Sonnet I
Elizabeth Barrett Browning
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Active techniques
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I thought once how Theocritus had sung
Of the sweet years, the dear and wished-for years, Who each one in a gracious hand appears To bear a gift for mortals, old or young: And, as I mused it in his antique tongue, I saw, in gradual vision through my tears, The sweet, sad years, the melancholy years, Those of my own life, who by turns had flung A shadow across me. Straightway I was 'ware, So weeping, how a mystic Shape did move Behind me, and drew me backward by the hair; And a voice said in mastery, while I strove, --- 'Guess now who holds thee?' --- 'Death,' I said. But, there, The silver answer rang, --- 'Not Death, but Love.' |
Key words, phrases and definitions
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Consider these questions your 'starter' questions. Each question is designed to connect to at least one of the ALARM categories. The buttons on the side indicate which category while also acting as a link to our ALARM category explanations.
Note: Highlighting the area next to each 'hint' will allow you to see the hidden text. This feature does not work on some mobile devices.
Note: Highlighting the area next to each 'hint' will allow you to see the hidden text. This feature does not work on some mobile devices.
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What is the 'gift for mortals' and what technique is being utilised?
Hint: There are two schools of thought here. One is that the technique is symbolism because the narrator infers a 'higher power' is actually bestowing the gift. The other is that this is a metaphor as the 'gift' refers to a concept already inherent in humanity.
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Why are 'Death' and 'Love' in capitals? What does this imply about Brownings' perceptions of these concepts.
Hint: The technique used here is personification but it is created by making the concepts into personal pronouns via capitalisation. Now consider why Barrett Browning wanted to give these characters life.
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What does the 'Shape' pull her away from? What does this imply about the powers of 'Death' and 'Love' as envisioned by the author?
Hint: Consider who the narrator originally thought had come for her.
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What is the importance of the 'voice' speaking 'in mastery'? How does this compare with the 'silver answer'? What does this tell us about the narrator's impressions of this 'character'?
Hint: Consider the importance of the word 'silver'. It implies high quality and purity.
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How is the life of Theocritus being compared with that of the narrator?
Hint: What was Theocritus known for being passionate about? In what way does the narrator originally see the world? How does repetition play a role here?
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In what way does the last quote foreshadow Barrett Browning's remaining sonnets?
Hint: You CAN answer this without reading the rest of her sonnets! Think about how the narrator's personal focus has shifted. Where has it been redirected?
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What does the narrator's 'gradual vision' imply about the transition between the life envisioned by Theocritus and that previously experienced by the narrator? In what way could this be mirrored in the modern world?
Hint: This is all about the word 'gradual'. Imagine the two key concepts explored here, death and love, as though they are on a see-saw. When an individual is all the way down at one end it can seem like an impossible journey to the other side... without help.
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The questions above support the ALARM method of gathering information. Each question relates to a different ALARM category. This allows you to begin collecting some of the information you will need. The tool below enables you to 'flesh out' those ideas so that you will have a set of potential forms of evidence you can use to respond to essay questions.
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There is also an online version of this tool that allows you to work with others. Download a copy to your Office drive and then share that copy with class members while giving them editing permissions. You can complete different sections or work together by enhancing each other's responses.
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These questions allow you to take the develop the responses you've collected above and convert it into viable paragraphs. Some of your responses here may directly support the essay questions you will face, while others will need to be altered and further developed in order to adequately respond to the question. Remember, the question is king. Do what it asks!
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This is also a great time to start a debate with classmates or your teacher about the concepts you are considering in your response. Explore how the text allows you to challenge your own ideas on the concepts. Check the 'thinking questions' sections for samples.
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How does Barrett Browning draw a line between the concepts of Love and Death? In what way are these concepts closely aligned? What is the value of such knowledge?
Hint: Your answers to questions 3, 5 and 7 can help create your response here.
Thinking questions:
Can you define which of these concepts is the most powerful? Or influential? Are understandings of both concepts critical to truly being human? |
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How does Barrett Browning add weight to these concepts? How does this influence affect the audience and what are its potential impacts upon a society? Which pieces of Barrett Browning's work best achieve this goal?
Hint: Consider the impact both concepts have had on the people around you, and on a national and even international scale. Questions 1,2 and 3 can help form your response.
Thinking questions:
Do we overvalue either of these concepts in literature? In general society? What are the weaknesses in our understanding of these concepts? When do our interpretations of love and death get us into trouble? |
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How does Barrett Browning's use of personification influence the reader? Evaluate the effectiveness of this method. Compare this method with Barrett Browning's slightly more subtle use of repetition.
Hint: Critics of Barrett Browning's work tend to mention the obviousness of her methods and single her out for her lack of subtlety in comparison with other great writers. Is this fair? Is it more important to meet a broader audience? Did she care anyway? Questions 2,3 and 4 may help frame your reply.
Thinking questions:
Should the importance of the message be the guide as to how the composer creates their work? If the method of delivery is imperfect, is the message damaged, or less important? How important is the 'eye of the beholder' in Barrett Browning's work? |
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How could Barrett Brownings work be used as a cautionary tale for explorers of either concept? How could our knowledge of these specific concepts benefit individuals and their societies?
Hint: Consider your responses in question 5,6 and 7 when building your response here.
Thinking questions:
What decisions would we make differently if we understood these concepts better? Would society be better or worse off? Is Barrett Browning's interpretation of these concepts good enough to create better understanding, or does she create false impressions? |
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Building paragraphs is about being logical. Here are some of the methods you can use.
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The 'Steep' method
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The 'Setal' or 'Petal' methods
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The 'Steal' or 'Steel' methods
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The hamburger method!
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By now you should have enough information to attempt one of the essay questions below. It is also possible your information doesn't help you respond adequately. That's an indication you've still got evidence to collect. You will never be asked a question for which there is no evidence, so if you don't have enough, go back and get it!
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Barrett Browning's Sonnet I captures a key transitional moment in an individual's exploration of humanity. How has this been achieved and what value can be extracted by a contemporary audience?
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Does the treatment of individual desire in The Great Gatsby and Barrett Browning's poetry reveal similarities or reinforce the text's distinctive qualities?
Note: This question is taken from the 2015 HSC Advanced English Paper. |
