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An acrostic poem is a poem where the first letter of each line spells out a word or message, acting as a mnemonic device. The earliest known acrostic poems date back to ancient times where they were written on leaves to spell out words. There are two main types of acrostic poems: one where each line begins with a letter to spell out the topic, and one where each line of a sentence begins with a letter to spell out the topic.

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Classifications of Poetry I. Narrative Poems. 1. Tells a story. (Series of events.) A. Ballad 1.) very short story 2.) folk product – regular people 3.) simple plot and language 4.) has dialogue B. Metrical Tale 1.) short story in verse 2.) more descriptions 3.) poet expresses attitudes and opinions C. Epic 1.) extremely long. (Novel length story in verse.) 2.) about national heroes, kings, great warriors, etc. 3.) elevated tone, lofty style. Language is highly poetic. II. Lyric Poems. 1. Expresses an emotion. Does not tell a story. 2. Shares a moment – does not explain it. 3. Keys to understand – refer to “Understanding Traditional Poetry.” a.) Logical content – what the writing actually says. b.) Emotive content – feeling the writing produces. A. Reflective Lyric: 99% of school poems fall in this category!!! 1.) Emotional response through recall/ reflection (past tense.) 2.) Usually calm B. Elegy: 1.) Expresses grief at death. 2.) Usually dignified. 3.) Formal language and structure. C. Ode: 1.) Any sustained lyric poem of exalted theme. 2.) Often commemorating some important event. 3.) Dignified formal language / irregular structure D. Sonnet: 1.) Dignified subject matter 2.) FIXED FORM ! a.) Italian (Petrarchan) abba abba cdc, cdc or cdcdcd b.) English (Shakespearean) abab cdcd efef gg III. Dramatic Poetry. A. Dramatic Narrative: Tells a story by the person involved. B. Dramatic Monologue: One speaking to others on stage. They listen, character speaks. C. Soliloquy: One character on stage speaking alone (to himself.) References: www.poetrysoups.com www.allpoetry.com www.wisegeek.org www.yourdictionary.com www.bartleby.com www.olypen.com www.goole.com

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Imagery, in any sort of writing, refers to descriptive language that engages the human senses. Imagery is essential to nearly every form of writing, and writers use imagery for a wide variety of reasons: It engages readers: Imagery allows readers to see and feel what's going on in a story. It fully engages the reader's imagination, and brings them into the story. It's interesting: Writing without imagery would be dry and dull, while writing with imagery can be vibrant and gripping. It can set the scene and communicate character: The description of how a person or place looks, moves, sounds, smells, does as much to tell you about that person or place as any explanation can. Imagery is not just "window dressing," it is the necessary sensory detail that allows a reader to understand the world and people being described, from their fundamental traits to their mood. It can be symbolic: Imagery can both describe the world and establish symbolic meanings that deepen the impact of the text. Such symbolism can range from the weather (rain occurring in moments of sadness) to symbolism that is even deeper or more complex.

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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.

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