Duffy S Dramatic Monologues Essay Example

a voice to speak and give her side of the story.

2. Comments made about the 'ordinary' or 'the outsider. In this instance a poor river where as opposed to the upper classes. 3.

Conversational devices are used y Duffy to make her voices sound authentic and real. First person - direct address to the reader. Helps us identify with character. Coarse colloquial language to create a sense of a real 'reviewer' Listing of body parts 'belly nipple erase' contrasts with being 'represented analytically' use of humor and bathos 'does not look like me' By using the form of the dramatic monologue Duffy is able to give voices to more marginal's characters.

In STFW the woman who is normally objectified; the artist's model is allowed a voice to speak and give her side of the story. By doing this Duffy lets the 'representation' come to life. Although Duffy herself comments that she has 'never sat down to write a feminist poem' this enables women who are often disemboweled to feel as though they have a valid opinion. A conversational vernacular is created by Duffy through the first person narrative ' ask him..

. L say...

' This helps us to connect with the character Duffy creates so vividly.

The coarse and colloquial language used by the model 'belly nipple erase' also help to bring this character to life by making her voice seem real and authentic. The elliptical phrase 'Maybe' is placed in the second stanza immediately after 'They call it art. ' This has the effect of enhancing a sense of a conversational tone and dismissing the artist and his work.

Duffy suggests that the

artist does not see the model as she truly is; rather he sees her 'anatomically. The phrase 'drains the color from me' implies he takes life and truth away from her when he paints her and throughout the poem Duffy uses juxtaposition to suggest this gap. Nouns like 'image' and 'representation' further suggest that this is not her TRUE character but a presentation or a version of it. This may be Duffy way Of commenting on society and the way that art or culture can exploit it's subjects; emphasized by the way the 'boogies.

.. O at the] river-where' Whilst Pugh does not use the dramatic monologue with the same frequency as Duffy, she too creates characters and gives voices to those who are not allowed to speak. In the Capon Clerk, she gives a the voice to the a troubadour's subject; the lady of the courtly love songs. Similarly, the lady here rejects the clerk's version of events calling him 'a liar' who 'crows of what he never did. Sir.

' Pugh is suggesting that the clerk is impotent (a capon is a castrated chicken] and that tales of her refusal of this most amorous of suitors are not to be believed.

Like Duffy, she challenges the typical and male version of vents 'Duffy [and Pugh] write frequently about political or social issues'. With this in mind how do they comment on education? You should refer to at least 2 Duffy poems in your answer. What writer's What does she say about education, particularly in the ass? Which poems? ; The way MY Mother speaks poet For Our Times Education ; She feels education isn't

equal for everyone. ; Working class children are sometimes at a disadvantage in terms of education. It can lead to people being disenfranchised to society -? cast out / marginal's due to their education (or lack of).

; Education does teach you everything - cultural preferences, etc... ; Education can be archaic/ outdated. ; It can be controlling -? praises creativity, but may not give enough freedom to be creative.

; Duffy worked in London schools and saw the disharmony between different social/cultural groups. Leisure ; Duffy usually uses the backdrop of Comprehensive education to write about other important Head of English social issues and the human condition. N Mrs. Tiller's class Education for Leisure ; The narrator of this poem, despite having been part of a school 'community is, nevertheless, apparently on the outside of society, uneducated (unemployed) ND deluded ; The poem explores several things: the education system and how people can 'slip through the cracks,' and mental illness and how it leaves people on the margins of society ; This 'non-existent narrator will make his/her mark on society and be noticed ; The narrator talks about Shakespeare - 'We did that at school.

Shakespeare' - both the caesuras and 'did' suggesting the limitations on creativity of the school's approach to the bard ; Linking to King Lear ' 'Like flies to wanton boys they use us for their sport' - Duffy uses eclecticism to generate the narcissism of the narrator and their ensue of power, which juxtaposes with the image of ; As a writer in residence in London schools between 1982 and 1984, Duffy was well-placed to observe the rise of

the comprehensive school in multi-cultural Britain ; She uses the backdrop of education here to explore society and culture, representing the dislocation and disillusionment of young people amidst the disharmony setting of the comprehensive system in Thatcher's ; Immigrants' shattered dreams are shown here, and native homelands are painted with images of safety, familiarity and warmth, which contrast with the racist, lonely, closed-mindedness of the UK inner city school

System ; Duffy uses an eclectic montage of mini monologues which provide verbal 'snap shots' of the lives of young people both here and in their home lands - it is a poem of cultural and social loss and isolation ; Duffy criticism of education and how the system fearful practitioners - can actually block the creativity and spontaneity that is actually meant to be a part of peoples development - or closed-minded and ; Note how the Head of English mentions the (whole) lesson she taught on 'alliteration' - is this how to teach poetry? ; The teacher is controlling and disengaged from the tart - there is no room for the pupils' questions or real responses, or for the poet to really share anything organic with the class In Mrs.

Athletics Class ; In this lesson, things come to life.