Idk whether this is a plausible idea, but I’m going to write it anyway. The first line of the poem begins with ‘I wandered’, the second word ‘wandered’ has connotations of freedom and the second line ends in ‘flow’, also suggesting freedom. However, the fact that ‘I’ comes before wandered suggests that the flow has been disrupted and the peaceful, natural London he once knew has come to a devastating and abrupt end, as it has been taken over by the Industrial Revolution.
Hi Mr Salles, With over 15 poems to revise for just 1/5 of the exam, I'm trying to find the most effective way to study for the poems. Should I just focus on around three points from each poem focusing on one for structure, language and form? And have maybe two or three 'go to' poems that I study more in depth to always to compare to? If not, what how would you recommend me to make and remember notes for the poems? Thanks
Hi Sir, I was wondering if you could help me (I'm in year 9) because I feel as if the grading my teacher gave me on a test isn't correct. The question was: 'How was the place presented in the poem 'London'?' Here's the mark scheme (also we were told to write three PEZALS), Band 1: 1-3 Marks (Grades U-1) Band 2: 4-6 Marks (Grades 2-3) Band 3: 7-9 Marks (Grades 4-5) Band 4: 10-12 Marks (Grades 6-7) Band 5: 13-15 Marks (Grades 8-9) London was written by William Blake in 1794. For his time, he held quite radical, social and political views such as social and racial equality as well as questioning the Church's teachings. The title, 'London' is declarative and unadorned with description and opinion. This suggests that William will depict London, 'as it is'. Throughout the poem he explores dangerous industrial conditions, child labour and prostitution to retaliate in favour of his strong Romantic ideals of the innocence of childhood. Firstly, London is described as depression and misanthropic, 'I wander thro' each charter'd street'. The poet uses a first person narrative in stanza one which personalises the poem and makes it seem more real. Additionally, the adjective, 'charter'd' makes the poem sound purposeless and reflects how the author feels powerless to change the depressed state of London. It suggests that the whole city is affected by the decisions made by the authority, which goes against his beliefs of social equality. Secondly, London is presented as corrupt and inescapable, 'charter'd Thames does flow'. Through this quotation we can see that even powerful, natural features like the River Thames are under control by humans and affected by the city's problems. Consequently, the author uses a hyperbole to emphasise the unhappy state of society, 'marks of weakness, marks of woe'. Corruption is now emphasised in the quotation, 'every black'ning Church appals.' This could have two meanings, the adjective, 'black'ning Church' could emphasise the grim visual image of the ugliness caused by the Industrial Revolution (as the Romantics rejected the shift to mechanisation) or that the Church was corrupt by failing to look after people. Subsequently, Blake exposes unfair military suffering as he has ideas about freedom and equality, 'the hapless soldiers' sigh'. He uses sibilance to show the unfortunate situation of the soldiers. Lastly, he uses a metaphor to provide an image for pecking order, 'runs in blood down palace walls.' The imagery, 'runs in blood' has connotations of violence and negativity. It could be a reference to the French Revolution because he could think that ordinary people suffer while those in the palace are protected by walls (corrupt state) or if things continue ordinary people could revolt. He could be ushering the Londoners to stop their passive and non-heroic submission to the inescapable torture of London. Lastly, London is presented as dark and oppressive in the poem, 'London'. Blake finally shows how London overturns his Romantic idealisations of childhood innocence, 'the youthful Harlots curse'. In the verb, 'curse', he hears prostitutes swearing. It might mean that they're cursing London because they are forced to resort to this type of work. Subsequently, London is presented as oppressive as the child of a Harlot is born into a world where babies tears are cursed instead of soothed, 'blasts the new born infant's tear'. Subsequently, Blake uses the powerful language of illness and disease to describe the darkness of London, 'blights with plagues the marriage hearse'. Destruction is implied with 'blights' and 'plagues'. This hints that something is uncontrollable and destined to affect a lot of people (also they had poor levels of sanitisation). Additionally, the oxymoron 'Marriage hearse', links the happy image of marriage with death (darkness) and ultimately he concludes that everything has been destroyed and the society of London is damaging, In addition, the form of London is a dramatic monologue where the first person narrator speaks passionately about the suffering he sees in the city. Subsequently, the structure of the ABAB rhyme scheme is consistent throughout the whole poem which echoes the relentless misery within the city of London. The regular rhyme scheme could reflect the sound of his feet as he trudges around. Alternatively, there are enjambment to emphasise the Thames, 'every face I meet', 'marks of weakness', to show it's flowing through London, Overall, the poet uses poetic and rhetorical techniques to create a better message against corruption and social oppression. I don't know if you'll see this or get time to read this but it'll be much appreciated if you can help me!
Hi Hannah, this is excellent for a year 9. If you say the poem out loud, and listen to some readings of it, you might find you develop some brilliant ideas of your own. There are also lots of RUclipsrs with interesting ideas. I don't really grade student answers, because English examiners disagree by up to 6 marks in a 24 mark question, but I would be happy to put it at grade 5 or 6. I can see how you are repeating back what your teacher has taught you. I personally have a different interpretation of the poem, and about how we should teach and write about poetry, so if you are interested, watch the videos I've made on London - I think there are three. In particular, I have issues with the kind of teaching you have had which has led you to write the first and last paragraphs. Doesn't every poem try to write about something 'as it is'? Is the ABAB rhyme scheme any more miserable than AAAA, BBBB or ABCB or ABCB ACBC? Here's a cheerful song lyric for you in ABAB: I hear the drums echoing tonight But she hears only whispers of some quiet conversation She’s coming in, 12:30 flight The moonlit wings reflect the stars that guide me towards salvation When it comes to structure and form, teachers have stopped experiencing the poem as a poem, and instead have started to make up stuff they hope will meet the marking criteria. It's not your fault! Good luck in your studies.
@@MrSallesTeachesEnglish Hi Sir, thank you so much for the quick reply! I'll ask a few of my English teachers about it since I actually got a grade 3 for this unfortunately, but I do also think that I'd like to develop my own ideas for this so I'll definitely check out your videos on London!
The verb ‘wandered’ could imply that Blake himself is lost and reinforce that machinery has taken over the jobs of mankind and therefore people are wandering.
Stunning and Marvellous
mr bruff stans are the 5 dilikes
As soon as I see your videos I like them , the effort you put into your videos is amazing!!
You’re actually to the point unlike Mr Bruff who just waffles on about buying his merch
I know - if only I could sell merch!
@@MrSallesTeachesEnglish i guess you got your wish!
Damn...
Idk whether this is a plausible idea, but I’m going to write it anyway. The first line of the poem begins with ‘I wandered’, the second word ‘wandered’ has connotations of freedom and the second line ends in ‘flow’, also suggesting freedom. However, the fact that ‘I’ comes before wandered suggests that the flow has been disrupted and the peaceful, natural London he once knew has come to a devastating and abrupt end, as it has been taken over by the Industrial Revolution.
This works
Hi Mr Salles,
With over 15 poems to revise for just 1/5 of the exam, I'm trying to find the most effective way to study for the poems.
Should I just focus on around three points from each poem focusing on one for structure, language and form?
And have maybe two or three 'go to' poems that I study more in depth to always to compare to?
If not, what how would you recommend me to make and remember notes for the poems?
Thanks
That is a good tactic. I would recommend a few in particular. I'll make a video on this soon.
really love your analysis! thank you so much :)
9:30 forget marx, mr salles is the true hero of the proletariat
This is Seeded Breads favourite poems- he likes to compare it with Checking Me History
How does he juxtapose the 'Chimney-sweeper's cry' with the 'Church'? I don't get that...
Sir what is the probability of the same poem coming up again such as My Last Duchess for this year as it was used last year
Not a high chance. I would suggest going over MLD anyways in case you need to compare it to anything but I doubt it would come up again.
For the poetry exam is language analysis as important than on the Prose/play? or is it more important to focus on similarities and differences?
Seeded Bread The mark scheme for poetry is the same for every other text on the paper.
Thank-you! Brilliant!
Your videos are so helpful Sir! If you don't mind me, What is your IQ sir? You seem very clever!
Jalico Rabisa Ha ha, my mum was a member of Mensa, but it didn't do her any good. Hard work beats IQ.
Wow this is perfectly timed :D
Incredible video!!
Your one and only seeded bread has arrived, fresh like bread from the oven
Amazing!
Hi Sir, I was wondering if you could help me (I'm in year 9) because I feel as if the grading my teacher gave me on a test isn't correct.
The question was: 'How was the place presented in the poem 'London'?'
Here's the mark scheme (also we were told to write three PEZALS),
Band 1: 1-3 Marks (Grades U-1)
Band 2: 4-6 Marks (Grades 2-3)
Band 3: 7-9 Marks (Grades 4-5)
Band 4: 10-12 Marks (Grades 6-7)
Band 5: 13-15 Marks (Grades 8-9)
London was written by William Blake in 1794. For his time, he held quite radical, social and political views such as social and racial equality as well as questioning the Church's teachings. The title, 'London' is declarative and unadorned with description and opinion. This suggests that William will depict London, 'as it is'. Throughout the poem he explores dangerous industrial conditions, child labour and prostitution to retaliate in favour of his strong Romantic ideals of the innocence of childhood.
Firstly, London is described as depression and misanthropic, 'I wander thro' each charter'd street'. The poet uses a first person narrative in stanza one which personalises the poem and makes it seem more real. Additionally, the adjective, 'charter'd' makes the poem sound purposeless and reflects how the author feels powerless to change the depressed state of London. It suggests that the whole city is affected by the decisions made by the authority, which goes against his beliefs of social equality.
Secondly, London is presented as corrupt and inescapable, 'charter'd Thames does flow'. Through this quotation we can see that even powerful, natural features like the River Thames are under control by humans and affected by the city's problems. Consequently, the author uses a hyperbole to emphasise the unhappy state of society, 'marks of weakness, marks of woe'. Corruption is now emphasised in the quotation, 'every black'ning Church appals.' This could have two meanings, the adjective, 'black'ning Church' could emphasise the grim visual image of the ugliness caused by the Industrial Revolution (as the Romantics rejected the shift to mechanisation) or that the Church was corrupt by failing to look after people. Subsequently, Blake exposes unfair military suffering as he has ideas about freedom and equality, 'the hapless soldiers' sigh'. He uses sibilance to show the unfortunate situation of the soldiers. Lastly, he uses a metaphor to provide an image for pecking order, 'runs in blood down palace walls.' The imagery, 'runs in blood' has connotations of violence and negativity. It could be a reference to the French Revolution because he could think that ordinary people suffer while those in the palace are protected by walls (corrupt state) or if things continue ordinary people could revolt. He could be ushering the Londoners to stop their passive and non-heroic submission to the inescapable torture of London.
Lastly, London is presented as dark and oppressive in the poem, 'London'. Blake finally shows how London overturns his Romantic idealisations of childhood innocence, 'the youthful Harlots curse'. In the verb, 'curse', he hears prostitutes swearing. It might mean that they're cursing London because they are forced to resort to this type of work. Subsequently, London is presented as oppressive as the child of a Harlot is born into a world where babies tears are cursed instead of soothed, 'blasts the new born infant's tear'. Subsequently, Blake uses the powerful language of illness and disease to describe the darkness of London, 'blights with plagues the marriage hearse'. Destruction is implied with 'blights' and 'plagues'. This hints that something is uncontrollable and destined to affect a lot of people (also they had poor levels of sanitisation). Additionally, the oxymoron 'Marriage hearse', links the happy image of marriage with death (darkness) and ultimately he concludes that everything has been destroyed and the society of London is damaging,
In addition, the form of London is a dramatic monologue where the first person narrator speaks passionately about the suffering he sees in the city. Subsequently, the structure of the ABAB rhyme scheme is consistent throughout the whole poem which echoes the relentless misery within the city of London. The regular rhyme scheme could reflect the sound of his feet as he trudges around. Alternatively, there are enjambment to emphasise the Thames, 'every face I meet', 'marks of weakness', to show it's flowing through London, Overall, the poet uses poetic and rhetorical techniques to create a better message against corruption and social oppression.
I don't know if you'll see this or get time to read this but it'll be much appreciated if you can help me!
Hi Hannah, this is excellent for a year 9. If you say the poem out loud, and listen to some readings of it, you might find you develop some brilliant ideas of your own. There are also lots of RUclipsrs with interesting ideas.
I don't really grade student answers, because English examiners disagree by up to 6 marks in a 24 mark question, but I would be happy to put it at grade 5 or 6.
I can see how you are repeating back what your teacher has taught you. I personally have a different interpretation of the poem, and about how we should teach and write about poetry, so if you are interested, watch the videos I've made on London - I think there are three.
In particular, I have issues with the kind of teaching you have had which has led you to write the first and last paragraphs. Doesn't every poem try to write about something 'as it is'? Is the ABAB rhyme scheme any more miserable than AAAA, BBBB or ABCB or ABCB ACBC? Here's a cheerful song lyric for you in ABAB:
I hear the drums echoing tonight
But she hears only whispers of some quiet conversation
She’s coming in, 12:30 flight
The moonlit wings reflect the stars that guide me towards salvation
When it comes to structure and form, teachers have stopped experiencing the poem as a poem, and instead have started to make up stuff they hope will meet the marking criteria. It's not your fault!
Good luck in your studies.
@@MrSallesTeachesEnglish Hi Sir, thank you so much for the quick reply! I'll ask a few of my English teachers about it since I actually got a grade 3 for this unfortunately, but I do also think that I'd like to develop my own ideas for this so I'll definitely check out your videos on London!
The verb ‘wandered’ could imply that Blake himself is lost and reinforce that machinery has taken over the jobs of mankind and therefore people are wandering.
how do you revise for peotry ,??
I'll make a video on this shortly. Make sure to subscribe if you want to see it when it comes.
you and mr bruff should have a boxing match
BAHAHHAHA 🤣🤣😭😭
@@user-vh9fr4js5f bahahahaha
mr salles solos
Wow...
Hi Mr Salle's would you mark my work on Macbeth if I were to send it to you
If yes could I have your email address
Btw excellent video
I will mark it if it is really good! Just post it as a comment under a Macbeth video, so other students can revise from it, and from my marking.
My Salle's I have placed it in the first video on your Macbeth playlist
Please could you tell me what I have accomplished out of 30
Thanks
tissue gotta be the worst poem in the anthology 😭
If from toothill reply moist