Multiple Intelligences in Communication

Faculty of Teacher Training - English Department

Course Title: Applied Communication Skills (Elective)

Instructor: Dr. Rod

Multiple Intelligences in Communication

Preparation: Go to the following web site and complete the assignment there. Print out YOUR individual Multiple Intelligence chart and bring to class: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm

Above is the chart for Dr. Rod. What does it tell you about how he learns?

Note: This is an interactive worksheet which produces a Multiple Intelligences wheel based upon Gardner's eight multiple intelligences. With thanks to Jean Maund from whom this idea originated and colleagues in the University of the First Age who helped develop the questionnaire.

To start the activity, sign in and fill in a little bit of information about yourself. You can then begin to answer the questions. When you have finished, click on the submit button. If you have not filled in all the questions you will get a warning sign telling you what questions need answering. You can print the intelligences wheel and the unique number printed on the sheet will allow you to re-visit your wheel at any time.

Now try this one:

http://literacyworks.org/mi/assessment/findyourstrengths.html

Again, here are the results from Dr Rod.

Dr Rod’s top three intelligences:

Intelligence	Score (5.0 is highest)	Description
	4.86	Social: You like to develop ideas and learn from other people. You like to talk. You have good social skills. Effective techniques of enhancing your learning using your social intelligence include taking part in group discussions or discussing a topic one-to-one with another person. Find ways to build reading and writing exercises into your group activities, such as: Reading a dialogue or a play with other people Doing team learning/investigating projects Setting up interview questions and interviewing your family, and writing down the interview Writing notes to another instead of talking.
	4	Self: You have a very good sense of self. You like to spend time by yourself and think things over. You will often take in information from another person, mull it over by yourself, and come back to that person later to discuss it. You like working on projects on your own. You often prefer to learn by trial and error. Effective techniques to enhance your learning include keeping a journal and giving yourself time to reflect on new ideas and information. More ideas: Go on "guided imagery" tours. Set aside time to reflect on new ideas and information. Encourage journal writing. Work on the computer. Practice breathing for relaxation. Use brainstorming methods before reading. Listen to and read "how to" tapes and books. Read cookbooks.
	3.43	Language: You enjoy enjoy saying, hearing, and seeing words. You like telling stories. You are motivated by books, records, dramas, opportunities for writing. Effective techniques of enhancing your learning using your language intelligence include reading aloud, especially plays and poetry. Another idea is to write down reflections on what you've read. You may also enjoy exploring and developing your love of words, i.e., meanings of words, origin of words and idioms, names. Use different kinds of dictionaries. Other ideas: Keep a journal Use a tape recorder to tape stories and write them down Read together, i.e., choral reading Read a section, then explain what you've read Read a piece with different emotional tones or viewpoints — one angry, one happy, etc. Trade tall tales, attend story-telling events and workshops Research your name

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The scores for your other five intelligences:

3.29	3.14	3.14	2.86	1.57

Just because these five are not in your top three doesn’t mean you’re not strong in them. If your average score for any intelligence is above three, you’re probably using that intelligence quite often to help you learn.

OK, So now you know how I learn from two different online assessments. What are your strengths and weaknesses. For the next session you need to have completed the above two tests and print for me the results.

Look at the results and see if you have the same strengths on both charts, if not how would you explain the differences? (DO NOT retake the tests to manipulate your scores.)

Example 2: Alex (15 yrs Old)

Alex top three intelligences:

Intelligence	Score (5.0 is highest)	Description
	4.71	Body Movement: You like to move, dance, wiggle, walk, and swim. You are likely good at sports, and you have good fine motor skills. You may enjoy taking things apart and putting them back together. Incorporating body movement into your learning will help you process and retain information better. Here are some ideas. Trace letters and words on each other's back. Use magnetic letters, letter blocks, or letters on index cards to spell words. Take a walk while discussing a story or gathering ideas for a story. Make pipe cleaner letters. Form letters out of bread dough. After you shape your letters, bake them and eat them! Use your whole arm (extend without bending your elbow) to write letters and words in the air. Change the place where you write and use different kinds of tools to write, ie., typewriter, computer, blackboard, or large pieces of paper. Write on a mirror with lipstick or soap. Take a walk and read all the words you find during the walk. Handle a Koosh ball or a worry stone during a study session. Take a break and do a cross-lateral walk.
	4.43	Spatial: You remember things visually, including exact sizes and shapes of objects. You like posters, charts, and graphics. You like any kind of visual clues. You enjoy drawing. Effective techniques of enhancing your learning using your spatial intelligence include creating and/or using pictures, maps, diagrams, and graphs as you learn things. Other suggestions: Write a language experience story and then illustrate it. Color code words so each syllable is a different color. Write a word on the blackboard with a wet finger. Visualize the word as it disappears. See if you can spell it afterwards. Take a survey. Put the information in a chart. Write words vertically. Cut out words from a magazine and use them in a letter. Visualize spelling words. Use colorful newspapers like USA Today. Use crossword puzzles.
	4.29	Social: You like to develop ideas and learn from other people. You like to talk. You have good social skills. Effective techniques of enhancing your learning using your social intelligence include taking part in group discussions or discussing a topic one-to-one with another person. Find ways to build reading and writing exercises into your group activities, such as: Reading a dialogue or a play with other people Doing team learning/investigating projects Setting up interview questions and interviewing your family, and writing down the interview Writing notes to another instead of talking.

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The scores for your other five intelligences:

4	3.57	3.43	3.29	3.14

Question:

How would you describe the differences between Alex and Dr Rod?

What would be the best learning environment for Alex?

How would you express that in a language arts situation?

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Introduction to the multiple intelligences

According to multiple intelligence theory, there are seven basic types of intelligence.

• Visual-spatial
• Verbal-linguistic
• Logical-mathematical
• Bodily-kinesthetic
• Musical-rhythmic
• Interpersonal
• Intrapersonal

Visual-spatial

This area deals with the ability to visualize with the mind's eye, so to speak and spatial judgement. Careers which is suit those with this intelligence include, architects.

Verbal-linguistic

This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.

Careers that suit those with this intelligence include writers, lawyers, philosophers, journalists, politicians, poets, and teachers.

Logical-mathematical

This area has to do with logic, abstractions, reasoning, and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. It correlates strongly with traditional concepts of "intelligence" or IQ.

Careers which suit those with this intelligence include scientists, mathematicians, engineers, doctors and economists.

Bodily-kinesthetic

In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than [by] reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory - they remember things through their body such as verbal memory or images.

Careers that suit those with this intelligence include: athletes, dancers, musicians, actors, surgeons, doctors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence

Musical-rhythmic

This area has to do with rhythm, music, and hearing. Those who have a high level of musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tones, and music. They normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn and memorize information.

Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers and composers.

Interpersonal

This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.

Careers that suit those with this intelligence include sales, politicians, managers, teachers and social workers.

Intrapersonal

This area has to do with introspective and self-reflective capacities. People with intrapersonal intelligence are intuitive and typically introverted. They are skillful at deciphering their own feelings and motivations. This refers to having a deep understanding of the self; what are your strengths/ weaknesses, what makes you unique, can you predict your own reactions/ emotions.

Careers which suit those with this intelligence include philosophers, psychologists, theologians, lawyers, and writers. People with intrapersonal intelligence also prefer to work alone.

Naturalistic

This area has to do with nature, nurturing and relating information to one’s natural surroundings. They learn best by collecting and analyzing.

Careers which suit those with this intelligence include naturalists, farmers, and gardeners.

Existential

This area has do to with philosophical issues of life. The learn best by thinking analytical questions.

Careers which suit those with this intelligence include readers, religious speakers.

Use in education

Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing). In fact, IQ tests (given to about 1,000,000 students each year) focus mostly on logical and linguistic intelligence. While many students function well in this environment, there are those who do not. Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence.

Many teachers see the theory as simple common sense. Some say that it validates what they already know: that students learn in different ways. On the other hand, James Traub’s article in The New Republic notes that Gardner's system has not been accepted by most academics in intelligence or teaching.

George Miller, the esteemed psychologist credited with discovering the mechanisms by which short term memory operates, wrote in The New York Times Book Review that Gardner's argument boiled down to "hunch and opinion" (p. 20). Gardner's subsequent work has done very little to shift the balance of opinion. A recent issue of Psychology, Public Policy, and Law devoted to the study of intelligence contained virtually no reference to Gardner's work. Most people who study intelligence view M.I. theory as rhetoric rather than science, and they're divided on the virtues of the rhetoric.

The application of the theory of multiple intelligences varies widely. It runs the gamut from a teacher who, when confronted with a student having difficulties, uses a different approach to teach the material, to an entire school using MI as a framework. In general, those who subscribe to the theory strive to provide opportunities for their students to use and develop all the different intelligences, not just the few at which they naturally excel.

A Harvard-led study of 41 schools using the theory came to the conclusion that in these schools there was "a culture of hard work, respect, and caring; a faculty that collaborated and learned from each other; classrooms that engaged students through constrained but meaningful choices, and a sharp focus on enabling students to produce high-quality work.”

Of the schools implementing Gardner's theory, the most well-known is “New City School”, in St. Louis, Missouri, which has been using the theory since 1988. The school's teachers have produced two books for teachers, Celebrating Multiple Intelligences and Succeeding With Multiple Intelligences and the principal, Thomas Hoerr, has written Becoming a Multiple Intelligences School as well as many articles on the practical applications of the theory. The school has also hosted four conferences, each attracting over 200 educators from around the world and remains a valuable resource for teachers interested in implementing the theory in their own classrooms.

See also http://www.miinstitute.info/ Multiple Intelligence Institute. - The Multiple Intelligences (MI) Institute is committed to the understanding and application of Multiple Intelligences Theory in educational settings, from pre-school through adult education. Through our online course and support channels, face to face professional development, consulting services, and curriculum and resource development offerings, we support programs and educators seeking to tap into Multiple Intelligences and pedagogical framework to create and provide learner-centered, goal-driven applications of Multiple Intelligences Theory in any learning context.

Sources: http://www.miinstitute.info/ Multiple Intelligence Institute

http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences Wikipedia - Theory of Multiple Intelligence

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm Birmingham Grid for Learning.

http://literacyworks.org/mi/assessment/findyourstrengths.html - Literacy Works

Advanced Skills IV: POETRY – Listening, Reading and Interpretation Skills.

 

The Charge of the Light Brigade

Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.
'Forward, the Light Brigade!
Charge for the guns' he said:
Into the valley of Death
Rode the six hundred.

'Forward, the Light Brigade!'
Was there a man dismay'd?
Not tho' the soldiers knew
Some one had blunder'd:
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die:
Into the valley of Death
Rode the six hundred.
Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volley'd and thunder'd;
Storm'd at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.
Flash'd all their sabres bare,
Flash'd as they turned in air
Sabring the gunners there,
Charging an army while
All the world wonder'd:
Plunged in the battery-smoke
Right thro' the line they broke;
Cossack and Russian
Reel'd from the sabre-stroke
Shatter'd and sunder'd.
Then they rode back, but not
Not the six hundred.
Cannon to right of them,
Cannon to left of them,
Cannon behind them
Volley'd and thunder'd;
Storm'd at with shot and shell,
While horse and hero fell,
They that had fought so well
Came thro' the jaws of Death,
Back from the mouth of Hell,
All that was left of them,
Left of six hundred.
When can their glory fade?
O the wild charge they made!
All the world wonder'd.
Honour the charge they made!
Honour the Light Brigade,
Noble six hundred!

—Alfred, Lord Tennyson

Notes: Tennyson's poem, published December 9, 1854 in The Examiner, praises the Brigade, "When can their glory fade? O the wild charge they made!", while mourning the appalling futility of the charge: "Not tho' the soldier knew, someone had blunder'd… Charging an army, while all the world wonder'd." According to his grandson Sir Charles Tennyson, Tennyson wrote the poem in only a few minutes after reading an account of the battle in The Times. It immediately became hugely popular, even reaching the troops in the Crimea, where it was distributed in pamphlet form at the behest of Jane, Lady Franklin. Each stanza tells a different part of the story, and there is a delicate balance between nobility and brutality throughout. Although Tennyson's subject is the nobleness of supporting one's country, and the poem's tone and hoofbeat cadences are rousing, it pulls no punches about the horror of war: "cannon to right of them, cannon to left of them, cannon in front of them, volley'd and thunder'd". With "into the valley of Death" Tennyson works in resonance with "the valley of the shadow of Death" from Psalm 23; then and now, it is often read at funerals. Tennyson's Crimea does not offer the abstract tranquil death of the psalm but is instead predatory and menacing: "into the jaws of Death" and "into the mouth of Hell". The alliterative "Storm'd at with shot and shell" echoes the whistling of ball as the cavalry charge through it. After the fury of the charge, the final notes are gentle, reflective and laden with sorrow: "Then they rode back, but not the six hundred"

The Raven by Edgar Allan Poe

Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
"'Tis some visitor," I muttered, "tapping at my chamber door -
Only this, and nothing more."
Ah, distinctly I remember it was in the bleak December,
And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow; - vainly I had sought to borrow
From my books surcease of sorrow - sorrow for the lost Lenore -
For the rare and radiant maiden whom the angels name Lenore -
Nameless here for evermore.
And the silken sad uncertain rustling of each purple curtain
Thrilled me - filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating,
"'Tis some visitor entreating entrance at my chamber door -
Some late visitor entreating entrance at my chamber door; -
This it is, and nothing more."
Presently my soul grew stronger; hesitating then no longer,
"Sir," said I, "or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping,
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you"- here I opened wide the door; -
Darkness there, and nothing more.
Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortals ever dared to dream before;
But the silence was unbroken, and the stillness gave no token,
And the only word there spoken was the whispered word, "Lenore?"
This I whispered, and an echo murmured back the word, "Lenore!" -
Merely this, and nothing more.
Back into the chamber turning, all my soul within me burning,
Soon again I heard a tapping somewhat louder than before.
"Surely," said I, "surely that is something at my window lattice:
Let me see, then, what thereat is, and this mystery explore -
Let my heart be still a moment and this mystery explore; -
'Tis the wind and nothing more."
Open here I flung the shutter, when, with many a flirt and flutter,
In there stepped a stately raven of the saintly days of yore;
Not the least obeisance made he; not a minute stopped or stayed he;
But, with mien of lord or lady, perched above my chamber door -
Perched upon a bust of Pallas just above my chamber door -
Perched, and sat, and nothing more.
Then this ebony bird beguiling my sad fancy into smiling,
By the grave and stern decorum of the countenance it wore.
"Though thy crest be shorn and shaven, thou," I said, "art sure no craven,
Ghastly grim and ancient raven wandering from the Nightly shore -
Tell me what thy lordly name is on the Night's Plutonian shore!"
Quoth the Raven, "Nevermore."
Much I marvelled this ungainly fowl to hear discourse so plainly,
Though its answer little meaning- little relevancy bore;
For we cannot help agreeing that no living human being
Ever yet was blest with seeing bird above his chamber door -
Bird or beast upon the sculptured bust above his chamber door,
With such name as "Nevermore."
But the raven, sitting lonely on the placid bust, spoke only
That one word, as if his soul in that one word he did outpour.
Nothing further then he uttered- not a feather then he fluttered -
Till I scarcely more than muttered, "other friends have flown before -
On the morrow he will leave me, as my hopes have flown before."
Then the bird said, "Nevermore."
Startled at the stillness broken by reply so aptly spoken,
"Doubtless," said I, "what it utters is its only stock and store,
Caught from some unhappy master whom unmerciful Disaster
Followed fast and followed faster till his songs one burden bore -
Till the dirges of his Hope that melancholy burden bore
Of 'Never - nevermore'."
But the Raven still beguiling all my fancy into smiling,
Straight I wheeled a cushioned seat in front of bird, and bust and door;
Then upon the velvet sinking, I betook myself to linking
Fancy unto fancy, thinking what this ominous bird of yore -
What this grim, ungainly, ghastly, gaunt and ominous bird of yore
Meant in croaking "Nevermore."
This I sat engaged in guessing, but no syllable expressing
To the fowl whose fiery eyes now burned into my bosom's core;
This and more I sat divining, with my head at ease reclining
On the cushion's velvet lining that the lamplight gloated o'er,
But whose velvet violet lining with the lamplight gloating o'er,
She shall press, ah, nevermore!
Then methought the air grew denser, perfumed from an unseen censer
Swung by Seraphim whose footfalls tinkled on the tufted floor.
"Wretch," I cried, "thy God hath lent thee - by these angels he hath sent thee
Respite - respite and nepenthe, from thy memories of Lenore:
Quaff, oh quaff this kind nepenthe and forget this lost Lenore!"
Quoth the Raven, "Nevermore."
"Prophet!" said I, "thing of evil! - prophet still, if bird or devil! -
Whether Tempter sent, or whether tempest tossed thee here ashore,
Desolate yet all undaunted, on this desert land enchanted -
On this home by horror haunted- tell me truly, I implore -
Is there - is there balm in Gilead? - tell me - tell me, I implore!"
Quoth the Raven, "Nevermore."
"Prophet!" said I, "thing of evil - prophet still, if bird or devil!
By that Heaven that bends above us - by that God we both adore -
Tell this soul with sorrow laden if, within the distant Aidenn,
It shall clasp a sainted maiden whom the angels name Lenore -
Clasp a rare and radiant maiden whom the angels name Lenore."
Quoth the Raven, "Nevermore."
"Be that word our sign in parting, bird or fiend," I shrieked, upstarting -
"Get thee back into the tempest and the Night's Plutonian shore!
Leave no black plume as a token of that lie thy soul hath spoken!
Leave my loneliness unbroken!- quit the bust above my door!
Take thy beak from out my heart, and take thy form from off my door!"
Quoth the Raven, "Nevermore."
And the Raven, never flitting, still is sitting, still is sitting
On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demon's that is dreaming,
And the lamplight o'er him streaming throws his shadow on the floor;
And my soul from out that shadow that lies floating on the floor
Shall be lifted - nevermore!

Poe was born in Massachusetts, the son of travelling actors David and Elizabeth Arnold Poe. His mother died when he was two and his father was an alcoholic, so Poe went to live with a prosperous Scottish tobacco merchant, John Allan, in Richmond. Allan always refused to adopt Poe which led to bad feeling between the two of them.
Poe was educated at Stoke Newington in London from 1815-20. Despite considerable academic success his gambling debts forced him to leave the University of Virginia, where he had gone to study, after one year. By 1827 Poe, with typical restlessness, had moved from Boston to Richmond and then back to Boston again. He gained a good reputation in the army which he joined in 1827, but spent a miserable year at the US Military Academy at West Point in 1830, before being dishonourably discharged.
Poe stayed in Baltimore from 1831-35 and began writing more seriously. In 1836 he married his 13 year old cousin, Virginia. He had been working as a journalist since 1831, earning a bare minimum to survive, and from 1835-37 edited the Southern Literary Messenger.
His short stories reveal a fascination with emotional extremes, particularly fear, though his essays show that he was capable of being objective and critical.
In 1844 Poe moved to New York, but despite popular acclaim his life was still wretched. Virginia died of tuberculosis in 1847 and Poe, still poor and an alcoholic, died in Baltimore two years later.

The Rhyme of the Ancient Mariner by Samuel Taylor Coleridge

PART THE FIRST

It is an ancient mariner,
And he stoppeth one of three.
"By thy long grey beard and glittering eye,
Now wherefore stopp'st thou me?

"The Bridegroom's doors are opened wide,
And I am next of kin;
The guests are met, the feast is set:
May'st hear the merry din."

He holds him with his skinny hand,
"There was a ship," quoth he.
"Hold off! unhand me, greybeard loon!"
Eftsoons his hand dropt he.

He holds him with his glittering eye -
The wedding-guest stood still,
And listens like a three years' child:
The Mariner hath his will.

The wedding-guest sat on a stone:
He cannot chose but hear;
And thus spake on that ancient man,
The bright-eyed mariner.

"The ship was cheered, the harbour cleared,
Merrily did we drop
Below the kirk, below the hill,
Below the lighthouse top.

The sun came up upon the left,
Out of the sea came he!
And he shone bright, and on the right
Went down into the sea.

Higher and higher every day,
Till over the mast at noon-"
The Wedding-guest here beat his breast,
For he heard the loud bassoon.

The bride hath paced into the hall,
Red as a rose is she;
Nodding their heads before her goes
The merry minstrelsy.

The Wedding-Guest he beat his breast.
Yet he cannot choose but hear:
And thus spake on that ancient man,
The bright-eyed Mariner.

"And now the Storm-blast came, and he
Was tyrannous and strong:
He struck with his o'ertaking wings,
And chased us south along.

With sloping masts and dipping prow,
As who pursued with yell and blow
Still treads the shadow of his foe
And forward bends his head,
The ship drove fast, loud roared the blast,
And southward aye we fled.

And now there came both mist and snow
And it grew wondrous cold:
And ice, mast-high, came floating by,
As green as emerald.

And through the drifts the snowy clifts
Did send a dismal sheen:
Nor shapes of men nor beasts we ken -
The ice was all between.

The ice was here, the ice was there,
The ice was all around:
It cracked and growled, and roared and howled,
Like noises in a swound!

At length did cross and Albatross,
Thorough the fog it came;
As if it had been a Christian soul,
We hailed it in God's name.

It ate the food it ne'er had eat,
And round and round it flew.
The ice did split with a thunder-fit;
The helmsman steered us through!

And a good south wind sprung up behind;
The albatross did follow,
And every day, for food or play,
Came to the mariner's hollo!

In mist or cloud, on mast or shroud,
It perched for vespers nine;
Whiles all the night, through fog-smoke white,
Glimmered the white moonshine."

"God save thee, ancient Mariner:
From the fiends, that plague thee thus! -
Why look'st thou so?" - "With my cross-bow
I shot the Albatross."

Coleridge's comments

In Biographia Literaria XIV, Coleridge writes:

The thought suggested itself (to which of us I do not recollect) that a series of poems might be composed of two sorts. In the one, incidents and agents were to be, in part at least, supernatural, and the excellence aimed at was to consist in the interesting of the affections by the dramatic truth of such emotions, as would naturally accompany such situations, supposing them real. And real in this sense they have been to every human being who, from whatever source of delusion, has at any time believed himself under supernatural agency. For the second class, subjects were to be chosen from ordinary life...In this idea originated the plan of the 'Lyrical Ballads'; in which it was agreed, that my endeavours should be directed to persons and characters supernatural, or at least Romantic; yet so as to transfer from our inward nature a human interest and a semblance of truth sufficient to procure for these shadows of imagination that willing suspension of disbelief for the moment, which constitutes poetic faith. ... With this view I wrote the 'Ancient Mariner'.

WILFRED OWEN

Dulce et Decorum Est  -  best known poem of the First World War

Bent double, like old beggars under sacks, 
Knock-kneed, coughing like hags, we cursed through sludge, 
Till on the haunting flares² we turned our backs 
And towards our distant rest³ began to trudge. 
Men marched asleep. Many had lost their boots 
But limped on, blood-shod. All went lame; all blind; 
Drunk with fatigue; deaf even to the hoots⁴
Of tired, outstripped⁵ Five-Nines⁶ that dropped behind.

Gas!⁷ Gas! Quick, boys! –  An ecstasy of fumbling, 
Fitting the clumsy helmets⁸ just in time; 
But someone still was yelling out and stumbling, 
And flound'ring like a man in fire or lime⁹ . . . 
Dim, through the misty panes¹⁰ and thick green light, 
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight, 
He plunges at me, guttering,¹¹ choking, drowning.

If in some smothering dreams you too could pace 
Behind the wagon that we flung him in, 
And watch the white eyes writhing in his face, 
His hanging face, like a devil's sick of sin; 
If you could hear, at every jolt, the blood 
Come gargling from the froth-corrupted lungs, 
Obscene as cancer, bitter as the cud¹²
Of vile, incurable sores on innocent tongues, 
My friend, you would not tell with such high zest¹³
To children ardent¹⁴ for some desperate glory, 
The old Lie; Dulce et Decorum est 
Pro patria mori.¹⁵

8 October 1917 - March, 1918

1 DULCE ET DECORUM EST - the first words of a Latin saying (taken from an ode by Horace). The words were widely understood and often quoted at the start of the First World War. They mean "It is sweet and right." The full saying ends the poem: Dulce et decorum est pro patria mori - it is sweet and right to die for your country. In other words, it is a wonderful and great honour to fight and die for your country 

2 rockets which were sent up to burn with a brilliant glare to light up men and other targets in the area between the front lines (See illustration, page 118 of Out in the Dark.) 

3 a camp away from the front line where exhausted soldiers might rest for a few days, or longer 

4 the noise made by the shells rushing through the air 

5 outpaced, the soldiers have struggled beyond the reach of these shells which are now falling behind them as they struggle away from the scene of battle

6 Five-Nines - 5.9 calibre explosive shells 

7 poison gas. From the symptoms it would appear to be chlorine or phosgene gas. The filling of the lungs with fluid had the same effects as when a person drowned

8 the early name for gas masks 

9 a white chalky substance which can burn live tissue 

10 the glass in the eyepieces of the gas masks 

11 Owen probably meant flickering out like a candle or gurgling like water draining down a gutter, referring to the sounds in the throat of the choking man, or it might be a sound partly like stuttering and partly like gurgling 

12 normally the regurgitated grass that cows chew; here a similar looking material was issuing from the soldier's mouth 

13 high zest - idealistic enthusiasm, keenly believing in the rightness of the idea 

14 keen 

15 see note 1

Notes copyright © David Roberts and Saxon Books 1998 and 1999. Free use by students for personal use only. The poem appears in both Out in the Dark and Minds at War, but the notes are only found in Out in the Dark.

Copyright © 1999 Saxon Books.