5th march analytical exam (5 poems_

Question 1

What are the three language devices to include for ‘A different history’

Answer 1

1. The writer uses allusion and symbolism
2. The writer uses vivid imagery
3. The writer uses a volta
4. semantic field of oppression, violence

Question 2

Structural devices in ‘A different history’

Answer 2

Free verse

two contrasting stanzas

indentation to mimic the actions in the poem

Question 3

What are quotes you should include in your essay for ‘A different history’

Answer 3

Great Pan is not dead;
he simply emigrated “

                     to India."- 

“Here, the gods roam freely,
disguised as snakes or monkeys; “ -

“It is a sin to shove a book aside

              with your foot, 

a sin to slam books down

hard on a table”-
“learn how to turn the pages gently without disturbing Sarasvati,”-

“oppressor’s tongue”-
“after the soul has been cropped” “with a long scythe”-
How is it that “the unborn grandchildren” “grow to love that strange language. “-

Question 4

What is the main message behind ‘A different history’

Answer 4

Cultural Identity and Heritage: Bhatt emphasizes the importance of language as a cornerstone of cultural identity, conveying the painful mutilation of india’s cultural heritage and language.

Impact of Colonization: The poem critiques colonialism’s impacts, illustrating how it marginalizes languages and cultures and oppresses nd changes a country’s culture and ethos inherent in its identity.

Question 5

where is the volta in ‘a different history’

Answer 5

the second stanza

Question 6

Analyse the quote:

‘Great Pan is not dead;
he simply emigrated “

                 to India."

Answer 6

This allusion suggests that while Western culture may perceive the Greek god Pan, a symbol of nature and paganism, as “dead,” his essence has been preserved and transformed in India, a land rich in spiritual traditions

Question 7

analyse the quote ““after the soul has been cropped” “with a long scythe”-

Answer 7

the imagery of a soul being “cropped” evokes a violent, forceful act of cutting away or diminishing one’s inner essence or cultural identity.

The scythe, typically associated with harvest, here symbolizes colonial oppression, suggesting that colonization strips people of their spiritual and cultural roots in a destructive manner.

The scythe is also associated with the Grim reaper and death which reinforces its earlier connotations of torture and pain.

Enjambment: The line flows without pause, mimicking the relentless violence of colonialism.

Question 8

Analyse the quote “Here, the gods roam freely, disguised as snakes or monkeys”

Answer 8

Roam freely is a metaphor for widespread belief

The snakes (Shiva), monkey (Hanuman): allusion to sacred animals that embody gods.

This line encapsulates the animistic and polytheistic traditions of Hinduism, where divinity is not confined to temples but is present in nature.

The gods’ disguises as animals reflect the interconnectedness of humans, gods, and the natural world, a theme central to the poem.

Question 9

Analyse “every tree is sacred and it is a sin to be rude to a book”

Answer 9

‘Every tree is sacred’: allusion- all life is precious and important.

‘sin’- subliminally framing certain actions as sins in the reader’s mind

‘It is a sin to be rude to a book.’- education and knowledge is extremely valued and is vital part of culture.

presents divinity as immanent and intertwined with everyday life.

Question 10

Analyse “Which language has not been the oppressor’s tongue?”

Answer 10

Rhetorical question: Challenges the reader to reflect on the role of language in colonialism.

This line marks a volta in the poem where the poem shifts to a more confrontational and critical tone, interrogating the role of language in colonial violence and oppression

Question 11

What are three central themes in ‘a different history’ in every paragraph

Answer 11

Cultural Identity and Hybridity

Language and

Colonialism and Cultural Erasure

Question 12

Summarise “a different history”

Answer 12

The poem begins by celebrating the richness of Indian culture. The idyllic portrayal of Indian spirituality and ecological wisdom stands in stark contrast to the violence of colonialism, which sought to suppress and erase indigenous traditions.

Question 13

Analyse “ the unborn grandchildren grow to love that strange language

Answer 13

explores the paradox of future generations growing to love the language that was once used to oppress their ancestors. It speaks to the complex relationship between language, identity, and the lasting impact of colonisation.

“strange” underscores the alien nature of this language, highlighting its foreignness and the violence of its imposition.

Question 14

What are the 3 main language devices for ‘where I come from’

Answer 14

sensory description

Figurative language

symbolism

Question 15

structural devices in ‘Where I come from’

Answer 15

Free verse
contrasting sections
enjambment and caesura between lines and slow pace- mimics the stream of consciousness

Question 16

What are some quotes you can include in your essay for ‘Where I come from’

Answer 16

“Nature tidily plotted in little squares”
“or the smell of work, glue factories maybe,
chromium-plated offices; smell of subways” (separate in to three)

“carry woods in their minds, acres of pine woods”
“burned-out bush”
“battered schoolhouses”

“They carry with them
hints of jungles”
“carry”
“A door in the mind blows open, and there blows
a frosty wind from fields of snow. “

Question 17

What is the main message behind ‘Where I come from’

Answer 17

Connection to Place: Brewster explores the deep relationship between personal identity and origins, emphasising how places shape individual experiences and

Contrast Between Urban and Rural Life: The poem contrasts urban modernity with rural simplicity, evoking nostalgia for authentic experiences often lost in progress.

The subconscious and the power of memory:

Brewster reveals how memories, particularly those associated with place, are not merely passive recollections, but active forces that shape the present self.

Question 18

where is the volta in ‘where i come from’

Answer 18

as the point of view from omniscient narrator changes to first person in the second stanza, the tone becomes more personal and endearing

Question 19

Analyse the quote “Nature tidily plotted in little squares”

Answer 19

metaphor, imagery- contrasts the wildness of nature with the rigid, artificial order imposed by humans. By describing nature as “plotted in little squares,” the poet critiques how urban environments compartmentalize and control nature.

Juxtaposition: The placing of “nature” alongside “plotted” creates a stark contrast, highlighting the tension between the natural and the artificial.

Question 20

Analyse the quote “or the smell of work, glue factories maybe,
chromium-plated offices; smell of subways”

Answer 20

The smell of “work” evokes connotations of physical labour, sweat and the grit of city life while “glue factories” evokes connotations of the destruction of nature (in the manufacturing process) and the putrid smell these factories emanate. The mention of “chromium plated offices” adds a stark contrast to the earlier images of labor, evoking the dull, sterile nature of corporate environments.

Question 21

Analyse the quote “carry woods in their minds, acres of pine woods”

Answer 21

The word ‘carry’ not only evokes connotations of memories and identity but could also imply the physical burden of carrying something around, suggesting the significance of places as well as both the positive and negative effects they can have on people.

Question 22

Analyse the quote “burned-out bush”
“battered schoolhouses”

Answer 22

the contrasting negative connotations of decrepit, worn out objects portrays the realities of there being positive and negative aspects of nature and life.

Question 23

Analyse the quote “A door in the mind blows open, and there blows a frosty wind”

Answer 23

wind blowing could portray a renewal or the blowing away of negativity.

It could also describe the recollection of a distant memory.

illustrates the lasting impact of place on the subconscious. Brewster uses the metaphor of a “door” opening in the mind to represent how memories of places are stored and resurface unexpectedly, shaping one’s identity and psyche.

Question 24

Analyse the quote ‘‘spring and winter are the minds chief seasons : ice and the breaking of ice”

Answer 24

Pathetic fallacy- the use of contrasting weather describes the emotional turbulence of humans. By designating them as the “mind’s chief seasons,” Brewster emphasizes their dominance in the speaker’s internal landscape.

ice: how our perceptions and certain parts of our identity can change and are malleable like how ice can melt and be shaped.

Question 25

Analyse the quote "They carry with them hints of jungles or mountains, a tropic grace or the cool eyes of sea gazers. "

Answer 25

Metaphor- the idea of people carrying with them places- It implies a constant, often subconscious, presence. People don't just visit these places; they absorb them, and those places become a part of their very essence. The idea of "carrying" also implies a burden, or at least a constant companion. List, contrast- Contrast: The contrasting environments (jungles/mountains vs. sea) highlight the diversity of human experience and the varied ways in which place can shape identity. 'Cool eyes of sea gazers’- metaphor. ‘Cool eyes’- could portray blue colour of the sea, breeze or a serene, peaceful demeanour which has been influenced by the surroundings.

Question 26

Analyse "the almost-not-smell of tulips in the spring"

Answer 26

sensory imagery- Connects back to the theme of restriction and limitations that are imposed on nature by humans- It suggests a faintness, a delicacy, a fragility that is easily overwhelmed by the stronger, more pervasive smells of the city. The "almost" implies a yearning, a desire to experience the pure, unadulterated scent of spring, but finding it muted and diminished.

Question 27

Summarise where I come from

Answer 27

The poem contrasts the artificial, sensory-overloaded environment of cities with the raw, natural beauty and enduring memories of rural life. It uses vivid sensory details and powerful metaphors to illustrate how our environments, both physical and mental, contribute to who we are. It highlights the power of surroundings to imprint itself on the human psyche, and the enduring nature of

Question 28

What are the three main language devices for 'The chimney sweeper'

Answer 28

figurative language juxtaposition and contrast allusion and symbolism

Question 29

Structural devices in 'The chimney sweeper'

Answer 29

playful rhyme scheme- enhances concept of superficiality and delusion simple quatrains

Question 30

What are some quotes you should include in your essay from 'The chimney sweeper'

Answer 30

"A little black thing among the snow" "They are both gone up to the church to pray." And because I am happy and dance and sing, They think they have done me no injury," "taught me to sing the notes of woe. " "clothes of death" "And are gone to praise God and his Priest and King, " "Who make up a heaven of our misery."

Question 31

What are the three themes in 'The chimney sweeper'

Answer 31

Hypocrisy of Religion: The poem exposes the contradiction between religious teachings of compassion and the indifference shown towards the plight of the oppressed. It conveys how the Church encroaches on the freedoms and joys of childhood and robs children of their youth. Loss of Innocence: It reflects on the devastating impact of societal demands on childhood, portraying the erosion of innocence through forced labor. Child Exploitation and Abuse: The poem vividly portrays the harsh reality of child labor in 18th-century England. The speaker, a young chimney sweeper, is forced into dangerous and degrading work.

Question 32

whats the device used in the chimney sweeper in the line 'weep weep'

Answer 32

epizeuxis

Question 33

Analyse the quote “A little black thing among the snow”

Answer 33

black thing against the white snow-Suggestion that the child has lost his innocence, purity which is represented by the snow. Subtle repetition of ‘l’ (consonance) and soft sounds (phonological) suggests that the child is still vulnerable and naive as the softness mimics the way children are treated or nursery rhymes. Thing-This vague description has a kind of distancing and dehumanizing effect, showing the way that the boy has been made both literally and metaphorically unidentifiable

Question 34

Analyse the quote “They are both gone up to the church to pray.”

Answer 34

William Blake uses metonymy by having "the church" represent not just a physical place, but the broader institution of religion. Regular rhythm- contrasts the unexpected line that follows the question and conveys the unusualness of it. At face value, it's a straightforward statement of where the parents are engaged in a seemingly pious activity. However, within the context of the poem, this line reveals a profound hypocrisy. Their act of prayer is juxtaposed with the abandonment and exploitation of their own child. The irony lies in the fact that they are seeking spiritual solace while their child is suffering.

Question 35

Analyse the quote “Who make up a heaven of our misery.”

Answer 35

juxtaposition of the blissful and divine notion of heaven and the realities of misery. Oxymoron - y subverts the usual associations of heaven Two interpretations: the ruling classes take advantage of the working class, perpetuating their misery, effectively profiting from their pain. By framing suffering as a temporary condition within a divinely ordained plan, these institutions can manipulate populations into accepting suffering and hardships

Question 36

Analyse the line "Crying weep! weep! in notes of woe!"

Answer 36

Epizeuxis (consecutive repetition of the same word)- repetition of ‘weep’ emphasizes this onomatopoeia and not only represents the child crying but also is a command term for the audience to sympathise and cry for him.

Question 37

Analyse the line "They clothed me in the clothes of death"

Answer 37

Clothes of death- can be interpreted as referring to the child's blackened clothes and sooty skin or a symbol of their hazardous occupation and the constant threat of illness and death. The phrase "clothes of death" polyptoton- clothed morphs into clothes- suggests that whoever put the sweep in "clothes of death" did so intentionally—that people exploit children with full knowledge of what they are doing.

Question 38

Analyse the line "and taught me to sing the notes of woe"

Answer 38

Portrays how misery and suffering are things that the child has to learn—not innate characteristics of life itself. In fact, the poem argues that institutions such as the Church actively suppress the more joyful elements of life. "Notes of woe": Symbolizes the forced performance of suffering, the suppression of natural joy, and the child's role as a victim.

Question 39

Analyse the line "And because I am happy and dance and sing" "They think they have done me no injury, "

Answer 39

Polysyndeton- emphasises the abundance and intensity of joy and exuberance the child felt but lost due to exploitation and oppression by society. . They think they have done me no injury- *breakdown of the rhythm* - mimics and mirrors the disruption of the child’s happiness and childhood

Question 40

Analyse the line "and are gone to praise god and his priest and king"

Answer 40

Polysyndeton- used to represent layers of the rigid hierarchy - builds intensity- conveying the overwhelming oppression that these levels of authority inflict upon the youth.

Question 41

Give me an overall analysis of "the chimney sweeper"

Answer 41

William Blake’s The Chimney Sweeper from Songs of Experience explores themes of exploitation, innocence lost, and societal hypocrisy. The poem critiques the harsh realities of child labor during the Industrial Revolution, highlighting how children were forced into dangerous and dehumanizing work. It also exposes the moral failings of society, particularly the complicity of religious and political institutions that perpetuated such suffering while maintaining a facade of piety and righteousness.

Question 42

What are the three main language devices for 'Lament'?

Answer 42

Metaphor Parallellism Personification

Question 43

Three structural devices for 'Lament'

Answer 43

regular stanza structure slow pace: gloomy, dull tone free verse: reflects disorder and devastation caused by war. The use of enjambment and caesura highlights both the interconnectedness of suffering and the need to pause and reflect on individual losses.

Question 44

What are some quotes to use for lament?

Answer 44

"For the green turtle with her pulsing burden" "For her eggs laid in their nest of sickness" "For the cormorant in his funeral silk" "For the ocean’s lap with its mortal stain" "For Ahmed at the closed border" "For the soldier with his uniform of fire" "For the whale struck dumb by the missile’s thunder" "For the burnt earth and the sun put out" "For vengeance, and the ashes of language"

Question 45

"For the green turtle with her pulsing burden"

Answer 45

The phrase "green turtle" evokes a vivid image of a natural, peaceful creature, while "pulsing burden" suggests something alive, fragile, and heavy with responsibility. pulsing burden- metaphor representing the urgency of the turtle laying her eggs-also represents the cycle of life and the weight of nurturing future generations. The line immediately introduces the poem’s focus on the fragility of life, both human and non-human.

Question 46

Analyse the line "For her eggs laid in their nest of sickness"

Answer 46

'Nest' - a place of safety and nurturing is juxtaposed with "sickness" emphasizes the perversion of nature’s natural order, where what should be a sanctuary has become a site of harm. The line vividly portrays the consequences of pollution and human interference in nature. By focusing on the eggs, which represent future generations, the line underscores the loss of potential and hope.

Question 47

Analyse the line "For the cormorant in his funeral silk"

Answer 47

Funeral silk- metaphor- It suggests something dark, glossy, and somber, evoking the cormorant’s oil-slicked feathers Could also be interpreted as portrayal of the beauty of the bird (black feathers- connoted by funeral silk) The choice of diction in "funeral" also connotes the death and mourning caused by environmental disasters, such as oil spills.

Question 48

Analyse the line "shadow on the sea"

Answer 48

Creates a vivid visual image of a shadow cast over the sea, suggesting something dark, ominous, and foreboding. Shadow- symbolises pollution and oil spills Sibilance implies the sinister destruction of oil, leaving dead animals floating in the sea and the oil covering

Question 49

Analyse the line "For the ocean’s lap with its mortal stain"

Answer 49

The phrase creates a vivid visual image of the ocean’s surface marred by a "mortal stain," likely referring to oil spills or pollution. Personification- ocean's lap The contrast between the ocean’s natural purity and the unnatural "stain" evokes a sense of violation and loss. The "mortal stain" - metaphor serves as a stark reminder of the irreversible damage

Question 50

"For Ahmed at the closed border"

Answer 50

Metaphor- represents the destructive and deadly nature of oil. For Ahmed at the closed border- Ahmed is a symbol/metonymy of all refugees stuck at the border. Clarke links the destruction of nature and the human costs by including both connotations.

Question 51

"For the soldier with his uniform of fire"

Answer 51

The phrase "uniform of fire"- metaphor - creates a vivid and terrifying image, suggesting a soldier engulfed in flames or surrounded by the chaos of battle.

Question 52

"For the whale struck dumb by the missile’s thunder"

Answer 52

"struck dumb"- metaphor and personification- suggestion that the whale cannot communicate due to the loud noises of the missiles (connoted by thunder) Alliteration- Struck Dumb Thunder—mimics the sound of falling bombs and missiles

Question 53

"For the burnt earth and the sun put out" "For vengeance, and the ashes of language"

Answer 53

Portrays the cataclysmic destruction and degradation of nature, as well as the moral and spiritual decay that accompany such devastation. The phrase "burnt earth"- metaphor evokes a landscape scorched and lifeless, a result of warfare or environmental catastrophe. "The sun put out" - metaphor- suggests a world plunged into darkness, symbolising the loss of hope, life, and vitality.

Question 54

give an overall analysis of 'lament'

Answer 54

Gillian Clarke’s Lament is a profound elegy that mourns the devastating consequences of war and environmental destruction, weaving together the suffering of humans, animals, and the natural world into a unified cry of grief. Ultimately, Lament serves as both a poignant critique of humanity’s capacity for destruction and a heartfelt plea for empathy and accountability in the face of shared vulnerability.

Question 55

Analyse the line "For vengeance, and the ashes of language"

Answer 55

The "ashes of language" - metaphor -is a striking image, suggesting that words—our means of communication, understanding, and connection which is a vital foundation for humanity - have been reduced to ashes "vengeance"- highlights how suffering is perpetuated because of it creating a cycle of destruction that leaves nothing but ashes in its wake.

Question 56

Three language devices in 'a married state'

Answer 56

Contrast (Juxtaposition) Irony/humour imagery

Question 57

Three main structural devices in 'a married state'

Answer 57

regular rhyme and rhythm-reflect the societal norms and expectations surrounding marriage iambic pentameter-humorous and melodic element The single stanza and use of enjambment create a sense of unity and flow, mirroring the uninterrupted peace of a single life

Question 58

give me an overall analysis of a married state

Answer 58

Ultimately, A Married State is a powerful critique of the patriarchal structures that confine women, offering a compelling alternative in the form of self-determination and solitude. The poem explores themes of gender roles, societal expectations, and the burdens of domesticity, challenging the traditional view of marriage as a source of fulfillment for women.Its enduring relevance lies in its ability to question and redefine the roles imposed on women, making it both a personal reflection and a universal commentary.

Question 59

What does the direct address to the reader in the closing lines of married state do

Answer 59

serves as a bold and subversive call to reject societal norms and embrace independence.

Question 60

What are three main themes in 'a married state'?

Answer 60

The Burdens of Marriage: The poem highlights the hardships and sacrifices associated with married life, particularly for women. It critiques the societal expectation that marriage brings happiness, instead portraying it as a source of stress, fear, and emotional labor. Freedom and Autonomy in a Single Life: In contrast to the struggles of marriage, the poem idealizes the single life as one of peace, innocence, and freedom. This theme celebrates self-determination and independence, offering an alternative to the constraints of married life. Critique of Societal Expectations: The poem challenges traditional gender roles and societal norms that pressure women to marry and conform to domestic duties.

Question 61

Analyse the line "This in wifes Carefull faces you may spell"

Answer 61

"spell"- diction - work out, figure out careful faces- metaphor- Conveys the concealed dissatisfaction in the women’s faces.

Question 62

Analyse the line "A virgin state is crown'd with much content"

Answer 62

Marks a change in subject matter ‘crown’d’- Personification In society at the time, the concept of virginity is turned into a king or queen. In society at the time, the concept of virginity was valued and praised by men in marriage

Question 63

Analyse the line "No pangs of child birth to extort your tears, "

Answer 63

Extort- diction- implies that the tears are forced or unwillingly drawn out and the act of childbirth wasn’t entirely voluntary. It acknowledges the very real suffering associated with childbirth, a suffering that was often romanticized or minimized in patriarchal societies.

Question 64

Analyse the line "Few worldly crosses to distract your prayers"

Answer 64

"Worldly crosses"- alluding to the Christian concept of bearing one's cross- is a metaphor for the burdens , troubles, and tribulations associated with life, particularly within the context of marriage. If you don’t bear that burden of marriage, it allows for more prayer and spirituality A call for freedom disguised in religious connotations due to time period and environment.

Question 65

Analyse the line "Attend on matrymony and a husband too "

Answer 65

"Attend on" - diction and personification- signifies service, obedience, and constant care. It suggests a hierarchical relationship where the wife is expected to cater to the needs of both the institution of marriage and her husband.

Question 66

Analyse the line "Turn, turn apostate to love's Levity. "

Answer 66

Metaphor: ‘turn apostate’ - religious connotations turns love into a religion in itself that we must reject. Reject the delusions of the happiness and joys that love supposedly brings

Question 67

Analyse the line "There's no such thing as leading Apes in hell"

Answer 67

Allusion to a proverb- The proverb "lead apes in hell" is an old English slang term that refers to the punishment of a spinster who failed to procreate after death. This line is particularly striking and revolutionary as she is doubting and rejecting a proverb and more broadly the widely believed notion of Christianity and hell at the time and the emphasis it placed on marriage and the patriarchal values.

Question 68

main themes in 'lament'

Answer 68

Environmental Destruction: The poem mourns the harm inflicted on the natural world, from oil spills poisoning the ocean to the burning of land and wildlife. Clarke highlights the fragility of ecosystems and the irreversible damage caused by human actions Human suffering and the cost of war: Lament also grieves the human cost of conflict, including displaced refugees and soldiers caught in the violence. The poem emphasises the shared vulnerability of all people, regardless of their role in war, and critiques the systems that perpetuate suffering.