INTERPRETING

INTERPRETING is a process of transferring a message immediately from source language into target language, orally without changing the meaning.

Why interpreting is needed?
Because of Geographical boundaries produces of diversity of language or multilingual conditions and also produces the citizens' awareness about interpreting itself.

1. Geographical Boundaries, this condition leads people to have a little understanding of the language of others who lived even a little distance away. This condition may lead to the social antagonism and event conflict. This condition can be resolved by a having a lingua-franca or by using an interpreter.
2. The Diversity of Language, every country around the world or even in one country has more then on language used by the citizen this condition made the people need a method to communicate between speakers from different languages and from this case interpreting appears.
3. Multilingual Condition, this multilingual condition not always require an interpreting, in this situation, communication problem maybe overcome by use a Lingua Franca. and lingua Franca generally not uses a mother tongue.
4. Citizens' Awareness, in this condition certain social group gain multilingual skill, their try to understand more then one language.


CONFERENCE & LIAISON INTERPRETING
Conference Interpreting (Simultaneous)
is formal situation of interpreting, using one direction of communication, and in this condition the interpreter need to have a same understanding about the field of the conference with the client.
History: Conference interpreting appears  because of the existence of international meeting, international deliberation. A significant advance for conference interpreter come immediately after  World War II.


Liaison Interpreting (Consecutive)
is the genre of the interpreting in less formal situation of interpreting, where the interpreting performed into two language direction by the same person. It is widely used where two or more interlocutors do not share a language and where the interpreter must be present in order to bridge the communication gap.
History: this kind of interpreting firstly appears in the post of World War II. In this decades two main area of development led to its growth. First, the international business contact, secondly, the communication of immigrant and indigenous population  who did not speak the dominant language of that society.

FUNCTION OF INTERPRETER
Bilingual Aides
The terms of aides hers means that the interpreters act as the bridge for the language gap. Interpreters as the bilingual aides have a capacity in two or more language and use another language to directly conduct to their primary role. The specific kind of bilingual aides is bilingual guides, its commonly met in tourism, business travel, cultural and recreational pursuits.

The differences between Conference and Liaison Interpreting 1. The physical proximity between the client and the interpreter
2. The information gap between the client
3. Status differential between the client
4. The necessity to interpret in both language direction
5. Working as an individual or as a team
6. The level of formality
7. The flow of communication
8. The mode of interpreting

Cultural Factors:
1. Cultural inheritance: the different culture based on the anthropological sense.
2. Life experience: the interpreter should deal with all different life experience by the client.
3. relative status: the different of social status of the two interlocutors and the attitudes the client toward the interpreter.
*attitude: someone's response to the environment.

MODES OF INTERPRETING
Simultaneous
is a mode of interpreting where the interpreters work on sound-proof-booth, deliver the message through earphone in a court room. (the interpreter renders the message in the target-language as quickly as he or she can formulate it from the source language, while the source-language speaker continuously speaks.)

Consecutive
is a mode of interpreting where the interpreter speaks/interprets after the speaker has finished speaking.

SOME FACTORS THAT INFLUENCE THE CONSECUTIVE INTERPRETING
1. Physical Environment: the positioning of the interpreter between the client is directed to clarifying for all parties who is responsible for communication.
2. Immediacy: the respond of the interpreter In interpreting the massage. Some speakers are talking until finish and let the interpreter to interpret the speech but some of them give a pause while their talking and give a chance to the interpreter.
3. Interruption: if the interpreter not too understand so ask repetition.
4. Length of Segment: the length of time when speaker talks a statement.
5. Size of audience: Smaller number of audiences compered to conference of interpreting make the intimacy of interlocutors and the interpreter increase.

INTERPRETATION PROCESS
1. Note-taking: Legitimating activity in any type of consecutive interpreting and does not reflect negatively on the interpreters ability. It show the willing of the interpreters to give the best service for the client.
2. Memory

SOURCE OF STRESS
1. The expectation the role of interpreter within environment which are at times inimical to the very existence of interpreting are the first and perhaps main source of stress.
2. Lack of reward for the task performed
3. Lack of opportunity to measure oneself against one's peer
4. Environment factors: situation & condition around

ROLE OF INTERPRETING
Role: the function of someone in a social environment.

Dimension of Interpreter's Role
1. Ideographical role: the role which is related to the personal role of the interpreter (internal)
2. Nomothetic Dimensions: The expectation of social system related to external role that should be own by the interpreter.

Interpreter Role VS Other Professional & Social Role
1. Reach of reciprocal relationship is the main purpose
2. Interpreter must do beyond on that, must comprehend and understand to maintain clients' relationship.

Contextual Factor: Interpreter works as an instrument/media of communication, but not focus on communication itself.

Status Differential: Differential status between the client and the interpreter  will impinge on the interpreters role

Language Issues
1. related to the interpreter's ability
2. the way of delivering message is as important as the message itself

Interpreting Interaction
1. Motivation: interlocutor should have same goal of communication. the clearness of communication
2. time element: duration of time
3. Turn-taking: take turns in speaking something
4. Aside comment of question: clarification for information gap.

The Concept of Client
1. an interpreter has at least two client an any one time.
2. clients must understand interpreter's role.

INTERPRETED INTERVIEW
is The process of the interview which is the interlocutors  in this case interviewer and interviewee are having a different language used.

The objectives
the objective of interpreted interview does not change the objective of the interview itself. In other word an interpreter usually walks into a situations where the other parties  have already determined why the interview is necessary, what the parameters will be, the specific objective and the steps to be taken to achieve it. (Tebble, 1991, 1993)

The Effect of Using Interpreted Interview
1. Length of time: An interpreted interview will take a longer time compered to  direct interview.
2. Producing stress.

Interpreter Qualification
1. Work as a bridge of communication
2. Work as a bilingual professional
3. Have a good language skills (grammatical, lexical, syntactical, fluently, idiomatically)

Getting the Message & Transmitting the Message
Getting the Message: should have a good listening ability
Transmitting the Message: should have a good speaking ability
* Hearing: natural capability of the human.
* Listening: an ability that improved and modified by the people to comprehend and to understand what their heard

Do's & Do not's
1. the interpreter should have introduction, briefing, and the briefing.
2. language skill (listening & speaking ability)
3. interpreters must not talks "up" & "down"
4. the interpreter should have a cultural understanding of their client

ETHIC
is principles governing morality and acceptable conduct.

The most basic general consideration of ethic are,
1. Confidentiality: you must respect the confidentiality of your client's communications. means that as a professional must not disclose information to anyone unless has been granted by the client itself.
2. Impartiality: work as professional means that not differ any clients in term of their gender, nationality, social, economic, ethnic, etc.
3. Conflict of Interest: concerns the professional’s duty to act without regard to other interest such as personal or financial gain. Interpreters, because the service they provide for a fee may directly affect the client’s welfare, are subject to the same ethical principles as are all other professionals. 

The following considerations are peculiar to liaison interpreting,

1. ‘Cultural expertise’ may only be used to achieve effective interpreting, never to assume another professional role.

2. It is unprofessional/unethical for an interpreter to accept work that is beyond his/her skills.

3. When working in institutions which have specific ethical imperatives and objectives, interpreters will be governed by their own professional ethics and by the respective institutional ethics.

4. Particular ethical considerations apply to liaison interpreting in business settings.

LANGUAGE SKILL
Language competence for the liaison interpreter, then, only begins with the kind of competence described below and then proceeds to other elements such as ‘transfer’ competence (Wilss, 1982):
1. Ability to produce a variety of synonymous or analogous expressions in both languages
2. Ability to capture and reproduce register variations
3. Ability to recognize and reproduce domain specific expressions in a form which will be regarded as ‘natural’ by the respective users
4. Ability to combine verbal and non verbal communication cues from the source language and reproduce them in appropriate combinations in the target language.
5. Ability to identify and exploit rhythm and tone patterns of the languages in order to determine and utilize the ‘chunks’ of speech so as to maximize the efficiency of the interpreting

5. Ability to speedily analyse the utterance in the context of the communication in order to anticipate the direction in which the argument is proceeding and the strategy being used in developing the argument.

The Difference of Mental health setting VS Legal Setting
1. In mental health setting the discourse are commonly focus on the communication of patient.  Legal setting has wider range of discourse not only focus in one condition of communication. 
2. The cause of distortion to normal communication patterns are different and unless recognized and dealt with appropriately by interpreters, can have a profound impact on the parties involved.
3. Whereas psychiatry is grounded in scientific field, the legal system is a social institution generally committed to the nation of fairness and equity  and to longstanding tradition; underlying tensions stemming from these commitments mat present dilemmas of role for interpreters.

TRANSLATING

The result of translating will be accurate when we use the communicative language, that caused as natural as possible. when the result has been accurate, communicative and natural, that will become a clear translation.

Accurate: reproducing as exactly as possible the meaning of the source text
Communicative: expressing all aspects of the meaning in a way that is readily understandable to the intended audience.
Natural: using natural forms of the receptor language in a way that is appropriate to the kind of text being translated.
Clear : easy to understand

Function of language
Karl Buhler
Expressive (Writer) enables speakers to express their emotions and attitudes through linguistic means paralinguistic features or non-verbal communication
Informative (Truth) allows speakers present new information. Language used represents reality or refers to it.
Vocative (Readership) is used by speakers to express the attitude they want to cause in the addressee. The utterance should make the hearer act.

Roman Jacobson
The Aesthetic or Poetic This language designed to please the sense, firstly its actual or imagined sound, and secondly through its metaphors (is a link between the expressive and aesthetic)
Phatic Language is used for maintaining friendly contact
Metalingual Language indicates, a language’s ability to explain, name, and criticize its own features

Peter Newmark
Literary (imaginative connotation is more important than functional detotation)
Institutional 
scientific
(the letter including all fields of science and technology but tending to merge with institutional texts in the area of the social sciences.)

Word-for-word translation: in which the SL word order is preserved and the words translated singly by their most common meanings, out of context.
Literal translation: in which the SL grammatical constructions are converted to their nearest TL equivalents, but the lexical words are again translated singly, out of context.
Faithful translation: it attempts to produce the precise contextual meaning of the original within the constraints of the TL grammatical structures.
Semantic translation: which differs from 'faithful translation' only in as far as it must take more account of the aesthetic value of the SL text.
Adaptation: which is the freest form of translation, and is used mainly for plays (comedies) and poetry; the themes, characters, plots are usually preserved, the SL culture is converted to the TL culture and the text is rewritten.
Free translation: it produces the TL text without the style, form, or content of the original.
Idiomatic translation: it reproduces the 'message' of the original but tends to distort nuances of meaning by preferring colloquialisms and idioms where these do not exist in the original.
Communicative translation: it attempts to render the exact contextual meaning of the original in such a way that both content and language are readily acceptable and comprehensible to the readership.

Communicative translation being set at the reader level of language and knowledge is more likely to create equivalent than is semantic translation at the writer’s level. In communicative as in semantic translation, provide that equivalent effect is secured, the literal to word for word translation is not only the best. It is the only valid method of translation, there is no exercise for unnecessary synonyms or elegant variations, let alone for a phrase, in only type of translation. There is no one communicative or one semantic method of translating a text. These are in fact widely overlapping hands of methods; a translation can be more or less, semantic, more, or less. Communicative even a particular section or sentence can be treated more communicatively or less semantically.

culture is the way of life and its manifestation that are peculiar to a community that uses a particular language as its means of expression.

1. ecology (flora, fauna, winds, plains, hills - tundra-savanna)
2. material culture (foods, clothes, houses & town, transport)
3. social culture (hampang birit, petak umpet, badminton, pencak silat)
4. organization, customs, activities, procedures, concepts (political & administrative, religious- dharma, dhuhur-, artistic)
5. gestures & habits (cross fingers, thumbs up)

the translation of metaphor
1. object: what is described by the metaphor
2. image: a representation or the picture conjured up by the metaphor
3. sense: the literal meaning or expression of the metaphor
4. metaphor: figure of speech in which an expression is used to refer to something that it does not literally denote in order to suggest a similarity
5. metonym: a one-word image which replaces the object

Metaphor

Dead Metaphor This type of metaphor usually use universal words about place, time, idea, parts of body, ecology unsure, and prior activity of human, like kaki gunung, mulut sungai, and puncak karir.

Cliché Metaphor This metaphor is usually used for changing the utterance (especially emotional) which literally is clear, but there’s no relationship with the essence problem.breakthrough (terobosan)

Stock or Standard Metaphor this metaphor used effectively in informal communication to express mental or physical situation. muka tembok, he's slow as a tortoise.

Recent Metaphor neologism metaphor (new utterance, or old words that used to form a new meaning), however the use has been spread even in the other languages. walkman, winamp

Adapted Metaphor is a metaphor that adopted from a stock metaphor.

Original Metaphor is a metaphor which has the essential message, the personality and the view of the writer.

7 strategies to translate the metaphor

Translate to the same metaphor in target language.

Translate to be another metaphor which has same meaning.

Translate to be a simile.

Translate to be a simile by adding image.

Change metaphor to be a literal meaning.

Translate by adding information.

Delete the metaphor if it’s not necessary.

According to Newmark Natural word-order is an aspect of grammar,but odd word-order is used for emphasis or stress, which can also be indicated by lexis, such words as "precisely", "itself","actual",and the superlatives of adjective,and punctuation (italics,capital letters,inverted commas). One can build a theory round the transition from SL surface through a universal deep to a TL surface structure,but it often becomes an academic exercise.

Neologism

newly coined lexical units or existing lexical units that acquire a new sense.

Old Words with New Senses

these don't normally refer to new objects or processes and therefore are rarely technological. (gay, dikau, etc)

New Coinages

It is well known hypothesis that there is no such thing as a brand new word; if a word does not derive from various morphemes then it is more or less phonaesthetic or synaesthetic. (BBM, Android

Derived Word

words derived by analogy from ancient Greek (increasingly) and Latin morphemes usually with suffixes such as -ismo, -ismus, -ja, etc.

Abbreviation

Characteristic of initials that is each of their letters is individually pronounced. (www-world wide web, er-emergency room, pc-personal computer, Clipped abbv like Prof, dr, mr.)

Collocations

gabungan kata² agar menjadi natural (walkman, jetleg)

Eponym

any word from proper name when they refer directly to the person. when derived from object, eponym are usually brand name (vespa -skuter, tipe-x, indomie)

Phrasal Word

restricted to English's facility in converting verbs to nouns ('work-out,' 'trade-off,' 'check-out,' 'thermal cut-out,' 'knock-on (domino) effect,' 'laid-back,' 'sit-in,' 'hang-out')

Transferred Words

Newly transferred words keep only one sense of their foreign nationality; they are the words whose meanings are least dependent on their contexts. (cultural; Adidas, sari, kungfu, pencak silat)

Acronyms

Acronyms are an increasingly common feature of all non-literary texts, for reasons of brevity or euphony, and often to give the referent an artificial prestige to rouse people to find out what the letters stand for. In science the letters are occasionally joined up and become internationalisms ('laser-light amplification (by) stimulated emission (of) radiation,' 'radar derives from radio detecting and ranging'), requiring analysis only for a less educated TL readership.

Pseudo-Neologism

the translator has to beware of pseudo-neologisms where, for instance, a generic word stands in for a specific (share = saham, interest = bunga)

A creation of Neologism

Blend (Brunch, edutainment, bentor), generified word (xerox-photocopy, molto), borrowing direct (kindergaten-german, sushi-japan), borrowing indirect (firewater=air keras/alkohol), semantic drift, coumponds & coumponding (red-hot-chili-paper)

I don't have my eye on you. / I don't remember you.

I've already buried my eye./ I'm already ready to go.

I'll pull your eyelid./ I'll ask a favor of you.

My eye is hard on you. / I remember you.

My head is strong. / I'm stubborn, insistent.

COURSE DESIGN

Course design basically refers to the process of conceptualizing and organizing and arranging the elements of curriculum into a coherent pattern.

course design refers to curriculum process that including the following; diagnosis of needs, formulation of objectives (purposes), selection of content, organization of content & learning experiences, and determination of what to evaluate and means to evaluate

approaches is a set of assumption of belief toward the nature of language teaching.

syllabus is a description of the content of a course of instruction and the order in which they are to be taught.

syllabic is a ways of organizing the course and material.

method is a way of teaching a language which is based on systematic principles and procedures.

technique is a way of presenting the material in teaching.

exercise is a way of practicing what has been presented.

Educational Drama is a technique of teaching language, since it is not performed on the stage or the theater, which covers miming, role play, simulation, empty chair technique.

miming is one of the technique by imitating certain figures such as doctor, farmer, etc. based on scenario provided by teacher.

scenario is imagine series of feature event (a written outline of a film, novel, or play giving details of the plot and individual scenes)

Step of teaching using Miming:

1. teachers provide scenario

2. ask student to work in a group

3. ask the representative student to act out based on the scenario.

4. after presenting the scenario invite other student to ask the presenter some questions concerning his or her miming activities

5. write down them errors found out their questions, then discuss how to reconstruct them

6. ask student to retell or describe what the student acting out

ESP Course Design

1.      What do we mean by a syllabus?

2.      Why should we have a syllabus?

3.      On what criteria can a syllabus be organized?

4.      What role should a syllabus play in the course design process?

5.      Why do we evaluate materials?

6.      How do you evaluate materials?

7.      What is the main purpose to write materials?

8.      What are the role of the ESP teachers?

9.      What can the ESP teacher do to improve his or her knowledge of specialist subject?

10.  What are the components of RPP? There are 11 components, mention them!

The Answers!

1.   A syllabus is a more detailed and operational statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level.

2.     We should have a syllabus because:

a.    The syllabus, in defining the constituent parts of language knowledge thus provides a practical basic for the division of assessment, textbooks and learning time.

b.   A syllabus also gives moral support to the teacher and learner, in that it makes the language learning tasks appear manageable.

c.   A syllabus also has a cosmetic role. Because this aspect is, obviously, of particular importance when there are commercial sponsors involved.

d.    A syllabus can be seen as a statement of projected routes.

e.    A syllabus is an implicit statement of views on the nature of language and learning.

f.     A syllabus provides a set of criteria for materials selection and/or writing.

g.    A syllabus is one way in which standardization is achieved (or at least attempted).

h.  A syllabus provides a visible basis for testing to lead a learner to particular state of knowledge.

3.      The criteria that can make a syllabus be organized, such as:

a.    Topic syllabus

b.    Structural/situational syllabus

c.    Functional/national syllabus

d.    Skills syllabus

e.    Situational syllabus

f.     Functional/task-based syllabus

g.    Discourse/skills syllabus

h.    Skill and strategies

4.      The role should a syllabus play in the course design process, are:

a.    A language-centered approach

b.    A skills-centered approach

c.    A learning centered approach

d.    The post hoc approach

5.    We have to evaluate materials because evaluation is a matter of judging the fitness of something for a particular purpose. The result of an evaluation will probably lead to a large investment of money in a published course or a large investment of time in home-produced or adapted materials.

6.      We can divide the evaluation process into four major steps:

a.   Defining criteria; on what bases will you judge material? Which criteria will be more important?

b.   Subjective analysis; what realizations of the criteria do you want in your course?

c.   Objective analysis; how does the material being evaluated realize the criteria?

d.   Matching; how far does the material match your needs?

7.    The main purpose to write materials is to make teachers more aware of what is involved in teaching and learning.

8.      The role of the ESP teacher

a.    ESP teacher will have to deal with needs analysis, syllabus design, material writing or adaptation and evaluation.

b.  ESP teacher have not been trained as such they need, therefore to orientate themselves to a new environment for which they have generally been ill-prepared.

9.    ESP teachers have to have a good communication skill, if there is to be meaningful communication in the classroom, it is essential that is a common fund of knowledge and interest between teacher and learner. This implies inevitably that the ESP teacher must know something about the subject matter of the ESP materials.

10.  Components of RPP

a.       Identitas mata pelajaran

b.      Standar kompetensi

c.       Kompetensi dasar

d.      Indicator pencapaian kompetensi

e.       Tujuan pembelajaran

f.        Materi ajar

g.       Alokasi waktu

h.      Metode pembelajaran

i.         Kegiatan pembelajaran

j.        Penilaian hasil belajar

k.       Sumber belajar

EXPLORING POETRY

Exploring Poetry

1.      Describe the differences between poem and prose?

2.      Give the example, each 2:

a.      That by studying poem you can build your character.

b.      That by studying poem you can improve your writing ability.

3.      Paraphrase one of the poems that you have already discusses in the class with your lecturer:

a.       Choice the following: English poem, American poem, or commonwealth poem.

4.      Please describe:

a.      What do you study the history of English literature for?

b.      Who was Shakespeare?

c.       What do you know about William Wordsworth?

d.      What is the intrinsic value?

5.     Write the introduction of the following mini paper: the title analysis of the poem entitled “the sick rose based on the intrinsic value” write the introduction only.

Answers:

1.    Poem is a piece of writing in which the words are chosen for their beauty and sound and are carefully arranged. While according to William Wordsworth, poem is a spontaneous over flow of powerful feeling recollected in tranquility. Then, compare to prose that prose is a piece of writing in the simple language isn’t limited by rules compare to the poetry.

2.    Exemplify,

a.     (1) By studying poem we can build our creativity to express what we fell to other with the beautiful way. Poem develops our emotions. For example, a romantic poem can build our feeling whether it’s happiness or sadness or anything.  (2) A poet or a poem may count to us historically, they may count to us on grounds personal to ourselves. By regarding a poet’s work as a stage in this course of development we may easily bring ourselves to make it of more importance as poetry than in itself it really is, we may come to use a language of quite exaggerated praise in criticizing it.

b.    (1) When we did the step of writing the poem, we worked beyond the basics of knowledge and comprehension, because poetry is a synthetic and an interactive process that naturally encourages critical, creative, and higher ordered thinking to imagery, choosing the diction, the figurative language etc. (2) Poem writing also extends our literacy knowledge such as sounding out the syllables word or phrase or tapping to rhythms and rhyming patterns.

3.      Lucy by William Wordsworth (English Poem)

She dwelt among the untrodden ways

Beside the springs of Dove

Maid whom there were none to praise

And very few to love

A violet by a massy stone

Half hidden from the eye!

Fair as a star, when only one

Is shining in the sky.

She lived unknown, and few could know

When Lucy ceased to be

But she is in her grave, and, oh,

The different to me!

Paraphrase

This poem tells the tale of Lucy’s short journey of life in this world (Lucy’s growth, perfection and untimely death.) The poet informs us that Lucy lived a delicate and solitary life in the world of Nature unpolluted by human intrusion. She lived beside the springs of Dove and she was unknown to human beings who could otherwise praise the greatness of her mind. In her isolation she was also quite stranger to human love. The poet also compares the fragility and the beauty of her existence to that of a violent which blooms by a mossy stone, where it remains half-hidden from others. He compares her unusual beauty to that of Venus, which is seen first in the evening sky shining with exceptional beauty in the midst of approaching darkness of night. In the final stanza Wordsworth informs the reader of Lucy’s secluded way of life and her sudden death. Just as she lived unknown, she also died unknown. No person other than the poet could know that Lucy became one with Nature. Finally the poet suddenly becomes conscious of the immediate reality that she is no more alive in this world and is sleeping forever in her grave. He feels acute pain in his heart and abruptly ends the poet with equivocal words. Now he can feel the difference of his situation of utter grief that has been created by the loss from the one of divine bliss when she was alive.

4.      Describe,

a.    (1) For learning the development of English language. (2) For learning the historical background of English people. (3) For improving our English knowledge. (4) For learning the outstanding people. (5) For learning the old literary.

b.    William Shakespeare was an English poet and playwright. He has written a play about tragedy, comedy, history, narrative poetry and sonnets. He wrote a lot of plays made ​​into a movie such as Julius Caesar, Romeo & Juliet, Hamlet, etc. He also wrote a great many poems like Shakespeare's Sonnets, Venus and Adonis, etc.

c.    William Wordsworth was a British Poet who defined the poetry as “The spontaneous overflow of powerful feeling arising from emotion recollected in tranquility.” Wordsworth was the quintessential poet as naturalist, always paying close attention to details of the physical environment around him (plants, animals, geography, and weather).

d.    The intrinsic value is relating to the elements of literary works. It is the way we are analyzing the poem/poetry by the nature of the poem/poetry itself, which are includes sense or theme, tone, feeling, intention. And also analyzing by the method of writing poetry, which are includes Rhyme and rhythm, diction, concrete words, imagery, and figure of speech.

5.      Mini Paper entitled:

“The Sick Rose based on the intrinsic value”

The Sick Rose is a part of William Blake’s Songs of Innocence and Experience. The two quatrains of this poem rhyme ABAB. Most interpretations of The Sick Rose conclude that the speaker addresses the rose to inform it of its death. The rose can be seen in both its literal sense as well as a symbol of love. The "sickness" that the rose endures is brought on by a worm, which has stuck in under the cover of darkness and has ultimately caused the death of the rose, although the rose is unaware of its own state. Blake uses the rose to symbolize love as to show the tainted view that society has attached to love.

The Sick Rose by William Blake

O Rose thou art sick.

The invisible worm,

That flies in the night

In the howling storm:

Has found out thy bed

Of crimson joy:

And his dark secret love

Does thy life destroy.