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“Evening in Paradise” – Analysis

In our Literature class we have read a poem called “Evening in Paradise” written by John Milton. Together we made the analysis of the poem in a Slideshare and following that, we were asked to make some tasks. Here they are:

Task one

The evening is portrayed as something beautiful, its silence is described as pleasant. Paradise is closely associated to the evening here as there are many animals who are mentioned and which seem to be in-keeping with the peacefulness of the evening and its majestic characteristics. Paradise is an ally of the evening, two close friends who go hand in hand with the description of the arrival of the it. Paradise welcomes this arrival.

Task two

The lexical choices the author makes to connect these two elements is striking. First of all, he talks about a glowing firmament with living sapphires.  He is talking about the evening with majestic words. This is also supported by the portrayal of the moon as a majestic queen , which, again,  reinforces the idea by saying  unveils her peerless light.  The image of unveiling goes hand in hand with the one of a queen or princess who has her face hidden behind the veil but who later on decides to show her beauty (here her light) by unveiling.

Day/night: “Still evening”, “Twilight”, “Silence”, “Moon”, “Light”, “Dark”.

Nature: “Beast”, “Bird”, “Nightingale”.

Jewels: “Sapphires”, “Glowed”, “Hesperus”, “Brightest”, “Majesty”.

Task three

Personification of the moon: The moon is depicted as a queen who reveals and lights the night with her peerless glow. This is a common device used in poetry to make it more poetic; that is to said, in real life we don’t talk about things as if they were living entities.

Simili: the stars as sapphires. This comparison is used to associated the stars with precious objects.

Alliteration: “beast and bird”. This is used when the same sound or letter appears at the beginning of words which are close together. This calls the reader’s attention.

Task four

The first twelve lines can have a second interpretation which have to do with the funeral. It can be said that it can also be a funeral scene because of the lexical choices used by John Milton. First of all, the use of the word “still” can be interpreted as being dead; second of all the word “couch” can be referred as a bed or a coffin; and finally “silence was pleased” as if referring to death.

Linking Words: Sequence and Frequency

In Language class, our teacher, Pat Chujman asked that we create posters with linking words. I worked on them with Delfi, Rochi and Juani. Now, we are supposed to create sentences to fill in with frequency and sequence linking words for our peers to complete:

1. ____________ we have 3 meals _______.

2. I _________ go to the gym, but only if I have free time.

3. Get your homework done __________ you get home.

4. ________, I think that recycling should be incorporated in all schools for the reasons above mentioned.

5. ________ that terrifying moment, I knew that I would _________ come back.

6. ______ I had realized that she _________ understood my issue.

7. Let’s eat and go to a movie ___________.

These are our posters:

Other posters made the class:

“The Lady in the Looking Glass” – Analysis

In our Literature class with our teacher, Pato Chujman, we read a story written by Virginia Wolf called “The Lady in the Looking Glass”. After reading it, we were assigned to work in pairs and analyse the themes of the story with quotations. I worked with Juan Lutowicz and this is our work.

“Games at Twilight”

In our Literature class we have read a short story called “Games at Twilight” by Anita Desai. Before and after reading the story we were assigned to answer some questions.

According to the Oxforfd Dictionary the definition of the word “Twilight” is: the soft glowing light from the sky when the sun is below the horizon, caused by the reflection of the sun’s rays from the atmosphere; or the period of the evening when twilight is visible, between daylight and darkness.

It symbolises the contrast between the sun and the moon. This image foretells life where there is death, light where there is darkness and hope when there is to be devil.

Description of the weather and peple’s feelings:

At the beginnig the weather is very hot, suffocating as it is in India (setting) and the sun is too bright. The story starts at the “arid time of the day” when children desperately needed to go out to play and do something (Hide and Seek). Such desire they had that they begged their mother to let them go just up to the “veranda and porch”.

Words, phrases in connection with death:

Through the story there are many words that are connected to death. This words are “dead”, “mournfully”, “melancholy”, “funeral game”, “forgotten”, “misery” and “pale”.

“To the Evening Star” by William Blake – Analysis

In our Literature class we were assigned to analyse three poems related to the “Romantic Era”. I worked with Juan Lutowicz and the poem that we worked on was “To the Evening Star” by William Blake. Here is our presentation.

“Continuum” and “A Different History”

In our Literature class we have read two poems that are “Continuum” by Allen Curnow and “A Different History” by Sujata Bhatt. This are to presentations showing the analysis of the poems.

“The Rain Horse” – Important Quotations

In our Literature class we had read the story called “The Rain Horse” written by Ted Hughes. After analysing and discussing it our teacher told us to search some quotations about the events of the story. This is the task. I work with Juan Lutowicz.

  1. “Holding his collar close and tucking his chin down into it”,  “(…)  A wave of anger went over him: (…) anger against the land that made him feel so outcast.”
  2. “A thin, black horse was running across the ploughland towards the hill, its head down, neck stretched out. It seemed to be running on its toes like a cat, like a dog up to no good.”
  3. “In blinding rain he lunged through the barricade of brambles at the wood’s edge.”
  4. “At the wood top, with the silvered grey light coming in behind it, the black horse was standing under the oaks, its head high and alert, its ears pricked, watching him.”
  5. “Like lightning his legs bounded him upright and about face. The horse was almost on top of him, its head stretching forward, ears flattened and his lips lifted back from the long yellow teeth.”
  6. “Out in the middle of the first field, tall as a statue, and a ghostly silver in the under-cloud light, stood the horse, watching the wood.”
  7. “Its whinnying snort and the spattering whack of hooves seemed to be actually inside his head.”
  8. “He picked two stones about the size of goose eggs.”
  9. “He let out a tearing roar and threw the stone in his right hand. The result was instantaneous.”
  10. “His aim seemed to be under superior guidance. The stone struck and rebounded straight up into the air, spinning fiercely, as the horse swirled away and went careering down towa-rds the far bottom comer of the field…”
  11. “‘You stay there!’ he shouted. ‘Keep your distance and you’ll not get hurt'”. In this part of the story the human seem to be superior to the horse by ordering him to stay in the place he was.
  12. “Piece by piece he began to take off his clothes, wringing the grey water out of them, but soon he stopped that and just sat staring at the ground, as if some important part had been cut out of his brain.”

All My Sons – Act 1 Analysis

In our Literature class we have started reading a dramma play call “All My Sons” by Arthur Miller. After reading the Act 1 we have analysed it. Here is the presentation.

The Woodspurge

In our literature class we have seen a poem call “The Woodspurge”, written by Dante Gabriel Rossetti and our teacher told us to compare this poem to “A Birthday” in relation with the tone, theme and the atmosphere. I work with Juan Ignacio Lutowicz.

A Birthday”

Theme: Self-expression;

Tone: Love, pacific and reflective;

Atmosphere: Happyness, full of love and joyful.

“The Woodspurge”

Theme: Grief and regret;

Tone: Sad and depress;

Atmosphere: Sadness and depression.

“A Birthday” – Analysis

In our Literature class we have read the poem “Birthday” by Christina Rosetti. Then our teacher, Pato, told us to enter in her blog and watch a video about the poem and asnswer some questions. i worked with Agustin Segura.

A. What is the theme?

Self-expression and the natural world and Memory and forgetfulness because in the poem she narrated that in the past she felt in love with a man and then she broke with him, but at this moment she remembered good times she had with him.

B. What is the tone?

The tones of the poem are love, pacific and reflective.

C. What is the main difference between the two stanzas?

The difference between the first and the second stanza is that in the first the writer talks about nature using similes comparing her feelings to natural images and in the second she writes about objects or man-made objects to express her feelings.

D. How are the similes in the poem appropriate for the romantic longings the speaker feels?

We understand that she feels that her love was intense and was precious.

E. How is the metaphor of the birthday appropriate?

The metaphor of the poem is connected to “rebirth” because she was enjoying her relationship and was happy, so “rebirth” is the perfect metaphor to explain that she wanted to felt in love again.

F. Make a list of religious symbols. What do they mean in the poem?

“And peacocks with a hundred eyes” is a metaphor that means that God sees everything from everywhere and “Doves” representing peace.