Point of View and Voice (start with this):
- How does the speaker talk to you, the reader?
- Can you trust what you are hearing?
- Do you sympathise with the speaker?
- Do they make you feel uncomfortable?
Rhythm:
- What can you say about the rhythm of the lines? What impact does this have?
- Are there frequent pauses or end-stopped lines that break up the lines?
- Does the poet use enjambment so that the lines, images or arguments flow coherently together?
Diction:
- What can you say about the words used (e.g. simple? ordinary? unusual? old fashioned? hard to understand? official sounding? conversational? child-like? contemporary?)
- How do the words combine together? What impact do they have?
Sound:
-What can you say about the sounds of the words used? Listen to consonants and vowels
- Does the poet use assonance or alliteration in any way?
- Are there soft or hard sounds in the poem?
- Are there repetitions of sounds, words or phrases?
- Is sound rapid within the poem or are there moments when a sound lingers?
Structure:
- How are the words laid out on the page?
- Is the poem arranged in stanzas? Do these indicate changes in tone?
Content:
- What does the poem seem to be about?
- Does the poet use imagery? How does this contribute to tone?
- Does the poem leave you with questions?
- How does it make you feel?
WHY?? and WHERE??
Thursday, 30 March 2017
Start Sentences for each Poem
Eat Me: Eat Me is a dramatic monologue by Patience Agbabi that explores the female experience within an ambiguously unhealthy relationship.
Chainsaw vs The Pampus Grass: Chainsaw Versus the Pampus Grass is a dramatic monologue by Simon Armitage that explores gender, conflict and nature through the semantic field of war.
Material: Material is an elegy by Ros Barber that universally identifies the theme of nurture
Inheritance: Inheritance is by Eavan Boland and explores the idea of what parents pass down to their children whether it be materialistic or an intangible quality such as motherhood.
Leisure Centre: A Leisure Centre is also a Temple of Learning is an unusual and intriguing poem written in the form of an ode, by Sue Boyle, exploring ageing and the female individual.
History: History is a lyrical poem by John Burnside that views the speaker and his son on a beach and more deeply, explores the metaphysical experience of man.
The War Correspondent: Gallipoli is one of seven parts of The War Correspondent by Ciaran Carson and explores a military disaster in an omniscient, god-like narrative.
Balaklava is one of seven parts of The War Correspondent by Ciaran Carson and explores the Crimean War through the semantic field of nature.
An Easy Passage: An Easy Passage is a vignette by Julia Copus that explores the liminal state of a young female as she symbolically makes the jump from childhood to adulthood.
The Deliverer: The Deliverer is a
The Map Woman: The Map Woman is a bildungsroman by Carol Ann Duffy that explores the journey of growth and the female experience.
The Lammas Hireling: The Lammas Hireling is a dramatic monologue by Ian Duhig that explores the themes of loss and guilt.
To My 9 Year Old Self: To My 9 Year Old Self is an interior dialogue in an ode form by Helen Dunmore, exploring the reminiscent perspective on the speaker's childhood.
A Minor Role: A Minor Role is a dramatic monologue by UA Fanthorpe that follows the semantic field of performance, exploring the theme of death and societal expectations.
The Gun: The Gun is an autobiographical poem by Vicki Feaver, exploring themes of death and it's consequences.
Chainsaw vs The Pampus Grass: Chainsaw Versus the Pampus Grass is a dramatic monologue by Simon Armitage that explores gender, conflict and nature through the semantic field of war.
Material: Material is an elegy by Ros Barber that universally identifies the theme of nurture
Inheritance: Inheritance is by Eavan Boland and explores the idea of what parents pass down to their children whether it be materialistic or an intangible quality such as motherhood.
Leisure Centre: A Leisure Centre is also a Temple of Learning is an unusual and intriguing poem written in the form of an ode, by Sue Boyle, exploring ageing and the female individual.
History: History is a lyrical poem by John Burnside that views the speaker and his son on a beach and more deeply, explores the metaphysical experience of man.
The War Correspondent: Gallipoli is one of seven parts of The War Correspondent by Ciaran Carson and explores a military disaster in an omniscient, god-like narrative.
Balaklava is one of seven parts of The War Correspondent by Ciaran Carson and explores the Crimean War through the semantic field of nature.
An Easy Passage: An Easy Passage is a vignette by Julia Copus that explores the liminal state of a young female as she symbolically makes the jump from childhood to adulthood.
The Deliverer: The Deliverer is a
The Map Woman: The Map Woman is a bildungsroman by Carol Ann Duffy that explores the journey of growth and the female experience.
The Lammas Hireling: The Lammas Hireling is a dramatic monologue by Ian Duhig that explores the themes of loss and guilt.
To My 9 Year Old Self: To My 9 Year Old Self is an interior dialogue in an ode form by Helen Dunmore, exploring the reminiscent perspective on the speaker's childhood.
A Minor Role: A Minor Role is a dramatic monologue by UA Fanthorpe that follows the semantic field of performance, exploring the theme of death and societal expectations.
The Gun: The Gun is an autobiographical poem by Vicki Feaver, exploring themes of death and it's consequences.
Exam Structure
Drama:
- 15th June (am)
- 30%
- 2 hours 15 mins
- Open book, excluding Critical Anthology
- 4 questions (choose 1 for ASND, 1 for Othello)
- 35 marks for Section A Shakespeare (AO1, AO2, AO3, AO5 assessed)
- 25 marks for Section B Streetcar (AO1, AO2, AO3 assessed)
Prose:
- 22nd June (am)
- 20%
- 1 hour
- 40 marks
- Frankenstein and The Handmaid's Tale
- AO1, AO2, AO3, AO4
Poetry:
- 29th June (am)
- 30%
- 2 hours 15 mins
- 60 marks available
- 30 marks for Section A - Post 2000 Specified Poetry (AO1, AO2, AO4 assessed)
- 30 marks for Section B - Chaucer (AO1, AO2, AO3 assessed)
Thursday, 9 March 2017
To My Nine Year Old Self vs An Easy Passage: Journeys
I will be comparing the poem To My Nine Year Old Self by Helen Dunmore with An Easy Passage by Julia Copus. To My Nine Year Old Self is an Ode- lyric poem written from an interior dialogue, therefore leaving it in first person, as well as giving the poem a strong authorial voice. This narrative is clear through the use of personal pronouns, for example ‘I’, making it evident that the speaker is talking about herself in the poem. The poem deals with the concept of a journey through its portrayal of childhood to adulthood and the outcomes of growing up/the journey of life. Whereas, An Easy Passage is a vignette poem, written in present tense from an omniscient narrative, portraying a view of the subject from the outside and enhancing the vignette concept, due the moment within the present being elongated due to it’s significance within her life. Copus uses the concept of a journey through similar themes of childhood being dismissed, as adulthood arrives, although one significant difference between the two poems is that An Easy Passage gives descriptive detail on the moment in which a girl becomes a woman, whereas To My Nine Year Old Self is written in past tense, evoking a reflective feel, meaning an adult is looking back on childhood.
In terms of structure, it is notable that the poem has six stanzas of varying length. This variation could metaphorically represent life and it’s unpredictability and variation. This point could also be supported through the use of free verse in the poem, also representative of the unpredictability of life. This could ambiguously represent discomfort within the speaker, possibly discomfort within her body relating to the way in which she ‘spoiled this body’, or within the way she is exchanging conversation with her younger self in some way. The last stanza is the shortest of all six, and maintains only three lines, making it a terset. This, in relation to the poem, could represent some sort of finality towards the end and could also suggest a unity of past, present and future, relating to acceptance of who this woman is, and has become, providing an equal ground between her and her nine year old self, suggesting that she has realized that nothing can be done in attempts to help her nine year old self as she must live by the moment and work everything out for herself, like everyone has to. This completely relates to the use of the journey within the poem, as it does not just relate to the journey between childhood and adulthood, but the emotional journey to acceptance that she cannot alter the past, nor could she have set herself up for the future.
Similarly, Dunmore also uses free verse within An Easy Passage, which suggests a relation to the similar themes used within the poems, and evidently puts across the similar message that life is unpredictable and maintains no structure. In differentiation, though, the poem is written in one long stanza, relating to the way in which the poem is a vignette. The one long stanza evidently represents this moment, as long and drawn out due to the significance it has in the subject’s life; a metaphorical movement from childhood to adulthood. This metaphorical movement relates to the concept of a journey in terms of how this simple jump causes this girl to become a woman.
Moreover, both poems actually use similar themes. For example, a strong theme of childhood to adulthood is evident throughout both poems. Within To My Nine Year Old Self, Dunmore creates a dialogue from the speaker to her younger self, providing a strong link, and clear messages between the two. For example, when Dunmore writes, ‘I shan’t cloud your morning. God knows I have fears enough for us both,’ it is evident that the speaker has very strong messages for the younger version of herself. The use of the phrase, ‘I shan’t cloud your morning,’ suggests that the speaker almost feels like a burden due the negative connotations of clouds. This could represent the way that adulthood can be seen as a burden on childhood, contrasting the positives and the negatives. It also creates the idea that the speaker is encouraging their younger self to be grateful for their childhood and the time they have left of it, suggesting that she wishes she’d made the most of it, whilst also connoting that she may not be the happiest of people in the adult life she currently lives, portraying feelings of regret and negativity. Furthermore, the use of the phrase, ‘I have fears enough for us both,’ portrays that the speaker suggests that her younger self is completely and utterly naïve, which may lead to having regrets. Although the speaker is talking about her fears for now, relating her unhappy state within adulthood, she also speak of the fears she has for her younger self and this completely relates to the use of a journey within the way that she is fully aware of what’s to come for this young girl, and she is afraid for her, creating a slightly unsettling feeling.
Likewise, An Easy Passage also uses the theme of childhood to adulthood, evident within the symbols of childhood and adulthood used throughout the poem and within her liminal state. It is evident that the house, and more importantly the windowsill she is leaping from, can be seen as a symbol for her childhood, whereas the gravel below her represents her approaching adulthood and the loss of innocence that comes with the movement of childhood to adulthood. It is evident that this loss of innocence occurs when Copus associates the home with stereotypical childlike dependencies, for example, her ‘family’ and ‘mother’. This is completely juxtaposed to when Copus uses the phrase, ‘the friend with whom she is half in love with’. This quote has various suggestions, but fully expresses what appears to be on the other side; what adulthood beholds. The use of the words, ‘half in love,’ suggests that the girl isn’t fully an adult yet as she is only halfway there, but ambiguously creates an idea of what she is imagining will come with adulthood, for example, love. This friend could also suggest a symbol for a lifelong partner, and could mirror the person she is yet to be with in her life. This is evident due to the way in which this ‘friend’ is standing in the symbolic adulthood. This also represents this girl’s longing for adulthood and her reasoning behind why she wants to jump. It portrays the idea that she is ready for new things and love, and connotes her eagerness to be there, whilst adding an understanding to the nerves she feels. This completely links to this journey of aging, as well as life, due to journeys having many stops and events along the way, for example, the love that one day this girl will have the opportunity to experience if she makes this jump.
Within the language of To My Nine Year Old Self, it is evident that there is a frequent use of dynamic verbs, for example, when Copus creates an anaphora of the word ‘rather’, during the lines, ‘you would rather run than walk, rather climb than run rather leap from a height than anything,’ This creates a list-like feel and relates to the endless possibilities of the childhood she is reflecting on, or ambiguously links to the repetitive nature of adulthood and the way in which each day seems to be the same, in complete juxtaposition to childhood. The use of these frequent dynamic verbs relates to the way in which childhood is full of adventures and doing anything and everything whenever and wherever, linking to this idea of how the possibilities are endless. This could also add a nostalgic and reflective mood to the poem, whilst also adding a sense of mourning within the speaker, of her childhood and the loss of this time due to this ever-moving journey of life.
In terms of language within An Easy Passage, colour words and a simile are used in order to create a symbol for the way in which the subject attempts to be an adult. This is evident when the poet describes, ‘five neat shimmering-oyster-painted toenails…which catch the sunlight briefly like the flash of arnaments’. The use of the oyster colour, presents an image of a grey/purple colour with hints of pink when observed in certain ways. Grey and purple both put across connotations of sophistication and maturity; although, the pink puts across ideas of youth and connotes a girly feel. This can relate to the way in which this girl is ‘crouched in her bikini’, suggesting that she is aware of her new, and feminine curves, also portraying a more sexualized, adult-like image, relating to the mature colours of grey and purple, however, when looked at in certain ways, or when observed in closer detail, this girl is not fully an adult yet and it is evident that she is still within childhood. Furthermore, the use of the simile, ‘like the flash of arnaments,’ creates a comparison between a girl’s toenails and weapons. This, at first, seems like an unusual comparison, but when analyzed in further detail, this completely relates to the liminal state she’s in and also suggests that through her painting her toenails, she is spending time on doing a more mature and feminine thing in order to feel more like an adult. This relates to the how she is not yet an adult so is spending her free time doing adult-like things in attempts to get there. The comparison of the weapons also suggests that she is, in fact, being a weapon to herself. This is due to adulthood being viewed, to the girl, as a mature, respectful life in which you can do as you please, rather than being told what to do by your mother (as she is, mother does not trust her with key), when in reality, adulthood is a trap due to the way it is filled with responsibility, decisions, working etc. She is providing a symbolic weapon to herself through her longing to dismiss her childhood and to move on with adulthood, when in reality when she eventually gets there, she will realize how much of a mistake she made and will long for those carefree days back, which ironically relates to the ideas put across in To My Nine Year Old Self. Both poems link within the way they speak of the journey from childhood to adulthood from before and after perspectives.
In conclusion, I believe that both poems deal with modern situations and maintain universal elements, creating a relatable feeling, which encourages everyone to feel something personal whilst reading the poem, which may suggest why they are popular. In response to the question, both poets use journeys within their poems to explore the movement from childhood to adulthood. It is interesting to observe the perspectives used to explore the theme, as the reader is given a review of childhood compared to adulthood within either poem. An Easy Passage relates to a longing for adulthood over childhood, with underlying unsettling feelings (through use of final simile), whereas To My Nine Year Old Self explores childhood from an adult’s perspective and is told through memories to create a reflective mood, relating to a longing for childhood over adulthood, which is completely paradoxical to An Easy Passage.
In terms of structure, it is notable that the poem has six stanzas of varying length. This variation could metaphorically represent life and it’s unpredictability and variation. This point could also be supported through the use of free verse in the poem, also representative of the unpredictability of life. This could ambiguously represent discomfort within the speaker, possibly discomfort within her body relating to the way in which she ‘spoiled this body’, or within the way she is exchanging conversation with her younger self in some way. The last stanza is the shortest of all six, and maintains only three lines, making it a terset. This, in relation to the poem, could represent some sort of finality towards the end and could also suggest a unity of past, present and future, relating to acceptance of who this woman is, and has become, providing an equal ground between her and her nine year old self, suggesting that she has realized that nothing can be done in attempts to help her nine year old self as she must live by the moment and work everything out for herself, like everyone has to. This completely relates to the use of the journey within the poem, as it does not just relate to the journey between childhood and adulthood, but the emotional journey to acceptance that she cannot alter the past, nor could she have set herself up for the future.
Similarly, Dunmore also uses free verse within An Easy Passage, which suggests a relation to the similar themes used within the poems, and evidently puts across the similar message that life is unpredictable and maintains no structure. In differentiation, though, the poem is written in one long stanza, relating to the way in which the poem is a vignette. The one long stanza evidently represents this moment, as long and drawn out due to the significance it has in the subject’s life; a metaphorical movement from childhood to adulthood. This metaphorical movement relates to the concept of a journey in terms of how this simple jump causes this girl to become a woman.
Moreover, both poems actually use similar themes. For example, a strong theme of childhood to adulthood is evident throughout both poems. Within To My Nine Year Old Self, Dunmore creates a dialogue from the speaker to her younger self, providing a strong link, and clear messages between the two. For example, when Dunmore writes, ‘I shan’t cloud your morning. God knows I have fears enough for us both,’ it is evident that the speaker has very strong messages for the younger version of herself. The use of the phrase, ‘I shan’t cloud your morning,’ suggests that the speaker almost feels like a burden due the negative connotations of clouds. This could represent the way that adulthood can be seen as a burden on childhood, contrasting the positives and the negatives. It also creates the idea that the speaker is encouraging their younger self to be grateful for their childhood and the time they have left of it, suggesting that she wishes she’d made the most of it, whilst also connoting that she may not be the happiest of people in the adult life she currently lives, portraying feelings of regret and negativity. Furthermore, the use of the phrase, ‘I have fears enough for us both,’ portrays that the speaker suggests that her younger self is completely and utterly naïve, which may lead to having regrets. Although the speaker is talking about her fears for now, relating her unhappy state within adulthood, she also speak of the fears she has for her younger self and this completely relates to the use of a journey within the way that she is fully aware of what’s to come for this young girl, and she is afraid for her, creating a slightly unsettling feeling.
Likewise, An Easy Passage also uses the theme of childhood to adulthood, evident within the symbols of childhood and adulthood used throughout the poem and within her liminal state. It is evident that the house, and more importantly the windowsill she is leaping from, can be seen as a symbol for her childhood, whereas the gravel below her represents her approaching adulthood and the loss of innocence that comes with the movement of childhood to adulthood. It is evident that this loss of innocence occurs when Copus associates the home with stereotypical childlike dependencies, for example, her ‘family’ and ‘mother’. This is completely juxtaposed to when Copus uses the phrase, ‘the friend with whom she is half in love with’. This quote has various suggestions, but fully expresses what appears to be on the other side; what adulthood beholds. The use of the words, ‘half in love,’ suggests that the girl isn’t fully an adult yet as she is only halfway there, but ambiguously creates an idea of what she is imagining will come with adulthood, for example, love. This friend could also suggest a symbol for a lifelong partner, and could mirror the person she is yet to be with in her life. This is evident due to the way in which this ‘friend’ is standing in the symbolic adulthood. This also represents this girl’s longing for adulthood and her reasoning behind why she wants to jump. It portrays the idea that she is ready for new things and love, and connotes her eagerness to be there, whilst adding an understanding to the nerves she feels. This completely links to this journey of aging, as well as life, due to journeys having many stops and events along the way, for example, the love that one day this girl will have the opportunity to experience if she makes this jump.
Within the language of To My Nine Year Old Self, it is evident that there is a frequent use of dynamic verbs, for example, when Copus creates an anaphora of the word ‘rather’, during the lines, ‘you would rather run than walk, rather climb than run rather leap from a height than anything,’ This creates a list-like feel and relates to the endless possibilities of the childhood she is reflecting on, or ambiguously links to the repetitive nature of adulthood and the way in which each day seems to be the same, in complete juxtaposition to childhood. The use of these frequent dynamic verbs relates to the way in which childhood is full of adventures and doing anything and everything whenever and wherever, linking to this idea of how the possibilities are endless. This could also add a nostalgic and reflective mood to the poem, whilst also adding a sense of mourning within the speaker, of her childhood and the loss of this time due to this ever-moving journey of life.
In terms of language within An Easy Passage, colour words and a simile are used in order to create a symbol for the way in which the subject attempts to be an adult. This is evident when the poet describes, ‘five neat shimmering-oyster-painted toenails…which catch the sunlight briefly like the flash of arnaments’. The use of the oyster colour, presents an image of a grey/purple colour with hints of pink when observed in certain ways. Grey and purple both put across connotations of sophistication and maturity; although, the pink puts across ideas of youth and connotes a girly feel. This can relate to the way in which this girl is ‘crouched in her bikini’, suggesting that she is aware of her new, and feminine curves, also portraying a more sexualized, adult-like image, relating to the mature colours of grey and purple, however, when looked at in certain ways, or when observed in closer detail, this girl is not fully an adult yet and it is evident that she is still within childhood. Furthermore, the use of the simile, ‘like the flash of arnaments,’ creates a comparison between a girl’s toenails and weapons. This, at first, seems like an unusual comparison, but when analyzed in further detail, this completely relates to the liminal state she’s in and also suggests that through her painting her toenails, she is spending time on doing a more mature and feminine thing in order to feel more like an adult. This relates to the how she is not yet an adult so is spending her free time doing adult-like things in attempts to get there. The comparison of the weapons also suggests that she is, in fact, being a weapon to herself. This is due to adulthood being viewed, to the girl, as a mature, respectful life in which you can do as you please, rather than being told what to do by your mother (as she is, mother does not trust her with key), when in reality, adulthood is a trap due to the way it is filled with responsibility, decisions, working etc. She is providing a symbolic weapon to herself through her longing to dismiss her childhood and to move on with adulthood, when in reality when she eventually gets there, she will realize how much of a mistake she made and will long for those carefree days back, which ironically relates to the ideas put across in To My Nine Year Old Self. Both poems link within the way they speak of the journey from childhood to adulthood from before and after perspectives.
In conclusion, I believe that both poems deal with modern situations and maintain universal elements, creating a relatable feeling, which encourages everyone to feel something personal whilst reading the poem, which may suggest why they are popular. In response to the question, both poets use journeys within their poems to explore the movement from childhood to adulthood. It is interesting to observe the perspectives used to explore the theme, as the reader is given a review of childhood compared to adulthood within either poem. An Easy Passage relates to a longing for adulthood over childhood, with underlying unsettling feelings (through use of final simile), whereas To My Nine Year Old Self explores childhood from an adult’s perspective and is told through memories to create a reflective mood, relating to a longing for childhood over adulthood, which is completely paradoxical to An Easy Passage.
A Minor Role by U.A Fanthorpe
This poem is about… there are 4 main interpretations that we can make about A Minor Role:
1) A Minor Role is about societal expectations:
This interpretation purports that the poem is discussing the way society expects individuals to behave. In this case, the poem deals with the way the terminally/ severely ill are expected to put on a mask that all is well.
2) A Minor Role is about Avoidance:
An alternative view is that A Minor Role is describing the human tendency to run away from things we find difficult and challenging.
3) A Minor Role is about Death:
A Minor Role clearly has morbid overtones and this viewpoint suggests that the poem is about dealing with the concept of death and our own mortality.
4) A Minor Role is about Performing:
This final interpretation claims that A Minor Role is about putting on an act and pretending to be something/someone you are not.
*Some of these interpretations work well together such as societal expectation and performing, but it is also possible to claim that the poem is about all four of these interpretations.
Analysis of title… the title is ambiguous, but that means it can be linked to all of the four main theories (below):
- The first of these links to the societal expectations interpretation, the ‘role’ refers to the function each of us has in society and the use of the word ‘minor’ in conjunction expresses the speaker’s wish that she had a less significant position in society.
- From the avoidance perspective, the title is referring to the speaker’s desire for anonymity, smaller role with fewer responsibilities. It is, therefore, an expression of the speaker’s want to avoid the greatest challenges in life, instead of living a more mundane life.
- The title could also be seen as a reflective summary of the speaker’s life, she has judged her part in life as being a minor role.
- The most obvious link is to that of the performance interpretation. A role is another term used to describe the parts actors play, hence the conclusion is easily drawn that the title is a reflection on the part the speaker plays/will play/has played.
Form/POV… A Minor Role utilises the form of a dramatic monologue, which is important because it creates a feeling of isolation, which the poet furthers throughout the poem. If we refer back to the 4 main interpretations this could be important for all of them. All of the views convey a sense of the individual and society as distinct and separate entities (in the case of societal expectations and performing) or an individual faced with something immense (in the case of death and avoidance). As the reader, we are better able to understand the world from the perspective of the speaker. This is a useful device as it allows even people who have not been through the experience being described to understand it.
A Minor Rule uses a first person perspective. The first person perspective makes the speaker more relatable as we can understand her actions and why she took them, hence the use of the first person garners greater empathy from, us, the reader. The use of the first person also aids in immersion, though the use of first person the reader experiences the events of the poem themselves and thus develops a deeper connection with the protagonist and their plight.
Structural analysis… there is no true rhyme scheme: the lack of rhyme scheme is useful for a myriad of reasons. Without a rhyme scheme, the poem instantly gains an uncertain tone, foreshadowing an unhappy ending. This also helps to avoid the poem having an inappropriate tone for the subject matter, by keeping the poem more serious and thus evoking a pensive frame of mind from the reader.
The disjointed appearance of stanzas: The stanzas disjointed appearance create a visual representation of the speaker’s feelings on being forced into the spotlight and role she didn’t want. The appearance of the stanzas also depicts how the speaker’s personality and behaviour clash with the behaviour and personality that society expects her to have.
Single line final stanza: This final stanza is representative of the speaker being the main focus, in the spotlight and also conveys a very sorrowful message, that we are all alone in the end (and can be used as support for the death interpretation among others). However, the final stanza may be interpreted as accepting or bowing to the whims of social expectations, succumbing and allowing herself to be in the spotlight playing the role we expect her to play.
Language analysis… semantic field of hospitals: the semantic field of hospitals is used within the poem to further the distant and almost apathetic tone. The poet describes “getting on terms with receptionists” as something mundane and unimportant, yet something she likes doing as her “hearts in the unobtrusive”. The use of words such as “receptionists” creates this distant tone, as “receptionists” are typically associated with being formal and impersonal. This perhaps explains why the speaker talks so fondly of this, as the poem makes it clear that she does not enjoy putting on the act that she feels obliged to; however, in such situation as described there would be no need for facades and false niceties.
Semantic field of misery: The semantic field of misery is used to convey the speaker’s opinion on what they are relating. If we were to take it from the social expectations interpretation, then the semantic field of misery used in stanza 5 is the speaker confessing how these expectations have crushed her soul. The list in stanza 5, “tears, torpor, boredom, lassitude, yearnings” creates a seemingly endless seeming list which shows how the speaker is being completely overwhelmed and the connotations of these words further this impression of futility.
Semantic field of theatre: The semantic field of theatre that is used throughout the poem significantly furthers the case of the performance interpretation. The poet likens the life of the ill as to that of a stage performer; they are a model to the rest of us and they are there to “make you believe in life”. Fanthorpe uses prop imagery, including “spear” and “servant’s tray” as symbols for importance and unimportance. Contrary to most the speaker would “jettison the spear” and take the “servant’s tray”; however, the poem is about how the speaker is forced from her minor role into the “star part” and these two symbols are important in understanding the speaker’s decision to “jettison the spear”. The “spear” has connotations of danger, violence and uncertainty of life (doing battle risks your life), whereas, the “servant’s tray” alludes to security, a mundane but safe life.
The final stanza: The word of the final stanza “I am here to make you believe in life” can be considered as quite ambiguous. At first glance, they may appear to send a positive message to the reader, that although she is going through this horrible experience she can still make the lives of others better. However, this final line could also be seen as a scathing remark criticising society and the way it treats the ill. The fact that the statement is not elaborated upon lends weight to this argument as it implies that those who are ill ‘I’ serve only the purpose to make ‘you’ (the healthy) feel better.
Themes/Symbols… life and death are key themes that are presented within the poem as binary opposites.
Illness is another theme, which is closely linked to the theme of death; however, illness is presented as the gateway to death.
Avoidance is a theme, which is developed throughout the poem as the way in which the poet deals with her illness.
Performance and the need to conform to others ideals are considered throughout the poem and are perhaps the reasons that the speaker seeks solitude so often (where she need not conform nor perform).
The stage is one of the key symbols within the poem, it used to reflect the nature of the speaker’s position in her life. This includes her new role in society and the way she is expected to perform in social interactions.
The cat is a smaller non-pervasive symbol used in the poem. The speaker claims that the cat is “mysteriously reassuring”, which adds an almost hopeful tone to a poem, that was previously and continues afterwards, to be a fairly defeatist manner. The speaker sees the cat as reassuring for a variety of reasons. Firstly, cats are notorious for being independent and thus acting as they chose, therefore the cat acts as a symbol for the dream of the speaker getting to act as she chooses. In addition, there are many myths surrounding cats, primarily those regarding a cat always landing on its feet and of cats having nine lives. Ergo the cat also represents the hope the speaker has of still living; however, it is also important that that dream is embodied by the cat and not herself, as it implies that she has given up on the dream becoming reality and thus has separates herself from it. Yet its very presence (in the form of the cat) reveals that although she has given up on it becoming reality she cannot help but wish for it.
Poems that can be compared…
- On Her Blindness: This poem deals with similar issues to those in A Minor Role. Both consider the roles that certain types of people have within society. In the case of On Her Blindness the poet subverts the stereotype and in A Minor Role, the poet clearly challenges what society thinks is acceptable behaviour. Furthermore, both poems have key themes in common such as death (more specifically suicide) and illness/disability.
- The Deliverer: This poem can be compared with The Deliverer; they share common themes. Both poems touch upon the idea of societal roles and being trapped into certain fates as a result of them, as well as death.
1) A Minor Role is about societal expectations:
This interpretation purports that the poem is discussing the way society expects individuals to behave. In this case, the poem deals with the way the terminally/ severely ill are expected to put on a mask that all is well.
2) A Minor Role is about Avoidance:
An alternative view is that A Minor Role is describing the human tendency to run away from things we find difficult and challenging.
3) A Minor Role is about Death:
A Minor Role clearly has morbid overtones and this viewpoint suggests that the poem is about dealing with the concept of death and our own mortality.
4) A Minor Role is about Performing:
This final interpretation claims that A Minor Role is about putting on an act and pretending to be something/someone you are not.
*Some of these interpretations work well together such as societal expectation and performing, but it is also possible to claim that the poem is about all four of these interpretations.
Analysis of title… the title is ambiguous, but that means it can be linked to all of the four main theories (below):
- The first of these links to the societal expectations interpretation, the ‘role’ refers to the function each of us has in society and the use of the word ‘minor’ in conjunction expresses the speaker’s wish that she had a less significant position in society.
- From the avoidance perspective, the title is referring to the speaker’s desire for anonymity, smaller role with fewer responsibilities. It is, therefore, an expression of the speaker’s want to avoid the greatest challenges in life, instead of living a more mundane life.
- The title could also be seen as a reflective summary of the speaker’s life, she has judged her part in life as being a minor role.
- The most obvious link is to that of the performance interpretation. A role is another term used to describe the parts actors play, hence the conclusion is easily drawn that the title is a reflection on the part the speaker plays/will play/has played.
Form/POV… A Minor Role utilises the form of a dramatic monologue, which is important because it creates a feeling of isolation, which the poet furthers throughout the poem. If we refer back to the 4 main interpretations this could be important for all of them. All of the views convey a sense of the individual and society as distinct and separate entities (in the case of societal expectations and performing) or an individual faced with something immense (in the case of death and avoidance). As the reader, we are better able to understand the world from the perspective of the speaker. This is a useful device as it allows even people who have not been through the experience being described to understand it.
A Minor Rule uses a first person perspective. The first person perspective makes the speaker more relatable as we can understand her actions and why she took them, hence the use of the first person garners greater empathy from, us, the reader. The use of the first person also aids in immersion, though the use of first person the reader experiences the events of the poem themselves and thus develops a deeper connection with the protagonist and their plight.
Structural analysis… there is no true rhyme scheme: the lack of rhyme scheme is useful for a myriad of reasons. Without a rhyme scheme, the poem instantly gains an uncertain tone, foreshadowing an unhappy ending. This also helps to avoid the poem having an inappropriate tone for the subject matter, by keeping the poem more serious and thus evoking a pensive frame of mind from the reader.
The disjointed appearance of stanzas: The stanzas disjointed appearance create a visual representation of the speaker’s feelings on being forced into the spotlight and role she didn’t want. The appearance of the stanzas also depicts how the speaker’s personality and behaviour clash with the behaviour and personality that society expects her to have.
Single line final stanza: This final stanza is representative of the speaker being the main focus, in the spotlight and also conveys a very sorrowful message, that we are all alone in the end (and can be used as support for the death interpretation among others). However, the final stanza may be interpreted as accepting or bowing to the whims of social expectations, succumbing and allowing herself to be in the spotlight playing the role we expect her to play.
Language analysis… semantic field of hospitals: the semantic field of hospitals is used within the poem to further the distant and almost apathetic tone. The poet describes “getting on terms with receptionists” as something mundane and unimportant, yet something she likes doing as her “hearts in the unobtrusive”. The use of words such as “receptionists” creates this distant tone, as “receptionists” are typically associated with being formal and impersonal. This perhaps explains why the speaker talks so fondly of this, as the poem makes it clear that she does not enjoy putting on the act that she feels obliged to; however, in such situation as described there would be no need for facades and false niceties.
Semantic field of misery: The semantic field of misery is used to convey the speaker’s opinion on what they are relating. If we were to take it from the social expectations interpretation, then the semantic field of misery used in stanza 5 is the speaker confessing how these expectations have crushed her soul. The list in stanza 5, “tears, torpor, boredom, lassitude, yearnings” creates a seemingly endless seeming list which shows how the speaker is being completely overwhelmed and the connotations of these words further this impression of futility.
Semantic field of theatre: The semantic field of theatre that is used throughout the poem significantly furthers the case of the performance interpretation. The poet likens the life of the ill as to that of a stage performer; they are a model to the rest of us and they are there to “make you believe in life”. Fanthorpe uses prop imagery, including “spear” and “servant’s tray” as symbols for importance and unimportance. Contrary to most the speaker would “jettison the spear” and take the “servant’s tray”; however, the poem is about how the speaker is forced from her minor role into the “star part” and these two symbols are important in understanding the speaker’s decision to “jettison the spear”. The “spear” has connotations of danger, violence and uncertainty of life (doing battle risks your life), whereas, the “servant’s tray” alludes to security, a mundane but safe life.
The final stanza: The word of the final stanza “I am here to make you believe in life” can be considered as quite ambiguous. At first glance, they may appear to send a positive message to the reader, that although she is going through this horrible experience she can still make the lives of others better. However, this final line could also be seen as a scathing remark criticising society and the way it treats the ill. The fact that the statement is not elaborated upon lends weight to this argument as it implies that those who are ill ‘I’ serve only the purpose to make ‘you’ (the healthy) feel better.
Themes/Symbols… life and death are key themes that are presented within the poem as binary opposites.
Illness is another theme, which is closely linked to the theme of death; however, illness is presented as the gateway to death.
Avoidance is a theme, which is developed throughout the poem as the way in which the poet deals with her illness.
Performance and the need to conform to others ideals are considered throughout the poem and are perhaps the reasons that the speaker seeks solitude so often (where she need not conform nor perform).
The stage is one of the key symbols within the poem, it used to reflect the nature of the speaker’s position in her life. This includes her new role in society and the way she is expected to perform in social interactions.
The cat is a smaller non-pervasive symbol used in the poem. The speaker claims that the cat is “mysteriously reassuring”, which adds an almost hopeful tone to a poem, that was previously and continues afterwards, to be a fairly defeatist manner. The speaker sees the cat as reassuring for a variety of reasons. Firstly, cats are notorious for being independent and thus acting as they chose, therefore the cat acts as a symbol for the dream of the speaker getting to act as she chooses. In addition, there are many myths surrounding cats, primarily those regarding a cat always landing on its feet and of cats having nine lives. Ergo the cat also represents the hope the speaker has of still living; however, it is also important that that dream is embodied by the cat and not herself, as it implies that she has given up on the dream becoming reality and thus has separates herself from it. Yet its very presence (in the form of the cat) reveals that although she has given up on it becoming reality she cannot help but wish for it.
Poems that can be compared…
- On Her Blindness: This poem deals with similar issues to those in A Minor Role. Both consider the roles that certain types of people have within society. In the case of On Her Blindness the poet subverts the stereotype and in A Minor Role, the poet clearly challenges what society thinks is acceptable behaviour. Furthermore, both poems have key themes in common such as death (more specifically suicide) and illness/disability.
- The Deliverer: This poem can be compared with The Deliverer; they share common themes. Both poems touch upon the idea of societal roles and being trapped into certain fates as a result of them, as well as death.
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