Annotations - "The Road" by Nancy Fotheringham Cato

Lines 1-4:

• "I made the moon / duck behind a hill, / the stars swarm on / behind the trees": Personification of the
moon and stars suggests the speaker's initial feeling of power over the natural world.
• "and time itself stood still": Metaphor for the speaker's attempt to control time through their speed.
Lines 5-8

• "The east was pale, / a secret place / the sun would soon / unveil": The east symbolizes hope and new
beginnings.
• "I held the reins / of morning light, / the road unfurled / before my will": Metaphor for the speaker's
continued sense of control.
Lines 9-12:

• "The houses blurred, / a streaking dream, / the world unrolled / beneath my wheels": Repetition of "road"
emphasizes its importance.
• "Trees rushed by, / a silent cheer, / for this escape / from time and fear": The speaker associates speed
with freedom from limitations.
Lines 13-16:

• "I could have made / the sun arise, / and night turn back / to day": Hyperbole further emphasizes the
speaker's initial feeling of power, bordering on hubris.
• "But shadows clung / to distant hills, / a whisper of / the coming day": Foreshadows the limitations of the
speaker's power and the inevitability of time passing.
Lines 17-20:

• "The miles flew past, / a silver blur, / the road a ribbon / in the night": Imagery emphasizes the speed and
fluidity of the journey.
• "I chased the light, / a charioteer, / across the sky / with stars in sight": Mythological allusion to Phaeton,
who tragically lost control of the sun chariot. Foreshadows potential consequences of the speaker's hubris.
Lines 21-24:

• "But dawn was near, / the east aflame, / my borrowed power / began to wane": The speaker
acknowledges the limitations of their control and the approaching reality.
• "The road stretched on, / a dusty track, / leading me back / to where I lacked": The road now symbolizes
the cyclical nature of life and the limitations of escaping reality.
Lines 25-28:

• "The sun will rise, / the moon will set, / and I, a speck, / will soon forget": Realization of mortality and the
insignificance of individual control in the grand scheme of time.
• "This borrowed dream / of speed and might, / will fade with dawn / and lose its light": Acceptance of the
fleeting nature of power and the impermanence of control.
Lines 29-32:

• "But east I go, / to meet the sun, / and hope some spark / of light outruns": Despite the realization of
limitations, the speaker finds hope in the journey towards new beginnings.
• "The darkness yields, / a promise made, / the road ahead / is yet unlaid": The future remains open,
offering possibilities despite the inevitable limitations.

Annotations -"Children of Wealth" by Elizabeth

Daryush
Lines 1-4:
• "Warm nursery, glass so clear / No winter wind can enter here": This opening line establishes a
contrast between the sheltered lives of the children and the harsh realities of the outside world. The
"warm nursery" and "glass so clear" symbolize their privilege and protection.
• "Their world, a song on silken strings / No harshness can the music bring": The metaphor of life
as a "song on silken strings" reinforces the idea of a comfortable and protected existence.exclamation
Lines 5-8:
• "They never felt the winter's bite / Nor saw the snowflakes, falling white": These lines further
emphasize the insulation of the children from the outside world and its challenges.
• "Their only knowledge, soft and white / Is from the tales of firelight": The knowledge they receive
is filtered and sanitized, coming from stories rather than direct experience.
Lines 9-12:
• "But deep within the crystal pane / A hidden danger seems to strain": This line introduces a
sense of unease and foreshadows a potential threat to their sheltered existence.
• "For in the wires, a strength is laid / That one day soon may burst and invade": The "wires"
could be interpreted as metaphorical for the forces of change or reality that may break through their
protected world.
Lines 13-16:
• "Then go, go forth, and break the pane / Quit your sunny home in vain": The speaker urges the
children to leave their comfort zone and confront the world outside.
• "Visit slums, scorned ways and sit / A while in wrong's dark room and pit": These lines
encourage them to gain firsthand experience of hardship and injustice.
Lines 17-20:
• "Then you may know the strength you hold / To right the wrongs, the tales unfold": By
understanding the world's problems, they may discover the power to make a difference.
• "Leave then your nursery, safe and warm / And face the world in sun and storm": This final line
is a call to action, urging them to embrace the challenges and opportunities of the real world.

Annotations - "These Are the Times We Live In" by

Imtiaz Dharker
Lines 1-4:
• "You shrink to the size of the book in his hands / your passport, a story you tell / not your own,
just your name and details / the colour of your eyes, where you dwell."
• Imagery: The speaker compares themselves to the passport, suggesting they are reduced to a set of
data and physical characteristics.
• Theme: Identity, dehumanization in systems of authority.
Lines 5-8:
• "A photograph, years old, a different smile / doesn't match the way your hair is done / the
airports smell the same, a metallic tang / and you cough, a sound like everyone."
• Imagery: The speaker highlights the discrepancy between their current appearance and the outdated
photo in their passport.
• Theme: Surveillance, standardization, loss of individuality.
Lines 9-12:
• "You wait in line, the usual suspects / shuffled through, your heart a drum / its rhythm
quickening, a familiar fear / the power held in an idle thumb."
• Metaphor: The speaker compares themselves to "usual suspects," suggesting profiling and prejudice.
• Theme: Discrimination, power dynamics, fear.
Lines 13-16:
• "They ask you questions, the same ones always / your answers memorized, a practiced song /
a name, a date, a purpose, a place / your voice, though firm, betrays a wrong."
• Repetition: The repetition of "questions" and "same ones always" emphasizes the routine and
dehumanizing nature of the process.
• Theme: Interrogation, power imbalance, feeling judged.
Lines 17-20:
• "They look for shadows, stories yet untold / in the spaces between your words and sighs / you
are the poem they cannot read / the language they hold in despise."
• Metaphor: The speaker compares themselves to a poem, suggesting their true self and experiences
are beyond the understanding of the authorities.
• Theme: Misunderstanding, cultural prejudice, limitations of categorization.
Lines 21-24:
• "The stamp, a visa, a small concession / a right of passage, grudgingly given / you walk on, the
world unfolds again / but the poem remains, half-written, riven."
• Imagery: The speaker receives a visa, but the experience leaves them feeling incomplete and
misunderstood.
• Theme: Limited freedom, lingering impact of discrimination, resilience

Key Notes - "Nick" by Christina Rossetti

Literary Devices:
• Metaphor: Nick's transformations into different objects can be seen as metaphors for
his envy, jealousy, and desire for revenge.
• Symbolism: The cherry tree symbolizes wealth and abundance, while the cat
represents danger and retribution.
• Foreshadowing: The early descriptions of Nick's envy and discontent foreshadow his
later actions.
• Irony: Nick's desire to control and harm others ultimately leads to his own destruction.

Themes:
• Envy and discontent: The story explores the destructive nature of envy and how it
can lead to negative actions.
• Consequences of choices: Nick's decisions have serious consequences for himself
and others.
• Transformation and punishment: The story reflects a moralistic view where bad
deeds are punished.
• Appearances vs. reality: Nick's transformations show that appearances can be
deceiving and that true nature is often hidden beneath the surface.

Character Development:
• Nick: Nick is initially presented as a poor and envious man. As the story progresses,
he becomes more vengeful and destructive. His transformations reveal his inner
desires and ultimately lead to his downfall.
• Farmer Giles: Farmer Giles represents the victim of Nick's envy and anger. He is
portrayed as a hardworking and innocent man who suffers unfairly.
• Narrator: The narrator remains anonymous and objective, leaving the reader to form
their own interpretations of the events and characters.

Key Notes - "The Black Ball" by Ralph Ellison

Literary Devices:
• Symbolism:
• The black ball: Represents various interpretations such as racial prejudice, societal
expectations, and the burden of conformity.
• The narrator's son: Represents innocence, vulnerability, and the challenges faced by
the next generation.
• The white men in the diner: Represent the dominant power structure and its
discriminatory practices.
• Irony: The narrator, who initially feels empowered by his education and success,
ultimately feels trapped and disillusioned.
• Metaphor: The narrator's job at the men's club can be seen as a metaphor for the
restricted opportunities available to Black men in segregated America.
• Foreshadowing: The narrator's initial unease about the ball foreshadows the negative
experiences he will encounter.

Themes:
• Racial prejudice: The story explores the pervasive and dehumanizing effects of racial
prejudice on Black individuals.
• Conformity and identity: The narrator struggles to reconcile his own identity with the
expectations of both white and Black communities.
• Education and opportunity: The story highlights the limitations placed on Black
individuals, even those with education and ambition.
• Disillusionment and hope: Despite the challenges he faces, the narrator ultimately
expresses a glimmer of hope for the future.

Character Development:
• Narrator: An unnamed narrator who grapples with his racial identity and place in
society. He experiences moments of both empowerment and disillusionment.
• Son: Represents the next generation and the challenges they face in navigating a
segregated society.
• White men: Represent the dominant power structure and its discriminatory practices.
They are largely unnamed and remain one-dimensional characters.
Key Notes - "The Gold Watch" by Mulk Raj Anand
Scene:

• Colonial India: The story takes place during British rule in India, highlighting the power dynamics and social
inequalities between the colonizers and the colonized.
• Workplace Environment: The story unfolds in Mr. Acton's office and Sharma's home, contrasting the
starkness of the office with the intimacy of the home.
• Symbolic Time: The story occurs on Sharma's 50th birthday, marking a significant milestone and
foreshadowing his impending retirement.

Character Analysis:

• Mr. Sharma: An honest and hardworking despatch clerk, embodying the struggles and anxieties of the
colonized workforce. His initial acceptance of the watch reflects his respect for authority, while his later despair
reveals the inadequacy of the gesture.
• Mr. Acton: The embodiment of the British colonizer, characterized by his condescending attitude and disregard
for Sharma's well-being. His actions showcase the exploitative nature of colonial rule.
• Sharma's Family: Represent the silent victims of colonialism, bearing the burden of their father/husband's
insecurity and uncertain future.

Literary Devices and Techniques:

• Symbolism:
• The gold watch: Represents a token gesture, failing to address the core issues of poverty and job security.
• The ticking clock: Symbolizes the passage of time and Sharma's dwindling career, emphasizing the urgency of
his situation.
• The darkness: Represents the uncertainty and despair Sharma faces after his forced retirement.
• Irony: Sharma's loyalty and service are rewarded with a meaningless gift, highlighting the hypocrisy of the
colonial system.
• Imagery: Vivid descriptions of Sharma's trembling hands and the worn furniture in his home create a sense of
pathos and vulnerability.
• Dialogue: The limited dialogue between Mr. Acton and Sharma underscores the power imbalance and lack of
communication.

Themes:

• Colonial Exploitation: The story exposes the economic and emotional exploitation of Indian workers under
British rule.
• Loss of Dignity: Sharma's forced retirement and inadequate compensation highlight the loss of dignity
experienced by the colonized.
• Family and Responsibility: The story emphasizes the impact of individual struggles on families and the
burden of responsibility carried by the head of the household.
• Hope and Despair: Despite the bleak ending, Sharma's quiet defiance and his family's support offer a glimmer
of hope in the face of adversity.

Key Notes - Margaret Atwood's "When It Happens"

Character Analysis:
• Mrs. Burridge: A complex protagonist whose anxieties manifest in preparations for an
unknown disaster. Her backstory, influenced by historical events like the Great
Depression, contributes to her mistrustful nature and self-reliance.exclamation
• Frank: Mrs. Burridge's husband, oblivious to her anxieties and representing a sense of
normalcy. Their contrasting perspectives highlight the subjective nature of fear and
preparedness.

Narrative Techniques:
• Present tense: Creates immediacy and suspense, placing the reader in Mrs.
Burridge's anxious present.
• Shifting perspectives: Briefly shifts to Frank's perspective, offering a contrast to Mrs.
Burridge's internal world.
• Vivid imagery: Sensory details evoke the rural setting and Mrs. Burridge's actions,
immersing the reader in her world.

Symbolism:
• Green tomato pickle: Represents domesticity and preparation, but also the potential
for spoilage and decay, mirroring Mrs. Burridge's anxieties.
• Power outage: Triggers a heightened sense of vulnerability and isolation, forcing Mrs.
Burridge to confront her fears.

Themes:
• Fear: The story explores the subjective nature of fear, its impact on individual behavior,
and its potential to both isolate and motivate.
• Resilience: Mrs. Burridge's preparations and resourcefulness showcase human
resilience in the face of perceived threats.
• Communication and Connection: The lack of communication between Mrs. Burridge
and Frank highlights the challenges of navigating fear and maintaining connection in
uncertain times.