGS TO A BOY . IT HAS THE WORDS " RICHARD CLAYTON HARWICK - MY ROOM . READ IT AND WEEP " IN SPIDERY WRITING ON IT'S COVER . ANTICIPATING THE TEACHERS TO RETURN AND CHECK ON THEM , THE 5 QUICKLY RETREAT TO THEIR ROOMS . RALPH SUGGEST THAT THEY PRETEND TO SLEEP AND GATHER AGAIN TO READ THE STORY LATER IN THE NIGHT . WHEN ONE OF THEIR TEACHERS , MISS O'DELL LOOKS IN ON THEM , SHE THINKS THAT THESE 5 , DESPITE THEIR DIFFERENT PERSONALITIES , MUST HAVE SOMETHING IN COMMON BECAUSE OF THE TICK IN A PARTICULAR COLUMN ON HER NAMELIST .    

Sunday, July 10, 2011

STEP BY WICKED STEP ( SAMPLE QUESTION AND ANSWER )

Sample Question:
Choose a character that you admire from a novel that you have learned in Form 5. With close reference to the text, give reasons to support your answer.

STAR YOUR ANSWER BY 
WRITING THE
TITLE OF THE NOVEL 
AND THE PERSON WHO WROTE IT {I choose the novel Step by Wicked Step, written by Anne Fine. } {The character that I admire is Claudia. There are many reasons why I admire her very much.} [ AT THE SAME TIME ANSWER 
                   THE QUESTION IN ONE PARAGRAPH . 
                   IN THIS CASE THE CHARACTER YOU ADMIRE THE MOST ]

[ GIVE YOUR REASONS IN A NEW PARAGRAPH AND
START YOUR SENTENCE WITH SOMETHING LIKE
FIRST OF ALL OR JUST AS EASY AS FIRSTLY ]  {First of all, I admire Claudia because she is a gentle person. } {Listening to Richard's sad story, makes her weep. Besides, she is loyal to her mother. She tries not to sound too happy when speaking to her father because she does not want to hurt her mother's feeling. She rejects Stella and refuses to enjoy her time with her father out of loyalty to her mother. She knows that her parents break-up is serious even though her mother sounded cheerful.} [ GIVE PROOF TO YOUR REASON 
                            AND IT MUST BE TAKEN STRAIGHT FROM THE NOVEL 
                            THIS IS DUN TO SUPPORT YOUR REASON . 
                            MARKS WILL BE REWARDED FOR CONTENTS ]
[ START WITH A NEW PARAGRAPH
FOR THE 2ND REASON AND 
AGAIN START BY WRITING SOMETHING LIKE  
APART FROM THAT OR OTHER THAN THAT OR 
ANYTHING THAT IS SUITABLE ]   {Apart from that, I really admire Claudia because she is a fair and sensible person.} { She does not blame Stella for her parents' break-up. At the dinner party, she thinks that the guests are rude for not appreciating Stella's hard work. She realizes that ignoring Stella would not help solving matters between her parents. Feeling sorry for Stella who is being ignored by the guests, she decides to help her get accepted by showing off the green pyjamas which Stella gave her.}  [ GIVE A FEW MORE PROOF FROM
                                  THE NOVEL TO SUPPORT YOUR REASON ]

[ TO END YOUR WRITING 
GIVE A CONCLUSION 
BY COMBINING THE REASONS 
THAT YOU HAVE GIVEN ]  {In a nutshell, the character that I admire from Step by Wicked Step is Claudia because she is gentle, loyal, fair and sensible. I think we could learn a lot from her character.}
    .........END OF ANSWER.........

AS YOU HAVE NOTICED I'VE ONLY WRITTEN 4 PARAGRAPH FOR MY  ESSAY . I'M HERE TO TELL YOU THAT WRITING AN ESSAY THAT IS AS  THIS SHORT MAY GIVE YOU THE OPPORTUNITY TO SCORE FOR THIS SECTION AS LONG AS THE REASONS AND THE PROOF CAN BE ACCEPTED WITHOUT MAKING TOO MANY SPELLING ERRORS AND GRAMMAR MISTAKES . HOPE THAT WAS HELPFUL AND HAPPY WRITING

FLASH MESSAGE