Sunday, 24 May 2026

A Shady Plot



 

A Shady Plot

                                  By Elsie Brown

Analysis :


·      The story ‘A Shady Plot’ is written by Elsie Brown, an American short story writer who is best known for her ghost stories and super natural works.

·      ‘A Shady Plot’ is a humorous and supernatural short story that blends naturally comedy, mystery, satire, and irony. The story presents ghosts in a funny and interesting manner and not in scary way.

·      The story narrates how a writer named John Hallock tends to hallucinate to escape the reality and slips into imaginary world hoping to find a good plot for his stories.

·      It revolves around a writer, John Hallock, who struggles to write a ghost story and unexpectedly encounters a real ghost named Helen.

·      It is a fiction which narrates a set of interesting events happening in the life of the protagonist, Mr. Hallock who gets caught in difficult situations due to his wife’s fascination for ghosts and oujha board.

·      The story cleverly mocks writers’ dependence on imagination and society’s fascination with supernatural practices like Ouija boards.

·      It also explores misunderstanding and issue of trust in marriage through comic situations.

·      The story conveys the message that we may pass into an imaginary world which is more attractive and fascinating yet we have to face the reality of life and tackle the difficult situations through discourse and dialogue.

·      The title is appropriate and symbolic because ‘shady plot’ refers both to a ghostly plot and a suspicious misunderstanding in John’s married life.

 

Detailed Summary:

John Hallock, a writer of ghost stories, is asked by his publisher, Jenkins, to write another supernatural story because such stories are popular among the readers. Although John has written successful ghost stories before, he suddenly suffers from writer’s block and cannot think of a suitable plot. He grows frustrated and begins talking to himself.

John starts hallucinating and unexpectedly, a female ghost named Helen appears when John was trying to think of a good plot for his stories. She was not happy at this call and explains that she belongs to the ‘Writer’s Inspiration Bureau’—a group of ghosts who secretly provide story ideas to writers. Helen reveals that she and other ghosts are going on strike because some people constantly disturb them through Ouija boards for asking silly questions. She wants John to help her and influence people to stop encouraging such practices if he wants ideas for his ghost stories.

Ironically, John’s wife, Lavinia, suddenly becomes interested in Ouija boards and buys one. She arranges a ouija board party with members of her book club. John dislikes the idea but is unable to stop her. During the party, John partners with Laura Hinkle, a vain and proud lady with shallow character. The board mysteriously spells messages such as ‘Traitor’ for John Hallock and indicates that a woman named Helen is sending messages for John, which caused suspicion among the guests that John is having extramarital relations with Helen. Gladolia, their maid threatens them to leave as she is scared of ouijha borad.

Lavinia misunderstands and misinterprets the situation thinking that Helen is a real woman with whom John is secretly in a relationship. Feeling betrayed, Lavinia becomes angry and decides to leave him telling that she will send her lawyer for divorce. John desperately tries to explain but fails. This creates comic tension in the story.

At the climax, Helen appears before Lavinia and introduces herself as a ghost. Lavinia realises her mistake of misunderstanding John and forgives him. Gladolia, the maid, burns the Ouija board, ending the supernatural confusion. Ironically, John finally gets an excellent idea for a ghost story from his own strange experience.

 

Major Themes

The story presents ghosts in a humorous rather than scary way. The supernatural elements are interesting and amusing instead of being frightening.

The story also highlights misunderstanding in relationships. Lavinia misunderstands John’s connection with Helen, creating conflict in the story. This highlights how lack of communication can lead to suspicion and dialogue resolves it.

The story lightly mocks people’s obsession with Ouija boards, showing how easily people become fascinated with supernatural ideas.

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Important Characters

1. John Hallock

John Hallock, the protagonist of the story is a writer of ghost stories. He is practical yet imaginative. His stories are liked by his readers hence he is forced by his boss to write only ghost stories. He gets nervous easily and behaves humorously in difficult situations. He is an honest husband who loves his wife. He tries with all his might to save his marriage.

2. Lavinia Hallock

Lavinia Hallock, wife of John, is curious, fashionable, and impulsive. She easily gets fascinated with ouijha board and throws a party for its users, creating a problematic situation for John. She easily gets suspicious and threatens to leave John. But she is loving at heart and cares to save her marriage.

3. Helen (The Ghost)

Helen is smart, witty, and practical ghost. She is the member of the ‘Writer’s Inspiration Bureau’. She is concerned for all the ghosts. She complains about overwork and misuse of ghosts for drawing inspiration and playing silly games on ouijha board. Her appearance on the scene adds humour to the story. She is caring and helpful as she helps John to save his marriage.

4. Laura Hinkle

Laura Hinkle is Lavinia’s friend and shallow in character. She is influenced by ouijha board and very excited to play games at the Ouija board party. Her unsympathetic behaviour creates misunderstanding between John and Lavinia when she receives Helen’s messages.

 

Message

The story teaches that trust is important to save the relations, reminding the readers that misunderstandings and suspicion can damage relationships and through open dialogue one can save the relations. At the same time, it humorously warns against blind belief in superstitions.

 

Justification of the title

The title ‘Shady Plot’ refers to some secretive or ghostly plot or story. The title is apt as this story has a supernatural subplot involving the ghosts. This story also involves a suspicious plot with Lavinia suspecting John of hiding a secret relationship with Helen.








Saturday, 23 May 2026

causative verbs


Causative Verbs


  • Causative verbs indicate that a person or thing causes another person to do something. In other words, someone or something is indirectly responsible for a specific action.
  • In simple words, the causative verbs are verbs used when one person causes another person to do something or causes something to happen, rather than doing the action himself.

Note :- The subject does not perform the action directly but gets it done by someone else.

 

Examples :

The principal had the computer repaired.
(The principal didn’t repair the computer but arranged for someone else to repair it.)

You made me laugh.

(Because of your action/beahviour I laughed, your beahaviour or action forced me to laugh.)

 

Functions

A causative verb shows that someone makes, gets, allows, helps, or has another person perform an action.

It causes something to happen

 

Examples of causative verb:

Have

Let

Make

Get

Help

 

 

How to use causative verbs

 

1. HAVE (to ask or arrange for someone to do something)

Structure:

1.    Subject + have + person + base verb

2.    Subject + have + object + past participle (V3)


Examples:

  • The teacher had the students complete the project.
  • My mother had the gardener trim the plants.
  • Jane had Alexa clean the house.
  • I had my car washed yesterday morning.
  • I had my hair cut.

 

2. LET (To allow/permit someone to do something)

Structure:

Subject + let + person + base verb

 

Examples:

My parents let me go to the trip.

The teacher let the students leave early.

She let her son play outside.

 

Note: After let, we use V1 (base verb).

Do not let kids watch violent movies.

Let me know if you need help with the homework.

She lets me borrow her phone sometimes.

 

3. MAKE (To force or compel someone to do something)

 Structure:

Subject + make + person + base verb

 

Examples:

The coach made the players practice harder.

My parents made me apologize.

The teacher made the students rewrite the test.

 

Note: After make, we use the base verb (V1), not to + verb.

She made me go to the party even if I didn’t want to.

My parents make me come home every summer break.

I made my mother bake some cookies.

 

4. HELP (to assist someone to do something)

Structure:

Subject + help + person + base verb

 

Examples:

  • My friend helped me solve the problem.
  • The teacher helped us improve our writing.
  • Help your sister complete her drawing.

 

5. GET (to convince or persuade someone to do something or arrange)

Structure:

1.    Subject + get + person + to + base verb

2.    Subject + get + object + past participle (V3)

 

Examples:

I got my brother to help me.

The teacher got the students to participate.

She got the mechanic to check the car.

I got her to buy me tickets.

She got her dad to enroll her at UCLA.

He got his phone repaired.

They got the house painted.

Get this work done by evening.

              

                                In a Nutshell

Causative Verb

Structure

Function

Example

Have

have + person + V1

arrange/ask

I had him clean the room.

Have

have + object + V3

service done

I had my car repaired.

Get

get + person + to + V1

persuade

I got him to help me.

Get

get + object + V3

service done

I got my laptop fixed.

Make

make + person + V1

force

The teacher made us study.

Let

let + person + V1

allow

Mother let me play.

Help

help + person + V1

assist

She helped me learn.




Important Rule:-

After make, let, help and have, use the base form (V1) without to.

 

More examples:

The president had the vice president lead the new dam project.

You made me call Julienne every day.

I got my parents to buy me a new bike for my birthday.

She got the teacher to dismiss the class on time today.

She let me visit my friend today.

Why did they let the dogs run without a leash?

My teacher made me do my homework early.

Linda made me wash the dishes.

Susan helped me win the competition.

Help your children grow into mature people.





























Tuesday, 31 March 2026

The Brook


The Brook

By Alfred Lord Tennyson

Analysis : 

·      The poem ‘The Brook' is beautifully composed by Alfred Lord Tennyson, the representative poet of Victorian Era of English Literature, who is regarded as the master of creating pen pictures.

·      The poem ‘The Brook’ is one of the most beautiful ‘word pictures’ by A. L. Tennyson

·      It is a philosophical and metaphorical poem. Hence, the tone of the poem is philosophical. It consists of autobiographical element as the journey of brook is narrated in first person.

·      The poem contrasts the eternity of nature with mortality of humans. The repeated lines which are a refrain, highlight that humans are mortal, but nature continues forever, which resonate the theme of the poem.

·      The poem presents parallelism between the journey of brook and the journey of life. The brook’s journey from its source to the big river symbolises the journey of human life.

·      The poet appreciates the beauty of nature using beautiful words, phrases and through pen pictures and imagery.

·      The poem is composed in musical and rhythmic style using short lines and flowing rhythm to mimic water movement and sound. 

 

Summary :

The journey of the brook begins with shallow water where the water birds and fish live.

In the beginning, the brook is quick, sudden, energetic and noisy just like a child.

Flowing over stony ways and curved paths, it chatters and often gets tired.

The brook during it journey, takes along all the floating things – flowers, fish, pieces of log, hazel covers etc.

It flows through all the easy and difficult paths (field and fallow) comparing with uncertainty and difficulties of life.

Towards the end, it gets slow and less noisy, which is conveyed through the words – steal, slip, slide, loiter, linger.

At last, by the Philip’s farm it joins the big brimming river and loses its existence to become a part of the big river but continues to flow, conveying the theme that life goes on despite the transience of human life.

 Video on Road not Taken

Line by Line Explanation

Stanza 1

I come from haunts of coot and hern;

I make a sudden sally

And sparkle out among the fern,

To bicker down a valley.

 By thirty hills I hurry down,

 Or slip between the ridges,

By twenty thorpes, a little town,

And half a hundred bridges.

Till last by Philip’s farm I flow

To join the brimming river,

 For men may come and men may go,

But I go on for ever.

Explanation :
The story of brook's journey is narrated in first person as the brook begins telling the story of its own journey. It originates from places where water birds like coots and herons live. It suddenly emerges or rushes forward from its source. The water shines brightly as it flows through green plants. Then, it flows noisily and playfully down the valley. Here, the brook is in its young state and behaves like a child. The brook flows quickly past many hills, rills, ridges and bridges. Sometimes, it quietly moves between the land areas. It passes by many villages and a small town. It flows under many bridges and finally, it reaches the Philip’s Farm. There, it merges with an overflowing river and continues to flow along with the river and loses its existence into the river. Here, towards the last three lines of the stanza the poet emphasises the theme that human life is temporary but the brook continues to flow endlessly as nature is eternal.

 

Stanza 2

I chatter over stony ways,

In little sharps and trebles,

I bubble into eddying bays,

I babble on the pebbles.

With many a curve my banks I fret

By many a field and fallow,

And many a fairy foreland set

With willow-weed and mallow.

I chatter, chatter, as I flow

To join the brimming river,

For men may come and men may go,

But I go on for ever

Explanation:

The brook makes a sharp sounds as it flows over the stony ways. It produces high-pitched, musical sounds. It forms circular water movements into the winding bays. It makes soft sounds as it flows over small stones. The brook twists and turns, and gets tired in its curved banks. It flows past the fertile fields and uncultivated lands. It passes beautiful land that looks magical and imaginary like fairy tales. These areas are full of plants, trees and flowers. The brook repeats its cheerful sounds full of mirth and energy as a young person whose life is full of challenges and various types of responsibilities but he is full energy and passion. It continues its journey towards the river emphasising again the theme that humans are mortal and the nature is eternal.

 

Stanza 3

I wind about, and in and out,

With here a blossom sailing,

And here and there a lusty trout,

And here and there a grayling,

And here and there a foamy flake

Upon me, as I travel

With many a silvery waterbreak

Above the golden gravel,

And draw them all along, and flow

To join the brimming river

For men may come and men may go,

But I go on for ever

Explanation:

The brook flows in a twisting and winding path. Flowers float on its surface, strong fish play and fresh water fish swim in it. There are patches of foam on the water due to the playful movements of the fish. Sun makes the water shine as it flows down the big stones and other obstacles. The brook carries everything along with it as the birds, fish and pebbles flow with the force of the brook. This phase symbolise grown up period of human life when the man learns to fulfil his responsibilities and live harmoniously among his family and society. It continues its journey towards the river again emphasising the theme that human beings take birth and die but the brook flows on in form of river till eternity.

 

Stanza 4

I steal by lawns and grassy plots,

 I slide by hazel covers

I move the sweet forget-me-nots

That grow for happy lovers.

I slip, I slide, I gloom, I glance,

Among my skimming swallows;

I make the netted sunbeam dance

Against my sandy shallows.

I murmur under moon and stars

In brambly wildernesses;

I linger by my shingly bars;

I loiter round my cresses ;

And out again I curve and flow

To join the brimming river,

For men may come and men may go,

But I go on for ever.

 

Explanation :

The brook flows quietly past the lawns and other green areas. It moves near hazel trees. It gently touches flowers. These flowers symbolise love and are grown by the lovers. The brook shows different movements—fast, slow, dark, shiny. Birds skim and play in the shallow water. Sunlight reflects beautifully over the moving water and the sparkling water seems to be reflecting the sun rays and making them dance. Towards the end of its journey the brook makes soft and murmuring sounds at night. It flows through wild bushes along its curved and zigzag banks. It slows near lonely and stony areas. It moves slowly near water plants symbolising the last phase of human life when a man gets old and weak and moves slowly due to lack of energy. The brook keeps moving forward and finally it reaches its destination. Finally, once again the poem echoes the theme that human life is short as men take birth and die but nature is eternal. Nature’s continuity is emphasised again through the repeated lines towards the end of every stanza, which is a refrain.

 Video on Notice Writing

Themes

  • The poem contrasts the eternity of nature with mortality of humans. The repeated lines in the poem highlight that humans are temporary, but nature continues forever.
  • The brook’s journey from source to river symbolises the journey of human life from birth to death.
  • The poet appreciates the eternity and beauty of Nature.

Message

  • Life is temporary, but nature is everlasting.
  • Change is constant, and movement is essential to life.





How I Taught My Grandmother to read


How I Taught My Grandmother to Read

                                                                        by Sudha Murty

Analysis : 


The short story 'How I taught My grandmother to Read' is written by Sudha Murthy, the new age writer and a prominent business woman, renowned as the co founder of Infosys.

This is a touching autobiographical story about love, learning, and determination as it is based on an important episode in her own life.

The story touched upon the themes of determination and dedication, importance of education, respect and love among relations, and joy of self reliance emphasising that age is no bar for education.

It teaches the readers that education and self reliance is important for each person as it provides confidence, joy and freedom. Education is that which liberates and for learning there is no age bar. It also teaches that teacher deserves respect whatever her age or gender may be.

The style of the story is narrative, simple, autobiographical and realistic as it is based on personal experience.

The tone of the story is emotional and inspiring.

The strong characters of the narrator and the grandmother are realistic, simple and inspiring.

 Video on Road Not Taken

Summary / Synopsis :

The story is set in a village in Karnataka, where the narrator, Sudha Murthy who was a young girl of 12 years lived with her grandmother, Krishtakka. She used to call her Avva. Her grandmother was very fond of listening to stories, especially the popular Kannada novel, Kashi Yatre written by Kannada writer, Triveni who was very popular among the masses due to her convincing style and simple and relatable characters. Those days the novel, Kashi Yatre used to be published in the weekly newspaper, Karmveera in series. Due to lack of transport facilities the newspaper used to come one day late, on Wednesday and the grandmother used to wait eagerly for the newspaper leaving all her work that day. The narrator used to read aloud the published part of the story to her every week. The novel 'Kashi Yatre' was about an old woman who collected money all her life to visit Kashi and worship lord Vishweshwara but at the end, gave all her money to an orphan girl for her marriage. That's why the grandmother was always eager to know whether the old woman would be able to go to Kashi or not. 

One day, the narrator went out of the village to attend a family wedding and could not come back before a week. During her absence, the newspaper came and her grandmother couldn’t get to know what happened next in the story. Thus, she felt helpless because she was unable to read the next part of the story herself. This made her realise the importance of literacy. Deeply moved, she decided to learn how to read and write, even at the age of 62.

When the narrator returned from wedding, the grandmother told her helplessness to read the story and informed about her decision to learn to read and write Kannada language. She also told her that in her childhood her mother died and father remarried. Being a busy man, he could not pay attention to her education which wasn’t considered important for girls. After marriage and having children and grandchildren she found happiness in looking after them and feeding them. Thus, her education was ignored by all.

That night her grandmother humbly requested her to become her teacher. The young girl took up the responsibility seriously and taught her grandmother the Kannada alphabet. After months of diligence and dedication, the grandmother successfully learnt to read and write.

During the festival of Dussehra, on the day of Saraswati puja, the grandmother made the narrator sit on a stool and touched her granddaughter's feet as a mark of respect for her teacher. She also gave a frock to her granddaughter as a gift and token of her love. The narrator had secretly bought the novel as a gift to her grandmother as by that day 'Kashi Yatre' had been published as a novel. Then, the grandmother proudly read the name of the novel and the publisher on her own. That day, her grandmother who was also her student passed with flying colours and the moment became unforgettable for both of them.

Themes

  • The story emphasises that education is essential at every stage of life and brings independence and confidence.
  • Strong will power, diligence and determination are important as they help the grandmother achieve her heart's desire even in the age of 62.
  • Traditionally, elders teach the young, but age is no bar for learning as well as teaching. The young granddaughter becomes the teacher for her 62 years old grandmother. A teacher deserves respect whatever her age may be.
  • The bond between the grandmother and granddaughter is very strong and cordial. A loving relation is based on mutual respect, affection, and trust.

Video on Notice Writing

Character Sketch

  • Grandmother 
    The narrator's grandmother, Krishtakka is determined and diligent, loving and caring, strong but humble, and most importantly eager to learn. Her willingness to learn to read and write at an old age reflects her courage, will power and open mindedness. She gives respect to her granddaughter as she is also her teacher. She finds joy in looking after and feeding her children and grandchildren.
  • Narrator (Granddaughter)
    The narrator, Sudha Murthy is patient, responsible, and caring at such a young age. She takes her role as a teacher seriously and respects her grandmother’s efforts. She understands her grandmother's pain and respects her decision of learning Kannada alphabet in her old age instead of laughing at her unusual decision.

Message 

  • For learning there should be no age limit.
  • Education empowers individuals and gives them independence and self reliance.
  • A teacher deserves respect fer knowledge and efforts no matter what his/her age or gender is.

Video on Diary Entry

Important Question Answers

Q. Describe how the grandmother’s attitude towards education changes in the story.

Ans. The grandmother’s attitude towards education undergoes a remarkable transformation. At first, she accepts her illiteracy as a normal part of life and depends on others, especially her granddaughter, to read stories aloud to her. She never feels embarrassed about not being educated. However, when the narrator goes to a wedding and the grandmother is unable to read the next episode of Kashi Yatre, she feels helpless and dependent. This experience makes her realize the true value of education and self-reliance. Determined to overcome her weakness, she decides to learn reading and writing despite being sixty-two years old. Through hard work and dedication, she develops confidence and proves that education can empower people at any age.

Q. Discuss the theme of “learning has no age limit” with reference to the story.

 Ans. This story strongly conveys the idea that learning has no age limit. The grandmother, though sixty-two years old, decides to become literate after realizing how helpless she feels when she cannot read independently. Instead of feeling discouraged by her age, she shows courage and determination to learn. She studies sincerely every day under her granddaughter’s guidance and practices with great discipline. Her success proves that education is not restricted to children or young people. Anyone with determination and dedication can learn new skills at any stage of life. The story inspires readers to value education and self-improvement. It also teaches that true learning requires humility, hard work, and a strong desire to become independent.

 Q. Analyze the relationship between the grandmother and granddaughter.

Ans. The relationship between the grandmother and granddaughter is warm, affectionate, and deeply respectful. The grandmother lovingly listens to her granddaughter read stories every week, showing the strong emotional bond they share. The granddaughter also cares greatly for her grandmother and understands her feelings and struggles. Their relationship becomes even more special when the granddaughter takes on the role of a teacher. She teaches her grandmother patiently and respectfully, without ever insulting or discouraging her. The grandmother, in turn, admires and respects her granddaughter for helping her gain knowledge and independence. Their bond reflects mutual love, trust, and understanding. The story beautifully portrays how family relationships can encourage growth, confidence, and lifelong learning.



Thursday, 26 March 2026

Ozymandias


Ozymandias

                       By P. B. Shelley


Analysis :


·      The poem ‘Ozymandias’ is composed by Percy Bysshe Shelley, a prominent poet of Romantic Era of English literature.

·      The poem is composed in form of sonnet, a verse of 14 lines.

·      It is strictly composed under the style of Petrarchan sonnet, having been divided into 2 stanzas – the first being an octave (verse of 8 lines), and the second being a sestet (verse of 6 lines).

·      Shelley follows the mixed rhyming scheme for both the stanzas : ABABACDCEDEFEF

·      The tone of the poem is ironical and philosophical.

·      The poem is written in narrative style as the story begins with the narrator going to a traveller, then to a sculptor.

·      It tells the story of Ozymandias, Greek name of Ramesses II, one of the longest reigning and the most powerful ancient Egyptian kings.

·      The poem stresses upon the impermanence of power teaching that no matter how powerful a ruler is, time destroys everything. It proclaims that Nature outlasts human achievements.

·      The poem gives the message that the monuments and statues built to gain fame and glory are temporary. It teaches that pride leads to downfall. Time is the ultimate force.

 

Line by Line Explanation

Video on Ozymandias

 Lines 1-8 (Octave)

I met a traveller from an antique land,

Who said—‘Two vast and trunkless legs of stone

Stand in the desert.. Near them, on the sand,

Half sunk a shattered visage lies, whose frown,

And wrinkled lip, and sneer of cold command,

Tell that its sculptor well those passions read

Which yet survive, stamped on these lifeless things,

The hand that mocked them, and the heart that fed,

Explanation : 

The narrator begins by saying that once, he met a traveller who had travelled a very old (ancient) country. Then, the traveller started telling his experience in that ancient land. He told that he had seen two huge stone legs broken from a statue. The legs were standing shattered, uncared and alone in the sand of a desert area. But the rest of the body, the trunk was missing. Nearby lies the broken face of the statue. It was half buried in the sand. Then, the traveller described the stone face which was bearing a frown. The lips were wrinkled as the face had the expression of hatred due to arrogance, pride, and cruelty and insensitive authority. The traveller appreciated the sculptor who had very well understood the king’s personality and emotions before making his statue as well as copied those emotions on the stone face so lively. Even though the statue is broken, the emotions of pride, cruelty and authority were still visible on the shattered face of the statue. The sculptor’s hand seemed to mock the king’s arrogance and hateful expressions which the king had nourished in his heart when he was alive and exercising his authority without sensitivity and sensibility.

 

Lines 9 to 14 (Sestet)

And on the pedestal, these words appear:

“My name is Ozymandias, King of Kings;”

Look on my Works, ye Mighty, and despair!”

Nothing beside remains. Round the decay

Of that colossal Wreck, boundless and bare

The lone and level sands stretch far away

Explanation : 

The traveller further told that there was an inscription engraved on the pedestal of the statue, which proved the arrogance of the ruler who got it written on the base of the statue that the statue was of Ozymandias, Greek name of Ramesses II, one of the longest reigning and the most powerful ancient Egyptian pharaohs. He considered himself the supreme ruler of all other kings. He boasts that all other powerful rulers should look at his achievements and feel jealous and hopeless in comparison. However, nothing of his great works existed anymore as everything had been destroyed with the passage of time. Here the narrator seems to mock at the transience of human life and achievements. Only the remains of the huge broken statue were lying shattered in the sands and eating dust in an empty vast desert. The desert stretches endlessly in all directions, emphasising the emptiness and ruin all around, after death and symbolising the ravages of time. The poet here, established the mighty rule of time and futility of the achievements of even the mightiest kings. Towards the end, the poet emphasises the fact the nothing remains behind human beings after they die and leave this earth which means that along with man all the earthly things are mortal and subject to decay.

 Video on Not marble Nor the Gilded Monuments

Themes

The poem highlights the impermanence of power stressing that no matter how powerful a ruler is, time destroys everything.

Pride and arrogance of kings only attract hatred. Ozymandias’s boast is mocked by his shattered statue.

It establishes the power of time and nature. Nature outlasts human achievements.

Art is more powerful than authority. The sculptor’s art survives longer than the king’s empire and statue.

Video on Sonnet

Message

The poem teaches that the powerful empires, monuments, statues and other structures built to gain fame and glory are temporary. It also gives the lesson that pride leads to downfall. Time is the ultimate force that destroys everything and nothing remains behind after man’s life ends on this earth.


Poetic Devices

I met a traveller from an antique land – Assonance

Who said: Two vast and trunkless legs of stone – Imagery, Alliteration, Assonance, Enjambment

Stand in the desert. Near them, on the sand, - Imagery, Alliteration, repetition, Assonance, symbolism, Enjambment

Half sunk, a shattered visage lies, whose frown, - Imagery, poetic repetition, Assonance

And wrinkled lip, and sneer of cold command, - Imagery, Alliteration, Assonance, Consonance, repetition, Enjambment

Tell that its sculptor well those passions read – Alliteration, Enjambment

Which yet survive, stamped on these lifeless things, - Alliteration, Consonance  

The hand that mocked them, and the heart that fed; - Alliteration, Synecdoche, Consonance, Repetition

 And on the pedestal these words appear: - Imagery, Alliteration, Symbolism

"My name is Ozymandias, king of kings: - Irony, Alliteration, Assonance, Consonance

Look upon my works, ye Mighty, and despair!" – Irony, Alliteration, Apostrophe

Nothing beside remains. Round the decay – Alliteration, Enjambment

Of that colossal wreck, boundless and bare – Imagery, Alliteration, Poetic repetition, Enjambment

The lone and level sands stretch far away. – Imagery, Alliteration, Assonance, Symbolism

Video on The Letter