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Notes from an AP conference given in a handout...that wasn't annotated...so I guess I can cite it to Advanced Placement/College Board.
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Unseen Poetry & Prose PPT
The document provides information about unseen poetry and prose, including some of their key differences and features. It also discusses examiner advice related to answering questions on unseen texts, such as focusing on making observations and arguments linked together rather than using lists of technical terms or acronyms. Finally, it provides sample plans for answering questions about poems, including using topic, viewpoint and tone as an introduction framework.
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This document provides teaching materials for analyzing the poem "Insensibility" by Wilfred Owen. It includes the following:
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This document provides guidance for students taking the GCSE Unseen Poetry unit. It will be externally examined, requiring students to write an essay comparing two contemporary poems. They will have one hour to plan and write their response. The essay will be marked out of 20 across three Assessment Objectives - AO1 for critical response, AO2 for analyzing language/structure, and AO3 for comparing poems. Tips are provided on how to approach the poems, including reading carefully and annotating, considering themes, mood, and personal response. A five-paragraph structure is suggested for the essay.
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This document outlines the agenda and procedures for an English class discussing New Criticism. It introduces the concept of using teams to earn participation points and provides the rules for team composition and point tracking. It then reviews literary theory and focuses on New Criticism as a formal, intrinsic approach. The key concepts of New Criticism - paradox, irony, tension, and ambiguity - are defined and illustrated with examples from literary works. Students are then instructed to get into their first groups to begin earning participation points.
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0486 sow unseen
This document provides guidance on teaching the Cambridge IGCSE Literature (English) Unseen paper. It recommends that students have experience reading poems and prose prior to studying for the exam. The Unseen paper tests skills developed throughout the course by requiring analysis of previously unseen extracts. Teachers should integrate work on set texts with unseen exercises to prepare students. Specific learning objectives for the Unseen include developing informed personal responses to different genres of poems and prose extracts. Suggested activities include using past papers and examples to familiarize students with the format, and providing opportunities to practice planning, annotating, and writing responses to unseen questions.
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This document provides teaching materials for analyzing the poem "Insensibility" by Wilfred Owen. It includes the following:
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I used this in my report in Humanities subject and I hope this will be useful for you!
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Poetry ExplicationWorld Literature Poetry Explication Assignment.docx
Poetry Explication
World Literature Poetry Explication Assignment
Due: 12/02/16 (end-of-day)
The Assignment:
Write a four-page explication of two short poems from our assigned texts in Week 5 (research optional). Choose two poems that you think will work well together, but offer contrast on some levels (either in form or in content). Poems covered deeply in class discussion are not eligible for this assignment. Pick poems we did not cover in depth.
About Explication:
Explication is the unraveling of a poem (or story or play), analyzing the poem word-by-word, line-by-line, or stanza-by-stanza. In unfolding the poem, address any literary devices you see: simile and metaphor, allusion, rhyme, rhythm, repetition, onomatopoeia, form, and other techniques (see Poetry.org). How do these all contribute to the overall message of the poem?
An explication is a way for you to slow down and focus on the detail. Often, a poem that you find confusing will make sense once you take some time to examine it piece by piece.
Cite all sources according to MLA and include a Works Cited page.
Introduction: Include title (in quotation marks), author, dates, brief background of the author if necessary and relevant, a brief summary of the plot (situation), or literal level of the poem, and your thesis, which is an interpretation (argument) of the meaning you see.
Body Paragraphs: Systematically go through the poem showing the techniques stated in your thesis and showing how they relate to the poet’s argument. Brief quotes should be incorporated into your sentences to clarify your point. Do not, under any circumstance, quote the entire poem within the paper. If you quote three or fewer lines, an inline quote, you should introduce the quote with a signal phrase, and then quote the section of the poem, indicating line breaks with a “/” and stanza breaks with a “//”.
Author writes, “quoted line/quoted next line” (871).
To quote more than three lines, use a block quote. In either case, follow the quote with a parenthetical reference of the line number(s). And then, make sure that you follow the quote with a close analysis/unpacking of the meaning. If you quote there must be a reason, and it is your job to “unpack” what is inside the quote—don’t expect readers to see your points only based on the quote.
Conclusion: Here you pull the paper together and reaffirm your thesis. You could discuss how the poem relates to real life and/or use this paragraph to disagree with the poet’s argument if you wish. Avoid, “I think…” or “I feel…” language. Be specific with word choice and avoid vague words like unique, interesting, amazing, etc.
Style: Keep your sentences focused on the poem itself. Include transitions where appropriate to avoid jumping quickly from one topic to the next.
Additional Style Tips: While the explication tends to be a chronological progression, consider the organization of the paper. How can you group your observations? This, as any other formal paper, shoul.
An Explication is a complete and detailed analysis of a work of li.docx
An Explication is a complete and detailed analysis of a work of literature, often proceeding word-by-word or line-by-line through the work. For this paper, you will be writing an explication of a poem. You may choose any of the poems we have read or a song. You may also choose any poem you like from an anthology.
Technical Requirements for Explication:
· The paper must be typed and double-spaced, conforming to proper MLA format.
· The paper must be at least two full (2) pages.
· This is not a research essay; therefore, you will not (and should not) use outside sources.
· Be sure to know when the essay is due. No late papers will be accepted.
In the Explication you will be presenting your "reading" of the poem you have chosen. Such a reading will require you to understand all aspects of the poem and to have a grasp of the meaning of individual parts of the poem in relation to the entire work. You are not, however, striving to be exhaustive in your "explanation" of the poem, but rather you should strive to be selective in considering only those details that are significant to your own thematic understanding of the poem.
Some general questions to consider when writing about Poetry:
1. What does the title contribute to the reader's understanding of the poem?
2. Who is the speaker? Where is the speaker when the poem is happening?
3. Is it possible to determine the speaker's age, sex, sensibilities, level of awareness, and values?
4. What is the situation? What has happened in the past, or what is happening in the present, that has brought about the speech/poem?
5. Is there a specific setting of time and place?
6. Is the speaker addressing anyone in particular?
7. How do you respond to the speaker? Favorably? Negatively? Are there any special circumstances that inform what the speaker says?
8. Does reading the poem aloud help you to understand it better?
9. Does a paraphrase reveal the basic purpose of the poem?
10. What is the theme/meaning of the poem? Is the theme of the poem presented directly or indirectly? What detials make possible the formulation of the main idea?
11. Do any allusions enrich the poem's meaning? What references need explaining? How does an explanation assist in the understanding of the poem?
12. What difficult, special, or unusual words does the poem contain? How does the diction reveal meaning? Are any words repeated? do any carry evocative connotative meanings? Are there any puns or other forms of verbal wit?
13. Are figures of speech used? How does the figurative language contribute to the poem's vividness and meaning?
14. Do any objects, persons, places, events, or actions have allegorical or symbolic meanings? What other details in the poem support your interpretation?
15. Is irony used? Are there any examples of situational irongy, verbal irony, or dramatic irony? Is understatement or paradox used?
16. What is the tone of the poem? Is the tone consistent?
17. Does the poem use onomatopoeia, assonance, consonance, or al.
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This document provides guidance on how to analyze a poem, beginning with reading it multiple times to fully experience it before analysis. It advises paying attention to structural elements like the title, tone, structure, sound, and imagery. Read the poem aloud and note punctuation to understand the intended voice. Paraphrase lines and determine the speaker. Be open to interpretation as poets carefully select words, and images may symbolize deeper meaning. Poems often lack a single definitive reading. Most importantly, enjoy the experience of reading poetry.
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This document provides an overview of understanding poetry through analyzing elements such as emotions, connotation/denotation, imagery, metaphor/simile, sounds/rhythm, verbal tense, and author's style. It discusses how poetry uses words to spark the imagination and deals with emotions. It also explains how to analyze the different elements within poetry and provides examples from the poem "Let It Be" to illustrate techniques like connotation, imagery, metaphor/simile, verbal tense, and analyzing an author's style. The overall goal is to help readers better comprehend poetry through examining its key linguistic and structural components.
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The document provides instructions for how to analyze a poem. It recommends first analyzing the title to make predictions about the poem. Students should then read the poem multiple times and paraphrase it in their own words. When analyzing, students should look for figurative language like similes, metaphors, symbolism, and imagery, as well as the tone and theme of the poem. The overall message is that there are steps students can take to effectively analyze and understand the meaning of a poem.
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The document provides an overview of literary devices and poetic forms and techniques. It begins with definitions of common literary devices such as metaphor, simile, imagery and rhyme scheme. It then provides guidance on analyzing a poem, including reading it multiple times to understand meaning, structure and devices. It suggests potential structures for a poetry commentary and includes an example commentary analyzing William Wordsworth's "I Wandered Lonely as a Cloud". The summary focuses on outlining the key aspects covered in the lengthy document.
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This document provides an introduction to poetry, including definitions of poetry, how it can be expressed, common topics, and why understanding how to read poetry is important. It encourages thinking about why an author chose poetry over other forms. It also details several literary devices like figurative language, punctuation, stanzas, and word choice that help analyze meaning in poetry. Finally, it notes poetry interpretation can be personal and vary between individuals.
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Similar to Ap test prep
Poetry ExplicationWorld Literature Poetry Explication Assignment.docx
Poetry Explication
World Literature Poetry Explication Assignment
Due: 12/02/16 (end-of-day)
The Assignment:
Write a four-page explication of two short poems from our assigned texts in Week 5 (research optional). Choose two poems that you think will work well together, but offer contrast on some levels (either in form or in content). Poems covered deeply in class discussion are not eligible for this assignment. Pick poems we did not cover in depth.
About Explication:
Explication is the unraveling of a poem (or story or play), analyzing the poem word-by-word, line-by-line, or stanza-by-stanza. In unfolding the poem, address any literary devices you see: simile and metaphor, allusion, rhyme, rhythm, repetition, onomatopoeia, form, and other techniques (see Poetry.org). How do these all contribute to the overall message of the poem?
An explication is a way for you to slow down and focus on the detail. Often, a poem that you find confusing will make sense once you take some time to examine it piece by piece.
Cite all sources according to MLA and include a Works Cited page.
Introduction: Include title (in quotation marks), author, dates, brief background of the author if necessary and relevant, a brief summary of the plot (situation), or literal level of the poem, and your thesis, which is an interpretation (argument) of the meaning you see.
Body Paragraphs: Systematically go through the poem showing the techniques stated in your thesis and showing how they relate to the poet’s argument. Brief quotes should be incorporated into your sentences to clarify your point. Do not, under any circumstance, quote the entire poem within the paper. If you quote three or fewer lines, an inline quote, you should introduce the quote with a signal phrase, and then quote the section of the poem, indicating line breaks with a “/” and stanza breaks with a “//”.
Author writes, “quoted line/quoted next line” (871).
To quote more than three lines, use a block quote. In either case, follow the quote with a parenthetical reference of the line number(s). And then, make sure that you follow the quote with a close analysis/unpacking of the meaning. If you quote there must be a reason, and it is your job to “unpack” what is inside the quote—don’t expect readers to see your points only based on the quote.
Conclusion: Here you pull the paper together and reaffirm your thesis. You could discuss how the poem relates to real life and/or use this paragraph to disagree with the poet’s argument if you wish. Avoid, “I think…” or “I feel…” language. Be specific with word choice and avoid vague words like unique, interesting, amazing, etc.
Style: Keep your sentences focused on the poem itself. Include transitions where appropriate to avoid jumping quickly from one topic to the next.
Additional Style Tips: While the explication tends to be a chronological progression, consider the organization of the paper. How can you group your observations? This, as any other formal paper, shoul.
An Explication is a complete and detailed analysis of a work of li.docx
An Explication is a complete and detailed analysis of a work of literature, often proceeding word-by-word or line-by-line through the work. For this paper, you will be writing an explication of a poem. You may choose any of the poems we have read or a song. You may also choose any poem you like from an anthology.
Technical Requirements for Explication:
· The paper must be typed and double-spaced, conforming to proper MLA format.
· The paper must be at least two full (2) pages.
· This is not a research essay; therefore, you will not (and should not) use outside sources.
· Be sure to know when the essay is due. No late papers will be accepted.
In the Explication you will be presenting your "reading" of the poem you have chosen. Such a reading will require you to understand all aspects of the poem and to have a grasp of the meaning of individual parts of the poem in relation to the entire work. You are not, however, striving to be exhaustive in your "explanation" of the poem, but rather you should strive to be selective in considering only those details that are significant to your own thematic understanding of the poem.
Some general questions to consider when writing about Poetry:
1. What does the title contribute to the reader's understanding of the poem?
2. Who is the speaker? Where is the speaker when the poem is happening?
3. Is it possible to determine the speaker's age, sex, sensibilities, level of awareness, and values?
4. What is the situation? What has happened in the past, or what is happening in the present, that has brought about the speech/poem?
5. Is there a specific setting of time and place?
6. Is the speaker addressing anyone in particular?
7. How do you respond to the speaker? Favorably? Negatively? Are there any special circumstances that inform what the speaker says?
8. Does reading the poem aloud help you to understand it better?
9. Does a paraphrase reveal the basic purpose of the poem?
10. What is the theme/meaning of the poem? Is the theme of the poem presented directly or indirectly? What detials make possible the formulation of the main idea?
11. Do any allusions enrich the poem's meaning? What references need explaining? How does an explanation assist in the understanding of the poem?
12. What difficult, special, or unusual words does the poem contain? How does the diction reveal meaning? Are any words repeated? do any carry evocative connotative meanings? Are there any puns or other forms of verbal wit?
13. Are figures of speech used? How does the figurative language contribute to the poem's vividness and meaning?
14. Do any objects, persons, places, events, or actions have allegorical or symbolic meanings? What other details in the poem support your interpretation?
15. Is irony used? Are there any examples of situational irongy, verbal irony, or dramatic irony? Is understatement or paradox used?
16. What is the tone of the poem? Is the tone consistent?
17. Does the poem use onomatopoeia, assonance, consonance, or al.
2015nonfictionrevision
The document provides guidance on revising non-fiction writing. It discusses key elements to focus on in revision such as scenes, characters, voice, plot, and theme. Scenes should recreate emotional impact through action in real time rather than summary. Revision requires re-envisioning the work by changing word choice, sentence structure, and narrative elements rather than just editing. The document outlines specific techniques for strengthening writing through revision like varying syntax, eliminating vague language, and using active voice. Revision is an essential part of developing writing from a first draft to a polished work.
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This document provides guidance for students on completing a Level English coursework assignment on dramatic texts in context. It outlines the requirements for Section A, which involves a comparative analysis of a Shakespeare text and a second drama or performance text. Students must focus primarily on the Shakespeare text, using the partner text to illuminate their understanding. They are advised to use integrated linguistic and literary approaches to explore relationships between the texts and evaluate the significance of contextual factors. Example essay questions are also provided focusing on comparative analysis of language, themes, and presentation of characters in selected Shakespeare and other dramatic works.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning to write a clear response to literature using rhetorical strategies and critical thinking. Students are prompted to choose one of four poems and write a 500-750 word thesis-driven essay examining how the poem achieves an "organic unity" by resolving tensions between its elements. The document provides steps for close reading, identifying tensions, forming a hypothesis, and showing how all parts contribute to the poem's meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
Exploration of one or more characteristic(s) of an authors style an.docx
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. List them in your outline in the order in which they occur.
Analyzing Imagery
As distinct from character, theme, and plot, imagery occurs primarily in language, in the metaphors (i.e. comparisons), similes (comparisons with “like” or “as”), or other forms of figurative (pictorial) language in a literary work. Sometimes setting, i.e., the locality or placing of scenes, or stage props (like swords, flowers, blood, winecups) can also be considered under the rubric of imagery. But whatever the expression, images primarily are visual and concrete, i.e., things which the reader sees or can imagine seeing. Some examples are flowers, tears, animals, the moon, sun, stars, diseases, floods, metals, darkness and light.
In order to create an argument about the significance of an image in a particular work, identify a principal image or image cluster and to see how it works by following the.
The poems are attached!!!!Poetry Explication--AssignmentInstruc.docx
The poems are attached!!!!
Poetry Explication--Assignment/Instructions
Assignment for the Poetry Explication
An
Explication
is a complete and detailed analysis of a work of literature, often proceeding word-by-word or line-by-line through the work. For this paper, you will be writing an explication of a poem. You may choose any of the poems listed in this module.
Technical Requirements for Explication:
The paper must be typed and double-spaced, conforming to proper manuscript
MLA
format. Please review the MLA documentation module for more information on MLA format.
The final draft of the paper must be at least two (2) pages.
This is not a research essay; therefore, you will not (and should not) use outside sources.
In the Explication you will be presenting your "reading" of the poem you have chosen. Such a reading will require you to understand all aspects of the poem and to have a grasp of the meaning of individual parts of the poem in relation to the entire work.
You are not, however, striving to be exhaustive in your "explanation" of the poem, but rather
you should strive to be selective in considering only those details that are significant to your own thematic understanding of the poem
.
General Questions to Consider for Poetry Explication
These questions will assist you to experience the poem more critically.
You do
NOT
need to address all of the following questions.
What does the title contribute to the reader's understanding of the poem?
Who is the speaker? Where is the speaker when the poem is happening?
What is the situation? What has happened in the past, or what is happening in the present, that has brought about the speech/poem?
Is there a specific setting of time and place?
Is the speaker addressing anyone in particular?
How do you respond to the speaker? Favorably? Negatively? Are there any special circumstances that inform what the speaker says?
What is the theme/meaning of the poem? Is the theme of the poem presented directly or indirectly? What details make possible the formulation of the main idea?
Do any allusions enrich the poem's meaning? What references need explaining? How does an explanation assist in the understanding of the poem?
What difficult, special, or unusual words does the poem contain? How does the diction reveal meaning? Are any words repeated? If so, do any words carry evocative connotative meanings? Are there any puns or other forms of verbal wit?
Do any objects, persons, places, events, or actions have allegorical or symbolic meanings? What other details in the poem support your interpretation?
Is irony used? Are there any examples of situational irony, verbal irony, or dramatic irony? Is understatement or paradox used?
What is the tone of the poem? Is the tone consistent?
Does the poem use onomatopoeia, assonance, consonance, or alliteration? How do these sounds affect you?
What sounds are repeated? If there are rhymes, what is their effect? Do they seem forced or na.
Tips for Writing a Poetry Analysis Essay A Master’s Guide.pdf
The document provides tips for writing a poetry analysis essay. It discusses understanding poetic elements like structure and imagery. It suggests closely reading the poem several times to understand deeper meanings. The analysis should consider the context, speaker, audience, title, themes, tone, and form. Strong evidence from quotes and examples is needed to support the interpretation. The essay should have a clear structure, flow, and cohesion between ideas. Revision and feedback are important to refine the analysis.
Ewrt 30 class 2
1. The class will discuss forming groups and earning participation points through class discussions, sharing original work, and vocabulary games.
2. Students will analyze the conventions of Haiku poetry by reviewing examples. Volunteers will read their Haikus aloud.
3. Key terms related to poetry, such as blank verse, meter, metaphor and simile will be discussed.
4. Students will practice scanning a sample of blank verse poetry and identifying its meter.
5. As a guided writing exercise, students will write a 10-verse color poem in blank verse describing qualities of a color through senses, music, dance and more.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning New Critical analysis, rhetorical strategies, and MLA documentation. Students must choose one of four poems listed and write a 3-5 page essay examining how elements in the poem create tension and resolution, revealing the work's overall meaning. The document provides detailed suggestions for close reading, including analyzing dramatic elements, form, language, imagery, and how parts contribute to the whole. It lists learning outcomes, skills required, formatting requirements, and tips for success.
CNF Revision 2016
The document provides guidance on revising creative non-fiction writing. It discusses key elements to focus on in revision such as scenes, characters, voice, plot, and theme. Scenes should recreate emotional impact through action in real time rather than summary. Revision requires examining larger elements like character development and ensuring the story has an emotional climax. The checklist offers tips for line editing to eliminate vague language and ensure variety in syntax and word choice. Overall, revision is about re-envisioning the work rather than just editing what is there.
Assignment For Paper #2, you will pick two poems on a similar th.docx
Assignment:
For Paper #2, you will pick two poems on a similar theme to
compare and contrast
. Your paper will explain how the poems use some of the poetic devices we’ve been discussing to express distinct attitudes towards their common subject. It will point out the
similarities and differences
in the ways the two poems do
this
. Therefore, you will need to compare and contrast the general tones of the poems as well as how they use poetic devices to create those tones. Poetic devices you might want to consider include diction, imagery, figurative language, sound (including rhyme, alliteration, assonance, rhythm, and meter), and form.
Your
audience
for this paper is other students in the class who have read these poems. You can assume that your reader has the poems in front of him or her, so you don’t need to quote the whole poem, though a brief paraphrase might be useful. You will need to quote specific lines, phrases, or words in order to point out specific features of the poems. Your
purpose
is to help your reader see the
differences and similarities
in the two poems and, consequently, to better understand how each one works to create its particular effects or meanings.
Your paper should be
800 – 1000 words long, typed and double-spaced, with 1” margins all around
.
Use of secondary sources (other than our own textbook) is not allowed
for this assignment. If you have questions about the poem, ask other students or the instructor.
Here are some
suggested topics
:
1. Compare and contrast the ways Whitman’s “To a Locomotive in
Winter
” (p. 504) and Dickinson’s “I like to see it lap the Miles” (p. 504-05) represent their common subject: a locomotive. What claims does each poem make about the locomotive? What tone or attitude is taken towards the locomotive? How does each poem use specific poetic devices to create its tone?
2. Compare and contrast the ways Lovelace’s “To
Lucasta
” (p. 521) and Owens’ “
Dulce
et
Decorum
Est
” (p. 521-22) represent their common subject: war. What claims does each poem make about war? What tone or attitude is taken towards war? How does each poem use specific poetic devices to create its tone?
3. Compare and contrast the ways
any two
love poems in our reading represent their common subject. What claims does each poem make about love? What tone or attitude is taken towards love? How does each poem use specific poetic devices to create its tone? (Please check the two poems you pick with the instructor before proceeding.)
4. Compare and contrast the ways
any two
of the following poems represent God:
·
Donne’s “Batter my Heart, Three-
Personed
God” (p. 531),
·
Hopkins’ “God’s Grandeur” (p. 624),
·
Herbert’s “Easter Wings” (p. 676),
·
Blake’s “The
Tyger
” (p. 824-25).
What claims does each poem make about God? What tone or attitude is taken towards God? How does each poem use specific poetic devices to create its tone?
5. Compare and contrast the ways.
Nonfiction revision 2015
The document provides guidance on revising creative non-fiction writing. It discusses how revision involves re-seeing the work and consciously changing what is on the page. The first draft should come from inspiration rather than criticism. Revision examines larger elements like scene, character, voice, and theme. Scenes should recreate key emotional moments in real time rather than through summary. Revision also examines plot, narrative structure, voice, conflict, and line editing tips. The overall message is that revision is an important process for strengthening a piece of writing.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. Students must choose one of the listed poems and write a 3 to 5 page essay examining how elements of the poem work together to create an "organic unity" and resolve tensions in the work. The document outlines best practices for a close reading, including analyzing poetic form, imagery, syntax and other literary devices to support a thesis about the poem's overall meaning. Students are expected to demonstrate understanding of New Criticism techniques and incorporate textual evidence from the primary work.
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Anedria Smith posted Sep 26, 2019 7:30 PM
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My knowledge has changed by understanding exactly what supporting details are. When filing supporting details, the sentences that start with words that are addition words. I believe it was beneficial because it made it simple and gave me more knowledge I didn't know. It also is a good way to help throughout my college courses what to look for when reading.
Post 2
Tomi Patterson posted Sep 23, 2019 6:56 PM
My prior knowledge about supporting details have changed after viewing the video. I now know a outline is made up of a main idea followed by a numbered list of the key supporting details. I have a better understanding of supporting details now. I do believe this chapter lesson was beneficial in increasing my knowledge because this video broke it down for better understanding. It gave examples to go by. This video helped me more.
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. ...
Ap language survival guide (1)
This document provides an overview of the AP English Language and Composition exam, including information about the exam structure and content, strategies for answering multiple-choice questions and writing essays, and techniques for analyzing rhetorical devices in texts. The exam consists of multiple-choice questions worth 45% of the score and three essay questions worth 55% of the score. Students have one hour for the multiple-choice section and two hours for the essays. The document outlines best practices for time management, identifying question types, and choosing effective evidence and analysis for the essay.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives, prompts, and ways to proceed with a close reading. Students are instructed to choose a poem from the list provided and write a 500-750 word essay examining how elements in the poem create tension and resolve into a unified whole. The document provides detailed guidance on analyzing poetic form, language, imagery and how these elements work together to convey an overall meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
Revision and Theme
The document provides guidance on the revision process for creative writing. It emphasizes that revision is about consciously changing and improving the work after the initial draft, such as by addressing questions about tension, length, character development, and theme. Theme refers to the overarching idea or message of the story, which writers can uncover by analyzing what their story says about its central topic. The revision process should start with larger elements of fiction before finer details, and understanding the theme can help writers make choices that enhance and support it. A variety of techniques are suggested for revising, such as showing rather than telling, developing underwritten parts, removing unnecessary elements, and getting outside perspectives by reading work aloud or giving readings.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Critical approach. It instructs students to choose one of three provided poems and write a 500-750 word thesis-driven essay examining how elements of the poem work together to create an "organic unity." The document outlines the steps of close reading a poem, identifying tensions and how they are resolved, and using evidence from the text to support an argument about the poem's overall meaning. It also provides expectations, previously learned skills, best practices, and things to avoid in completing the assignment successfully.
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Poetry ExplicationWorld Literature Poetry Explication Assignment.docx
Poetry ExplicationWorld Literature Poetry Explication Assignment.docx
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Exploration of one or more characteristic(s) of an authors style an.docx
The poems are attached!!!!Poetry Explication--AssignmentInstruc.docx
The poems are attached!!!!Poetry Explication--AssignmentInstruc.docx
Tips for Writing a Poetry Analysis Essay A Master’s Guide.pdf
Tips for Writing a Poetry Analysis Essay A Master’s Guide.pdf
Assignment For Paper #2, you will pick two poems on a similar th.docx
Assignment For Paper #2, you will pick two poems on a similar th.docx
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docx
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docx
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Ap test prep
- 1. F R E E R E S P O N S E S I N G L E P O E T R Y E S S A Y AP Test Prep
- 2. Understanding the Prompt Look for the main stem of the prompt. It is NEVER NEVER NEVER about poetic devices. The devices should be the support for the main stem in your response. You must demonstrate an understanding of the meaning of the poem. Underline the part of the prompt that asks for this.
- 3. Organizational Planning The prompt itself will probably provide the organizational framework for the essay. Each nuance or new idea should have a separate paragraph…and make sure to state clearly the idea you are supporting in the paragraph. Don’t imply it. Focus on one idea per paragraph and support it throughout the paragraph.
- 4. Connection If all you see is the poetic device and you feel compelled to start writing about the device, then know that you must eventually connect it to its meaning in the poem.
- 5. Time Constraints You have 40 minutes. 20-25 minutes of the time should be allotted to writing. 10 minutes should be allotted to reading and marking up the poem. 5-10 minutes should be planning the essay and organizing your thoughts.
- 6. Thesis Statement Thesis statement is crucial…shows that you are in charge of the prompt. It should demonstrate that you understand both the poem and the task given in the prompt. Ex.: “Through Sydney’s use of poetic devices, the speaker discovers that even though desire is a formidable adversary and can even instruct, virtue can defeat it.”
- 7. A top example from a “9” essay Through shifting points of view, purposeful structure, and meaningful diction, the speaker adds depth and emotion to the love shared by the two characters and illuminates a universal theme of present innocence and changing relationships over time.