The Purpose of this Blog
Your task on this blog is to write a brief summary of what we learned in class today. Include enough detail so that someone who was ill or missed the lesson can catch up with what they missed. Over the course of the term, these 'class scribe' posts will grow to be a guide book for the course, written by students for students.
With each post ask yourself the following questions:
1) Is this good enough for our guide book?
2) Will your post enable someone who wasn't here to catch up?
3) Would a graphic/video/link help to illustrate what we have learned??xml:namespace>
Sunday, 4 March 2012
'Porphyria's Lover' by Robert Browning
Interpret the principal aspects of ‘Porphyria’s Lover’
Apply this analysis in answering an Aa question
We first considered different actions lovers might take if they could not be with their love, for example: write a song, move on, win them over.
Reading the dramatic monologue 'Porphyria's Lover', we were able to recognise key moments when Porphyria enters the cottage, when the man responds to her declaration of love, the strangling, followed by the final scene, where the emotionally unstable man recognises an absence of punishment.
Students retold the narrative pictorially in order to engage with the narrative, which was successfully reduced.
The following model for Aa answer was shared:
Browning also establishes characters who contrast with one another to anticipate what will happen to Porphyria at the hands of the dominant male character. The man is introduced as an emotionally unstable listener: ‘I listened with a heart fit to break.’ The metaphor ‘fit to break’ reinforces how fragile his emotions are for the rain and ‘sullen wind’ may break his heart. Porphyria, on the other hand, is described according to her actions: ‘straight / She shut the cold out and the storm, / And kneeled and made the cheerless grate / Blaze up’. Anaphora here emphasises Porphyria’s listed actions. Because the man is thoughtful whereas Porphyria is active, the two characters are set up as conflicting. This contrast between the two central figures helps establish an opposition which is at the heart of the narrative: all of Porphyria’s actions are stopped as a result of the man’s instability.
Students recognised that the topic sentence does more than identify an aspect and say it 'helps to tell the story'. We focused on ensuring the topic sentence shows a clear link to the narrative in hand: it should be specific, interesting and track connections from previous paragraphs.
Together, the class wrote the following paragraph analysing the aspect place:
Browning also uses place in order to set up an atmosphere which reflects the narrator’s unstable emotional state. Pathetic fallacy creates a physical portrayal of the male’s chaotic emotions: ‘The rain set early in to-night, / The sullen wind was soon awake’. The personification of the ‘sullen wind’ introduces the idea of a depressive atmosphere which is beginning to arise. Porphyria tries to make the atmosphere inside the cottage comfortable, yet the dark atmosphere seems to make what happens to Porphyria inevitable. Place initiates a sense of foreboding, making the reader aware that the narrative will have tragic or fatal consequences.
It was helpful to note before beginning writing that for the narrative, place reflected the man's dark emotions. This helped to focus our analysis of the aspect's function for the narrative of Porphyria's murder.
Students are to comment on this blog and then add their homework, another paragraph analysing character, voice or key moment.
New revision sessions:
From Tuesday, all students will be required to attend after-school revision sessions from 3.30 - 4.30pm each Tuesdays. These classes will be treated as normal lessons and therefore attendance is mandatory. The sessions will focus on exam preparation.