Elizabeth Brewster Elizabeth Brewster "Where I Come From" "Where I Come From"

Brief overviewBrief overview

►The poem is about how our personal The poem is about how our personal identity is strongly influenced by the identity is strongly influenced by the places we have lived and visited. This places we have lived and visited. This is an easy idea to understand and is an easy idea to understand and relates directly to you!relates directly to you!

►She is also slightly critical of city life.She is also slightly critical of city life.►Write down the places that have Write down the places that have

shaped your life so far. shaped your life so far. ►Choose the two most opposite.Choose the two most opposite.

PoemPoem► People are made of places. They carry with themPeople are made of places. They carry with them

hints of jungles or mountains, a tropic gracehints of jungles or mountains, a tropic graceor the cool eyes of sea gazers. Atmosphere of citiesor the cool eyes of sea gazers. Atmosphere of citieshow different drops from them, like the smell of smoghow different drops from them, like the smell of smogor the almost-not-smell of tulips in the spring,or the almost-not-smell of tulips in the spring,nature tidily plotted with a guidebook;nature tidily plotted with a guidebook;or the smell of work, glue factories maybe,or the smell of work, glue factories maybe,chromium-plated offices; smell of subwayschromium-plated offices; smell of subwayscrowded at rush hours.crowded at rush hours.

Where I come from, peopleWhere I come from, peoplecarry woods in their minds, acres of pine woods;carry woods in their minds, acres of pine woods;blueberry patches in the burned-out bush;blueberry patches in the burned-out bush;wooden farmhouses, old, in need of paint,wooden farmhouses, old, in need of paint,with yards where hens and chickens circle about,with yards where hens and chickens circle about,clucking aimlessly; battered schoolhousesclucking aimlessly; battered schoolhousesbehind which violets grow. Spring and winterbehind which violets grow. Spring and winterare the mind's chief seasons: ice and the breaking of ice.are the mind's chief seasons: ice and the breaking of ice.

A door in the mind blows open, and there blowsA door in the mind blows open, and there blowsa frosty wind from fields of snow.a frosty wind from fields of snow.

Stanza 1Stanza 1

►The first bit is like the introduction to an The first bit is like the introduction to an essay, it summarises the idea of the essay, it summarises the idea of the poem.poem.

►The next bit is all about the city.The next bit is all about the city.

► It describes does this using It describes does this using metaphorsmetaphors and a clever and a clever pluralplural at the end. at the end.

►These things help create the These things help create the tonetone

Lines 1-3 Lines 1-3 People are made of places. They carry with People are made of places. They carry with themthem

Hints of jungles or mountains, a tropic graceHints of jungles or mountains, a tropic grace or the cool eyes of sea gazersor the cool eyes of sea gazers

This is a This is a metaphormetaphor

Draw this - here’s my effort.Draw this - here’s my effort.

People are made of places People are made of places

TechniquesTechniques

►People are not made of places in a People are not made of places in a literal sense – it’s a literal sense – it’s a metaphor!metaphor!

►You can’t get ‘You can’t get ‘cool eyescool eyes’ – it’s ’ – it’s metaphoricalmetaphorical..

Atmosphere of citiesAtmosphere of citieshow different, how different, dropsdrops from them, like the smell of smog from them, like the smell of smog

or the almost-not-smell of tulips in the springor the almost-not-smell of tulips in the spring,,

► ‘‘Atmosphere’ don’t drop from people, it’s a Atmosphere’ don’t drop from people, it’s a metaphormetaphor again. again. The poet suggests that we ‘drop’ / give off evidence of the The poet suggests that we ‘drop’ / give off evidence of the places we have been. places we have been.

► The author is trying to show that the atmosphere of the place The author is trying to show that the atmosphere of the place you live in can affect the way that you live, throughout the you live in can affect the way that you live, throughout the year as nature progresses through its seasons, year as nature progresses through its seasons, atmospherically city life changes greatly. Especially city folk – atmospherically city life changes greatly. Especially city folk – when you are a country bumkin and visa-versawhen you are a country bumkin and visa-versa

► smogsmog = telling us about a typical winters day with density of = telling us about a typical winters day with density of the air being greater and the water vapor blinding our sight, the air being greater and the water vapor blinding our sight,

► ‘‘the almost-not-smell of tulips in the springthe almost-not-smell of tulips in the spring’ = tells us how the ’ = tells us how the flowers of spring are starting to blossom, not fully grown. The flowers of spring are starting to blossom, not fully grown. The ‘‘smellsmell’’ of the tulips that grow in the city is ‘’’ of the tulips that grow in the city is ‘almost-notalmost-not ‘ the ‘ the same richness as country side tulips.same richness as country side tulips.

nature tidily plotted with a guidebook;nature tidily plotted with a guidebook;

Nature in cities is not as wild free as in the Nature in cities is not as wild free as in the county. It is organised by town planners county. It is organised by town planners and included in city maps and guides. In and included in city maps and guides. In the country, there is not much restriction the country, there is not much restriction and no guide books as to what grows and no guide books as to what grows where.where.

or the smell of work, glue factories maybe,or the smell of work, glue factories maybe,chromium-plated offices; smell of subwayschromium-plated offices; smell of subways

crowded at rush hours.crowded at rush hours.

► This is the part This is the part where she creates a where she creates a negativenegative tone.tone.

► Words with negative Words with negative connotations do this.connotations do this.

► Write down the feelings and Write down the feelings and thoughts that these words thoughts that these words connoteconnote

► What does she suggest about What does she suggest about life in the city?life in the city?

► Write an extended paragraphWrite an extended paragraph

GlueGlue

FactoriesFactories

ChromiumChromium-plated-plated

SubwaysSubways

crowded at rush hours.crowded at rush hours.

►Use of plural here emphasises what?Use of plural here emphasises what?►Note down your answerNote down your answer

Stanza 2Stanza 2The countrysideThe countryside

►This section of the poem creates a This section of the poem creates a strong image of the countryside – strong image of the countryside – positive and negative.positive and negative.

►Brewster uses Brewster uses first personfirst person, , metaphorsmetaphors, , a clever a clever rhyming couplet, rhyming couplet, and structureand structure

►Keep looking at your photocopy of the Keep looking at your photocopy of the poemspoems

Line 1 - the I persona’s Line 1 - the I persona’s identityidentity

This is made personal by the use of ‘This is made personal by the use of ‘first first personperson’’

She writes, ‘WhereShe writes, ‘Where I I come from’come from’

In your essay refer to person in the In your essay refer to person in the poem as the ‘I’ persona.poem as the ‘I’ persona.

The poet uses techniques – one of those The poet uses techniques – one of those is first person - the ‘I’ persona.is first person - the ‘I’ persona.

peoplepeoplecarry woods in their minds, acres of pine carry woods in their minds, acres of pine

woods;woods; ►Another metaphor – highly effective Another metaphor – highly effective

because of the comparison between the because of the comparison between the effects of location on the personalityeffects of location on the personality and and carrying something physically.carrying something physically.

►Going beyond the text - Going beyond the text - Brewster’s Brewster’s childhood, she comes from New childhood, she comes from New Brunswick, Canada, 80% forested and Brunswick, Canada, 80% forested and so the forest or ‘woods’ will always be so the forest or ‘woods’ will always be in the people’s minds as it is the centre in the people’s minds as it is the centre of the little community.of the little community.

Some nerdy notes - don’t read Some nerdy notes - don’t read unless particularly interestedunless particularly interested

► Life 15: Life 15: direct contrast to the first stanza where everything is new direct contrast to the first stanza where everything is new and attractive. The old farmhouses are there solely to serve a and attractive. The old farmhouses are there solely to serve a purpose and until they stop serving that purpose they will be kept, purpose and until they stop serving that purpose they will be kept, regardless of looks.regardless of looks.

► Line 16-17Line 16-17: Brewster portrays a farming life with the ideas of : Brewster portrays a farming life with the ideas of chickens and hens kept in yards = provide a source of food;’ yards’ chickens and hens kept in yards = provide a source of food;’ yards’ shows us that in the country there is the room to spare to be able to shows us that in the country there is the room to spare to be able to keep them, whereas in conjunction with stanza 1, the chickens would keep them, whereas in conjunction with stanza 1, the chickens would not be kept – no room or need to keep themnot be kept – no room or need to keep them

► Line 17-18:Line 17-18: emphasis on it being an old building remaining only for emphasis on it being an old building remaining only for practical purposes and not being replaced by a more attractive practical purposes and not being replaced by a more attractive building. ‘behind which violets grow’ backs up the earlier line of building. ‘behind which violets grow’ backs up the earlier line of ‘blueberry's growing in the burnt out bush’, it shows how nature can ‘blueberry's growing in the burnt out bush’, it shows how nature can create a picture of beauty anywhere, out of anything.- contrast to create a picture of beauty anywhere, out of anything.- contrast to nature ‘tidily plotted’ (stanza 1)nature ‘tidily plotted’ (stanza 1)

► Line 18-19 Line 18-19 Spring and winter = two opposing seasons; winter could Spring and winter = two opposing seasons; winter could therefore represent the cold city life and spring the colourful country therefore represent the cold city life and spring the colourful country life. ‘Ice and breaking of ice’ refers to something in the mind that is life. ‘Ice and breaking of ice’ refers to something in the mind that is broken when one makes the transition from the city to the country.broken when one makes the transition from the city to the country.

Last two linesLast two linesA door in the mind blows open, and there blows A door in the mind blows open, and there blows

a frosty wind from fields of snow a frosty wind from fields of snow

► Rhyming couplet – there Rhyming couplet – there blowsblows//fields of //fields of snowsnow► Why is this technique used?Why is this technique used? To highlight the ending?To highlight the ending? The last two lines are The last two lines are

puzzling. The door blowing open is just another gateway opening in the mind puzzling. The door blowing open is just another gateway opening in the mind to the memories that she holds of her childhood. The second half of these to the memories that she holds of her childhood. The second half of these lines ‘and there blows a frosty wind from fields of snow’ = gives a feel to the lines ‘and there blows a frosty wind from fields of snow’ = gives a feel to the picture that she has been describing and it gives the reader a cold feeling. picture that she has been describing and it gives the reader a cold feeling. The frosty wind from the fields of snow is relevant because in Canada the The frosty wind from the fields of snow is relevant because in Canada the winter = very frosty, lots of snow and wind.winter = very frosty, lots of snow and wind.

Or a more nerdy interpretation Or a more nerdy interpretation

► Another idea to ponder on the last two lines of the poem.Another idea to ponder on the last two lines of the poem.► The "door" could be the memory opening in a blast of The "door" could be the memory opening in a blast of nostalgianostalgia, but the, but the► association of winter and the "frosty wind" suggest something association of winter and the "frosty wind" suggest something less pleasantless pleasant, ,

like a realisation that the past, her place, is not so good after all. This is like a realisation that the past, her place, is not so good after all. This is supported by the content of the second stanza, where things may seem supported by the content of the second stanza, where things may seem superficially attractivesuperficially attractive in a rustic way, but are “burned out”, “old, in need of in a rustic way, but are “burned out”, “old, in need of paint”, where the chickens cluck “aimlessly” and buildings are “battered”. So paint”, where the chickens cluck “aimlessly” and buildings are “battered”. So the suggestion is that it is easy to remember formative places all too the suggestion is that it is easy to remember formative places all too positively, but positively, but their legacy can be negativetheir legacy can be negative; a “frosty wind” in the mind? ; a “frosty wind” in the mind?

► The rhyming couplet is a pleasant feeling technique on the tongue and it The rhyming couplet is a pleasant feeling technique on the tongue and it creates an ironic contrast with the message of sadness/nostalgiacreates an ironic contrast with the message of sadness/nostalgia

And finallyAnd finally► StructureStructure► Three stanzasThree stanzas

Two contrasting stimuli for creating identityTwo contrasting stimuli for creating identity

Two lines to finish Two contrasting stimuli for creating identityTwo lines to finish Two contrasting stimuli for creating identity

Two narrative angles - third person and firstTwo narrative angles - third person and first

In other words – the multiple influences on identity are In other words – the multiple influences on identity are represented in multiple stanzasrepresented in multiple stanzas