SPEAKERS –READERS –WRITERS
Transcript of SPEAKERS –READERS –WRITERS
• Writedownasmanykeytermstodowithpoetryasyoucanthinkof(evenifyoucan’trememberwhattheymean!)
SPEAKERS – READERS – WRITERS
Averseinapoem.Usuallyhasfourormorelines.Oftenhasarhythmicpattern.Separatedbyaspace.Containconnectedthoughts.
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• Christopher(‘Kit’)Marlowe• ContemporaryofShakespeare• Perhapsbestknownforhisplays• ‘PassionateShepherd’published1599,sixyearsafterMarlowe’sdeath• Consideredoneoftheearliestexamplesofpastoralpoetry
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• Whatdoesthe‘passionateshepherd’offer‘hislove’?• Canyouwriteamodern‘translation’ofthispoem?
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• HowdoesMarlowestructurethispoem?• Howdoeshecelebratethethemesofnatureandlove?• Whichline/phraseisyourfavourite?• Whydoyouthinkthislineparticularlystoodouttoyou?
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• Ahomonym isawordthatisspeltthesameasanotherwordandispronouncedthesame,butmeanssomethingdifferent.• homo- =same• -nym =name
• Writedownasmanyhomonymsasyoucanthinkof…
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• WalterRaleigh• Courtierandpoet• OlderandthanMarlowe• ‘TheNymph’sReplytotheShepherd’waspublishedin1600
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• Whydoesthenymphrejecttheshepherd’soffer?• Canyouwriteamodern‘translation’ofthispoem?
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• Lookatthetwopoemssidebyside.• HowdoesRaleigh’snymphdirectlycontradictMarlowe’sshepherd?• Whatifthisisaboutmorethananymphreplyingtoashepherd?• WhatmightRaleighbesayingaboutMarlowe’spoetry,andotherpoemslikeit?
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Theuseofrepeated‘s’soundsinalineorphrase.
The‘ssoundscouldbesoftCstoo.Ahissingqualityisoftencreated.
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• SeamusHeaney,1939-2013• IrishpoetfromNorthernIreland;theeldestofninechildren• Hisfatherwasafarmer• Wonmanyawards,includingtheNobelPrizeforLiteraturein1995• Believedthatthekeyto‘pastoral’poetrywasthesoundsofthepoem
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• Mindmap yourfamily’sjobs• Howmanydoyouknow?• Areanyofthesejobsanaspirationyouhave?• Doyoufeelyououghttofollowinsomeoneelse’sfootstepsordoyourownthing?
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• Findevidenceinthepoem(quotations)tosupportthefollowingpoints:1. ThepenfeelscomfortableinHeaney’shand.2. Itisthesoundofhisfatherdiggingwhichcauses
himtolookdownandrememberhischildhood.3. Heaney’smemoryofhisfatherisfromtwo
decadesearlier.4. Asachild,Heaneyhelpedhisfather.5. In‘Digging’,Heaneynotonlyrespectshisfather’s
hardwork,butalsohisgrandfather’s.6. Heaney’sgrandfatherwasahardworker.7. Throughoutthepoem,Heaneyrealises hehas
differentskillstothoseofhisfatherandgrandfather.
8. Heaneyreassureshimselfattheendofthepoembysayingthathispenislikehisfather’sspade.
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• Pastoralpoetryisaboutcreatingasenseofplace,ofnatureandofemotionalconnection.• Choosethreequotationsfromthepoemwhichyoufeeldothisandtrytoexplainwhy/how.
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• Ahomograph isawordthatisspeltthesameasanotherwordbutispronounceddifferentlyandmeanssomethingdifferent.• homo- =same• -graph=written
• Writedownasmanyhomographsasyoucanthinkof…
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• Usethehomograph imagesbelowtofillintheblanksinthisparagraph…
“Thestormsuddenlyhit.Aspeoplebeganto______the____,Icouldn’t____myselfaway.Therollingthundersoundedlikethe____lineona______ofmydad’s,andthelightningcutjewelled linesthroughthedarkeningsky.”
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• Usethehomograph imagesbelowtofillintheblanksinthisparagraph…
“Thestormsuddenlyhit.Aspeoplebegantodesert thepark,Icouldn’ttearmyselfaway.Therollingthundersoundedlikethebass lineonarecordofmydad’s,andthelightningcutjewelled linesthroughthedarkeningsky.”
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The useofstrongpunctuationinthemiddleofalineofpoetrysuchasasemi-colonorafull-stop.
The useofpunctuationinthemiddleofalinecangiveamorenaturalvoicetothepoemanddisruptanyrhythmpatterns.Itoftengoeshand-in-handwithenjambment.
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• GerardManleyHopkins,1884-1899• Ahighlyreligiouspoetwhoconvertedtocatholicism andbecameapriest• Hewroteanumberofpoemsaboutthenaturalworld• Forhistime,hewroteinahighlycreativeandunusualway,playingaroundwithsoundsandrhythmsinhispoems
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• Whatdifferent“dappledthings”doesthepoetrefertointhispoem?• Findpicturesofthemifyoucan.
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“GlorybetoGodfordappled things–Forskiesofcouple-colour asabrinded cow”
Alliterative, strong start; like the beginning of a prayer
This word is almostonomatopoeic – it certainly allows us to picture the ‘things’
A hyphenated ‘made-up’ adjective. Helped by alliteration. The sound of it, along with the other hard ‘c’ sounds in the line are sensory.
A cow seems a very ordinary creature and yet hear it is being celebrated as much as the whole of the sky.
For all the complicated language, he also uses really simplistic words at times.
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• Ahomophone isawordthatisspeltdifferentlytoanotherwordbutsounds thesame.• homo- =same• -phone=sound
• Writedownasmanyhomophonesasyoucanthinkof…
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• Writealistofcolours.• Thinkofasmanythingsasyoucanthatexistinnature foreachcolour.• Selectafewofthemandcreateapoemwhichcelebratesthecoloursofnature.• Youmightchoosetofocusononeortwocolours,orcelebratethewholelot!
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• Rewritethefollowingparagraph,correctingthehomophone errors.
Imaidmyweighdowntherode.Suddenlyeyesoreawight hoarse.“Wareareeweofftwo?”ayeasked.“Tooseatheseeandwatchthesongodown.”“Islecomewithyew,”Isaid.Sew,Icourthimupandweeroadtogether,wilethewindblueinhourhare.
• Nowhaveagoatwritingyourownparagraph,packedwithincorrectlyusedhomophones.
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• Rewritethefollowingparagraph,correctingthehomophone errors.
Imademyway downtheroad.SuddenlyIsaw awhite horse.“Whereareyou offto?”I asked.“To see thesea andwatchthesun godown.”“I’ll comewithyou,”Isaid.So,Icaught himupandwe rode together,while thewindblew inour hair.
• Nowhaveagoatwritingyourownparagraph,packedwithincorrectlyusedhomophones.
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Moving fromonelineofapoemtothenextwithoutanypunctuationattheendoftheline.
Enjambment givesafluiditytoapoem,andcanoftencontributiontoamorenatural‘voice’.Itcandisruptarhythmpatternordisguiseobviousrhyme.
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• W.B.Yeats,1856-1939• IrishpoetwhowontheNobelPrizeforLiteraturein1923• Famedforhispoetryaboutnaturebutalsoforhispoliticalwork• Hewasquiteanexperimentalpoetandisparticularlyknownforhisuseofsymbols
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• Mindmap anythingyouknow/thinkaboutswans.• Trytoincludesomepowerful‘poetic’vocabularyinyournotes.
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• HowdoesYeatspresenttheswansinthispoem?• Chooseandexplodeatleastthreequotationsinordertoanswerthisquestion.
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• Howmanywordscanyoucreatefromthiswordwheel?
• What’sthelongestwordyoucanfind?• Youmustalwaysusethecentralletter.
ME
R
O
PT
HA
SSPEAKERS – READERS – WRITERS
• Lookupsomequirkyanimalfacts(suchasanimalsthateattheirmatesoranimalsthatmateforlife).• Writeapoem(itcanbehumorousorserious)aboutoneofthesefactsandhowitcouldbeametaphorforhumans.
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• Whichofthefollowingaremetaphors?1. Thelibrarianwasassweetascandy.2. Thestarsarediamondsinthesky.3. Abigailisatallasagiraffe.4. Peterisanangel.5. Thehousewasazoo.6. Mybrothereatslikeapig.7. Herheartwasasbigastheocean.8. Thecarmovedlikeasnail.9. Mydadisateddybear.10. Thepuppywasasfastasascuttlingbeetle.• Canyouchooseoneofthesentencesthat
isnotametaphorandturnitintoone,extendingitifpossible?
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Aself-contradictoryphrase. Oftenanadjectivebeforeanoun.Canprovokethoughtsorideas.
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• TedHughes,1930-1998• MadePoetLaureatein1984• MuchofHughes’poetrydealswithanimals,thoughnotinanaturalisticwaysomuchasasymbolicone• Hehadanoftenhappy,butalsodeeplytroubledmarriagetoanotherpoet,SylviaPlath.
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• Doyouknowwhatallthesewordsmean?• Lookthemupifneeded,andfillinthetable.
WORD MEANING
pike
angler/angling
malevolent
sinister
grandeur
subdued
kneading
pectorals
tench
monastery
immense
frailSPEAKERS – READERS – WRITERS
• Choosefourimagesfromthepoemanddrawtheminagrid,writingthequotationasacaption
“Greentigering thegold”
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• Considerthestructureofthepoem.• Whatisthefocusofeach‘section’?Howdoestheperspective/contentchange?
Section 1 Section2 Section3
[Thefirstfourstanzas]
[The nextthreestanzas]
[The finalfourstanzas]
• WhydoyouthinkHughesusesthisstructure?
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• Whatareyourfirstimpressionsofthispoem,particularlyincomparisonwith‘ThePike’thatwereadlasttime?
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• Revisityourthreemetaphorsfromlastlesson.• Chooseoneandextendtheidea,writingadescriptiveparagraphabouttheanimal,butfocusingonyouroriginalmetaphor.
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Arhythmic patternofalineconsistingoffivefeet.Eachfootcomprisesofanunstressedsyllablefollowedbyastressedsyllable.
Thisgivesthe aheartbeatlikerhythmtothepoem:
Di-dum,di-dum,di-dum,di-dum,di-dum
• JohnKeats,1895-1821• Consideredtobeoneofthefamous‘Romantic’poets,whospecialised inpoetryaboutnatureandman’srelationshipwithit• Hewroteaseriesof‘Odes’–celebratoryaddresses
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• Usedifferentcolours tofillinanautumnleaf.
• Thedifferentcoloursshouldidentify:• specificquotationsfromthepoem
• writer’smethods
• yourownideas SPEAKERS – READERS – WRITERS
• Identifytheadverbsinthefollowingsentences:1. Igentlypushedtheheavydoorclosedand
tiptoedquietlyaway.2. Tomorrow,Iamgoingtothemarket.3. Theroomwasverybright,withgreenwalls
andapurplecarpet.4. Mirandawasliterallyjumpingupanddown
becauseshewassoexcited.5. Mr Grumpington almostforgottopickupthe
ugly,oldumbrellabythedoor.• Writetwomoresentencesofyourown,
containingadverbs.SPEAKERS – READERS – WRITERS
• YouaregoingtopretendyouareJohnKeatsandwriteyourownode.
• Chooseoneofthefollowingtitles:• ‘ToSpring’• ‘ToSummer’• ‘ToWinter’
• Challenge:CanyouusethesamerhythmandrhymeschemeasKeatsdidin‘ToAutumn’?
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• Useadverbsinordertoanswerthequestionsbelow.Forexample:
Q:HowdidJamesAndersonbowl?A:Andersonbowledbrilliantly.
• [Youdonotneedtowriteoutthequestions]
1. Howdidyourbrotherplay?2. Howdidyourmumsaygoodbye?3. Howdidthedogbark?4. Howdidthekiteflyinthebreeze?5. Howdidyourdadtellyouoff?
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When somethingnon-humanisgivenhumancharacteristics.
This isaparticularformofmetaphorandcanhelpbringanideaorobjecttolifeinapoem,aidingthereader/listener’sunderstanding.
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• ThomasHardy,1840-1928• AVictoriannovelistandpoet• LivedinDorset• Influencedbythe‘Romantics’• Hiswritingischaracterised byitsrealismanddepictionsofrurallife(thecountryside)
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• Choosefourquotationsfromthepoem(twonegativeandtwopositive)andexplodethem.
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• Readthefollowingextractandidentifytheadverbs.Whichshapebestmatchesthelayoutoftheadverbs?
“Right,”saidHarry,backingawayfromtheaccusingstareofMrsNorris,butnotquicklyenough.
Drawntothespotbythemysteriouspowerthatseemedtoconnecthimwithhisfoulcat,ArgusFilchburstsuddenlythroughatapestrytoHarry’sright,wheezingandlookingwildlyaboutfortherule-breaker.Therewasathicktartanscarfboundaroundhishead,andhisnosewasunusuallypurpleandalmostglowing.
HarryhadneverbeeninsideFilch’s officebefore;itwasaplacemoststudentscarefully avoided.Theroomwasdingyandwindowless,litbyasingleoillampdanglingprecariouslyfromthelowceiling.
SPEAKERS – READERS – WRITERS
• Readthefollowingextractandidentifytheadverbs.Whichshapebestmatchesthelayoutoftheadverbs?
“Right,”saidHarry,backingawayfromtheaccusingstareofMrsNorris,butnotquickly enough.
Drawntothespotbythemysteriouspowerthatseemedtoconnecthimwithhisfoulcat,ArgusFilchburstsuddenly throughatapestrytoHarry’sright,wheezingandlookingwildly aboutfortherule-breaker.Therewasathicktartanscarfboundaroundhishead,andhisnosewasunusuallypurpleandalmost glowing.
HarryhadneverbeeninsideFilch’s officebefore;itwasaplacemoststudentscarefullyavoided.Theroomwasdingyandwindowless,litbyasingleoillampdanglingprecariously fromthelowceiling.
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• Inspiredbyanythinginnature(youcanfindapicturetouseastimulusifyouwish),writeapoemwhich:• Createsasenseofcontrastorjuxtaposestwoideas(like‘TheDarklingThrush’)• Usesasmanypoetictechniquesthatwehavebeenidentifyingaspossible.
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• Takesometimetolookatthispictureandtrytomemorise asmanydetailsaspossible.
• Youcanwritefivebulletpoints(nomore!)tohelpyouremember…
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• Aspreciselyaspossible,identifywherethefollowingitemswere:• thebluejuicebottle• thecamera• thecrisps• thesunglasses• thebaseballcap• thepurpleschoolbook?
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• Takesometimetolookatthispictureandtrytomemorise asmanydetailsaspossible.
• Youcanwritefivebulletpoints(nomore!)tohelpyouremember…
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Apair orend-rhymedlines.
Thelastwordsoftwolines,nexttoeachother,rhyme.Thiscanemphasisaparticularidea,ifusedattheendofapoemorspeechorgiveafastpacetoapoem.
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Stanza1:• Whatistheeffectoftheimageryusedtodescribethefairies’ world?• Whatistheeffectofthealliteration?• HowdoesYeatscreateasenseofurgency?• Whatmightthe‘waters’andthe‘wild’represent?• Whatissuggestedaboutthehumanworldhere?Stanza2:• HowdoesYeatspresentthefairiestoyou?• Howisthesenseofasupernatural/otherworldexaggerated?Stanza3:• HowdoesYeatsmakethefairiesseemmorepredatoryand• siren-like?• Whatmightbethesignificanceofthewaterimagery?Stanza4:• HowdoesYeatscreateashiftintoneandatmosphere• here?• Whatdoyounoticeaboutthesoundsinthisstanza?• HowdoesYeatscreateacontrastbetweenthefairyworld• andthehumanworld? SPEAKERS – READERS – WRITERS
• Completethesentencesusingprepositions.
1. “Dinner’sready”saiddadasheplacedthepizza___thetable.
2. Danielalwaysgoestobreakfastclub___schoolstarts.
3. ___thehorribleweather,theBBQwascancelled.
4. ___,wewentonholidaytoGreece.5. Lucyhid___thewardrobewhenthey
playedhideandseek.6. Benfinallyfoundhismissingtoy;itwas___
hisbedthewholetime.
SPEAKERS – READERS – WRITERS
• Explodeeachofthefivequotationsfrom‘TheStolenChild’,consideringwriter’smethods,context,meaningandeffect.1. “Thereliesaleafyisland…”2. “Comeaway,Ohumanchild!/Tothewaters
andthewild.”3. “Fortheworld’smorefullofweepingthanyou
canunderstand.”4. “Wherethewaveofmoonlightglosses/The
dimgray sandswithlight.”5. “Leaningsoftlyout/Fromfernsthatdroptheir
tears/Overtheyoungstreams.”SPEAKERS – READERS – WRITERS
• Makesomenotesaboutnounphrasesinyourownwords.
• Writeyourownexample(s).SPEAKERS – READERS – WRITERS
Aturningpointintheargumentorideainapoem.
Usuallyanabruptorsuddenturn.Usuallyinasonnet.Ofteninthe9th lineor13th lineofasonnet.“Yet”,“But”,“Although”mightindicatetheturn.
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• D.H.Lawrence,1885-1930• Hewasawriterpreoccupiedwiththedehumanising impactofindustrialisation andthemodernworld• Hewasalsointerestedinideastodowithsexuality,spontaneity,instinctandemotionalhealth
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• Whatisbeingdescribedinthispoem?• Thispoemcouldbedescribedascontainingpatheticfallacy.Whatdoesthismean?
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• Anounisathing,personoridea.Anexpandednounphraseprovidesextrainformationaboutthenoun.Youcanuseadeterminer,adjectivesandaprepositionalphrase.
• Constructfour ofyourownusingthetablebelow.
Determiner Adjective Noun Prepositionalphrase
theaanmy
theseherouryourfivesomemanythose
coloufulgiganticminiaturepristine
dilapidatedancient
obnoxiousmischievouscrumpledecstaticmuscularrectangular
socksbus
enginebottle
televisionpondcustardpaperlettucecaravantongueLinda
imagination
besidetherivernearthetowninthewater
during thenightthiseveningonthetable
betweenthehousesunderneaththewaterfall
beforemorningtowardshome
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A figurativecomparisonwhichcontinuesoveranumberofsentencesorpartofatext.
The ideaswillhelpthereader’sunderstandingofmeaningorfeelingthroughaneffective,ifsurprising,comparison.
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• Whatareyourfirstimpressionsofthispoem?• Howdoesitrelatetootherpoemsthatwehaveread?
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• Nowthatyouhavedoneresearchintothepoet,hasyourfirstimpressionofthispoemchanged?• Whatdoyouthinksheistryingtosay?
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• Identifythe‘problems’withthesenounphrasesandwriteimprovedversions:1. thesoggy,wetboot…2. thetall,broad,ugly,hairy,fierce
giant…3. theblackandbrowndoginthe
garden…4. awhitegeeseinthesky…5. manytiredstudentonthebus…6. alittle,small,roundcircleonthe
wall…
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• JohnClare,1793-1864• AnEnglishpoetbestknowforhiscelebrationsoftheEnglishcountrysideandhissorrowatitsdestruction• Asonnet isa14linepoem,usuallywritteniniambicpentameterandusuallywiththethemeoflove
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HowdoesJohnClarepresentideasaboutnatureandthepastoral
in‘Sonnet’?
• Remember,youmustquote(andzoomin)tosupportallyourideas.Youneedtoconsider:• thecontentofthepoemanditsmeaning• thepoet’smethods• theeffectscreatedbythepoet’smethods• thecontextofthepoem• whatyouknowabout‘pastoral’poetry
SPEAKERS – READERS – WRITERS