Kelso High School English Department National 5 English Set Text - MacCaig.

Kelso High School English Department

National 5 English Set Text - MacCaig

Aunt JuliaAunt Julia

Aunt Julia spoke GaelicAunt Julia spoke Gaelicvery loud and very fast.very loud and very fast.I could not answer her —I could not answer her —I could not understand her.I could not understand her.

She wore men's bootsShe wore men's bootswhen she wore any.when she wore any.— I can see her strong foot,— I can see her strong foot,stained with peat,stained with peat,paddling with the treadle of the spinning wheelpaddling with the treadle of the spinning wheelwhile her right hand drew yarnwhile her right hand drew yarnmarvellously out of the air.marvellously out of the air.

Hers was the only houseHers was the only housewhere I've lain at nightwhere I've lain at nightin the absolute darknessin the absolute darknessof a box bed, listening toof a box bed, listening tocrickets being friendly.crickets being friendly.

She was bucketsShe was bucketsand water flouncing into them.and water flouncing into them.She was winds pouring wetlyShe was winds pouring wetlyround house-ends.round house-ends.She was brown eggs, black skirtsShe was brown eggs, black skirtsand a keeper of threepennybitsand a keeper of threepennybitsin a teapot.in a teapot.

Aunt Julia spoke GaelicAunt Julia spoke Gaelicvery loud and very fast.very loud and very fast.By the time I had learnedBy the time I had learneda little, she laya little, she laysilenced in the absolute blacksilenced in the absolute blackof a sandy graveof a sandy graveat Luskentyre.at Luskentyre.But I hear her still, welcoming meBut I hear her still, welcoming mewith a seagull's voicewith a seagull's voiceacross a hundred yardsacross a hundred yardsof peatscrapes and lazybedsof peatscrapes and lazybedsand getting angry, getting angryand getting angry, getting angrywith so many questionswith so many questionsunanswered.unanswered.

Norman MacCaigNorman MacCaig

Subject of the poem

• The subject of this poem is Norman MacCaig's Aunt Julia.

• She lived in a croft on a small island Scalpay in the Outer Hebrides.

• She spoke no English, only her native Gaelic language.

Three Key Ideas

• The strong personality of Aunt Julia• MacCaig’s childhood memories• MacCaig’s regret, looking back, at not being

able to communicate with his Aunt.

Form

•An autobiographical poem so it makes sense that the poet employs a first person narrative stance.

•Writing in free verse helps to create a conversational style and tone, while the use of enjambment and repetition allow him to emphasise key aspects of the poem.

Structure

• The poem is divided into five stanzas which each deal with a specific focus.

• Stanza One : introduces us to the subject of the poem- Aunt Julia.

• Stanza Two - describes her physical appearance and the objects MacCaig most strongly associates with her.

• Stanza Three - the perspective moves away from Julia to the way the poet felt when he visited her.

Structure

• Stanza Four - MacCaig uses personification to create a sense of her character.

• Stanza Five - The concluding stanza reflects on his own frustration that he was unable to communicate effectively with her while she was alive, whilst at the same time expressing his enduring affection and admiration for her.

Stanza One - Analysis

• The poem begins with a series of warmly drawn, affectionate childhood memories.

• Opening stanza contains series of straightforward statements. The straightforward statements and simple language help convey that it is with the eyes and ears of a child that he remembers Aunt Julia.

• Structure – every stanza begins with a direct reference to ‘Aunt Julia’ – “She / Hers” – this emphasises her importance both as the subject of the poem and to MacCaig.

• We are introduced to the slightly eccentric personality of his aunt with her loud, fast and incomprehensible speech.

Stanza One - Analysis

• The repetition of “very” in “very loud and very fast” conveys the strength, spirit and determination of Aunt Julia’s character.

• Repetition of “I could not” emphasises his inability to connect / communicate with his Aunt when she was alive.

• Word Choice – “answer…understand” develops / explains why he could not answer

Stanza One - Analysis• Structure - the final two lines of the first

stanza “I could not answer her - / I could not understand her” - again emphasises his inability to communicate with his aunt.

Stanza Two - Analysis

• However, despite the fact that the author claimed he could not “understand” her, this refers only to her language, because his descriptions of her reveal that he has a very clear “understanding” of who she is, and what she stands for.

• Stanza goes on to create a strong impression of an independent woman who was energetic and spirited.


• Structure – stanza again begins with “She” thereby immediately drawing attention to focus of poem – Aunt Julia.

• Word Choice – “Wore men’s boots” – conveys her strength of spirit and her hardworking nature. Suggestion that she is more than capable of carrying out traditionally ‘male’ tasks.


• She is often barefoot but if shod, wears practical men's boots and the poet clearly admires her completing these tasks with capability. Word choice : “She wore men’s boots / when she wore any”

• Suggestion that she is practical.


• The strength of her character is again suggested by Word Choice of “strong foot”

• Word Choice “stained with peat” – conveys her going barefoot outdoors. Suggests she is hardy and at one with the natural world.

• Word Choice “Peat” – establishes her within traditional natural life of the island.

• Length of line / Onomatopoeia – “paddling with the treadle of the spinning wheel” – length of line conveys time of spinning process. Onomatopoeia captures rhythmic movement of the spinning wheel which is powered by her foot.

Stanza Two - Analysis• Word Choice of “Spinning” / “Drew Yarn”

establishes Aunt Julia within the traditional environment of the Hebrides as this a skill heavily associated with island life.


• Word Choice of “marvellously” conveys the skill of Aunt Julia as she spun.

• Sound / long vowels in “her hand drew yarn” elongates the line and helps to convey the impression of the wool being stretched out and made taut.

Stanza Three - Analysis

• In stanza three we see clearly that the language barrier was surmounted by an instinctive bond between the speaker and his aunt.

• Stanza 3 has no endstops creating a sense of pace and excitement – the same excitement he must have felt as a young boy visiting his aunt.

• Structure – “Hers” – again stanza begins by drawing attention to focus of poet’s memories – his aunt.

• Word Choice – “the only house” – emphasises how exciting / special it was for the poet to visit his aunt.

Stanza Three - Analysis• The child is alone, at night, in a comparatively

strange bed – of sorts. • Word Choice / Alliteration “box bed” conveys the

strangeness of the location. This is often a recipe for fear, but not in this case.

• The use of Word Choice in “absolute darkness” shows how frightening it could have been for him as it suggests the intensity of the experience, but because he feels so comfortable with his aunt, even the crickets are regarded as friendly.

Stanza Three - Analysis

• Word Choice – “crickets being friendly” – removes any feeling of threat by emphasising the his proximity to the ‘warm and friendly’ world of nature.

• Positivity of experience further emphasised by Alliteration of “box bed” which conveys a sense of fun and excitement.

Stanza Four - Analysis

• In stanza four, MacCaig employs personification to compare his aunt both with the elements he associates with this landscape, the wind and water, and within the objects and garments that for him are most evocative of her.

• He feels that she is so close to nature that she is a part of it.

• Stanza 4 bombards the senses with a list of three statements, all starting the same way repetition of “She was…” for emphasis.


• Structure – “She” - again begins stanza by direct reference to Aunt Julia thereby emphasising her importance as both subject of the poem and to poet.

• Metaphor – “She was buckets / and water flouncing into them” - again the links to Aunt Julia as an elemental force connects her to the world of nature. It also links her with the traditional hard work of the croft.

• Repetition – “She was” – emphasises her qualities and the poet’s memories of her.

Stanza Four - Analysis• Alliteration – “water…winds…wetly”

emphasises fluid quality / watery sound of elements MacCaig associates with his aunt

• Metaphor – “Winds” – again suggests the strong forceful nature of his aunt and again connects her with the natural world.

• Enjambment – “Pouring wetly / round house-ends”- convey a sense of Aunt Julia’s energy


• Metaphor – “She was brown eggs, black skirts” – emphasise her individuality, her self sufficiency and suggest the basicness of her lifestyle

• Word Choice – “keeper of threepennybits in a teapot” – conveys her eccentricity, her individuality and her thriftiness.

• All of these Metaphors portray her individuality and reinforce the specialness of MacCaig’s visits to his aunt’s home

Stanza Five - Analysis

• Structure: The final stanza begins with the same two lines as at the beginning of the poem: “ Aunt Julia spoke Gaelic / very loud and very fast”. This provides a kind of refrain as it ensures that the focus of the poem begins and ends with Aunt Julia.


• Repetition of opening two lines - “Aunt Julia spoke Gaelic / very loud and very fast” in both first and last stanza – show the importance of her language and its incomprehensibility. Again emphasises her emphatic and determined character.

• Alliteration - “learned…little…lay” – highlights his regret that by the time he had learned enough to communicate with his Aunt, she had died.


• Word Choice – “By the time I had learned a little” conveys his sad reflection on the futility of his attempt to communicate.

• Word Choice – “learned a little” – shows how modest his grasp was. Idea of too little too late.

• Word Choice – “silenced in the absolute black” – emphasises the finality caused by her death


• Word Choice - Unlike the comforting security of the “absolute darkness” of the box bed in the third stanza, the subtle shift from “absolute darkness” to “absolute black” conveys the frighteningly bleak void of death.


• Contrast between the loud, talkative vibrant Aunt Julia in life– “spoke Gaelic very loud and very fast” - and the utter, absolute quiet caused by her death emphasised using enjambment to position “silenced” at the opening of line five.

• Word Choice – “But I hear her still” – shows Aunt Julia’s continuing importance in the poet’s life


• Contrast – “Very loud and very fast” versus “learned a little” - emphasises her strength, energy and purpose with his ineffective efforts.

• Word Choice – “with a seagull’s voice” – again identifies Aunt Julia with the world of nature.

• Word Choice – “peatscrapes and lazybeds” – again places Julia firmly in the traditional, natural island environment


• Word Choice “getting angry” – conveys Julia’s powerful emotions and lack of sentimentality.

• Repetition – “getting angry, getting angry” – shows building of frustration. Could refer to either Julia or the poet. Her frustration that he does not understand her when she is speaking to him and his frustration now that she is no longer there to communicate with.


• The ending of the poem is ambiguous (poetic technique ambiguity) and could be interpreted in a number of ways.

• The questions he alludes to could represent, literally, her questions to the boy, which he was unable to answer as he had no Gaelic, or they could represent all the questions he would have loved to ask but was unable to until it was too late.


• Structure / positioning - the final word “unanswered” is left on a line of its own (positioning) serving to reinforce the speaker’s enduring sense of frustration. The poem ends on the word which sums up their inability to understand one another.


• Moving beyond the literal, the questions could represent the more universal queries we all have about the meaning and mysteries of life itself.

• The repetition of the word “angry” in these final three lines could suggest MacCaig is warning us to hold onto and cherish the culture and heritage of the island way of life. He is afraid if we allow it to die, like Aunt Julia, then it too will be lost forever.

Theme - Isolation

• One of the main themes which emerges in this poem is the sense of isolation felt by the speaker, who is frustrated by his inability to communicate effectively with this much loved relative.

• Despite this barrier though, he shows us that emotions can often transcend language through the obvious, almost spiritual connection and affection between the two.

Theme – Disappearance of this particular way of life

• On a wider level, Julia comes to symbolise elements of a distinct Scottish heritage, language and culture that are at risk of disappearing forever in the modern world.

• The final three lines give vent to his anger – the loss of something very precious both as a person and the symbol of his Scottish heritage.

Characterisation – Aunt Julia

• He clearly liked and admired his Aunt Julia and presents her as a passionate (verse 1), welcoming (verse 5) and comforting person (verse 3) who made him feel safe.

• Task – List appropriate quotations for each of these.

Theme – Disappearance of a particular way of life

• Most obviously the Gaelic language – it seems alien as it could not be understood

• Description of features of the landscape• The spinning wheel used for generations to

make Harris tweed• The traditional box bed• The use of an actual place name: Luskentyre• Peatscrapes and Lazybeds

Theme

• The poem can be read as a lament on the passing away of a beloved aunt, but it might also be possible to read it as a lament on the passing away of an entire way of life. The poet certainly tries to give the reader a sense of admiration for the kind of low-tech cottage industry life that Aunt Julia lived.

• The tone of this poem is a mixture of respect, admiration, affection, frustration and lamentation (grief).

1. What is the effect of the structure and word choice of lines 3 and 4 in stanza 1? 2. Why is the single dash used in line 3, stanza 2? 3. How does MacCaig’s word choice build up his admiration for Aunt Julia in stanza 2? 4. How is this admiration / pleasant memory continued with his word choice and line structure in stanza 3? 5. Comment on the effect of the figurative language in stanza 4. 6. Why does MacCaig repeat the opening lines of the poem at the start of the last stanza? 7. Comment on MacCaig’s use of enjambment in the final stanza. 8. What technique is MacCaig using in lines 3 and 4 of the final stanza and what effect does this have? 9. Comment on the effectiveness of the word choice in line 5 of the final stanza. 10. What is the effect of the imagery used in line 9 of the final stanza? 11. What is significant about the structure of line 12 of the final stanza and what effect does this have? 12. What do you think MacCaig means by the last two lines of the poem? Comment both on word choice and structure.

Kelso High School English Department National 5 English Set Text - MacCaig.

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Transcript of Kelso High School English Department National 5 English Set Text - MacCaig.