• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

'Originally' Commentary

Extracts from this document...

Introduction

MONA ABULHASSAN COMMENTARY 'ORIGINALLY' BY CAROL ANN DUFFY The poem 'Originally' by Carol Ann Duffy, talks about a family that has moved countries, and how they seem to be forgetting where they originally came from. In the first stanza, Duffy shows us that it was a very sad event when her and her family had to leave their country. Her brothers cried and bawled "Home, Home" as they were going away. There is a sort of buildup, in the first stanza, where it seems as if there is a camera zooming in on their previous home, in lines five and six: "as the miles rushed back to the city, the street, the house, the vacant rooms". These two lines show that this place is now only a memory for them, and nothing more. ...read more.

Middle

This shows us her unpleasant reaction to her new, strange surroundings. Duffy describes her parents' anxiety with a simile, comparing it with the stirring of a loose tooth. This shows the uneasiness of their situation. Stanza two ends with Duffy repeating that she wants to return back to her own country. It seems that they have moved from a place that is familiar, warm, and secure, to a place which feels unfamiliar, foreign, and hostile. The beginning of stanza three, immediately gives us the impression that they have adapted to the new country, and that she doesn't like it. "But then you forget, or don't recall, or change" this quotation shows the poet's sense of self-doubt. ...read more.

Conclusion

she hesitates, and asks: "Originally?" This is a very suitable ending for this poem, as it shows that she has a crisis of identity. She does not know who she is or where she belongs any more. The tone of this poem all the way through seems to show a sense of depression and regret for the poet. She does not like her new life, and is longing to return back to her old home, where she knew everything around her, and she felt safe in her surroundings. I feel sympathy towards Duffy, because I know the feeling of having to leave my home country that I have spent my whole life in. It was not a pleasant feeling, but I had no choice. I felt that everything around me was different, and that everything was wrong, and this is what Duffy feels here. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our International Baccalaureate Languages section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related International Baccalaureate Languages essays

  1. Compare how the Poet uses Poetic Devices and Imagery to create vivid Descriptions about ...

    Enjambment is one way of creating audible interest as it allows the flow of reading. This creates a conversational tone to the poem. This device allows the poem to carry a realistic voice, also making the poem more personal, allowing the reader to relate to the narrator and their feelings.

  2. Poem Commentary on "Strange Meeting"

    will break ranks" and all will fight for the country. The theme of confusion and ambiguity is further shown as the soldiers had courage and wisdom and could "miss the march of this retreating world" but they did not know what to do to stop the war.

  1. Tematem mojej prezentacji jest aluzja polityczna do sprawowania wadzy przez komunistw, ktr mona odczyta ...

    tych produkt�w wynikala z niskich plac robotnik�w, pracujacych w warunkach niebezpiecznych dla zdrowia i zycia. Cesarz podporzadkowal sobie wszystkie gazety nie tylko w Addis Abebie ale i w calym kraju. Tak samo komunisci zawladneli w�wczas wszystkimi gazetami a wazna role w propagandzie odebrala telewizja.

  2. Vietnamese Poetry and Language

    Cuo�i cu�ng no� la�y ���c anh gia�m �o�c, ba�ng ca�p cha�ng bie�t tha�t hay gia�, nh�ng go�c ra�t l�n. Th�nh thoa�ng tu�i no� bie�u bo� �t tie�n tie�u va�t, 24 ? VU� L�U XUA�N be�t ra cu�ng hai �o�ng c��ng.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work