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HANDOUT 1

--Comment by Axioo: DOES IT BELONG TO ANISA SUGEHA AND ARSIYAH? You didn’t send me the softcopy of your presentation handout?

Bab 1 Comment by Axioo: What language are you using?

Introduction

1.1 Background

Poetry analysis is the process of investigating a poem's form, content, and history in an informed way, with the aim of heightening one's own and others' understanding and appreciation of the work. Poetry uses forms and conventions to suggest differential interpretation to words, or to evoke emotive responses. Devices such as assonance, alliteration, onomatopoeia and rhythm are sometimes used to achieve musical or incantatory effects. The use of ambiguity, symbolism, irony and other stylistic elements of poetic diction often leaves a poem open to multiple interpretations. Similarly, metaphor, simile and metonymy[4] create a resonance between otherwise disparate images—a layering of meanings, forming connections previously not perceived. Kindred forms of resonance may exist, between individual verses, in their patterns of rhyme or rhythm. (http://en.wikipedia.org/wiki/Poetry_analysis)Comment by Axioo: Very good, but which part is your ideas and which is a quotation? The complete references must be listed in the reference page.

Stanford begins The Tragedy of the Negro in America by distinguishing between the authorized tragedy of black Americans, represented by slavery, with the unauthorized tragedy of post-bellum injustice. In discussing the authorized tragedy, Stanford describes the first attempts at colonizing and Christianizing black communities in the West Indies, and moves on to the first importation of blacks into the American colonies. He condemns the false Christianity that allowed slavery to continue and grow throughout the 17th and 18th centuries. Stanford acknowledges the good deeds done by various religious sects (particularly the Quakers) and praises the New England states for the restriction or abolition of slavery. In describing the unauthorized tragedy, Stanford blames Andrew Johnson for failing to control racist legislation in the southern states and allowing the freedmen to suffer under economic conditions little better than those suffered under slavery. He also describes the perversion of the justice system to allow for the ritual denigration of African Americans. The Tragedy of the Negro in America by distinguishing between the authorized tragedy of black Americans, represented by slavery, with the unauthorized tragedy of post-bellum injustice. In discussing the authorized tragedy, he describes the first attempts at colonizing and Christianizing black communities in the West Indies, and moves on to the first importation of blacks into the American colonies that allowed slavery to continue and grow throughout the 17th and 18th centuries. (http://docsouth.unc.edu/church/stanford/summary.html)

1.2 Thesis Statement

“the black man life”.Comment by Axioo: Write a complete statement.

Bab II

Discussion

2.1 Stanzaic patternComment by Axioo: 2.1 and 2.2 can be ONE part. Check the stress/unstress marks on the syllables.

Ìt is the `Negro’s `tragedy I feela

/′ - / - ′ /- ′ /- ′ /- ′ /→ Iambic pentameter with a trochaic on the 1st foot

Which `binds me `like a `heavy ìron `chain,b

/- ′/- ′ / - ′/ - ′ /-′/→ Iambic pentameter

Ìt is the `Negro’s ‘wounds I `want to `heala

/′ - /- ′/ - ′/ - ′ / - ′/→Iambic pentameter with a trochaic on the 1st foot

Be′cause I `know the ′keenness of his `pain.b

/- ′ /- ′ / - ′ /- - / - ′/→Iambic pentameter with a pyrrhic 4th foot

Only a `thorn-crowned `Negro and no `whitec

/ ′ - /- ′/ ′ - / ′ - /- - ′/ →trochaic pentameter with an anapest on 5th foot

′Can pene`trate in′to the `Negro’s ′kend

/′ -/ - ′/ -′/ - ′/ - ′/→iambic pentameter with a trochaic on 1st foot

Or `feel the `thickness of the `shroud of `nightc

/- ′/-′ /- -/ - ′ / - ′/→iambic pentameter with a pyrrhic on 3rd foot

Which `hides and `buries him from òther `men.d

/-′ / - ′/ - - /- ′/-′/→ iambic pentameter with a pyrrhic on 3rd foot

So `what I `write is shot òut of my `blood.E

/- ′ /- ′ /- - / ′-/ -′ / → iambic pentameter with sprung rhythm

`There is no `white man who could `write my `book f

/′-/ - ′ / - - / -′ / - ′/→iambic pentameter with sprung rhythm

Though `many `think the `story can be `toldg

/- ′/ ′-/ ′ - / - ′ /→iambic tetrameter with a trochaic on 2nd and 3th foot.

Of `what the `Negro `people òught to `brook.F

/- ′ / - ′ / ′′ / - ′/→iambic tetrameter with a spondaic on 3th foot

Our `statesmen `roam the `world to `set things `right. H

This `Negro `laughs, and `prays to `God for `Light!h

2.2 Rhyme and Rhythm

· There are two stanza in this poem ( the Negro’s Tragedy ) the first stanza is octave because in one stanza consist of eight line. And the second stanza is sestet, it is called sestet because in one stanza consist of six line.

· Several variation of rhyme

The first is Perfect rhyme, on the first stanza line two and four in the last word “Which binds me like a heavy iron chain” “Because I know the keenness of his pain” , and the second in the “Our statesmen roam the world to set things right”. “ This Negro laughs, and prays to God for Light!”

· rhythm

The rhythm this poem used run- on line and end stopped line.

· Inference about the rhyme scheme and metrical analysis

The stanza have identical rhyme scheme that are iambic pentameter with a sprung rhythm. In this poem the word Negro are repeated almost in every stanza. The word also keep reminding the readers of the poem about the speakers and his feeling about the tragedy of Negro people on that century. Every stanza show the pain of black people that only black people feel it

“The Negro’s tragedy” was first published without this title in the July-August issue of The Catholic Worker.

“The Negro’s Tragedy” is an identity politics poem excellence—complicated by the Christology that McKay develops throughout The Catholic Worker sonnets. The speaker feels the “Negro’s tragedy” and wants to heal “his pain” in the first quatrain. In the second, such positive declarations give way to exclusionary ones: whites are excluded from the “Negro’s ken,” or point of view.

Only a thorn-crowned Negro and no white

Can penetrate into the Negro’s ken

(“The Negro’s Tragedy” ll. 5-6)

He identifies himself with the tragedy of the Negro, the pain and suffering experienced by the Negro race. The poet says that no white man understands the situation of the black man, though many think that they do. A white man cannot "penetrate into the Negro's ken," and he cannot feel the Negro's isolation from other men.

2.3 Figurative languageComment by Axioo: Some parts, like “atmosphere”, need more explanation.

· Simile

“……which binds me like a heavy iron chain” (stanza one line 1-2). Use word “ like” here are compared two things between “ bind me and heavy iron chain”

· Personification

“…..Or feel the thickness of the shroud of night Which hides and buries him from other men. (stanza 1 line 7-8). the shroud of night can’t hide or buries the man from the other man. The use of words hide and buries may add dramatic effect on the tragic experience.

· Hyperbole

“So what I write is shot out of my blood” ( stanza 2 line 1 ). All the Negro’s tragedy really tragic. The speakers use this figurative language to show that what he write about tragedy is like shot his blood, and I thing this line sounds like hyperbole.

· Atmosphere

Tragic ( on the first stanza line 4 – 8)


Or feel the thickness of the shroud of night

Which hides and buries him from other men

“Because I know the keenness of his pain.

Only a thorn-crowned Negro and no white”

· Diction

“Bind means tie or fasten, shrouds means cover ”

2.4 Biographical Information

Claude McKay (1889-1948) is a pioneering-poet of Harlem Renaissance. In the early 20th century, the Americans saw a revival of African Culture and its expression through many artistic forms like music, dancing and poetry. McKay was born with ‘black and blue’ colour and brought up in the racial Jamaica. So very early in his life he was exposed to the racial-attitude of the white people. As a result, racial consciousness had become a part and parcel of his life. He was one of the members of the group of very sensitive black intellectuals and artists who had gathered in the name of race and color, to give an unprecedented exposure to their problems, hopes and aspirations. Comment by Axioo: References? Relevance to the poem?

2.5 Historical Information

The Tragedy of the Negro in America by distinguishing between the authorized tragedy of black Americans, represented by slavery, with the unauthorized tragedy of post-bellum injustice. In discussing the authorized tragedy, he describes the first attempts at colonizing and Christianizing black communities in the West Indies, and moves on to the first importation of blacks into the American colonies that allowed slavery to continue and grow throughout the 17th and 18th centuries.Comment by Axioo: References? Relevance to the poem?

Bab III

Conclussion

3.1 Summary of analysis

3.2 Massage

Massage of the poem

1. In this world whatever it is always have differences, the important things is ourselves face it.

2. There is always light every darkness.

References

http://docsouth.unc.edu/church/stanford/summary.html

http://en.wikipedia.org/wiki/Poetry_analysis

http://www.english.illinois.edu/maps/poets/m_r/mckay/cooper.htm

http://facpub.stjohns.edu/~ganterg/sjureview/vol2-2/11Lowney-McKay.htm

http://www.librarything.com/tag/the+negro%27s+tragedy+%28poem+by+claude+mckay%29

HANDOUT 2

--Comment by Axioo: Does this handout belong to Yahya and friends?

BAB I. INTRODUCTIONComment by Axioo: Language, please?

a. Summary of the poem

This poem told about the speaker wanted to be remembered by her love. She knew that she would die and she asked to her love for always remembering him in his life. Nevertheless, she realized that the darkness and the corruption from herself could make her love became sad, so she changed her mind to forgot her than remembered her. Comment by Axioo: What do the mean?

b. The poem’s major theme

Someone who wants to make people arround him/her do not be sorrowful. We choose this theme because in each line of the poem explains that the writer wants to be remembered by her lover. However, she realizes if her love still remember her when she has gone, it will just make him sad. Comment by Axioo: So, what does the speaker do?

BAB II. DISCUSSION

a. Stanzaic Pattern

Stanzaic form: 1 octave and 1 sestet; General rhyme pattern: a-b-b-a; written in iambic pentameter in most lines and iambic pentameter with trochee in line 7 and line 13.Comment by Axioo: What type/genre of poem is it? Discuss the characteristics, including those related to the content.

b. Rhyme and RhythmComment by Axioo: Put the stresses on the syllables before you identify the feet.

REMEMBER

By : Christina Rosetti

Remember me when I am gone away,a

/ ͜ -/ ͜ -/ ͜ -/ ͜ -/ ͜ -IAMBIC PENTAMETER

Gone far away into the silent land;b

/ ͜ - / ͜ -/ ͜ -/ ͜ -/ ͜ -IAMBIC PENTAMETER

When you can no more hold me by the hand,b


Nor I half turn to go yet turning stay.a


Remember me when no more day by daya


You tell me of our future that you plann’d:b


Only remember me; you understandb

/ - ͜ / ͜ -/ ͜ -/ ͜ -/ ͜ -IAMBIC PENTAMETER WITH TROCHEE ON THE 1st

It will be late to counsel then or pray.a


Yet if you should forget me for a whilec


And afterwards remember, do not grieve:d


For if the darkness and corruption leaved


A vestige of the thoughts that one I had,e


Better by far you should forget and smilec

/- ͜ / ͜ -/ ͜ -/ ͜ -/ ͜ -IAMBIC PENTAMETER WITH TROCHEE ON THE 1st

Than that you should remember and be sad.e


c. Figurative language/dictionComment by Axioo: Don’t use bullets for sub-parts

Figurative Language:

->metaphore

Gone far away into the silent land.

silent land = graveyard

The silent land refers to the graveyard because as we know graveyard is a place of the dead body. Also, as we can imagine the place is so silent.

for if the darkness and corruption leave

the darkness refers to the hell because it symbolizes something that dark, spooky, the worst place. Then, the corruption refers to the physical decay due to her illness, and also it refers to the physical decay after death in the grave. Comment by Axioo: The speaker is going to hell? How do know for sure?

A vestige of the thoughts that once I had,Comment by Axioo: Why is it a metaphor? What does it mean?

A vestigeof the thoughts refers to the memory of the writer that remains in her love.

->hyperbole

Remember me when no more day by dayComment by Axioo: A hyperbole? Read the line more thoroughly.

It is too exaggerated because as we know that days always exist except doomsday.

Diction:

-> and afterwards remember, do not grieve:

The writer uses “grieve” in her poem to show the deep condolence of losing someone that he loves.

->for if the darkness and corruption leave

The darkness symbolizes gloomy and spooky mood in the poem because she wanted to make her love really forget her. Moreover,an online article stated that “corruption was a term often used in the Bible refers to the physical decay of death as well as moral decline(see Acts 13:36-37, Isaiah 38:17)” (“Imagery, symbolism and themes”: 2013).

d. Biographical Approach

Christina Rossetti was born in December 5th,1830. She lived in extraordinarily gifted family. Her father, Gabrielle Rossetti was an Italian poet and a politic exile. He married with Frances Polidory in 1826 and they had four children, they are Maria Francesca in 1827, Gabriel Charles Dante in 1828, William Michael in 1829, and Christina Georgina in 1830. Maria Francesca, her elder sister was died in November, 1876. Then, her father was died in 1882 and she followed her mother who was really religious. In the early 1860’s, Rossetti fell in love with Charles Cayley.It was ten years after this, in the early 1860’s, when Christina was thirty, she met and felt in love with Charles Cayley, the scholarly translator of Dante. They really loved each other and made commitment to engage, but Cayley and Christina could not marry and live together because of their different religion. Therefore, it was the reason that made she refused to marry him in the late 60’s. From their broke up, in 1862 she made the “Remember” poem for Cayley.This biographical approach connected with the theme of this poem. She had sufferedthe sickness since she was 15 years old. Because of that, she thought she would die and almost of her poetry told about the death. It also influenced to this poem which was for Cayley that had the love and death theme. Finally in 1892, she got the truth diagnosis after suffering the sickness for years. She was diagnosed with breast cancer and died in December 29th, 1894.Comment by Axioo: References?Relevance to the poem?Do you mean the separation in the poem = separation between Rossetti and her fiancé?

e. Historical Approach

“The Victorian Period literally describes the events in the age of Queen Victoria’s reign of 1837-1901. The term Victorian has connotations of repression and social conformity.However in the realm of poetry these labels are some what misplaced. The Victorian age provided a significant development of poetic ideals such as the increased use of the Sonnet as a poetic form, which was to influence later modern poets.Christina Rossetti in some ways could be viewed as a more typical Victorian poet. Her poetry reflected her deep Anglican faith and frequently pursued themes such as love and faith”(“Victorian Poet”:n.d).Comment by Axioo: Explain the textual evidence in the poem.

-- Comment by Axioo: Conclusion?

References :

- . 2013. Imagery, Symbolism and Themes in Rossetti’s Remember. Crossref-it : Text in Context. Retrieved on May 19, 2013 fromhttp://www.crossref-it.info/textguide/The-poetry-of-Christina-Rossetti/28/1853 .

- . n.d. Victorian Poets. Poet Seers. Retrieved on May 19, 2013 from http://www.poetseers.org/the-great-poets/victorian-poets/ .

HANDOUT 3

BAB. 1 INTRODUCTIONComment by Axioo: Language, please.

1.1 BACKGROUND INFO

“If” is a didactic poem, a work meant to give instruction. “If” gives an instruction in cultivating several specific traits of a good leader. Kipling offers this instruction not through listing specific characteristics, but by providing concrete illustrations of the complex actions a man should or should not take which would reflect these characteristics. The poem is about moral lessons and conduct. It contains advice from a father to a son on how to grow up to be a better person and a true man. He reminds his son that he will be a Man if he can hold on to his values and not be swayed by others. If he follows his advice, he will have a rewarding and enriching life. He will have everything he can wish for.

The poem's speaker says that if you can keep your head while those around you lose theirs; if you can trust yourself when others doubt you; if you can be patient and not lose your temper; if you can handle being lied about but not lie yourself, and being hated but not hating yourself; if you do not look too good or talk too wise: If you can dream but not let those dreams cloud your reason; if you can think but still take action; if you can deal with both triumph and disaster; if you can handle it when others twist your truths into lies, or take the things you devoted your life to and turn them from broken into alive again: If you can take all of your winnings and bet them in one fell swoop and lose them all and then keep it a secret; if you can use your heart and muscles and nerves to hold on even when there is only Will left: If you can remain virtuous among people and talk with Kings without becoming pretentious; if you can handle foes and friends with ease; if you see that men count on you but not too much; if you can fill every minute with meaning: Then you have all the Earth and everything upon it, and, as the speaker exultantly ends, "you'll be a Man, my son!"

1.2 MAJOR THEME

The major theme is that of manhood and leadership particularly during difficult times. Comment by Axioo: Is it only during difficult times? Explain the theme in statements.

BAB 2. DISCUSSION

2.1 STANZAIC FORMSComment by Axioo: How many stanzas are there? Their names? The title should me “metrical analysis”.

_ ᴗ / _ ᴗ / - ᴗ / _ ᴗ / _ ᴗ / _Comment by Axioo: Are all the marks correctly placed? Check the other lines too.

If ‘you / can ‘keep / your ‘head / when ‘all / a’bout/ youA

Iambic pentameter with incomplete foot

_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

Are ‘los / ing‘theirs / and ‘blam / ing‘it / on ‘you,A

Iambic pentameter

_ ᴗ / _ ᴗ / - ᴗ / _ ᴗ / _ ᴗ / _

If ‘you / can ‘trust / your’self/ when ‘all / men ‘doubt / you,A

Iambic withincomplete foot

_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

But ‘make / ‘allow / ance‘for / their ‘doubt / ing‘too;A

Iambic pentameter

_ ᴗ / _ ᴗ / - ᴗ / _ ᴗ / _ ᴗ / _

If ‘you / can ‘wait / and ‘not / be ‘tired / by ‘wait / ing,B


_ _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

Or ‘being / lied ‘a / bout, ‘don’t / ‘deal in / ‘lies,C

Iambic trimeter with anapaestic in the first

_ _ / ᴗ _ / ᴗ _ / ᴗ _ / ᴗ _

Or ‘being / ‘hated, / don’t ‘give / ‘way to / ‘hating,B

Trochaic tetrameter with pyrrhic in first.

_ _ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

And ‘yet / don’t ‘look / too ‘good, / nor ‘talk / too ‘wise:C

Iambic tetrameter with pyrrhic in the first

Comment by Axioo: What does this line mean? You can write Stanza 1, Stanza 2, and so on to indicate the parts.

_ ᴗ / _ ᴗ / - ᴗ / _ ᴗ / _ ᴗ / _ ᴗ _

If ‘you / can ‘dream /—and ‘not / make ‘dreams / your ‘master;D


_ ᴗ / _ ᴗ / - ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

If ‘you / can ‘think /—and ‘not / make ‘thoughts / your ‘aim;E

Iambic hexameter

_ ᴗ / _ ᴗ / - ᴗ / _ _ ᴗ / _

If ‘you / can ‘meet / with ‘Triumph / and ‘Disas / ‘terD

Iambic trimeter with anapaestic in the middle

_ ᴗ / _ ᴗ / - ᴗ / _ ᴗ / _ ᴗ

And ‘treat / those ‘two / im’pos / tors ‘just / the ‘same;E

Iambic pentameter

_ ᴗ / _ ᴗ / - ᴗ / _ ᴗ / _ ᴗ / _

If ‘you / can ‘bear / to ‘hear / the ‘truth / you’ve ‘spok / enF


_ ᴗ / _ ᴗ / - ᴗ / _ ᴗ / _ ᴗ

‘Twisted / by ‘knaves / to ‘make / a ‘trap / for ‘fools,G

Iambic pentameter

_ ᴗ / _ ᴗ / - ᴗ / _ ᴗ / _ ᴗ / _

Or ‘watch / the ‘things / you ‘gave / your ‘life / to, ‘broken,F


_ ᴗ / _ ᴗ / - ᴗ / _ ᴗ / _ ᴗ

And ‘stoop / and ‘build / ’em‘up / with ‘worn/ -out ‘tools:G

Iambic pentameter

_ ᴗ / _ ᴗ / - ᴗ / _ ᴗ / _ ᴗ / _

If ‘you / can ‘make / one ‘heap / of ‘all / your ‘win / ningsH


_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

And ‘risk / it ‘on / one ‘turn / of ‘pitch / -and-‘toss,I

Iambic pentameter

_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _

And ‘lose, / and ‘start / a’gain / at ‘your / ‘begin / ningsH


_ ᴗ / _ ᴗ / - ᴗ / _ ᴗ / _ ᴗ

And ‘ne / ver‘breathe / a ‘word / a’bout/ your ‘loss;I

Iambic pentameter

_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _

If ‘you / can ‘force / your ‘heart / and ‘nerve / and ‘sin / ewJ


_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

To ‘serve / your ‘turn / long ‘af/ ter‘they / are ‘gone, K

Iambic pentameter

_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _

And ‘so / hold ‘on / when ‘there / is ‘not / hing‘in / youJ


_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

Ex’cept/ the ‘Will / which ‘says / to ‘them: / ‘Hold ‘on!’K

Iambic pentameter

_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _

If ‘you / can ‘talk / with ‘crowds / and ‘keep / your ‘vir / tue, L

Iambic pentameter with incomplete foot at the end

_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

Or ‘nei / ther‘walk / with ‘Kings/— nor‘lose / the ‘com / mon‘touch,M

Iambic hexameter

_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

If ‘nei / ther‘foes / nor ‘lov / ing‘friends / can ‘hurt / you,L

Iambic hexameter

_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

If ‘all / men ‘count / with ‘you, / but ‘none / too ‘much;M

Iambic pentameter

_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _

If ‘you / can ‘fill / the ‘un / for’giv / ing‘min / uteN


_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

With ‘six / ty‘se / conds’ ‘worth / of d’is / tance‘run, O

Iambic pentameter

_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _

‘Yours is / the ‘Earth / and e’ve / ry‘thing/ ‘that’s in / it, N


_ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ / _ ᴗ

And—‘which / is ‘more /—you’ll ‘be / a ‘Man, / my ‘son!O

Iambic pentameter

2.2 RHYME& RHYTHMComment by Axioo: Why a new subtitle? The previous part is also about rhythm.

Rhythm

As general the poem use Iambic pentameter with incomplete foot

Rhyme

· Perfect Rhyme, It occurs when the sounds are identical

· You, too in the first stanza,

· master and disaster in second stanza.

· Half Rhyme

· Lies - wise in the first stanzaComment by Axioo: Half rhyme? Please check their pronunciation rules.

· Aim – same in the second stanza

· Sinew – you in the third stanza

· Virtue – you in the forth stanza

· Internal rhyme

· Are ‘losing‘theirs and‘blaming‘iton ‘you

2.3 FIGURATIVE LANGUAGEComment by Axioo: Please explain thoroughly. Why do they belong to figurative language? What do they mean?

1. Personification

· Dreams: masters who can control our lives. In this case, dreams

assume a human role/quality, that of being a master.

· Triumph and disaster: imposters who can lead us astray. Success is Comment by Axioo: They are all abstract nouns, so what is being personified? Explain. Maybe the capitalization means something.

personified as “Triumph” and can make us complacent. Failure is personified as “Disaster”. It can influence us to believe that failure is permanent.

· Will : personified as a person who encourages us not to

give up.

2. Metaphor

· Unforgiving minutes: refer to time that waits for no

man, it is like a race where every second is important.

· Worn out tools : refer to the feeling of total

exhaustion that can force someone to give up.

· Make one heap of all your winnings : compared to a pile of money

won at the gambling table.

· Walk with Kings : means to socialize with

important people.

· Talk with crowds : refers to mixing with all kinds

of people.

3. Apostrophe

· My Son!: The writer speak as if he speak Comment by Axioo: So the speaker is speaking to a non-living object? What is it?

to a person.

4. Hyperbole

· Yours is the Earth and everything that’s in it: Not everything in the earth are

belong to someone. In other word, you can’t have all the things that exist on the earth, there are several things that you can’t.

5. Symbol (A symbol represents an idea)

· Knaves : represent scoundrels, liars or conmen

· Crowds : symbolize the common folk/people

· Kings : represent the important people in society

· Common touch : represents humility

2.4 BIOGRAPHICAL / HISTORICAL BACKGROUNDComment by Axioo: Does the poem show these elements? Which part? Explain appropriately.Please cite your sources in the analysis AND in the reference list.

For the unlikely truth is that they were composed by the Indian-born Kipling to celebrate the achievements of a man betrayed and imprisoned by the British Government - the Scots-born colonial adventurer Dr Leander Starr Jameson.

Although it may not seem so to the millions who can recite its famous first line ('If you can keep your head when all about you'), If is also a bitter condemnation of the British Government led by Lord Salisbury, and the duplicity of its Colonial Secretary Joseph Chamberlain, for covertly supporting Dr Jameson's raid against the Boers in South Africa's Transvaal in 1896, only to condemn him when the raid failed.

Kipling was a friend of Jameson and was introduced to him, so scholars believe, by another colonial friend and adventurer: Cecil Rhodes, the financier and statesman who extracted a vast fortune from Britain's burgeoning African empire by taking substantial stakes in both diamond and gold mines in southern Africa.

In Kipling's autobiography, Something Of Myself, published in 1937, the year after his death at the age of 70, he acknowledges the inspiration for If in a single reference: 'Among the verses in Rewards was one set called If - they were drawn from Jameson's character, and contained counsels of perfection most easy to give.' Dr. LeanderStar Jameson who led an unsuccessful raid against the Boer in South Africa the same year the poem was written. Despite the disaster, the British press viewed it as a victory and Jameson as a hero.

--Comment by Axioo: Conclusion?

POETRY

“IF”

BY RUYARD KLIPING

Aisyah Nabila

Danang Sudibyo

Layla Rizqiya

Sulfia Puspita

Zakkiya Kholida

Ahmad Ardiansyah

HANDOUT 4

AN ANALYSIS OF POEM To Daffodills BY ROBERT HERRICK

Compiled by

Group 3

Rahayu Eka Putri 105110104111010

Fitria Syafalia105110101111063

Kurun Umrotun Nisa105110101111091

Reni F Khairina115110100111018

Desy Sinta N115110107111007

Wahyu Alfita115110107111036

STUDY PROGRAM OF ENGLISH

DEPARTMENT OF LANGUAGES AND LITERATURE

FACULTY OF CULTURE STUDIES

UNIVERSITAS BRAWIJAYA

2013

Summary of poem

This poet makes the comparison of the life of the Daffodil with the short life. If you look at the time of human life, we are only here for such a short visit. Looking at this poet make us compares the daffodils short visit in the spring with our life in all seasons, and while it is short, it is long enough for us to fulfill so much and no matter how old you are, it is never too late to what you want to do. Comment by Axioo: How do you know that it’s really the poet? You don’t use biographical approach yet.

Stanzaic FormComment by Axioo: Any relations to the content?

This poem contain of 2 stanza, every stanza consist of ten lines.

Rhyme analysisComment by Axioo: Any relations to the content?

Perfect rhyme (soon-noon) (stay-day) (evensong-along) (spring-anything) (decay-day) (rain-again)

Alliteration (As your hours do, and dry)

Half rhyme (decay-die)

Matrical Pattern and Rhyme AnalysisComment by Axioo: Is this a different section from the previous one? The content is similar.

Stanza 1

‘Fair ‘daffo’dils, we ‘weep to ‘seea

/ - - / ͜ -/ ͜ - / ͜ - /

IAMBIC TETRAMETER WITH SPRUNG RYTHM A SPONDEE IN THE FIRST FOOTComment by Axioo: Should be: … sprung rhythm (a spondee) in the 1st foot. Revise the rest, please.

You ‘haste a’way so ‘soon;b

/ ͜ - / ͜ - / ͜ - /

IAMBIC TRIMETER

‘As yet the ‘early-‘rising ‘sunb

/ - ͜ / ͜ -/ ͜ - / ͜ - /

IAMBIC TETRAMETER WITH SPRUNG RYTHM A TROCHEE IN THE FIRST FOOT

‘Has not ‘attain’d ‘his noon.b

/- ͜ / - ͜ / - ͜ /

IAMBIC TRIMETER

Stay, stayc

/ - - /

SPONDAIC MONOMETER

‘Until the ‘hasting ‘daycComment by Axioo: The stress mark is correct?

/- ͜ / ͜ - / ͜ - /

IAMBIC TRIMETER WITH SPRUNG RYTHM A TROCHEE IN THE FIRST FOOT

‘Has runb

/ - ͜ /

IAMBIC MONOMETER

But to the ‘even’song;d

/ ͜ ͜ / ͜ -/ ͜ - /

IAMBIC TRIMETER WITH SPRUNG RYTHM A PYRRHIC IN THE FIRST FOOT

And, ‘having ‘pray’d to’gether, wee

/ ͜ // - ͜ / - ͜ /- ͜ // ͜ /

IAMBIC TETRAMETER

‘Will go ‘with you a’long.d

/ - ͜ /- ͜ / ͜ - /

TROCHAIC TRIMETER WITH SPRUNG RYHTM A IAMB IN THE THIRD FOOT

Stanza 2

We ‘have short ‘time to ‘stay, ‘as you,a

/ ͜ - / ͜ - / ͜ - / - ͜ /

IAMBIC TETRAMETER WITH SPRUNG RYHTM A TROCHEE IN THE THIRD FOOT

We ‘have ‘as short a ‘spring;b

/ ͜ - / - ͜ / ͜ - /

IAMBIC TRIMETER WITH SPRUNG RYHTM A TROCHEE IN THE SECOND FOOT

‘As ‘quick a ‘growth to ‘meet de’cay,c/ - - / ͜ - / ͜ - / ͜ - /

IAMBIC TETRAMETER WITH SPRUNG RYTHM A SPONDEE IN THE FIRST FOOT

‘As you, or anything.bComment by Axioo: The stress mark is correct?

/ - ͜ // ͜ ͜ - /

TROCHAIC DIMETER AND ANAPESTIC DIMETER

We ‘diec

/ ͜ - /

IAMBIC MONOMETER

‘As your ‘hours do, and ‘dryc

/ - ͜ / - ͜ // ͜ - /

TROCHAIC TRIMETER WITH SPRUNG RHYTHM A IAMB IN THE THIRD FOOT

A’wayc/ ͜ - /

IAMBIC MONOMETER

‘Like to the ‘summer’s ‘rain;d/ - ͜ / ͜ - / ͜ - /

IAMBIC TRIMETER WITH SPRUNG RHYTM A TROCHEE IN THE FIRST FOOT

Or ‘as the ‘pearls of ‘morning’s ‘dew,e

/ ͜ -/ ͜ - / ͜ - / ͜ - /

IAMBIC TETRAMETER

‘Never to be ‘found a’gain.d

/- ͜ ͜ / ͜ - / ͜ - /

IAMBIC TRIMETER WITH SPRUNG RYTHM A DACTYL IN THE FIRST FOOT

Figurative Language

1.But to the evensong;And, having pray’d together, weWill go with you along.

Personification because the speaker tries to tell the reader that the daffodils have a power to make us imagening that the daffodils themselves can pray and do activities like human being.Comment by Axioo: What do you mean? Please read the poem more closely.

2. We have short time to stay, as you, : Simile, the speaker wants to compare a short time with daffodils because as we know daffodils have a short time to live as us.Comment by Axioo: What are exactly being compared? Why is it a simile? What does it mean?

3. We have as short a spring;As quick a growth to meet decay,As you, or anything.We dieHyperbole because the speakers is used exaggerate words to dramatize his or her feelings.

4. Like to the summer’s rain;Or as the pearls of morning’s dew,

Simile because the speakers wants to compare the beauty of the daffodils with the summer’s rain, because rain in the summer day is very fresh, and the speakers wants to compare it with morning’s dew as well.

Overall this poem is dominated by apastrophe because the speaker tries to talk to the daffodils. And it seems like he adores to the daffodils. It makes the message and the content more easily to be accepted.

Historical information

Robert Herrick was live in Elizabethan era which famous with carpe diem. Carpe diem show about life is short so the poet wants to tell the readers about how short life is and how beautiful it is if we enjoy and try to see the beauty.Comment by Axioo: References? Any textual evidence in the poem?

Biographical Information

Herrick wrote over 2,500 poems, about half of which appear in his major work, Hesperides. He is well known for his style and, in his earlier works, for frequent references to lovemaking and the female body. His later poetry was more of a spiritual and philosophical nature. Among his most famous short poetical sayings are the unique monometers, such as "Thus I / Pass by / And die,/ As one / Unknown / And gone."Comment by Axioo: References? Any textual evidence in the poem showing that this is significant info?Comment by Axioo: In this poem?

The message

This poem advising the youth to enjoy and use the time wisely. Don’t let the condition like the daffodils who smile brightly when they bloom, but it’s only take a short time, the beauty will fade away quickly. Just like the short duration of the flowers, men too, die away soon. Life is short, make it better. Life once. Just enjoy our life.


Refferences

http://wiki.answers.com/Q/What_is_the_summary_of_to_daffodils_by_Robert_Herrick

http://www.poemhunter.com/poem/to-daffodils/

http://jacobeanlit4-5.wikispaces.com/5.+To+Daffodils+-+Herrick

HANDOUT 5

POETRY ANALYSISComment by Axioo: Elaborate your analysis. Make it more like a paper, not just compilation of points that don’t connect with each other. Basic versification, figurative language, biography, and/or history are the TOOLS to get to your analysis of the theme and message of the poem.

STOPPING BY WOODS ON A SNOWY EVENING

BY ROBERT FROST

Created by Group Six of E Class:

Brian Pradana Putra Murer (115110101111015)

Adidharma Pramudito(115110101111022)

Rella Coverries S (115110100111029)

Ni Nyoman Ayu Shri Smertini Adhi(115110101111030)

Febrian Dwi Indarwanto (115110101111064)

Tenri Wega Herawati (115110101111084)

Study Program of English

Department of Languages and Literature

Faculty of Culture Studies

University of Brawijaya

Malang

2013

Stopping by Woods on a Snowy Evening Comment by Axioo: You need only one / between feet Check the accent/ stress marks on the syllables. Check if the marks are placed appropriately.

By Robert Frost

Whose ‘woods these ‘are I ‘think I ‘know.A iambic tetrameter

/ ͜ -/ / ͜ -// ͜ -/ / ͜ -/His ‘house is ‘in the ‘village, ‘though;A iambic tetrameter

/ ͜ -/ / ͜ -// ͜ -// ͜ -/ He ‘will not ‘see me ‘stopping ‘hereB iambic tetrameter

/ ͜ -/ / ͜ -// ͜ -// ͜ -/To ‘watch his ‘woods fill ‘up with ‘snow.A iambic tetrameter

/ ͜ -/ / ͜ -/ / ͜ -// ͜ -/

My ‘little ‘horse must ‘think it ‘queer B iambic tetrameter

/ ͜ -// ͜ -/ / ͜ -/ / ͜ -/To ‘stop with’out a ‘farmhouse ‘near B iambic tetrameter

/ ͜ -/ / ͜ -/ / ͜ -/ / ͜ -/Bet’ween the ‘woods and ‘frozen ‘lake C iambic tetrameter

/ ͜ -/ / ͜ -/ / ͜ -/ / ͜ -/The ‘darkest evening ‘of the ‘year.B iambic tetrameter

/ ͜ -// ͜ -/ / ͜ -/ / ͜ -/

He ‘gives his ‘harness ‘bells a ‘shakeC iambic tetrameter

/ ͜ -/ / ͜ -/ / ͜ -/ / ͜ -/To ‘ask if ‘there is ‘some ‘mistake.C iambic tetrameter

/ ͜ -// ͜ -/ / ͜ -/ / ͜ -/The ‘only ‘other ‘sound's the ‘sweepD iambic tetrameter

/ ͜ -/ / ͜ -/ / ͜ -/ / ͜ -/Of ‘easy ‘wind and ‘downy ‘flake.C iambic tetrameter

/ ͜ -// ͜ -/ / ͜ -// ͜ -/

The ‘woods are ‘lovely, ‘dark, and ‘deep,D iambic tetrameter

/ ͜ -/ / ͜ -// ͜ -/ / ͜ -/But ‘I have ‘promi’ses to ‘keep,D iambic tetrameter

/ ͜ -// ͜ -// ͜ -/ / ͜ -/And ‘miles to ‘go bef’ore I ‘sleep,D iambic tetrameter

/ ͜ -/ / ͜ -/ / ͜ -/ / ͜ -/And ‘miles to ‘go bef’ore I ‘sleep. D iambic tetrameter

/ ͜ -/ / ͜ -/ / ͜ -/ / ͜ -/

1. Poetry Summary

In this poetry, the speaker wants to show us about his experience during his jurney with the aim is to keep the speaker promises to someone who lives in the place where his destination belongs to. But in the middle of the way he is distracted with the beauty of the nature “woods” but still he remind himself to continue his jurney so he will be able to keep his promises before he die. Comment by Axioo: Why using “..”?

2. Stanzaic Form

This poetry - “Stopping by Woods on a Snowy Evening” – consict of four stanzas. Each stanza contains of four line and it callled Quatrains.

3. Rhymes

· This poem writtern in iambic tetrameter. All of the line consist by four feet.

· The rhyme scheme of the poem is aaba, bbcb, ccdc, dddd.

· This poetry has a perfect rhyme.

4. Figurative LanguageComment by Axioo: Identify WHICH part belongs to WHAT figure of speech. Explain the characteristics of the figure of speech seen in that part, and explain the meaning and its connection with the poem’s meaning. Is “personifikasi” English?

Imagery:

Whose woods these are I think I know.

His house is in the village though;

(Sight Imagery)He will not see me stopping here

To watch his woods fill up with snow.

(Personifikasi)My little horse must think it queer

(Sight Imagery)To stop without a farmhouse near

(Hyperbole)Between the woods and frozen lake

The darkest evening of the year.

He gives his harness bells a shake

To ask if there is some mistake

(Imagery Auditory)The only other sound’s the sweep

Of easy wind and downy flake.

(Sight Imagery)

The woods are lovely, dark, and deep.

But I promises to keep,

And miles to go before I sleep,

And miles to go before I sleep.

5. Theme

The main theme of this poetry is to keep promises and the second theme is admires the beauty of nature. Comment by Axioo: Theme is usually a statement, not only a phrase/ topic.

6. Message

The message of this poetry is to tell us to keep our promises to someone eventhough there are obstacles.Comment by Axioo: What are the obstacles? Any textual evidence in the poem?

7. Historical BackgroundComment by Axioo: Or biographical?Any textual evidence in the poem showing these elements?

This poetry tells about someone’s journey in the middle of the woods after hesitating for some times then he continue his journey because he has promise to keep. It’s the same as Robert Forst’s journey to his home from the market. He wanted to buy Christmas presents for his children but he did not have enough money. His stop in the sidewalk because of his hesitation, but after his horse shake his body and make the bell on the harness ring, it seems that the horse tried to cheer him up. Then, he continued his journey to go home because he already had a promise to his children (Vincent, 2009)


8. References

SparkNotes Editors. (2002). SparkNote on Frost’s Early Poems. Retrieved May 20, 2013, from http://www.sparknotes.com/poetry/frost/

River State College. (2011). Writing handout L3: Understanding poetry. Retrived on May 28, 2013, from http://www.irsc.edu/uploadedFiles/ Student/AcademicSupport Center/WritingLab/L3-Understanding-Poetry-ASC.pdf

Vincent, Caitlin. Jordan Reid Berkow ed. “Robert Forst: Poems Study Guide: Summary and Analysis of “Stopping by Woods on Snowy Evening” (1923)”. GradeSaver, 12 May 2009 Web. 22 May 2013.

HANDOUT 6

The Analysis of “The Negro’s Tragedy”

A Poem by Claude McKay

Group 04

· Nadiya Farisya Ramdhani(0911110068)

· Nindia Rizana(0911110070)

· Chusnul Chotimah(105110101111093)

· Dinar Utami A.(115110100111033)

· Isna Nur L.(115110100111043)

· Sheilga Firdausa D.(115110100111044)

English Literature



2013

I. INTRODUCTION

Negro’s Tragedy by Claude McKay

It is the Negro’s tragedy I feel

Which binds me like a heavy iron chain,

It is the Negro’s wounds I want to heal

Because I know the keenness of his pain.



Or feel the thickness of the shroud of night

Which hides and buries him from other men.

So what I write is shot out of my blood.

There is no white man who could write my book

Though many think the story can be told

Of what the Negro people ought to brook.

Our statesmen roam the world to set things right.

This Negro laughs, and prays to God for Light!

1. Summary of the poem

This poem tells about black people who always reputed as a lower rank in America. The white man was at the centre of the cultural-circle, and the blackman was pushed to stand around them. In this poem, the speaker tries to support others negro to survive their life in that situation. The situation is very hard to facing but they always pray and fight for their freedom.Comment by Axioo: How? Your proceeding analysis must support the identification of this theme.

2. Theme

The major theme of the poem is “the black’s efforts to survive in a racist society”. It shows to the readers how black people suffer in situation when they were discriminated by society and their effort to fight and always pray for freedom.

II. DISCUSSION

1. Stanzaic Pattern, Rhyme, Rtyhm

In scanning a poem, knowing the rhythm, the rhyme, and the alliteration are very important. Those elements give a pattern to the poem. When the readers understand them, the readers will be able to read the poem well. The first stanza is octave and second stanza is sestet. The general rhyme pattern is a b a b, written in iambic pentameter and iambic pentameter with pyrrhic in the end of the line (line 2, line 4, line 6, & line 8).

1st Stanza: Octave (a stanza of eight lines)

/͜ - / ͜ -/ ͜ -/ ͜ -/ ͜ -/

It isthe Negro’s tragedyI feelperfect(a)Iambic PentameterComment by Axioo: For perfect rhyme, just summarize which lines rhyme perfectly. Give some examples.

/ ͜ - / ͜ - / ͜ - / ͜ - / ͜ ͜ /

Which binds me like a heavy ironchain, perfect(b)Iambic Pentameter with Pyrrhic in the end of the line

/ ͜ - / ͜ - / ͜ - / ͜ - / ͜ - /

It is the Negro’s wounds I want to healperfect(a)Iambic Pentameter

/ ͜ - / ͜ - / ͜ - / ͜ -/ ͜ ͜ /

Because I know the keenness of his pain.perfect(b)Iambic Pentameterwith Pyrrhic in the end of the line

/ ͜ -/ ͜ - / ͜ -/ ͜ - / ͜ - /

Only a thorn-crowned Negro and no whiteperfect(c)Iambic Pentameter

/ ͜ -/ ͜ - / ͜ - / ͜ -/ ͜ ͜ /

Can penetrate into the Negro’s kenperfect(d)Iambic Pentameterwith Pyrrhic in the end of the line

/ ͜ - / ͜ - / ͜ -/ ͜ - / ͜ - /

Or feel the thickness of the shroud of nightperfect(c)Iambic Pentameter

/ ͜ -/ ͜ -/ ͜ -/ ͜ -/ ͜ ͜ /

Which hides and buries him from other men.perfect(d)Iambic Pentameterwith Pyrrhic in the end of the line

2nd Stanza: Sestet (a stanza of six lines)

/ ͜ - / ͜ - / ͜ - / ͜ - / ͜ - /

So what I write is shot out of my blood.half(e)Iambic PentameterComment by Axioo: Half rhyme? With what? Just summarize which lines show half rhyme. Give some examples.

/ ͜ - / ͜ - / ͜ - / ͜ - / ͜ - /

There is no white man who could write my bookperfect(f)Iambic Pentameter

/ ͜ - / ͜ - / ͜ - / ͜ - / ͜ - /

Though many think the story can be toldhalf(g)Iambic Pentameter

/ ͜ - / ͜ - / ͜ - / ͜ - / ͜ - /

Of what the Negro people ought to brookperfect(f)Iambic Pentameter

/ ͜ - / ͜ - / ͜ - / ͜ - / ͜ - /

Our statesmen roam the world to set this rightperfect(c)Iambic Pentameter

/ ͜ - / ͜ - / ͜ - / ͜ - / ͜ - /

This Negro laugh, and praise to God to Light!perfect(c)Iambic Pentameter

Notes:

· In the poem above, the underlined letters are the Alliteration.

· The stressed syllable is symbolized with –

· The unstressed syllable is symbolized with ͜

2. Figurative LanguageComment by Axioo: Please check again. Have you identified the figures of speech correctly? How do the parts show the characteristics of the figure of speech? What do they mean? Can you relate it with the overall meaning of the poem? Please check your language use as well. When you don’t use biographical references, it’s better to use “the speaker” or “the person” than “the writer”.

· Simile → It is the Negro’s tragedy I feel

Which binds me like a heavy iron chain

· It is compared two things assert similarity. The things are the author’s feeling about the tragedy and the heavy iron chain that we know as an heavy thing to carry.

· Hyperbole → It is the Negro’s wounds I want to heal

Because I know the keenness of his pain.

· It is hyperbole because the writer want to emphasis his statement by the sentences “because I know the keenes of his pain” he wants to tell us the condition which full of sufferings at that time and he want to help theirs to” get up” from their sadness.

· Imagery (visual image) & Metaphor

→ Only a thorn-crowned Negro and no white

Can penetrate into the negro`s ken

· It is imagery (visual image) because the writer want to captured the tragedy of the negro`sickness at that time.

· It is metaphor because in this poem,white does not mean the things which has white skin such as the whole Europe or American people as the negro’s enemy.

· Imagery (visual image) & Personification

→ Or feel the thickness of the shroud of night

Which hides and buries him from other men.

· It is imagery (visual image) because usually the sadness and sickness captured by the situation of night.

· It is personification because itcompares the situation of night with the activity of human beings which can hide and buries someone else from the others.

· Metaphor→There is no white man who could write my book(line 10)

· The term white man metaphors from white peopleor Europe people.Comment by Axioo: Metaphor? Are you sure?

· Apostrophe & Metaphor→This negro laughs, and prays to God for lights(line 14)

· It is apostrophe because the writer wants to asked people to prays to God to get better life in the future.

· It is metaphor because the “light” is metaphor from the right way to get better life to negro’s people.

3. Biographical Approach

a. Festus Claudius McKay (Claude McKay) born in Sunny Ville, Jamaica, in 1889. He was the youngest child of Thomas Francis McKay and Hannah Ann Elizabeth Edwards.Comment by Axioo: Any connections with this poem?

b. He started writing poetry at the age of 10.

c. He works as a constable in Jamaican Capital, Kingston, but he experienced and encountered extensive racism and he returned home to Sunny Ville to continued writing poetry.

4. Historical Approach

“James Weldon Johnson once said that Harlem is indeed the great for the sight-seer; the pleasure seeker, the curious, the adventurous, the enterprising, the ambitious and the talented of the whole Negro world. When one thinks of the Harlem Renaissance, one thinks of the great explosion of creativity bursting from the talented minds of African-Americans in the 1920s.” Jeffrey B. Ferguson, one of negro’s artist also said: Comment by Axioo: Which parts are particularly related to the poem?

“We younger Negro artists who create now intend to express our individual dark-skinned selves without fear or shame. If white people are pleased we are glad. If they are not, it doesn't matter. We know we are beautiful. And ugly too. The tom-tom cries and the tom-tom laughs. If colored people are pleased we are glad. If they are not, their displeasure doesn't matter either. We build our temples for tomorrow, strong as we know how, and we stand on top of the mountain, free within ourselves.” (Gadget, n.d)

In “The Negro’s Tragedy”, Claude McKay tries to express and represent the feeling of African – American. The lines of the poem: Comment by Axioo: Are you talking about McKay as an individual or part of an era?

It is the Negro’s tragedy I feel

Which binds me like a heavy iron chain,

It is the Negro’s wounds I want to heal

Because I know the keenness oh his pain

· shows that Negro’s tragedy is experienced by the writer, it is a suffer, the situation gives difficulty and very hard to facing so the writer want to stop it. The other line:


Can penetrate into Negro’s ken

Or feel the thickness of shroud of night

Which hides and buries him from other men

So what I write is shot out of my blood.

There is no white man who could write my book

· shows that no one especially white people cannot understand the feeling because they do not experience it (underestimate). In the end of the poem:Comment by Axioo: What do you mean? Explain more

Though many think the story can be told

Of what the Negro people ought to brook.

Our statement roam the world to set the things right.

This Negro laughs, and prays to God for Light!

· Shows that the situation is too difficult to explain. Negro people fight for the right and struggle from their difficulty. They always survive and pray to God to get their freedom.

It give a sign that this poem is write in Harlem Renaissance which consider as most important literary, artistic and social movement of African – American movement to fighting for freedom.

III. CONCLUSION

The Negro’s Tragedy by Claude McKay is a poem that written in Harlem Renaissance era. It tells about how negro struggle in situation when they were discrimination by white people. The general rhyme pattern is a b a b, written in iambic pentameter and iambic pentameter with pyrrhic in the end of the line. The stanzaic form is octave and sestet. The moral value of this poem is people should fight for their freedom.

IV. REFERENCES

Gadget, Mr. (n.d).The Harlem Renaissance. Retrieve on May 20, 2013 from http://hubpages.com/topics/education-and-science/3398.

Giles, F.S. Modern American Poetry: Claude McKay’s Life. Retrieved on May 20, 2013 from http://www.english.illinois.edu/maps/poets/m_r/mckay/life.htm.

HANDOUT 7

The Analysis of

“Success is Counted Sweetest”

A Poem by Emily Dickinson

The member of group:

Sulistyaningrum (115110100111017)

Rae ShellaTivaniMareta (115110100111030)

DhianZhafarina (115110100111008)

Risa

HikmahNovianti (115110100111108)

Widya(115110101111029)

Study Program of English

Department of Language and Literature



2013

Success is Counted Sweetest

By Emily Dickinson

Success is counted sweetestBy those who ne'er succeed.To comprehend a nectarRequires sorest need.

Not one of all the purple HostWho took the Flag todayCan tell the definitionSo clear of Victory

As he defeated--dying--On whose forbidden earThe distant strains of triumphBurst agonized and clear!

I. INTRODUCTION

a. Background Info and Summary of the Poem

Success is beautiful, furthermore if it is gotten by the people who have fallen many times, and who have gotten many pains. Their pains can help them to be stronger. They have experience and strength because of their failure, and those make them get success or victory.There are no amazing and great people who can get the success itself today. There are no amazing and great people who can explain what actually success is. When someone has overcome the challenge which hampers him, and he can crosses the hampers, he will get the real success. And all of his pains will be recovered by the success itself.

The poem "Success is Counted Sweetest" is composed of only three stanzas of four lines each. Success is Counted Sweetest written by Emily Dickinson basically is about success is considered most desirable by those who have never been successful.

The poet proposes in the First Stanza, Lines 1 - 4, that success is the ultimate triumph and is sweetest to those who desperately desire it but have never obtain it. Success is sweetest to them than to the people who already have power and success. Some people work so hard and struggle to reach a goal, but somehow the fortunate ones who already have success, on the other hand, do not seem to appreciate it as much. To them success is like an everyday common occurrence.

Emily Dickinson turns to metaphors to illustrate this idea further. First she uses nectar in Line 3. In her century, nectar refers to the drink of Gods. So, to appreciate the good taste of sweet nectar, one must need to be hungry for it or unfamiliar with it. (See Line 3 and 4):

"To comprehend a nectar

Requires sorest need"

In Stanzas 2 and 3, Dickinson utilizes two scenes referring to war, most likely the Civil War. She proposes that the soldiers, who returned home held flags in celebration of their victory and bravery. However, these soldiers could not bravery or even a greater victory than those were fatally wounded in the combat zone. In the second scene, she illustrates with the power of her pen a dying soldier who could see clearly that victory was approaching, but sadly, also knew he would not triumph because death was calling him home too soon (Stanza 3):

"As he defeated - dying –

On whose forbidden ear

The distant strains of triumph

Burst agonized and clear."

b. The Poem’s Major Theme

The person who has the best meaning of success is the person who fails.Comment by Axioo: What do you mean?

II. DISCUSSION

a. (1 )Stanzaic Pattern

The stanzaic form of “Success Counted Sweetest” by Emily Dickinson is quatrain. Each stanza is contained of four lines.Comment by Axioo: Wrong word choice?

b. (1) Rhyme and Rhythm

The general rhyme pattern of this poem is a-b-c-b.

Success is Counted Sweetest

By Emily Dickinson

Success is counted sweetestaBy those who ne'er succeed.bTo comprehend a nectarcRequires sorest need.b

Not one of all the purple HostdWho took the Flag todayeCan tell the definitionfSo clear of Victoryg

As he defeated--dying--hOn whose forbidden eariThe distant strains of triumphjBurst agonized and clear!i

/ ͜ - /͜ - / ͜ - / ͜ /

Suc`cess is `counted `sweetestIAMBIC TETRAMETER WITH INCOMPLETE FOOT

/ ͜ - / ͜ - /͜ - /By `those who `ne'er suc`ceed.IAMBIC TRIMETER

/͜ - / ͜ - /͜ - /͜ /To `compre`hend a `nectarIAMBIC TETRAMETER WITH INCOMPLETE FOOT

/͜ - /͜ - /͜ - /Re`quires `sorest `need.IAMBIC TRIMETER

/͜ - /͜ - / ͜ - / ͜ - /

Not òne of àll the `purple `HostIAMBIC TETRAMETER

/ ͜ - / ͜ - /͜ - /Who `took the `Flag to`dayIAMBIC TRIMETER

/ ͜ - / ͜-/ ͜ -/ ͜ /Can `tell the `defi`nitionIAMBIC TETRAMETER WITH INCOMPLETE FOOT

/ ͜ - / ͜ - /͜ -/So `clear of `Victo`ryIAMBIC TRIMETER

/ ͜ - /͜ - / ͜ - / ͜ /As`he de`feated—`dying—IAMBIC TETRAMETER WITH INCOMPLETE FOOT

/͜ - / ͜ - / ͜ -/On `whose for`bidden èarIAMBIC TRIMETER

/ ͜ - / ͜ - / ͜ - /The`distant `strains of `triumphIAMBIC TRIMETER

/ ͜ -/ ͜ - / ͜ - /Burst àgo`nized and `clear!IAMBIC TRIMETER

c. (1)Figurative Language and Diction

Diction:

The diction in “Success is Counted Sweetest” by Emily Dickinson is remarkable and meaningful. The dictions like sorest, forbidden, distant, strains, burst, and agonized are proper to build the nuance of the poem. In the third line of the first stanza, she chooses the word ‘nectar’ to represent success. She uses the word ‘nectar’ to give an emphasis that success is sweet. In the first line of the second stanza, the word ‘purple’ represents royalty. In the second line of the second stanza, flag also represents success in the battle. Comment by Axioo: Since you haven’t used the biographical approach, use “the speaker”.Comment by Axioo: How do you know?Comment by Axioo: How do you know?

Figurative Language:

· Metaphor: Comment by Axioo: What are being Comment by Axioo: What are the objects of the comparison?

Stanza 1 line 1-2> "Success is counted sweetest, by those who ne'er succeed." Dickinson elaborates on how succeeding feel so luscious when you have been preceded by failure and disappointment.

Stanza 1 line 3-4> "To comprehend a nectar, requires sorest need." Here, it is no longer just about success, but about want and desire, too. “To comprehend a nectar,” that is, to truly understand all the wonderful aspects of nectar, and to be satisfied by it. While “requires sorest need” means that only the starving can truly appreciate food.

Stanza 2 line 1-2> “Not one of all the purple host, who took the flag to-day” it means that the arrogant people who achieve success though have won but do not have the true essence of victory. Comment by Axioo: How do you know they are arrogant?

· Personification:Comment by Axioo: What is being personified and how?

Stanza 3 line 2> "On whose forbidden ear" here, Emily Dickinson personifies victory and success for the one defeated as it is nothing less than a forbidden ear which does not listen to his call for victory.

(2)How the Figurative Language Helps to Establish the Theme

These figurative languages are all important to help the reader determine what theme is being applied in this poem. The main theme of this poem is that only the person seeking the final goal many times can get and feel the truly essence of success. Emily Dickinson wrote that “those who ne’er succeed” place the highest value on success and they “count” it “sweetest”. To understand the value of a nectar, the speaker says, one must feel “sorest need.” She says that the members of the victorious army (“The purple Host / Who took the flag today”) are not able to define victory as well as the defeated, dying man who hears from a distance the music of the victors.

d. (1)Biographical Approach

From the explanation about the poem, it shows that Emilly had to struggle to reach her dreams. In writing poem she also had a mentor that she really loved, Thomas. If we analyze this poem from a biographical point of view, this can be Emily’s response to those around her who attained the highest stature and success (maybe due to the social position, and thus, indifferent to the real taste of success). When she was child, her life was not easy. She was also well known for her unusual life of self-imposed social seclusion. She was living in a life of simplicity and seclusion. However, she had dreams. She always though if she could make her dreams come true, she would be the happiest woman in the world. (biography,2003)Comment by Axioo: Any references about particular failure/victory? Is is also reflected in the poem? Explain.

III. CONCLUSION

a. Summary of Analysis

The stanzaic form of “Success Counted Sweetest” by Emily Dickinson is quatrain. Each stanza is contained of four lines.The general rhyme for the poem is a-b-c-b.

The general rhythm that mostly uses in this poem is iambic trimester.Comment by Axioo: spelling

The diction in “Success is Counted Sweetest” by Emily Dickinson is remarkable and meaningful. The dictions like sorest, forbidden, distant, strains, burst, and agonized are proper to build the nuance of the poem. In the third line of the first stanza, she chooses the word ‘nectar’ to represent success. She uses the word ‘nectar’ to give an emphasis that success is sweet. In the first line of the second stanza, the word ‘purple’ represents royalty. In the second line of the second stanza, flag also represents success in the battle.

Figurative language that is used in this poem are:

Metaphor:

Stanza 1 line 1-2> "Success is counted sweetest, by those who ne'er succeed."

Stanza 1 line 3-4> "To comprehend a nectar, requires sorest need, requires sorest need"

Stanza 2 line 1-2> “Not one of all the purple host, who took the flag to-day”

Personification:

Stanza 3 line 2> "On whose forbidden ear"

b. Moral value/message

The person who has the best meaning of success is the person who fails. It is obviously seen that the message of the poem is that people who do not succeed are those who truly understand success for what it is.

1V. REFFERENCES

Julia. (2011). Success is Counted Sweetest. Retrieved on May 26th, 2013 from http://nefedovajulia.blogspot.com/2011/04/success-is-counted-sweetest.html

Valdez, A. 2010. Metaphor. Retrieved 26 May 2013 from http://alexisvaldez.freewebspace.com/metaphor.html

Moreno, J. et al. 2010. Success is Counted Sweetest. Retrieved 26 May 2013 from http://english3period2emilydickinson.wikispaces.com/Success+is+Counted+Sweetest

Lipsmeyer, J.Janie. 2012.Poetry analysis: Success Is Counted Sweetest, by Emily Dickinson.Retrieved 26 May 2013 fromhttp://www.helium.com/items/2402158-poetry-analysis-success-is-counted-sweetest-by-emily-dickinson

HANDOUT 8

Masterrima Siti Anisyah

Mutia Tania

Ahmad Musaddad

REMEMBER by CHRISTINA ROSSETI

Remember me when I am gone away, a

Gone far away into the silent land;b

When you can no more hold me by the hand,b

Nor I half turn to go yet turning stay.a

Remember me when no more day by daya

You tell me of our future that you planned;b

Only remember me; you understandb

It will be late to counsel then or pray.a

Yet if you should forget me for a whilec

And afterwards remember, do not grieve;d

For if the darkness and corruption leaved

A vestige of the thought that one I had,e

Better by far you should forget and smilec

Than that you should remember and be sad.e

· Stanzaic Form “remember” is a sonnet with Italian form. It can be divided into 2 part.

1. An octave is a stanza of eight line.

2. A sestet is a stanza of six lines.

· Sound Pattern-Rhyme There is a perfect rhyme, following the pattern ‘abba, abba, cddece’. ‘Abba’, ‘abba’ corresponds to the octave, ‘cddece’ correspond to the sestet. The pattern in the sestet is less regular than the octave. This is because the speaker seems to rethink her demand about remembering her and suddenly announces that he may forget her in the sestet. The thought pattern is less simple, so the rhyme scheme becomes more complex.

· Diction The only unusual word is ‘vestige’, which means ‘trace’ or ‘hint’.

Rhyme Comment by Axioo: rhyme/rhythm? You can do them on one text to save space. Check the metrical analysis.

Rememb‘er me ‘ when I ‘ am gone ‘ away ‘

/ - ‘ / - - /- - /- ‘ / - ‘ / iambic pentameter with two pyrrhics

Gone far ‘ away ‘ into th’e silent ‘ land‘

/ ‘ ‘/ - ‘ / - - / - ‘ / - ‘ / iambic penta with one spondoic and one pyrrhic

When you ‘ can no ‘ more hold ‘ me by ’ the hand’

/ - - / - ‘ / - ‘ / - - / - ‘ / pyyrhic penta with two iambics, one trochaic

Nor I ha ’ lf turn ‘ to go ‘ yet turn ’ ing stay.

/- - / ‘ ‘ / - ‘ / ‘ ‘ / - ‘/ one pyyrhic, two spondaics, two iambics

Remember ‘me when no more day by day

/-‘ / - - / - ‘ / ‘ ‘ / - ‘ / iambic penta with one pyrrhic and one spondaic

You tell ‘ me of ‘ our fu ‘ ture that ‘ you planned; ’

/ - ‘ / - - / - ‘/ - ‘ / - ‘ / iambic penta with one pyrrhics

Only ‘ rememb ’ er me ‘ you un’derstand ‘

/’ -/ - ‘ / - - / - - / - ‘ /one troichaic, two iambics and two pyrrhics

It will ‘ be late ‘ to couns’el then ‘ or pray ‘

/ - -/ - ‘ / - ‘ / - - / - ‘ /iambic penta with two pyrrhics

Yet if you ‘ should forge’ t me fo’r a wh’ile’

/ ‘ - / - - / ‘ - / - - / - ‘/ two trochaics, two pyrrhics, one iambic

And after ’ wards rememb ‘ er, do ‘ not grieve’

/ - ‘ / - ‘ / - ‘ / - ‘ / - ‘ /iambic penta

For if ‘ the dark’ness and ‘ corrup ‘ tion leave’

/ - - / - ‘ / - - / - ‘ / - ‘ /iambic penta with two pyrrhics

A vesti ‘ ge of ‘ the thought ‘ that one ‘ I had’

/ - -/ ‘ - / - ‘ / - ‘ / - - / iambic penta with two pyrrhic

Better ‘ by far ‘ you should ‘ forget ‘ and smile’

/ ‘ - / - ‘ / - - / ‘ - / - ‘ /two trochaics, two iambics, one pyrrhic

Than that ‘ you should ‘ rememb ‘ er and ‘ be sad’

/ - - / - - / - ‘ / - - / - ‘ / pyrrhic penta with two iambics

Figurative Language

· Metaphor :Comment by Axioo: Why do they belong to these figures of speech? What is the meaning of each?Don’t use bullets.

· Remember me when I am gone away,

· Gone far away into the silent land;

· Imagery :

· When you can no more hold me by the hand,

· For if the darkness and corruption leave

Biographical and Historical

Christina Georgina Rossetti was born in London in December 1830, into a family of poets and artists. She was the youngest of four children. Her father was an Italian poet. She was educated at home by her mother. Rossetti suffered a nervous breakdown at the age of 14. In later years this was followed by bouts of depression. She was close to her brother Dante Gabriel Rossetti, and was linked through him with an art movement that studied nature. She lived a secluded life. She died of cancer in December 1894. Comment by Axioo: Reference? Relevance to the poem?

Rossetti was one of the most important women poets of the 19th Century. Much of her poetry is religious, though she wrote some passionate love-poetry. Rossetti refused two offers of marriage because of religious differences. In her late teens she became engaged to the painter James Collinson but this relationship eventually ended because of religious differences when Collinson became a Catholic.

Rosetti wrote the poem ‘Remember’ when she was 18 or 19 and engaged to Collinson. Some readers of this poem think it is concerned with the nearness of death and the unimportance of earthly love. They say that lots of Rossetti’s poems show that being in love tended to remind her of death. Other readers think Rosetti wanted to end the relationship as her fiancé was crowding her out, trying to control her. Also there was a growing religious difference between them as Collinson was about to become a Catholic. In other words, it is a poem about a woman’s plan to regain her personal freedom.

Biographical and Historical

---Comment by Axioo: Theme? Message? Conclusion? Reference list?

HANDOUT 9

(GROUP 5DIAH WIDAYANTIHOPIYANTOPAMELA FATMASARI)"To Daffodils“ by ROBERT HERRICK

Fair daffodils, we weep to seea/ - ‘ / - ‘ / - ‘ / - ‘ / iambic tetrameterYou hast away so soon:b/ - ‘ / - ‘ / - ‘ /iambic trimeterAs yet the early-rising sunc /- ‘ / - - ‘ /- - ‘ / anapestic trimeter with an iambic onthe 1st footHas not attained his noon.b/- ‘ / - ‘ / - ‘ /iambic trimeterComment by Axioo: should be written below the line it represents.

Stay, stay,d/- -/pyrrhic monometerUntil the hasting dayd/- ‘ / - ‘ / - ‘/iambic trimeterHas rune/- ‘/iambic monometerBut to the evensong;f/- - ‘ / - - ‘/anapest dimeterAnd, having prayed together, weg/- ‘ / - ‘ / - - ‘ / -/iambic tetra meter with anapestic inthe 3rd foot with unstressed in the 4th footWill go with you along.f- ‘ / - ‘/ -iambic trimeter

We have short time to stay, as you,h/- ‘ / - ‘ / - ‘ / - ‘/iambic tetrameterWe have as short a spring;I/- ‘ / - ‘ / - ‘/ iambic trimeterAs quick a growth meet decay,j /- ‘ / - ‘ / - - ‘/ iambic trimeter with anapestic inthe 3rd footAs you, or anything.I /- ‘ / - - ‘/ iambic dimeter with anapestic in the 2nd foot

We die,k/- ‘/iambic monometerAs your hours do, and dryk/- ‘ / - ‘ / - ‘ /iambic trimeterAway,j/- ‘/iambic monometerLike to the summer’s rain;m/‘ - / - ‘/ - ‘/iambic trimeterOr as the pearls of morning’s dewn/- ‘ / - ‘/ - ‘ / - ‘/iambic tetrameterNe’er to be found again.m/- ‘ / - ‘ / - ‘/iambic trimesterComment by Axioo: Check and revise the rhyme pattern.

SUMMARY

The speaker talks about the beauty of daffodils, but we have short time to see the beauty of daffodils because Daffodils have short time to live.

THEME

Something that can’t be everlasting

STANZAIC FORM

The poem consist of 2 stanza, every stanza consist of ten lines.

Analysis of Figurative Language

• Line 1 “Fair Daffodils, we weep to see”Fair Daffodils = Apostrophe Here, the poem’s speaker wants to address the Daffodils, yellow trumpet-shaped flower, as a nonhuman being as if it is a human being which alive/present and could reply, with the form of address “Fair Daffodils”

• Line 2 “You haste away so soon”You haste away so soon = PersonificationThe word “You” here was refers to the Daffodil, a yellow trumpet-shaped flower, as an object (not an human being/person), but in this line “You haste away so soon”, this line tells us with personified as if the daffodils can move quickly/hurriedly (show an action in move like a person)

• Line 3 “As yet the early-rising sun”As = SimileIn line 3, the poem’s speaker was comparing dissimilar things between the Daffodils with the sun which is rising early in the morning, with the word “as” to link the images. The two objects being compared are the Daffodils and the sun which early rising to show how shorts the time was.

• Line 4 “Has not attained his soon” His (= Sun) soon = PersonificationIn line 4, the poem’s speaker stated that His soon, the word “his” here refers to the early-rising sun’s period.

• Line 5 - 7“Stay, stay,Until the hasting day Has run”→ Apostrophe & PersonificationFrom the point of view Apostrophe side, this line is a set of sentence like in this form “Stay, stay, until the hasting day has run”. And this sentence seems like a direct sentence in addressing a person. From the point of view Personification side, this line stated that “… hasting day has run”, from this phrase, it is clear that this phrase show as a personification, since we know that the day was non-human object, but it is stated with the verb “has run”, which is to show that the day was also human being which is can flowing like a human-being condition/life.

• Line9 – 10 “And having prayed together, we” and “Will go with you along”We & You = The Daffodils and the speaker’s poem = ApostropheThe word “We” here was to address the daffodils and the poem’s speaker.

• Line11 “We have short time to stay as you;”We = Apostrophe …. as you; = SimileThe word “we” was refers to the poem’s speaker and the readers also; who comparing with the Daffodils which are has short time in this life.

• Line12 - 13 “We have as short a spring;” and “As quick a growth to meet decay”We = Apostrophe …. as short a spring; = SimileAs quick ….= Simile The word “we” was refers to the poem’s speaker, the reader, and the Daffodils also; who comparing with a spring which is also has a short period in their lives, which capable in make damage something in short period.

• Line14 “As you, or anything”As ….= Simile

• Line 16 “As your hours do, and dry”As ….= SimileThe word “As your hours do, and dry” was show that the period/the time in our lives was so short ended; anything was easily ended in short period, so we must do something useful in our life.

• Line 17 “Like to the summer’s rain;”Like … = SimileThe word “Like…’ was clear that it is a Simile, since it is comparing two things which dissimilar, between, our short period in life and the rain period in summer season.

• Line 18 “Or as the pearls of morning’s dew”As…= SimileThe word “As…’ was clear that it is a Simile, since it is comparing two things which dissimilar, between, our short period in life and the pearls in the morning with some dew.Comment by Axioo: Read the poem carefully. Understand the context. Don’t focus only on a line.Check again if you have identified and explained the figures of speech used in this poem.

BOGRAPHICAL INFORMATION

The poem is related with his life, herrick never Herrick never married, and none of his love-poems seem to connect directly with any one beloved woman. He loved the richness of sensuality and the variety of life, and this is shown vividly in such poems as Cherry-ripe, Delight in Disorder and Upon Julia’s Clothes, besides almost his poems describe that this life is short, the world is beautiful and we must do the best from it. It can be shown from the poems to daffodils, To the Virgins, to make much of Time.Comment by Axioo: Reference? Any relevance to the poem?Comment by Axioo: What about in THIS poem?

HISTORICAL APPROACH

This poem is wrote in restorian era. It is called the Age of Dryden, because Dryden was the dominating and most representative literary figure of the Age. Throughout the period, the lyric, ariel, historical, and epic poem was being developed. Comment by Axioo: Reference? Relevance to the poem? Please explain clearly.

MESSAGE

Life is short, and world is beautiful, love is splendid and we must use the short time we live to make the most of it.

REFFERENCES

http://www.poets.org/poet.php/prmPID/197#sthash.lX9nbbzu.dpuf

http://en.wikipedia.org/wiki/Restoration_literature

http://neoenglishsystem.blogspot.com/2010/12/restoration-period-1660-1700.html

http://en.wikipedia.org/wiki/Robert_Herrick_(poet)

HANDOUT 10

POEM ANALYSIS

“TO DAFFODILS”

RISKI PERMATASARI 115110100111049

LULUK LUTFIYA HANUM 115110100111051

HIDAYATI FAIZATULLAILI 115110100111052

ENGLISH DEPARTMENT

FACULTY OF CULTURE STUDIES

UNIVERSITY OF BRAWIJAYA

2013

To Daffodils

By Robert Herrick

/- ‘ / - ‘ / - ‘ / - ‘ /iambic tetrameterFair ‘daffo’dils, we ‘weep to ‘see(A)/- ‘ / - ‘ / - ‘ /iambic trimeterYou ‘haste a‘way so ‘soon;(B)/- - / - ‘ / - ‘ / - ‘ /iambic tetrameter with a pyrrhic on the 1st footAs yet the ‘early-‘rising ‘sun(C)/- -/ - ‘ / - ‘ /iambic trimeter with a pyrrhic on the 1st footHas not at‘tained his ‘noon.(B)/ ‘‘ /spondaic monometer‘Stay, ‘stay(D)/- - / - ‘ / - ‘ Until the ‘hasting ‘day(D)/- ‘ /iambic tetrameter with a pyrrhic on the 1st footHas ‘run(C)/- - / - ‘ / - ‘ /iambic trimeter with a pyrrhic on the 1st foot But to the ‘even‘song;(E)/- ‘ / - ‘ / - ‘ / - ‘ /iambic tetrameterAnd, ‘having ‘pray’d to‘gether, ‘we(A)/- ‘ / - ‘ /- ‘ /iambic trimeterWill ‘go with ‘you a‘long.(E)Comment by Axioo: The stress marks on the stressed syllables are not very clear.

/- ‘ / - ‘ / - ‘ / - ‘ /iambic tetrameterWe ‘have short ‘time to ‘stay, as ‘you,(F)/- ‘ / - ‘ /- ‘ /iambic trimeterWe ‘have as ‘short a ‘spring;(G)/- ‘ /- ‘ / - ‘ / - ‘ /iambic tetrameterAs ‘quick a ‘growth to ‘meet de‘cay,(H)/- ‘ / - ‘ / - - /iambic dimeter with a pyrrhic on the 3rd footAs ‘you, or ‘anything.(G)/- ‘ /iambic monometerWe ‘die(I)/- - / - ‘ / - ‘ As your hours ‘do, and ‘dry(I)/- ‘ /iambic tetrameter with a pyrrhic on the 1st footA‘way(H)/- - / - ‘ / - ‘ /iambic trimeter with a pyrrhic on the 1st footLike to the ‘summer’s ‘rain;(J)/- - / - ‘ / - ‘ / - ‘ /iambic tetrameter with a pyrrhic on the 1st footOr as the ‘pearls of ‘morning’s ‘dew,(K)/- - / - ‘ / - ‘ /iambic trimeter with a pyrrhic on the 1st footNe’er to be ‘found a‘gain.(J)

POEM’S MEANING

In his poem ‘To Daffodils’, the poet Robert Herrick begins by ‘we’ that implied for all of us as human. He said that we feel sad to see the beautiful daffodils being wasted away very quickly. The duration of their gloom is so short that it seems even the rising sun still hasn’t reached the noon-time. The poet then addresses the daffodils and asks them to stay until the day ends with the evening prayer. After praying together he says that they will also accompany the daffodils.

“We have short time to stay, as you,We have as short a spring.”

Robert Herrick compares human life with the life of daffodils. Further he says that both of them grow very fast to be destroyed later. Just like the short duration of the flowers, people only have a short time in their life. Their life is as short as the rain of the summer season, which comes for a very short time; and the dew-drops in the morning, which vanish away and never return again.Comment by Axioo: You haven’t used biographical approach, so are you sure it’s him?

RHYME

Alliteration

“fair daffodils, we weep to see” l. 1

“you haste away so soon” l. 2

“we have short time to stay, as you” l. 10

“we have a short spring” l. 11

STANZAIC FORM

“To Daffodils” is Spenserian stanza; it consists of nine lines in each stanza.Comment by Axioo: Really?

THEME

A constant theme of the songs written by Robert Herrick is the short-lived nature of life and the short passage of time. We find a note of melancholy/sadness in his poem which arises out of the realization that beauty is not going to stay forever.Comment by Axioo: What beauty? Is it only about beauty?

MESSAGES

From the poem we can take some message that life is short as the life of daffodils. We must spend the time of our life with the joy and do such good and useful things.

FIGURATIVE LANGUAGE

“Fair Daffodils, we weep to see”Fair Daffodils Apostrophe the poet wants to talk to the Daffodils, as a nonhuman being as if it is a human being which alive and could reply.

“You haste away so soon” PersonificationThe word “You” here was refers to the Daffodil, this the poet considers the daffodils can move quickly/hurriedly (show an action in move like a person)

“As yet the early-rising sun”As Similethe poet is comparing between the Daffodils with the sun which is rising early in the morning, with the word “as” to link the images. The two objects being compared are the Daffodils and the sun which early rising to show how shorts the time was.

“Has not attained his soon” His (Sun) soon PersonificationIn line 4, the poem’s speaker stated that His soon, the word “his” here refers to the early-rising sun’s period.

“Stay, stay,Until the hasting day Has run” Apostrophe & PersonificationApostrophe: this line seems like a sentence in addressing a person. Personification: this line stated that “… hasting day has run”, from this phrase, we know that the day was non-human object, but it is stated with the verb “has run” which is the human being activity.

“And having prayed together, we” and “Will go with you along”We & You (The Daffodils and the speaker’s poem) ApostropheThe word “We” here was to address the daffodils and the poem’s speaker.

“We have short time to stay as you;”We Apostrophe as you SimileApostrophe: The word “we” was refers to the poet and the readers also.Comment by Axioo: Read more thoroughly. A figure of speech isn’t always used in ONE line only.Identify the figure of speech AND explain the meaning.

Simile: we is compared with the Daffodils which are has short time in this life.

“We have as short a spring;” and “As quick a growth to meet decay”We Apostrophe as short a spring SimileAs quick Simile Apostrophe: The word “we” was refers to the poet, the reader, and the Daffodils also;

Simile: we is compared with a spring which is also has a short period in their lives, which can make damagein short period.

“As you, or anything”As Simile

We is again compared with the daffodils.

“As your hours do, and dry”As Simileshow that the time in our lives was very short, so we must do something useful in our life.

“Like to the summer’s rain;”Like SimileIt is comparing between our short period in life and the rain period in summer season that is also has short period.

“Or as the pearls of morning’s dew”As Simileit is comparing between our short period in life and the pearls in the morning with some dew.

BIOGRAPHICAL APPROACH

Rob

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