Category: Poem Analysis

Part I

1. On either side the river lie
2. Long fields of barley and of rye,
3. That clothe the wold and meet the sky;
4. And thro’ the field the road runs by
5. To many-tower’d Camelot;
6. The yellow-leaved waterlily
7. The green-sheathed daffodilly
8. Tremble in the water chilly
9. Round about Shalott.

1. Willows whiten, aspens shiver.
2. The sunbeam showers break and quiver
3. In the stream that runneth ever
4. By the island in the river
5. Flowing down to Camelot.
6. Four gray walls, and four gray towers
7. Overlook a space of flowers,
8. And the silent isle imbowers
9. The Lady of Shalott.

1. Underneath the bearded barley,
2. The reaper, reaping late and early,
3. Hears her ever chanting cheerly,
4. Like an angel, singing clearly,
5. O’er the stream of Camelot.
6. Piling the sheaves in furrows airy,
7. Beneath the moon, the reaper weary
8. Listening whispers, ‘ ‘Tis the fairy,
9. Lady of Shalott.’

• The little isle is all inrail’d
• With a rose-fence, and overtrail’d
• With roses: by the marge unhail’d
• The shallop flitteth silken sail’d,
• Skimming down to Camelot.
• A pearl garland winds her head:
• She leaneth on a velvet bed,
• Full royally apparelled,
• The Lady of Shalott.

Part II

• No time hath she to sport and play:
• A charmed web she weaves alway.
• A curse is on her, if she stay
• Her weaving, either night or day,
• To look down to Camelot.
• She knows not what the curse may be;
• Therefore she weaveth steadily,
• Therefore no other care hath she,
• The Lady of Shalott.

• She lives with little joy or fear.
• Over the water, running near,
• The sheepbell tinkles in her ear.
• Before her hangs a mirror clear,
• Reflecting tower’d Camelot.
• And as the mazy web she whirls,
• She sees the surly village churls,
• And the red cloaks of market girls
• Pass onward from Shalott.

• Sometimes a troop of damsels glad,
• An abbot on an ambling pad,
• Sometimes a curly shepherd lad,
• Or long-hair’d page in crimson clad,
• Goes by to tower’d Camelot:
• And sometimes thro’ the mirror blue
• The knights come riding two and two:
• She hath no loyal knight and true,
• The Lady of Shalott.

• But in her web she still delights
• To weave the mirror’s magic sights,
• For often thro’ the silent nights
• A funeral, with plumes and lights
• And music, came from Camelot:
• Or when the moon was overhead
• Came two young lovers lately wed;
• ‘I am half sick of shadows,’ said
• The Lady of Shalott.

Part III

• A bow-shot from her bower-eaves,
• He rode between the barley-sheaves,
• The sun came dazzling thro’ the leaves,
• And flam’d upon the brazen greaves
• Of bold Sir Lancelot.
• A red-cross knight for ever kneel’d
• To a lady in his shield,
• That sparkled on the yellow field,
• Beside remote Shalott.

• The gemmy bridle glitter’d free,
• Like to some branch of stars we see
• Hung in the golden Galaxy.
• The bridle bells rang merrily
• As he rode down from Camelot:
• And from his blazon’d baldric slung
• A mighty silver bugle hung,
• And as he rode his armour rung,
• Beside remote Shalott.

• All in the blue unclouded weather
• Thick-jewell’d shone the saddle-leather,
• The helmet and the helmet-feather
• Burn’d like one burning flame together,
• As he rode down from Camelot.
• As often thro’ the purple night,
• Below the starry clusters bright,
• Some bearded meteor, trailing light,
• Moves over green Shalott.

1. His broad clear brow in sunlight glow’d;
2. On burnish’d hooves his war-horse trode;
3. From underneath his helmet flow’d
4. His coal-black curls as on he rode,
5. As he rode down from Camelot.
6. From the bank and from the river
7. He flash’d into the crystal mirror,
8. ‘Tirra lirra, tirra lirra:’
9. Sang Sir Lancelot.

1. She left the web, she left the loom
2. She made three paces thro’ the room
3. She saw the water-flower bloom,
4. She saw the helmet and the plume,
5. She look’d down to Camelot.
6. Out flew the web and floated wide;
7. The mirror crack’d from side to side;
8. ‘The curse is come upon me,’ cried
9. The Lady of Shalott.

Part IV

1. In the stormy east-wind straining,
2. The pale yellow woods were waning,
3. The broad stream in his banks complaining,
4. Heavily the low sky raining
5. Over tower’d Camelot;
6. Outside the isle a shallow boat
7. Beneath a willow lay afloat,
8. Below the carven stern she wrote,
9. The Lady of Shalott.

1. A cloudwhite crown of pearl she dight,
2. All raimented in snowy white
3. That loosely flew (her zone in sight
4. Clasp’d with one blinding diamond bright)
5. Her wide eyes fix’d on Camelot,
6. Though the squally east-wind keenly
7. Blew, with folded arms serenely
8. By the water stood the queenly
9. Lady of Shalott.

1. With a steady stony glance—
2. Like some bold seer in a trance,
3. Beholding all his own mischance,
4. Mute, with a glassy countenance—
5. She look’d down to Camelot.
6. It was the closing of the day:
7. She loos’d the chain, and down she lay;
8. The broad stream bore her far away,
9. The Lady of Shalott.

1. As when to sailors while they roam,
2. By creeks and outfalls far from home,
3. Rising and dropping with the foam,
4. From dying swans wild warblings come,
5. Blown shoreward; so to Camelot
6. Still as the boathead wound along
7. The willowy hills and fields among,
8. They heard her chanting her deathsong,
9. The Lady of Shalott.

1. A longdrawn carol, mournful, holy,
2. She chanted loudly, chanted lowly,
3. Till her eyes were darken’d wholly,
4. And her smooth face sharpen’d slowly,
5. Turn’d to tower’d Camelot:
6. For ere she reach’d upon the tide
7. The first house by the water-side,
8. Singing in her song she died,
9. The Lady of Shalott.

1. Under tower and balcony,
2. By garden wall and gallery,
3. A pale, pale corpse she floated by,
4. Deadcold, between the houses high,
5. Dead into tower’d Camelot.
6. Knight and burgher, lord and dame,
7. To the planked wharfage came:
8. Below the stern they read her name,
9. The Lady of Shalott.

1. They cross’d themselves, their stars they blest,
2. Knight, minstrel, abbot, squire, and guest.
3. There lay a parchment on her breast,
4. That puzzled more than all the rest,
5. The wellfed wits at Camelot.
6. ‘The web was woven curiously,
7. The charm is broken utterly,
8. Draw near and fear not,—this is I,
9. The Lady of Shalott.’

“The Lady of Shalott” by Lord Tennyson was first published in 1832 and quickly gained popularity, becoming one of the most celebrated works of the Victorian era. The poem tells the story of a cursed lady who weaves a web and gazes out of her tower at the outside world through a mirror. She is not allowed to look directly at the world outside, but she eventually falls in love with the knight Sir Lancelot, whom she sees in the mirror. She breaks the curse and leaves her tower to travel down the river towards Camelot, but dies before she can reach it. The poem is notable for its use of vivid and evocative imagery, as well as its exploration of themes such as isolation, femininity, and the limitations of art. Its popularity has endured through the centuries, inspiring numerous adaptations in art, music, and literature, and cementing Tennyson’s place as one of the greatest poets of his time.

Annotations of “The Lady of Shalott” by Lord Tennyson

1. “The Lady of Shalott” is a poem by Lord Tennyson about a woman who is cursed to weave a magic web in a tower on an island near Camelot. She is forbidden to look directly at the outside world but can only view it through a mirror. The poem is divided into four parts.

Part I

1. Wold: a hilly, upland area covered in grass or heather (line 3)
2. Camelot: a legendary city in Arthurian legend where King Arthur held his court (line 5)
3. Waterlily: a type of aquatic plant with large round leaves and showy flowers (line 6)
4. Daffodilly: an archaic term for daffodil, a type of spring-blooming flower (line 7)
5. Tremble: shake or quiver (line 8)
6. Willows: a type of tree with slender branches and long leaves (line 10)
7. Aspens: a type of tree with smooth, white bark and leaves that tremble in the slightest breeze (line 10)
8. Sunbeam showers: shafts of sunlight that break through the tree leaves and shine on the river (line 11)
9. Shallop: a small, light boat (line 31)
10. Garlands: wreaths of flowers or leaves worn as a decoration (line 33)
11. Velvet bed: a bed made of soft, luxurious fabric (line 34)
12. Apparelled: dressed in fine clothing (line 35)

Part II

1. Charmed: under a spell or enchantment (line 38)
2. Tinkles: makes a light, ringing sound (line 48)
3. Mirror: a looking glass that reflects the outside world into the Lady’s tower (line 49)
4. Churls: rude, unfriendly people (line 52)
5. Market girls: women who sell goods at the market (line 53)
6. Abbot: a religious leader in a monastery (line 56)
7. Ambling pad: a comfortable saddle for a horse to move at a leisurely pace (line 56)
8. Shepherd lad: a young male shepherd (line 57)
9. Page: a young male servant or attendant (line 58)
10. Crimson: a deep, rich red color (line 58)
11. Knights: armored horsemen (line 61)

Part III

1. Barley-sheaves: bundles of harvested barley (line 74)
2. Dazzling: shining brightly (line 75)
3. Leaves: tree foliage (line 75)
4. Flam’d: flamed or burned (line 76)
5. Greaves: pieces of armor that protect the lower legs (line 76)
6. Sir Lancelot: a legendary knight and one of King Arthur’s Knights of the Round Table (line 77)
7. Red-cross knight: a knight who bears the symbol of the red cross on his shield (line 78)
8. Blazon’d baldric: a belt worn over one shoulder that holds a knight’s sword (line 87)
9. Gemmy bridle: a bridle decorated with jewels (line 82)
10. Galaxy: a large system of stars (line 83)
11. Baldric: a belt worn over one shoulder that holds a sword (line 87)

Narrative of “The Lady of Shalott” by Lord Tennyson

1. In a far-off land, a mystical and enchanting island named Shalott lay amidst the tranquil waters.
2. The island was home to a mysterious lady who spent her days weaving intricate tapestries.
3. Despite being surrounded by beauty and magic, the Lady of Shalott was cursed to never leave her tower.
4. She gazed upon the world outside her window, watching the people and their lives unfold.
5. She saw knights in shining armor ride by, their horses’ hooves clattering on the cobblestones.
6. She witnessed lovers walking hand in hand, the golden leaves rustling beneath their feet.
7. Yet the Lady of Shalott was forbidden to experience such joy and freedom.
8. Her only solace was her weaving, which she poured her heart and soul into.
9. One day, she saw a handsome knight riding by, and she couldn’t resist the urge to look at him directly.
10. As soon as she did, the curse was set into motion, and she knew her time was limited.
11. The Lady of Shalott abandoned her weaving and made her way to the river.
12. She climbed aboard a small boat and floated downstream, singing a mournful song.
13. Her journey was fraught with danger, and she knew that death was inevitable.
14. The Lady of Shalott arrived at Camelot, where the townspeople found her dead in the boat.
15. They were struck by her beauty and the mystery surrounding her fate.
16. The knights and ladies of Camelot mourned her passing and laid her to rest in a stately tomb.
17. They wondered who she was and what kind of life she had lived in the tower.
18. The Lady of Shalott became a legend, her story passed down from generation to generation.
19. To this day, people speak of her in hushed tones, wondering if her curse was truly broken.
20. Her tale serves as a reminder of the power of love and the dangers of giving in to temptation.

Literary Devices in “The Lady of Shalott” by Lord Tennyson

Sound and Poetic Devices in “The Lady of Shalott” by Lord Tennyson

Functions of Literary Devices in “The Lady of Shalott” by Lord Tennyson

1. Imagery: Tennyson uses vivid and detailed imagery to create a vivid and enchanting scene that draws the reader into the world of the Lady of Shalott. The rich descriptions of nature and the surrounding landscape serve to create a sense of atmosphere and mood throughout the poem. Examples of imagery can be found throughout the poem, such as in lines 6-9, which describe the waterlily and daffodil trembling in the water, and in lines 37-38, which describe the Lady of Shalott weaving her charmed web.
2. Symbolism: Tennyson uses symbolism to convey deeper meanings and themes in the poem. For example, the mirror that the Lady of Shalott weaves her web around represents her isolated and disconnected existence from the outside world. The curse that keeps her trapped in her tower is also a symbol of the societal constraints placed upon women during Tennyson’s time. Other examples of symbolism can be found throughout the poem, such as in lines 73-81, which describe Sir Lancelot’s appearance and his role as a symbol of temptation and danger.
3. Allusion: Tennyson incorporates allusions to medieval legends and literature to add depth and complexity to the poem. For example, the Lady of Shalott is a reference to the Elaine of Astolat, a character from Arthurian legend. The mention of Camelot and Sir Lancelot also alludes to this same mythology. These allusions help to create a sense of timelessness and grandeur within the poem. Other examples of allusion can be found throughout the poem, such as in lines 11-12, which allude to the shimmering of the water, and in lines 57-58, which allude to the appearance of a long-haired page in crimson.
4. Repetition: Tennyson uses repetition to create a sense of rhythm and musicality within the poem. The repeated phrases and images serve to reinforce the central themes and motifs of the poem, such as the Lady of Shalott’s isolation and entrapment. Examples of repetition can be found throughout the poem, such as in lines 47-49, which describe the tinkling of the sheepbell and the reflection of Camelot in the mirror, and in lines 73-75, which describe Sir Lancelot’s approach.

Themes in “The Lady of Shalott” by Lord Tennyson

Literary Theories and Interpretations of “The Lady of Shalott” by Lord Tennyson

• Feminist Theory
  • The confined woman: Examines the Lady’s restricted position and the poem’s reflection of societal expectations for women in the Victorian era.
  • Agency and Defiance: Analyzes the Lady’s ultimate act of looking directly at the world as a form of rebellion, even if it results in tragic consequences.
  • Ambiguity of Desire: Questions whether her yearning for Lancelot represents a desire for true love and liberation or a misguided obsession born from isolation.
• Psychoanalytic Theory
  • The Unconscious Mind: Explores the Lady’s inner conflicts, such as her desire for connection and her fear of breaking the curse, as representative of the unconscious mind.
  • Repression and its Consequences: Interprets the poem as a cautionary tale about the dangers of repressed desires and the destructive consequences of finally acting upon them.
• Formalist Theory
  • Symbolism and Imagery: Analyzes the use of rich imagery (e.g., the mirror, the web, the river) and how they contribute to the poem’s themes and meaning.
  • Sound and Structure: Examines Tennyson’s use of repetition, rhyme, and meter to create the poem’s evocative atmosphere and impact on the reader.
• Reader-Response Theory
  • Ambiguity and Interpretation: Focuses on the poem’s open-ended nature and how readers might have different interpretations of the Lady’s character, motivations, and the ultimate meaning of the story.
  • Emotional Resonance: Explores the poem’s ability to evoke feelings of sadness, longing, or a sense of tragic beauty within the reader.
• Historical/Biographical Approach
  • Victorian Context: Considers the poem in relation to Victorian ideals of womanhood, social restrictions, and the role of the artist in society.
  • Tennyson’s Influences Analyzes potential influences on Tennyson’s writing, such as Arthurian legends or personal experiences.

Essay Topics, Questions and Thesis Statements about “The Lady of Shalott” by Lord Tennyson

Here are 4 essay topics, research questions, and corresponding thesis statements for “The Lady of Shalott”:

Topic 1: The Role of Isolation

• Question: How does the Lady of Shalott’s physical and symbolic isolation shape her character and the poem’s meaning?
• Thesis: Tennyson’s “The Lady of Shalott” explores the destructive consequences of isolation, both physical and emotional, with the Lady’s confinement serving as a metaphor for the stifling societal expectations placed upon women in the Victorian era.

Topic 2: Art and Experience

• Question: Does the Lady of Shalott’s reliance on reflected images and artistic creation limit her understanding of the world?
• Thesis: In “The Lady of Shalott,” Tennyson critiques the limitations of artistic representation by contrasting the Lady’s tapestry and mirrored world with the direct experience she ultimately craves, illustrating the dangers of substituting art for reality.

Topic 3: Feminine Identity and Defiance

• Question: To what extent is the Lady of Shalott’s decision to leave her tower an act of empowerment or a misguided tragedy?
• Thesis: While the Lady of Shalott’s final act can be interpreted as a desperate bid for liberation from her restrictive existence, Tennyson ultimately portrays her defiance as leading to tragic consequences, raising questions about the available paths for women seeking fulfillment within Victorian society.

Topic 4: The Ambiguity of Desire

• Question: Does the Lady of Shalott’s fascination with Lancelot represent true love, or a destructive obsession born from isolation?
• Thesis: Tennyson deliberately creates ambiguity around the nature of the Lady’s feelings for Lancelot in “The Lady of Shalott”; her desire can be read as both a yearning for romantic love and a broader longing for connection and a life beyond her tower.

Tips for a strong thesis statement:

• Specificity: A focused thesis leads to deeper analysis.
• Argumentative: Take a stance rather than merely stating an observation.
• Supportable: Ensure you can back up your thesis with evidence from the poem.

Short Question-Answer about “The Lady of Shalott” by Lord Tennyson

Suggested Readings: “The Lady of Shalott” by Lord Tennyson

Literary Criticism and Analysis

• Harrison, Antony H. “Christina Rossetti and the Sage Discourse of Feminist Criticism.” Victorian Poetry 21.2 (1983): 141–53.
  • Includes a section on Tennyson’s “The Lady of Shalott” and how it relates to Victorian representations of women.
• Psomiades, Kathy Alexis. “‘The Lady of Shalott’ and the Critical Reception of Victorian Poetry.” Victorian Poetry 36.4 (1998): 455–73.
  • Analyzes the poem’s reception history and explores varying interpretations from its contemporaries to modern day.
• Tucker, Herbert. “Tennyson and the Measure of Doom.” PMLA 98.1 (1983): 81–98.
  • Explores themes of isolation, confinement, and the looming presence of death in Tennyson’s work, including “The Lady of Shalott.”

Victorian Context and Women Writers

• Gilbert, Sandra M., and Susan Gubar. The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination. 2nd ed., Yale University Press, 2000.
  • A seminal work of feminist literary criticism that often uses “The Lady of Shalott” as an example of confined women in 19th-century literature.
• Palazzo, Lynda. Christina Rossetti’s Feminist Theology. Palgrave Macmillan, 2002.
  • While focused on Christina Rossetti, this work explores representations of women, religion, and societal restrictions in Victorian literature as a whole.

Websites

• “The Lady of Shalott.” The Victorian Web. Ed. George P. Landlow.
  • Provides the full text of the poem, along with commentary and links to other relevant resources.
• “The Lady of Shalott Project.” The Camelot Project. University of Rochester. [invalid URL removed]
  • Comprehensive website with various versions of the poem, illustrations, and critical essays.

1. ’Twas brillig, and the slithy toves
2. Did gyre and gimble in the wabe;
3. All mimsy were the borogoves,
4. And the mome raths outgrabe.

• “Beware the Jabberwock, my son
• The jaws that bite, the claws that catch!
• Beware the Jubjub bird, and shun
• The frumious Bandersnatch!”

• He took his vorpal sword in hand;
• Long time the manxome foe he sought—
• So rested he by the Tumtum tree,
• And stood awhile in thought.

1. And, as in uffish thought he stood,
2. The Jabberwock, with eyes of flame,
3. Came whiffling through the tulgey wood,
4. And burbled as it came!

1. One, two! One, two! And through and through
2. The vorpal blade went snicker-snack!
3. He left it dead, and with its head
4. He went galumphing back.

1. “And hast thou slain the Jabberwock?
2. Come to my arms, my beamish boy!
3. frabjous day! Callooh! Callay!”
4. He chortled in his joy.

1. ’Twas brillig, and the slithy toves
2. Did gyre and gimble in the wabe;
3. All mimsy were the borogoves,
4. And the mome raths outgrabe.

Introduction

Written by Lewis Carroll, “The Jabberwocky” got published first in his famous novel, Through the Looking-Glass. The novel first appeared in 1871. The novel including this poem won instantly popularity. Through its surreal and nonsensical language captivating readers and critics alike, it became a children classic. However, initially it was almost dismissed for its gibberish quality. Yet, this poem “The Jabberwocky” has endured a long fame of being an influential work in English Literature. Its unique style, which mixes real and imaginary worlds, has inspired countless imitations and parodies.

Annotations of “The Jabberwocky” by Lewis Carroll

1. “brillig” (line 1) is a nonsensical word invented by the author to describe a time of day, likely around dusk or evening.
2. “slithy toves” (line 1) is a nonsense phrase used to describe imaginary creatures that move in a fluid or snakelike manner.
3. “gyre and gimble” (line 2) are nonsensical words used to describe the movement of the slithy toves.
4. “wabe” (line 2) is a nonsense word used to describe a grassy area or meadow.
5. “mimsy” (line 3) is a nonsensical adjective used to describe the borogoves, another imaginary creature.
6. “borogoves” (line 3) are imaginary creatures that are never described but are thought to be similar to the slithy toves.
7. “mome raths” (line 4) is another imaginary creature that is never described.
8. “outgrabe” (line 4) is a nonsense verb that describes the noise made by the mome raths.
9. “Beware the Jabberwock, my son!” (line 5) is a warning given to the reader about a dangerous creature called the Jabberwock.
10. “The jaws that bite, the claws that catch!” (line 6) is a description of the Jabberwock’s physical features.
11. “Beware the Jubjub bird, and shun” (line 7) is another warning about a dangerous bird.
12. “The frumious Bandersnatch!” (line 8) is a description of another dangerous creature that the reader should avoid.
13. “He took his vorpal sword in hand” (line 9) describes the protagonist of the poem picking up a magical sword.
14. “Long time the manxome foe he sought” (line 10) describes the protagonist searching for the Jabberwock.
15. “So rested he by the Tumtum tree” (line 11) describes the protagonist taking a break by a tree with a strange name.
16. “And stood awhile in thought.” (line 12) suggests that the protagonist is thinking about his next move.
17. “And, as in uffish thought he stood,” (line 13) suggests that the protagonist is deep in thought and perhaps feeling anxious or uncertain.
18. “The Jabberwock, with eyes of flame,” (line 14) describes the creature that the protagonist has been searching for.
19. “Came whiffling through the tulgey wood,” (line 15) describes the Jabberwock’s movement through the forest.
20. “And burbled as it came!” (line 16) describes the sound made by the Jabberwock as it moves through the forest.

Literary and Poetic Devices in “The Jabberwocky” by Lewis Carroll

Sound and Poetic Devices in “The Jabberwocky” by Lewis Carroll

Functions of Literary Devices in “The Jabberwocky” by Lewis Carroll

1. Create a unique and imaginative world: The use of literary devices in “The Jabberwocky” contributes to the creation of a unique and imaginative world. By using made-up words or neologisms and phrases, such as “slithy,” “borogoves,” and “mome raths,” the poem creates a sense of whimsy and nonsensicality that transports the reader to a fantastical land. These made-up words, while unintelligible at first, take on meaning through the context in which they are used, and create a rich and vivid world unlike anything else in literature. The use of literary devices is key to the poem’s ability to create a world that is both strange and wondrous.
2. Add musicality and rhythm: The poem’s use of literary devices also adds to its musicality and rhythm. The use of alliteration, repetition, and rhyme creates a pleasant and pleasing sound that engages the reader’s ears and adds to the overall tone of the poem. For example, the repeated “s” sounds in “slithy” and “gyre” and the repeated “m” sounds in “mimsy” and “mome” create a musical quality that is both playful and fanciful. The poem’s musicality is an integral part of its appeal, and helps to draw the reader in and keep them engaged throughout the poem.
3. Engage the reader’s imagination: The use of imagery and figurative language in “The Jabberwocky” is key to engaging the reader’s imagination. By using vivid and imaginative descriptions, such as the “eyes of flame” of the Jabberwock, the poem helps the reader visualize the fantastical creatures and settings that are being described. This engages the reader’s imagination and creates a sense of wonder and enchantment that is unique to the world of the poem.
4. Communicate deeper meanings: While “The Jabberwocky” is a playful and fanciful poem, it also contains deeper meanings that are communicated through the use of literary devices. For example, the metaphorical “vorpal sword” can be seen as a representation of the power of words and language. This can be interpreted as a commentary on the importance of language and its ability to shape reality. The use of figurative language in the poem creates layers of meaning that invite the reader to explore and interpret the poem in different ways.

Themes in “The Jabberwocky” by Lewis Carroll

1. The Power of Imagination: One of the main themes in “The Jabberwocky” is the power of imagination. The poem is filled with fantastical creatures, made-up words, and imaginative descriptions that transport the reader to a magical realm. This theme is reinforced through lines such as “And, as in uffish thought he stood,” which suggests the power of thought and imagination. The poem encourages readers to explore their own imaginations and embrace the whimsical and fantastical.
2. The Importance of Language: Another theme in “The Jabberwocky” is the importance of language. The poem is full of made-up words and phrases, which highlight the power of language to create and shape meaning. This theme is reinforced through lines such as “He took his vorpal sword in hand,” which suggests that words and language can have a physical impact. The poem encourages readers to consider the power of language and its ability to shape reality.
3. The Hero’s Journey: “The Jabberwocky” can also be seen as a story of the hero’s journey. The protagonist sets out to slay a fearsome monster and, after a perilous battle, emerges victorious. This theme is reinforced through lines such as “He left it dead, and with its head he went galumphing back,” which suggests the triumph of the hero. The poem encourages readers to consider the challenges and triumphs of their own journeys.
4. Nonsense and Absurdity: Finally, “The Jabberwocky” is a celebration of nonsense and absurdity. The poem is full of made-up words and phrases that defy logic and reason, and this theme is reinforced through lines such as “All mimsy were the borogoves, and the mome raths outgrabe.” The poem encourages readers to embrace the nonsensical and to find joy in the absurd.

Literary Theories and “The Jabberwocky” by Lewis Carroll

Essay Topics, Questions and Thesis Statements about “The Jabberwocky” by Lewis Carroll

1. Topic: The significance of wordplay in “The Jabberwocky.”

Question: How does Lewis Carroll use made-up words and language to create meaning in “The Jabberwocky”?

Thesis statement: Through the use of invented language, Lewis Carroll creates a playful and imaginative world in “The Jabberwocky” that invites readers to participate in the process of creating meaning.

• Topic: The role of heroism in “The Jabberwocky.”

Question: How does the hero’s journey archetype inform the plot and themes of “The Jabberwocky”?

Thesis statement: The hero’s journey archetype is a central element of “The Jabberwocky,” and serves to illustrate the importance of courage, determination, and perseverance in the face of adversity.

• Topic: The representation of power in “The Jabberwocky.”

Question: How is power and agency represented in “The Jabberwocky”?

Thesis statement: Through the depiction of the protagonist’s journey to slay the Jabberwock, “The Jabberwocky” explores the theme of power and agency, and highlights the importance of individual action in the face of danger.

• Topic: The influence of “The Jabberwocky” on popular culture.

Question: How has “The Jabberwocky” influenced contemporary popular culture?

Thesis statement: “The Jabberwocky” has had a significant impact on popular culture, from its influence on language and wordplay to its use in films, television shows, and other media.

Short Question-Answer about “The Jabberwocky” by Lewis Carroll

Question 1: How does “The Jabberwocky” reflect the concept of linguistic relativity?

Answer: “The Jabberwocky” reflects the concept of linguistic relativity by demonstrating how language and culture shape our perception and understanding of the world around us. The poem employs a language that is intentionally nonsensical, with invented words and phrases that require readers to actively engage in the process of meaning-making. By doing so, Carroll highlights the idea that language is not simply a tool for communication, but also a means of shaping our thoughts and experiences. For example, the poem’s use of nonsense words like “slithy toves” and “borogoves” challenges readers to consider how our understanding of words and concepts is influenced by cultural and linguistic conventions.

Question 2: How does “The Jabberwocky” illustrate the concept of literary nonsense?

Answer: “The Jabberwocky” is a classic example of literary nonsense, as it employs absurd language and situations to challenge traditional forms of storytelling and meaning-making. The poem’s use of invented words and phrases like “frabjous day” and “vorpal sword” creates a sense of playful irreverence towards traditional language and literature. Furthermore, the poem’s structure and form are intentionally unconventional, with irregular rhyme and meter that further emphasize its nonsensical nature. Through these techniques, “The Jabberwocky” challenges readers to question their assumptions about language, meaning, and the nature of storytelling itself.

Question 3: How does “The Jabberwocky” fit into the tradition of heroic epics?

Answer: “The Jabberwocky” can be seen as fitting into the tradition of heroic epics through its portrayal of a hero’s journey to defeat a monstrous foe. The protagonist’s quest to slay the Jabberwock can be seen as an archetype of the heroic journey, with the hero facing and overcoming obstacles and dangers in pursuit of a noble goal. Additionally, the poem’s use of epic language and structure, with its repeated refrain of “’Twas brillig, and the slithy toves,” creates a sense of grandeur and weightiness that is often associated with epic poetry. However, the poem’s playful and irreverent tone, as well as its use of nonsense language, also subverts and challenges the conventions of the heroic epic tradition.

Question 4: How does “The Jabberwocky” use humor and wordplay to explore deeper themes?

Answer: “The Jabberwocky” uses humor and wordplay as a means of exploring deeper themes, such as the nature of language, the power of imagination, and the importance of individual agency. The poem’s playful language and nonsensical wordplay create a sense of whimsy and fun, but also serve to challenge readers to think more critically about the relationship between language and meaning. Additionally, the poem’s use of humor can be seen as a way of subverting traditional power structures and authority, as the protagonist is able to overcome the powerful Jabberwock through his own determination and skill. Overall, “The Jabberwocky” demonstrates how humor and wordplay can be used to explore complex themes and ideas in a way that is both accessible and engaging.

Suggested Readings: “The Jabberwocky” by Lewis Carroll

General Analysis & Background

• Websites
  • Wikipedia: Jabberwocky (https://en.wikipedia.org/wiki/Jabberwocky) – Good starting point for basic information and historical context.
  • The Lewis Carroll Society: Jabberwocky ([invalid URL removed]) – Offers insights, analysis, and links to further resources.

Books

• Gardner, Martin. The Annotated Alice: The Definitive Edition. W.W. Norton & Company, 2000. (Contains detailed notes and explanations of “Jabberwocky” within the context of Through the Looking-Glass)

Articles

• Empson, William. “Alice in Wonderland: The Child as Swain.” Some Versions of Pastoral. (Discusses “Jabberwocky” as a mock-heroic poem)
• Rackin, Donald. “Alice’s Journey to the End of Night”. PMLA, vol. 81, no. 5, 1966, pp. 313-326. (Offers a psychoanalytic reading of the poem)

Specific Areas of Exploration

• Linguistics and Wordplay:
  • Crystal, David. “‘Twas brillig…’ – The Lit Crit Jabberwock” Cambridge University Press Blog ([invalid URL removed]). (Analyzes the nonsense words and their structure)
• Humor & Parody:
  • Sutherland, John. “Is the Jabberwock a Joke?” Essays in Criticism, vol. 21, no. 3, 1971, pp. 232-243. (Examines how humor functions in the poem)

1. To pull the metal splinter from my palm
2. my father recited a story in a low voice.
3. I watched his lovely face and not the blade.
4. Before the story ended, he’d removed
5. the iron sliver I thought I’d die from.

1. I can’t remember the tale,
2. but hear his voice still, a well
3. of dark water, a prayer.
4. And I recall his hands,
5. two measures of tenderness
6. he laid against my face,
7. the flames of discipline
8. he raised above my head.

1. Had you entered that afternoon
2. you would have thought you saw a man
3. planting something in a boy’s palm,
4. a silver tear, a tiny flame.
5. Had you followed that boy
6. you would have arrived here,
7. where I bend over my wife’s right hand.

1. Look how I shave her thumbnail down
2. so carefully she feels no pain.
3. Watch as I lift the splinter out.
4. I was seven when my father
5. took my hand like this,
6. and I did not hold that shard
7. between my fingers and think,
8. Metal that will bury me,
9. christen it Little Assassin,
10. Ore Going Deep for My Heart.
11. And I did not lift up my wound and cry,
12. Death visited here!
13. I did what a child does
14. when he’s given something to keep.
15. I kissed my father.

Introduction

Written by Li-Young Lee, “The Gift” is a poem that was first published in 1986 as part of Lee’s debut collection of poems titled “Rose”. Since its publication, “The Gift” has gained significant popularity, both in the United States and internationally, due to its powerful imagery, emotional depth, and exploration of themes such as love, family, and memory. The poem has been widely anthologized, and it has also been translated into numerous languages, further contributing to its widespread appeal. Lee’s use of vivid language and evocative imagery in “The Gift” has made it a beloved and enduring piece of contemporary poetry, resonating with readers across generations and cultures.

Annotations of “The Gift” by Li-Young Lee

Literary Devices in “The Gift” by Li-Young Lee

Sound and Poetic Devices in “The Gift” by Li-Young Lee

Functions of Literary Devices in “The Gift” by Li-Young Lee

• Alliteration: Li-Young Lee employs alliteration in “The Gift” to create a musical effect and emphasize key phrases. Examples include “metal splinter,” “measures of tenderness,” and “flames of discipline.”
• Assonance: The poem uses assonance, the repetition of vowel sounds within close proximity, to enhance harmony and emotional resonance. A notable example is “but hear his voice still, a well,” with its repeating “ee” and “i” sounds.
• Diction: Lee carefully selects words to convey the poem’s reflective tone and vivid imagery. Words like “lovely,” “prayer,” and “death” significantly contribute to the emotional landscape of the poem.
• End Rhyme: “The Gift” utilizes end rhyme inconsistently, with some lines rhyming and others not. This creates a subtle musicality without imposing a rigid structure, enhancing the poem’s emotional impact.

Themes in “The Gift” by Li-Young Lee

• The Power of Storytelling: “The Gift” highlights the power of stories to distract, comfort, and connect people. The narrator’s father uses a story to soothe his son’s pain during a difficult moment. Though the story itself fades from memory, the father’s voice and the comfort it provided remain vivid. This demonstrates the transformative power of storytelling, and how narratives can offer solace during hardship.
• The Complexity of Father-Son Relationships: The poem explores the multifaceted nature of father-son bonds. The father is both a gentle caregiver and a figure of discipline, representing the complexities often present within these relationships. While the “flames of discipline” hint at a sometimes stern demeanor, the tenderness he shows when removing the splinter is undeniable. The narrator’s response—a kiss— indicates the profound love and respect beneath the surface.
• The Importance of Intergenerational Knowledge: “The Gift” emphasizes how knowledge and traditions are passed from one generation to the next. The father’s story may be forgotten, but its impact on the son lingers through the memory of his father’s voice. This highlights the power of oral tradition in transmitting wisdom and experience. Moreover, the practical skill of removing a splinter becomes a shared connection across generations.
• The Beauty of Simple Acts of Love: The poem underscores the profound beauty found in ordinary acts of love and care. Scenes of gentle care in removing a splinter, from father to son and eventually from husband to wife, illustrate the power of small, compassionate gestures. These seemingly insignificant acts become the foundation of deep connection and meaningful lives.

Literary Theories and “The Gift” by Li-Young Lee

Essay Questions Thesis Statements about “The Gift” by Li-Young Lee

• Topic: Father-Son Relationship
• Question: How does Li-Young Lee use imagery and metaphor to explore the relationship between a father and a son in “The Gift”?
• Thesis statement: Through the use of vivid imagery and metaphor, Li-Young Lee conveys the complexity of a father-son relationship, exploring themes of love, tenderness, and pain.
  • Topic: Significance of the Title
  • Question: What is the significance of the title “The Gift” in Li-Young Lee’s poem?
  • Thesis statement: The title “The Gift” serves as a metaphor for the father’s act of teaching his son about love, sacrifice, and the importance of passing on traditions from one generation to the next.
• Topic: Identity and Cultural Heritage
• Question: In “The Gift,” how does Li-Young Lee explore the theme of identity and cultural heritage?
• Topic: Memory and Nostalgia
• Question: How does Li-Young Lee use memory and nostalgia to evoke emotions in “The Gift”?
• Thesis statement: Li-Young Lee uses vivid imagery, sensory details, and nostalgic language to evoke emotions and convey the significance of familial bonds in “The Gift.”
• Topic: Tradition and Legacy
• Question: What is the role of tradition and legacy in “The Gift” by Li-Young Lee?
• Thesis statement: Li-Young Lee emphasizes the importance of tradition and legacy in shaping an individual’s identity and sense of belonging, highlighting the role of familial relationships in preserving cultural heritage in “The Gift.”
• Thesis statement: Through the use of symbols and allusions, Li-Young Lee examines the complexities of identity formation and the influence of cultural heritage on an individual’s sense of self.

Short Questions-Answers about “The Gift” by Li-Young Lee

1. How does the use of sensory imagery contribute to the poem’s themes of love and gratitude in “The Gift” by Li-Young Lee?

The use of sensory imagery in “The Gift” is integral to the poem’s themes of love and gratitude. Through sensory imagery, the poet conveys a deep sense of intimacy and tenderness between the father and son. The tactile imagery of the metal splinter and the father’s hands highlights the physical closeness of the father and son, while the visual imagery of the father’s face and the boy’s palm creates a powerful emotional connection. For example, when the father removes the splinter from the boy’s palm, the poet describes the father’s hands as “two measures of tenderness / he laid against my face.” This sensory imagery conveys the love and care that the father has for his son, and emphasizes the importance of physical touch and tenderness in relationships. Overall, the sensory imagery in “The Gift” contributes to a powerful portrayal of the depth of love and gratitude between the father and son.

2. How does the structure of the poem contribute to its meaning in “The Gift” by Li-Young Lee?

The structure of “The Gift” contributes significantly to its meaning. The poem is composed of two stanzas, each with a different focus. The first stanza recounts the memory of the father removing the splinter from the son’s hand, while the second stanza shifts to the present moment and the son removing a splinter from his wife’s hand. The structure of the poem creates a parallel between the two events, highlighting the theme of fatherhood and the legacy that the father has left with his son. Additionally, the shift in focus from the father to the son emphasizes the cyclical nature of life and the passing down of knowledge and tradition from one generation to the next. The final line of the poem, “I kissed my father,” creates a sense of closure and connection between the two events and emphasizes the enduring love and gratitude the son has for his father.

3. How does the use of metaphor and symbolism contribute to the poem’s themes of fatherhood and legacy in “The Gift” by Li-Young Lee?

The use of metaphor and symbolism in “The Gift” contributes significantly to the poem’s themes of fatherhood and legacy. For example, the metaphor of the metal splinter as a “Little Assassin” and “Ore Going Deep for My Heart” highlights the danger and pain of the situation, and also the way in which the father protects his son from harm. This metaphorical language underscores the deep love and care that the father has for his son. Additionally, the symbolism of the splinter as a physical object represents the emotional pain and wounds that the son carries with him, and the power of his father’s love to heal and soothe those wounds. The final line of the poem, “I kissed my father,” can also be seen as a symbolic gesture, representing the son’s gratitude and reverence for his father’s legacy and the impact he has had on his life.

4. What role does the act of gift-giving play in “The Gift” by Li-Young Lee, and how does it relate to the poem’s themes of love and gratitude?

The act of gift-giving plays a central role in “The Gift” and is intertwined with the poem’s themes of love and gratitude. The gift of removing the splinter from the son’s hand represents the father’s care and love for his son, and the son’s memory of the event is imbued with a deep sense of gratitude and reverence. Additionally, the act of gift-giving is cyclical, as the son later removes a splinter from his wife’s hand, carrying on the tradition of care and love that his father taught him.

Suggested Readings: “The Gift” by Li-Young Lee

Resources on Li-Young Lee’s Work

• Books:
  • Lee, Li-Young. Rose. BOA Editions, Ltd., 1986. (The collection in which “The Gift” appears)
  • Madsen, Deborah L. Understanding Contemporary American Literature, 1975–2000. Columbia: U of South Carolina P, 2007. (May contain analysis and context for Lee’s work )
• Articles: Search academic databases for articles discussing Li-Young Lee’s themes, style, influences. You might find one that touches on “The Gift”
• Websites:
  • Poetry Foundation: Li-Young Lee (https://www.poetryfoundation.org/poets/li-young-lee) Offers biographical information, some poems, and potentially critical links.

1. I leant upon a coppice gate
2. When Frost was spectre-grey,
3. And Winter’s dregs made desolate
4. The weakening eye of day.
5. The tangled bine-stems scored the sky
6. Like strings of broken lyres,
7. And all mankind that haunted nigh
8. Had sought their household fires.

• The land’s sharp features seemed to be
• The Century’s corpse outleant,
• His crypt the cloudy canopy,
• The wind his death-lament.
• The ancient pulse of germ and birth
• Was shrunken hard and dry,
• And every spirit upon earth
• Seemed fervourless as I.

1. At once a voice arose among
2. The bleak twigs overhead
3. In a full-hearted evensong
4. Of joy illimited;
5. An aged thrush, frail, gaunt, and small,
6. In blast-beruffled plume,
7. Had chosen thus to fling his soul
8. Upon the growing gloom.

• So little cause for carolings
• Of such ecstatic sound
• Was written on terrestrial things
• Afar or nigh around,
• That I could think there trembled through
• His happy good-night air
• Some blessed Hope, whereof he knew
• And I was unaware.

Written by Thomas Hardy in 1900, “The Darkling Thrush” gained significant popularity and critical acclaim upon its publication. The poem was first published in The Graphic on December 29, 1900, and was later included in Hardy’s collection of poems, “Poems of the Past and Present,” which was published in 1901. Despite its initial publication in a relatively obscure journal, the poem’s vivid imagery and poignant portrayal of the changing of the seasons struck a chord with readers and critics alike. As a result, “The Darkling Thrush” quickly became one of Hardy’s most popular and widely read poems, cementing his reputation as one of the foremost poets of his time.

Annotations of “The Darkling Thrush” by Thomas Hardy

Literary Devices in “The Darkling Thrush” by Thomas Hardy

Sound and Poetic Devices in “The Darkling Thrush” by Thomas Hardy

Functions of Literary Devices in “The Darkling Thrush” by Thomas Hardy

1. Imagery: The use of descriptive language and sensory details, such as “spectre-grey,” “Winter’s dregs,” “tangled bine-stems,” “blast-beruffled plume,” and “growing gloom,” creates vivid and powerful images in the reader’s mind, allowing them to experience the desolate and melancholic atmosphere of the poem.
2. Personification: The land’s “sharp features” are personified as the “Century’s corpse outleant,” and the wind’s mournful sound is described as its “death-lament.” This literary device helps to emphasize the theme of death and decay throughout the poem.
3. Symbolism: The thrush represents hope and vitality in the midst of despair and death. The bird’s song is described as an “evensong of joy illimited,” which contrasts with the bleakness of the winter landscape. Its appearance and song symbolize the possibility of renewal and regeneration.
4. Tone: The poet’s use of literary devices such as imagery, personification, and symbolism contributes to the overall tone of the poem, which is one of sadness, despair, and uncertainty. The poem’s use of language and figurative language helps to create a sense of bleakness and hopelessness, which is then contrasted by the unexpected appearance of the thrush’s song.

Themes in “The Darkling Thrush” by Thomas Hardy

• Despair and Isolation: The bleak landscape, decaying imagery, and speaker’s introspection reflect a deep sense of hopelessness and disconnect from the world.
• Time and Mortality: The dying century, focus on decline, and aging thrush highlight themes of fleeting time, death, and a sense of historical change.
• The Power and Resilience of Nature: Harsh winter setting contrasts with the enduring thrush. The natural world is depicted as powerful, possessing its own rhythms, indifferent to human suffering.
• Hope amidst Darkness: The thrush’s unexpected, joyful song cuts through despair. It symbolizes a potential for optimism, a spiritual dimension, and a sense of renewal the speaker cannot fully grasp.

Tips:

• Connect to Specifics: Support themes with direct quotations or references to the poem’s imagery.
• Ambiguity: Acknowledge the poem’s ending is open to interpretation, this adds another layer to Hardy’s exploration of hope and the limits of human understanding.

Literary Theories and “The Darkling Thrush” by Thomas Hardy

Essay Topics, Questions, Thesis Statements about “The Darkling Thrush” by Thomas Hardy

1. The Role of Nature in “The Darkling Thrush”

• Thesis Statement: Through his use of vivid and evocative natural imagery, Hardy portrays a bleak world where humanity feels disconnected from nature, leading to feelings of despair and hopelessness.
• Supporting Points:
  • The decaying landscape: Images of frost, tangled bine-stems, weakening eye of day.
  • The absence of life: Emphasis on solitude and a lifeless, wintry scene.
  • The speaker’s alienation: Reflection on a world out of touch with its natural rhythms.

2. The Theme of Time in “The Darkling Thrush”

• Thesis Statement: By contrasting the ancient, deteriorating world with the vibrant song of the thrush, Hardy emphasizes the fleeting nature of time and the possibility of hope amidst despair.
• Supporting Points:
  • The dying century: Focus on the end of an era, a sense of decline and finality.
  • The aged thrush: The bird carries a sense of history and continuity.
  • The unexpected song: A sudden burst of life and joy against the backdrop of decay.

3. The Use of Personification in “The Darkling Thrush”

• Thesis Statement: Hardy’s use of personification gives the natural world agency and purpose, highlighting its interconnectedness, and emphasizing that nature has its own power, resilience, and source of joy.
• Supporting Points:
  • The “weakening eye of day”: Suggests nature as sentient and fading.
  • “The Century’s corpse”: Powerful image portraying time and history as tangible entities.
  • “The tangled bine-stems scored the sky / Like strings from broken lyres”: Nature reflects humanity’s own discord

4. The Role of Hope in “The Darkling Thrush”

• Thesis Statement: The thrush’s joyful song, despite a bleak world, suggests the enduring presence of hope. This potential for hope offers a path forward for humanity, even in the face of despair.
• Supporting Points:
  • Unexpected Joy: The contrast of the bird’s song against a desolate setting is jarring and surprising.
  • Spiritual Echoes: The song’s “ecstatic sound” hinting at a spiritual dimension or a transcendence of despair.
  • A Call to Action: The song might inspire humanity to rediscover its own capacity for joy and hope amidst hardship.

Short Questions-Answers about “The Darkling Thrush” by Thomas Hardy

Q1: How does the opening stanza set the mood of the poem?

A1: The opening lines (“I leant upon a coppice gate…”) establish a sense of isolation and desolation. Hardy’s bleak imagery – the “spectre-grey” frost, the “tangled bine-stems,” and the dying “eye of day” – creates a winter landscape that mirrors the speaker’s internal state.

Q2: What is the significance of the word “blast-beruffled” to describe the thrush?

A2: “Blast-beruffled” (line 23) emphasizes the bird’s fragility and vulnerability in the harsh winter setting. Yet, this physical frailty contrasts strikingly with the power and joy of its song, suggesting a hidden resilience and inner strength.

Q3: Why does the speaker describe the thrush’s song as having “some blessed Hope”?

A3: The speaker is struck by the joyful song amidst a bleak world. The notion of a “blessed Hope” (line 32) implies a spiritual dimension, a force the thrush seems to know, but the speaker doesn’t. This hints at a deeper, perhaps unknowable, meaning and optimism within the natural world.

Q4: How does the final line of the poem contribute to the overall message?

A4: The poem ends, “That I could think there trembled through / His happy good-night air / Some blessed Hope, whereof he knew / And I was unaware.” This uncertainty underscores the limits of human understanding. The thrush’s song holds a wisdom the speaker cannot grasp, suggesting the complexities and enduring mysteries of life.

Suggested Readings

Articles & Critical Essays

• Gerber, Helmut E. “Thomas Hardy’s ‘The Darkling Thrush’.” The Explicator, vol. 19, no. 4, 1961, p. 26. doi: 10.1080/00144940.1961.11483083
• Jedrzejewski, Jan. “Hardy’s ‘The Darkling Thrush’ and Keats’s ‘Ode to a Nightingale’: A Contrast.” English Studies, vol. 71, no. 3, 1990, pp. 254-61, doi:10.1080/00138389008598975.
• Wright, T.R. “Hardy’s ‘The Darkling Thrush’.” The Explicator, vol. 48, no. 4, 1990, pp. 274–275. doi:10.1080/00144940.1990.9936066.

Books

• Bloom, Harold, editor. Thomas Hardy’s Poetry. Chelsea House Publishers, 2007. (This might have a chapter focused on “The Darkling Thrush”)
• Gibson, James. Thomas Hardy: A Literary Life. Palgrave Macmillan, 1996. (Examines Hardy’s life and the context surrounding his poems)
• Millgate, Michael. Thomas Hardy: A Biography Revisited. Oxford University Press, 2006. (Biographical work offering valuable context for his poetry)

Websites

• Poetry Foundation: [invalid URL removed] (Includes the text of the poem and some basic analysis)
• The Victorian Web: [invalid URL removed] (Provides resources on Victorian literature and Hardy specifically)
• LitCharts: https://www.litcharts.com/poetry/thomas-hardy/the-darkling-thrush (Offers detailed analysis, summary, and themes)