Half-Past Two

collzzyxx
Mind Map by , created over 6 years ago

Cambridge IGCSE English Literature Mind Map on Half-Past Two, created by collzzyxx on 05/23/2013.

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collzzyxx
Created by collzzyxx over 6 years ago
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Half-Past Two
1 Time is a concept for some .For others it is a source of measurement. For those who detest it, it is the Eternal vanquisher and the Universal enemy of beauty.
2 Here the poet puts forward the notion of Time as viewed by a child, who does not actually comprehend the idea of time
3 It also explores the psychology of a child who is too small to understand his mistake juxtaposed against a callous teacher who ticks him off for something beyond his comprehension.
4 The style of the poetess and her stylistic histrionics are reminiscent of Dylan Thomas, when she asserts :"Once upon a schooltime". Note that the words 'school' and 'time' are compounded to imply how intricately that part of time was linked with school.
5 It may also point to the little kid's notion of time, for whom activity defined time, and was not bothered about time guiding his activities.
6 Once upon a time, the child had did "Something Very Wrong". The capitalisation of the word exemplifies the gravity of the mistake of the kid that is blown out of proportion for his age .
7 The fact that the speaker himself forgets what the "Something Very Wrong" was, points to the frivolity of the situation.
8 The teacher was a woman, yet she failed to be aware of the mentality of the child.
9 Rather than constructively criticise him, she does not even explain to the kid what his error was.
10 Her manner was, one based on logic, one that is guided by cause and effect.
11 'Because' he had done something wrong, 'so' he is punished. Being cross, she forgets that she hadn't taught him Time.
12 This drives home the age and immaturity of a child recklessly punished into detention.
13 This drives home the age and immaturity of a child recklessly punished into detention.
14 He is rather scared of the adjective "wicked"-the criticism he gets from the teacher.
15 He does not want to be termed wicked anymore; this is his primary concern.
16 He longs for some token of appreciation.
17 A child attaches significance to things he likes. This explains the Times he knew: He knew a lot of time: he knew

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