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20090327 Plath and Lowell

Page history last edited by Brian Croxall 15 years ago

Summary:

     Contrasting with the beats' style of poetry arising in the mid-twentieth century, the "confessional" style of poetry became more well-known with poets such as Sylvia Plath (1936-63) and Robert Lowell (1917-77). Despite Lowell's influence in the confessional movement, this style of writing is most often associated with women. Although the more inward-focused confessional style varied from the beats' focus on society, both had somewhat of a countercultural theme at play within the poems. 

     Well-educated at Smith and Cambridge, Sylvia Plath took a more conventional path, marrying Ted Hughes (another well-known English poet) and having two children. A student of Lowell, he once described her as "maddeningly placid". Her poem "Daddy" illustrates her attempt to find out more about her father's background in Germany. Plath committed suicide in 1963, as did her son Nicholas later on.

     Robert Lowell was highly regarded in his own time and well known for his support of young writers. He ran a poetry workshop at Boston University, at which two of his most famous students were Plath and Anne Sexton.  Additionally, in 1959, Lowell published his book Life Stories, which he wrote after meeting with beat poet, Allen Ginsberg.  His poem, "For the Union Dead" reflects on the progress of modernity and the commodification of the living.

 

Word Count: 214

 

Passages:

From Plath's "Morning Song"

"One cry, and I stumble from bed, cow-heavy and floral

  In my Victorian nightgown.

  Your mouth opens clean as a cat's. The window square

  Whitens and swallows its dull stars [...]"  (13-16)

  • It's debatable whether or not the mother loves the baby, but this poem frequently alludes to the responsibility and loss of freedom that comes with this baby's birth.  For example, the words "stumble" and "cow-heavy" in line 13 illustrate the oppression that comes with the role of motherhood.  The "Victorian nightgown" is also representative of this standard role of the woman, and the restrictions that Plath feels as a new mother. In addition, the image of the window square "swallow[ing] its dull stars" portrays the dawn as a dull ending to the night, and we see that the situation shown in the poem is not as hopefull and light-hearted as its title may suggest.

 

"I'm no more your mother

Than the cloud that distills a mirror to reflect its own slow

Effacement at the wind's hand." (7-9)

  • We get this metaphor of the baby as a measure of the mother's withering.  It also seems as if this mother had this baby for narcissistic reasons, as a way of seeing her own self in the child.  However, the phrase "I'm no more your mother" seems to imply that perhaps the mother does not feel the connection that one would expect her to feel towards her child.

 

From Plath's "Daddy"

"You do not do, you do not do

 Any more, black shoe

 In which I have lived like a foot 

 For thirty years, poor and white,

 Barely daring to breathe or Achoo."

  • Through this poem Plath reveals the love/hate relationship she (and many other girls) had with her father. These are the opening lines to the poem, which would initially lead the reader to believe that the poem is actually about the black shoe.  However, the "black shoe," which constrains the foot, symbolizes the father, who we come to find was very oppressive and restraining, even abusive, toward his daughter.

 

Key Terms:

Beats- group of American writers during the the 1950's through the 1970's;  The group is composed of primarily male poets, and their works critique the dominant ideologies of the time, often involving drugs, madness, the body, and a performative nature. Beats we have read: Ginsberg.

 

Confessionals- a group of American writers whose writings, similar to the beats, are meant to shock polite society.  This group is more likely to be associated with women.  Their poems are often autobiographical and reveal intimate details of the poets' lives, addressing topics such as sex and mental illness in a way that is critical of 1950s American conformism.

 

Lecture Slides

Comments (5)

Susie Fernandez said

at 11:04 pm on Mar 29, 2009

Ok, here's a start. Anyone have any information for the summary? Feel free to make changes to what I have so far...

lborrel@... said

at 12:13 am on Mar 30, 2009

I added another quote that we talked a lot about in our debate on friday
also some quote analysis
PLEASE add!

lborrel@... said

at 12:30 am on Mar 30, 2009

oh and i added the Beats, just as a basis for comparison w/ the confessionals

Lisa Sutton said

at 8:00 pm on Mar 31, 2009

So, I added a summary. I feel like our section spent a lot of time with Plath, mainly her poem "Daddy". So whatever input you guys from the other section have would be awesome to add in there as well. :)

Brian Croxall said

at 11:08 pm on Apr 16, 2009

You’ve done a pretty good job with these notes, especially since I know that the two discussion sections played out in pretty different ways. The one that I led, for example, didn’t get to Lowell’s poetry at all.

As far as the different sections are concerned, I appreciate the desire to not duplicate information in the summary and the definitions, but it would have been useful to have more of a definition of the confessionals in the summary. What really matters about these poets is that they are revealing inner details about their lives. The nature of these details are shocking in some sense, since they are about sex and/or mental illness. But the revelation of these private details is also a critical component of what makes the confessionals shocking.

The summary as it stands is largely biographical. This information is useful, but should be subordinate to discussing the literature and formulating a couple of main points about the literature for the day’s discussion. As far as the definitions are concerned, I made one change by eliminating Rich and Bishop from being described as Beats. In the closing moments of her lecture, Amy made connections between the Beats, the confessionals, and Bishop and Rich. But while we can see parallels between what Rich and Bishop are doing to these two movements, the real purpose for including them on the syllabus was to provide a sense that there are other things happening in poetry in the middle of the century than just the opposition between Beats and confessionals. They are not really beat writers, then.

Finally, you’ve picked some good passages from the poems we read in class. But while the first one starts off by suggesting that “Morning Song” shows the mother’s ambivalence toward the child, your reading only points to the negatives. We talked explicitly about the positives of that portion of the poem in class, and it would be advantageous to have them explained here in the notes.

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