You re kidding Reading poetry Understanding poetry Writing about poetry?!?
Composition Components: I. Purpose Understand What topic, issue or event is the poem addressing? What is the speaker saying about this topic, issue or event? What are the work s/speaker s underlying values?
Example Poems about Night/Dark Emily Dickinson Robert Frost We grow accustomed to the Dark When light is put away As when the Neighbor holds the Lamp To witness her Goodbye I have been one acquainted with the night. I have walked out in rain-and back in rain. I have outwalked the furthest city light. I have looked down the saddest city lane. 5 A Moment We uncertain step For newness of the night Then fit our Vision to the Dark And meet the Road erect 5 I have passed by the watchman on his beat And dropped my eyes, unwilling to explain. I have stood still and stopped the sound of feet When far away an interrupted cry 10 And so of larger Darkness Those Evenings of the Brain When not a Moon disclose a sign Or Star come out within 10 Came over houses from another street, But not to call me back or say good-by; And further still at an unearthly height One luminary clock against the sky 15 The Bravest grope a little And sometimes hit a Tree Directly in the Forehead But as they learn to see Proclaimed the time was neither wrong nor right. I have been one acquainted with the night 20 Either the Darkness alters Or something in the sight Adjusts itself to Midnight And Life steps almost straight.
Write about Purpose like this: (from Example Poems) Complete something like this on your hand-in paper: Poem 1: Accustomed to the Dark by Emily Dickinson Poem 2: Acquainted with the Night by Robert Frost Subject matter(s) addressed by both poems: Darkness as in dark times or experiences: death, sadness, loneliness, functioning in dark/night, how dark/night changes you Perspective, attitude or philosophy of one speaker toward this subject matter With time and support of community, we can learn to function almost normally after tragedy befalls us VS. Perspective, attitude or philosophy of the other speaker toward this subject matter A solitary yet observant person, while seeing and experiencing the loneliness and sorrows of life can understand and bear it
Now you try it: Purpose Complete this on your hand-in paper: Poem 1 : by Poem 2: by Subject matter(s) addressed by both poems: Perspective, attitude or philosophy of one speaker toward this subject matter VS. Perspective, attitude or philosophy of the other speaker toward this subject matter
Now you try it: Purpose Complete this on your hand-in paper: Poem 1 : Bright Star by Keats Something Like a Star Frost Poem 2: by Subject matter(s) addressed by both poems: Apostrophes to stars in which the speakers admire the stars steadfast, bright, directive, and elevated nature. These qualities are literally true but are meant figuratively. Perspective, attitude or philosophy of one speaker toward this subject matter VS. Perspective, attitude or philosophy of the other speaker toward this subject matter Don t imitate the star because of life values Imitate the star to have fixed, higher values as guidance
Composition Components: II. Explanation & Evidence How is this purpose achieved? How do the writing choices provide artistic unity that conveys these philosophies or perspectives? poetic and literary devices and elements
What can I write about? Setting Diction Tone Point of View Syntax Imagery Conflict Figurative Language Structure Character Development Irony
Another way to look at it Psychological state Emotional state Decision/Result Word choice reveals tone, mood & characterization Poem Poetic devices: Increase or decrease emotion / response / awareness
Example Poems about Night/Dark Emily Dickinson Robert Frost We grow accustomed to the Dark When light is put away As when the Neighbor holds the Lamp To witness her Goodbye I have been one acquainted with the night. I have walked out in rain-and back in rain. I have outwalked the furthest city light. I have looked down the saddest city lane. 5 A Moment We uncertain step For newness of the night Then fit our Vision to the Dark And meet the Road erect 5 I have passed by the watchman on his beat And dropped my eyes, unwilling to explain. I have stood still and stopped the sound of feet When far away an interrupted cry 10 And so of larger Darkness Those Evenings of the Brain When not a Moon disclose a sign Or Star come out within 10 Came over houses from another street, But not to call me back or say good-by; And further still at an unearthly height One luminary clock against the sky 15 The Bravest grope a little And sometimes hit a Tree Directly in the Forehead But as they learn to see Proclaimed the time was neither wrong nor right. I have been one acquainted with the night 20 Either the Darkness alters Or something in the sight Adjusts itself to Midnight And Life steps almost straight.
Write about Explanation & Evidence like this: (from Example Poems) Complete something like this on your hand-in paper: Poem 1: Dickinson Poem 2: Frost Device/element Word/phrase & line(s) Device/element Word/phrase & line(s) Point of view first person plural (we) We uncertain step (line 5) Point of view first person singular (I) I have outwalked (line 3) Multiple denotations light is put away, (2) dark (7), Darkness (9) Light presence, life, lack of light Dark dimness, depression Multiple denotations city light (3) City light border between city and country, boundary of laws and watchfulness Word choice denotes hopefulness newness, erect, bravest, adjusts Word choice denotes resignation Outwalked, saddest, dropped, unwilling Positive emotional progression bordering on stoicism Uncertain step (5) life steps almost straight (20) Somber auditory imagery walked out in rain and back again an interrupted cry
Now you try it: Explanation & Evidence Complete this on your hand-in paper: Poem 1: Poet, Title Poem 2: Poet, Title Device/element Word/phrase & line(s) Word/phrase & line(s)
Follow Emotional States Analyze from the speaker s vantage point. Note anything that helps reveal the speaker s attitude. Begin with identifying moments in the poem as positive, negative or neutral and then pick out phrases to support that analysis. Next, determine more descriptive words to describe attitude (e.g., surly, vindictive, outraged, etc.)
Emotional States Example Poem We grow accustomed to the Dark When light is put away As when the Neighbor holds the Lamp To witness her Goodbye A Moment We uncertain step For newness of the night Then fit our Vision to the Dark And meet the Road erect And so of larger Darkness Those Evenings of the Brain When not a Moon disclose a sign Or Star come out within The Bravest grope a little And sometimes hit a Tree Directly in the Forehead But as they learn to see Either the Darkness alters Or something in the sight Adjusts itself to Midnight And Life steps almost straight. neutral - factual negative - nervous positive - determined negative - depression less negative - tenuous positive - humorous neutral - factual mixed emotions poignant
How am I supposed to come up with all these words?!?! Use the handout! Look at the goldenrod sheet in your folders.
Shifts Discover any major shifts in structure, diction, or syntax. Look for wording that evokes certain connotations and sudden changes in tone, sentence length, rhythm, punctuation, or patterns of imagery.
Example of Shift The content of chore list shifts from short lines of iambic meter (x /) and end rhyme couplets with rapid recitation pace to Quatrains (4 lines) of: alliteration in first line of shift to slow the speaker Imagery poetic apostrophe imagination ( York Peppermint Patty Sensation), rhyme in lines 2 and 4 of each stanza I've got the children to tend The clothes to mend The floor to mop The food to shop Then the chicken to fry The baby to dry I got company to feed The garden to weed I've got shirts to press The tots to dress The can to be cut I gotta clean up this hut Then see about the sick And the cotton to pick. Shine on me, sunshine Rain on me, rain Fall softly, dewdrops And cool my brow again. Storm, blow me from here With your fiercest wind Let me float across the sky 'Til I can rest again. Fall gently, snowflakes Cover me with white Cold icy kisses and Let me rest tonight. Sun, rain, curving sky Mountain, oceans, leaf and stone Star shine, moon glow You're all that I can call my own. Woman Work by Maya Angelou
What?!? One step at a time. We won t let you get stuck.
Methods Review Poetry Approach TP-CAS-TP Title Point of View Choice of Words Attitude Shift in Meaning Theme Paraphrase Five Voices Diction Detail Imagery Syntax Tone
Composition Components: III. Analysis Analyze: Now that you have: identified the topic, explained the speaker s purpose, and delineated some of the speakers underlying values How do you support your opinion or beliefs about the work in a logical and convincing argument?
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Best Approach for Writing Any Essay THESIS & ARGUMENT BODY s CON- CLUSION INTRO METHOD 1. GETS YOU WRITING RIGHT AWAY 2. YOU LL KNOW WHAT YOUR PAPER IS ABOUT WHEN YOU WRITE YOUR INTRODUCTION 3. YOU WON T FIND YOURSELF STARING AT A BLANK PIECE OF PAPER UNTIL DROPS OF BLOOD FORM ON YOUR FOREHEAD
*demonstrates, displays, communicates, reveals, exhibits, exposes, projects, betrays, declares, evinces, exposes, gives away, manifests, lays out, parades, produces, unveils, heralds, proclaims, publicizes, trumpets; divulges, talks (about), tells (of); bares, discovers, unmasks, discloses, uncloaks, uncovers Thesis What is the topic asking you to write about? Understand the question. Your thesis must make it clear that you know what you re supposed to be writing about. In the thesis statement, consider describing the incidents you ll be discussing through topical terms such as plant metaphor, agitated expressions, as opposed to quoting specific lines or phrases in the introduction. The speaker experiences* X in order to show* Y.
Write about Thesis like this: (from Example Poems) Complete something like this on your hand-in paper: Go back and look at your subject matter first! Subject matter(s) addressed by both poems: Darkness as in dark times or experiences: death, sadness, loneliness, functioning in dark/night, how dark/night changes you Remember the example: THESIS: The speaker experiences* X in order to show* Y. After being exposed to unpleasant experiences death and despondency the speakers in both poems demonstrate resilience and adaptation skills common to humanity through point of view, denotations and word choice.
Write about Thesis like this: (from Example Poems) THESIS: After being exposed to unpleasant experiences death and despondency the speakers in Frost s and Dickinson s poems demonstrate resilience and adaptation skills common to humanity through point of view, denotations and word choice. TOPIC EXPERIENCE POETIC/LITERARY DEVICES
*demonstrates, displays, communicates, reveals, exhibits, exposes, projects, betrays, declares, evinces, exposes, gives away, manifests, lays out, parades, produces, unveils, heralds, proclaims, publicizes, trumpets; divulges, talks (about), tells (of); bares, discovers, unmasks, discloses, uncloaks, uncovers Now you try it: Thesis Statement TASK: Write a well-organized essay in which you compare and contrast the way each poem illustrates the futility and devastation of war. Explain: how both poets use literary techniques such as irony, point of view and diction, or how different aspects in the structure and poetic devices of each poem develop each speaker s particular point of view or a combination of similarities and differences Complete this on your hand-in paper: Go back and look at your subject matter first! Subject matter(s) addressed by both poems: Remember the example: The speaker experiences* X in order to show* Y.
*demonstrates, displays, communicates, reveals, exhibits, exposes, projects, betrays, declares, evinces, exposes, gives away, manifests, lays out, parades, produces, unveils, heralds, proclaims, publicizes, trumpets; divulges, talks (about), tells (of); bares, discovers, unmasks, discloses, uncloaks, uncovers Need more guidance? Thesis FITB Fun While the speaker in s poem uncloaks [meaning/experience] and the speaker in s poem exposes [meaning/experience], both poems convey their perspectives through,, and [literary devices]. Even though both speakers address, [topic] the speaker in s poem unveils [meaning/experience] through,, and, [literary devices] while the speaker and the speaker in s poem reveals [meaning/experience] through,, and [literary devices]. Uncovering [meaning/experience] in s poem and [meaning/experience] in s poem, a variety of poetic devices including,,, and reveal [meaning/experience] regarding [topic].
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Body Paragraphs EXAMPLES: Focus on thoroughly explaining the three specific poetic or literary devices you ve picked out in your thesis. EXPLAIN: What underlying attitudes, ironies, meanings, or conflict development does each example contain? Utilize the adjective lists that describe speaker emotion, language and tone. TIE BACK: How does this example prove the focus?
Write body paragraphs like this: (from Example Poems) Starting with a first person pronoun for the first word in each poem, the speakers in both poems establish whether their dark experiences are individualistic or communal. The speaker in Dickison s poem begins with We grow (ln 1), and later We step (ln 4) and our vision (ln 6) to indicate her belief in the commonality of humanity s difficult adjustment when a loved one has died. In contrast, the speaker in Frost s sonnet emphasizes his individualistic experience with the dark side of humanity by repeating the phrase I have seven times (ln 1, 2, 3, 4, 5, 7, and 14) and the personal pronouns my and me in lines 6 and 10. These pronoun choices convey empathy regarding the grieving process in Dickinson s work and perhaps sympathy or deepening comprehension of solitary woes in the Frost poem.
Body Paragraph Example Break it down Starting with a first person pronoun for the first word in each poem, the speakers in both poems establish whether their dark experiences are individualistic or communal. The speaker in Dickison s poem begins with We grow (ln 1), and later We step (ln 4) and our vision (ln 6) to indicate her belief in the commonality of humanity s difficult adjustment when a loved one has died. In contrast, the speaker in Frost s sonnet emphasizes his individualistic experience with the dark side of humanity by repeating the phrase I have seven times (ln 1, 2, 3, 4, 5, 7, and 14) and the personal pronouns my and me in lines 6 and 10. These pronoun choices convey empathy regarding the grieving process in Dickinson s work and perhaps sympathy or deepening comprehension of solitary woes in the Frost poem. Transition, topic sentence Poem 1: QE (quote, explain) Poem 2: Transition, QE (quote, explain) Analysis
Is there any formulaic writing success? But one: Quote Explain Analyze These (QEA) can be presented in any order, but they are an inseparable trinity, if you will. They must exist together. They must all exist, multiple times, to create the reality of your interpretative understanding of the text for your reader.
Transitions TRANSITION: Insert a transition that makes sense! Next, Additionally, Surprisingly, Contrastingly, Vacillating between and, More dramatically, Similarly, Coming at the topic from an entirely different angle, In the same way, you get the idea. Use transitions!!!
Now you try it: Writing Your Body s Follow this guideline for your body paragraphs on your hand-in paper: T, TS 1.Include a meaningful transition word/phrase in the 1 st sentence 2.Write a topic sentence proving a point from the thesis ( 1). QEA 3.Quote an example from one of the poems and then explain what it means and how it supports this s topic. 4.Analyze the examples deeper, explaining what they reveal about the moment or overarching meaning 5.End each body by tying back to the thesis and then setting up or leading to the next
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Conclusion! Yay!! That happy for it to end?
Conclusion CONCLUSION: Wrap it up. Restate the focus of the essay and topically refer to your points, which may sound something like this: Through contrasting metaphors and traumatic details, [restate focus] is revealed. Then write two sentences, commenting on the literary devices implied through the actions or interactions, which may sound something like this: Painfully, the speaker begins the poem then becomes, and finally admits. The initial of the speaker results in, undergirding the idea that.
Write a Conclusion like this: (from Example Poems) Complete something like this on your hand-in paper: Through contrasting points of view, a range denotations defining dark as death to defiance, and word choices that connote either a weary hopefulness or a resigned compassion for a scared world. Both speakers initial situation of evolves the poem then becomes, and finally admits. The initial of the speaker results in, undergirding the idea that.
Words to Start a Conclusion for Comparative Analysis Whether or, While taking into consideration both and, Revealing the complexity of/between is key. In order to fully understand, both and must be examined.
Words to Start a Conclusion for Thematic Paper The opposing forces The conflict propels Revealing the complexity of/between is key. In order to, Once happens, is revealed.
Now you try it: Writing Your Conclusion Complete this on your hand-in paper: Use one of the methods I showed you or fly solo and try your own approach. Do not begin with: In conclusion.
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