Primary Auxiliaries/ Auxiliary Verbs

Types of Auxiliary Verbs

1. Primary Auxiliaries:

• These include forms of "be," "have," and "do."

2. Modal Auxiliaries:

• These include words like "can," "could," "may," "might," "must," "shall," "should," "will," "would," "ought to," "need," "dare," and "used to."                                                                     

Primary Auxiliaries

Primary auxiliary verbs, also known simply as auxiliary verbs or helping verbs, are essential in constructing grammatical structures in English. They primarily function to express tense, aspect, voice, and mood in combination with main verbs. The three primary auxiliary verbs in English are:

1. Be:

   • Forms: am, is, are, was, were, been, being

   • Functions:

     • Progressive Aspect: Forms continuous tenses (e.g., present continuous, past continuous).
       • Example: She is studying for her exams.
     • Passive Voice: Forms passive voice constructions.
       • Example: The book was written by Mark Twain.
     • Auxiliary in Questions and Negatives: Forms questions and negatives in various tenses.
       • Example: Are you coming to the party? (Question)
       • Example: She is not feeling well today. (Negative)

2. Have:

   • Forms: have, has, had

   • Functions:

     • Perfect Aspect: Forms perfect tenses (e.g., present perfect, past perfect).
       • Example: He has finished his homework.
       • Example: She had already left when I arrived.
     • Auxiliary in Questions and Negatives: Forms questions and negatives in perfect tenses.
       • Example: Have you seen the movie yet? (Question)
       • Example: She had not eaten lunch before she arrived. (Negative)

3. Do:

• Forms: do, does, did

• Functions:

• Emphatic Form: Adds emphasis to a statement.
  • Example: I do enjoy reading mystery novels.
• Auxiliary in Questions and Negatives: Forms questions and negatives in simple present and past tenses.
• Example: Did you finish your homework? (Question)
• Example: She does not like coffee. (Negative)

Elaboration:

• Progressive Aspect: The progressive aspect indicates ongoing or continuous action. It is formed by combining a form of "be" (am, is, are, was, were) with the present participle (-ing form) of the main verb.

  • Example: They are watching a movie.

• Perfect Aspect: The perfect aspect indicates completed actions or states at a specific point in time. It is formed by combining a form of "have" (have, has, had) with the past participle of the main verb.

  • Example: She has lived in London for five years.

• Passive Voice: The passive voice is used to focus on the action rather than the doer of the action. It is formed by combining a form of "be" (am, is, are, was, were) with the past participle of the main verb.

  • Example: The cake was baked by my sister.

• Emphatic Form: The emphatic form is used to emphasize a statement. It is formed by placing the auxiliary verb "do" (do, does, did) before the base form of the main verb.

  • Example: I do love chocolate!

Modal Auxiliaries/ Modal Verbs

Modal Auxiliaries/Verbs

Modal verbs are a category of auxiliary verbs used to express various degrees of necessity, possibility, ability, permission, prohibition, suggestions, and obligations. Here are the main modal verbs in English:

1. Can:

   • Notes: Used to express ability, possibility, permission, and requests.
   • Examples:
     • Ability: She can speak Spanish fluently.
     • Possibility: It can get very hot in the summer.
     • Permission: Can I use your phone?

2. Could:

   • Notes: Used similarly to 'can' but often in more polite or tentative contexts, and for past ability.
   • Examples:
     • Polite Request: Could you please pass me the salt?
     • Past Ability: When I was younger, I could run faster.

3. May:

   • Notes: Used to express possibility, permission, or polite requests.
   • Examples:
     • Permission: You may leave the room now.
     • Polite Request: May I borrow your umbrella?

4. Might:

   • Notes: Similar to 'may' for expressing possibility but often implies a lower degree of probability.
   • Examples:
     • There might be a solution to this problem.
     • She might come to the party if she finishes work on time.

5. Must:

   • Notes: Used to express necessity, strong recommendation, or logical deduction.
   • Examples:
     • Necessity: You must wear a seatbelt in the car.
     • Logical Deduction: She must be the new manager.

6. Shall:

   • Notes: Used mainly in questions to make suggestions, offers, or to ask for advice.
   • Examples:
     • Suggestions: Shall we go for a walk?
     • Offers: Shall I open the window for you?

7. Should:

   • Notes: Used to give advice, make recommendations, or to express expectation.
   • Examples:
     • Advice: You should see a doctor if you're not feeling well.
     • Expectation: He should arrive by noon.

8. Will:

   • Notes: Used to express future intent, promises, or spontaneous decisions.
   • Examples:
     • Future Intent: I will call you when I arrive.
     • Promise: I promise I will help you with your homework.

9. Would:

   • Notes: Used for polite requests, hypothetical situations, or to express preferences.
   • Examples:
     • Polite Request: Would you like some coffee?
     • Hypothetical Situation: If I were rich, I would travel the world.

10. Ought to:

    • Notes: Used to indicate duty, obligation, or advisability.
    • Examples:
      • Duty: You ought to apologize for what you said.
      • Advisability: We ought to leave early to avoid traffic.

11. Used to:

    • Notes: Used to talk about past habits or states that are no longer true.
    • Examples:
      • Habit: I used to smoke, but I quit last year.
      • State: She used to live in Paris when she was a child.

12. Dare:

    • Notes: Used to express challenge or make a strong suggestion.
    • Examples:
      • Challenge: How dare you speak to me like that?
      • Suggestion: I dare say she will win the competition.

13. Need:

    • Notes: Used as a modal verb to express necessity or obligation.
    • Examples:
      • Necessity: You needn't worry about him; he'll be fine.
      • Obligation: Need I say more?

Permission Letter- Sample Template

                                                                   Permission Letter

                                                                                                                                               [Date]

                                                                                                                                               [City]

[Your Name]

[Your Address]

[City, State, Zip Code]

[Recipient's Name]

[Company/Organization Name]

[Address]

[City, State, Zip Code]

Respected Madam/ Sir,

I am writing this letter to formally request you to grant permission for [briefly describe what you are requesting permission for, e.g., hosting an event, conducting research, using a facility, etc.].

[Provide a brief explanation of the purpose of your request and why it is important or beneficial. Include any relevant details or background information.]

[If applicable, mention any dates, times, or duration for which you are seeking permission.]

[State any conditions or terms you propose, if necessary.]

I assure you that [mention how you will ensure compliance with any regulations, safety measures, or terms associated with the permission].

Please find attached [any relevant/ supporting documents or additional information that may be relevant to your request, such as a project proposal, event details, etc.].

Thank you for considering my request. I look forward to your positive response at your earliest convenience. Should you have any questions or require further information, please do not hesitate to contact me at [Your Phone Number] or [Your Email Address].

Yours sincerely,

[Your Name]

 

Covering Letter or Letter of Application - Sample Template

                                                                     Letter of Application 

                                                                                                                                               [Date]

                                                                                                                                               [City]

[Your Name]

[Your Address]

[City, State, Zip Code]

[Employer's Name]

[Company Name]

[Company Address]

[City, State, Zip Code]

Respected Madam/ Sir,

I am writing to apply for the post of [Position Title] advertised on [where you found the job listing, such as LinkedIn, company website, etc.]. With a [mention number of years, if applicable] years of experience in [relevant field or industry], I am confident in my ability to bring valuable skills and contributions to your team at [Company Name].

Throughout my career, I have demonstrated [mention specific skills, achievements, or experiences relevant to the job you're applying for]. This includes [briefly describe a relevant accomplishment or project]. I am particularly excited about the opportunity to [mention a specific aspect of the job or company that interests you and aligns with your career goals].

In my current role at [Your Current Company or most recent position], I have developed strong [mention specific skills or competencies related to the job]. My background in [mention relevant education, certifications, or additional qualifications] has equipped me with the [mention skills or knowledge] necessary for success in the [Position Title] role at [Company Name].

I am impressed by [Company Name]'s [mention something specific you admire about the company, such as its reputation, products/services, or recent achievements]. I am eager to contribute to your team and help [Company Name] achieve [mention a relevant goal or objective, if you can find one].

Enclosed is my resume, which provides additional details about my professional background. I would welcome the opportunity to discuss how my skills and experiences can benefit [Company Name]. Thank you for considering my application. I look forward to hearing from you soon to arrange an interview.

Yours sincerely,

[Your Name]

 

Leave letter- Sample Template

LEAVE LETTER

                                                                                                                                        [Date]

                                                                                                                                        [City] 

[Your Name]

[Your Address]

[City, State, Zip Code]

[Employer's Name]

[Company Name]

[City, State, Zip Code]

 

Respected Madam/ Sir,

Subject: Seeking permission to sanction leave

I hope this letter finds you well. I am writing to formally request you to kindly sanction my leave from work for [number of days/weeks/months], starting from [start date] to [end date], due to [reason for leave, e.g., personal reasons, medical treatment, family emergency, etc.].

I have ensured that my current tasks and responsibilities are up-to-date, and I am committed to completing any pending assignments or handing them over to a designated colleague in my absence. I will also be accessible via email [mention any alternative contact method if applicable] during my leave period for any important matters that may require my attention.

I believe that taking this leave will not significantly impact the workflow of our team, as I have made necessary arrangements to minimize any disruption. I am willing to provide any assistance needed to ensure a smooth transition and continuity of work during my absence.

Please let me know if there are any specific forms or procedures that I need to follow for this request. I appreciate your understanding and support regarding this matter. I am looking forward to your positive response to my leave request at your earliest convenience.

Thank you for considering my request.

 

Yours sincerely,

[Your Name]

 

Still I Rise by Maya Angelou

Still I Rise is a powerful poem by Maya Angelou, celebrated for its resilience, defiance, and empowerment. Through vivid imagery, rhetorical questions, and powerful metaphors, Angelou celebrates the speaker’s unwavering determination to rise above oppression and adversity. The poem’s repetitive structure and assertive tone emphasize the speaker’s strength and resilience, making it a timeless anthem of courage and empowerment.

Line-by-Line Analysis:

1. "You may write me down in history"
• The poem opens with a challenge to those who underestimate or oppress the speaker. The phrase "write me down in history" suggests attempts to diminish her significance or erase her achievements.
2. "With your bitter, twisted lies,"
• The speaker confronts the falsehoods and negative portrayals ("bitter, twisted lies") that others may use against her.
3. "You may trod me in the very dirt"
• This line metaphorically depicts attempts to degrade or belittle the speaker, suggesting oppression or mistreatment.
4. "But still, like dust, I'll rise."
• Here, the speaker asserts her resilience and indomitable spirit. Despite being treated like "dust," she will rise above adversity, much like dust particles that settle and then rise again.
5. "Does my sassiness upset you?"
• The speaker challenges societal expectations and stereotypes, particularly those that may find her confidence ("sassiness") unsettling or threatening.
6. "Why are you beset with gloom?"
• This rhetorical question questions why her assertiveness or self-assuredness troubles others and challenges their negative reactions.
7. "’Cause I walk like I've got oil wells"
• The speaker uses vivid imagery to describe her confidence and self-assurance, comparing her walk to someone who owns valuable oil wells, symbolizing wealth and power.
8. "Pumping in my living room."
• This line extends the metaphor, emphasizing that her confidence and strength are intrinsic and close at hand, much like a valuable resource that fuels her life.
9. "Just like moons and like suns,"
• The speaker compares herself to celestial bodies—moons and suns—that consistently rise and shine, emphasizing her enduring strength and luminosity.
10. "With the certainty of tides,"
• This line suggests the inevitability and predictability of her resilience and empowerment, likening it to the regular ebb and flow of ocean tides.
11. "Just like hopes springing high,"
• The speaker draws a comparison to the optimism and resilience inherent in hopes that rise and renew despite challenges or setbacks.
12. "Still I'll rise."
• This refrain serves as a powerful assertion of the speaker’s determination and perseverance despite adversity, encapsulating the central theme of the poem.
13. "Did you want to see me broken?"
• The speaker challenges the expectations of her critics, questioning whether they hoped to witness her defeat or vulnerability.
14. "Bowed head and lowered eyes?"
• This line suggests submission or defeat, contrasting with the speaker’s refusal to conform to such expectations.
15. "Shoulders falling down like teardrops"
• The imagery here depicts a posture of defeat or sadness, which the speaker rejects as she refuses to be bowed down by adversity.
16. "Weakened by my soulful cries."
• The speaker acknowledges the emotional toll of hardship ("soulful cries") but asserts that these experiences do not weaken her resolve.
17. "Does my haughtiness offend you?"
• Again, the speaker questions societal discomfort with her confidence ("haughtiness"), challenging norms that may seek to diminish her self-assurance.
18. "Don't you take it awful hard"
• This line suggests that others should not be overly troubled or offended by her confidence or assertiveness.
19. "’Cause I laugh like I've got gold mines"
• The speaker uses vivid imagery to describe her joy and laughter, comparing it to the abundance and richness of having "gold mines."
20. "Diggin' in my own backyard."
• This extends the metaphor of wealth and abundance, suggesting that her happiness and contentment come from within her own life and experiences.
21. "You may shoot me with your words,"
• The speaker acknowledges verbal attacks or criticism ("shoot me with your words") but asserts that such attempts will not undermine her resilience.
22. "You may cut me with your eyes,"
• This line describes the power of judgmental looks ("cut me with your eyes") to wound, yet the speaker remains steadfast and strong.
23. "You may kill me with your hatefulness,"
• The speaker acknowledges the potential for hatred and hostility to cause harm or pain, yet she remains defiant in the face of such negativity.
24. "But still, like air, I'll rise."
• Similar to the earlier comparison to dust, the speaker compares herself to something essential and inevitable—air—asserting her ability to rise above adversity.
25. "Does my sexiness upset you?"
• The speaker challenges societal discomfort with her confidence and femininity ("sexiness"), questioning why it provokes negativity or criticism.
26. "Does it come as a surprise"
• This rhetorical question suggests that her confidence and empowerment should not be unexpected or unusual, challenging societal norms and expectations.
27. "That I dance like I've got diamonds"
• The speaker uses vivid imagery to describe her grace and joy, comparing her movements to the elegance and preciousness of diamonds.
28. "At the meeting of my thighs?"
• This line celebrates her physicality and femininity, suggesting confidence and pride in her body and movements.
29. "Out of the huts of history's shame"
• The speaker metaphorically emerges from the shadows of historical oppression ("huts of history's shame"), asserting her place and voice in the world.
30. "Up from a past that's rooted in pain"
• This line acknowledges a history of suffering and hardship ("past that's rooted in pain"), yet she rises above it with strength and resilience.
31. "I'm a black ocean, leaping and wide,"
• The speaker uses powerful imagery to describe herself as vast and expansive ("black ocean"), symbolizing her strength and depth.
32. "Welling and swelling I bear in the tide."
• This imagery continues the ocean metaphor, suggesting her emotional and spiritual depth ("welling and swelling") that cannot be contained.
33. "Leaving behind nights of terror and fear"
• The speaker leaves behind a history of trauma ("nights of terror and fear"), symbolizing her journey towards empowerment and freedom.
34. "Into a daybreak that's wondrously clear"
• This line symbolizes hope and optimism for a brighter future ("daybreak"), free from past hardships and filled with clarity and possibility.
35. "Bringing the gifts that my ancestors gave,"
• The speaker acknowledges the legacy and contributions of her ancestors, drawing strength and inspiration from their resilience and wisdom.
36. "I am the dream and the hope of the slave."
• This powerful declaration connects the speaker to a legacy of struggle and aspiration, embodying the dreams and hopes of those who came before her.
37. "I rise, I rise, I rise."
• The poem concludes with a triumphant repetition of "I rise," affirming the speaker’s resilience, strength, and unwavering determination to overcome adversity.

Themes:

• Resilience and Strength: The poem celebrates the speaker’s resilience in the face of oppression and adversity, asserting her strength and determination to rise above challenges.
• Defiance and Empowerment: It challenges societal norms and expectations, particularly those that seek to diminish or silence the speaker’s confidence and self-assurance.
• Legacy and Identity: The poem acknowledges the legacy of struggle and resilience passed down through generations, emphasizing the speaker’s connection to her ancestors and their dreams.

Ulysses- Alfred Lord Tennyson

"Ulysses" is a famous poem by Alfred Lord Tennyson, written in 1833 and published in 1842 in his collection titled "Poems." It is written in blank verse, which gives it a rhythmic yet unrhymed structure. Ulysses is a profound exploration of the human spirit’s thirst for adventure, heroism, and eternal quest for meaning. It celebrates the indomitable will of the hero Ulysses to defy his age and circumstances in pursuit of greatness and fulfillment

Summary:

The poem "Ulysses" is a dramatic monologue where the speaker is Ulysses (Odysseus), the legendary Greek hero and king of Ithaca, addressing his companions and reflecting on his life. The poem is set after his return from the Trojan War and his long journey home described in Homer's epic, "The Odyssey."

Ulysses expresses dissatisfaction with his life as a ruler in Ithaca, feeling restless and yearning for new adventures and challenges. He speaks nostalgically about his past exploits and adventures, reminiscing about the thrill of exploration and conquest.

Despite his old age and the responsibilities of ruling, Ulysses rejects the idea of settling down and being idle. He longs to pursue new quests, to sail beyond the known world, and to seek out new experiences until the very end of his life. He believes that old age should not be a time for passive retirement but for continuing to strive and seek fulfillment.

The poem ends with Ulysses rallying his mariners to join him in embarking on a new voyage, expressing his determination to explore the unknown and to live life to the fullest, no matter the challenges or risks.

Analysis:

1. Restlessness and Dissatisfaction: Ulysses is portrayed as a restless spirit who is unsatisfied with the mundane responsibilities of ruling his kingdom. He yearns for the excitement and adventure of his past heroic deeds.
2. Longing for Adventure: Throughout the poem, Ulysses expresses a deep longing for new challenges and experiences. He sees life as a continuous journey of discovery and conquest, not meant to be constrained by age or responsibilities.
3. Symbolism of Exploration: The voyage and exploration symbolize Ulysses’ quest for personal fulfillment and immortality through deeds of daring and valor. His desire to sail beyond the sunset and into the unknown represents his defiance of limitations and his aspiration for greatness.
4. Contrast between Age and Spirit: Despite his old age, Ulysses retains a youthful spirit and determination. He refuses to accept the quiet life of retirement and instead embraces the idea of pushing boundaries and seeking greatness until his last breath.
5. Themes of Heroism and Mortality: "Ulysses" explores themes of heroism, mortality, and the human desire for purpose and achievement. It raises questions about the nature of a fulfilling life and the pursuit of personal excellence.
6. Narrative Style: Tennyson’s use of blank verse gives the poem a sense of rhythm and momentum, reflecting Ulysses’ inner drive and passion. The monologue format allows Ulysses to directly address his audience, conveying his emotions and thoughts with immediacy and intensity.

 

Of Friendship by Francis Bacon

Francis Bacon's essay "Of Friendship" explores the nature of true friendship and its importance in human life. Bacon's "Of Friendship" is a reflective and insightful exploration of the nature and value of true friendship. It offers timeless wisdom on the qualities of a good friend and the importance of cultivating meaningful relationships based on virtue and mutual respect.

Summary:

In "Of Friendship," Bacon presents the benefits and virtues of genuine friendship. He begins by asserting that friendship can greatly enhance the pleasures and diminish the sorrows of life. True friendship, according to Bacon, is marked by loyalty, selflessness, and mutual trust. He emphasizes that a true friend is someone who is there not only in times of prosperity but also in times of adversity.

Bacon distinguishes between different types of friendships, including those based on utility or pleasure versus friendships based on virtue and character. He argues that while friendships of utility (those formed for mutual benefit) and friendships of pleasure (those based on shared enjoyment) are common, they are often less enduring than friendships based on virtue. Friendships rooted in virtue, where both parties admire and respect each other's character and values, are the most valuable and long-lasting.

Bacon also discusses the qualities of a good friend, highlighting qualities such as honesty, sincerity, and frankness. He acknowledges that true friendship requires openness and a willingness to share one's thoughts and feelings without reservation.

Moreover, Bacon explores the idea of friendship as a form of spiritual and intellectual companionship. He suggests that friends should inspire each other to achieve greater moral and intellectual heights, fostering personal growth and mutual enrichment.

Bacon concludes by stating that friendship is a noble and enriching aspect of human experience. He suggests that those who have experienced true friendship are fortunate, as it contributes to a fulfilling and meaningful life.

Analysis:

1. Definition and Types of Friendship: Bacon provides a nuanced definition of friendship, distinguishing between different motivations for forming friendships. He acknowledges that while friendships based on utility and pleasure are common, they are often less stable and fulfilling compared to friendships based on mutual respect and virtue.
2. Qualities of a True Friend: Bacon emphasizes the importance of honesty, loyalty, and mutual understanding in fostering meaningful friendships. He suggests that true friends should be able to share their thoughts and emotions openly without fear of judgment.
3. Spiritual and Intellectual Enrichment: Bacon views friendship not only as a source of emotional support but also as a means of intellectual and moral growth. He believes that friends should challenge and inspire each other to strive for greater personal and spiritual development.
4. Critique of False Friendship: Bacon critiques superficial or insincere friendships, which are based solely on personal gain or pleasure. He argues that these types of friendships lack depth and are unlikely to endure over time.
5. Philosophical Reflections: Bacon's essay reflects his broader philosophical beliefs about human nature and the pursuit of wisdom. He sees friendship as essential to a well-lived life, contributing to personal happiness and moral integrity.

 

"Telephone Conversation" by Wole Soyinka (b.1934)

Summary:

"Wole Soyinka's 'Telephone Conversation' vividly portrays a telephone exchange between a black man seeking accommodation and a prejudiced landlady. The poem explores themes of racial discrimination, identity, and societal hypocrisy through sharp dialogue and vivid imagery. The speaker's witty responses and the landlady's ignorant questions reveal the absurdity and harm of racial prejudice, making a powerful commentary on race relations."

This poem remains a poignant critique of racism, challenging societal norms and attitudes towards race while highlighting the resilience and dignity of the speaker in the face of discrimination.

Line by line analysis:

1. "The price seemed reasonable, location / Indifferent."
• The speaker starts by mentioning that the price of the accommodation was acceptable and the location didn't matter much to him.
2. "The landlady swore she lived / Off premises."
• The landlady assures the speaker that she doesn't live on the property she is renting out, emphasizing her separation from the place.
3. "Nothing remained / But self-confession."
• This line suggests that the speaker feels compelled to disclose something personal or important.
4. "Madam," I warned, / "I hate a wasted journey--I am African."
• The speaker warns the landlady that he is African, possibly anticipating discrimination or prejudice.
5. Silence. / Silenced transmission of / Pressurized good-breeding."
• The silence that follows indicates the landlady's shock or hesitation upon hearing the speaker's ethnicity. The phrase "pressurized good-breeding" suggests an awkward attempt to maintain politeness despite uncomfortable circumstances.
6. "Voice, when it came, / Lipstick coated, long gold-rolled / Cigarette-holder pipped."
• The landlady's response is described with imagery suggesting affectation and artificiality, such as lipstick and a fancy cigarette holder, hinting at her upper-class pretensions.
7. "Caught I was, foully."
• The speaker feels caught or trapped in an uncomfortable situation, likely due to the landlady's prejudiced reaction.
8. "HOW DARK?" . . . I had not misheard . . . "ARE YOU LIGHT / OR VERY DARK?" Button B, Button A.
• The landlady asks intrusive and racially charged questions about the speaker's skin color, reducing him to mere categories ("Button B, Button A"), highlighting her ignorance and insensitivity.
9. "Stench / Of rancid breath of public hide-and-speak."
• This line suggests the unpleasantness and hypocrisy of public interactions tainted by prejudice and discrimination.
10. "Red booth. Red pillar box. Red double-tiered / Omnibus squelching tar. It was real!"
• The repetition of "red" emphasizes the vividness and reality of the setting, perhaps symbolizing the pervasive presence of racism in everyday life.
11. "Shamed / By ill-mannered silence, surrender / Pushed dumbfounded to beg simplification."
• The speaker feels ashamed and pressured to simplify his identity in the face of the landlady's blunt racism.
12. "Considerate she was, varying the emphasis-- / 'ARE YOU DARK? OR VERY LIGHT?' Revelation came."
• The landlady adjusts her question but remains fixated on the speaker's skin color, showing a clinical and detached curiosity.
13. "Her assent was clinical, crushing in its light / Impersonality."
• The landlady's indifferent response is described as clinical and emotionally crushing, emphasizing her lack of empathy or understanding.
14. "Rapidly, wave-length adjusted, / I chose. 'West African sepia'--and as afterthought, / 'Down in my passport.'"
• The speaker responds with a creative and evocative description of his skin tone, referencing "West African sepia," highlighting his pride in his heritage.
15. "Silence for spectroscopic / Flight of fancy, till truthfulness clanged her accent / Hard on the mouthpiece."
• The silence that follows suggests the landlady's inability to comprehend or appreciate the speaker's description, which clashes with her prejudiced assumptions.
16. "'WHAT'S THAT?' conceding / 'DON'T KNOW WHAT THAT IS.' 'Like brunette.' / 'THAT'S DARK, ISN'T IT?' 'Not altogether."
• The landlady struggles to understand the speaker's description, confirming her ignorance and narrow-mindedness.
17. "Facially, I am brunette, but, madam, you should see / The rest of me. Palm of my hand, soles of my feet / Are a peroxide blond."
• The speaker humorously points out the absurdity of judging someone's race solely by facial features, mentioning the natural variations in skin tone.
18. "Friction, caused-- / Foolishly, madam--by sitting down, has turned / My bottom raven black--One moment, madam!"--sensing / Her receiver rearing on the thunderclap / About my ears--"Madam," I pleaded, "wouldn't you rather / See for yourself?"
• The speaker continues to challenge the landlady's prejudiced assumptions, inviting her to witness the truth for herself, perhaps hoping to break through her ignorance.