Poetry Workbook

Year 9 Poetry Workbook

If you can’t print this booklet out, just Name: complete the tasks in your English book, jotter or lined and plain paper. Form: Keep these sheets together to show your English teacher when you get 9A_ back.

Any tasks with a  next to them are Teacher: tasks you can take a photo of and send to your form tutor!

1 - AJK English Department

Contents Page

Lesson Poem focus Page(s)

1 Wherever I Hang 4 –18

2 Swing Low, Sweet Chariot 19—28

3 The Night Mail 29—39

4 Comparing poems 40—47

2 - AJK English Department

In this scheme of work, you will be looking at: Journeys in poetry For AP3, you will be assessed on: ❑ Comparing two poems ❑ Memorising quotations ❑ Explaining what a poem means and what kind of journey the poem is representing ❑ Analysing language in a poem ❑ Analysing poetic language techniques ❑ Link the poem to the time that it was written and who it was written by ❑ Use high level, concise language when explaining your ideas

All of this is to support you for your GCSE Literature examination.

In the space below, write down any questions that you have for your English teacher. If/when you get a chance to speak to them, you can ask them to help you.

Lesson you had the question Question for English teacher

3 - AJK English Department

Lesson 1 Do Now: Think back to Romeo and Juliet, Jane Eyre, and Animal Farm. In these stories, who went on a journey? Write down the character and what kind of journey they went on in the table below. The first one is done for you. In the blank spaces, write down any that others that you can think of.

Stretch: decide what kind of journey you think it was—emotional, physical or spiritual. Super stretch: why do you think people go on journeys?

Emotional, physical or Story Character Journey they went on spiritual journey?

Began as a simple pig with a dream and made Animal Farm Napoleon Emotional the journey to become an evil, unfair dictator

Jane Eyre

Helen Burns

Romeo Montague

4 - AJK English Department

Do Now: answers Prospero travels from Milan to the island of his shipwreck. Boxer travels from Animal Farm to the knackers. Puck puts a ‘girdle round about the Earth / In forty minutes’ to collect the flower that’s used for the love-potion. Jane Eyre travels from Gateshead Hall to Lowood School. Helen Burns goes to heaven, which she sees as a spiritual journey. Oliver Twist travels from a workhouse, which is seventy-five miles outside of London, to the city. Romeo travels from Verona to Mantua where he is exiled.

Why do people go on journeys? To get somewhere To see something or someone To experience new things, including the journey itself To experience new cultures and meet new people To find ‘themselves’

Journeys are crucial to civilisations. People have always travelled and written about their experiences. Here are some examples of famous stories about journeys throughout history.

Homer’s ‘Odyssey’ was composed near the end of the 8th Century BC. It tells the tale of Odysseus and his ten year voyage home after the Trojan War. He is confront- ed by natural and supernatural threats which test his bravery and native cunning ‘The Canterbury Tales’ by Geoffrey Chau- to the full, so he can reach his homeland. cer includes stories from twenty four pil- grims, on their way to Canterbury. Devout Christian observers went to see the relics of Saint Thomas Becket there. They journey from the Tabard Inn in Southwark (London) to Canterbury, and tell stories as they go.

‘Jane Eyre’ has several journeys that mark out Jane’s physical and emotional development during the novel. She travels from Gateshead Hall to Lowood School.

2020 5 - AJK English Department

The poetry we will be studying ranges from those about personal journeys to epic figurative journeys into hell. The first poem is called ‘Wherever I Hang’. It is about someone who comes to England from Guyana. She is an immigrant.

An immigrant is a person who moves to live in another country permanently. This may be out of choice or sometimes people are forced to move because of war, natural disasters or financial difficul- ty.

When immigrants travel to a new place, they migrate (vb.). The people in the pictures above are mi- grating.

Grace Nichols

The first poet we will be studying in our anthology is called Grace Nichols. She was born in Georgetown, Guyana, in 1950 and grew up in a small country village on the Guyanese coast.

She moved to the city with her family when she was eight.

She immigrated to England when she was 27.

She worked as a teacher and journalist

She often writes about historical themes, her own childhood and the experience of the Afro-Caribbean people.

 She uses dialect in her poems.

The rhythmic nature of Caribbean language influences her poetry too.

Grace Nichols has lived in England since 1977, with her partner, the poet John Agard.

 Dialect = a form of a language that is used in a specific area

6 - AJK English Department

 Research task:

Find and create an information poster/leaflet about Guyana. You could research: - The weather in Guyana - What the culture is like in Guyana - The national flag of Guyana - What religions are practiced in Guyana - What foods people eat in Guyana - What continent Guyana is in - Things that tourists go to see in Guyana - What the traditional outfits are in Guyana

7 - AJK English Department

 Creative Writing Task

Here’s a map showing the journey that Grace Nichols took when she immigrated.

How long do you think the journey would take? Research it and write it down here: ______

Write down 4 differences between England and Guyana: 1.

If you were going on a journey like this, what would you take with you? With a pencil, draw and label what you would take with you on a journey like this:

8 - AJK English Department

Now that you’ve prepared for your journey, you need to get travelling! Watch the video below and answer the following questions:

https://www.youtube.com/watch?v=nEnRn3q_wsE

 The video starts by showing you wildlife. What wildlife is seen in the video that you would not normally see in a country like England? ______

 What is the landscape like in the video? How is it different to a city like London? ______

 The video moves from the countryside to a busier, more populated area. What is the name of this town? ______

 What kinds of things can you do in Georgetown? Make a list. ______

 After showing us Georgetown, the video moves to the rainforest. What is the name of this rainforest area? ______

 If you could only choose one place from that video to visit, which would it be? ______

 A ticket to Guyana from London and back is £729. You are going with a group of 8 other people. Each person will also need a lunch bag that costs £2.95 each, and a water bottle for £1 each. 6 of your group also want to hire out scooters for 3 days. To rent a scooter for one day costs £39. How much would everything you need for the journey cost altogether?

9 - AJK English Department

 Imagine that you’ve just woken, washed up at this beach in Guyana. What do you do?

Write a short, detailed and creative description of what you do when you first wake up here. Write in first person (I, me, my) and make sure to use your senses when talking about the scene around you!

______10 - AJK English Department

Wherever I Hang Grace Nichols (1950—)

I leave me people, me land, me home Never visiting nobody For reasons I not too sure Before giving them clear warning I forsake de sun And waiting me turn in queue And de humming-bird splendour Now, after all this time Had big rats in de floorboard I get accustom to de English life So I pick up me new-world-self But I still miss back-home side And come to this place call England To tell you de truth At first I feeling like I in a dream - I don’t know really where I belaang De misty greyness Yes, divided to de ocean I touching the walls to see if they real Divided to the bone They solid to de seam Wherever I hang me knickers – that’s my home And de people pouring from de under- ground system Like beans And when I look up to de sky I see Lord Nelson high – too high to lie. And is so I sending home photos of myself Among de pigeons and de snow And is so I warding off de cold

And is so, little by little Once you’ve read through the I begin to change my calypso ways poem, take two different coloured pens.

Create a key:

❑ Guyana

❑ England

Then, highlight or underline any references to Guyana or England in the two different colours.

Listen to this poem in an original version here:  https://www.bbc.co.uk/programmes/p00wzy9y 11 - AJK English Department

 Read through the poem ‘Wherever I Hang’ on the page before, again. Then, complete this mind map, answering the questions about the poem.

12 - AJK English Department

Write down your answers to these questions:

How does Nichols compare the two countries? Find evidence from the text. ______

Which country does Nichols prefer? Find evidence to support your answer and explain why you picked that quotation. ______

What was her physical journey? ______

Do you think there was a “spiritual” journey? ______

How does she feel about her journey as an immigrant? ______

How does she feel on the line ‘Now, after all this time’? ______

What person did Nichols write this poem in? How does that make you feel? ______

13 - AJK English Department

Watch the following clip and make notes on Grace Nichols and why she wrote ‘Wherever I Hang’:

https://www.bbc.co.uk/programmes/p00wzyjg ______14 - AJK English Department

Wherever I Hang Answer the questions written on the following lined pages. Grace Nichols (1950—) The link at the bottom will support your analysis— add any notes from there that are interesting to Annotation 1 this and the next page.

https://genius.com/Grace-nichols-wherever-i-hang- annotted 15 - AJK English Department

Wherever I Hang Grace Nichols (1950—) Annotation 2

16 - AJK English Department

______

17 - AJK English Department

______

18 - AJK English Department

Lesson 2 Do Now: Connect the journeys to the correct categories: spiritual, emotional, or physical. Stretch: add a physical journey of your own. It can be one that you have been on, or one that you know about.

Emotional, physi- Journey example cal or spiritual journey?

A woman loses her father and eventually becomes a stronger wom-

an after the grief.

A married couple go on a pilgrimage to Mecca as a part of their Is-

lamic religion.

A man travels to Zambia to do some charity work in the summer.

Two friends realise that they need to make more time for one anoth-

er after not seeing each other for 3 weeks.

19 - AJK English Department

Do Now: answers How many did you get right?

Emotional, physi- Journey example cal or spiritual journey?

A woman loses her father and eventually becomes a stronger woman Emotional after the grief.

A married couple go on a pilgrimage to Mecca as a part of their Is- Spiritual lamic religion.

A man travels to Zambia to do some charity work in the summer. Physical

Two friends realise that they need to make more time for one another Emotional after not seeing each other for 3 weeks.

20 - AJK English Department

Knowing about an author and the time they were writing in and about can be very helpful when reading their work. Often, knowing more information can give us a better insight into their writing, and can make it even more powerful and interesting. Before reading ‘Swing Low, Sweet Chariot’, it will be helpful to know more about the context in which it was written. This will allow us to understand the journeys that the writer discussed more ac- curately and with more insight.

‘Swing Low, Sweet Chariot’ by Wallace Willis The poem we are learning about is an African American spiritual song. It is believed to have been composed by Wallace Willis, a black American slave in the 19th century. Wallace Willis was a slave who worked on a plantation in Mississippi. He and his family were moved to a farm in Oklahoma, and it is believed that the song was composed on the cotton plantation there. Some believe that the song was used as a coded message about escaping their slavery and moving to the north of America, where slaves could have freedom. During this time in American history, slaves did not receive an education. Many were unable to read and write. The Bible still played an important part of slaves’ lives, though. This poem is part of the call and response tradition. This means that the leader would sing a line and then the others would repeat the line together. Often the songs were not written down, but they were passed down between generations orally. The songs were often about the struggle of slavery, oppression and the hope they had for the future. This type of music influenced gospel music traditions we have today. The content of the poem is based on a passage in the Bible. It is about a man called Elijah. Elijah was a prophet and miracle worker. This is the moment Elijah is walking to the river Jordan, he strikes the water and it is divided. He is then taken to heaven on a chariot that passes between the water. His assistant Elisha witnesses the miracle.

As they were walking along and talking together, suddenly a chariot of fire and horses of fire ap- peared and separated the two of them, and Elijah went up to heaven in a whirlwind. 12 Elisha saw this and cried out, “My father! My father! The chariots and horsemen of Israel!” And Elisha saw him no more. Then he took hold of his garment and tore it in two.

There are many different recounts of Elijah from different religions, but this one is from the Bible. Watch this video to see a recount of what happens in the story: https://www.youtube.com/watch? v=m73kf8Z1aZo In the space below, outline and colour what you think the chariot of fire would look like:

21 - AJK English Department

 Who was Wallace Willis? ______ What is meant by ‘call and response’ and why was it important? ______ What happens in the passage in the Bible (2 Kings 2)? ______ How does the passage from the Bible relate to the life of a slave? ______

 In the space below, draw a comic strip of Elijah’s story. You only have 4 boxes, so use them carefully!

22 - AJK English Department

Swing Low, Sweet Chariot Wallace Willis (1820—1880[?])

Swing low, sweet chariot, Coming for to carry me home, Swing low, sweet chariot, Coming for to carry me home.

I looked over Jordan and what did I see, Coming for to carry me home? A band of angels coming after me, Coming for to carry me home.

If you get there before I do,

Coming for to carry me home, A refrain is a repeated phrase or Tell all my friends I’m coming too, line of a poem. Coming for to carry me home. What is the refrain in this poem? ______The brightest day that ever I saw, ______Coming for to carry me home. ______Why was a refrain used in African When Jesus washed my sins away, American spiritual songs? Coming for to carry me home. ______I’m sometimes up and sometimes down, ______Coming for to carry me home, What ‘home’ is the poem referring But still my soul feels heavenly bound, to?

Coming for to carry me home... ______

Listen to this poem in an original version here:  https://www.youtube.com/watch?v=Thz1zDAytzU Then listen to a modern version of it here:  https://www.youtube.com/watch?v=JOvQt9c-8F8 23 - AJK English Department

 Read through the poem ‘Swing Low, Sweet Chariot’ on the page before, again. Then, complete this mind map, answering the questions about the poem.

24 - AJK English Department

Swing Low, Sweet Chariot Answer the questions written on the following lined pages. Wallace Willis (1820—1880[?]) Annotation 1

25 - AJK English Department

Swing Low, Sweet Chariot Wallace Willis (1820—1880[?]) Annotation 2 A student said:

‘Swing Low Sweet Chariot is a poem about hope in the most desperate times’.

 Highlight and annotate any words or phrases that support this opinion.

If you get there before I do, Coming for to carry me home, Tell all my friends I’m coming too, Coming for to carry me home.

The brightest day that ever I saw, Coming for to carry me home. When Jesus washed my sins away, Coming for to carry me home.

I’m sometimes up and sometimes down, Coming for to carry me home, But still my soul feels heavenly bound,

Coming for to carry me home...

26 - AJK English Department

______

27 - AJK English Department

Let’s find out about another perspective on this poem.

In this documentary, Dr Horace Boyer talks about how and why slaves sung whilst working.

‘Big boss man’ refers to the plantation owner – the man who owned the slaves. ‘The overseer’ would be the person in charge of making slaves work hard.

https://www.youtube.com/watch?v=52DWJdONM0Q&feature=youtu.be&t=53s

Summarise Dr. Horace Boyer’s opinion on ‘Swing Low, Sweet Chariot’. Use references from the video to explain your ideas. ______

Design a poster for a theatre production of ‘Swing Low Sweet Chariot’. Think about the story behind the song and how you can include that in your poster!

28 - AJK English Department

Lesson 3 Do Now: Read over the two poems from lessons 1 and 2, then complete the Venn diagram below. In your Venn diagram, you should include:  The type of journey that is happening in each poem  The perspective that each poem has been written in  The year or time that each poet was born  The gender of the poet

‘Swing Low, Sweet Chariot’ Sweet Low, ‘Swing

‘Wherever I Hang’ ‘Wherever

29 - AJK English Department

Do Now: answers See the answers below. Highlight any that you missed.

‘Wherever I Hang’ ‘Swing Low, Sweet Chariot’

Emotional, physical Spiritual journey journey

1st person perspective— written from Grace Nichols’ 1st person perspective— perspective written from Elijah’s per-

spective or from the perspective of the workers Nichols’ was born in 1950

and is still alive.

Willis was born 1820 and maybe died in 1880. Nichols’ is female.

Willis is male.

 Research task: Using Google, research both Grace Nichols and Wallace Willis and write down some additional information about each of the poets.

Grace Nichols Wallace Willis

30 - AJK English Department

Why do you think people choose to travel by night? Add as many ideas as you can to the mind-map bubble below:

Why do people travel at night?

Travel by night is:  Often more efficient as there are fewer people  More adventurous  Well suited to people who have committed crimes  Is more romantic The modes of travel used by characters in the texts we have read are:  On foot – Hermia and Lysander escape to the woods from Athens  By carriage – Jane Eyre takes a ‘coach’ (a public horse and carriage) to Lowood School from Gateshead Hall  By van – Boxer is taken away in the Knacker’s van to be killed

When have you travelled at night? What was it like? Where were you going? Who were you with?

______

31 - AJK English Department

The second poet we are learning about is called W. H. Auden. He was born in England and went to Ox- ford University. His poetry collection released in 1930 made him a leading poet of the time. He came to be considered one of the best poets of the 20th century. Many of his poems are about real or imagined journeys where he used his travels to inform his writing. He visited Germany, Iceland, China and Spain, where he served in the Spanish Civil War. At the outbreak of World War Two he moved to America.

- - - - -

Sometimes, looking at the title of a poem can help you to understand what the poem is going to be about. In some cases, the title of the poem can help you to understand the poem in a different way. The poem we will be reading today is called ‘The Night Mail’. To understand what is meant by this title, it will help us to see what Auden was writing about! This poem was written by W. H. Auden to accompany a 1936 documentary film called ‘Night Mail’. The film showed the experiences of a train that carried post from London to Scotland during the night.

https://www.youtube.com/watch?v=zmciuKsBOi0

Make notes on what the documentary explains about post being transported in the space below:

______

The poem tells the tale of the night mail that travels from London to Scotland. The poem is set in the 1930s, before World War Two. At this time, mail was a key aspect of communication. People would write letters to their family and friends across the country (nationally) but they would also receive mail internationally (from across the world). The night mail train would transport around 500 million letters every year. Workers would be on the train to sort the mail and then drop it off at 34 points along the track. They would use large leather satchels that would be hooked on the side of the train and then dropped off at several points to be collected by the postal service.

How do we communicate now? List as many ways (with the apps that help!) that we communicate in the current time.           32 - AJK English Department

The Night Mail W. H. Auden (1907-1973)

This is the Night Mail crossing the Down towards Glasgow she de- Letters to Scotland from the border, scends South of France, Bringing the cheque and the Towards the steam tugs yelping Letters of condolence to High- postal order, down the glade of cranes, lands and Lowlands Letters for the rich, letters for the Towards the fields of apparatus, Notes from overseas to Hebrides poor, the furnaces Written on paper of every hue, The shop at the corner and the Set on the dark plain like gigan- The pink, the violet, the white girl next door. tic chessmen. and the blue, Pulling up Beattock, a steady All Scotland waits for her: The chatty, the catty, the bor- climb: In the dark glens, beside the ing, adoring, The gradient's against her, but pale-green sea lochs The cold and official and the she's on time. Men long for news. heart's outpouring, Past cotton-grass and moorland Clever, stupid, short and long, boulder Letters of thanks, letters from The typed and the printed and Shovelling white steam over her banks, the spelt all wrong. shoulder, Letters of joy from the girl and Snorting noisily as she passes the boy, Thousands are still asleep Silent miles of wind-bent grasses. Receipted bills and invitations Dreaming of terrifying monsters,

To inspect new stock or visit re- Or of friendly tea beside the Birds turn their heads as she ap- lations, band at Cranston's or Craw- proaches, And applications for situations ford's: Stare from the bushes at her And timid lovers' declarations Asleep in working Glasgow, blank-faced coaches. asleep in well-set Edinburgh, And gossip, gossip from all the Sheep-dogs cannot turn her nations, Asleep in granite Aberdeen, course; News circumstantial, news fi- They continue their dreams, They slumber on with paws nancial, across. And shall wake soon and long Letters with holiday snaps to en- for letters, In the farm she passes no one large in, wakes, And none will hear the post- Letters with faces scrawled in man's knock But a jug in the bedroom gently the margin, shakes. Without a quickening of the

Letters from uncles, cousins, and heart, aunts, Dawn freshens, the climb is For who can bear to feel himself done. forgotten?

Listen to this poem in an original version here:  https://www.youtube.com/watch?v=b8_jmtbvzmY 33 - AJK English Department

 Read through the poem ‘The Night Mail’ on the page before, again. Then, complete this mind map, answering the questions about the poem.

34 - AJK English Department

The Night Mail Answer the questions written on the following lined pages.

W. H. Auden (1907-1973) The link at the bottom will support your analysis— add any notes from there that are interesting to Annotation 1 this and the next page.

https://genius.com/1525829 35 - AJK English Department

The Night Mail W. H. Auden (1907-1973) Annotation 2

36 - AJK English Department

The Night Mail W. H. Auden (1907-1973) Annotation 3

37 - AJK English Department

______

38 - AJK English Department

 Write a paragraph answering this question: How does Auden show the arrival of mail is exciting for a 1930s reader?

Use evidence from two different stanzas. The Night Mail

______39 - AJK English Department

Lesson 4 Do Now: Highlight any phrases from the following stanzas that are linked to physical journeys. Stretch: annotate any similarities between the two. Super stretch: can you see any differences? Annotate them too.

Wherever I Hang The Night Mail -

This is the Night Mail crossing the border, Bringing the cheque and the postal order, Letters for the rich, letters for the poor, The shop at the corner and the girl next door. Pulling up Beattock, a steady climb: The gradient's against her, but she's on time. I leave me people, me land, me home Birds turn their heads as she approaches, For reasons I not too sure Stare from the bushes at her blank-faced I forsake de sun coaches. And de humming-bird splendour Sheep-dogs cannot turn her course; Had big rats in de floorboard They slumber on with paws across. So I pick up me new-world-self In the farm she passes no one wakes, And come to this place call England But a jug in the bedroom gently shakes.

At first I feeling like I in a dream - Dawn freshens, the climb is done. De misty greyness Down towards Glasgow she descends I touching the walls to see if they real Towards the steam tugs yelping down the They solid to de seam glade of cranes, Towards the fields of apparatus, the furnaces Set on the dark plain like gigantic chessmen. All Scotland waits for her: In the dark glens, beside the pale-green sea lochs Men long for news.

In your opinion, which of the two poems is more emotional? ______

40 - AJK English Department

Do Now answers: How many of these did you get?

Wherever I Hang The Night Mail -

This is an emotional poem because it’s about This is an emotional poem because it’s about the the physical journey of people’s mail getting physical journey of a woman who starts a new life. to the people they love. It signifies the im- She talks about what she misses and where she portance of the train and the physical journey feels at home. She also compares her old country it makes to get the mail to the people who are to the new one that she’s in. waiting.

41 - AJK English Department

In your exams, you’ll be asked to compare two different things. When you compare something, you do two pieces of language analysis for an idea that is found in both texts.

Let’s plan a question together. It will be phrased differently to other exam questions you’ve seen—but don’t let it fool you! Main idea

To write a comparative answer, you’ll need: 1. A point sentence that states a main idea that you can find in both texts. 2. Evidence from the first poem that supports this statement. 3. Explain how this quotation is linked to the statement and the poem. 4. Pick a word or phrase to analyse and link it back to the statement, thinking about how the poet wants to present the main idea. 5. Evidence from the second statement that supports this idea. Use ‘similarly’ if the ideas you’re explaining are similar to one another or ‘contrastingly’ if the ideas are different. 6. Explain how this quotation is linked to the statement and the poem. 7. Pick a word or phrase to analyse and link it back to the statement, thinking about how the poet wants to present the main idea in the second poem. 8. Summarise how the poems have presented the main idea in similar/different ways.

Here are the sentence starters you can use: (but rephrase things when you need to!)

P Both poems present journeys as…

EV1 In [insert poem 1’s title], [insert poem 1’s poet’s surname] narrates: ‘[insert quotation]’.

[Insert poem 1’s poet’s surname] narrates this because the poem is about [explain what EX1 the poem is about].

[Insert poem 1’s poet’s surname]’s use of the [insert word class] ‘…’ suggests/creates the Z1 image/connotes ideas of...

Similarly/Contrastingly, from [insert poem 2’s title], [insert poem 2’s poet’s surname] nar- EV2 rates: ‘[insert quotation]’.

[Insert poem 2’s poet’s surname] narrates this because the poem is about [explain what EX2 the poem is about].

[Insert poem 2’s poet’s surname]’s use of the [insert word class] ‘…’ suggests/creates the Z2 image/connotes ideas of...

S It can be said that both poets feel [explain the similarities or differences].

Check the next page to see how a plan and paragraph would be written. Use this as a means to guide you when you’re writing your paragraphs. 42 - AJK English Department

43 - AJK English Department

Both poems present journeys as exciting. In ‘Wherever I Hang’, Nichols narrates: ‘So I pick up me new world self / And come to this place call England’. Nichols narrates this because the poem is about her physical journey of immigrating to England to start a new life. Nichol’s use of the compound noun phrase ‘new world self’ directs the reader into the next part of Nichols’ journey where she comes to ‘this place call England’. She references her new destination as though she has only read or heard about it—the sense of the unknown can be construed as exciting. Similarly, from ’The Night Mail’, Auden describes the train’s physical journey: ‘pulling up Beattock, a steady climb: The gradient’s against her, but she’s on time’. Auden does this to create a sense of tension and excitement as he describes the journey that the train is taking in the dead of night in order to get everyone’s post to them first thing in the morning. Auden’s use of ‘steady climb’ creates the image of struggle, as if the train is finding it challenging to get to where it needs to be. He then says that the steep journey is ‘against her’, which suggests that the train is facing adversity—she will have to overcome the challenge to get the post to everyone. Auden then confirms that ‘she’s on time’: a sense of accomplishment after the tension. It can be said that both poets portray the physical journeys as full of excitement; they use language to create tension and a sense of accomplishment. Nichols does this when she describes the beginning of her journey, whereas Auden does this at the climax of the train’s.

 In the example paragraph, label and annotate the P, EV1, EX1, Z1, EV2, EX2, Z2 and S.

How is this different to the paragraphs you wrote for Jane Eyre and Romeo and Juliet? List the differences below:



44 - AJK English Department

 Plan and answer the question below:

Compare how poets present physical journeys as emotional in the extracts from two poems below.

Wherever I Hang: Grace Nichols The Night Mail: W. H. Auden

And when I look up to de sky All Scotland waits for her: I see Lord Nelson high – too high to lie. In the dark glens, beside the pale- green sea lochs And is so I sending home photos of myself Men long for news. Among de pigeons and de snow And is so I warding off de cold Letters of thanks, letters from banks, And is so, little by little Letters of joy from the girl and the boy, I begin to change my calypso ways Receipted bills and invitations Never visiting nobody To inspect new stock or visit relations, Before giving them clear warning And applications for situations And waiting me turn in queue And timid lovers' declarations Now, after all this time And gossip, gossip from all the nations, I get accustom to de English life News circumstantial, news financial, But I still miss back-home side Letters with holiday snaps to enlarge in, To tell you de truth Letters with faces scrawled in the mar- I don’t know really where I belaang gin, Yes, divided to de ocean Letters from uncles, cousins, and aunts, Divided to the bone Letters to Scotland from the South of Wherever I hang me knickers – that’s France, my home Letters of condolence to Highlands and Lowlands Notes from overseas to Hebrides Written on paper of every hue, The pink, the violet, the white and the blue, The chatty, the catty, the boring, adoring, The cold and official and the heart's outpouring, Clever, stupid, short and long, The typed and the printed and the spelt all wrong.

45 - AJK English Department

Plan ______

46 - AJK English Department

Comparative paragraph ______

47 - AJK English Department