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In-class writing Notes

In-class work 3/15

Draft and revision example number 1

Draft and revision example number 2 and number 3

In-class assignment: group 1

In-class assignment: group 2

In-class assignment: group 3

In-class assignment: group 4

In-class assignment: group 5

In the comments, reflect on this exercise. What did you change, and why? What challenges did you encounter? What did you discover about the editing process? How can you apply this to your own writing and editing?

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In-class writing Notes

3/13 notes

Subject: What is this poem about?

  • It’s about a mountain – Mont Blanc

 

Form:

  • It’s very long
  • Descriptive – that is, not narrative – no story
  • Divided into 5 parts
    • First part:
      • A lot of imagery – paints a picture of the environment – waterfalls, mountains – metaphor for the human mind
      • No sign of Mont Blanc
      • Starts IMMENSE: “the everlasting universe of things” – literally all things for all time
        • Within the human mind
      • Second part:
        • More assonance and consonance
        • Moved from the human mind to the ravine
        • Tone: not very grounded; you feel you are about to fall over
        • Returns to the human mind and the universe of things
      • Third part:
        • First mention of Mont Blanc
        • Comparing the way we experience the view of the mountain – the structure of the mountain – some parts of it are obscure – metaphor for the human mind?
          • But makes you understand it in pictures not words
        • Referencing creation
        • Something inaccessible
        • Creation in the guise of destruction
        • No one can tell us what happened. Probably because they’re dead.
        • Repetition with eternal/everlasting/eternity
        • “wilderness has a mysterious tongue” – wilderness is saying something we can’t understand
        • difference between understanding and feeling – feelings can’t be explained away easily
      • fourth part
        • expanded his view beyond the particular location
        • danger
        • emphasizes “this” – why? Marks a change in the poem? It gets dark
        • trying to explain the beauty of death?
          • Everything that happened already happened – repeats, constantly
          • Man-made imitations of mountains, with powerful associations – city of death
        • No obvious rhyme scheme, but there are rhymes
          • Stream of water making you just think – stream of consciousness – no real logic – irregular rhyme scheme – one idea leads to the next – not trying to structure it in a traditional way – feels like a flowing river
            • But it all kind of falls into place if you read it with the meter
          • Rhythm
            • Iambic pentameter
            • Provides a loose structure that allows freedom for imagery
          • Lots of consonance and assonance

 

Word choice or diction

  • Pairs “gloom” and “glittering” – could be describing night and day in nature?
  • More contrast (in order, moves through the poem): high/low, man-made/natural, life/death, order/chaos
    • Comparing the way we experience the view of the mountain – the structure of the mountain – some parts of it are obscure – metaphor for the human mind?
Categories
In-class writing Notes

3/8 notes and in-class writing

Subject: What is this poem about?

 

  • Historical context: great famine, nightmare, post-apocalyptic – the world was literally dark, the sky was full of ash
  • Begins as a dream – imagines the end of the world
  • Men forgot their passions through anticipation of destruction
  • Fear of the end of the world
  • People burned the world for warmth and light
  • Loss of hope
  • Wild beasts were tame
  • Snakes lost their venom
  • People ate animals, and then each other
  • Last two people were enemies – saw each other and screamed and died
  • Darkness conquered the Universe
  • Earth was a lump of death and chaos
  • Rivers and lakes and oceans all stood still
  • It’s about the end of the world and how people reacted
  • Dark nature of humanity – killing to survive – when there’s no hope anyway
  • We don’t see humanity banding together the way that they do in other post-apocalyptic visions – for example, War of the Worlds, The Walking Dead
  • 28 Days Later – dark
  • Mad Max – world runs out of water – fighting over water
  • Is there a cause for the apocalypse in “Darkness”? Not explicitly – just a “dream” – only “cause” is Byron’s imagination

 

 

 

Form: What is the form of this poem? Consider meter, rhyme scheme, structure, and so on.

 

  • No rhyme scheme
  • Felt more like a speech than a poem – no real pausing point – first-person narration – not divided into stanzas, just one long block of text
  • Iambic pentameter – lots of Shakespeare – Paradise Lost – could be writing into the epic tradition? Or into that elevated kind of heightened emotional register
  • Could the rhythm be mimicking the way your heart beats faster in the dark?
  • Unrhymed iambic pentameter = blank verse
  • Lots of dashes – creates a pause – caesura (that’s a pause in the middle of a line) – processing time – dramatic effect – both reflection and anticipation – dark word generally comes right before or after – give something dark and then jump – how does the pause change the meaning of the phrase it interrupts?
  • Almost feels stream-of-consciousness – lots of ands and very few periods – no real grammatical structures
  • Like dreams – the connective tissue is grammatical rather than narrative
  • Not enough time to take a breath – build anxiety, feel like you’re running for your life – reinforces the dreamer’s effort to hold onto the dream narrative? – when you don’t pause you don’t think – not necessarily rational – but would this undermine the warning – there’s no reason things will be like this? – but it’s a dream to him but it could also already happen – reflecting panic, or preventing us from seeing that panic isn’t necessary
  • Where do the full stops fall – is there significance? – builds from nature to man to the universe

 

Word choice or diction: What is the tone? Is there any repetition? What imagery is used?

 

  • Darkness is gendered female – why? Mother Nature – kills off everything, all human kind, all nature, rivers, lakes, chaos of hard clay? Mother Nature can be cruel?
  • Hell on earth – hell has spread to earth
  • -less words – negating everything – Mother Nature gives life and takes it away – emphasizes the void? – picture the whole world – mentions all the things that are around, and then takes it all away – connection to what it normally is, and then it isn’t
  • Chaotic
  • People who live near volcanoes are the exception – they’re the only people who don’t need to burn things for light
  • Last line – even if we weren’t here, it would continue as it was – without wind and rain and clouds there’s no hope of anything growing back – clouds usually block sunlight, but in this context there’s nothing for the clouds to block – even nature is sort of lacking in purpose
  • Why are some words capitalized?

Prompt: Use this brain storm to begin analyzing the poem. Explain the significance/meaning of one or more elements we observed in this poem.

Categories
In-class writing

In-class writing 3/1/18

Prompt: What do you notice about this text that you think is worthy of further inquiry? This can be a major theme, a question you have, a recurring image, a particularly vexing phrase or passage, or even a single word that you think has particular meaning within the text.