‘She was a Phantom of Delight’

In order to practise for the upcoming Literature IGCSE exams, we have been asked to choose one of the poems which we found most difficult. Then, we would be given an essay question for us to answer. I chose ‘She was a Lhantom of Delight’ by William Wordsworth.

How is William Wordsworth admiring the beauty and appearance.                                                                                                                                                of his lady love in his poem “She was a Phantom of Delight”?

        In the poem “She was a Phantom of Delight”, William Wordsworth manages to express his thoughts of his breathtakingly beautiful lady, from his perspective. He does this by depicting her looks comparing them to supernatural, natural, and, as he gets to know her, more human elements.

        For a start, in the first stanza, Wordsworth relates how it was love at first sight the very second he saw her. From lines one to four, he portrays her appearance as an unnatural “apparition”, an unearthly figure which was “sent to be a moment’s ornament”. She was an illusion that was meant to come to this world to improve his life and fill it with love. As for the following six lines left from the first stanza, the woman is compared to more lifelike elements. For instance, two different similes compare the beloved’s eyes and hair to the beauty of “Twilight”. Besides, in the last two lines of the stanza, he shows how amazed he was after seeing her; “To haunt, to startle”. Such was her physical attractiveness that her image kept coming to his mind, not able to forget it.

        On the contrary, in the second stanza, the author grants more humanistic manners to the lady by getting to know her better. Instead of being a “Phantom” which hovers around, now she is a “Woman” who gives “steps”. Not only does she is so graceful as regards her foreignness from this world, but also respecting her terrestrian looks. In the first stanza, Wordsworth refers to the woman’s “gleam”; a brightness which can be damagingly blinding after some time. However, in the second stanza, he mentions how it is not “too bright”, meaning not bad. Unlike her haunting, startling and way-laying of before, her “praise, blame, love, kisses, tears, and smiles” are distinguished. He notices that she has a human and regular allure as well.

        Finally, in the third stanza, the poet analysis how she is actually perfect in her whole and own humanity, not only physically but in her spirit. He realises that with her “endurance, foresight, strength and skill” she makes him happy. Thanks to these qualities she becomes the “pulse of the machine”. The metaphor implies that she is the “Being” which, although went through difficult times, makes their relationship be alive. Moreover, he comes to the conclusion that she blooms as a special creature and as a human being: “And yet…bright with something of an angel light”. Her beauty depends on both, the familiar and unfamiliar sides.

        In conclusion, in his poem “She was a Phantom of Delight”, William Wordsworth is able to reflect on the physical and spiritual artistry of her beloved. He scrutinizes it through the different stages of the relationship; the first time he saw her, once he got to know her and as wife; as well as he depicts her in her incredibility and humanity.

By Anouk de Laferrere

Publicado en 3AC2018, Activities, English, Essay Writings Lit, Homework, Literature, Poetry, Review | Etiquetado , , | Deja un comentario

Paper 4 _ Weimar Republic

We are about to be sitting for the IGCSE History exams, so, last week, we began practising on how to do a good Paper 4 Depth Studies essay. In our case, this would consist either of USA or Germany. In order to get to know what was like doing one of these essays, for last Friday 19th, we had to choose an essay question from the professor’s blog, Lenny Ambrosini. My essay is the following:

How important were the cultural developments in the lives of ordinary Germans in the Weimar Republic? Explain your answer.

    After Gustav Stresemann took over Germany, the economic crisis the country was undergoing was slowly leaving more time for the society to focus on its culture. The artistic field, including art, writing and cinema, flourished talent as well as the new type of architecture did. Also, nightlife became a major issue for the society. However, there was some resistance on behalf of the rural Germans towards the new urban culture.

    On the one hand, during the times of the Kaiser, censorship restricted the Germans’ expression of ideas. On the contrary, in the Weimar Republic, people were liberated to voice their thoughts. Mainly, this was done by art and writing. Through them, writers, poets and painters displayed, for once, the reality that they were facing no matter how striking could it be. For instance, Grosz showed his criticism towards church, the army, politicians and businessmen for their cruelness, the same way that he markedly portrayed the traumas that soldiers had picked up during war. Besides, the Bauhaus style of design and architecture was elaborated. Artists who followed the Bauhaus style abandoned the traditional way of designing to build new thrilling buildings, shops, art galleries and factories. Moreover, the 1920s were a golden era for the German film industry. Stars like Marlene Dietrich and amazing directors such as Fritz Lang distinguished the German cinema. Cabaret artists would present in clubs singing songs that were banned in the Kaiser’s days.

    On the other hand, people in villages and the countryside disliked this exciting life that inhabitants of urban areas were enjoying. The Wandervogel was a movement demanding the return of the importance and original values of the country avoiding the moral decline that the towns represented. Such was the criticism that the Bauhaus design collage was forced to be built in the outskirts of Weimar.

    Furthermore, culture was not the only relevant aspect of Weimar Germany. Everyday talking subjects also included economy, politics and foreign policies. Economy had been a major problem in the early years of the decade, but since 1925, it was progressively getting better. The Weimar government was quite stable, but, although opposition parties, such as the Nazis and the Communists, were not gaining so much support, they were expanding little by little. As for the foreign policy, thanks to the Locarno Treaties of 1925, Germany had finally been accepted as a peace loving country rather than an aggressive one as she was seen in the previous years. Nevertheless, she still received criticism from the part of Nationalists and the USSR.

    In conclusion, culture played a very significant role in the lives of ordinary people living under the 1920s Weimar ruling. Not only did it change the design and architecture but also it boosted the free expression of ideas, either through the artistic branch. Even though, it had some opposition from the population on the rural areas.

By: Anouk de Laferrere

Publicado en 3AC2018, English, Essay Writings His, History, Homework | Etiquetado , , , , , | Deja un comentario

Cuban Missile Crisis – Task

In History class, we have been analysing ome Case Studies that show the tension between the two superpowers (USSR & USA) during the Cold War years. Between them we can find:

  • The Korean War
  • The Cuban Missile Crisis
  • The Vietnam War

Last class, we watched a video about the Cuban Missile Crisis from 1962 and we were given a task to answer:

1. Produce a Mindmal outlining the causes of the Cuban Missile Crisis. Use ilustrations and extra details from the text pvook as appropiate.

2. Produce a Venn diagram showing how the USSR, the USA and Cuba are responsible for the Crisis.

3. Using your completed diagram, answer this question: “Which country is most responsible for the Cuban Missile Crisis?”

On the one hand, it all began when the Communist Fidel Castro took over the Cuban ruling, who nationalised some US-owned businesses and allied with the USSR.

On the other hand, if it hadn’t been because the USA supported Batista, Castro would not have had such success. Also, if it had not had nuclear bases in Italy and Turkey, near the USSR, it might not have been eager to settle a nuclear base in Cuba, near the USA. And if there had not been a Soviet nuclear base in Cuba, the USA would not have invaded Cuba and caused such disaster at the Bay of Pigs neither she would have built the quarentine around Cuba to survey whether any ship was carrying missiles or weapons.

Furthermore, the USSR supported Communist Fidel Castro and, therefore, allied with Cuba. If that had not been the case, she would not have supplied the island with oil, machines, money, including weapons, nor she would have established a nuclear base. That way, she might not have caused much trouble hen she was asked to withdraw from Cuba.

In conclusion, the most responsible for the Cuban Missile Crisis was the USSR beacuse of everything I previously mentioned.

By: Anouk de Laferrere

Publicado en 3AC2018, Activities, English, History, Homework, Review, Term - Tests | Etiquetado , , , , | Deja un comentario


Today in Biology class, we continued learning about the Nervous System, especifically the Reflex Arc. We had been studying the different types of neurones. Now we include them into the group of structures of the Reflex Arc. To dig further, we answered the following questions in our “Base Groups”. I am with Belén Brito Peret and Ramiro Aizpiri.

  1. Search a video showing an example of a reflex action.

  2. Explain the term reflex action.

The reflex action is the complete process by which stimuli are sensed by the corresponding receptors which send nerve impulses to the spinal cord and then to the effectors which act unconsciously.

  3. State the structures involved in a reflex arc.

  • Receptor
  • Sensory neurone
  • Relay neurone
  • Motor neurone
  • Effector

  4.  Explain how the reflex action in your video takes place.

In our video the reflex action is when we touch something hot, in this case, fire. Once our fingertips sense the temperature (stimulus), the skin transmits nerve impulses to the sensory neurone to the spinal cord, where the relay neurone passes the electrical impulses to the motor neurone which continues till the bicep. Therefore, the muscle (effector) contracts producing a response to the stimulus; our arm bends.

Publicado en 3AC2018, Activities, Biology, English, Term - Tests, Vocabulary, Work in Groups | Etiquetado , , , | Deja un comentario


This term, in Language, we included a new grammatical rule: INVERSIONWhat is inversion? It is a reversal of the normal word order, especially placing the verb ahead of the subject. Although its use is very formal, indeed, we can identify it regularly. This way, our proffessor Pilar Pando assigned us to look out for poems or songs that may contain inversion.

The song that I found is one that I really enjoy, by Alex & Sierra, called “Little Do You Know”. The lyrics is the following:

Little do you know
How I’m breaking while you fall asleep
Little do you know
I’m still haunted by the memories
Little do you know
I’m tryna pick myself up piece by piece

Little do you know
I need a little more time

Underneath it all I’m held captive by the hole inside
I’ve been holding back for the fear that you might change your mind
I’m ready to forgive you but forgetting is a harder fight

Little do you know
I need a little more time

I’ll wait, I’ll wait
I love you like you’ve never felt the pain
I’ll wait
I promise you don’t have to be afraid
I’ll wait
The love is here and here to stay
So lay your head on me

Little do you know
I know you’re hurting while I’m sound asleep
Little do you know
All my mistakes are slowly drowning me
Little do you know
I’m trying to make it better piece by piece

Little do you know
I, I love you ‘til the sun dies

Oh wait, just wait
I love you like I’ve never felt the pain
Just wait
I love you like I’ve never been afraid
Just wait
Our love is here and here to stay
So lay your head on me

I’ll wait (I’ll wait), I’ll wait (I’ll wait)
I love you like you’ve never felt the pain
I’ll wait (I’ll wait)
I promise you/I don’t have to be afraid
I’ll wait
The love is here and here to stay
So lay your head on me
Lay your head on me
So lay your head on me

‘Cause little do you know
I, I love you ‘til the sun dies

Publicado en 3AC2018, Activities, English, Homework, Language | Etiquetado , | Deja un comentario

Berlin Blockade, 1948-1949

In History class we have been learning about the facts that took place in Berlin after the end of the Second World War. These especially put their focus point on the rivalry between the capitalist West countries and the communist USSR; the Cold War. On account of this, we had to answer several questions:

1. What was life like in Berlin in the post-war era?

In the Yalta Conference, the Big Three (Stalin, Churchill & Roosevelt) agreed on dividing Germany into four zones, the British, the American and the French on the West side, and the East Soviet one. As Berlin, the capital, had ended on the Soviet part, Churchill & Roosevelt not only demanded to divide it into four zones, but also they gave one of the zones to France, as they had done with the country, so the Soviet’s would have less territory.

2. How did Soviet policy towards Berlin differ from that of the West?

While the West countries (Great Britain, USA and France) wanted Germany to recover and grow as a peaceful nation, the Stalin wanted to cripple her to avoid the possibility of another German attack against his country.

3. Why was reform of the German currency a key issue for both sides?

Germany was suffering an economic crisis and the countries of the West wanted to revert the situation. Therefore, they reformed the German currency. All of the worthless German marks were replaced for a new currency that would allow her to achieve economic prosperity.

4. Why was the airlift such a major feat?

They Berlin Airlift was a great demonstration of the Containment policy that the West countries, USA specifically, followed. When Stalin blocked the roads for trading goods from the West Germany into West Berlin, Britain, USA and France didn’t abandon their parts of Berlin for it to fall into chaos under the Soviet power. Instead, they continued to trade tons of goods through the air. This way, West Berlin was able to continue recovering and achieve prosperity whilst East Berlin lived in poverty and was in decadency. This lasted until a year later that Stalin realised his plan had not worked and retired the blockade.

5. In what respect can the USSR and US be responsible for further increasing tensions during the airlift?

Tension suring the Berlin Airlift was extremely strong. The Western countries had found a way to make the Soviet plan fail. Besides, the hundreds of planes travelling from West Germany could be seen as an attack against the Soviets.

6. Why did Stalin eventually agree to talks over the airlift?

Stalin saw the the Allies were not backing down upon the Berlin blockade and were resisting.  His plan of putting the West countries off fromtrading to West Berlin had not worked, and certainly had not contributed in tge crippling of Germany. Their assistance was even more than the one before the blockade. Upon this situation, he finally displayed communications and reopened that roads.

Extension question: Who was more to blame for Berlin becoming a major flashpoint in the Cold War, the Soviets or the Americans?

I believe that the Americansare the ones more to blame for Berlin becoming a major flashlight in the Cold War. Regardless the capital would not have been such a relevant issue if the Soviets hadn’ t blocked the only entrance that the West countries had to their domains in West Berlin, the response was very strategical. They did not involve any kind of aggression. Solely they kept sending resources for the peoples living in their part would not live in poverty as the Esat side did.

Publicado en 3AC2018, Activities, English, History, Homework, Review, Term - Tests | Deja un comentario

La Casa Rosada

En Formación Ética y Ciudadana, próximamente, el viernes 15 de junio, iremos de visita a la Casa Rosada de la Ciudad de Buenos Aires desde donde rige el Poder Ejecutivo de la Nación. Por ello, la profesora María Laura Nasjleti, nos encomendó un Trabajo Práctico para realizar sobre el tema, para entregar el 1 de junio, después de analizar los distintos aspectos en los que el edificio está involucrado.

El TP consistía de, en grupos de a cuatro, elegir 3 temas de siete y desarrollar sobre cada uno de ellos en formato de Presentación. Estos eran:

  1. Historia del edificio
  2. Patrimonio histórico de la Casa Rosada. Museo y salas históricas.
  3. Los presidentes argentinos desde 1826 a 2018, partido político, mandato, profesión.
  4. ¿Qué presidentes no pudieron terminar su mandato, cuál fue la causa y quién lo sucedió?
  5. ¿Qué presidente cumplió más de un mandato? Señale cada uno de sus mandatos.
  6. ¿Qué presidentes asumieron por golpe de Estado? ¿A quien depusieron?
  7. ¿Quién fue el primer presidente de la Nación Argentina: Bernardino Rivadavia, Justo José de Urquiza, Santiago Derqui o Bartolomé Mitre?

Yo lo elaboré en conjunto con Matías Ripoll, Juan de Elia y Juana Zufriategui y elegimos los temas 3, 4 y 6. Esta es nuestra presentación:

La Casa Rosada – Presentación

Luego, comenzamos un concurso de videos.

Antes de visitar la casa de gobierno nacional, la profesora nos propuso lo siguiente: durante el recorrido desde que partíamos del colegio hasta que volvíamos al mismo punto, grabaríamos y sacaríamos fotos. Mas tarde, tendríamos un lapso de 2 semanas para  acoplar todo el material y transformarlo en un video.

Cada grupo realizaría uno y según los criterios de los directivos y de sexto grado, se declararía un ganador del concurso. Siempre y cuando cumpla con las condiciones establecidas. Yo lo hice con Juana Zufriategui, Matías Ripoll y Juan de Elia. Este es nuestro trabajo:

Publicado en 3AC2018, Actividades, Castellano, Ed.civica, Tarea, Work in Groups | Etiquetado , , , , | Deja un comentario

The Maze Runner – Booktube

In this first term, as our Term-Test of Oral or Speaking Skills, we were assigned each a book to read, about which, at the end of the term, we had to record a Booktube. This means uploading a video to YouTube talking about the story and focusing in determined aspects, depending on the task that each picked. The professor gave me the possiblity of choosing the novel I would read. I chose The Maze Runner by James Dashner and centered in some of the major characters. It is about a boy, named Thomas, who suddenly arrives in a box in a elevator and finds himself in the Glade, where no one remembered anything before arriving there, and  there was a Maze filled with wicked creatures. Thomas, unlike the others feels certain attraction to the Maze and believes he might have been there before.

This is my Booktube and I hope you like it:

Publicado en 3AC2018, Activities, BOOKTUBE, English, Homework, Lending Library, Review | Deja un comentario

In Pursuit of Happyness

In Language, one of our homework tasks was to watch the movie “In Pursuit of Happyness”, starring Will Smith and his real life son Jayden Smith. The story revolves around this father and son who are abandoned by the wife/mother and, therefore, are left alone living in the breadline. Nevertheless, with great effort… Will they be able to achieve happiness?

In the wake of this movie and the situation of this people, we learned diverse expressions about money and the different economic situations. With this on mind we had to write a letter directed to a friend, asking for money. This is my letter,

Dear friend,

        Lately, things have gone out of my hands and I have become part of a very struggling economic situation. I am writing to you to ask if you could give me a hand and help me overcome this which has been disturbing me and my family along a long period of various months.

        Some months ago, I became a salesman trying to sell a specific piece of medical equipment in order to support my wife, my recent son and me. At the same time that this resulted to be insufficient to sustain my whole family, my marriage turned out to be in the rocks. Therefore, my wife divorced me, believing she would do better on her own, leaving just Christopher Jr. and me trying to make ends meet.

    It wasn’t long till we had to start tightening our belts; for we lost our car, all our possessions and even our house, leaving us nowhere to sleep but in a homeless shelter, at first, and, later, in the subway station, one night that there was no room for us in the shelter.

        Last week, I applied for a stock brokerage internship program. However, I strain to look after my son while meeting the rigorous demands of the internship, in which, besides, I have to keep in the dark the fact that I am a penniless man in the red, hence striving to keep a roof above my child’s head and provide food for his stomach.

        You see, we, my child and I, both always managed to see the light at the end of the tunnel but facing the circumstances in which we are living from hand to mouth, we are unable to get by.

        My conditions are not contemplated by many people. That’s why I am resorting to one of my closest friends. I would appreciate if you could give me some kind of economic support to deal with this problem. I promise that when I get the job, i’ll pay you back.

Always optimistic,

Christopher Gardner

By: Anouk de Laferrere


Publicado en 3AC2018, English, Vocabulary | Etiquetado | Deja un comentario

For My Grandmother Knitting

In Literature, we read the poem by Liz Liz “For My Grandmother Knitting” and analysed the poem as a whole and separately each stanza. It talks about the different stages of life of a elderly aged woman who unlike what her previous youth years, she now feels useless as she belonged to other times; the past.

After analysing this poem, we were asked to write an essay by choosing one essay question from the various options that the professor posted in her blog:

1. Comment closely on how the writer deals with respect and admiration in the poem “For My Grandmother Knitting”.

2. Comment closely on how the generation gap affect the relationship in the family in the poem “For My Grandmother Knitting”.

3.  ‘How does Liz Lochhead powerfully covey her feelings about her Grandmother?’

I chose the second one and my essay is the following:

Comment closely on how the generation gap affect the relationship in the family in the poem “For My Grandmother Knitting”.

    The poem “For My Grandmother Knitting”, written by Liz Lochhead, tackles the generation gap between a grandmother and her children which creates conflict in their relationship. This is done mainly by analysing the appreciation and need of knitting from the past and its non-essentialness from the present times.

    On the one hand, in the past, knitting was a necessity, while, at the present, there are machines that can do the job. The grandmother belongs to the era based in austerity and hard work, as opposed to the stability, comfort and quality of life of modernity, her children’s life. A refrain repeated in the four stanzas of the poem emphasises this; “There is no need they say”. The distanced children reinforce that the grandmother’s tradition of knitting clothes for her grandchildren is not necessary anymore, now they can be bought.

    On the other hand, her children fail to understand that although knitting is no longer a necessity, it is still hers. Reaching an old age is cruel and reductive, for the grandmother starts to lose her “grasp of things”. Her hands are less skillful the same way that her mind is slower. Therefore, knitting not only makes her feel useful and helpful but furthermore it symbolises her still being alive, part of this world. This way, the fact of the children rejecting the scarves and cardigans that she knits equals to the act of rejecting her self, making her feel useless.

    All in all, throughout the poem it is dealt with the relationship between a grandmother and her children which is affected by the generation gap between them. This is either because of the need of knitting from the past compared to its futility from nowadays, and because of the children’s not understanding of her necessity to knit.

By: Anouk de Laferrere

Publicado en 3AC2018, English, Literature, Poetry, Review | Etiquetado , | Deja un comentario