My Grandmother and In Mrs Tilcher’s Class Essay Example

specifically a time when she refused to go out with her Grandmother. She experiences feelings of guilt instead of grief, which she describes in a straightforward and clear manner. The poem concludes with the line "The new dust falling through the air," suggesting that life continues regardless of our actions and that we should not waste our lives but rather live them fully.

"In Mrs Tilcher's Class" is both similar to and different from "My Grandmother" in several ways, which will be discussed later in this writing. Like "My Grandmother," it is a reminiscence of a specific moment in time. The poem follows Duffy's growth from a young infant to an adolescent woman and highlights the transformation of the once happy and positive atmosphere to an uncomfortable and sweaty one. The poem not only delves into Duffy's own feelings but also explores the impact of another woman, Mrs Tilcher, who serves as Duffy's teacher. The speaker recalls how Mrs Tilcher made school enjoyable and worthwhile, even better than being at home. However, as Duffy matures, Mrs Tilcher becomes more of an impediment rather than a fun-loving character, perhaps due to the speaker's own personal growth.

The poems "My Grandmother" and "In Mrs Tilcher's Class" by Duffy both employ metaphors to vividly depict the experiences within Mrs Tilchers class. Despite the poems ending on a somber note, they both convey a sense of activity and express the poet's emotions with clarity. Both poets utilize powerful language to evoke feelings of discomfort and distress. In "In Mrs Tilcher's Class," Duffy employs the phrase "Fractious under the heavy, sexy sky" to create an atmosphere of unease, heat, and perspiration

associated with adolescence. Additionally, Duffy's use of words like "thunderstorm" further adds a threatening undertone to the poem.

"My Grandmother" and "In Mrs Tilcher's Class" both convey a sense of discomfort, although in slightly different ways. Both Duffy and Jennings effectively describe the antique shop, the protagonist's grandmother, and the grief they feel, using vivid descriptions of smells and sights. However, Jennings is more straightforward and direct compared to Duffy's cryptic style. The line "I felt no grief at all" illustrates the poet's guilt and straightforward approach, contrasting with the lingering sadness and wasted life of the grandmother portrayed in the poem. Jennings provides insight into both the grandmother's emotions and the poet's perspective, while also showcasing her own harshness, which lends a gritty effect to the poem.

Duffy uses a direct approach to engage the reader, employing "you" and "your" in lines like "You could travel with your finger." This creates immediacy and personal involvement, making it feel as if the reader is experiencing the events themselves. In contrast, "My Grandmother" doesn't use this technique but still vividly portrays presence through descriptive elements. However, "In Mrs Tilcher's Class" differs slightly from "My Grandmother" by starting with a cheerful and exciting mood that depicts a vibrant and colorful atmosphere in the first two stanzas. It describes Duffy's adventures with Mrs Tilcher, such as "Travel up the Nile." Nevertheless, this mood quickly changes as Duffy reflects on adolescence's changes and discomforts, leading to an uneasy shift in mood from stanza two to stanza three.

Both "My Grandmother" and "In Mrs Tilcher's Class" have a subtle rhythm and structure, although they do not rhyme. In "My Grandmother," each line

consistently has ten syllables, resulting in sixty syllables per verse, creating a rhythmic quality. On the other hand, "In Mrs Tilcher's Class" does not adhere to a syllable pattern but maintains a relatable structure. The poem begins with longer eight-line stanzas in the first half and transitions to seven-line stanzas towards the end, conveying a sense of haste and discomfort. This allows the reader to experience the poet's discomfort firsthand. Unlike the ten-syllable pattern in "My Grandmother," Duffy employs blank verse in "In Mrs Tilcher's Class," giving it an absence of an obvious rhyme scheme.

The poems "In Mrs Tilcher's Class" and "My Grandmother" employ different structures and forms to depict childhood and adolescence. Despite their differences, both poets skillfully utilize imagery to enhance their poems. While this is a distinguishing feature between the two poems, "My Grandmother" also employs a straightforward structure and form that complements its effective imagery. The simplicity of the imagery in this poem allows for easy comprehension and visualizations, exemplified by Jennings' depiction of a "long narrow room." Consequently, "My Grandmother" is a poem that is accessible and easily understood.

The poem "My Grandmother" by Elizabeth Jennings captures the sensory experiences of smell and sight, providing a vivid depiction of the subject's life. Through the line "The place smelt old the smell of absences reflection," the reader gains a true sense of the poem and an understanding of how Jennings' Grandmother lived. Furthermore, Jennings effectively uses the term "narrow" to convey a feeling of enclosure, as if the Grandmother is isolated from the outside world. In contrast, "In Mrs Tilcher's Class" by Carol Ann Duffy employs a more intricate and complex use

of imagery. Duffy incorporates various types of imagery, including metaphors and personification. For instance, the metaphor "a skittle of milk" paints a clear picture of a milk bottle described in the first stanza, with similar metaphors abundantly scattered throughout the poem. These vivid images provide a comprehensive understanding of the milk and other objects depicted in the poem. Duffy also utilizes metaphors to illustrate the transitional nature of tadpoles, likening their change from commas to exclamation marks.

Later in the poem, Duffy mentions this metaphor as a way to portray the change to frogs, referring to their jumping and croaking. This quote may symbolize the transformation of male voices during adolescence. Additionally, Duffy skillfully utilizes personification to give the objects in the poem a realistic effect and convey the situation. For instance, she employs the phrase "The laugh of a bell" to vividly depict the sound of children's laughter in the poem. Although not entirely sensory, Duffy provides detailed descriptions of the sights in the classroom. For example, she describes how they "glowed like a sweet shop" and mentions "Coloured shapes", both creating an exciting atmosphere within the classroom. Lastly, there is another notable element present in the poem, whether it be imagery or something else.

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"A xylophone's nonsense" in the poem can have multiple meanings. Firstly, it could refer to the xylophone being played poorly, without any pattern or tune, resulting in a nonsensical sound. This lack of coherence makes it not make any real sense. Secondly, it is connected to the happiness and fun in Mrs. Tilcher's classroom. However, it is

seen as nonsense because it is being played in another room, which completely disrupts Mrs. Tilcher's students' learning, as it has no relevance to the lesson at hand. Overall, the poem also incorporates various imagery elements, such as using weather and seasons to illustrate the concept of moving on, as demonstrated by phrases like "That feverish July." Jenning's poem "My Grandmother" depicts a conversation between the narrator and a friend. It resembles an interview-style discussion about the narrator's emotions, knowledge, and experiences with their grandmother, as well as her shop and way of life.

The poet is possibly speaking to a friend, sharing a detailed and personal experience. It is evident that she is discussing a genuine event in her life, expressing her true emotions. This can be observed through the repeated use of "I" in the poem, as well as the title "My Grandmother". Although we have previously established that Jennings does not have genuine feelings for her Grandmother, as she lacks grief, there is a sense of guilt and regret evident in her words. She wishes she had not refused her Grandmother's request, as she now has to live with the consequences of her decision. There is also an indication that Jennings may have treated her Grandmother harshly and cruelly, prioritizing her own feelings above hers. Despite this, Jennings effectively portrays the character of her missing or invisible partner through vivid description.

Both "In Mrs Tilcher's Class" and "My Grandmother" by Duffy and Jennings respectively, delve into intimate subject matter, delving into personal experiences and long-lasting effects. In "In Mrs Tilcher's Class", Duffy offers a highly detailed and personal account, demonstrating her profound understanding

of the conditions and emotions she encountered. While this poem resembles the conversational tone found in "My Grandmother", it does not come across as an interview or interrogation. Instead, Duffy appears to freely converse with a friend. In my previous analysis of Duffy's feelings in the poem, I explored her initial happiness and subsequent feelings of anger and betrayal. Now that we have examined the differences and similarities between the two poems, it is important to consider their impact on the reader.

Both poems elicit different initial reactions from the reader. Although I think that Jennings is overly critical in "My Grandmother," I still believe she should have accompanied her Grandmother despite her concerns. Despite its harshness, this poem remains one of the most captivating character depictions I have come across. The author's adept portrayal of ideas and descriptions is praiseworthy, and the overall structure is skillfully crafted. Similarly, "In Mrs Tilcher's Class" presents a vivid portrayal of primary school, evoking nostalgic memories of activities and atmosphere. Duffy effectively captures these elements, creating an experience that many can relate to.

Duffy exhibits intelligence in effectively conveying every aspect of the poem, allowing me to fully grasp its meaning. Furthermore, it is a remarkable poem. Duffy adeptly depicts the uncomfortable experience of adolescence, demonstrating her skill in descriptive writing. Overall, both poems are highly detailed and skillfully crafted.