The poem, Carpet Weavers,Morocco by Carol Rumens is written in   four-fold stanzas each comprising three  arguings.  there is no noticeable   create verbally scheme. Vocabulary and sentence structure argon relatively   domestic dog with every  hound  nevertheless the  lowest two   good turn back stopped. Themes of Social  inequity/poverty, Childhood and Work  tie  by means of this poem. There is an emphasis on  glossiness in the  starting line stanza. The bright colours of their dresses  be  strained with the black of their  eddys. ?Braids? is interest as it highlights the children?s youthfulness. Adults r    bely braid their  tomentum cerebri. The writer has chosen the  watchword ?braids? instead of the alternative ?hair?. The hair could to a fault be braided for safety. The word ? reign? (line 1) as a verb  potbelly have a  prejudicious connotation ? that of ?to come into  weigh as a massive, distorted, or indistinct image or to appear to the mind in a magnified and  dense form?. I   s this referring to a  consternation of the  future day? Is the children?s future frightening? There are  numerous possible interpretations of this line. ?The loom of another  orb? could also refer to the nature of the  rug they are  twine since it is that of the garden of ?Islam?. The children?s range of  high shoal is  expound as ?a melodious chime? which relies on the  penetrate as well as the image. Both images are  agreeable and, indeed, the picture the poet paints here is at first  regard pleasant.  gunstock 2 of this stanza emphasizes the fact that these are underprivileged children when they are  tell to ?watch their flickering knots like  video recording?. These children are not children as we know them since they have already begun their  running(a) lives and are highly unlikely to have the luxury of wiling  apart hours in front of the television. This emphasizes the theme of social  evil. The word ?television? seems  reasonably out of place in this poem since it is descri   bing a sooner traditional way of life. The d!   edication they are  present to the   spread overing is compared to how we tend to be glued to the TV. The third stanza focuses on the carpet itself and reinforces the idea that the children are working for a  surviving by referring to the way that the carpet will be transported upon completion. This makes us  accomplish that this is business and not pleasure. The third line of this stanza (line 9) has a  fork-like meaning since a carpet  endure be state to ?give? when it yields under weight but can also have the more common meaning and in this  moxie it could refer to the benefits that children are likely to receive from prayer. It is  provoke that the poet uses the  soak noun ?heaped with prayer? rather than a possible ?heaped with worshippers?. The final stanza is interesting in that it is the only one which contains enjambement:  every lines except the final two are end-stopped.

 The first line of this stanza begins with a repetition of ?the children? which links back to the first stanza. This line refers to the ? tutor of days? and once more reinforces theme of social injustice since these children do not have the luxury of a  aim education. There is a great deal of alliteration in the final two lines which, with the added help of the final enjambed lines, speeds up the   standard of the poem. The poet uses the ?f? sound in ?from their fingers the colours of all-that-will-be fly / and   settle into the  set up of all-that-was? (lines11-12). We see a sharp contrast between the movement of the verb ?fly? and the stillness of ?freeze? and  assemble?  peradventure referring to the life of children  and the energy of you   th as it advances until it is  at long last captured !   (?frame?). We see similar contrasts in ?all-that will be? (line 11) and ?all-that-was? (line 12) again perhaps describing how the life of these children is already mapped out. There are many other possible suggestions. BibliographyIGCSE English Literature  learn notes from Cambridge  worldwide Examinations?Reading Poetry? ? Myszor, F. Hodder and Stoughton: Scotland (2001)                                           If you want to get a  abundant essay, order it on our website: 
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