PAPER 2 NOVEMBER

EXAMINATIONS POETRY
Select 2 of the Poems to memorise
Table of Contents
Sonnet 130 ............................................................................................................................ 2
Quatrain 1: ......................................................................................................................... 5
Quatrain 2: ......................................................................................................................... 6
Quatrain 3: ......................................................................................................................... 7
Rhyming Couplet: ............................................................................................................... 8
It is a Beauteous Evening, Calm and Free ................................................................................ 9
Octave: ............................................................................................................................ 13
Sestet: ............................................................................................................................. 15
The Shipwreck ..................................................................................................................... 16
Stanza 1: .......................................................................................................................... 19
Stanza 2: .......................................................................................................................... 20
Stanza 3: .......................................................................................................................... 21
Stanza 4: .......................................................................................................................... 22
Solitude ............................................................................................................................... 23
Stanza 1: .......................................................................................................................... 28
Stanza 2: .......................................................................................................................... 29
Stanza 3: .......................................................................................................................... 30
Sonnet 130

1. My mistress' eyes are nothing like the sun;

2. Coral is far more red than her lips' red;
3. If snow be white, why then her breasts are dun;
4. If hairs be wires, black wires grow on her head.
5. I have seen roses damasked, red and white,
6. But no such roses see I in her cheek;
7. And in some perfumes is there more delight
8. Than in the breath that from my mistress reeks.
9. I love to hear her speak, yet well I know
10. That music hath a far more pleasing sound;
11. I grant I never saw a goddess go;
12. My mistress, when she walks, treads on the ground.
13. And yet, by heaven, I think my love as rare
14. As any she belied with false compare.
 William Shakespeare

• Born 1564; Died 1616

• English (born and died in Stratford-upon-Avon)
• He was married to Anne Hathaway, and they had three children.
• He is still known as one of the world’s greatest poets, dramatist and
playwright.
• He wrote 37 plays and 375 poems

• Sonnet 130 makes fun of exaggerative language to give a more realistic

image to woman.
• Mistress is portrayed as unattractive throughout the poem.
• Poem ends off on a romantic note; turns out she’s unique but is treated
unfairly through her being misinterpreted and lied to through false
comparison.
• Overall, the speaker does love/no need to exaggerate his love.

Summary:

In this sonnet, Shakespeare ridicules the courtly love tradition where a lover
idealises and idolises his loved one. He emphasizes the strength of his love for an
imperfect, but very real woman. At first he seems to feel nothing positive towards his
love, but in the final couplet his sincere love for her is evident. The strange
comparisons give the poem impact, and the concluding couplet creates a surprise
effect.

Structure:

• Shakespearean/English sonnet
• 3 Quatrains and 1 Rhyming couplet
• Rhyme scheme: abab cdcd efef
• A parody, of the conventional love sonnet. The Romantic Poets would praise
love and beauty. Shakespeare embraces irony by mocking these details.
• Metre: Iambic pentameter, with ten syllables and a pattern of stressed and
unstressed syllables
Quatrain 1:
Line 1:

• “My” indicates the 1st person possessive pronoun.

• It is the indication that the woman belongs to the speaker.
• “mistress” – noun. It is a modern term: someone a husband cheats on his wife, the
man usually ends up loving this woman.
• Simile: After claiming her as his, he uses a negative simile “nothing like”. She does
not nave sun-like eyes.
• The first line gives the indication that this poem is not going to be like the other
blazing sonnets. Exaggerative/love filled.

Line 2:

• “coral” – used for making jewellery. The actual red coral is literally redder than her
lips.
• “far more red” intensifies the fact that her lips are not a deep red colour.
• “red” – repetition of the colour because it is associated with love.

Line 3:

• Syntactic parallelism: both sentences begin with the conjunction “if”. Both have a
conditional clause broken by a semi colon.
• Line 3: “why then her breasts are dun” the writer states that the woman does not
have white skin or golden hair which were both things that were beautiful features for
women.

Line 4:

• If hairs be wires, black wires grow on her head: the word is not the literal
meaning. It refers to golden wire, as women who had beautiful hair were told
they had hair like golden wire. The writer states that the woman does not have
white skin or golden hair which were both things that were beautiful features for
women.
• Syntactic parallelism: both sentences begin with the conjunction “if”. Both have a
conditional clause broken by a semi colon.
Quatrain 2:
Line 5:

• Begins with the 1st person pronoun “I” so that we hear the speaker’s account, and it
reaffirms his opinion.
• Damasked – means a blended red or variegated pattern. The speaker is saying he
has seen blended red and white roses but not a blend of white and red cheeks.

Line 6:

• But – foreground disjunction “but”. Hold tight as this prepare us for the negative that
is about to follow.

Line 7:

• Begins with foreground conjunction “and” so we anticipate more comparisons.

• Comparison: how she breathes out/ smell of perfume.

Line 8:

• Repetition of the possessive pronoun “my” from previous lines emphasizing the
speaker’s ownership of the women.
• Reeks refer to the physical acts of breathing.
Quatrain 3:
Line 9:

• Love - An abstract noun. He shows a redeemable feature here and that is that he
loves to speak with her.
• Turning point: we prepare for more negativity with the disjunction “yet”.

Line 10:

• Pleasing - Adjective: music is more relaxing + enjoyable than listening to her voice.

Line 11:

• ” I grant” is a declarative phrase so we are set to believe what is about to follow.

• Petrarch sonnet: The way she walked was not the way of mortals but of angelic form.
Reference to how women were supposed to walk like an angel.

Line 12:

• Tread – transitive verb. She walks normally like any other human on earth. She does
not walk on the air.
Rhyming Couplet:
Line 13 & 14:

Conjunction and constative verb. Foregrounds the volta in the sonnet.

“My love” possessive phrase again – refers to the mistress.

And yet, by heaven – declaring vow, he’s serious about what he is going to say next.

Paraphrase: I think my love is unique compared to others, but she has been lied to by false
comparisons in blazon sonnets.
It is a Beauteous Evening, Calm and Free
William Wadsworth

1. It is a beauteous evening, calm and free,

2. The holy time is quiet as a Nun
3. Breathless with adoration; the broad sun
4. Is sinking down in its tranquility;
5. The gentleness of heaven broods o'er the Sea;
6. Listen! the mighty Being is awake,
7. And doth with his eternal motion make
8. A sound like thunder—everlastingly.
9. Dear child! dear Girl! that walkest with me here,
10. If thou appear untouched by solemn thought,
11. Thy nature is not therefore less divine:
12. Thou liest in Abraham's bosom all the year;
13. And worshipp'st at the Temple's inner shrine,
14. God being with thee when we know it not.
William Wordsworth

• Born in England in 1770 and died in 1850

• A live during the time when Romanticism grew to prominence as a literary
movement
• Lost his parents at an early age and became an orphan
• He was sent off to grammar school and started his journey in literature

Romanticism

• A literary movement that emerged in the last 18th century and early 19th
century.

• Romanticism focuses on Emotion over Reason

• Shows a respect towards nature

• Recognizes the divine that is in nature and people

• Idealizes the notion of youth being a state of innocence and purity

Structure

• 14 lines

• An octave (8) and sestet (6) = Petrarchan Sonnet

• Volta appears in line 9 at the beginning of the sestet

• Rhyme and metre

Summary

• Woodsworth did not name the poem and therefore the title of the poem is the
first line of the poem

• The poem speaks about Wordsworth visiting a woman in France he has a

child with
 • He had not seen either of them in a long time because of the war between
France and England. The poem is about his experiences, walking with his
daughter along the coast.

• The experience of walking with his daughter moved him and inspired this
poem.

Diction

Word Meaning
Adoration Deep love and respect
Tranquillity Calmness and peace
Doth Does
Eternal Forever
Solemn Serious
Thy Your
Abraham’s Bosom Place of Comfort with God
Shrine A Place of Worship

Title:

The speaker is struck by the physical beauty of the evening and the mood it creates.
The speaker views the scene through a spiritual lens and assures his young
companion (believed to be his daughter, Caroline) that God’s presence is
everywhere, even if we are not fully conscious of it.

Theme:

• The Holiness of Nature – the speaker celebrates the majestic and holy beauty
of Nature. He describes Nature in reverent terms. The poem urges an
appreciation for the beauty and power of Nature and God. The poem ‘takes
place’ during “holy time” – the time of evening prayers. The speaker’s
language portrays the world as a divine creation capable of admiring its own
handiwork. Human beings are a part of Nature and thus part of the Divine.
 • Childhood and Faith – the speaker addresses his “Dear child” directly when
she does not seem as awestruck as he is. He reasons that it is due to her age
and innocence. Children are always close to God; they maintain a natural
sense of faith and wonder at all times, so they do not react with the same
solemn awe as adults do. So, he ultimately states that through her reaction,
he rediscovers what children feel all the time. Her outward lack of reverence
does not mean that she is any less holy or pious or capable of reverence. The
speaker states categorically that children are the most holy and reverent of
God’s creatures and we lose this as we grow/mature. Children are perpetually
in “Abraham’s bosom” – in God’s presence. (Abraham is a central patriarch
and prophet.)
• The beauty of nature reveals God. Wordsworth believes the sunset is so
beautiful because heaven is present in the sky at this time.

Tone: amazed/awe/tranquillity and respect

Mood: meditative and calm/serene

Octave:
Line 1:

• beauteous – beautiful
• The atmosphere is very peaceful and tranquil. A person is completely at ease, no
worries or stress.
• evening – is often the most gentle and quiet time of day.
• calm – suggests a mood that is peaceful, tranquil and utterly quiet.
• free – implies free of stress/worries/pain.

Line 2:

• Religious sense – “holy”/ “nun”

• Personification and simile add a religious element to the poem: “holy time” (the
evening) is compared to a Nun that is quiet as she is in prayer. She is close to God.
She loves God.

Line 3-4:

• Enjambment – run on lines.

• Breathless – cannot even hear her breathe. This emphasises the silence. Just as the
nun is ‘breathless with adoration’ so does the feeling of this time and place take away
the poet’s breath with awe at the beauty of God’s creation.
• The speaker links the beauty of Nature to God, the creator of Earth and its beauty.
• the broad sun – As the sun sets it seems to become a large orange-red ball and the
colours of sunset stretch out across the horizon. This adds to the serene, peaceful
atmosphere.

Line 5:

• Personification – heaven is described as being gentle. This adds to the peaceful

atmosphere. The gentleness of heaven – The sea is reflecting the skies/Heaven. It is
calm and gentle. It is beautiful and Godly.
• Broods – Contemplates deeply: heaven seems to watch over the sea below.
Figuratively God is watching over the world.

Line 6:
 • Listen – is a command and the exclamation mark intensifies it and indicates the
excitement of the speaker. A very quiet moment is broken by this imperative order.
The poet wants his companion to be an active participant in the scene.
• mighty Being – Literally refers to the sea. Figuratively refers to God. The capital letter
in Being implies that although the speaker is referring to the sea, the capital letter
links the sea to God, the Almighty Being. Both the sea and God are ‘awake’ and
‘eternal’ and neither stop moving.

Line 7:

• doth – does
• eternal motion – God and the sea are eternal and will go on for ever
• motion make – the alliteration emphasizes the thunderous sound of the sea

Line 8:

• Simile: breaking waves sound like thunder. Indicates power of nature and God – The
thunderous sound of waves contrasts with the calm and quiet of lines 1-3.
• The dash creates a pause and emphasises the word which follows – everlastingly.
Without the pause there would not be such a strong emphasis. It is the end of the
octave, but it indicates that God’s creation, and, by inference, God, is forever
Sestet:
Line 9:

• Dear child! dear Girl! – is said in a loving tone. He expresses his love and adoration
for his daughter.

Line 10-11:

• untouched by solemn thought – She seems oblivious to the beauty around her.
• Wordsworth tells his daughter that although she doesn’t seem to have been affected
by the depth of feeling in the scene, he can assure her that it makes no difference to
what is true. Even if she doesn’t know or understand it now, she is still made of the
same ‘divine’ material as all creation. Even if she is not touched by the beauty of the
scene, it does not mean she is removed from God or less spiritual.

Line 12:

• in Abraham's bosom – Metaphor – refers to heaven: Like a father holds a baby to

protect it, the girl is unknowingly protected by God.
• all the year – at all times. God is always present to protect her.

Line 13:

• the Temple's inner shrine – Reference to nature: even if she does not express
devotion to God or spend time in a physical place of worship (like a church), God is
always present in nature.

Line 14:

• Assonance (repetition of the ‘e’ sound in being, thee, we) emphasises God’s
presence. God is with you, even if you are not aware of it.
The Shipwreck
Emily Dickinson

1 Glee! The great storm is over

2 Four have recovered the land;
3 Forty gone down together
4 Into the boiling sand

5 Ring, for the scant2 salvation!

6 Toll, for the bonnie souls, -
7 Neighbor and friend and bridegroom,
8 Spinning upon the shoals!

9 How they will tell the shipwreck

10 When winter shakes the door,
11 Till the children ask, ‘But the forty?
12 Did they come back no more?’

13 Then a silence suffuses the story,

14 And a softness the teller’s eye;
15 And the children no further question,
16 And only the waves reply.
Emily Dickinson, an American poet born in 1830, was a reclusive and eccentric
individual who wrote nearly 2000 poems and letters. Despite being encouraged by a
literary critic, she was not widely published. Her first volume of poetry was published
in 1886, receiving mixed reviews. Later, critics praised her as part of a modern wave
of poets, placing her alongside other great American poets. Her poems often
explored themes of death, mortality, nature, and love.

Title:

• The title implies that a tragedy took place, usually involving the loss of lives,
grief and mourning.
• The word “The” (a definite article) shows that the poem is about a specific
shipwreck.
• Sets the overall tone of the poem. It is sad/mournful.
• Reveals the setting - the ocean (where it happened)
• Provides context (what happened).

Structure:

• Poem has 16 lines

• 4 stanzas with 4 lines each
• Rhyme scheme/pattern: abcb defe ghih jklk
• Similar form to a ballad but is NOT a ballad
• Stanzas 1 & 2 focus on the positive news that 4 people have survived the
shipwreck. (Happiness/relief)
• Stanzas 3 & 4 focus on the negative news that 40 people have died in the
shipwreck. (Grief/mourning)

Themes:

• Relief vs Grief – Relief after the storm/ Grief over the lost
• Celebration vs Mourning – Ringing bells for survivors/ Tolling bells for the
deceased
 • Saved vs Lost - Four survivors/ Forty lost to the sea
• Life vs Death - Survivors' return/ Focus on those who died
• Responses to Loss of Life - Storytelling and questions/ Silence and emotional
weight

Summary:

This poem illustrates the impact of a shipwreck on a community. At the start of the
poem, the community feels joy and relief because the storm that caused the
shipwreck has passed, and there were four survivors. However, attention soon shifts
to the forty other people who died. A bell is rung to celebrate the survivors, but also a
funeral bell tolls to mourn the deceased. The poem proceeds to depict how adults in
the community tell the children about the shipwreck during winter. When the children
ask about the forty who died, the adults become quiet and emotional. The poem
ends on a sad, reflective note, suggesting that it shows how people deal with the
complex mix of joy and sorrow that accompanies a major tragedy.

Tone: grief, mourning, death

o Stanzas 3 and 4: sombre mood as focus is on the loss

Diction:

Word Meaning
Glee great delight or happiness
scant barely enough, only just adequate
toll the act of ringing a bell - there are
connotations of death and loss attached
to this word
bonnie beautiful
shoals a submerged sandbank found in a body
of water
suffuses gradually spreads through
Stanza 1:
Line 1:

• Glee! - People are happy the storm is over & 4 people survived. Joyful/celebratory
tone (emphasised by the exclamation mark).
• Shows a sense of relief. But it is ironic - people are relieved that the storm is over,
but 40 people died as a result of the storm.

Line 2:

• recovered - survived
• 4 People have survived & made it back to land / the shore.

Line 3:

• A change in tone: From celebration to grief and mourning.

• A euphemism (nicer way of saying) 40 people died. Implies they drown and sank to
the bottom of the ocean.

Line 4:

• boiling sand - The rough waves and movement of the water caused the sand at the
bottom of the sea to move violently (looks like it is bubbling/boiling). Emphasises the
violent nature of the storm
Stanza 2:
Line 5:

• Ring - Celebratory ringing of a bell for survivors. They ring the bell to draw the
attention of the people.
• scant – very few
• salvation – saved by grace of God
• They are thankful that there are 4 survivors. But the celebration of those who
survived is tainted/lessened by the loss of so many others
• Exclamation mark highlights the sorrow, shock and distress of the people

CONTRAST: Line 5 celebratory bell, Line 6 funeral mourning bell.

Line 6:

• Toll – ringing of a bell

• Slow ringing of a funeral bell for the 40 who died (Grief, mourning, sadness).
• bonnie – beloved
• “Souls” emphasises death
• Dash shows a pause to think about the deceased.

Line 7:

• “Neighbour and friend” shows it’s personal. The deceased were members of the
community, people knew them well. A big loss.
• “bridegroom” increases the shock of their death. Implies that a man who died had just
started a new life. It also implies that his wife was one of the survivors. This adds to
the sad tone.

Line 8:

• Spinning upon– Tossed around (no control)

• People’s bodies are being tossed around uncontrollably / helplessly.
• shoals – where the sea is shallow
• Shows irony. People did NOT die in deep waters. They died close to the shore
because of the big waves/storm that sent them spinning/tossed around. They could
not swim to safety, so they drowned all together
Stanza 3:
Line 9:

• How will they tell others about the shipwreck and the fate of those who died?

Line 10:

• Winter is associated with death.

o Literally, the personification refers to winter ‘shaking’ the door because it is
cold and windy outside.
o Figuratively, the personification refers to the death of the 40 people. The door
is symbolic to their life (which was taken).

Line 11:

• The initial celebration stops when the children start asking questions about the 40
people who did not survive.

Line 12:

• The disbelief of the children is shown here.

Stanza 4:
Line 13:

• Silence gradually spread among the adults, because they could not offer any
explanation that would help the children understand and come to terms with their
loss. This creates a mournful tone.
• The alliteration/sibilance of s emphasises the speaker’s sadness. It also slows down
the pace and creates an almost respectful silence.
• silence suffuses – to spread gradually

Anaphora (repetition of the word ‘and’) emphasises the long deafening silence

Line 14:

• Creates a sombre tone. The storyteller is reminded (by the questions of the children)
of the deaths and how they have all lost a loved one.

Line 15:

• The children could sense that the adults could not really answer their questions (it
was difficult for them). Their own grief causes them to stop asking questions. This
shows & emphasises the pathos (sense of pity).
• No further question – they stop asking, have nothing to say

Line 16:

• Personification - the waves are given the ability to speak/reply. All that can be heard
is the sound of crashing waves
• This emphasises the silence of the adults and the children. There is nothing that can
be said to offer comfort.
Solitude
Emily Wheeler Wilcox

1. Laugh, and the world laughs with you;

2. Weep, and you weep alone;
3. For the sad old earth must borrow its mirth,
4. But has trouble enough of its own.
5. Sing, and the hills will answer;
6. Sigh, it is lost on the air;
7. The echoes bound to a joyful sound,
8. But shrink from voicing care.

9. Rejoice, and men will seek you;

10. Grieve, and they turn and go;
11. They want full measure of all your pleasure,
12. But they do not need your woe.
13. Be glad, and your friends are many;
14. Be sad, and you lose them all,—
15. There are none to decline your nectared wine,
16. But alone you must drink life’s gall.

17. Feast, and your halls are crowded;

18. Fast, and the world goes by.
19. Succeed and give, and it helps you live,
20. But no man can help you die.
21. There is room in the halls of pleasure
22. For a large and lordly train,
23. But one by one we must all file on
24. Through the narrow aisles of pain.
Ella Wheeler Wilcox

• American poet born in 1850 and died in 1919

• Started writing poetry at the age of 8 and was published by the age of 13.
• The inspiration for this poem came while she was travelling on a train to a
festival.
• On the train, she met a woman who had recently lost her husband.
• Wheeler Wilcox spent the rest of the trip consoling the woman.
• When we arrived at the festival, she no longer had the desire to be there.

Background:

This poem, much like Wilcox’s other works, contains her observation about the world
around her. Her interest in spiritualism reflects effectively in this poem. Ella Wheeler
Wilcox wrote “Solitude” after she had travelled to Madison, Wisconsin, to attend the
Governor's inaugural ball. On her way there, she sat opposite a young widow, who
was dressed in black and crying. The poet sat with her and tried to comfort her for
the rest of the journey. When they arrived at the ball, the poet was so depressed she
could hardly enjoy the party. When she saw her own face in a mirror, Wilcox
remembered the crying woman and wrote this poem, where she thinks about the
world’s response to sadness.

Summary:

The speaker addresses the reader directly. She states certain universal truths –
“laugh, and the world laughs with / Weep, and you weep alone”. The poem speaks of
the universal human condition in sharing joy and ‘good times’ but that a person is
alone/solitary in their tough times/sadness. In the first stanza the speaker states that
one must face one’s problems instead of seeking happiness through others.

Structure:

• Three-stanza poem that is separated into sets of eight lines or octaves

• Rhyme scheme: abcbdefe
• Makes use of internal rhyme
 o Example: The third line of the first stanza with the words “earth” and
“mirth.”
• The three stanzas consist of 8 lines each and the same rhyming pattern is
used throughout.
• Stanzas 1 & 2 – focuses on attitude, behaviour, actions.
• Stanza 3 – focuses on the end of one’s life and suggests a particular
approach to deal with this inevitability.

Title:

Solitude” means a lonely place/being alone or away from other people. The tone of
the title (“Solitude”) is not obvious. “Solitude” can imply a state of being alone by
choice and is not automatically negative. It can also have connotations of isolation
and loneliness.

Themes:

• Happiness/Pain – throughout the poem the speaker states that one must face
one’s problems head-on and not seek comfort in others in lieu of addressing
one’s problems/issues. She states that we cannot run from our problems
forever.
• Individual vs outside world – the relationship between these two concepts is
clear in this poem. This poem acts as a ‘map’ to the individual and how to
create your own happiness and face the realities of the world. Wilcox makes it
clear that she believes that all people exist in a state of solitude. Life needs to
be tackled with practicality and self-reliance.
• This poem is about how people respond to the emotional state of others:
happy people tend to attract the company and friendship of many others; sad
people tend to become isolated and lonely because people tend to shy away
from negative emotions.
• In the final stanza, the poet explains how everyone must ultimately go through
pain and suffering alone - although others can bear witness, this experience is
inevitably a solitary one. The poet is not necessarily saying that people are
 selfish - just that a person can observe others’ deepest feelings but cannot
actually experience them.
• Irony – Simple level – We are all alone in our suffering/ grief but on a complex
level – there is a commonality in a sense that every person has to endure this,
so we are united on that common ground.

Tone:

• On the whole, the tone is melancholy/sad/depressed. Although the poet

reminds us that happiness is possible (this is the connotations of words and
phrases like “laugh”, “sing”, “rejoice”, “nectared wine” and “halls of pleasure”)
the poet contrasts these words and phrases with their opposites (“weep”,
“sigh”, “be sad”, “life’s gall” and “narrow aisles of pain”.

Mood: solemn and though-provoking

Diction:

Word Meaning
Bound big, bouncing movements
Woe Sorrow/distress
Gall Things that make things bitter
Mirth Happiness
Stanza 1:
Lines 1-2:

• The opening line of the poem is a commonly used phrase around the world.
• Wheeler is stating a universal truth, when you are happy, everyone is happy with you
and when you are sad you find yourself having to face your sadness alone.
• The use of “the world” is a synecdoche (figure of speech) and refers to all people.
This expression adds weight to the line and sets a universal tone.
• Wheeler is saying that joy and happiness attracts people and sadness repels.
• The semi-colon at the end of line two indicates continuation onto line 3.

Lines 3-4:

• The first word of line 3 means “because” and shows that it is a continuation from line
2.
• Line 3 is also an example of internal rhyme (two rhyming words are found in the
same line and not across lines)
• Internal rhyme shows a closeness of ideas and ties concepts together.
• The tone of sadness is continued in line 3. “Sad old earth”
• Line 3 refers to the earth as “sad” and “old” and does not produce its own joy. The
earth seeks joy from an external source. The world is not a happy place.
• Line 4 completes the thought and states that the world already has enough
unhappiness.
• This connects to the ideas in the first two lines, people are already unhappy and that
is why they seek joy and stay away from unhappiness or sadness.

Lines 5-8:

• Lines 5 and 6 reiterate the ideas presented in lines 1 and 2. If you are happy, you will
find people around you. When you are unhappy, you are alone.
• Note the difference between the words “sing” and “sigh”
• They have opposite meaning.
• Line 7 contains another internal rhyme. “bound” and “sound.”
• Line 8 states that the “sighing” mentioned in line 6 will result in silence. No one will be
around to ask you if you are okay.
Stanza 2:
Lines 9-10:

• Start of stanza two

• Line 9 introduces another contrast. “Rejoice” and “Grieve”
• “Rejoicing” indicates great happiness and attracts people.
• Line 10 is where the contrast comes in. When you are “grieving” people will leave
• “men” is a gender- neutral term.
• Semi-colon at the end of line 10 indicates continuation.

Lines 11-12:

• Internal rhyme “measure” and “pleasure”

• Lines 11 and 12 are a continuation of lines 9 and 10.
• People want to share all your pleasures/good things but are not there for you
when you are experiencing sadness.

Lines 13-16:

• Lines 13-16 further home in on the central idea of the poem

• Line 15 internal rhyme “decline” and “wine”
• “Nectared wine” represents the sweeter things in life.
• “life’s gall” represents the negative aspects of life.
Stanza 3:
Lines 17-18:

• Start of the final stanza

• Continues the underlying message that is present throughout the poem.
• A “feast” is a big occasion and creates the imagery of a crowded room with many
people enjoying food with you.
• A “fast” indicates the opposite.
• Words are similar in spelling. A “feast” can be changed into a “fast” by removing
one letter and that shows how easily life can change.

Lines 19-20:

• Lines 19 and 20 are different compared to other lines in the poem because
Wheeler is not using metaphors, she is creating the imagery of life and death.
• Line 19 says that if you succeed and share your success you will live a
purposeful and fulfilled life.
• Line 20 says that death is a solitary experience.
• If we follow the contrasts present in the rest of the poem then we can conclude
that life indicates success and death indicates failure

Lines 21-24:

• The final four lines emphasize the central message of the poem.
• When it comes to pleasure and happiness there are many people who want to
experience that with you
• When you experience failure or sadness you must face it alone
• There is a contrast between line 21 and line 24. “Halls of pleasure” creates the
imagery of a large hall where many people can celebrate together contrasted with
“narrow aisles of pain” where people must walk through one by one (alone)