Robert Browning’s Poetry, “Soliloquy of the Spanish Cloister”

 

Summary

This highly entertaining poem portrays the grumblings of a jealous monk who finds his pleasures more in the flesh than in the spirit. Presenting himself as the model of righteousness, the speaker condemns a fellow monk, Brother Lawrence, for his immorality; but we soon recognize that the faults he assigns to Lawrence are in fact his own. Unlike many of Browning’s monologues, this one has no real historical specificity: we have no clues as to when the speaker might have lived, and the Spanish cloister is simply an anonymous monastery.

Form

The poem comprises nine eight-line stanzas, each rhyming ABABCDCD. The lines fall roughly into tetrameter, although with some irregularities. Browning makes ample use of the conventions of spoken language, including nonverbal sounds (“Gr-r-r-”) and colloquial language (“Hell dry you up with its flames!”). Many of the later dramatic monologues dispense with rhyme altogether, but this poem retains it, perhaps to suggest the speaker’s self-righteousness and careful adherence to tradition and formal convention.

Because the speaker here is talking to himself, the poem is not technically a dramatic monologue as so many of Browning’s poems are; rather, it is, as its title suggests, a “soliloquy” (even though it is a freestanding poem, and not a speech from a play). Nevertheless it shares many of the features of the dramatic monologues: an interest in sketching out a character, an attention to aestheticizing detail, and an implied commentary on morality.

Commentary

“Soliloquy of the Spanish Cloister” explores moral hypocrisy. On the surface, the poem may seem to be a light historical piece, the utterings of a grumpy but interesting monk—however, it repeatedly approaches a tone similar to that used by the more strident of Victorian essayists and religious figures. Browning portrays this man’s interior commentary to show that behind righteousness often lurks self-righteousness and corruption. The speaker levels some rather malevolent curses at Brother Lawrence, accusing his fellow monk of gluttony and lechery, when it is obvious, based on the examples he gives, that it is the speaker himself who is guilty of these sins (for example, when describing the supposed focus of Lawrence’s lecherous attentions, the speaker indulges in fairly abundant detail; clearly he has been looking for himself.) Moreover, the speaker’s fantasies about trapping Lawrence into damnation suggest that Lawrence is in fact a good man who will receive salvation. Thus Browning implies that the most vehement moralists invent their own opposition in order to elevate themselves.

Perhaps most importantly, the speaker describes a bargain he would make with Satan to hurt Lawrence. The speaker claims he could make such a bargain that Satan would believe he was getting the speaker’s soul when in fact a loophole would let the speaker escape. The paradox here is that making any sort of bargain with the devil to the disadvantage of another, whether one tricks Satan in the end or not, must necessarily involve the loss of one’s soul: the very act of making such a treacherous bargain constitutes a mortal sin. No one could admire this speaker’s moral dissolution; yet he represents a merely thinly veiled version of people whose public characters are very much admired—the moralists and preachers of Browning’s day. Browning exposes such people’s hypocrisy and essential immorality.

source: www.sparknotes.com

Robert Browning’s Poetry, Porphyria’s Lover

 

Porphyria’s Lover

Summary

“Porphyria’s Lover,” which first appeared in 1836, is one of the earliest and most shocking of Browning’s dramatic monologues. The speaker lives in a cottage in the countryside. His lover, a blooming young woman named Porphyria, comes in out of a storm and proceeds to make a fire and bring cheer to the cottage. She embraces the speaker, offering him her bare shoulder. He tells us that he does not speak to her. Instead, he says, she begins to tell him how she has momentarily overcome societal strictures to be with him. He realizes that she “worship[s]” him at this instant. Realizing that she will eventually give in to society’s pressures, and wanting to preserve the moment, he wraps her hair around her neck and strangles her. He then toys with her corpse, opening the eyes and propping the body up against his side. He sits with her body this way the entire night, the speaker remarking that God has not yet moved to punish him.

Form

“Porphyria’s Lover,” while natural in its language, does not display the colloquialisms or dialectical markers of some of Browning’s later poems. Moreover, while the cadence of the poem mimics natural speech, it actually takes the form of highly patterned verse, rhyming ABABB. The intensity and asymmetry of the pattern suggests the madness concealed within the speaker’s reasoned self-presentation.

This poem is a dramatic monologue—a fictional speech presented as the musings of a speaker who is separate from the poet. Like most of Browning’s other dramatic monologues, this one captures a moment after a main event or action. Porphyria already lies dead when the speaker begins. Just as the nameless speaker seeks to stop time by killing her, so too does this kind of poem seek to freeze the consciousness of an instant.

    

Commentary

“Porphyria’s Lover” opens with a scene taken straight from the Romantic poetry of the earlier nineteenth century. While a storm rages outdoors, giving a demonstration of nature at its most sublime, the speaker sits in a cozy cottage. This is the picture of rural simplicity—a cottage by a lake, a rosy-cheeked girl, a roaring fire. However, once Porphyria begins to take off her wet clothing, the poem leaps into the modern world. She bares her shoulder to her lover and begins to caress him; this is a level of overt sexuality that has not been seen in poetry since the Renaissance. We then learn that Porphyria is defying her family and friends to be with the speaker; the scene is now not just sexual, but transgressively so. Illicit sex out of wedlock presented a major concern for Victorian society; the famous Victorian “prudery” constituted only a backlash to what was in fact a popular obsession with the theme: the newspapers of the day reveled in stories about prostitutes and unwed mothers. Here, however, in “Porphyria’s Lover,” sex appears as something natural, acceptable, almost wholesome: Porphyria’s girlishness and affection take prominence over any hints of immorality.

For the Victorians, modernity meant numbness: urban life, with its constant over-stimulation and newspapers full of scandalous and horrifying stories, immunized people to shock. Many believed that the onslaught of amorality and the constant assault on the senses could be counteracted only with an even greater shock. This is the principle Browning adheres to in “Porphyria’s Lover.” In light of contemporary scandals, the sexual transgression might seem insignificant; so Browning breaks through his reader’s probable complacency by having Porphyria’s lover murder her; and thus he provokes some moral or emotional reaction in his presumably numb audience. This is not to say that Browning is trying to shock us into condemning either Porphyria or the speaker for their sexuality; rather, he seeks to remind us of the disturbed condition of the modern psyche. In fact, “Porphyria’s Lover” was first published, along with another poem, under the title Madhouse Cells, suggesting that the conditions of the new “modern” world served to blur the line between “ordinary life”—for example, the domestic setting of this poem—and insanity—illustrated here by the speaker’s action.

This poem, like much of Browning’s work, conflates sex, violence, and aesthetics. Like many Victorian writers, Browning was trying to explore the boundaries of sensuality in his work. How is it that society considers the beauty of the female body to be immoral while never questioning the morality of language’s sensuality—a sensuality often most manifest in poetry? Why does society see both sex and violence as transgressive? What is the relationship between the two? Which is “worse”? These are some of the questions that Browning’s poetry posits. And he typically does not offer any answers to them: Browning is no moralist, although he is no libertine either. As a fairly liberal man, he is confused by his society’s simultaneous embrace of both moral righteousness and a desire for sensation; “Porphyria’s Lover” explores this contradiction.

How to Write Literary Analysis

 Introduction

When you read for pleasure, your only goal is enjoyment. You might find yourself reading to get caught up in an exciting story, to learn about an interesting time or place, or just to pass time. Maybe you’re looking for inspiration, guidance, or a reflection of your own life. There are as many different, valid ways of reading a book as there are books in the world.

When you read a work of literature in an English class, however, you’re being asked to read in a special way: you’re being asked to perform literary analysis. To analyze something means to break it down into smaller parts and then examine how those parts work, both individually and together. Literary analysis involves examining all the parts of a novel, play, short story, or poem—elements such as character, setting, tone, and imagery—and thinking about how the author uses those elements to create certain effects.

A literary essay isn’t a book review: you’re not being asked whether or not you liked a book or whether you’d recommend it to another reader. A literary essay also isn’t like the kind of book report you wrote when you were younger, where your teacher wanted you to summarize the book’s action. A high school- or college-level literary essay asks, “How does this piece of literature actually work?” “How does it do what it does?” and, “Why might the author have made the choices he or she did?”

The Seven Steps

No one is born knowing how to analyze literature; it’s a skill you learn and a process you can master. As you gain more practice with this kind of thinking and writing, you’ll be able to craft a method that works best for you. But until then, here are seven basic steps to writing a well-constructed literary essay.

Ask Questions

When you’re assigned a literary essay in class, your teacher will often provide you with a list of writing prompts. Lucky you! Now all you have to do is choose one. Do yourself a favor and pick a topic that interests you. You’ll have a much better (not to mention easier) time if you start off with something you enjoy thinking about. If you are asked to come up with a topic by yourself, though, you might start to feel a little panicked. Maybe you have too many ideas—or none at all. Don’t worry. Take a deep breath and start by asking yourself these questions:

Collect Evidence

Once you know what question you want to answer, it’s time to scour the book for things that will help you answer the question. Don’t worry if you don’t know what you want to say yet—right now you’re just collecting ideas and material and letting it all percolate. Keep track of passages, symbols, images, or scenes that deal with your topic. Eventually, you’ll start making connections between these examples and your thesis will emerge.

Elements of Style

These are the hows—how the characters speak, how the story is constructed, and how language is used throughout the work.

 Construct a Thesis

When you’ve examined all the evidence you’ve collected and know how you want to answer the question, it’s time to write your thesis statement. A thesis is a claim about a work of literature that needs to be supported by evidence and arguments. The thesis statement is the heart of the literary essay, and the bulk of your paper will be spent trying to prove this claim. A good thesis will be:

·        Arguable.

“The Great Gatsby describes New York society in the 1920s” isn’t a thesis—it’s a fact.

·        Provable through textual evidence.

“Hamlet is a confusing but ultimately very well-written play” is a weak thesis because it offers the writer’s personal opinion about the book. Yes, it’s arguable, but it’s not a claim that can be proved or supported with examples taken from the play itself.

·        Surprising.

“Both George and Lenny change a great deal in Of Mice and Men ” is a weak thesis because it’s obvious. A really strong thesis will argue for a reading of the text that is not immediately apparent.

·        Specific.

“Dr. Frankenstein’s monster tells us a lot about the human condition” is almost a really great thesis statement, but it’s still too vague. What does the writer mean by “a lot”? How does the monster tell us so much about the human condition?

Develop and Organize Arguments

The reasons and examples that support your thesis will form the middle paragraphs of your essay. Since you can’t really write your thesis statement until you know how you’ll structure your argument, you’ll probably end up working on steps 3 and 4 at the same time.

There’s no single method of argumentation that will work in every context. One essay prompt might ask you to compare and contrast two characters, while another asks you to trace an image through a given work of literature. These questions require different kinds of answers and therefore different kinds of arguments. Below, we’ll discuss three common kinds of essay prompts and some strategies for constructing a solid, well-argued case.

Write the Introduction

Your introduction sets up the entire essay. It’s where you present your topic and articulate the particular issues and questions you’ll be addressing. It’s also where you, as the writer, introduce yourself to your readers. A persuasive literary essay immediately establishes its writer as a knowledgeable, authoritative figure.

An introduction can vary in length depending on the overall length of the essay, but in a traditional five-paragraph essay it should be no longer than one paragraph. However long it is, your introduction needs to:

·        Provide any necessary context.

Your introduction should situate the reader and let him or her know what to expect. What book are you discussing? Which characters? What topic will you be addressing?

·        Answer the “So what?” question.

Why is this topic important, and why is your particular position on the topic noteworthy? Ideally, your introduction should pique the reader’s interest by suggesting how your argument is surprising or otherwise counterintuitive. Literary essays make unexpected connections and reveal less-than-obvious truths.

Write the Body Paragraphs

Once you’ve written your introduction, you’ll take the arguments you developed in step 4 and turn them into your body paragraphs. The organization of this middle section of your essay will largely be determined by the argumentative strategy you use, but no matter how you arrange your thoughts, your body paragraphs need to do the following:

·        Begin with a strong topic sentence.

Topic sentences are like signs on a highway: they tell the reader where they are and where they’re going. A good topic sentence not only alerts readers to what issue will be discussed in the following paragraph but also gives them a sense of what argument will be made about that issue. “Rumor and gossip play an important role in The Crucible ” isn’t a strong topic sentence because it doesn’t tell us very much. “The community’s constant gossiping creates an environment that allows false accusations to flourish” is a much stronger topic sentence— it not only tells us what the paragraph will discuss (gossip) but how the paragraph will discuss the topic (by showing how gossip creates a set of conditions that leads to the play’s climactic action).

·        Fully and completely develop a single thought.

Don’t skip around in your paragraph or try to stuff in too much material. Body paragraphs are like bricks: each individual one needs to be strong and sturdy or the entire structure will collapse. Make sure you have really proven your point before moving on to the next one.

Write the Conclusion

Just as you used the introduction to ground your readers in the topic before providing your thesis, you’ll use the conclusion to quickly summarize the specifics learned thus far and then hint at the broader implications of your topic. A good conclusion will:

·        Do more than simply restate the thesis.

If your thesis argued that The Catcher in the Rye can be read as a Christian allegory, don’t simply end your essay by saying, “And that is why The Catcher in the Rye can be read as a Christian allegory.” If you’ve constructed your arguments well, this kind of statement will just be redundant.

·        Synthesize the arguments, not summarize them.

Similarly, don’t repeat the details of your body paragraphs in your conclusion. The reader has already read your essay, and chances are it’s not so long that they’ve forgotten all your points by now.

 source: www.sparknotes.com