English 3201 Poetry Analysis - Notes 2017

Transcription

1 POETRY ANALYSIS NOTES 1. REPETITION is cmmnly present in petry. Repeated wrds/phrases/sunds can usually assist the reader by develping/revealing the fllwing: Tne Unity Md Rhyme REPETITION Message Rhythm Cherence (flw) 2. Pets ften make use f gd wrd chice (DICTION) t have a variety f effects Imagery Cnflict Tne Character Md Dictin (1-3 wrds max) Theme 3. If asked t discuss the EFFECTIVENESS f using elements such as dictin, imagery, figurative language, sund devices, emphatic devices, and title significance, yu shuld discuss sme f the fllwing EFFECTS: establish theme set the tne, md, atmsphere shw tw ppsing views, cntrast ideas emphasize a literary element prvke emtins in the viewer help t bring ut a theme establish setting prvide cherence r unity reveal irny reveal symblism create suspense reveal authr s style describe cnflict, images, setting, character reveal character

2 4. CHARACTER DEVELOPMENT/TRANSFORMATION: Cmpare hw a character appears in the beginning f the text (their actins, speech, beliefs) t hw they are revealed by the end Identify and discuss what exactly caused these changes t ccur OR Identify and discuss TRAITS revealed abut the character and what in the text has revealed these traits t the reader 5. CONFLICT: If asked hw a cnflict is develped, first identify whether the cnflict is external r internal Lk at each f the fllwing and prvide a discussin f ALL details: The cause f the cnflict Hw the cnflict develps ver time (what it lks like, what s happening, the impact, etc.) The reslutin f the cnflict (Hw des it end? Well r nt s well?) 6. CONTRAST/JUXTAPOSITION: If asked hw cntrast is EFFECTIVELY develped, first identify the nature f the cntrast: which TWO ideas r things are being cmpared based n their differences? Cntrast is effective because it ften reveals r develps: character (traits r change) cnflict irny message/theme md (change) tne (change) 7. DICTION: Wrds with strng psitive r negative cnntatins; in ther wrds, nes that have a significant feeling r meaning attached Use 1-3 wrd phrases MAXIMUM marks will be deducted fr qutes cntaining partial/whle sentences Always discuss the impact and meaning f the wrds as they relate t the subject matter f the text Dictin ften cntributes t the authr's style, md and tne. If asked hw dictin is used effectively, use ne f the fllwing: Creates tne, md Reveals authr s style Creates imagery Describes cnflict, images, setting, character Elicits emtinal respnse/persnal cnnectin Reveals character Cntains +/- cnntatin Reveals scial status and/r attitudes Reveals time and space Creates/enhances vice Identifies a target audience 8. EMPHATIC DEVICES: Emphatic devices create emphasis BUT never, never, never indicate that that s the nly way they are effective in a respnse. If asked t discuss the EFFECTIVENESS f using emphatic devices, always include ne f the fllwing cnnectins: Reveal character (list traits/change) Identify cnflict (capital letters, bld, italics) Cnvey md & tne (emtin) Develp setting Reinfrce message

3 Create vice Build suspense Add humur Reinfrce a message r pint Increase reader interest Highlight key pints and ideas Prvide extra detail (dash - ) Emphatic Devices Include: Punctuatin (brackets, questin marks, hyphens, ellipsis, exclamatin pints) cnveys emtin (!!??) shws a train f thught sequence ( ) identifies cnflict (?) reveals character [( )] Capitalizatin (r lack f) all caps = MEGA imprtant details n caps at all = shws hw insignificant smene/smething is (used t understate) Spacing and rganizatin f lines/paragraphs Sentence fragments AND simple sentences indenting = reveals cntrast & emphasizes the imprtance f certain details lng, cmplex sentences = cnfusin, train f thught running, etc. shrt, chppy sentences = emphasize a particular wrd that has special significance t the text (i.e. develps character, cnflict, md, tne, etc.) Fnt (bld, italics r underlining) draw attentin t the significance f thse wrds/phrases and develps character, Repetitin cnflict, md, tne, etc. (f wrds and/r parts f phrases) Parallel structure (Similar verb endings, cnsistency with parts f speech [i.e. nun, nun, nun ], and repeated parts f wrds/phrases) Listing (Lists f items, bjects, peple, ideas; separated by cmmas, semi-clns, etc.) 9. IMAGERY: Created thrugh dictin, metaphr, simile, persnificatin, hyperble, etc. Appeals t the senses BUT yu must ALWAYS nte the significance/impact and meaning f each image when asked a questin abut imagery Never, never, never just say It makes me picture r It creates a realistic image yu will lse marks lk DEEPER When asked t discuss the EFFECTIVENESS f an image, always link it t ne f the fllwing: Creates a tne r md (discuss hw) Sends a message (discuss the message) Reveals/develps character (list traits, etc. develped) Develps setting Reflects a cnflict Cnnects reader emtinally t the text Establishes setting Islating 1-2 wrds (effective dictin) and explaining the impact, r meaning/feeling attached t the wrds is an effective methd as well

4 10. MOOD: & Created thrugh pwerful dictin/imagery 11. TONE: Always make a statement abut md/tne rather than state ne wrd. Example: The authr s tne is critical tward the behaviur f teenagers. Always discuss the impact f using specific wrds thrughut (i.e. hw d such wrds create the tne r md?) DO NOT use wrds like negative, psitive, dark r neutral t describe md r tne. Sad r mad are nt gd chices either. Als, pick ONE wrd t describe md and tne, nt TWO (i.e. sarcastic NOT sarcastic and/r frustrated ). Md and tne are achieved thrugh: cllquial language/slang (cnversatinal) figurative language (imagery) irny/sarcasm wrd chice (dictin) emphatic devices 12. EFFECTIVENESS OF POINT OF VIEW: POINT OF VIEW EFFECT 1 st Persn (I, me, my, us, we, ur) 2 nd Persn (Yu) 3 rd Persn Limited (He, she, they, s and s ) 3 rd Persn Omniscient (He, she, they, s and s ) - biased and limited t ONE character s thughts and feelings - cnnectin t the thughts and feelings f the speaker - makes the reader feel pity, fear, etc. fr the speaker - makes the reader identify with the speaker - brings up persnal memries, etc. - develps the vice (persnality) f the speaker - reads easily, flws mre naturally (cherence) - speaker can influence r persuade the reader by talking t them directly - makes the reader feel cnnected t the speaker and the tpic - brings abut a sense f respnsibility and imprtance in the reader - reader gets sme f the insight fr ONE character - bias is reduced - reader desn t identify as much persnally/emtinally as 1 st persn, but mre s than fr 3 rd mniscient - gives the reader a variety f perspectives (MANY characters) - prevents bias - prvides ample descriptin, details (character, setting, cnflict, etc.) - intimacy and clse fcus f 1 st persn is missing 13. SYMBOLISM/MOTIF: If asked t discuss HOW symblism OR mtif is develped in a text, first identify the symbl r mtif and discuss what it represents in the text Then, discuss HOW the TWO references relate t the bject/idea/persn that yu ve selected as a symbl r mtif Finally, discuss WHAT is being represented r revealed by the symbl r mtif in each reference

5 14. THEME/MESSAGE: If asked t discuss HOW the theme is develped in a text, first identify the theme Then, discuss HOW the TWO references relate t the theme and als supprt the message that is being cnveyed in the text T identify a theme, fllw these steps: a. Identify what the pem is abut (i.e. change) b. Ask yurself what the pem is saying abut that subject (i.e. peple dn t like change and it upsets them) c. Write a neat statement that uses the ideas frm (b) abve (i.e. Peple are ften negatively affected by change) 15. TITLE SIGNIFICANCE: Titles are effective r significant because they ften cntain r reveal: irny message symblism md suspense tne Yu have t discuss HOW the wrds in the title have specific meaning within the text (i.e. irny, symblism, etc.) Cnsider the fllwing: hw the title relates t, r what it means t the main character if the title gains deeper meaning r changes meaning as the stry prgresses (i.e. first impressins versus final impressins)