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Lecture 4

LECTURE 4 + SEM 2.docx

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Department
English
Course
ENGL 1F95
Professor
Tim Conley
Semester
Fall

Description
LECTURE #4 + SEM #2 September 18, 2013 Strong/Hard Rhyme: cat / mat ­ definite rhyme                                     Thick Rhyme: threw / through ­ same,  but different Weak/Soft Rhyme: cat / bad ­ almost rhymes                                        Verbal Movement: shift in pronunciation  Eye Rhyme: one / bone ­ look similar The Tyger Tyger! Tyger! burning bright In the forests of the night, What immortal hand or eye Could frame thy fearful symmetry?   In what distant deeps or skies Burnt the fire of thine eyes? On what wings dare he aspire? What the hand dare seize the fire?   And what shoulder, & what art, Could twist the sinews of thy heart? And when thy heart began to beat, What dread hand? & what dread feet?   What the hammer? what the chain? In what furnace was thy brain? What the anvil? what dread grasp Dare its deadly terrors clasp?   When the stars threw down their spears And water'd heaven with their tears, Did he smile his work to see? Did he who made the Lamb make thee?   Tyger! Tyger! burning bright In the forests of the night, What immortal hand or eye Dare frame thy fearful symmetry? •  William Blake, 1794 (pg. 1076) • Simple poem (compare to Dr. Seuss) • "What immortal/symmetry"  ­ did god make you (the tiger)? how could he make something so perfect  (symmetry) and terrifying? • "what"  ­ anaphora, pounding repetition ­ "hammer"  • "hammer/chain" ­ made tiger like a sword ­ powerful, scary • "Did he/Lamb"  ­ how could someone (god) who had made something as innocent as a lamb also make  a tiger? • "eye/symmetry"  ­ verbal movement; the end of 'symmetry' is pronounced as "try" instead of "tree" • Blake is reaching to describe something that can't be described; perfection/symmetry • Devised his own system of description; the world is an illusion; we see things as we're trained by  institutions • Wants to see w/ his imagination   We Real Cool The Pool Players, Seven at the Golden Shovel.   We real cool. We Left school. We   Lurk late. We Strike straight. We   Sing sin. We Thin gin. We   Jazz June. We Die soon. Gwendolyn Brooks, 1950 (pg. 720) • • Speaks as the men playing pool at 'Seven at the Golden Shovel' • African American youth, likely working class, uneducated • Targets youth; gives a voice to those who aren't usually heard • Alcoholism, alienation • Defiant, hip, jazzy (poem has a kind of jazz rhythm)
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