Friday 30 September 2011

Old folks laugh by Maya Angelou

Poem:              Old folks laugh by Maya Angelou
The poet takes a simple but poetic view at aging. One of the important things of growing old, she says, is that the elderly are no longer forced to hold their tongues; but they may say exactly what comes to mind. They are also free to laugh as they please.
They have spent their
content of simpering,
holding their lips this
and that way, winding
the lines between                                                                                             5
their brows. Old folks
Allow their bellies to jiggle like slow
tambourines.
The hollers
rise up and spill                                                                                                10
over any way they want.
When old folks laugh, they free the world.                                          
They turn slowly, slyly knowing
the best and the worst
of remembering.                                                                                              15
Saliva glistens in
the corners of their mouths,
their heads wobble
on brittle necks, but
their laps                                                                                                            20
are filled with memories.                                                                               
When old folks laugh, they consider the promise
of dear painless death, and generously
forgive life for happening
to them.                                                                                                              25
Questions:      
1.1          List one advantage and one disadvantage of aging as described in the poem.        (2)                                                             
1.2       What does the word “hollers”, line 9 refer to?                                               (2)              
1.3       ‘their bellies jiggled like slow tambourines’ (lines 7/8)
1.3.1    Identify the figure of speech in the above line.                                             (1)                                                                                        
1.3.2    Explain the effectiveness of this comparison.                                                           (2)
1.4       What does the poet mean when she says:
“When the old folks laugh, they free the world”?                                         (2)
1.5       Why do you think the poet uses colloquialisms such as “folk” and “holler”?  (1) 


Model answer:
1.1          List one advantage and one disadvantage of aging as described in the poem.        (2)                                                             
Learners responses can include the following: Advantages- Freedom to express life with all it has to offer. Disadvantages - Physical deterioration of body, loss of independence.
1.2       What does the word “hollers”, line 9 refer to?                                           (2)              
“Hollers” usually means “shouting out”. In this poem, however it means that the old folk’s laughter is loud, as if their laughter itself is shouting out.
1.3       ‘their bellies jiggled like slow tambourines’ (lines 7/8)
1.3.1    Identify the figure of speech in the above line.                                         (1)                                                                                        
Simile    (1)
1.3.2    Explain the effectiveness of this comparison.                                                       (2)
Tambourines quiver, just as their bellies do and also tambourines make a joyful sound- they are used for festivals and celebrations, which links to laughter.
1.4       What does the poet mean when she says
“When the old folks laugh, they free the world”?                                     (2)
Just as old folks feel free to laugh as they wish, so their laughter itself is refreshing. It is pleasant to be with people who have the freedom to enjoy themselves and don’t mind other people seeing it.
1.5       Why do you think the poet uses colloquialisms such as “folk” and “holler”?  (1) 
The poem sounds more direct and personal in this way.

Thursday 29 September 2011

Formulae exercise

State whether the following are similes or metaphors. Then apply the given formulae (plural for formula) to explain each one.
  1. Her hair was golden silk streaming in the afternoon breeze
  2. The algebra question x+16=30 is a sharp object jiggling around in my brain
  3. Jordan walked like an elephant on parade
  4. Jan’s broken nose swelled up like a big red balloon
  5. Tim was as tall as Mount Everest
  6. Carrying my book bag was like dragging around a bag of boulders
  7. Jordan’s reply was burning hot and crispy
  8. Michael is the lion king of his class
  9. She danced like she was trying to stomp on rabid squirrels
  10. John is the Tiger Woods of his golf team

Metaphor formula: explaining the metaphor

1.   For explaining why a statement is an example of a metaphor, use:
        There is a direct comparison between _ _ _ _ _ and _ _ _ _. 
2.   For explaining why a metaphor is effective, use the following:
        Just as _ _ _, so does / is _ _ _.

Example: The man is a jackal.
There is a direct comparison between the man and a jackal.
Just as a jackal is sly and cunning, so is the man (sly and cunning).

Explaning a simile

1. For explaining why a statement is a simile, use the following formula:
        There is comparison between
          _ _ _ _ _ and _ _ _ _ _ using ‘like’     or ‘as’.
2. For explaining why a simile is effective, use the following formula:
        Just as _ _ _, so does / is _ _ _.

E.g. The girl is like a butterfly.     
There is a comparison between a girl and a butterfly, using like.
Just as a butterfly is dainty, beautiful and fragile, so is the girl.

Wednesday 28 September 2011

Essential skills to begin to analyse a poem

You probably saying that identifying the poetic devices is the easy part; but that you are struggling to comment critically on aspects of the poem, analyse as well as offer a personal opinion of the poem’s content. It is essential that you have the skills to know how to begin to analyse a poem:
I know these steps has been covered in class but we strongly advise that you read the poem AGAIN when you sit for the exam.
1. The first step to grasping an understanding of the poem you are studying is to read the poem through carefully, much like you would do for a comprehension.

2. Once you have read the poem through carefully and you have some sense of what the poem is about, you need to ask yourself the question, “Out of what situation, or event, does this poem arise?” This should assist you in understanding what major event is contained within the poem.
3. Next, you need to pay attention to the structure of the poem. How many stanzas (verses) does the poem contain? Are they all the same length? Is the poem written using a particular shape? Why do you think the poet would have done this? What effect do you think he/she would be hoping to create? When it comes to poetry, nothing is done randomly. The poet has written his/her poem and used language, punctuation, and structure specifically to create an overall effect. All aspects of the poem work together to achieve the poet’s desired effect.

And when you start answering (how to, will be covered in the next blog), avoid saying that the poet “is trying to say ...”
You need to think about what the poet wants you to know more about now that you have read the poem or alternatively, how the poet wants to make you feel.
Next blog: Often you know the answer, but you don’t know how to write the answer?

Tuesday 27 September 2011

The Crucible : Act 1 Summary

The Crucible : Act 1 Summary

The Crucible, a historical play based on events of the Salem witchcraft trials, takes place in a small Puritan village in the colony of Massachusetts in 1692. The witchcraft trials, as Miller explains in a prose prologue to the play, grew out of the particular moral system of the Puritans, which promoted interference in others' affairs as well as a repressive code of conduct that frowned on any diversion from norms of behavior.
The play begins in the home of Reverend Samuel Parris, whose daughter, Betty, lays ill. Parris lives with his daughter and his seventeen-year old niece, Abigail Williams, an orphan who witnessed her parents' murder by the Indians. Parris has sent for Reverend Hale of Beverly, believing his daughter's illness stems from supernatural explanations. Betty became ill when her father discovered her dancing in the woods with Abigail, Tituba (the Parris' slave from Barbados) and several other local girls. Already there are rumors that Betty's illness is due to witchcraft, but Parris tells Abigail that he cannot admit that he found his daughter and niece dancing like heathens in the forest. Abigail says that she will admit to dancing and accept the punishment, but will not admit to witchcraft. Abigail and Parris discuss rumors about the girls: when they were dancing one of the girls was naked, and Tituba was screeching gibberish. Parris also brings up rumors that Abigail's former employer, Elizabeth Proctor, believes that Abby is immoral.
Thomas and Ann Putnam arrive and tell Parris that their daughter, Ruth, is sick. Ann Putnam admits that she sent Ruth to Tituba, for Tituba knows how to speak to the dead and could find out who murdered her seven children, each of whom died during infancy. When the adults leave, Abigail discusses Betty's illness with Mercy Lewis and Mary Warren, the servants of the Putnams and the Proctors, respectively. Abigail threatens them, warning them not to say anything more than that they danced and Tituba conjured Ruth's sisters. John Proctor arrives to find Mary and send her home. He speaks with Abigail alone, and she admits to him about the dancing. In the past, John and Abigail had an affair, which is the reason why Elizabeth Proctor fired her. Abigail propositions John, but he sternly refuses her. When Betty hears people singing psalms from outside, she begins to shriek. Reverend Parris returns, and realizes that Betty cannot bear to hear the Lord's name.
Giles Corey and Rebecca Nurse are the next to visit. The former is a contentious old man, while the latter is a well-respected old woman. Rebecca claims that Betty's illness is nothing serious, but merely a childish phase. Parris confronts Proctor because he has not been in church recently, but Proctor claims that Parris is too obsessed with damnation and never mentions God.
Reverend John Hale arrives from Beverly, a scholarly man who looks for precise signs of the supernatural. Parris tells him about the dancing and the conjuring, while Giles Corey asks if there is any significance to his wife's reading strange books. Hale questions Abigail, asking if she sold her soul to Lucifer. Finally Abigail blames Tituba, claiming that Tituba made Abigail and Betty drink blood and that Tituba sends her spirit out to make mischief. Putnam declares that Tituba must be hanged, but Hale confronts her. Upon realizing that the only way to save herself is to admit to the charge, Tituba claims that the devil came to her and promised to return her to Barbados. She says that several women were with him, including Sarah Good and Sarah Osburn, and the girls join in the chorus of accusations, name more people they claim to have seen with the devil.
http://www.gradesaver.com/the-crucible/study-guide/

Struggling to comment critically on aspects of the poem?

You probably saying that identifying the poetic devices is the easy part; but that you are struggling to explain it, comment critically on aspects of the poem, analyse as well as offer a personal opinion of the poem’s content. (in the next blog …)
When it comes to poetry, nothing is done randomly. The poet has written his/her poem and used language, punctuation, and structure specifically to create an overall effect. The poet uses the figures of speech to achieve his/her desired effect. If you still struggle with poetic devices; it can basically be divided into four types: form or structure, imagery, aspects that enhances the story or meaning, and those that are used as sound devices. Lets revise how the poet does it.
Refer to your text book and English Handbook for more detailed explanations and examples of figures of speech.
Form
Is the poem restricted by a form or free verse?
sonnet, acrostic, couplets, limericks, diamante, free verse, etc.
Imagery
What pictures is the poet painting in your mind?
metaphor, simile, personification, hyperbole

Story
What is the meaning or story being expressed?
tone, mood, atmosphere
Music
 What do you hear when you read it aloud?
alliteration, assonance, repetition, pauses, rhyme, rhythm, etc.

Did you know Figurative language is often associated with literature--and with poetry in particular. But the fact is, whether we're conscious of it or not, we use figures of speech every day in our own writing and conversations.
For example, common expressions such as "falling in love," "racking our brains," "hitting a sales target," and "climbing the ladder of success" are all metaphors--the most pervasive figure of all. Likewise, we rely on similes when making explicit comparisons ("light as a feather") and hyperbole to emphasize a point ("I'm starving!")
G2G

Monday 26 September 2011

Revising some basic poetic devices

Device?
Answer
1
the repetition of an initial consonant sound within a line of poetry
2
repetition of vowel sounds within a line of poetry
3
the collection of symbols, similes, or metaphors in literature that form an image in the reader's mind
4
lines flowing from one to another without any punctuation
5
a direct comparison that imaginatively identifies one object with another; a comparison between objects or ideas
6
a word that imitates the sound it represents
7
the use of human traits in describing non-living things
8
a correspondence of sounds in two or more words which follows a distinct pattern
9
a creative comparison of two unlike objects or ideas using the words like or as
10
the use of an object to represent or suggest another

DEVICE
1.   Alliteration
2.   Assonance
3.   Enjambment
4.   Imagery
5.   Metaphor
6.   Onomatopoeia
7.   Personification
8.   Rhyme
9.   Simile
10.               Symbolism

Poetry: reading for understanding

Part of your study of English will consist of different types of Poetry and Literature. It is essential that you have the skills to know how to begin to analyse a poem. This will include displaying an understanding of the content of the poem as well as the many figurative devices (figures of speech), which the poet has employed to convey his/her meaning.
Do you still remember all your figurative devices aka 'poetic devices'? Let's revise!