Part 3: Pearson Edexcel International GCSE English Anthology (Edexcel IGCSE English Literature): Flashcards
Exam code: 4ET1
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Fill in the gap: "If you can ＿＿＿＿＿ yourself when all men doubt you"
Kipling
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Cards in this collection (160)
Fill in the gap: "If you can ＿＿＿＿＿ yourself when all men doubt you"
Kipling
Answer: "If you can trust yourself when all men doubt you"
Fill in the gap: "And stoop and build 'em up with worn-out ＿＿＿＿＿"
Kipling
Answer: "And stoop and build 'em up with worn-out tools"
Fill in the gap: "And — which is more — you'll be a ＿＿＿＿＿, my son!"
Kipling
Answer: "And — which is more — you'll be a Man, my son!"
Fill in the gap: "And yet don't look too ＿＿＿＿＿, nor talk too wise"
Kipling
Answer: "And yet don't look too good, nor talk too wise"
Key quote: "If you can keep your head when all about you / Are losing theirs and blaming it on you"
Kipling
Analysis
The opening conditional sets calmness as the first manly virtue. Keeping your "head" while others panic shows self-control.
Key quote: "Or being lied about, don't deal in lies"
Kipling
Analysis
The repetition of "lie" urges the son not to repay wrong with wrong. It models moral restraint.
Key quote: "If you can meet with Triumph and Disaster / And treat those two impostors just the same"
Kipling
Analysis
Kipling personifies success and failure as two "impostors". Treating them the same models emotional balance and stoicism.
Key quote: "And never breathe a word about your loss"
Kipling
Analysis
Staying silent about defeat reflects the ideal of enduring hardship without complaint. It captures the poem's stoicism.
Key quote: "If you can force your heart and nerve and sinew"
Kipling
Analysis
The list of "heart and nerve and sinew" piles up qualities to suggest sheer willpower. It links strength to masculinity.
Key quote: "Or walk with Kings — nor lose the common touch"
Kipling
Analysis
The ideal man mixes with "Kings" yet stays humble and grounded. It shows masculinity as staying true to yourself.
Fill in the gap: "I am not yet ＿＿＿＿＿; O hear me."
MacNeice
Answer: "I am not yet born; O hear me."
Fill in the gap: "would dragoon me into a lethal ＿＿＿＿＿"
MacNeice
Answer: "would dragoon me into a lethal automaton"
Fill in the gap: "Otherwise ＿＿＿＿＿ me."
MacNeice
Answer: "Otherwise kill me."
Fill in the gap: "would make me a ＿＿＿＿＿ in a machine, a thing with / one face"
MacNeice
Answer: "would make me a cog in a machine, a thing with / one face"
Key quote: "Let not the bloodsucking bat or the rat or the stoat or the / club-footed ghoul come near me."
MacNeice
Analysis
The list of nightmarish creatures sounds childlike and innocent. It shows the unborn speaker's helpless fear of the world.
Key quote: "...with strong drugs dope me, with wise lies lure me"
MacNeice
Analysis
The internal rhyme ties together real adult horrors like drugging and deceit. The fears shift from childish to genuinely threatening.
Key quote: "trees to talk / to me, sky to sing to me"
MacNeice
Analysis
The personification of nature shows the speaker longing for a pure, nurturing world. It contrasts with human cruelty.
Key quote: "...my thoughts when they think me"
MacNeice
Analysis
The reversal in "they think me" dramatises the fear of losing free will. Society could control the child's very thoughts.
Key quote: "the white / waves call me to folly and the desert calls / me to doom"
MacNeice
Analysis
Here nature turns threatening, luring the speaker to "folly" and "doom". It shows how corruption has spread even to the natural world.
Key quote: "Let not the man who is beast or who thinks he is God / come near me."
MacNeice
Analysis
The speaker fears corrupt leaders who act like a "beast" or a god. It criticises those who abuse power.
Fill in the gap: "The skin ＿＿＿＿＿ like a pod."
Dharker
Answer: "The skin cracks like a pod."
Fill in the gap: "the voice of a ＿＿＿＿＿ god"
Dharker
Answer: "the voice of a kindly god"
Fill in the gap: "There never is enough ＿＿＿＿＿."
Dharker
Answer: "There never is enough water."
Fill in the gap: "＿＿＿＿＿ crashes to the ground"
Dharker
Answer: "silver crashes to the ground"
Key quote: "...the sudden rush / of fortune"
Dharker
Analysis
The metaphor of "fortune" presents the burst pipe as sudden, miraculous wealth. Water becomes a precious blessing.
Key quote: "The municipal pipe bursts"
Dharker
Analysis
The plain, factual cause hints the "blessing" is really human chance, not a god. It also points to infrastructure neglect and poverty.
Key quote: "...a congregation"
Dharker
Analysis
The religious word turns the gathering crowd into worshippers. It shows how the community treats water as a blessing from god.
Key quote: "frantic hands"
Dharker
Analysis
The short, two-word line conveys the people's desperation for scarce water. It emphasises their poverty and need.
Key quote: "screaming in the liquid sun"
Dharker
Analysis
The metaphor "liquid sun" fuses water and light into joyful, life-giving imagery. It makes the water feel like a blessing.
Key quote: "...over their small bones"
Dharker
Analysis
The closing image of fragile "small bones" reminds us of the children's malnourishment. It undercuts the joy with their ongoing poverty.
Fill in the gap: "I have lost my ＿＿＿＿＿"
Bhatt
Answer: "I have lost my tongue"
Fill in the gap: "the ＿＿＿＿＿ tongue"
Bhatt
Answer: "the foreign tongue"
Fill in the gap: "it ＿＿＿＿＿ out of my mouth"
Bhatt
Answer: "it blossoms out of my mouth"
Fill in the gap: "until you had to ＿＿＿＿＿ it out"
Bhatt
Answer: "until you had to spit it out"
Key quote: "if you had two tongues in your mouth"
Bhatt
Analysis
The unpleasant literal image of two tongues forces the reader to feel the bilingual speaker's struggle. It builds empathy for the immigrant experience.
Key quote: "...the first one, the mother tongue"
Bhatt
Analysis
The word "mother" suggests a deep, natural bond with her native language. It is central to her identity.
Key quote: "You could not use them both together"
Bhatt
Analysis
The line suggests her new home does not allow bilingualism. She feels forced to give up one language to belong.
Key quote: "your mother tongue would rot"
Bhatt
Analysis
The metaphor of decay shows a neglected language dying inside her. It makes the loss of identity feel physical.
Key quote: "rot and die in your mouth"
Bhatt
Analysis
The graphic, visceral imagery makes losing the mother tongue feel painful and unnatural. It stresses how vital language is to the self.
Key quote: "it grows back, a stump of a shoot"
Bhatt
Analysis
The plant metaphor turns to regrowth, showing the mother tongue cannot be repressed. Her identity returns and thrives.
Fill in the gap: "He did Something Very ＿＿＿＿＿"
Fanthorpe
Answer: "He did Something Very Wrong"
Fill in the gap: "But he couldn't ＿＿＿＿＿ its language"
Fanthorpe
Answer: "But he couldn't click its language"
Fill in the gap: "So she ＿＿＿＿＿ him back into schooltime"
Fanthorpe
Answer: "So she slotted him back into schooltime"
Fill in the gap: "And knew he'd ＿＿＿＿＿ for ever"
Fanthorpe
Answer: "And knew he'd escaped for ever"
Key quote: "Stay in the school-room till half-past two"
Fanthorpe
Analysis
The teacher's punishment relies on a clock-time the boy cannot read. It shows the power adults hold over children.
Key quote: "She hadn't taught him Time"
Fanthorpe
Analysis
The teacher's oversight exposes her carelessness towards the child. She punishes him for something he cannot understand.
Key quote: "He was too scared at being wicked to remind her"
Fanthorpe
Analysis
The boy's fear silences him, showing the adult's intimidating authority. He is too afraid to speak up.
Key quote: "Gettinguptime, timeyouwereofftime"
Fanthorpe
Analysis
The fused words capture the child's activity-based sense of time. It shows his innocent way of understanding the world.
Key quote: "All the important times he knew, / But not half-past two"
Fanthorpe
Analysis
The contrast between the child's meaningful "times" and abstract clock-time shows his innocence. His time is tied to real activities.
Key quote: "He knew the clockface, the little eyes / And two long legs for walking"
Fanthorpe
Analysis
The personification of the clock makes it friendly and magical to the child. It highlights his childlike innocence.
Fill in the gap: "Softly, in the ＿＿＿＿＿, a woman is singing to me"
Lawrence
Answer: "Softly, in the dusk, a woman is singing to me"
Fill in the gap: "the heart of me weeps to ＿＿＿＿＿"
Lawrence
Answer: "the heart of me weeps to belong"
Fill in the gap: "the ＿＿＿＿＿ mastery of song"
Lawrence
Answer: "the insidious mastery of song"
Fill in the gap: "I weep like a ＿＿＿＿＿ for the past"
Lawrence
Answer: "I weep like a child for the past"
Key quote: "Taking me back down the vista of years"
Lawrence
Analysis
The metaphor presents memory as a pleasant place the speaker can re-enter. It captures his warm nostalgia for the past.
Key quote: "A child sitting under the piano, in the boom of the tingling strings"
Lawrence
Analysis
The image of being cocooned under the piano evokes childhood comfort and safety. It shows the tenderness of the memory.
Key quote: "...a mother who smiles as she sings"
Lawrence
Analysis
The gentle sibilance and the smiling mother convey the warmth of the childhood bond. It deepens the speaker's nostalgia.
Key quote: "...with winter outside"
Lawrence
Analysis
The contrast with the cosy parlour heightens the warmth and safety of the remembered home. It makes the memory feel comforting.
Key quote: "the tinkling piano our guide"
Lawrence
Analysis
The onomatopoeia of "tinkling" makes the piano the "guide" linking present and past. It shows how music unlocks memory.
Key quote: "the great black piano appassionato"
Lawrence
Analysis
The loud, passionate present music now feels pointless beside the pull of memory. It shows music overpowering the speaker's emotions.
Fill in the gap: "The sacks in the toolshed smell like the ＿＿＿＿＿."
Scannell
Answer: "The sacks in the toolshed smell like the seaside."
Fill in the gap: "You mustn't ＿＿＿＿＿ when they come prowling in."
Scannell
Answer: "You mustn't sneeze when they come prowling in."
Fill in the gap: "They'll never find you in this ＿＿＿＿＿ dark,"
Scannell
Answer: "They'll never find you in this salty dark,"
Fill in the gap: "The ＿＿＿＿＿ hold their breath; the sun is gone."
Scannell
Answer: "The bushes hold their breath; the sun is gone."
Key quote: "Call out. Call loud: 'I'm ready! Come and find me!'"
Scannell
Analysis
The eager opening imperatives capture the child's excitement and naive trust in the game. It shows his innocence.
Key quote: "Don't breathe. Don't move. Stay dumb. Hide in your blindness."
Scannell
Analysis
The clipped imperatives and caesura mimic a pounding heartbeat. It builds the child's nervous tension while hiding.
Key quote: "Their words and laughter scuffle, and they're gone."
Scannell
Analysis
The seekers' "laughter" hints at a cruel prank as they abandon the search. It marks the start of the child's abandonment.
Key quote: "They must be thinking that you're very clever,"
Scannell
Analysis
Dramatic irony: the child's pride contrasts with the reader's sense he has been left alone. His innocence blinds him to the truth.
Key quote: "Your legs are stiff, the cold bites through your coat;"
Scannell
Analysis
The personified "cold bites" turns the once-pleasant setting sinister. It reflects the child's growing isolation.
Key quote: "Yes, here you are. But where are they who sought you?"
Scannell
Analysis
The closing rhetorical question exposes the child's abandonment. His triumph collapses into loneliness.
Fill in the gap: "it is an ＿＿＿＿＿ mark"
Speaker, line 5
Answer: "it is an ever-fixèd mark"
Fill in the gap: "Love's not Time's ＿＿＿＿＿"
Speaker, line 9
Answer: "Love's not Time's fool"
Fill in the gap: "It is the ＿＿＿＿＿ to every wandering bark"
Speaker, line 7
Answer: "It is the star to every wandering bark"
Fill in the gap: "That looks on ＿＿＿＿＿ and is never shaken"
Speaker, line 6
Answer: "That looks on tempests and is never shaken"
Key quote: "Let me not to the marriage of true minds / Admit impediments"
Speaker, lines 1–2
Analysis
The opening vow echoes the marriage ceremony to define love as an unbreakable union. "True minds" stresses a deep, lasting bond.
Key quote: "love is not love / Which alters when it alteration finds"
Speaker, lines 2–3
Analysis
The repetition of "alter" insists true love stays constant. It does not change when it faces difficulty.
Key quote: "Or bends with the remover to remove"
Speaker, line 4
Analysis
The line reinforces that real love does not "bend" or shift even when circumstances do. It shows love's constancy.
Key quote: "Whose worth's unknown, although his height be taken"
Speaker, line 8
Analysis
Love can be measured, but its true worth is known only to those who truly love. It presents love as beyond full understanding.
Key quote: "Within his bending sickle's compass come"
Speaker, line 10
Analysis
The "sickle" symbolises death and the passing of time. Yet fading beauty cannot defeat true love.
Key quote: "But bears it out even to the edge of doom"
Speaker, line 12
Analysis
The hyperbole declares that love endures right up to death itself. It stresses love's power to endure.
Fill in the gap: "And no ＿＿＿＿＿ sing."
Keats
Answer: "And no birds sing."
Fill in the gap: "She looked at me as she did love, / And made ＿＿＿＿＿ moan."
Keats
Answer: "She looked at me as she did love, / And made sweet moan."
Fill in the gap: "I see a ＿＿＿＿＿ on thy brow, / With anguish moist and fever-dew"
Keats
Answer: "I see a lily on thy brow, / With anguish moist and fever-dew"
Fill in the gap: "And sure in language ＿＿＿＿＿ she said — / 'I love thee true'."
Keats
Answer: "And sure in language strange she said — / 'I love thee true'."
Key quote: "O what can ail thee, knight-at-arms, / Alone and palely loitering?"
Keats
Analysis
The opening address frames the knight's sickly, abandoned state. The cyclical refrain returns at the end, showing his suffering has no escape.
Key quote: "And on thy cheeks a fading rose / Fast withereth too."
Keats
Analysis
The "fading rose" belongs to a semantic field of decay. It signals the knight's decline towards death.
Key quote: "Full beautiful — a faery's child, / Her hair was long, her foot was light, / And her eyes were wild."
Keats
Analysis
The lady is idealised yet "wild", both damsel and supernatural femme fatale. It hints she is dangerous as well as beautiful.
Key quote: "She took me to her elfin grot, / And there she wept and sighed full sore"
Keats
Analysis
The tender, supernatural setting presents the lady as an emotional damsel. It shows the intimacy of their brief romance.
Key quote: "And there I dreamed — Ah! woe betide!"
Keats
Analysis
The caesura and exclamation mark an ominous shift towards death. The dream turns from comfort to dread.
Key quote: "They cried — 'La Belle Dame sans Merci / Thee hath in thrall!'"
Keats
Analysis
The dead kings and warriors warn that the knight is enchanted by the merciless lady. "In thrall" shows he is trapped, facing death.
Fill in the gap: "He taught me ＿＿＿＿＿."
Walker
Answer: "He taught me how."
Fill in the gap: "Now I look and ＿＿＿＿＿ just like him"
Walker
Answer: "Now I look and cook just like him"
Fill in the gap: "This is the ＿＿＿＿＿, / he must have said"
Walker
Answer: "This is the form, / he must have said"
Fill in the gap: "though many of my ＿＿＿＿＿ / must have grieved him / before the end."
Walker
Answer: "though many of my truths / must have grieved him / before the end."
Key quote: "How I miss my father."
Walker
Analysis
The blunt, end-stopped opening isolates the raw statement of loss. The full stop makes her grief feel final and heavy.
Key quote: "I wish he had not been / so tired / when I was / born."
Walker
Analysis
The enjambment lets the regretful memory flow. It hints at the father's exhausting life of hard labour.
Key quote: "I learned to see / bits of paper / as a way / to escape / the life he knew"
Walker
Analysis
The metaphor of paper as escape shows his lessons let her transcend his hard life. It reveals the father's lasting influence.
Key quote: "He taught me / that telling the truth / did not always mean / a beating"
Walker
Analysis
The father gave her the confidence to speak honestly without fear. It shows the bond and trust between them.
Key quote: "How I miss my father!"
Walker
Analysis
The repetition of the opening line, now with an exclamation mark, intensifies her grief. Her longing grows stronger as she remembers.
Key quote: "He cooked like a person / dancing / in a yoga meditation"
Walker
Analysis
The simile presents his cooking as joyful and spiritual. It captures his generous, loving nature.
Fill in the gap: "He has a ＿＿＿＿＿ to do."
Duffy
Answer: "He has a job to do."
Fill in the gap: "Belfast. Beirut. Phnom Penh. All flesh is ＿＿＿＿＿."
Duffy
Answer: "Belfast. Beirut. Phnom Penh. All flesh is grass."
Fill in the gap: "...with spools of ＿＿＿＿＿ set out in ordered rows."
Duffy
Answer: "...with spools of suffering set out in ordered rows."
Fill in the gap: "and how the ＿＿＿＿＿ stained into foreign dust."
Duffy
Answer: "and how the blood stained into foreign dust."
Key quote: "as though this were a church and he / a priest preparing to intone a Mass."
Duffy
Analysis
The religious simile lends solemnity and a sense of sacrifice to his work. It treats the photographs of suffering as sacred.
Key quote: "beneath his hands, which did not tremble then / though seem to now."
Duffy
Analysis
The now-trembling hands expose the delayed emotional toll of what he witnessed. It shows his hidden suffering.
Key quote: "to fields which don't explode beneath the feet / of running children in a nightmare heat."
Duffy
Analysis
The contrast of safe England with the warzone alludes to a famous war photograph. It highlights the impact of conflict on innocent children.
Key quote: "A stranger's features / faintly start to twist before his eyes, / a half-formed ghost."
Duffy
Analysis
The developing image as a "half-formed ghost" implies the man's death. It shows the haunting memory of conflict.
Key quote: "A hundred agonies in black and white / from which his editor will pick out five or six"
Duffy
Analysis
"A hundred agonies" reduced to "five or six" exposes how suffering is filtered for readers at home. It shows the public's detachment.
Key quote: "From the aeroplane he stares impassively at where / he earns his living and they do not care."
Duffy
Analysis
The cyclical, cynical ending shows public indifference. It leaves the photographer isolated and powerless to change things.
Fill in the gap: "Tyger, Tyger, burning ＿＿＿＿＿"
Blake
Answer: "Tyger, Tyger, burning bright"
Fill in the gap: "In what ＿＿＿＿＿ was thy brain?"
Blake
Answer: "In what furnace was thy brain?"
Fill in the gap: "In the ＿＿＿＿＿ of the night"
Blake
Answer: "In the forests of the night"
Fill in the gap: "Could ＿＿＿＿＿ the sinews of thy heart?"
Blake
Answer: "Could twist the sinews of thy heart?"
Key quote: "What immortal hand or eye, / Could frame thy fearful symmetry?"
Blake
Analysis
The opening question marvels at the godlike power needed to create the tiger. "Immortal" stresses the creator's awesome power.
Key quote: "What the hand, dare seize the fire?"
Blake
Analysis
The words "dare" and "seize" stress the bravery and decisive power of creation. It presents God as bold and forceful.
Key quote: "What dread hand? & what dread feet?"
Blake
Analysis
The repeated "dread" links creator and creature, both fearsome. It blurs the line between the maker and the evil it makes.
Key quote: "Dare its deadly terrors clasp!"
Blake
Analysis
The exclamation and "deadly terrors" capture awe at the tiger's evil. It shows the creature as frightening and dangerous.
Key quote: "When the stars threw down their spears"
Blake
Analysis
The personified stars seem to protest, suggesting heaven disapproves of the tiger's creation. It hints at a clash of good and evil.
Key quote: "Did he who made the Lamb make thee?"
Blake
Analysis
The central question contrasts the innocent lamb with the fearsome tiger. It asks how one God could create both good and evil.
Fill in the gap: "Looking as if she were ＿＿＿＿＿"
the Duke
Answer: "Looking as if she were alive"
Fill in the gap: "My ＿＿＿＿＿ of a nine-hundred-years-old name"
the Duke
Answer: "My gift of a nine-hundred-years-old name"
Fill in the gap: "her ＿＿＿＿＿ went everywhere"
the Duke
Answer: "her looks went everywhere"
Fill in the gap: "too soon made glad, / Too ＿＿＿＿＿ impressed"
the Duke
Answer: "too soon made glad, / Too easily impressed"
Key quote: "That's my last Duchess painted on the wall"
the Duke
Analysis
The opening possessive "my" frames the dead Duchess as something the Duke owns. It establishes his need for control.
Key quote: "...none puts by / The curtain I have drawn for you, but I"
the Duke
Analysis
The Duke controls who may even look at the painting. It exposes his obsessive control, now stretching beyond her death.
Key quote: "The depth and passion of its earnest glance"
the Duke
Analysis
Calling the Duchess "its" reduces her to a thing. It objectifies her as a piece of art rather than a person.
Key quote: "...that spot / Of joy into the Duchess' cheek"
the Duke
Analysis
The Duke reinterprets her innocent blush as disloyalty. It reveals his jealousy and possessiveness.
Key quote: "I choose / Never to stoop"
the Duke
Analysis
The repeated "stoop" exposes the Duke's pride and sense of class superiority. Confronting her was beneath him.
Key quote: "I gave commands; / Then all smiles stopped together"
the Duke
Analysis
The chilling euphemism hints he ordered her murder. It is the climax of his deadly control.
Fill in the gap: "I'm ＿＿＿＿＿"
Agard
Answer: "I'm half-caste"
Fill in the gap: "yu mean when ＿＿＿＿＿ / mix red an green / is a half-caste canvas"
Agard
Answer: "yu mean when picasso / mix red an green / is a half-caste canvas"
Fill in the gap: "so ＿＿＿＿＿ dem dont want de sun pass"
Agard
Answer: "so spiteful dem dont want de sun pass"
Fill in the gap: "an I will tell yu / de other ＿＿＿＿＿ / of my story"
Agard
Answer: "an I will tell yu / de other half / of my story"
Key quote: "Explain yuself / wha yu mean / when yu say half-caste"
Agard
Analysis
The confrontational refrain demands the listener justify a term they cannot. It exposes the irrationality of racism.
Key quote: "...is a half-caste weather"
Agard
Analysis
The weather analogy mocks the idea that a natural mixture is somehow defective. It challenges the logic behind racism.
Key quote: "england weather / nearly always half-caste"
Agard
Analysis
Agard turns the term back on England itself. It highlights the hypocrisy of the prejudice.
Key quote: "...is a half-caste symphony"
Agard
Analysis
The black-and-white piano keys make harmony together. The analogy undermines the idea that mixing is negative.
Key quote: "I'm sure you'll understand / why I offer yu half-a-hand"
Agard
Analysis
The irony projects the racist's prejudice back as a literal 'half'. It ridicules the stupidity of the term.
Key quote: "I half-caste human being / cast half-a-shadow"
Agard
Analysis
The absurd image of a half-shadow exposes the cruelty of seeing him as half a person. It attacks racism through irony.
Fill in the gap: "Rage, rage against the dying of the ＿＿＿＿＿."
Thomas
Answer: "Rage, rage against the dying of the light."
Fill in the gap: "Old age should ＿＿＿＿＿ and rave at close of day;"
Thomas
Answer: "Old age should burn and rave at close of day;"
Fill in the gap: "Do not go ＿＿＿＿＿ into that good night,"
Thomas
Answer: "Do not go gentle into that good night,"
Fill in the gap: "Curse, bless, me now with your ＿＿＿＿＿ tears, I pray."
Thomas
Answer: "Curse, bless, me now with your fierce tears, I pray."
Key quote: "Though wise men at their end know dark is right,"
Thomas
Analysis
Even those who accept that death is inevitable still refuse to give in. It shows the poem's spirit of defiance.
Key quote: "Because their words had forked no lightning they"
Thomas
Analysis
"Lightning" symbolises inspiration. The wise men resist death because their work feels unfinished.
Key quote: "Good men, the last wave by, crying how bright"
Thomas
Analysis
The "last wave" is a metaphor for the final surge of life. It captures the men's regret over their insignificance.
Key quote: "Their frail deeds might have danced in a green bay,"
Thomas
Analysis
The "frail deeds" show the good men feel their achievements amounted to little. It deepens the sense of regret.
Key quote: "Wild men who caught and sang the sun in flight,"
Thomas
Analysis
The metaphor stands for men who lived life freely, then grieved as it slipped away. They too rage against death.
Key quote: "Blind eyes could blaze like meteors and be gay,"
Thomas
Analysis
The simile of blazing meteors shows even the dying could burn brightly if they had truly lived. It urges fierce defiance.
Fill in the gap: "Gone far away into the ＿＿＿＿＿ land;"
Rossetti
Answer: "Gone far away into the silent land;"
Fill in the gap: "When you can no more hold me by the ＿＿＿＿＿,"
Rossetti
Answer: "When you can no more hold me by the hand,"
Fill in the gap: "＿＿＿＿＿ me when I am gone away,"
Rossetti
Answer: "Remember me when I am gone away,"
Fill in the gap: "Better by far you should ＿＿＿＿＿ and smile"
Rossetti
Answer: "Better by far you should forget and smile"
Key quote: "It will be late to counsel then or pray."
Rossetti
Analysis
Once she has died, memory rather than prayer is the only comfort left. It stresses the finality of death.
Key quote: "Yet if you should forget me for a while"
Rossetti
Analysis
The word "Yet" marks the volta, turning the poem. The speaker gently concedes her beloved may forget her.
Key quote: "A vestige of the thoughts that once I had,"
Rossetti
Analysis
A faint "vestige" is all that may survive of her. It marks the fragility of memory after death.
Key quote: "Than that you should remember and be sad."
Rossetti
Analysis
The closing line resolves on selfless acceptance. His happiness matters more to her than being remembered, showing deep love.
Key quote: "Nor I half turn to go yet turning stay."
Rossetti
Analysis
The image of clinging to life catches her between leaving and lingering. It shows her tender love and reluctance to part.
Key quote: "Only remember me; you understand"
Rossetti
Analysis
The caesura after the semicolon isolates the plea. It intensifies her intimate, urgent address to her lover.
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