“Evening in Paradise” from Paradise Lost

In our literature class we analyzed the poem “Evening in Paradise from the book Paradise Lost written by John Milton. We did the analysis all together in class and now our teacher gave us some tasks to develop.
THIS is the analysis we made in class and at throughout the slideshare there are the tasks.

TASK #1
During the first set of lines (from 1 to 12) Milton uses an analogy, a comparison between things that have similar features often used to help explain a principle or idea.He uses this analogy between evening and heaven as referring to paradise. Night is portrayed as peaceful, beautiful and meant to sleep just like paradise is. He also refers to the fact that night is the best way to end a long day, just like paradise is the best way to end life.

TASK #2
Milton portrays three semantic fields during the first part of the poem. First we can identify a semantic field connected to nature because of the diction he uses “beast and bird”, “nests” and “nightingale”. We can also find a semantic field in relation to day and night due to some words he uses “Still evening on”, “Twilight”, “moon”, “light”, “dark” and “Silence”. At last we can also identify a semantic field connected to jewels, also due to the diction he chooses to use “Saphirs”, “glowed”, “Hesperus”, “brightest” and “majesty”.

TASK #3
“Evening in paradise” is a poem full of literary devices. Among the most significant we can find analogy, personifications and excessive punctuation. We find analogy throughout the first part of the poem referring to day and night or evening and paradise. This literary device is used to explain his idea of peaceful night so as to explain paradise. We can also find a personification of the moon “till the Moon, Rising in clouded majesty, at length Apparent queen…” Milton uses this personification so as to describe the majesty of the evening. At last, Milton uses lots of punctuation all throughout the poem which as you read it is very evident. He uses this excessive punctuation so as to slow down, and create his own pace. We can also find a metaphor in this punctuation since, at night we slow down the pace so as to relax.

TASK #4
Throughout the first part of the poem, there is a peaceful natural scene predominating. This scene could also be a funeral one since all the characteristics of stillness and darkness are shared. Still we cannot say the same during the second part of the poem since is more centrallised with the dignity of labour and the differences between man and animals which is not related to a funeral scene.

TASK #5
It is already done on the slideshare (page 10)

 

 

Linking Words: Sequence and Frequency

In Language class, our teacher, Pat Chujman asked that we create posters with linking words. I worked on them with Rochi, Tomi and Juani. Now, we are supposed to create sentences to fill in with frequency and sequence linking words for our peers to complete:

1. ____________ we have 3 meals _______.

2. I _________ go to the gym, but only if I have free time.

3. Get your homework done __________ you get home.

4. ________, I think that recycling should be incorporated in all schools for the reasons above mentioned.

5. ________ that terrifying moment, I knew that I would _________ come back.

6. ______ I had realized that she _________ understood my issue.

7. Let’s eat and go to a movie ___________.

These are our posters: Sigue leyendo

The Lady In The Looking Glass: A Reflection

In our Literature class we read the short story “The Lady in the Looking Glass” by Virginia Woolf. Our teacher Pato, asked us to look for quotations that showed the exposition, rising action, climax, falling action and resolution of the story. Then she also asked us to chose quotations to support some themes and at last, she told us to write down a theme we thought that go with the story. I worked with Luna, Rochi and Cata.