**THIS REFLECTION SHOULD NOW BE IN YOUR BOOKS - SOME STUDENTS WILL NEED TO IMPROVE THEIR RESPONSE - SEE THE REQUIREMENTS BELOW FOR WHAT STYLE THE REFLECTION SHOULD BE IN**
I’d like to discuss this poem in your third lesson as a follow up to the work on our stages of consciousness. So I’d like you to read it, reflect on it and possibly have a conversation with someone else in the course about it (two brains are better than one – sometimes!). If you’d like to talk to me about it, you know where to find me.
You may note, the repeated "etcetera" changes its grammatical role significantly as the poem progresses. You could track the use of etcetera through poem and decide what word class it acts as (noun, verb, adjective adverb). Then, decide what the poet’s motives are and the lives he seeks to contrast (clue here!)
You might need to find out when e e cummings was writing and place him within a context to help understand his intended meaning.
I'll be looking for evidence of reflection in the form of paragraphed notes in a discursive style ready for use in lesson (no more than a page).
my sweet old etcetera
aunt lucy during the recent
war could and what
is more did tell you just
what everybody was fighting
for,
my sister
isabel created hundreds
(and
hundreds)of socks not to
mention shirts fleaproof earwarmers
etcetera wristers etcetera, my
mother hoped that
i would die etcetera
bravely of course my father used
to become hoarse talking about how it was
a privilege and if only he
could meanwhile my
self etcetera lay quietly
in the deep mud et
cetera
(dreaming,
et
cetera, of
Your smile
eyes knees and of your Etcetera)
Mr. D
