Category Archives: Scene 6

A useful revision PowerPoint on A Streetcar Named Desire…

A Student Study Guide To A Streetcar Named Desire

Scene 7 — How shocking are the relevations about Blanche in this scene?

Learning Objectives: to develop your ability to use appropriate terminology; to learn how to analyse and interpret.

How does Williams make this moment so revealing?

STELLA: This is making me — sick!

STANLEY: The boy’s dad learned about it and got in touch with the high school superintendent. Boy, oh, boy, I’d like to have been in that office when Dame Blanche was called on the carpet! I’d like to have seen her trying to squirm out of that one! But they had her on the hook good and proper that time and she knew that time and she knew that the jig was all up! They told her she better move on to some fresh territory. Yep, it was practickly a town ordinance passed against her!

The bathroom door is open and BLANCHE thrusts her head out holding a towel about her hair.

BLANCHE: Stella!

STELLA (faintly) Yes, Blanche?

BLANCHE: Give me another bath-towel to dry my hair with. I’ve just washed it.

When analysing think about:

Word classes: nouns, adjectives, verbs, adverbs,

Syntax: Sentence moods: declarative, interrogative, imperative, exclamatory; sentence types: minor, simple, complex; listing: syndetic and asyndetic;

(Syndetic means connected by a conjunction, asyndetic means with a comma instead of a conjunction.

Syndetic: Birds flock and wheel and cry.

Asyndetic: Birds flock, wheel, and cry.)

Ellipsis: The omission from speech or writing of a word or words that are superfluous or be understood from contextual clues.

  • A set of dots indicating such an omission.

Vocabulary: connotations, semantic fields;

Figurative language: metaphor, simile, personification, symbolism

Register: Formal, informal: genre, audience, topic



Phonology: Alliteration, assonance, onomatopoeia, rhyme

Tenses: past, present, future

Narrative viewpoint: 1st person, 2nd person, 3rd person.

Scene 6: learning about semantic fields

Learning Objectives: to learn about the terminology connected with semantic fields; to develop your speaking and listening skills; your ability to ask high order questions; to develop your reading skills.

Terminology to learn and apply:

Semantic field; this is words which are linked in meaning.

Low-frequency lexis: unusual or rarely spoken/written words

High-frequency lexis: common words

This scene focuses upon Mitch and Blanche’s unfolding relationship. Key discussion point: How does Williams represent Blanche and Mitch in this scene?

TASK: Read in your group the scene and look for words which have the common semantic field of:






Or any other semantic field that you can find.

DISCUSS in your group: WHAT are the words and phrases that employ the semantic field of love/loss/trauma/family? WHO employs these semantic fields and why? WHERE and WHEN does this happen? Write out the phrases that are linked by these semantic fields and explain their effects to your group. Then write down your thoughts.

WHAT are the EFFECTS of these semantic fields, of these words that linked by meaning and theme?