Soldier, Rest! … And other poems

For this weeks Literature virtual period our teacher gave us the following assignment.

  1. Check out the following page: https://www.poetryfoundation.org/articles/70139/the-poetry-of-world-war-i
  2. Absolution by Siegfried Sassoon 

The anguish of the earth absolves our eyes 

Till beauty shines in all that we can see. 

War is our scourge; yet war has made us wise, 

And, fighting for our freedom, we are free.

 

Horror of wounds and anger at the foe, 

And loss of things desired; all these must pass. 

We are the happy legion, for we know 

Time’s but a golden wind that shakes the grass.

 

There was an hour when we were loth to part 

From life we longed to share no less than others. 

Now, having claimed this heritage of heart, 

What need we more, my comrades and my brothers? 

The title of the poem is Absolution, which means “formal release from guilt, obligation, or punishment”. I believe that the choice of word for the title makes reference to the fact that he was seeking a release from war, he didn’t want to fight anymore.
In this poem Sassoon, who fought in World War 1, is parting to the front line with his comrades. On the first stanza he gives name to all the things that have to happen before the war he is fighting ends. Which for him would be a long time as he believed that the war was being prolonged by the government. In this first stanza he also names the things he fights for, his freedom for example. On the second stanza he shows with simple vocabulary some of the few things that happen during war, the wounds, the anger, the loss of friends and time. Finally in the third stanza he asks his comrades, if there is anything else that they need, they will have everything waiting for them in their return, and when they are gone they will each other.
3. Compare it to “Soldier, Rest!” 
These two poems are very different. Mainly becuase Absolution is poem that takes place during the war, in which we can see soldiers parting to the front line, and where the author mentions what war involves, the feelings of the soldiers, and others. But “Soldier, Rest!” is a poem about death in war.  In which the author is telling the soldier that he does not have to worry about fighting, bullets, waking up in the middle of the night to hear the sound of weapons, because now he will “Sleep the sleep that knows not breaking”. The being the main difference in the poems, we also see that both authors come from different centuries, and have different vocabularies. Sassoon, uses more simple vocabulary, and Scott uses a more vulgar, but not in a bad way, kind of vocabulary. He uses words as if he were a soldier talking to another comrade, telling that he does not have to worry about war anylonger, he may sleep forever.
4. Illustrate it with pictures and explain which different parts of the poem they illustrate.

This picture shows the main events of war

Here we can see what parting for soldiers was like. In the back of the picture we read “new hope” that is what they seeked the most.

Virtual Period: Analysing “I find no peace”

For our weekly Virtual Period our teacher Literature teacher gave us this assignment to analyse the following poem,

I Find no Peace BY SIR THOMAS WYATT

I find no peace, and all my war is done.

I fear and hope. I burn and freeze like ice.

I fly above the wind, yet can I not arise;

And nought I have, and all the world I season.

That loseth nor locketh holdeth me in prison

And holdeth me not—yet can I scape no wise—

Nor letteth me live nor die at my device,

And yet of death it giveth me occasion.

Without eyen I see, and without tongue I plain.

I desire to perish, and yet I ask health.

I love another, and thus I hate myself.

I feed me in sorrow and laugh in all my pain;

Likewise displeaseth me both life and death,

And my delight is causer of this strife.

 

1.What situation is the speaker reflecting on?

He isfighting  the  feelings towards a woman that is not his. He already has one who he already loves, but there is also another one, and this conflict between both women and being in love with two people at the same time makes him suffer. Nothing can put him out of the misery of loving two women.

2. What metaphors and similes does he use to express his feelings?

He uses metaphors and similies like: “I burn and freeze like ice.” And he also uses “I desire to perish, and yet I ask health.” Among others. These two are examples that show the wirter using metaphors to express the contradictory feelings he has for both women.

3. How many separate paradoxes are in the poem?

There are 10 paradoex throughout the poem.

4. What is the cumulative effect of so many paradoxes?

So many paradoxes in the poem show that the voice in the poem is in love, but hates himself for it, and has many mixed feelings about his lovers. He is confused, but in love.

5. What is the general topic of the paradoxes in lines 1-4?

The general topic in lines 1-4 is nature. The writer uses many expressions involving nature itlself, and other paradoxes are about the feelings of human beings. For example “I fear and hope. I burn and freeze like ice.”

6. What is the general topic of the paradoxes in lines 5-8?

The general topic in these lines is improsnment, or isolation. The voice is not physically improsoned but he is a prisoner of his feelings towards the two women he loves.

7. Why does the speaker in line 11 declare that hating himself is the consequence of loving another?

He hates himself becuase he loves another, this is because he feels guilty of loving two women at the same time. The fact he is in love with two people makes him hate himself. Because he will end up hurting someone, who he loves, and this will also hurt him.

8. Why is it ironic that his “delight” is the “causer of this strife”?

Because when we are delighted by something, we are not supposed to suffer for enjoying it. But for the voice, his delight, causes him pain and suffering.

9. To what extent do you think the paradoxes are an accurate expression of the feelings of a person in love, particularly in light of the fact that in the 16th century the completely free and unchaperoned meetings of lovers were not easily arranged?

I believe that this paradoxes are a clear expression of what being in love, and with two people at the same time is. Back in the 16th century it was very difficult to be married and have a lover, so for him it must be hell. We see how hard it is for him to be in love with two women in the poem, with all the paradoxes he uses.

10. To what extent do the paradoxes capture the agonies of the speaker?

The paradoxes capture the speaker’s agonies perfectly. Through them we see all his pleasures, delights, but also his pain and suffering. We see how badly he feels for loving two people at the same time.

Then, prepare an animation using Animoto to illustrate this poem with pictures.

Poem: Rooms

In our Literature class we read the poem “Rooms” and had to analyse it.

Rooms

BY CHARLOTTE MEW

I remember rooms that have had their part

     In the steady slowing down of the heart.

The room in Paris, the room at Geneva,

The little damp room with the seaweed smell,

And that ceaseless maddening sound of the tide—

     Rooms where for good or for ill—things died.

But there is the room where we (two) lie dead,

Though every morning we seem to wake and might just as well seem to sleep again

     As we shall somewhere in the other quieter, dustier bed

     Out there in the sun—in the rain.

Answer the following questions

1. Read about the writer.

Make notes about her life and about what may have influenced her writings.  Why is it said that the life of the writer was a tragedy?

Haunted by unrequited passion and tormemted by fears of madness, but she still managed to write great poems of passion and beauty. She loved most.of her life in poverty. She hated the fact that she was mad. But this led her to write great poems about unrequitted love, she wrote about death as a place where we could finally find love and serenity.

2. Read the poem: how are “rooms” described?

Each rooms describes a moment in her life. A relationship that ended. A trip or a disease. Every now and then, she goes back to those rooms that are in her head and remebers what it felt like to be in love, or sick. She has rooms from Paris and Geneva. Rooms in the beach, or rooms for when she was sick. There is one room where she and her lover died, where their relationship ended, and they both lay dead now.

3. “The poem offers us a poignant account of loss as qualified through the depiction of abandoned rooms. Rooms are the physical means to which relationships are developed and consecrated. It entails intimacy and love, as well as abandon and death. It shelters individuals, as well as couples, from the harshness of the natural elements outside, providing them with a private and cosy space. There is also a sense of shifting dependence as the couples travel from room to room, leaving their trails behind and simultaneously having images of the abandoned rooms imprinted upon their memories.”

Account for this with quotation from the poem

– “Though every morning we seem to wake and might just as well seem to sleep again”

This quote makes reference to the intimacy and love the room they died in represented, and also makes reference to abandonment and death.

– “As we shall somewhere in the other quieter, dustier bed. Out there in the sun—in the rain” 

 This quote shows a sense of shifting dependence as the couples travel from room to room, leaving their trails behind and simultaneously having images of the abandoned rooms imprinted upon their memories.

4. The poem begins “I remember”. What does this tell you about the voice? And the tone?

The fact that the poem begins with “I remember” tells me that the voice is remeniscing her past, visiting her rooms, her past, and she does this with a nostalgic and melancholic tone.

5. What is the theme in your opinion? What is the tone?

The themes in this poem are Love, Wisdom and Age.

Virtual period Activity (Deadline: May 15)

Read the following poem and compare and contrast it to “Rooms”  in terms of style, language and form, paying special attention to their portrayal of abandoned rooms.

Home is so Sad
by Philip Larkin

Home is so sad. It stays as it was left,
Shaped to the comfort of the last to go
As if to win them back. Instead, bereft
Of anyone to please, it withers so,
Having no heart to put aside the theft

And turn again to what it started as,
A joyous shot at how things ought to be,
Long fallen wide. You can see how it was:
Look at the pictures and the cutlery.
The music in the piano stool. That vase.

POSTER

 

The Phoenix

During our Literature class we read “The Phoenix” by Sylvia Townsend Warner and we did an analysis of the story during our class. Here is a video witht he story ad some information about the writer.

  • What calls my attention about the writer is that she is very misunderstood when she writes fiction, and that she is not very known for her writing. She died in 1978 and left behind lots of books, poems, and novels, but people who read don’t understand them, and so her books aren’t very known in Britain, and I already have read one story of hers and loved it, I found lots of messages and metaphors in it.
  • In this story we have been reading I think that the Phoenix symbolizes society, and how we are animals deep inside, and maybe for some time we can be “nice” but when we realise that we are being used for the good of others and not of our own, we can destroy everything.

Deep analysis

  1. I think that Warner makes the ending effective for me, because the story has a very abrupt ending, and what I believe is that when the Phoenix caught fire, he took everyone down with him, becuase he realised he was bening used, and he wanted to be free, so he kills everyone near him, and id reborn in a new and free life.
  2. At first I feel curious about the bird Lord Strawberry as acquired, I can imagine the aviary as a giant greenhouse full of majestic birds, and the Phoenix the most majestic of them all. But when bird falls into the hands of Mister Poldero and he abuses the bird I feel sorry for the Phoenix, I think that what he did to the bird is horrible, and he deserved what he, and everyone else, got.
  3. When we first see greed in this story is with Lord Strawberry who desperately wants the Phoenix, so badly that he goes to Arabia himself to look for the bird, he makes the bird trust him and takes it home. He doesn’t care about the all the money he has to spend on these animals, he just wants them and wants the world to see them. We also see greed in Mr Poldero, who wants money and to get it he uses the Phoenix, when he realises that people are bored by the bird, he mistreats and abuses the bird for it to age and die, all for money and fame.
  4. Warner makes Poldero a very unpleasant man because she makes him greedy, for money and fame, and the kind of person that would kill for money or else. I think that what he did to the bird is horrible, and in the end he got nothing for it, but his death.
  5. Warner shows me that most of us humans are selfish. We are willing to go anywhere to get what we want and we won’t let anyone stop us to get it. First with the Lord who goes to Arabia himself for a bird, and then with Poldero who wants money and kills a majestic bird for it.

Stabat Mater

During our Literature class our teacher asked to watch two videos that analysed a poem we read calles “Stabat Material” by Sam Hunt. We also had to tell which one we found was more clear and why.

I found that the first video was easier to follow, they both have very similar ways to analysing the poem, but I understood better the way the narrator from the first video talked and explained, than the narrator from the second video.

Sredni Vashtar: Reading Comprehension

Our Literature teacher Pato gave us some questions to answer after reading the story “Sredni Vashtar”

Questions for after reading…

1. Why is Conradin’s imagination the mainstay of his life?
2. Why do you think Conradin hates his guardian? Give two examples to support your answer.
3. The tool shed is a refuge for Conradin. But he keeps it a well guarded secret. Why was this so?
4. Saki employs ironic humor in Sredni Vashtar. Pick out any two examples.
5. “Do one thing for me, Sredni Vashtar.” Why does Conradin implore Sredni Vashtar to help him?
6. Can it be said that Mrs De Ropp brought about her own end? Support your answer with relevant arguments.

1- We can say that Conradin”s imagination is the mainstay in his life because , despite de fact that he is a sick boy and dying, his cousin, out of hatred, mistreats him and won’t let him do anything childish like, with the excuse he could get hurt.

2- I think Conradin hates his guardian because she is conatantly thrawrting him “for his own good”, she sells the hen so much loves and cared for.

3- He kept the shed a secret from her because he was afraid, and quite certain, that if she knew what was inside brought him joy she would make it go away just like she did with the hen.

Poem: Stabat Mater

During our Literature class we were given the assignement to analyse the poem “Stabat Mater” following the points given by the teacher, we had to work in groups and I worked with Lulu Frias and Tota Lupi

Context

 

 The poem is an autobiography written by Sam Hunt who was born 1946, after the war, in New Zeland. The poem is told from Sam’s point of view, and talks about his parents marriage, he is far more older than his mother, he is thirty years older than his mother. He makes reference to Shakespeare  who said that old people are like children, so his father and his mother are both children, and she realises that she has lost her youth.
Themes

 

 Childhood, parental sacrifice for their children, loss of youth, difference of age in marriage, covered sadness.
Literary devices (what are they used for? What is the effect on the reader?) – we have ryme of a;b;c

– we also have metaphors, one making reference to the game of life and other making reference to old age.

Tone There is a tone of regret, towrds his mother who married an older man that made her lose her youth, and doesn’t want her. There is also some misery from the mother who has to cover the sadness losing her youth caused her.
Structure The poem is a three four line stanza that has a couplet in the end. The both last lines show the message of morality.
Semantic field(specific vocabulary used)

 

Mr: reflects the effect on the difference of age. It´s a nickname that she used to show respect but it also makes us understand the buffer that the couple had, the lack of confidence and affection.

Small: initially we feel that she feels inferior. This represents her weakness phisically and emotionally.

Every other sort of name”: this word sentence is used to show how things have changed. In a way it shows the idea of becoming a child when growing old, and it also represents the respect that she has lost to her husband.

Your own reflection  The poem is very striking because it shows how a person can lose their youth for someone they love, but at the same time how this doesn’t affect them negatively, the woman is this poem marries an older man, and she loses her youth because of this, but at the same time she has a beautiful son and loves her husband. This shows that in life we may lose important things, but because of that we gain beautiful things.

 

An Inspector Calls questions

Our teacher Pato from Literature divided us into groups and we had to answer questions on different acts from the play “An Inspector Calls” which we read last year, I worked with Tota Lupi, Vicky Quiroga, Agus Bravo and Juan Stordeur.

These are the answers from the other acts made by my classmates on Act 2