Literary Analysis

UNIT 3: Literary Analysis

Changes © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Corbis © Houghton Mifflin Harcourt Publishing Company • Image Credits: 65 66 Literary Analysis Literary UNIT 3 THE MODEL ANALYZE her poetry. influenced experiences life Elizabeth Barrett Browning’s about the ways in which Write aliterary analysis TASKTHE PERFORM Antony’s speech. Mark Shakespeare uses in irony Write an analysis of how TASKTHE PRACTICE is like aperhaps hand.” Cummings’s “Spring poem Evaluate E. analysis E. an of Antony’s speech in Shakespeare’s in Antony’s speech irony Mark of in use the of analysis an write will you response to afree verse Cummings. by E. poem E. Then IN THISUNIT, earlier.decades an English Romantic and writing activist poet many by the ofPercy poems Bysshe Shelley. Shelley was disobedience as aformofprotest and was inspired civil championed David Thoreau Henry writer and For example, the 19th century American philosopher the time they arereading orforalongtime afterward. literatureGood can change readers, whether itis for read. imagination and even alter your own moodas you image in your mind. Themoodmay capture your by acharacter. Thewords might create abeautiful levels. You can gripped line by be astory orcharmed At literature itsbest, can cause you to onmany react onthe reader.an effect historic romance. theyletters wrote to each other that sparked their Browning, as forRobert wellwritten two as the first you will read asonnet by Browning Elizabeth Barrett U information. They are primarily written to have stories, dramas—are solelyto not written give texts—poems, literary nlike texts, nonfiction you will analyze another student’s Julius Caesar. Finally,

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Jill Stephenson/Alamy ▶ ▶ You read: will spring change us? How does the coming of ANALYZE THE MODEL ▶ ▶ “Spring is like a perhaps hand” like is aperhaps “Spring poem A Craft His Cummings: Poetand The E.E. biography a

▶ You analyze: will ▶ Winter Becomes Spring Becomes Winter model student a Unit 3: Literary Analysis 67 Source Materials for Step 1 Mr. Winter assigned his class a poem by E.E. Cummings to read and analyze. He provided the following biography of the poet as well. The notes in the side column were written by Valerie Jones, a student in Mr. Winter’s class.

E.E. Cummings: The Poet and His Craft E.E. Cummings (1894–1962) started writing poetry when he was eight years old and continued writing a poem every day I’ll assume he’s a until age twenty-two, when he received a degree from Harvard smart guy! University. After he read some ancient classical poetry, suddenly, as he put it, “an unknown and unknowable bird started singing.” During World War I, Cummings was an ambulance driver in France. He was mistakenly arrested for treason and clapped into detention for three months. The experience was a turning point in his life. In prison, Cummings discovered his passion for freedom and personal growth. Over the next four decades he celebrated these passions. The following quotation is from the preface to a book of Cummings’s poems. The words appear here just as he wrote them. “The poems to come are for you and for me and are not for Hmm . . .Why are the mostpeople words bumping into —it’s no use trying to pretend that mostpeople and ourselves each other? are alike. Mostpeople have less in common with ourselves than the squarerootofminusone. You and I are human beings;mostpeople are snobs. . . .” In his writing, Cummings liked to use lowercase letters, unusual word spacing (words often bump together), and his own AHA! Cummings brand of punctuation. Even though his style is new, his themes are likes breaking rules. I familiar. Cummings, like lyric poets throughout the ages, celebrates may love his poetry! the joy and wonder of life and the glory of the individual.

Discuss and Decide With a group, discuss whether you agree with Cummings’s assertion “You and I are human beings;most people are snobs.” Cite text evidence in your discussion. © Houghton Mifflin Harcourt Publishing Company • Image Credits: © Jupiterimages/Getty Images© Houghton Mifflin Harcourt Publishing Company • Image Credits:

68 1. Analyze 2. Practice 3. Perform © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Pakhnyushcha/SuperStock letters? Why?letters? Only 5capital parenthesis? acapitalwith letter. spelled now “Hand” a simile out? staring and window intopeople looking a huh? a “perhaps” hand— evidence fromthe text. withapartner. likepoem How are your reactions orunlike Valerie’s? Cite speciﬁc Review Valerie’s notes in theside column. Discuss andDecide without breaking anything. there) of inch air and an placing here flower of fraction aperhaps moving carefully stare people while Old things, New and moving fro and to (carefully awindow in Hand aperhaps islike spring carefully everything changing here) thing and aknown and thing astrange there carefully placing changing and arranging stare people (while look people which into window, a out of Nowhere) arranging (which comes carefully aperhaps hand islike Spring by E.E. Cummings Spring like is aperhaps hand Then discuss to the yourThen initialreactions Unit 3: Literary Analysis 69 Analyze a Student Model for Step 1 Read Valerie’s literary analysis closely. The red side notes are the comments from her teacher, Mr. Winter.

Valerie Jones Mr. Winter, English March 24

Good that you used In the lyric poem “Spring is like a perhaps hand,” these terms. E.E. Cummings uses a simile to compare spring to a hand rearranging items in a window display. His free verse poem is full of unusual word choices and odd capitalization and punctuation. He creates an image of the gradual and uncertain Important concept! morphing of winter into spring. Bringing it in early is My experience of spring, here in the rural Northeast, helpful to the reader. is that it can be hard to know exactly when winter becomes spring. We can often see the old remnants of winter, with new spring elements peeking through. There might still be snow on the ground near where the first green shoots of daffodils are Your observations on pushing up through the bare earth. Maybe spring has come, or the transition to spring maybe—perhaps—the wintery weather will continue. are useful. E.E. Cummings writes about the same seasonal change in this poem. His setting seems to be a town. He describes a home or a shop with a window display and shows a hand arranging old and new items in it while passers-by stop to watch. He says that spring is like this hand. The new items in spring are things like flowers and air. © Houghton Mifflin Harcourt Publishing Company

70 1. Analyze 2. Practice 3. Perform © Houghton Mifflin Harcourt Publishing Company the poem. Cite text evidence Cite inyourthe text poem. response. With agroup, decide whether ornotyo Discuss andDecide does come at last. come might slowly, Spring anything.” but it breaking “without To line, resolution me, the final poemcomes the of the in arrived. has spring that we can’t that becertain always saying was Cummings Maybe carefully. everything changing it was made me why and wonder described being whose was hand word forced me to slow concentrate down and more closely. It The aperhaps sentence hand”? position the islike in “Spring The to newold spring. winter topic.is the words The poem.Spring ones the probablyare in most important the words, really have arrived. really Perhaps It’s interesting that Cummings capitalizes only five five only capitalizes It’s Cummings that interesting Why does Cummings place Cummings does Why Spring, Hand, Nowhere, Hand, Old, Spring, may be meant to caution readers that spring may not may spring tocaution meant be readers that Old and and Hand New perhaps u agree with Valerie’su agree interpretation of is the poem’s isthe image. key and and stress the change from from change the stress in such an odd suchan in New . These words. These Valerie! Very job! good youareright,perhaps “perhaps”!about And likeI really yourguess plausible. and is interesting yourexplanation but The capitals areodd, Unit 3: Literary Analysis 71 Terminology of Literary Analysis Read each term and explanation. Then look back at Valerie Jones’s literary analysis and ﬁnd an example to complete the chart.

Term Explanation Example from Valerie’s Essay controlling idea The controlling idea is the main observation or assertion about the poem or literary work.

theme The theme is the underlying message about life or human nature that the writer wants the reader to understand.

tone The tone is the attitude the writer takes toward a subject.

figurative Figurative language is language that language communicates meanings beyond the literal meanings of words. Similes, metaphors, and personification are examples of figurative language.

style The style is the particular way in which a work of literature is written—not what is said but how it is said.

voice The voice is a writer’s unique use of language that allows a reader to “hear” a human personality in the writer’s work. © Houghton Mifflin Harcourt Publishing Company

72 1. Analyze 2. Practice 3. Perform DO NOT EDIT--Changes must be made through “File info” CorrectionKey=A

PRACTICE THE TASK

How can the use of irony change our ideas?

You will read: You will write: ▶▶ a biography ▶▶ a Literary Analysis Mark Antony How does Shakespeare use irony in Mark Antony’s speech? ▶▶ A Historical note Caesar’s Death and Shakespeare’s Play ▶▶ an informational TEXT Irony in Literature ▶▶ A speech Mark Antony’s speech from The Tragedy of Julius Caesar, Act III. Scene 2. © Houghton Mifflin Harcourt Publishing Company • Thomas ImageMarchessault/Cutcaster Credits: Unit 3: Literary Analysis 73 74 discussion. had inmindby at givinghis Caesar’s speech funeral? evidence Cite inyour text Antony’s wi Mark relationship about Think Discuss andDecide Biography SOURCE 1: and circle information that may useful be to you whenyou write your essay. Shakespearean Carefully studythe speech. so AS YOUREAD Step for Source Materials 2 20 10 1. Analyze A prove that Caesar hadlovedprove country. his Caesar that since it seemed to people the assassins, of the Rome turned city. against Caesar’s will the in people to gardens the ofhis of Rome living Roman money asum and to every hadleft Caesar madepublic, itthat was revealed will the When ofcharge Caesar’s will. aslave. as However, Rome disguised sohe life, fled own he to take soon returned oration for Caesar, Antony funeral his for feared his After assassinated. was Caesar 15, OnMarch but BC, friend unable to reach was him. 44 his Antony to alert rushed Mark circulating, started Caesar against of aconspiracy rumors When killed. Caesar to have plotting began and he Senate would that some feared the become in atyrant Republic. of the officials elected of Rome, highest Antonyand co-consuls the became Caesar BC, 44 In leaders. Roman defeated powerful other they together and command War, Civil Republican positions. the In important Antony Caesar’s as second served in power, rose to political Caesar As he saw to it Antony that chosen was for several Caesar’s death. until menfor lasted forged two The Caesar. that Julius afriendship for army. Roman the battles important winning after officer acavalry as fame own commander, his gained and a military Antonyconsidered class, followed footsteps middle father, of the his in One year earlier, the Roman Senate had declared Caesar dictator for dictator However, life. earlier,One Caesar year Senate Roman haddeclared the Antony sent BC, (the 54 was toIn Gaul for ancient name France) officer an as You will be writing an essay analyz You essay an writing be will Mark Antony century BC. Born in 83 BC to a family that today would that be 83 BCto in afamily Born BC. century Rome men first best-known in the most and powerful in Antony Caesar, Mark Julius onelong was of with the 2. Practice 3. Perform th Caesar. What goal might he have he might Caesar. th goal What urces in Step you read,underline 2.As ing the use of irony in a famous famous irony a of in use the ing

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Fernando Cortes/Shutterstock © Houghton Mifflin Harcourt Publishing Company • Image Credits: © Comstock/Getty Images ore2 HistoricalNote Source 2: life is in danger? Citeevidence text in your discussion. Antony his have Why Mark might assassins believe done. the what about Think Discuss andDecide 20 10 more.” Brutus presents himself as “an honourable man” and Caesar as an an more.” as “an honourable as Caesar presents man” and himself Brutus but Iloved less, that “Not Iloved Rome that Caesar of Caesar: killing the in people to the why of he Rome took first explains part and speak does Brutus ◼ ◼ ◼ ◼ S so Brutus grants him permission to speak, with four conditions: with to permission speak, him grants so Brutus him, from to fear have nothing assassins the that Antony Brutus convinces funeral. at his publicby speaking opinion of Caesar to shift wants assassins, play, the In Caesar’s Antony, the from Mark close friend himself danger in dictator’s the convinced that power and arrogance needed to bestopped. who nonetheless was of friend Caesar a one-time supporterand on 15 March by assassinated agroup of senators Brutus, including ascent to power. his of Rome, during enemies hadmademany He was public opinion against the conspirators.public the opinion against Brutus’s Caesar’s using body, to wordswith own speak, to begins sway and leaderambitious who would have Antony Then enslaved Romans. enters the conspirators’Antony the he spoke that permission. would with admit Antony would not conspirators. the blame afterwards. Antony immediately Mark would speak first. would speak Brutus of 44 44 of hakespeare’s play and Shakespeare’s Play BC surrounding the death of Julius Caesar. Caesar, dictator Caesar, dictator Caesar. of Julius death the surrounding Caesar’s Death Julius Caesar is based on the historical events historical on isbased the Unit 3: Literary Analysis 75 76 Source 3: Informational Text Informational Source 3: 20 10 1. Analyze or to merely bewitty. desire the anger, may irony use malice, anumber of from including motives, Acharacter target. Irony may behumorous or bitter, it and may or may not to its intended beobvious Antony honourable isan “Brutus repeats, man,” to he wonder is. we fact, begin in if, In person insulted. the being to praise seeming while irony to uses insult aveiled deliver opposite. acharacter the Sometimes Verbal irony: realization. this play with the builds tension The demise. within she’s own to asleeping his potion, but leading dead, Romeo drank thinks Juliet knows In anticipate. cannot character the that readers or audience the toforesee danger tension, irony allowing toincrease dramatic use might or author about. heard notAn or has playwright witnessed character event the audience that earlier or the aware of readers are an may because be This by readers (orunderstood of aplay) case the audience in the but not character. by the ( Dramatic tension of anticipation. tocreate the than toshock readers rather serves it generally irony unexpected, is example: “Water, water, situational Because where, /Nor every to drop drink.” any agreat contain Ancient of Coleridge’s from Mariner” the lines Rime poem,“The over asuddentriumph adversity. up ends experiencing famous well does These rarely Aperson who instead. encounters or and threat her his actions another changing by threat a avoid to tries character A funds. of lack for canceled is competition the for acompetition accident.player just before Someone acar injured in qualifies Situational irony: irony in literature. of kinds main to what happen.between happens three what There and are isexpected I rony is a discrepancy or contradiction between what is said and what or or and rony what ismeant, between contradiction issaid isadiscrepancy What Is. or tragic or 2. Practice Someone says something that means one thing but isintended one to means thing mean Someone that says something A team wins the crucial basketball game only to see its leading to seeits leading only game basketball crucial the wins Ateam ) irony: Irony inLiterature 3. Perform A character’s words is that convey or actions something The TragedyThe Caesar ofJulius by Erica Duvall by Erica The TragedyThe andJuliet ofRomeo , each time Mark Mark time , each , the audience, the

from The Tragedy of Julius Caesar, Act III. Scene 2. by William Shakespeare After Brutus speaks to the Roman people, Mark Antony enters with Caesar’s body and begins to speak. Friends, Romans, countrymen, lend me your ears; NOTES I come to bury Caesar, not to praise him. The evil that men do lives after them; The good is oft interred with their bones; 5 So let it be with Caesar. The noble Brutus Hath told you Caesar was ambitious: If it were so, it was a grievous fault, And grievously hath Caesar answer’d it. Here, under leave of Brutus and the rest,— 10 For Brutus is an honourable man; So are they all, all honourable men— Come I to speak in Caesar’s funeral. He was my friend, faithful and just to me: But Brutus says he was ambitious; 15 And Brutus is an honourable man. He hath brought many captives home to Rome, Whose ransoms did the general coffers fill: Did this in Caesar seem ambitious? When that the poor have cried, Caesar hath wept: 20 Ambition should be made of sterner stuff: Yet Brutus says he was ambitious; And Brutus is an honourable man. You all did see that on the Lupercal° I thrice presented him a kingly crown, 25 Which he did thrice refuse: was this ambition? Yet Brutus says he was ambitious; And, sure, he is an honourable man. I speak not to disprove what Brutus spoke, But here I am to speak what I do know. 30 You all did love him once, not without cause: What cause withholds you then, to mourn for him? O judgment! thou art fled to brutish beasts, And men have lost their reason. Bear with me; My heart is in the coffin there with Caesar, 35 And I must pause till it come back to me.

23. Lupercal: a festival honoring Pan

Discuss and Decide

© Houghton Mifflin Harcourt Publishing Company Does Antony follow through with his opening statement? Cite text evidence. Unit 3: Literary Analysis 77 78 help you write your essay. and referbackto thesources inorderto These questions thesources willhelpyou you’ve analyze read.Use your notes Step Sources on 2 Questions to Respond 2 1 4 3 1. Analyze support your answersupport to Question 1. the pieces three ofevidenceSelect fromMarkAntony’s that speech best to— Antony trying is Which summarizes best what Antony to is doin trying his speech? phrase? Antony wants to— Antony says is “Brutus an“honourable”man.” Why herepeatedly does use this a tyrant? Why doesAntony use Caesar’s will to persuade that the people Caesar was not h. g. f. e. d. c. b. a. d. c. b. a. d. c. b. a. d. c. b. a. “I speaknotto disprove whatBrutusspoke” (line28) “Here, underleave ofBrutusandtherest,—” (line9) make thecrowd seethatCaesar wasnotatyrant. prove thatheisabetter leaderthanBrutus. He wantsthecrowd thatBrutuswasjealousofCaesar. to know (lines 24–25) “I thrice crown, presented / himakingly Which hedidthrice refuse: wasthis ambition?” “Friends, lendmeyour Romans, ears” countrymen, (line1) get Brutusandtheotherconspirators to admittheyare murderers. convince thecrowd thatBrutusmurdered Caesar. He wantsthecrowd to murder theconspirators. “. . The nobleBrutus/Hathtold you Caesar wasambitious” (lines5–6) teach the crowd aboutCaesar’s life. dishonorable.show thatBrutusisactually He wantsthepeopleto realize thatBrutuswantsto gainpower. “But here Iamto speakwhatIdoknow.” (line29) “You alldid love himonce, not withoutcause” (line30) “When thatthepoorhave cried,“When Caesar hathwept” (line19) protect Brutusandtheotherconspirators. explain to thecrowd why Brutus isadmirable. He wantsthepeopleofRometo turnagainsttheconspirators. 2. Practice 3. Perform answer thequestions. Your answers will

© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company 7 6 5 What ofirony kind doeshe use? speech, why is irony akey tool forAntony to ableto be safely achieve his goal? Constructed-Response Prose Source 2. on Antony’s speech? What doyou think Br Constructed-Response Prose Caesar? Cite evidence fromhis biography inyour answer. Constructed-Response Prose Given the circumstances that surround the Why doyou think Brutus putsomany conditions Inwhat way was Mark Antony aloyal friendto utus is afraid of? Cite evidenceutus is from afraidof? Unit 3: Literary Analysis 79 80 adds to the irony in his speech. Antony’s intentions. Inthe below, chart cite ordetail from each afact source that Antony’s how about this Think speech. information you Mark understand helped You that you the helped understand context have ofMark oftexts readavariety Sources the Analyze Prewriting and Planning Irony Literature in Informational TextInformational Shakespeare’s Play Caesar’s Death and Historical Note Mark Antony Biography speech? How doesShakespeare useirony inMarkAntony’s thequestion:Write analysis that answers aliterary ASSIGNMENT 1. Analyze

Source Fact or detail How does this add to the irony How addtothe doesthis Fact ordetail Source 2. Practice 3. Perform of hisspeech?

© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company idea ofthe speech. ideas.important the Explain use ofirony in the lines below. Thenstate the main Review your notes. Inhis speech, Mark Antony uses irony to express his most Write Your Main Idea Main Idea And, sure, heis anhonourableman.” (lines 24–27) Yet Brutus says hewas ambitious; Which hedid thrice refuse: was this ambition? thrice“I presented him crown, a kingly And Brutus is anhonourableman.” (lines 14–22) Yet Brutus says hewas ambitious; madeofsternerAmbition shouldbe stuff: When that have the poor cried, Caesar hath wept: Did this in Caesar seemambitious? Whose ransoms fill: didthe generalcoffers He hath brought many captives hometo Rome, And Brutus is anhonourableman. Brutus“But says hewas ambitious; So arethey (lines all, 5–11) all honourablemen—“ For Brutus is anhonourableman; Here, underleave ofBrutus andthe rest,— And grievously hath Caesar answer’d it. If itwere so, itwas agrievous fault, Hath told you Caesar was ambitious: “ .ThenobleBrutus Unit 3: Literary Analysis 81 82 address them in orin order the ofimportance order in which they appear. order an in key your points Organize Finalize Your Plan ▶ ▶ ▶ ▶ ▶ ▶ ▶ ▶ 1. Analyze

Leave your readers withan Restate your mainideausing Elaborate by explaininghow Develop aseparate State your firstkeypoint yourInclude mainidea. Provide or necessary Begin withacaptivating intriguing thought. different words. key point. to each each detailconnects one. transitions between each key points, usingeffective paragraph for eachofyour elaboration. and with support information. interesting background question aboutthereading. or comment, observation, 2. Practice 3. Perform that makes sense for for makes sense that the analysis. You analysis. the can Introduction Key Point 1 Key Point 3 Key Point 2 Conclusion

© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company Use the checklist below to guide your analysis. your to guide below checklist the Use Revision Checklist: SelfEvaluation Revise you write,As think about: YourDraft Essay 6. 5. 5. 4. 3. 2. 1. 1. ▶ ▶ ▶ ▶ author’s use ofirony? and provide an insight into the summarize thewriter’s ideas the concluding Does section supporting detail?supporting Is there elaboration foreach relevant textual evidence? textual relevant with illustrated Is eachpoint related ideas?related transitionsvaried between with clear and of importance presented inorder Are points stated? Is the controlling ideaclearly the audience’s attention? capture the introduction Does

Transitions: Style: Purpose: Audience: to create cohesion, orflow. analysis. of aliterary that you can more easily evaluate it. yourIf you drafted essay onthe computer, you may wish to print itoutso s orefTp Revision Strategies Tips Ask Yourself Use aformal tone. andobjective Demonstrate your understandingofthespecificrequirements Your teacher Use words orphrases, suchas and circle the concluding insight. restatement ofthe writer’s ideas Place acheck markabove the and a C next to elaboration. and aCnext to text-evidence details, a Bnext to each keyPut point, anAnext quotation ordetailfromthe text. toPlace each astarnext transitions that link the points. Circle point. ofits the importance orminusplus, to check, rate the each paragraphwith a Label controlling idea. Put parentheses aroundthe or comment. Underline question the opening furthermore or in addition use ofirony. Include aninsight onthe author’s ofmainpoints. Add asummary summarize, orparaphrase. Add moresentences that quote, supporting evidencesupporting foreach idea. Have at least onepiece of to connect ideas asto needed. connect transitions Add varied importance. to inorderof present points paragraphs Rearrange body that it is clearly stated. clearly is it that Rewrite your controlling ideaso quote, orbackground information. Add aquestion, observation, Unit 3: Literary Analysis 83 84 Edit that ofthe drafts needstrengthening, parts identify reworking, oranew approach. onwhether you with theevidence—not agree author’s claim. Help each other and organization, classmate’s your essay, on logic, comment on and focus read you As partner. your to aloud it read or classmate, a with essay your Exchange Revision Checklist: Peer Review 6. 5. 4. 3. 2. 1. 1. Analyze Does the introduction capture the audience’s Is there elaboration detail? foreach supporting Are points presented in order ofimportance Does the concluding summarize section the Is each point illustrated with relevant textual textual relevant with illustrated point each Is Is the controlling ideaclearly stated? effect ofthe author’s useeffect ofirony? writer’s ideas and provide an insight into the evidence? related ideas?related with clear and varied transitions between attention? Edit your essay to correct spelling, grammar, and punctuation errors. What To Look For Notes forMy Notes Partner What To LookFor 2. Practice 3. Perform

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Orhan Cam/SuperStock change us? How do our life experiences perform the task ▶ ▶ ▶ ▶ You read: will ▶ ▶ ▶ ▶ ETTE Barrett Barrett Elizabeth o and Browning Robert of Letters The t 43” “Sonnet ri A T i Letters Browning The a Browning Barrett Elizabeth of Life The biogr A w

P H o S e l m O a p C hy r AL E AL s s sa y ▶ You write: will ▶ y poetry? her E influence experiences Browning’s life Barrett Elizabeth did How L A I T R Unit 3: Literary Analysis A R

ANAL Y S I S 85 Part 1: Read Sources Source 1: Biography

The Life of Elizabeth Barrett Browning

by Alicia Kim

orn in 1806 in Durham, England, Elizabeth Barrett Browning AS YOU READ Focus on B the facts and details in this was an English poet who gained enormous fame during her biographical essay that lifetime. The oldest of twelve children, she was born into great explain how Elizabeth Barrett wealth, her father having made most of his fortune from sugar Browning’s life and emotional plantations that he owned in Jamaica. By all accounts, Elizabeth attachment to Robert lived a privileged childhood, riding her pony around the grounds Browning influenced her of her family’s estate and visiting the local neighbors. Educated at writing. Record comments or home, she was something of a child prodigy. She writes that at age six questions about the text in the side margins. she was reading novels. At age ten she was studying Greek, writing 10 her own epic poem in the Greek style two years later. NOTES While living with her father in London, Elizabeth published her first book of mature poetry which gained her some fame. During these years in London, however, her ill-health (the exact cause of which is unknown) worsened, forcing her to spend a year on the coast with her favorite brother, Edward, who tragically drowned a year later. Distraught over her brother’s death, Elizabeth returned home, becoming an invalid and a recluse, spending the next five years in her bedroom and seeing few people in her father’s home on Wimpole Street.

20 Elizabeth continued to write, and in 1844 published a volume of poetry with the simple title of Poems. This book made her one of the most popular writers in England, and it gained the attention of the renowned poet Robert Browning, whose work she had praised in one of her poems. After reading these poems, Browning wrote to her saying, “I LOVE your verses with all my heart, dear Miss Barrett,” and so begins one of the greatest love stories in literary history. © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©MarinaMariya/SuperStock © Houghton Mifflin Harcourt Publishing Company • Image Credits:

86 1. Analyze 2. Practice 3. Perform As their correspondence continued, the couple exchanged nearly NOTES 600 letters, falling in love and marrying secretly on September 12, 1846. Although most of her family accepted the marriage, Elizabeth’s 30 tyrannical father disowned her, refusing to open her letters or see her. Out of the romantic courtship between Elizabeth Barrett and Robert Browning came an outpouring of love, which Elizabeth transformed into poetry. Giving a small packet of these sonnets to Robert, which she had written to him in secret before their marriage, her husband decided to publish them, saying that he could not keep these poems to himself, for they were “the finest sonnets written in the English language since Shakespeare’s.” In 1850 the poems appeared as Sonnets from the Portuguese and included Elizabeth’s 40 most famous love poem to Robert, Sonnet 43, beginning, “How do I love thee? Let me count the ways.” Moving to Italy after their marriage, the Brownings and their son spent many happy years there, until Elizabeth passed away, dying in Robert’s arms on June 29, 1861. Of their profound love and poetry, their friend and literary critic Frederic Kenyon wrote: “. . . no modern English poet has written of love with such genius, such beauty, and such sincerity, as the two who gave the most beautiful example of it in their own lives.”

Discuss and Decide With a small group, discuss how Elizabeth Barrett Browning’s life and experiences provide a context for her work. Cite text evidence in your discussion. © Houghton Mifflin Harcourt Publishing Company Unit 3: Literary Analysis 87 Source 2: Historical Essay

The Browning Letters

by Gregory Evans

No story of the great Victorian poets Elizabeth Barrett Browning AS YOU READ Pay close attention to the details (1806–1861) and Robert Browning (1812–1889) could be told without describing the love letters providing a close reading of their love letters to each other, 574 letters written and received by in all, written between January 10, 1845, and September 18, 1846. the Victorian poets Robert Beginning with a letter addressed to “dear Miss Barrett” and ending Browning and Elizabeth with Elizabeth’s note to Robert as they arranged to leave England Barrett Browning. Pay special and travel to Italy a week after their marriage, the love letters of attention to the historical Robert and Elizabeth Barrett Browning are among the most famous context in which they were written. in literary history, providing meaningful insights into their lives, 10 love, thoughts, feelings, experiences, and poetry. NOTES After reading her poems for the first time, Robert Browning begins the correspondence with the line: “I LOVE your verses with all my heart, dear Miss Barrett,” describing the poems as “fresh strange music,” and transferring his love for her poetry into love for her before the end of the letter: “I do, as I say, love these books with all my heart—and I love you too.” With that first meeting of their hearts and minds, a love affair blossoms between them. As their correspondence deepens over the course of twenty months, Elizabeth tells an acquaintance that they “are growing to be the truest of 20 friends.” Yet by January 10, 1846, exactly one year after Robert’s first letter, the friendship that Elizabeth has felt for him has clearly turned to love. © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Artmim/SuperStock © Houghton Mifflin Harcourt Publishing Company • Image Credits:

88 1. Analyze 2. Practice 3. Perform Elizabeth writes: NOTES Do you know, when you have told me to think of you, I have been feeling ashamed of thinking of you so much, of thinking of only you—which is too much perhaps. . . . Shall I tell you? It seems to me, to myself, that no man was ever before to any woman what you are to me. . . .

30 The rest, as they say, is history, as the most romantic literary couple of the Victorian era falls in love through their letters and secretly marries on September 12, 1846. Of course, the Browning letters are only one of the series of love letters that have survived the centuries. Love letters written by Henry VIII to Anne Boleyn, by the poet John Keats to his beloved Fanny Brawne, by Abigail Adams to her husband John Adams are other notable examples. Despite the different people writing them, all these love letters have the same purpose—to sweep the recipient of the letter off his or her feet by a frank, even poetic, display of feelings.

40 Yet the fact that the Browning letters were written by two literary giants attests to the letters’ uniqueness. Perhaps only poets can write of love in this way, using metaphors and symbols, making the Browning letters unparalleled for their beauty, sincerity, and deeply poetic display of emotion.

Close Read Summarize the article you have just read. How did Elizabeth Barrett and Robert Browning fall in love? Cite text evidence in your response. © Houghton Mifflin Harcourt Publishing Company Unit 3: Literary Analysis 89 Source 3: Poem

Sonnet 43

by Elizabeth Barrett Browning

How do I love thee? Let me count the ways. AS YOU READ Focus on the form of this sonnet, a 14-line I love thee to the depth and breadth and height poem with a definite rhyme scheme and meter. Record My soul can reach, when feeling out of sight comments or questions about For the ends of Being and ideal Grace. the text in the side margin. 5 I love thee to the level of everyday’s NOTES Most quiet need, by sun and candlelight. I love thee freely, as men strive for Right; I love thee purely, as they turn from Praise. I love thee with passion put to use

10 In my old griefs, and with my childhood’s faith. I love thee with a love I seemed to lose With my lost saints,—I love thee with the breath, Smiles, tears, of all my life!—and, if God choose, I shall but love thee better after death.

Close Read Reread the last six lines of the poem. How is the poet comparing the intensity of love she feels for Robert Browning with the intensity of love she had experienced earlier in her life? Cite text evidence in your response. © Houghton Mifflin Harcourt Publishing Company • Image Credits: © Jupiterimages/Getty Images© Houghton Mifflin Harcourt Publishing Company • Image Credits:

90 1. Analyze 2. Practice 3. Perform Source 4: Letters

THE LETTERS OF

Robert Browning AND Elizabeth Barrett Barrett

R.B. to E.B.B. AS YOU READ As you read these letters, note passages or New Cross, Hatcham, Surrey. details that you find especially [Post-mark, January 10, 1845.] powerful.

LOVE your verses with all my heart, dear Miss Barrett,—and NOTES Ithis is no off-hand complimentary letter that I shall write,— whatever else, no prompt matter-of-course recognition of your genius, and there a graceful and natural end of the thing. Since the day last week when I first read your poems, I quite laugh to remember how I have been turning and turning again in my mind what I should be able to tell you of their effect upon me, for in the first flush of delight I thought I would this once get out of my habit of purely passive enjoyment, when I do really enjoy, and thoroughly 10 justify my admiration—perhaps even, as a loyal fellow-craftsman should, try and find fault and do you some little good to be proud of hereafter!—but nothing comes of it all—so into me has it gone, and part of me has it become, this great living poetry of yours, not a flower of which but took root and grew. Oh, how different that is from lying to be dried and pressed flat, and prized highly, and put in a book with a proper account at top and bottom, and shut up and put away . . . and the book called a ‘Flora,’ besides! After all, I need not give up the thought of doing that, too, in time; because even now, talking with whoever is worthy, I can give a reason for my faith 20 in one and another excellence, the fresh strange music, the affluent language, the exquisite pathos and true new brave thought; but in this addressing myself to you—your own self, and for the first time, my feeling rises altogether. I do, as I say, love these books with all my heart—and I love you too. Do you know I was once not very far © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©X/SuperStock © Houghton Mifflin Harcourt Publishing Company • Image Credits: Unit 3: Literary Analysis 91 from seeing—really seeing you? Mr. Kenyon said to me one morning NOTES ‘Would you like to see Miss Barrett?’ then he went to announce me,—then he returned . . . you were too unwell, and now it is years ago, and I feel as at some untoward passage in my travels, as if I had been close, so close, to some world’s-wonder in chapel or crypt, only 30 a screen to push and I might have entered, but there was some slight, so it now seems, slight and just sufficient bar to admission, and the half-opened door shut, and I went home my thousands of miles, and the sight was never to be? Well, these Poems were to be, and this true thankful joy and pride with which I feel myself, Yours ever faithfully, ROBERT BROWNING.

E.B.B. to R.B. 50 Wimpole Street: Jan. 11, 1845.

thank you, dear Mr. Browning, from the bottom of my heart. IYou meant to give me pleasure by your letter—and even if the object had not been answered, I ought still to thank you. But it is thoroughly answered. Such a letter from such a hand! Sympathy is dear—very dear to me: but the sympathy of a poet, and of such a poet, is the quintessence of sympathy to me! Will you take back my gratitude for it?—agreeing, too, that of all the commerce done in the world, from Tyre to Carthage, the exchange of sympathy for gratitude is the most princely thing! . . .

10 Is it indeed true that I was so near to the pleasure and honour of making your acquaintance? and can it be true that you look back upon the lost opportunity with any regret? But—you know—if you had entered the ‘crypt,’ you might have caught cold, or been tired to death, and wished yourself ‘a thousand miles off;’ which would have been worse than travelling them. It is not my interest, however, © Houghton Mifflin Harcourt Publishing Company

92 1. Analyze 2. Practice 3. Perform to put such thoughts in your head about its being ‘all for the best’; NOTES and I would rather hope (as I do) that what I lost by one chance I may recover by some future one. Winters shut me up as they do dormouse’s eyes; in the spring, we shall see: and I am so much better 20 that I seem turning round to the outward world again. And in the meantime I have learnt to know your voice, not merely from the poetry but from the kindness in it. Mr. Kenyon often speaks of you— dear Mr. Kenyon!—who most unspeakably, or only speakably with tears in my eyes,—has been my friend and helper, and my book’s friend and helper! critic and sympathiser, true friend of all hours! You know him well enough, I think, to understand that I must be grateful to him.

I am writing too much,—and notwithstanding that I am writing too much, I will write of one thing more. I will say that I am your 30 debtor, not only for this cordial letter and for all the pleasure which came with it, but in other ways, and those the highest: and I will say that while I live to follow this divine art of poetry, in proportion to my love for it and my devotion to it, I must be a devout admirer and student of your works. This is in my heart to say to you—and I say it. And, for the rest, I am proud to remain Your obliged and faithful Elizabeth B. Barrett.

Discuss and Decide With a small group, discuss the content and tone of each letter. In what ways are they similar? Cite text evidence in your discussion. © Houghton Mifflin Harcourt Publishing Company Unit 3: Literary Analysis 93 94 questions. Your answers willhelpyou write your essay. you have read.Use your notes andreferto thesources inorderto answer the These questions will helpyou thinkabou Respond toQuestionsonStep3Sources 3 1 2 1. Analyze context? help you place you the letters have two read in both ahistorical and apersonal Prose Constructed-Response last six lines ofthe poem? Prose Constructed-Response eight lines ofthe sonnet?first evidence Cite from the specific text. Browning andRobert herreligious and political doesshe beliefs make in the Prose Constructed-Response 2. Practice 3. Perform How doesthe essay the about Browning letters What comparisons make doesthe poet in the What comparisons love the about poet’s for t theessays, thepoem,andletters

ASSIGNMENT Write a literary analysis that answers the question: How did Elizabeth Barrett Browning’s life experiences influence her poetry, particularly “Sonnet 43,” her sonnet written for Robert Browning? Support your controlling idea with evidence from the texts.

Plan Use the graphic organizer to help you outline the structure of your literary analysis.

Introduction

Key Point 1

Key Point 2

Key Point 3

Conclusion © Houghton Mifflin Harcourt Publishing Company Unit 3: Literary Analysis 95 96 5. 5. 4. 3. 2. 1. 1. Your teacher will for: looking be Evaluation Criteria Revise andEdit Draft ▶ ▶ ▶ ▶ ▶ ▶ ▶ ▶ ▶ ▶ ▶ Conventions Language andvocabulary Elaboration ofevidence Organization Statement ofpurpose 1. Analyze

Did you follow therulesofgrammar capitalization, andspelling? usageaswell aspunctuation, familiar toDid you your usevocabulary audience? Did you useaformal, essay-appropriate tone? Is theevidence sufficient? Did you cite evidence from thesources, andisit relevant to thetopic? Did you stay ontopic? yourIs there controlling aclearconclusion thatsupports idea? Is there asmoothflow from beginning to end? analysis organized ofyourAre literary inalogical thesections way? Did you respond to theassignment question? Did you clearlystate your thesis? punctuation errors. errors. punctuation grammar, spelling, and to correct it edit and analysis literary your Revise Look back over your essay and compare itto the Evaluation Criteria. analysis. literary Use your notes and completed graphic organizer ofyour to draft write afirst 2. Practice 3. Perform