One of the most well-known Spanish poets of the Golden Age, Francisco de Quevedo, wrote a poem titled "Salmo XVII, "Miré los muros de la patria ma," which explores the themes of exile and longing for one's home country.
Context Behind “Miré los muros de la patria mía”
Author Background
During the 17th century, Francisco de Quevedo was a well-known poet and writer in Spain. Quevedo was a significant player in the Spanish Baroque literary movement and is renowned for his intricate and sophisticated style. He is regarded as one of the best poets in Spanish literature and his writings frequently probed issues of human nature, morality, and societal criticism.
Time and Place
📜Historical: The poem was created in Spain during the Spanish Golden Age, which spanned the 16th and 17th centuries and saw a flourishing of the arts and literature. Conflicts over politics and religion, economic growth, exploration, and the emergence of the Spanish Empire as a major world force all occurred during this period.
🗺️Geographic: The poem's geographical setting is Spain, and it particularly mentions "los muros de la patria mia" (the walls of my motherland). The mention of walls relates to the actual and figurative barriers that divide the speaker from their hometown, evoking longing and nostalgia for the well-known surroundings and sceneries.
Societal Context
👑Political: The poem's political setting is characterized by the decline of the Spanish Empire, along with political unrest and power struggles in both Spain and abroad. The poem captures the speaker's own experience of exile and alienation from their native country, which may have been impacted by political events or wars.
🧑🏽🤝🧑🏻Socio-economic: Social inequality and differences in income and power define the socioeconomic setting of the poem. As a member of the nobility, Quevedo frequently critiqued the excessive materialism and greed of the affluent classes in his writings while addressing the moral decay and social inequities that were pervasive in Spanish society.
🎭Cultural: The Spanish Baroque period, which is recognized for its complex and extravagant artistic style, had a significant impact on the cultural environment of the poem. Intricate wordplay, complex metaphors, and a preoccupation with the exploration of the human mind and the transient aspect of existence were characteristics of baroque art and literature. This cultural setting is reflected in Quevedo's poetry through its vivid imagery and reflective mood.
Need to Know About “Miré los muros de la patria mía”
Characters
The speaker might be viewed as a representation of the poet's voice and experience. The character's backdrop is one of desire, exile, and yearning for the homeland, representing the psychological and emotional effects of being cut off from one's roots and accustomed environment. The voice of the character reflects the content of the poem by expressing a profound sense of loss, nostalgia, and a longing to be reunited with one's home.
Literary Terms and Devices
Some literary terms and devices you should be familiar with for this poem are:
- Rima consonante: To increase the musicality of the verses, the poetry "Salmo XVII" makes use of rima consonante, or consonant rhyme, by repeating identical consonant sounds at the ends of several lines.
- Cuarteto: The poem is written in a cuarteto (quatrain) form, with each stanza having four lines. This style enables the poet to arrange their thoughts and ideas into a manageable framework, with each quatrain giving a finished notion or image.
- Terceto: Although the poem's primary form is a cuarteto, it also uses tercetos (tercets), which are composed of three lines. These tercets might be used as a contrasting or unifying element in the poem, adding to its overall rhythm and structure.
- Endecasílabo: To keep a steady meter and rhythm, "Salmo XVII" uses endecasílabos (lines with eleven syllables) throughout the poem. The poem's melody and consistent language flow are both enhanced by the usage of endecasilabos.
- Metáfora (Metaphor): The poetry uses metaphors to produce strong imagery and convey deeper meanings. They give the poet the chance to contrast or equate many ideas or things, which helps the reader understand the poem better and gives the text additional layers of symbolism.
- Enumeración (Enumeration): This is used to convey a sense of plenty, vividness, and detail, the poet employs the enumeration (listing) technique to list or enumerate various things. The enumeration technique enhances the descriptions' richness and complexity, further immersing the reader in the poetry.
- Símbolo: The poetry makes use of symbols, things, or ideas that have deeper significance beyond their literal interpretation. These symbols enhance the poem's main topic and meaning by evoking feelings, expressing abstract notions, or symbolizing universal principles.
- Hipérbaton: The poem employs the hipérbaton (word order inversion) to produce poetic effects by changing the standard syntax for emphasis or rhythm. By changing the word order, the poet gives the lines more diversity and melody, boosting the poem's overall aesthetic appeal.
Summary of “Miré los muros de la patria mía”
Salmo XVII, also known as "Miré los muros de la patria mía," is a highly complex and multi-layered sonnet written by Francisco de Quevedo in the 17th century. The poem reflects the author's sense of alienation and despair towards Spanish society and the political and social turmoil of his time.
The poem begins with the speaker describing his surroundings, specifically the walls and barriers that surround him. The speaker feels trapped and confined within these walls, which are symbolic of the divisions and obstacles that separate people from each other and from their own sense of identity and purpose. The walls also represent the political and social barriers that prevent the speaker from achieving his goals and aspirations.
The speaker then laments the state of his country and the corruption and decadence that he sees around him. He expresses his disillusionment with Spanish society and his sense of alienation from its values and ideals. The speaker's tone is one of despair and hopelessness, as he feels powerless to effect any meaningful change in his society.
In the final lines of the sonnet, the speaker turns to God for refuge and salvation. He seeks divine intervention to overcome the chaos and destruction of the world around him. The poem ends on a note of spiritual hope, with the speaker placing his faith in God's mercy and love.
Overall, Salmo XVII is a powerful reflection of Quevedo's sense of disillusionment and despair toward Spanish society. The poem uses rich imagery and symbolism to convey the complexity of the speaker's emotions and thoughts. The themes of alienation, despair, and hopelessness are balanced by the speaker's faith in God and his hope for a better future.
Themes in “Miré los muros de la patria mía”
El tiempo y el espacio
Through the speaker's musings on the passage of time and the effect of distance on their relationship to their birthplace, the poem's theme of time and space—or el tiempo y el espacio—is explored. In order to emphasize the distance caused by both time and physical place, the speaker thinks about the barriers that separate them from their history.
El carpe diem y el memento mori
As the speaker considers how brief life is and how certain death is, the themes of el carpe diem (seize the day) and el memento mori (remember death) are prominent throughout the poem. The poem is a reminder to appreciate the present and make the most of one's life before time passes and death becomes a certainty.
La trayectoria y la transformación
As the speaker considers their own journey and the changes they have gone through throughout time, the themes of trajectory and transformation become clear. The poem examines how experiences in life change and mold one's viewpoint, highlighting the transformational force of time and the course of one's life.
La introspección
The speaker of the poem engages in extensive introspection and self-reflection, which is key to the poem's concept of la introspección (introspection). The speaker explores the inner workings of their thoughts and emotions as they reflect on their relationship with their hometown, their own identity, and the passing of time.
Analysis and Significance of Salmo XVII
Salmo XVII is a highly complex and multi-layered poem that explores themes of disillusionment, despair, and hopelessness. The poem is written in a highly elaborate and ornate style, with rich imagery and symbolism that reflects the complexity of the speaker's emotions and thoughts. The walls and barriers that the speaker describes in the poem are symbolic of the divisions and obstacles that separate people from each other and from their own sense of identity and purpose. The poem also contains religious themes, with the speaker seeking refuge and salvation from God in the face of the chaos and destruction of the world around him.
The poet Francisco de Quevedo engages in serious introspection as he considers the passage of time, the effect of distance, and the passing essence of life in "Salmo XVII, "Miré los muros de la patria ma." As Quevedo considers the barriers separating him from his native country and the melancholy that comes with the physical and temporal distance, the idea of time and space is beautifully intertwined into the poem. The poet underlines the necessity of appreciating the present moment while understanding the inevitable nature of mortality by contrasting el carpe diem and el memento mori. Highlighting la trayectoria and la transformación, Quevedo's introspective voyage causes him to reflect on the course of his life and the transformative force of time.
The importance of "Salmo XVII" is found in its examination of significant existential concerns and the speaker's voyage of introspection. The poem captures the universal human emotion of longing for one's country, pondering mortality, and considering the transformational effect of personal journeys through rich imagery, introspection, and reflection on the passage of time and distance. "Salmo XVII" by Quevedo is a timeless work that inspires readers to consider their own relationship with time, space, and the intrinsic temporality of human existence. It does this by displaying Quevedo's excellent artistry and profound reflection. It serves as a moving reminder to appreciate the present, welcome change, and reflect on the bigger picture of life and the human condition.
Study Questions
While you study and engage yourself in this poem, think about how you would answer the following questions:
- What is the role of religion in Salmo XVII?
- How does the poem reflect Quevedo's sense of disillusionment and despair with Spanish society?
- What does this reflect in regard to the historical context? Great work! ✨
Frequently Asked Questions
What does "miré los muros de la patria mía" mean in English?
"Miré los muros de la patria mía" literally means "I looked at the walls of my homeland." In Quevedo’s Sonnet (Salmo XVII) that line opens a reflective, elegiac tone—the speaker observes the ruined walls as a symbol of decay, loss, and the passage of time (memento mori, vanitas). For AP Lit, note how that image ties to themes in Unit 3: el tiempo y el espacio, la decadencia imperial, and la introspección; it’s a concrete detail you can cite to support analysis of metaphor, tone, and baroque irony. For a quick review of the poem and how to use that line on the exam, check the Topic 3.2 study guide (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL). For extra practice, try problems in the Unit 3 practice set (https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
I don't understand the difference between cuarteto and terceto - can someone explain?
A cuarteto is a stanza of four versos and a terceto is a stanza of three versos. In Spanish sonnets (like Quevedo’s Salmo XVII) you usually have two cuartetos (the two quatrains) followed by two tercetos (two three-line stanzas): that’s the classic Petrarchan/Italian structure applied in the Siglo XVII. Important AP terms: each verso in these sonnets is typically endecasílabo (11 syllables) and uses rima consonante (full rhyme). On the exam you might be asked to identify form and explain how the octave (the two cuartetos) sets up a problem or theme (e.g., ruina de la patria, memento mori) and the tercetos offer a resolution or reflection—that shift is key to analyze. For a focused review on Quevedo’s sonnet and these terms, see the Topic 3.2 study guide (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL). Need practice identifying stanzas? Try the AP practice problems (https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
How do I analyze the metaphors in Quevedo's Salmo XVII for my AP essay?
Focus on three steps: identify, explain, and connect. First, pick a clear metaphor (e.g., los “muros de la patria”/la ruina patria, the poem’s recurring images of decay and emptiness). Describe its literal image and then its figurative meaning (walls = political/social structure; ruin = decadencia imperial, vanitas, memento mori). Second, explain how Quevedo’s metaphors work together—contrast past grandeur with present decay, compress tiempo y espacio, and create an elegíaco, introspective tono that emphasizes loss and mortality. Third, tie each metaphor to a theme (carpe diem/memento mori, memoria histórica, transformación interior) and to form: note soneto barroco features (hipérbaton, endecasílabo, rima consonante) that amplify the metaphor’s force. In your AP essay state a clear thesis, quote specific lines as evidence, analyze language and effect, and link back to cultural context. For more modeled practice and examples, check the Topic 3.2 study guide (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL) and Unit 3 resources (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3). For extra timed practice, use Fiveable practice questions (https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
What's the difference between rima consonante and rima asonante in Spanish poetry?
Rima consonante vs. rima asonante: la diferencia está en qué sonidos coinciden a partir de la vocal acentuada del verso. En rima consonante se repiten iguales las consonantes y las vocales (por ejemplo, “casa” / “basa”: -asa = rima consonante). En rima asonante solo coinciden las vocales (por ejemplo, “casa” / “gata”: a–a = rima asonante), aunque las consonantes varían. En la práctica, los sonetos barrocos como el Salmo XVII de Quevedo usan endecasílabos y rima consonante en esquemas fijos (por ejemplo, ABBA ABBA en los cuartetos), y reconocer el tipo de rima te ayuda a explicar la musicalidad y el tono elegíaco del poema —una habilidad que cae en la categoría de análisis del examen AP (Skill Category 1). Para repasar este y otros elementos del tema, mira el estudio guiado del Salmo XVII (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL) y practica con preguntas adicionales (https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
Why does Quevedo use so much hipérbaton and how does it affect the meaning?
Quevedo usa hipérbaton para subrayar y desordenar la sintaxis de modo que el lector sienta la ruptura, la decadencia y la ansiedad que describe. En un soneto barroco como “Salmo XVII” el hipérbaton: - resalta palabras clave (p. ej. “muros”, “ruina”, “tiempo”) colocándolas en posiciones inesperadas; - crea ritmo tenso y fragmentado que refleja la imagen de la patria en ruinas y el tono elegíaco/memento mori; - obliga al lector a detenerse y reconstruir el sentido, intensificando la introspección y la metáfora de la pérdida. Efecto en el significado: la sintaxis desplazada no es solo ornamental; plantea desorden histórico y personal—la memoria y el paso del tiempo—y fortalece la voz pesimista del yo poético. En el examen AP, identifica el hipérbaton y explica su función (cómo cambia tono, ritmo y significado) para ganar puntos en la tarea de análisis (véase el topic study guide) (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL). Para más práctica, revisa la unidad 3 (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3) y los problemas de práctica (https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
When I write about memento mori vs carpe diem themes, what examples should I use from the poem?
Use concrete images and tone to support each theme—don’t just name them. - Memento mori: point to the poem’s focus on decay and death—“los muros de la patria” en ruinas, el paso del tiempo, el tono elegíaco and imágenes de polvo/soledad that signal vanitas and historical decline (la decadencia imperial). These lines show inevitability and loss—perfect for claiming memento mori. - Carpe diem (more limited here): if you argue for it, highlight any moments of urgency about time (references to “edad” y “tiempo ligero”) or commands to remember/valorizar lo presente amid ruin. Quevedo usually stresses mortality, so treat carpe diem as a secondary reading—a bitter call to value what remains rather than a celebratory exhortation. On the AP exam, explicitly quote short textual examples and tie them to literary devices (metáfora, símbolo, tono) when explaining theme development (see the topic study guide: https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL). For more practice comparing themes and citing lines, use unit resources (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3) and practice problems (https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
What are some good transition phrases I can use when comparing Quevedo to Garcilaso or Góngora?
Usa frases que dejen claro si comparas tema, tono o técnica —eso pedirá la FRQ 4 del examen (compara recursos y tema). Aquí tienes útiles, agrupadas por función, con un ejemplo breve entre Quevedo (barroco, memento mori, hipérbaton, metáfora) y Garcilaso/Góngora: Para introducir comparación - “En contraste con Quevedo, Garcilaso/Góngora…” - “Mientras Quevedo presenta…, Garcilaso/Góngora ofrece…” Para señalar semejanzas - “Ambos autores comparten…” - “De manera similar, Quevedo y Garcilaso/Góngora…” Para enfatizar diferencias de tono/estilo - “A diferencia del tono elegíaco de Quevedo, Garcilaso/Góngora emplea un tono…” - “Quevedo usa el conceptismo para…, mientras Góngora recurre al culteranismo/garcilasiano al enfatizar…” Para causa/efecto o consecuencias - “Por ello, Quevedo logra…, lo que provoca…” - “Esto conduce a una visión más…” Para concesión y matiz - “Aunque Quevedo muestra…, también reconoce que…” - “Si bien Garcilaso/Góngora destaca…, no deja de…” Para concluir/comparar impacto - “En suma, mientras Quevedo subraya la ruina y el ‘memento mori’, Garcilaso/Góngora enfatiza…” Más recursos y ejemplos en el guía del tema (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL) y practica con ejercicios en (https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
I'm confused about endecasílabo - how do I count syllables in Spanish poetry?
Endecasílabo = verso de 11 sílabas métricas. Cómo contar (pasos rápidos): 1) Junta sílabas normalmente, pero aplica sinalefa: si una palabra termina en vocal (o vocal + h) y la siguiente empieza con vocal, se unen en una sola sílaba métrica. Ejemplo: "miré | los muros" → mi-ré/los-mu-ros → sinalefa entre "miré" y "los"? solo si termina en vocal sin pausa. 2) Cuenta sílabas tras aplicar sinalefas; no cuentes hiatos forzados salvo que el autor marque pausa. 3) Ajusta por la sílaba tónica final: si el verso termina en palabra aguda (última sílaba tónica) suma 1; si termina en llana (penúltima tónica) no cambies; si termina en esdrújula resta 1. 4) Otros recursos: diéresis puede separar diptongo (aumenta sílabas) si aparece. Ejemplo breve (hipotético): "Miré los muros de la patria mía"—aplica sinalefas y ajusta por palabra final aguda/llana para ver si da 11. Para practicar con Salmo XVII y ver usos barrocos (hipérbaton, símbolo), mira el study guide (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL). Hay más ejercicios en la práctica de Fiveable (https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
What's the cultural context behind "patria" in 17th century Spain that I need to know for the exam?
In Quevedo’s Salmo XVII, “patria” isn’t just “country”—it’s the idea of Spain at the end of its Golden Age: a Habsburg empire in political, economic, and moral decline (lost revenues, wars, plague, visible urban decay). Quevedo uses “patria” as a symbol of ruina, memoria histórica and vanitas: the fallen walls, elegíaco tone, and memento mori imagery show anxiety about time, legacy, and identity. For the AP exam, link this cultural context to the poem’s barroco devices (hipérbaton, metáfora, tono elegíaco) and themes like el tiempo y el espacio and la introspección—that’s exactly what Free-Response Q3 expects (analyze cultural context and literary devices). For a focused review, see the topic study guide (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL) and the unit overview (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3). Practice applying context with problems at (https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
How do I identify and explain enumeración in Quevedo's poem?
Enumeración = lista de elementos acumulados para intensificar una idea. En Salmo XVII de Quevedo la enumeración aparece cuando el poeta amontona imágenes de ruina y decadencia (es decir, una serie de sustantivos o imágenes relacionadas separadas por comas o pausas). Cómo identificarla: busca grupos de palabras que funcionan como una lista visual o conceptual (por ejemplo, varias cosas rotas, vacías o perdidas) en un solo verso o en versos seguidos. Cómo explicarla en el examen AP: 1) nómbrala (enumeración); 2) cita breve y concreta del poema; 3) explica su función —acumula imágenes para enfatizar la descomposición de la patria y reforzar temas barrocos como el memento mori, la vanitas y la introspección—y conecta con el tono elegíaco y la visión del tiempo. Para más ejemplos y guía específica del texto, revisa el estudio del tema en Fiveable (Salmo XVII) y practica con preguntas en la sección de práctica (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL; https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
What does "introspección" mean and how does it connect to the theme of time and space?
"Introspección" means looking inward—examining your own thoughts, memories, fears, and feelings. In Quevedo’s Salmo XVII that inward gaze becomes a moral and historical meditation: the speaker contemplates personal mortality (memento mori/vanitas) and the ruined walls of his patria. That self-examination links time and space because the poem collapses past/present (memory of former glory) and physical place (the decaying city walls) into a single elegiac reflection. Time shows decay and loss; space (the patria’s walls) is the concrete evidence that triggers introspection about identity, history, and finitude. For the AP exam, note how Quevedo uses tone elegíaco, metáforas of ruina, and vanitas imagery to develop the themes of el tiempo y el espacio and la introspección—use specific lines as evidence in responses (see the topic study guide on Fiveable for examples) (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL). For extra practice, try related unit problems (https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
I missed class - can someone explain what símbolos Quevedo uses to represent decay and time?
Quevedo usa símbolos típicos del barroco para mostrar decadencia y el paso del tiempo. Los “muros de la patria” y las “ruinas” son metáforas concretas de la pérdida política y el declive físico; el poeta ve lo que fue fuerte ahora “desmoronado”, imagen de la trayectoria y transformación. El “polvo” y lo “seco” (lo que queda) funcionan como símbolos memento mori/vanitas: recuerdan la mortalidad y la fugacidad (tiempo como agente destructor). También hay imágenes de olvido y memoria histórica —la voz mira desde la introspección y el tono elegíaco refuerza carpe diem vs. memento mori. En el examen, identifica estas metáforas y explica su función temática y tonal (Unit 3 CED skills: análisis, contexto). Para repasar, mira el study guide de este tema (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL) y practica con más ejercicios (https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
When analyzing the transformation theme, what specific lines should I focus on?
Focus on three places that show Quevedo’s “trayectoria y transformación” clearly: - The opening quatrain (the sonnet’s first lines)—contrast between “antes/ahora” (fortaleza → ruina) that frames historical decline (vanitas/decadencia imperial). - The central octave where images of time, death, and loss accumulate—look for metáforas and enumeraciones that move from public ruin to personal desolación (memento mori, tono elegíaco). - The final tercet/couplet—the shift to the speaker’s private fate and introspección: how national collapse becomes personal legacy (hipérbaton and símbolo reinforce the turn). When you write for the AP free-response, quote one or two precise lines from each of those sections and explain how the literary devices (metáfora, símbolo, enumeración, hipérbaton) create the thematic transformation. For help locating and practicing with these lines, check the topic study guide (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL) and unit review (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3).
What's the difference between analyzing this poem versus the Gabriela Mistral sonnets?
Quevedo’s Salmo XVII and Mistral’s sonnets ask for different focuses. With Quevedo (Siglo de Oro, soneto barroco) you emphasize formality: soneto de endecasílabos, rima consonante, cuartetos/tercetos, hipérbaton, metáforas barrocas y la temática memento mori/vanitas + ruina de la patria. Analyze cómo los recursos (hipérbaton, símbolos de decadencia) construyen tono elegíaco y la memoria histórica. Mistral (siglo XX) often centers on intimate voz poética, dolor maternal y duelo; look at freeer syntax, imágenes personales, repetición y la emocionalidad moderna. For the AP exam, Quevedo fits single-text historical/movement analysis (identify period, devices, contexto cultural), while Mistral suits close-reading of voice and emotion or a comparative essay (Question 4). Use specific lines as evidence and link devices to themes. For targeted review, see the Salmo XVII study guide (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL). More unit review and 1000+ practice questions at the Unit 3 page (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3) and practice hub (https://library.fiveable.me/practice/ap-spanish-literature-and-culture).
How do I write about the trayectoria concept without just summarizing the poem?
Don't summarize—trace the poem's trajectory as an argument: identify the starting situation, the turning images, and the final stance. For Salmo XVII, pick a clear thesis (e.g., Quevedo moves from personal mourning to a meditation on national decay and mortality). Then show step-by-step how that arc is built: quote lines that shift time (pretérito vs. presente), point out metaphors of ruin (muros, escombros), enumerate how lists and images widen the focus from "mi patria" to universal vanitas, and explain tone changes (elegíaco → acusador). Tie each moment to a literary device (hipérbaton, metáfora, enumeración, símbolo) and explain its function in the transformation. That way you meet AP tasks: explain thematic development and analyze devices with textual evidence (CED Skill Category 1). For a model outline and reminders, check the Fiveable study guide for this poem (https://library.fiveable.me/ap-spanish-literature-and-culture/unit-3/salmo-xvii-mire-los-muros-de-la-patria-mia-francisco-de-quevedo/study-guide/ca5UMyXcqjl7UgdUo1oL). For more practice, use Fiveable’s unit review and practice questions (https://library.fiveable.me/unit-3 and https://library.fiveable.me/practice/ap-spanish-literature-and-culture).