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English Literature > Anthology > Flashcards

Anthology Flashcards

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Proverbs and Idioms flashcards
1
Q

IF Context

A

a father talking to his son about the qualities needed to become a man. these generally involve keeping a calm, fair and open mind, and minding you own business.

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2
Q

IF Language

A
  • generally simple, monosyllabic words, creating a child- like voice: shows the son he is talking to is young
  • positive, optimistic tone: he may be talking to his son, and he is very proud of him
  • didactic tone (the way you talk to someone when you want to teach them something)
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3
Q

IF structure

A
  • ABAB rhyming scheme: reflective of childhood
  • regular rhythm, tying in with the message of the poem to keep your head
  • one long sentence (only end-stop line is at the end: develops the idea that all of the instructions are a part of the process of growing up, and it is only once you can do all of them then you will be a man.
  • generally reads like a children’s bedtime story
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4
Q

IF caesura

A

if you can dream- and not…..” “if you can think- and not…..” “or walk with kings- nor lose…..”. this demonstrates separation from things such as thoughts, dreams and kings, which is the message of this line.

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5
Q

IF personification and juxtaposition

A

if you can meet with Triumph and Disaster/ and treat those two imposters just the same”. the capitalisation of t and d personifies them as outward experiences that try to influence the young man, but also joins them together as one thing rather then two opposing ideas. the juxtaposition of them, and of the word imposters, shows that all outward influences are bad, and it is better to look inward for joy.

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6
Q

If ambiguity

A

if you can fill the unforgiving minute wit sixty seconds worth of distance run”, unclear what distance run means, poem moves more toward figurative language rather than literal advice. also the “you”, usually meant to be his son, but could also be interpreted in the plural form as general advice for all children.

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7
Q

IF themes

A
  • masculinity
  • parent/child
  • growing up
  • balance
  • maturity
  • stoicism
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8
Q

Prayer before birth overview

A
  • desperate unborn child begging for the world to be made a better place and for their fears and anxieties to be heard before they come into the world
  • written in 1944. lots of reference to the military, and the moral dilemma of whether soldiers can be held accountable for taking lives, even if they are of civilians or is they are simply doi9ng what they are told.
  • generally cynical tone and criticism of the state of the world
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9
Q

Prayer before birth language

A
  • Imperatives rehearse me forgive me like a prayer
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10
Q

Prayer before birth structure

A
  • it is a suplication (type of prayer asking god for something)
  • the layout of the poem is indicative of that of the psalms
  • the stanzas become longer as the poem goes on, with shorter and shorter lines which means the pace of the poem increases, reflecting the chaos in the world.
  • stanzas are all one continual sentence of enjambment, with an end stop line at the end, which separates the different ideas in each one, and the different phases in the speaker’s development.
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11
Q

Prayer before birth literally techniques

A
  • internal rhymes (1st stanza): “bloodsucking bat or the rat”, connotations of both evil and creates a child like tone b/c the speaker is a child at this point.
  • imperatives (1st stanza): “let not”, commanding/ begging god/ the reader/ mankind to do the right thing. this creates a moral dilemma.
  • alliteration (2nd stanza): creates a tone/ verse similar to that of a children’s story of nursery rhyme, but this is juxtaposed with the imagery of evil things.
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12
Q

Prayer before birth motifs

A
  • moral ambiguity and dilemmas
  • religion
  • despair
  • conflict
  • power/ autonomy
  • isolation
  • horrors of war
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13
Q

Blessing overview

A
  • poem set in Mumbai, in a place with great poverty
  • Emphasises the hardship that happens there, and how when what people in the west would consider an inconvenience happens, they consider it a blessing.
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14
Q

Blessing language

A
  • is generally simple phrases
  • Lots of metaphor and simile
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15
Q

Blessing structure

A
  • the poem is free verse, with a lot of emjambement, mirroring the way the water flows
  • it starts of with end-stop lines, which are like drips, and then moves into enjambement, which is when the wayer begins to flow.
  • there os no punctation in the “man woman child” bit which mirrors the chaos of the scene.
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16
Q

Literally techniques

A
  • irony: the title blessing
  • ambiguity: “the skin cracks” it is not clear what the skin is
  • prosaic word “municipal” contrast with the poetic imagery.
17
Q

Themes blessing

A
  • wealth/ poverty
  • religion
  • life and death
18
Q

Half past 2 overview

A
  • use of literary techniques to explore the mind of a child
  • get to know what is important for him and how his mind works
19
Q

Half past 2 language

A
  • simple, child-like
  • only varies into mare mature language to contrast the mind of a child.
20
Q

Half past 2 structure

A
  • narrative structure- tells the tale of an afternoon
  • first three stanzas have a full stip at the end, and this gives them more finality, more of a regular structure, like that of a normal clock/ school day, but the stanzas where the child is in his imagination use enjambement to empaise a more magical world without the constraints of regular time.
21
Q

Half past two literature techniques

A
  • capitialisation creates personification and also defamiliarisation: Time as opposed to time gives this concept the idea of autonomy.
  • compound words help develop the mind of a child
  • verbs- slotted, scuttling create imagery, especially slotted because it is the form of regularity.
  • anaphora: into…into…into show how he goes deeper and deeper into his imagination
  • aside- the bit in brackets, create the language similar to a children’s
22
Q

Half past 2 themes

A
  • childhood
  • time
  • growing up
  • familiarity/ strangeness
  • imagination
23
Q

Piano overview

A

Longing for childhood

24
Q

Language piano

A
  • sophisticated- it is the grown up man remebring his past, instead of the child.
  • gentle tone: delicate, shows how comforting the times spent at the piano were.
  • vague: no specific details are given, so creates the feeling of a hazy memory, the overall impression is one of comfort, rather than a vivid image
25
Q

Piano structure

A
  • split into 3 stanzas, with an aabb rhyming scheme, which creates an ordinary and consistent structure
  • this makes the poem reflect a song
  • end stop lines at the end of each stanza help add to the regularity, and create almost a baseline.
26
Q

Piano literature techniques

A
  • ambiguity: “woman” no specifics given, but can be inferred that this is the writers mother, creates a hazy, memory- like feeling.
  • gentle tone, created by words such as “softly”, “pressing” and “smiles”
  • onomatopedia: “ boom of the tingling strings”: contrast between boom and tingling. timgling is gentle, which counteracts the idea of a boom, and both of them being used together shows how the gentleness of the piano can have a big impact.
  • contrasting language: “insidious” develops the feeling of sadness and missing his childhood.
  • repeated phrases: “takes me back” vs “betrays me back” shows the conflicting emotions about this memory
  • pathetic fallacy: winter outside contrast with cosy parlour: his home is protective
  • ambiguity: “the piano as our guide” the guide in music or life or emotion?
  • ambiguity: “great black piano” great in what sense?
27
Q

Piano themes

A
  • childhood
  • conflicting emotions
  • parental relationships
  • masculinity/ femininity
  • musicallity
28
Q

Hide and seek overview

A

Has the main message of navigating being young and discovering all of challenges of life
and the importance of not hiding or else you will miss out

29
Q

Hide and seek language

A

Child like vocabulary
Vivid imagery - use of similes and metaphors to aid description
Tone change after line 18 - dramatic irony is used, The bad ending seems obvious to the child

30
Q

Structure hide and seek

A

Narrative tells singular story as a result it is mainly prosaic, which makes the poetic piece stand out even more

Varied syntax length and caesura enjambent creates different speeds to the poem which help to build suspense and help with the narrative structure

31
Q

Hide and seek literature techniques

A
  • media res- starting the story in the middle of the action. helps add to the pace, and develop the narrative
  • ambiguity of “they”- seems to be a normal childhood story but has a deeper meaning
  • imagery: dark damp and salty dark use almost all of the senses to create a vivid picture for the reader
  • characterisation: the description of the child’s thoughts help characteruse him as scared.
  • personification “the darkenhing garden watches” creates the emotion of fear.
  • polarities: day/night, young/old, hot/cold,
32
Q

Sonnet 116 overview

A

Sonnet 116 attempts to define love my telling what it is and what it is not. Each quatrain focuses on a difference aspect, and the rythming couplet at the end of earache stanza aids this

33
Q

Language sonnet 116

A

Vivid imagery “the marriage of true minds” - it is perfect and unchanging

It looks on tempests and is never shaken - it is not susceptible to storms it is strong

34
Q

Structure sonnet 116

A
  • classic shakespearean sonnet structure: abab rhyming scheme for three quatrains and them a rhyming couplet, and, like all of shakespeares works, written in iambic pentameter.
  • iambic pentameter is a heartbeat rhythm- this also aids the theme of love
  • rhyming scheme provides a clear structure
  • rhyming couplet provides a conclusion and a satifying ending- the tone of the piece is positive
  • enajmebent and caesure- shows how love cannot always have limits put on it- it is sometimes beyond the confines of a regular structure
35
Q

Literary techniques sonnet 116

A

deep imagery- “tempests” and “star to every wandering bark”. the idea of guidance is developed by the word love being repeatedly used, essentially this word ties the poem together structurally, therefore the point of love being a guidance is reflected in the structure.

personification of both love and time show how they act on their own- they are almost in conflict with this poem, and both are not in the control of the people who they act upon

  • syndetic listing- shows how love persists
  • syntax length: can either be long to emphasise how love persists or short to create separation between ideas.
36
Q

Sonnet 116 themes

A

Time
Love
Hard times

English Literature (4 decks)

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