Archivo de la etiqueta: literature

Song by Alun Lewis

This year in literature, we have been divided into groups and given poems to analyze. I worked on Song by Alun Lewis next to Rosario Vago, Ines Galmarini and Otto Kreutzer.

To begin with, we did some research on the poet. We learned that Alun Lewis was a welsh poet, who died in 1944, at 28 years of age, during a campaign to Japan. He was a pacifist who went to war, to try to finish with fascism.

Secondly, we worked on an analysis of the poem. We interpreted the poem as the passing of the husband of a woman and how she deals with it throughout time.  We understood the poem as her process of moving on. How she was stuck, but through time and realizing her husband was no more, it was time to move on.

Moreover, we came up with another interpretation of the poem. We could also understand it as if the poem described the life as a pregnant woman, whose baby passes away in the third term and the woman has to deal with this lose.

This poem is full of literary devices such as enjambment, symbolisms, personification, metaphors and imageries.

Following this, we looked for a song which we could relate to the poem. We decided on the son of could which you can find in the presentation. We felt that the lyrics next to the slow rhythm made this song perfect for this poem.

Lastly, we created a Kahoot, which made the end of the presentation a lot of fun.

«An Inspector Calls» by J.B. Priestly

On Friday the 11th we started reading our play for the GCSE examination; An Inspector Calls.

The play has three acts which all take place in a dinning room of a suburban house.

The background.

It was written in 1945, and the time period of the story is 1912. Priestly was against Capitalism and in the story Arthur Birling is shown as a capitalist man. The story is set in the Edwardian Era, were there was prosperity for the middle class and industrialist. But also, the working class was discontent which led to strikes.

The characters are:

  • Mr. Arthur Birling Father: He is very money minded, he thinks the titanic is unsinkable and that war was not coming. As Priestly reflects capitalism in Arthur we can say that he pays poor wages and earns a lot of many.
  • Mrs. Sybil Birling Mother
  • Sheila Birling Daughter
  • Eric Birling Son: Loves drinking. The black ship of the family.
  • Gerald Croft Sheila’s fiancée: He is a liar, he told Sheila that he was very busy with work when he was actually having an affair. He is part of the upper class, and that is why Arthur wants him to marry her daughter, it meant more money.
  • Inspector Goole
  • Eva Smith

Now that we’ve finished reading act one, we answered some question that are the end of book.

I answered from 9 to 14 with: Lucas, Gonzalo and Martin.

Fran and Otto answered questions 24, 25, 26 and 27.


Maria, Margui and Miu answered questions 12,13,14,15,16 and 17.

Ignacio, Benja, Jero, Santi answered questions 19,20,21,22 and 23.

Fefi and Sil answered questions 3,4,5,6 and 7.

Juana, Chivy, Flor and Ele answered questions 15, 16, 17, 18, 19 and 20.

Vicky, Lola and Ine answred questions 6,7,8,9 and 10.

An Inspector Calls

Rochi V, Martu and Rochi S answered questions 1, 2,3,4 and 5.

Act Two:

Now that we finshed reading Act 2, we did an analysis of two steps.

First we did a mindmap relating Mrs. Birling, Gerald, Eric, Sheila and Mr. Birling to Eva Smith.


And the second step was answering question 1;2;6;7;19;20;21 and 22.

  • 1. What is the mood at the dining room at the start of act 2?

The mood at the dining room at the beginning of act 2 is tense. They were talking about Gerald’s affair with Eva Smith, and the Inspector left them alone to discuss this problem. Here the mood started being more tense, since they were going to get married and Sheila discovered that Gerald had been cheating on her with another woman, Daisy Renton.

  • 2. Why do Gerald and Sheila react “bitterly” to each other?

They were disappointed with each other as Sheila discovered that Gerald had cheated on her with Eva.

  • 6. How does Mrs Birling re-enter the dinning-room? Why does Sheila warn her?

Sheila understood how the Inspector thought and she knew he was playing mind games, trying to make everyone curious and trying to get each other to fight. When Mrs. Birling entered she was very assured that Eva had nothing to do with her, although she was wrong. So Sheila, warned her mother for her to know that something bad was coming.

  • 7. What is Mrs Birling’s attitude to Eva Smith?

Mrs. Birling completely ignored the possibility that she was responsible for Eva’s death. When Eva asked for help in her charity she used her power inside the committee to get her request denied, only because Eva made herself be called Mrs. Birling, when she knew that there weren’t other Birlings outside her family. She blamed the father of the baby, since she thought it was his responsibility.



  • 20. What makes Sheila suddenly aware of Eric’s involvement?

Sheila realizes how important was Eric when her mother started describing the father of the baby of Eva Smith; he was young, rich, drunk and jobless. Then when Eva when to the charity, she used the surname Birling. These made Sheila recognize who the father of the baby was, Eric.

  • 21. Why does Mrs Birling react in a “frightened” way?

Mrs. Birling reacts in a frightened way because she still thought that Eric was a child, that he wasn’t capable of doing such things like getting drunk, stealing and getting a girl pregnant. Also she said she denied Eva’s petition because it was the father’s responsibility, therefore it was Eric’s responsibility.

  • 22. What is the mood at the dining-room as Eric re-enters?

When Eric re-enters the dinning room, everyone was shocked, because they discovered his relation with Eva.



Contemporary Literature

This is a presentation which two kids from Senior 2 did on contemporary literature.

This is a video on characteristics of contemporary literature.



1. Uses code switching between elevated literary language and “lower” forms, between high art and low art

2. Deploys metafictional techniques to draw our attention to the work’s relationship (or non-relationship) to “reality”

3. Emphasizes performative nature of our identities; they aren’t “true” or natural but just seem that way because they are consistent and persistent

4. Emphasizes fragmentation in human experience of postmodern culture, and as an artistic strategy

5. Breaks down our faith in the supremacy of the rational, scientific human being (e.g. comparisons between animals and humans and machines)

6. Questions our ability to understand ourselves and our culture

7. Questions omniscience by questioning our ability to accurately see reality

8. Questions the link between language and reality (everything is a biased representation)

9. Depicts border-crossing and migration as fundamental to human experience

10. Emphasizes the permeability of old boundaries: between men and women; between the East and the West; between high and low culture

11. Shows people struggling to find meaning in a world that doesn’t offer us the old assurances (of either faith or science)

The Lost Woman by Patricia Beer

She was born in November 4th 1919. In Devon.

She died in the 15th of August in 1999.  In Devon.

She studied in Oxford University.

She was a poet and a critic.

She started writing poetry after the First World War.

She lived in Italy.

She was married twice.

She edited several significant anthologies.

The poem: 

My mother went with no more warning
than a bright voice and a bad pain.
Home from school on a June morning
And where the brook goes under the lane
I saw the back of a shocking white
Ambulance drawing away from the gate.

She never returned and I never saw
Her buried. So a romance began.
The ivy-mother turned into a tree
That still hops away like a rainbow down
The avenue as I approach.
My tendrils are the ones that clutch.

I made a life for her over the years.
Frustrated no more by a dull marriage
She ran a canteen through several wars.
The wit of a cliché-ridden village
She met her match at an extra-mural
Class and the OU summer school.

Many a hero in his time
And every poet has acquired
A lost woman to haunt the home,
To be compensated and desired,
Who will not alter, who will not grow,
A corpse they need never get to know.

She is nearly always benign. Her habit
Is not to stride at dead of night.
Soft and crepuscular in rabbit-
Light she comes out. Hear how they hate
Themselves for losing her as they did.
Her country is bland and she does not chide.

But my lost woman evermore snaps
From somewhere else: ‘You did not love me.
I sacrificed too much perhaps,
I showed you the way to rise above me
And you took it. You are the ghost
With the bat-voice, my dear. I am not lost.’


Analysing Romantic poems

This class we analysed the elements of romantic poems that we have already read. I did it with Francisco Lusso and Jeronimo Leguizamon.


Element-Poem The Clod and the Pebble Passion She was a Phantom of Delight.
Escapism Yes. “Then the sky spoke to me in language clear” She escapes from realism, she spoke to the sky and the nature because she is sad.
Nature Yes. “Trodden with the cattle’s feet”. Cattle means bovine animals and it’s is probably in the countryside. Yes “This your nature is” She is in love  with nature and she is nature.
Hellenism Yes. “And builds a Heaven in Hell’s despair”. The Clod believed she lived in a world of happiness, love, innocence, generous. Yes “ heartbreak” She loves someone but he didn’t love her. He is in love with the woman.
Imagination Yes “ Then I saw visible substances inmortal” She imagines that the sky is giving an answer to her. He is exaggerating  perfection of this woman.
Supernaturalism Yes. “So sung a little Clod of Clay”. This is supernaturalistic as Clod’s don’t sing.   Yes Not every day you can find a perfect woman.
Subjectivity Yes. “Love seeketh only self to please”. Each rock gives their opinion.


«Of White Hairs and Cricket» By Rohinton Mistry

Today we started analysing a new story.

First we read about the writer.

  • Indian born Canadian.
  • Born: 1952
  • He writes post-colonial literature
  • He has a degree in: maths, economics, English, philosophy.
  • He was a Parsi origin. He explores the daily life of Indian parsis.
  • He writes in English, the language of the colonizers (the oppressor)
  • He was been awarded many book prizes.



Post-colonial literature: Literature written in a country after their independence. This influences the story in many ways.   

Parsi: People from ancient Persia and follower of the religion of Zoroaster, who currently lives in India. The main components of Zoroastrianism and the Parsi community is the concept of purity and pollution, initiation, daily prayers, temple worship, marriage, funerals, and general worship. They are found in India, Pakistan and Pakistan.  They reached escaping from the Muslims.

Diaspora: is a scattered population with a common origin in a smaller geographic locale. Diaspora can also refer to the movement of the population from its original homeland.


In Pairs.

  • Why is it a story of coming of age(rite of passage)?
  • Themes? Tone?
  • Point of view?
  • Identify the following moments.

Setting: post-colonial India, low class family.

Element of instability(triggering event): the narrator lives the world literally, he can’t see things metaphorically.

Conflict: he has to obey his father. He has to do as his father says!

Specular moment: he saw Viraf’s father reflecting his father in the future.

Climax (2 epiphany moments): when he leaves Viraf’s house literally but he metaphorically leaves his childhood behind and he realises that the white hair means that his father is getting old. And his father can’t play cricket any more because he is growing old.

Resolution: He realizes that the feeling of being with his father is more important than a disgusting job.




  1. As the story is a flashback the narrator wants to emphasize how people are immortal and how this provokes suffer when you realize it and when people leave your life.
  2. Theme: rebellion, rite of passage, acceptance, passing of time and lose of innocence.
  3. Tone: melancholic, happy, sad and nostalgic.
  4. 1st person. All the story is a flashback.

Friday 4th of August.


  1. Explore this story as a story of coming of age (rite of passage). Especially focus on: unawareness to awareness.
  2. The boy has to come to terms with the passing of time and the loss involved. Focus: cricket matches and the boy’s dad.
  3. Later in the story, the boy starts to mature and changes his perspective of life. Focus on: infinitude vs finitude and fantasy vs reality.
  4. Explore the specular moment and the 2 epiphanies the boy has.
  5. Explore the significance of the title.

Answers (I did it with Jeronimo Leguizamon)

  1. The boy didn’t want to do the horrible job of plucking out his fathers white hair, but when he realized that his father was getting older and near to dying, he felt pleased and happy to do it every Sunday.
  2. When his father was younger, they used to play cricket matches, but now that he is in pain and doesn’t have so much energy as he had before, he can’t go to play cricket in the weekend as he did before. As regards the loss is the loss of innocence.
  3.  The specular moment is when he sees Viraf’s father sick, and he can see his own father like Viraf’s when he was younger. The epiphanies from the boy were that everyone grow6tgv s old and eventually die, this is related with his that.
  4. This title has got two parts. Of white hairs, is connected with the future, and being old. Cricket is connected to the past, being young. By this you can predict a rite of passage.

Rite of passage, there are five steps that must be completed to be a rite of passage, if they are incomplete there is not rite of passage.

  1. An unattainable object of desire.
  2. Trespassing (the father, figure authority)
  3. A dare (a challenge).
  4. Understand the mischief. To accept responsibility.
  5. Apologizing.


«Lover’s Infinitness» John Donne

John Donne (1572-1631)
What kind of poet was he?
Metaphysical poet
Main topics
All (11 times)
Love (7 times)
Thy: your
Thee: you
Doth: does
Thou: you

Speaker: man
Addressee: woman
A man is talking to his beloved.

Check: lyrical I
(post in blog about lyrical i)
You don’t the gender it could be he /she/ it.

Hyperbaton: alteration of the logical order of the words in a sentence or in which normally associated words are separated.
It’s used for emphasis.

3 stanzas.
11 lines each.
Regular poem
Metaphysical poem.
Poem in 1st person.
Don’t confuse writer and voice.

1) summarize the stanza in your own words.
1-  The speakers says that if he doesn’t have her love yet, he will never do. He doesn’t want to suffer anymore for her love.
2 & 3) Love is a transaction.

4) Love is all for the voice.

He accepts that he will never have her love.

Stanza 2:

1) The stanza says that the man received little from his lover, and he knew that her had more so he asks her to give him all of it or nothing.

2) He was not the only one. Competition.  (Threads)

3) offer to pay a higher price for something than (another person). Others offer more than him.

4) He was the owner of her heart so he is the owner of everything there.

5) Nature.


«Love III» by George Herbert

For the last 2 literature classes we have been analyzing and talking about the poem » Love III» by George Herbert.

In our first class we took notes about Herbert and the poem in Evernote.

  • Christian Priest.
  • Religious Poet.
  • Xviii Century.

In our 2nd class we analyzed the poem.

The poem is about a person that feels guilty of sin and Love who is God. The guy says that Love welcomed him but he rejected his love because he feels he doesn’t deserve it. Later on Love tells him again to come to him but the guy was surprised and said « I the unkind, ungrateful?«. Finally in the third stanza the guy said yes.
My conclusion is that love is always waiting for you and wants by his side, it doesn’t mater if you are a liar or honest. He loves you anyway.
 Tone  Religious, sinful, guilty
 Voice  A guilty person
 Theme  Secular love. Acceptance of God’s love. Changing your mind and accepting God.
 Literary figures & effect on the reader.  Imagery, resolution, point of view, theme. tone, metaphor, personification.

Allegory: a representation of abstract ideas.                  By characters/ figures or events in                  narative.

Example: God(Love) on Love iii


Enjambment: moving over from one line to another without a terminating punctuation mark.

In our third class we learned new literary terms.