Invictus Poetry Analysis and Reading



Written by William Ernest:

Out of the night that covers me,

Black as the Pit from pole to pole,

I thank whatever gods may be

For my unconquerable soul.

In the fell clutch of circumstance

I have not winced nor cried aloud.

Under the bludgeonings of chance

My head is bloody, but unbowed.

Beyond this place of wrath and tears

Looms but the horror of the shade,

And yet the menace of the years

Finds, and shall find me, unafraid.

It matters not how strait the gate,

How charged with punishments the scroll,

I am the master of my fate:

I am the captain of my soul.

Reading of the poem:

Poem Analysis:

Literal Meaning

A man is remaining courageous while facing death.


1 Image: “I am the captain of my soul” (Line 16).

Meaning: Ernest is using the word captain to demonstrate to the reader that he is in complete control of his soul, as captains of a ship have rule over all other individuals.


2. Image: “I have not winced nor cried aloud” (Line 6).

Meaning: The speaker is remaining quiet, and simply accepting the fact that death is upon him, as opposed to fighting it. He is aware that he cannot escape death, and therefore remains courageous and noble.


3. Image: “In the fell clutch of circumstance” (Line 5).

Meaning: Death is imminent for the speaker, and it is inescapable. This fills the reader with a sense of dread because they now know that his fate is sealed.

Lyric Qualities

1. Lyric Device: “It matters not how straight the gate” (Line 13). (Rhyme)

Meaning: As the speaker is dying, he is not concerned with what the afterlife has to offer him, good or bad, as he believes that he controls his own fate and destiny.

2. Lyric Device: “My head is bloody, but unbowed” (Line 8). Consonance using the letter B

Meaning: Despite the speaker’s physical struggles and pain, his spirit remains strong and he holds his head high.

Figurative Meaning

  1. Figurative Device: “Looms but the horror of the shade” (Line 10).

Meaning: The dark shade is a symbol for death, as shade is created when the sun goes down. The sun represents his life, and as it fizzles out, shade reigns over all.

2. Figurative Device: “Black as the pit from pole to pole” (Line 2). Simile

Meaning: The speaker’s world is fading away, leaving him in nothing but darkness as death seizes his spirit. He compares the world to the obscure darkness of a pit, that covers the earth from one end to the other.

  1. Figurative Device: “How charged with punishments the scroll” (Line 14). (Allusion)

Meaning: As he is dying, the speaker continues to allude to the afterlife, heaven and hell. He is not anxious about the direction of his soul’s fate, as he believes that whether he enters the gates of heaven, or is punished in hell, he will be able to persevere, in spite of the circumstances.


The themes of the poem are perseverance and courage. That no matter one’s situation, they are in control of their own fate.

Lit Circle Discussion #5

Group Members: Sean Hudson, Ryan Raposo, Jenna Woychyshyn, Edward Yang

Group Co-Leaders: Sean Hudson, Ryan Raposo


  1. What themes are evident throughout the novel?
  2. What lessons can we learn from the novel?
  3. What was enjoyable/not enjoyable about the novel?
  4. How can you apply the morals and lessons learned in the novel to every day life?
  5. How did the novel further develop your understanding of ww1/ww2?
  6. What does your novel say about humanity/the human condition?

Lit Circle Discussion #4

Group Discussion (Sean, Jenna, Edward)

Separate Discussion (Ryan)

Group Members: Sean Hudson, Jenna Woychyshyn, Edward Yang.


1. What archetype represents certain events in the novel? Why?

2. How has the protagonist’s archetype changed in your novel?

3. Are there any characters in your novel that have kept the same archetype throughout the novel?, if so then what is the archetype, and why do you think they haven’t changed?

4. Why do you think archetypes have such an important role in shaping one’s identity?

5. What is the most symbolic archetype throughout your novel and what does it represent?

6. How do you think the different setting archetypes have impacted or changed your story?

Lit Circle Discussion #3

Discussion Leader: Edward

Group Members: Sean Hudson, Ryan Raposo, Edward Yang, Jenna Woychyshyn


  1. What words or lines have hidden messages or meanings in the novel?
  2. What literary devices (irony) reveal about the character?
  3. What images do we need to pay attention to the story?
  4. Are there any dialogues that catch your eye? If so, share with the group and explain what it means to you.
  5. What is an example of denotation in your novel? Explain how it makes you feel and what ideas come to your head.

Lit Circle Discussion #2

This discussion will be split into parts 1 & 2. Part 1 includes questions 1-5 and part 2 has question 6.


  1. What psychological conflicts drive the characters or the plot?
  2. What significant symbols are going to have a psychological effect on the characters in the story?
  3. Are there prominent words in the piece that could have different or hidden meanings? Could there be a subconscious reason for the author using these “problem words”
  4. What do the instincts and decisions of the characters tell the reader about the author’s personal psychological lens?
  5. How does the Id of your character affect his or her decision making and actions? How is it balanced out by the ego and super ego?
  6. What impacts do u believe the psychological effects of the war will have on the characters and what potential future conflicts could it result in?

Group Members: Sean Hudson, Ryan Raposo, Edward Yang, Jenna Woychyshyn

English 11 First Writing Paragraph

Should students learn about world religions in public school?

Learning about other cultures, beliefs and religions from around the globe is an excellent way to expand one’s knowledge, defy stereotypes, and truly appreciate other cultures and customs. By teaching students about other world religions, it will open their eyes to the world around them and offer them a wider perspective. It will create a society of much more understanding, open-minded individuals as well. Given that Canada’s a multicultural country and generally known for being very welcoming, students learning about world religion in public schools would only broaden the common man’s understanding of others and their beliefs. Even if one does not believe in the same things as another, religion teaches many common principles that anyone can act on in their daily lives. Principles such as peace and respect for others to name a few. For example, important morals such as respect, understanding and others for the bases of many religions. One does not have to partake in religious customs and traditions to apply these morals in their own life. Unfortunately, discrimination is still very apparent in our society, and many close-minded individuals still partake in the labeling of other religions and races. Therefore, world religions are often considered dangerous due to the assumptions and lack of knowledge throughout the public. By teaching about the true goals of these religions, one can realize that they tell of a world of peace, and be able to tell for themselves the difference between religious individuals and radicals. A great example of this is the assumption that all Islamic people participate in acts of terrorism or are related in some part to terrorist groups. The truth being that the beliefs of terrorist groups and those of Islam are very different. Lastly, by teaching about other religions and religious traditions around the world, one can truly get an appreciation for other cultures and partake in the activities themselves, bringing more people together. Religion is for anyone who wishes to participate, despite of ethnicity or race. Religion does not belong to any group of people, and encourages others to join them. Already religions such as Buddhism have expanded into western culture, as statues become more and more common. The Chinese teachings of balance are also common with the Yin-Yang symbol being recognized worldwide. In conclusion, public schools should teach about religion as it expands one’s mental boundaries, provides students with an open-mind, and gives them an in-depth understanding about traditions from around the globe. It should be included in the curriculum, whether it be a part of another class such as history or social studies, or a class of its own.

5 Keys to Your Math 10 Success

Here are 5 things that will help you in Ms. Pahlevanlu’s math 10 class.

1. Do the blog posts. Yes they’re not that interesting but it’s best not to let them accumulate.

2. Listen. Ms. P’s lessons are really not hard to follow and don’t usually take that long. So at least pay attention so you don’t have to re-learn the lesson later.

3. Don’t stress. As the daily homework is not checked it is up to you how prepared you want to be. So don’t over-exert yourself doing extra practice if you don’t need it.

4. Ask for help if you need it. Ms P is very approachable and you have lots of class time to get the help you require.

5. Study. The tests aren’t ridiculously challenging bu to succeed or obtain the mark you would like you will need to study or have a general knowledge of what you are learning.

Week 15 – Slope

The slope of a line segment is the steepness of the line. It is the ratio of the rise (vertical) over the run (horizontal).

Horizontal lines have a slope of 0, and vertical lines have an undefined slope.

In math, slope is represented by the letter m.

Slope Formula: The slope of a line can be determined even without the graph as long as you have the two points and the slope formula. The formula is as follows:

M= \frac{y2-y1}{x2-x1}

Example: Determining the slope of points A (4,5) and B (2,1)

Week 14 – Distance Formula

This week in math we learned about the distance formula in regards to relations and how to determine the length of a line segment.

The distance formula works as follows:

This may look complicated however it is really just the Pythagorean theorem with the line segment lengths formulas plugged in.

The following diagram shows the Pythagorean theorem well:

Example: Determining the length of A (3,4) to B (8, -2)