The document provides biographical information about Jamaican poet Marcia Douglas and analyzes her poetry collection Electricity Comes to Cocoa Bottom, focusing on the title poem about a rural Jamaican village experiencing electricity for the first time. The analysis examines Douglas' themes of technology's impact on tradition, the perspectives of young and old, and humanity's relationship with nature through her descriptive language and imagery.
The document describes William Shakespeare's famous description of the seven stages of a man's life from infancy to old age. It begins with the infant stage where the baby cries and vomits, then moves to the schoolboy stage, the lover stage, the soldier stage, the justice stage as a mature adult, the pantaloon stage of old age, and finally the second childhood of old age where he loses all faculties. Shakespeare portrayed the seven ages of man as the seven acts in the play of a man's life from birth to death.
The document summarizes Alexander Pope's poem "The Rape of the Lock" in 3 sentences:
The poem satirizes a real incident where a Lord cuts a lock of hair from a woman named Belinda's head without her permission. It is written as a mock epic in five cantos using rhymed iambic pentameter and deals with the vanities of humankind in a trivial situation. The summary outlines the plot, which involves Belinda getting ready for a card game, a fight over the stolen lock breaking out, and the lock ultimately becoming a star or constellation.
T.S. Eliot's poem "The Hollow Men" describes hollow men who exist in a lifeless, dry state between heaven and hell. The poem begins with epigraphs referring to death and Guy Fawkes day. It is narrated by one of the hollow men, who lean together in the Sahara-like setting. They utter meaningless words and acts, too fearful to cross the river Styx to either heaven or hell. In a later section, one hollow man fears looking at those who made it to "death's dream kingdom." The hollow men inhabit a world of broken symbols.
This document summarizes a paper analyzing themes of hybridity in Salman Rushdie's novel Midnight's Children. It defines hybridity as the mixture of two cultures, religions, or races. The paper discusses how hybridity is illustrated through the novel's diverse characters and their relationships, such as the complicated relationship between Saleem and Shiva due to their differing religions. It also analyzes how the characters Saleem, Shiva, and Parvati connect to Hindu mythology. In conclusion, the document states that hybridity is now seen everywhere and must be accepted as a sign of interdependence between nations.
Robert Frost was an American poet known for his depictions of rural life. In his poem "The Road Not Taken", the narrator comes to a fork in the road in the woods and must choose which path to take, though he wishes he could take both. He spends a long time deliberating between the two seemingly equal paths before choosing the less traveled one. In the final stanza, he reflects that this choice has made all the difference in his life journey, and he will recount making this decision with a sigh, though it's unclear if it's a sigh of relief or regret. The poem is about how the choices we make in life can impact the direction of our journey in unexpected ways.
This document discusses concepts of transtextuality and metafiction. It defines transtextuality as the relations between texts, including intertextuality, paratextuality, metatextuality, hypertextuality, and architextuality. Genette identified five types of transtextual relations. The document then explores how transtextuality relates to and can be seen as a precursor to metafiction. Metafiction references both reality outside the text and the text itself as an artifact. Comic strips are discussed as an example where transtextuality and metafictional devices are used.
The document summarizes Oliver Goldsmith's poem "The Deserted Village" and analyzes how it applies the concepts of thermodynamics. It argues that the poem uses imagery of order and disorder to represent how enclosures in Britain disrupted the equilibrium provided by pastoral communities. As pastoral people emigrated along with their cultural contributions, the country fell into disorder. Applying thermodynamic concepts like energy input and transfer, the document analyzes how Goldsmith represented pastoral communities as maintaining a balanced energy flow through their art, while urban areas unsustainably depleted resources. The poem serves as a warning that Britain's cultural energy source was leaving with the pastoralists, threatening social unraveling if enclosures continued destroying rural life.
This document provides an overview of a 7-week unit plan for teaching Suzanne Collins' novel The Hunger Games in a KS3 English class. Key elements of the unit include:
- Using the novel to spark discussions on morality and relationships through its dystopian themes.
- Developing reading comprehension through strategies like reciprocal reading and close analysis of quotes.
- Creative writing assignments like diary entries, monologues, and designing fictional tributes for the games.
- Comparing the novel's world to reality television and examining how tension is built in the opening paragraphs.
- Having students summarize chapters, compare characters to mythological heroes, and work to understand different perspectives.
The unit
This document provides context and analysis of Robert Frost's well-known poem "The Road Not Taken." It discusses Frost's biography and background as an American poet. It then analyzes key elements of the poem, including its structure, literary devices, symbolism, and themes of decision-making and the uncertainty of how life choices can impact the future. The poem tells the story of a traveler who comes to a forked road in the woods and must choose which path to take, realizing later that this decision may have led his life in a different direction than if he had opted for the other road.
This document contains a professor's notes and questions about the short story "The Lady, or the Tiger?" by Frank Stockton. It discusses how the cruel king in the story uses an arena to deliver justice or rewards through chance, by having accused persons choose between two doors - one hiding a hungry tiger and the other a lady they must marry. It also summarizes the plot elements of the princess falling in love with a commoner, leading the king to imprison the man and sentence him to the arena trial. The notes include the professor's answers to students' questions about characters, events and themes in the story.
1) The document provides biographical information about Wilfred Owen, the author of the war poem "Dulce Et Decorum Est." It notes that Owen enlisted in the army in 1915 and served as a soldier until his death in 1918.
2) The context section explains that the poem was written during World War 1 and describes some of the horrors of that war, including the use of lethal gases and millions of deaths.
3) The poem powerfully depicts a gas attack on soldiers and criticizes the idea that it is noble or honorable to die for your country in war. It aims to show children the real horrors of battle rather than ideas of patriotic glory.
Blake's poem "London" describes the miserable conditions he observed in the city of London during the Industrial Revolution. Through the use of vivid imagery and rhetorical devices, he depicts a place defined by suffering, where poverty, child labor, and disease run rampant. Blake held those in power, like the church and wealthy landowners, responsible for failing to help the lower classes and end their endless cycle of misery. The poem expresses Blake's Romantic and political beliefs opposing the changes brought about by industrialization.
Jane Austen started her writing career in 1787.She began writing plays, poems and stories for her and for her family amusement. Fair copy of Twenty-nine of these writings was later published under the title Juvenilia. Among these works are a satirical novel in letters titled Love and Freindship [sic] in which she mocked popular novels of sensibility and The History of England, a manuscript of 34 pages accompanied by 13 water-colour miniatures by her sister Cassandra. Austen's History parodied popular historical writing, particularly Oliver Goldsmith’s History of England (1764).
The ancient mariner is a poem written by Samuel Taylor Coleridge. In this poem, he talks about an old sailor who happened to stop one of the three wedding guests to listen to his woeful tale. The wedding guest was bewitched by the mariner's glittering eye and he sat down to hear his narrative of his disastrous journey he undertook.
This poem tells the story of Persephone's abduction by Hades from the perspective of an observer. It describes Persephone crying out for her mother Demeter, who does not hear, and Demeter's transformation into a "hag" from grief and rage after learning what happened. The speaker seems to justify Demeter's rebellion against the act, saying there are no laws when injustice occurs. The poem criticizes those who abuse power for selfish reasons and causes suffering. It highlights themes of powerlessness, defiance against injustice, and struggling with grief and loss.
Compare the ways in which (at least) three writers use juxtaposition to convey their intended message.
By Dense Law, Hou Hiu Wan, Jane Wong, Natalie Pang
literary devices used in Stopping by woods on a snowy eveningAmer Minhas
The document provides a detailed literary analysis of the poem "Stopping By Woods on a Snowy Evening" by Robert Frost. It examines the poem's symbolism, themes, structure, literary devices, and explores meanings behind certain lines. Key points include that the poem may symbolize an elderly narrator looking back on his life and obligations as he nears the end, and the horse may symbolize someone guiding him through life. Imagery, personification, rhyme schemes and connotative/denotative word meanings are also analyzed.
This poem tells the story of the poet's great-great-grandmother, a devotee of the arts who had little time to paint due to having eight children. It describes a moment when she was forced to sketch a scene from a distance of her son drifting toward a waterfall while her daughter tried to save him with a walking stick. Though unable to help, she captured the moment with her artistic eye. The poet requests that the coming year bring her the strength and composure of her great-great-grandmother as depicted in this family anecdote and sketch that has been passed down through generations.
PPT on Paper 11. The Post Colonial Literature Sima Rathod
In this presentation i have tried to discuss about the three versions of The Tempest by William Shakespeare with Aime Cesaire's A Tempest and The Tempest by Neil Gaiman .
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Why do some words translated English behave differently compared to their usage by native English authors. I take a word invented by Milton in Paradise Lost, and see what happens.
The poem depicts the pathetic conditions of children studying in an elementary school located in a slum area. The children are undernourished, pale and physically weak. They inherit diseases from their parents. One boy has twisted bones like his father. The future of these children is bleak like a narrow street sealed with a foggy sky. Their spectacles are broken and repaired like bottle pieces. The poem urges powerful people like governors and inspectors to improve the living conditions of these children and give them access to education so they can create their own bright future.
This document provides a summary of two books:
1) From Harvey River by Lorna Goodison is a memoir about the author's family history across multiple generations in Jamaica, telling the story of her mother's perseverance through hardship and her finding strength in her ancestors.
2) Who's Who in Black Canada 2 edited by Dawn P. Williams is a directory profiling prominent Black Canadians to serve as role models and help the community better understand its diversity to achieve more political and economic power.
Both books give African-Canadian readers a better understanding of their lineage and who they are in relation to past generations.
This document analyzes and summarizes two poems by William Blake: "The Chimney Sweeper" from Songs of Innocence and Experience, and "Holy Thursday" from Songs of Experience.
The summary of "The Chimney Sweeper" from Songs of Innocence describes a dream had by a young chimney sweep of being rescued by an angel. The summary of the same poem from Songs of Experience depicts the harsh reality and cruel conditions faced by chimney sweep boys, who were treated almost like animals.
The summary of "Holy Thursday" notes the ironic and hypocritical tone of the poem in highlighting the corruption and exploitation of children by the church, despite outward displays of charity. Children are
The poem describes an elementary school classroom located in a slum. The children live in cramped, dirty homes and wear tattered clothing and mended glasses. They see a map on the classroom wall that depicts beautiful places, but it only reminds them of what they do not have access to. The poet appeals to government officials to help open the children's world and take them from the darkness of the slums to experience nature, education, and opportunity so they can create their own history.
1) The author discusses how contemporary poets in Trinidad and Tobago can switch between language registers like Standard English and local languages without privileging one over the other.
2) As a child, the author was inspired by masters of oration like Castro, Sankara, and Manley as well as a school vice principal. However, the poets most influential to his writing style were Walcott, Neruda, and Césaire.
3) In literature class, reading poems aloud exposed students' literacy levels and conceptions of masculinity. A line from a Walcott poem excited the class by connecting to contemporary music genres, showing the author poetry's power to elicit passion and meaning-making.
Este es un periódico en ingles que habla sobre la cultura colombiana centrándose mas que todo en la región de la Costa Caribe y en la ciudad de Cartagena de Indias.
Espero y sea de agrado para el publico y que se interesen por los temas expuestos en el periódio.
"An Elementary School Classroom in a Slum"AmritaNath4
The poem describes a classroom in a slum, with children who face bleak futures confined within the narrow streets of poverty. The poet calls for giving the children access to the wider world by breaking open the windows of their classroom and lives, allowing them to see green fields and explore the world depicted on maps, thereby creating their own history through new opportunities for learning and expression.
This document discusses postcolonial literature and some key concepts in analyzing postcolonial texts. It provides background on colonialism and defines postcolonialism as examining the impacts of colonialism after independence, as former colonies were still influenced by their colonizers. The document suggests questions for analyzing whether a text was written from the perspective of the colonizers or colonized. It also discusses concepts like identity, otherness, power relations, and "writing back" to challenge colonial discourses. As an example, it analyzes the postcolonial poem "Colonization in Reverse" by Louise Bennett about Jamaicans immigrating to Britain.
Macro/MicroCosm is an inspection into the cycles and patterns that built our cosmos & rule our lives. Introspection turns into outward study, heaven turns to earth. Macro/MicroCosm includes poetry, short stories, articles, art, & photography.
This document provides definitions for various poetic devices and terms used in analyzing poetry and literature, including allusion, apostrophe, connotation, denotation, metaphor, oxymoron, paradox, personification, simile, and more. It also defines poetic sound and structure terms such as alliteration, assonance, consonance, end stopped, enjambment, free verse, onomatopoeia, refrain, rhyme, and stanza.
This document provides definitions for various poetic devices and terms used in analyzing poetry and literature, including allusion, apostrophe, connotation, denotation, metaphor, oxymoron, paradox, personification, simile, and more. It also defines poetic sound and structure terms such as alliteration, assonance, consonance, end stopped, enjambment, free verse, onomatopoeia, refrain, rhyme, and stanza.
The document discusses Romanticism in art and literature. It arose in reaction to Enlightenment rationalism and industrialization. Romantic works featured nature, emotion, imagination, and the individual artist. Wordsworth believed poetry should depict common experiences through ordinary language. Keats' poem "Ode on a Grecian Urn" explores the permanence of art and the contrasting states of being depicted and experienced.
This document provides an overview and teaching guide for William Shakespeare's play The Tempest. It includes a synopsis of the plot in 5 acts, descriptions of the main characters and their relationships, and suggestions for activities to do before, during, and after reading the play to help students understand the themes and contexts. The guide aims to prepare students to appreciate Shakespeare's exploration of colonialism, utopianism, magic, and reconciliation in his final work.
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2. Marcia Douglas was born in the U.K. and grew up in Jamaica. She is the
author of the novels, The Marvellous Equations of the Dread: a Novel in
Bass Riddim (2016), Madam Fate (1999) and Notes from a Writer's Book of
Cures and Spells(2005) as well as a collection of poetry, Electricity Comes to
Cocoa Bottom (1999).
Her work has appeared in journals and anthologies internationally,
including Edexcel Anthology for English Language/London Examinations IGCSE, The
Oxford Book of Caribbean Verse, The Forward Book of Poetry, Sisters of Caliban:
Contemporary Women Poets of the Caribbean, Cultural Activism: Poetic Voices, Political
Voices, Kingston Noir, Jubilation! Poems Celebrating 50 Years of Jamaican Independence,
Mojo: Conjure Stories, Whispers from Under the Cotton Tree Root: Caribbean Fabulist
Fiction, Caribbean Erotic: Poetry, Prose, Essays, The Art of Friction: Where (Non) Fictions
Come Together, and Home: An Imagined Landscape.
Her awards include a National Endowment for the Arts Fellowship, and
a U.K. Poetry Book Society Recommendation. In addition to writing, she
performs a one-woman show, Natural Herstory, and teaches at the University of
Colorado, Boulder.
ABOUT THE AUTHOR:
3. In Electricity Comes to Cocoa Bottom the reader is taken on a journey of
light, from the rural flicker of the firefly, the half-moonlight of the limbo of
exile in the USA, to the sense of connectedness and arrival suggested by the
image of the eight-pointed star. It is also a journey of the voice, traversing
back and forth across the Atlantic and across the continents, pushing its way
through word censors and voice mufflers and ending in tongues of fire.
ABOUT THE BOOK:
4. Then all the children of Cocoa Bottom
went to see Mr. Samuel’s electric lights.
They camped on the grass bank outside his house,
their lamps filled with oil,
waiting for sunset,
watching the sky turn yellow, orange.
Grannie Patterson across the road
peeped through the crack in her porch door.
The cable was drawn like a pencil line across the sun.
The fireflies waited in the shadows,
their lanterns off.
The kling-klings* swooped in from the hills,
congregating in the orange trees.
A breeze coming home from sea held its breath;
bamboo lining the dirt road stopped its swaying,
and evening came as soft as chiffon curtains:
Closing. Closing.
POEM:
5. Light! Mr. Samuel smiling on the verandah –
a silhouette against the yellow shimmer behind him –
and there arising such a gasp,
such a fluttering of wings,
tweet-a-whit,
such a swaying, swaying.
Light! Marvellous light!
And then the breeze rose up from above the trees,
swelling and swelling into a wind
such that the long grass bent forward
stretching across the bank like so many bowed heads.
And a voice in the wind whispered:
Is there one among us to record this moment?
But there was none –
6. no one (except for a few warm rocks
hidden among mongoose ferns) even heard a sound.
Already the children of Cocoa Bottom
had lit their lamps for the dark journey home,
and it was too late – the moment had passed.
Marci Douglas
7. ‘Electricity comes to cocoa
bottom’
The title of the poem ‘electricity comes
to cocoa bottom’, the word ‘come’ – which
is defined as: to enter into being or
existence; to be born – suggests that
electricity wasn’t currently present in the
small village – cocoa bottom. The name
of the village could suggest that it is
located somewhere in Jamaica as they
grow ‘coca’ over there. Likewise, the
poet, Marcia Dougles, is from Jamaica as
well therefore it is much more logical to
assume that the village is somewhere in
Jamaica. Moreover, the readers can
deduce from the title the importance of
electricity which is also further
expounded upon throughout the poem;
and because it is a small village it does
not have the resources to generate it on a
large scale.
ANALYSIS:
Language & Vocabulary:
8. Then all the children of Cocoa
Bottom
went to see Mr. Samuel’s electric
lights.
The poet begins the poem by the word
‘Then’. The foreboding of time plunges
the reader directly amidst all the
excitement mingling amongst the
‘children’ who have all gathered to see
‘Mr. Samuel’s electric lights’. Through this,
the readers are capable of perceiving
the excitement and enthusiasm felt by
the children induced due to the
thought of ‘electricity’, which alludes
towards the fact that their village
lacked the resources needed to
produce power for electricity. The
readers can also contemplate the
reverence dictated for ‘Mr. Samuel’ as
his name is the only name mentioned
– besides Grannie Patterson – and he
owns the light, too.
The word ‘all’ signifies the importance
of this spectacle. Additionally, the
word children emphasizes the fact that
its mostly the new generation that was
fascinated by this new technological
development that was soon to be a
part and parcel of Cocoa Bottom.
Language & Vocabulary continued:
9. Grannie Patterson across the
road
peeped through the crack in
her porch door Introduction of 'GRANNIE PATTERSON'
alludes to the poets idea which is that the old
people are reluctant to embrace with open arms
the new world’s ever growing technological
gadgets and tools – maybe because their beliefs
and faith are somehow challenged and
threatened by it; or maybe because they feel like
it is something beyond the reach of their
mental capacity and therefore it seems cunning
and foreboding to them; hence, very difficult to
accept. However, just like ‘Grannie Patterson’
the old people are still curious about the
development of the world, which is why they
'PEEPED... the CRACK' to monitor the
unfolding's from a distance.
It is of particular interest how the
poet uses ‘crack’ to delineate how
Grannie Patterson views the event.
It could – maybe – expound
further upon the perspective of
how the very religious view the
success of modern world and its
technology through a small ‘crack’
in the door. The ‘crack’ maybe
alluding towards their skepticism
or their enclosed perspective of
the modern world, its
technological advances and its
evolving gadgets.
Language & Vocabulary
continued:
10. Light! Marvellous light!
Then, very simply but effectively, the
writer conveys the enigma and the final
product of this spectacle in a single
word: ‘Light!’ The exclamation mark
suggests the overwhelming feeling felt
by the poet as well as the audiences who
are all observing this spectacle
formulate in front of their eyes.
Through this repetition of
‘light’ the readers can
comprehend how important
electricity is to the people of
the village and how it was
purely a ‘marvellous’ scene for
the ‘children’ to observe,
which is why they had ‘all’
gathered outside ‘Mr.
Samuel’s’ house.
Language & Vocabulary continued:
11. ‘lamps filled with oil’
This is also ironic because of the fact that
the congregation is gathered to witness the
birth of light without the use of oil.
Therefore, by juxtaposing these two
elements together, the poet might be trying
to convey her feelings about the lack of
resources in the village or how the people
living there are not modern enough or
compliant enough with the technology of
the modern world. Hence, juxtaposing the
modern world alongside with the old or the
past. Similarly, the poet may also be trying
to portray the level of illiteracy in the
village.
LITERARY DEVICES:
Juxtaposition & contrast:
12. ‘…the sky turn yellow, orange’
With this, the poet again
denotes towards the prospect
of contrast. This is interesting
because she talks about
materialistic light about to be
produced just when the natural
light is about to fade away. The
adjectives ‘yellow’ and ‘orange’
similarly allude towards the
‘light’ produced naturally.
Juxtaposition & contrast continued:
It is ironic how this, in
an abstract manner,
represents the human
need of creating such
resources on their own
will to benefit
themselves; even though
if it is going against the
course of nature.
13. • ‘waiting…watching’ The use of alliteration of these
vocabularies brings both the elements of
alliteration and repetition and as such
enhances the readers understanding as to
how the overzealous crowd was eager and
expectant. It also builds up tension and
emphasizes the importance of the issue at
hand.
Alliteration & Repetition:
• ‘such swaying,
swaying’
further expresses the
audiences’ elated and
joyous feelings
14. ‘The fireflies waited in the
shadows, their lanterns off’
Here, the poet
personifies the ‘fireflies’ by
giving them human traits –
such as the capability to ‘wait’.
However, the readers
can notice an element of irony
mentioned here, too – as it is
easy for the fireflies to wait
knowing that they have the
means of producing electricity
whereas it is tough for humans
because they lack resources.
Personification:
The poet again vocalizes the
conflict between humans
and nature, suggesting how
nature prevails upon
humans due to its natural
characteristics and the ways
in which it is created.
15. ‘is there one among us to
record this moment?’
The poet asks through the personified voice
of the wind.
Through the introduction of this question,
the poet introduces a decline to the
happiness and the excitement narrated in the
poem so far.
Furthermore, it may connotate the lack of
technological development for example: the
absence of cameras and even mainstream
media to capture such important events in
the lives of the dwellers of Cocoa Bottom.
Personification continued:
‘A breeze
coming…held its
breathe;’ Creates anticipation and tension as
the finale is almost here.
16. ‘…cable was drawn like a
pencil line across the sun’
The use of this similie explains to the readers the poet’s ability to express
how the cables were like a sketch across the sun. However, this again
points towards the concept of conflict between humans and nature; as
‘pencil’ is something created by humans and a ‘line across the sun’ might
suggest how humans have ‘sketched’ their mark on nature itself by devising
such technologically advanced machines and tools; such as electricity. But,
the definition of ‘sketch’ is: a simple, quickly-made drawing that does not
have many details. Therefore, the use of this particular word might allude
towards the fact that no matter how advanced human beings get, they will
only be able to ‘sketch’ their mark upon nature, not fully be capable of
‘drawing’ upon it, as nature has and always will prevail upon humans and
mankind.
Similie:
17. • ‘the klings – klings
swooped…hills’
• ‘fluttering of wings, tweet-a-
whit’
• Creates a sense of
anticipation and tension.
• Expresses the audiences
elated and joyous feelings.
Onomatopoeia:
18. The poet begins the poem with a tone of excitement, wonder and
apprehension: ‘waiting…watching’, ‘Grannie Patterson…peeped…door’ ,
‘Closing. Closing’.
However, towards the end, the writer introduces a sad tone: ‘but there
was none’. The tone used to narrate this is sad and brimming with
disappointment. It allows the readers to perceive how the children of
the village might have felt disappointed once the spectacle had ended
and they had to finally return home, which is further stated by the
poet ‘lit their lamps for the dark journey home’ which enhances the readers
understanding of the children’s disappointment and growing sadness.
While again juxtaposing the technological advances of a city against
the lack of resources available in a village.
TONE:
19. The structure of the poem is such that it endows within it the entire
summary of the poem along with its message:
Just like the illuminating of ‘light’, the poem starts of immediately
without explaining what had happened before. The excitement and
anticipation described by the poet in between could suggest the flow
of the electricity towards the light bulb, which is quick and
instantaneous; much like the excitement and feelings of the children.
Then, once the electricity has raced through the wires and generated
light through the light bulb, it lingers around for a while – just like
the elated and overwhelming feelings of the audiences who witnessed
the spectacle of electricity. In the end, when the light bulb is switched
off everything turns dark – just like how the children of cocoa
bottom felt disappointed and dull when they had to return to their
homes with their lanterns guiding them through the dark roads.
STRUCTURE:
20. The gathering of ‘all’ of the ‘children’ at ‘Mr. Samuel’s’ house could suggest
the children’s curiosity, excitement and quest for the attainment of
knowledge imparted to them from their tutor – Mr. Samuel’s.
The feelings of anticipation – ‘held its breath’, ‘Closing. Closing’ – could denote
the children’s anticipation for obtaining knowledge. The effective and elated
joy felt at the illumination of ‘Light!’ could symbolize the ‘light’ illuminated
within one’s soul due to the acceptance of knowledge and wisdom.
The saddening tone of ‘but there was none’ could allude towards the scarce
resources in the village due to which the children are incapable of writing
down the knowledge given to them from their tutor. And the depressing
mood created through the statements ‘dark journey home’ and ‘the moment had
passed’ could explain how the children were sad that they had to depart from
their tutor and go back to their houses; maybe because they were incapable
of affording the payment the tutor demanded.
THEMES:
Imparting of Knowledge:
21. Questions:
How does the poet refer to the theme of ‘religion’ in her poem?
In what ways does the poet mention the theme of ‘old and
new technology’ in the poem?
Comment on the structure of the poem?
Write a three page essay expressing your own thoughts about
the poet’s perspective of the village and how she mentions an
element of nostalgia in the poem?
TASK: