This document provides an agenda and materials for an EWRT 1C poetry analysis class. The agenda includes reviewing scanning poetry, discussing close reading strategies, and introducing an essay assignment on analyzing a poem using New Criticism approaches. The document then provides an example poem, "My Papa's Waltz" by Theodore Roethke, and guides students through an analysis of its form, speaker, audience, imagery, symbolism, and other literary elements. It also models asking questions about the poem and discussing interpretations.
This document provides guidance for analyzing the form and structure of the poem "My Papa's Waltz" through scanning and identifying its meter, rhyme scheme, and other formal elements. It begins with instructions for reading and scanning the poem by marking stressed and unstressed syllables. It then demonstrates scanning the first stanza. Further instructions provide steps for identifying the poem's dominant metrical foot (iambic), number of feet per line (trimeter), and rhyme scheme (imperfect abab quatrains). The document aims to teach formal analysis of a poem's linguistic and rhythmic qualities.
This document provides an agenda for an EWRT 1C class on figurative language, poetry analysis, and new criticism. It includes:
1. A reading of the poem "My Papa's Waltz" and a critical essay analyzing it from a new critical lens.
2. A discussion of common figurative language techniques like metaphor, simile, imagery and how new criticism focuses on understanding these formal elements.
3. Homework instructions asking students to analyze "My Papa's Waltz" using new critical techniques, and discuss their agreement or disagreement with the provided critical essay's interpretation.
This document provides definitions and explanations of various literary elements and devices, including:
- Prologue, narrative, dialogue, plot, characterization, setting, figurative language, mood, tone, motif, exposition, imagery, rhyme, foreshadowing, symbolism, word play, theme, frame story, and conflict. Each element is defined and examples are provided to illustrate how authors use these techniques in writing. The document is intended to educate readers on terminology used for analyzing and discussing literature.
The document provides guidance on how to approach the unseen poetry question for an English Literature exam. It advises spending 30 minutes on the question and focusing on two assessment objectives: AO1, responding critically and imaginatively to the poem by selecting evidence, and AO2, explaining how the poet uses language, structure and form to present ideas and themes. It recommends closely analyzing the poem's language, imagery, structure, form and techniques and using multiple quotes to support a developed response. Sample planning questions and paragraphs are also provided as examples.
This document provides an overview of the lyric essay form. It describes the genre as a hybrid between poetry and nonfiction that emphasizes language, imagery, and experimentation with form. Key characteristics include a focus on writing style over argument or structure. The document also gives examples of common lyric essay forms, such as prose poems, flash fiction, collages, braided essays, and hermit crab structures. It concludes by assigning students to write their own lyric essay using one of the exercises provided.
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.
The document provides two poems, "The Railway Modeller" and "The Railway Clerk", for analysis. It instructs the reader to write about both poems, their similarities and differences, including discussing their content, ideas, mood, style, and the reader's response.
"The Railway Modeller" describes a man meticulously building a model railway village, adding tiny figures that represent people. It contrasts his focused work in his shed with news of debates on capital punishment. "The Railway Clerk" is written from the perspective of a disgruntled railway worker who feels overworked and underappreciated in his job.
This document provides information about analyzing and summarizing poetry. It includes definitions of literary devices like imagery, metaphor, and rhyme scheme. It also discusses scansion and analyzing the meter, rhythm, and form of poems. The document is intended as a guide for students on how to properly appreciate and critique poems through close reading and examination of literary elements.
This document provides guidance for analyzing the form and structure of the poem "My Papa's Waltz" through scanning and identifying its meter, rhyme scheme, and other formal elements. It begins with instructions for reading and scanning the poem by marking stressed and unstressed syllables. It then demonstrates scanning the first stanza. Further instructions provide steps for identifying the poem's dominant metrical foot (iambic), number of feet per line (trimeter), and rhyme scheme (imperfect abab quatrains). The document aims to teach formal analysis of a poem's linguistic and rhythmic qualities.
This document provides an agenda for an EWRT 1C class on figurative language, poetry analysis, and new criticism. It includes:
1. A reading of the poem "My Papa's Waltz" and a critical essay analyzing it from a new critical lens.
2. A discussion of common figurative language techniques like metaphor, simile, imagery and how new criticism focuses on understanding these formal elements.
3. Homework instructions asking students to analyze "My Papa's Waltz" using new critical techniques, and discuss their agreement or disagreement with the provided critical essay's interpretation.
This document provides definitions and explanations of various literary elements and devices, including:
- Prologue, narrative, dialogue, plot, characterization, setting, figurative language, mood, tone, motif, exposition, imagery, rhyme, foreshadowing, symbolism, word play, theme, frame story, and conflict. Each element is defined and examples are provided to illustrate how authors use these techniques in writing. The document is intended to educate readers on terminology used for analyzing and discussing literature.
The document provides guidance on how to approach the unseen poetry question for an English Literature exam. It advises spending 30 minutes on the question and focusing on two assessment objectives: AO1, responding critically and imaginatively to the poem by selecting evidence, and AO2, explaining how the poet uses language, structure and form to present ideas and themes. It recommends closely analyzing the poem's language, imagery, structure, form and techniques and using multiple quotes to support a developed response. Sample planning questions and paragraphs are also provided as examples.
This document provides an overview of the lyric essay form. It describes the genre as a hybrid between poetry and nonfiction that emphasizes language, imagery, and experimentation with form. Key characteristics include a focus on writing style over argument or structure. The document also gives examples of common lyric essay forms, such as prose poems, flash fiction, collages, braided essays, and hermit crab structures. It concludes by assigning students to write their own lyric essay using one of the exercises provided.
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.
The document provides two poems, "The Railway Modeller" and "The Railway Clerk", for analysis. It instructs the reader to write about both poems, their similarities and differences, including discussing their content, ideas, mood, style, and the reader's response.
"The Railway Modeller" describes a man meticulously building a model railway village, adding tiny figures that represent people. It contrasts his focused work in his shed with news of debates on capital punishment. "The Railway Clerk" is written from the perspective of a disgruntled railway worker who feels overworked and underappreciated in his job.
This document provides information about analyzing and summarizing poetry. It includes definitions of literary devices like imagery, metaphor, and rhyme scheme. It also discusses scansion and analyzing the meter, rhythm, and form of poems. The document is intended as a guide for students on how to properly appreciate and critique poems through close reading and examination of literary elements.
This document discusses the hermit crab essay form, which appropriates or borrows the structure of an existing document to frame new content. It provides examples of published hermit crab essays that use forms like instructions, a board game, and a collection of vignettes. The document also raises questions for writers to consider when using this form, such as how the chosen structure enhances the meaning or theme of the piece. Overall, the hermit crab essay adapts an outside framework in a way that blends form and content.
This document provides an overview of prose poetry, including its history, defining characteristics, and ongoing debates. It traces the origins of prose poetry to 19th century French poets like Baudelaire who were pushing boundaries of both content and poetic form. Key characteristics identified include high patterning, rhythmic repetition, and compactness within prose-like paragraphs rather than line breaks. However, prose poetry remains a controversial hybrid genre rejected by some as too formless. The document examines examples and defenses of the genre, noting its popularity among feminist and experimental writers. It explores related forms like lyric essays and video essays that also blend genres in subversive ways.
The document provides an agenda for an EWRT 1C class. It includes reviewing scanning poetry, introducing new rhetorical strategies, and beginning an in-class writing for essay #1. It then analyzes the poem "My Papa's Waltz" using new critical lens, discussing its structure, imagery, symbolism, ambiguity, and tensions. Students are prompted to identify the speaker and audience of the poem and consider potential approaches for analyzing poems through a new critical lens.
The document discusses the history and definitions of literature from the 14th to 19th centuries. It provides definitions of modern literature as language used artistically to convey meaning and messages with beauty of expression. The importance of learning literature is described as improving language skills, enhancing cultural understanding, and helping people grow intellectually. Literature genres discussed include poetry, drama, and prose. Poetry is defined as language using rhythm, imagery and figurative language. Drama is intended to be performed while prose mimics spoken language. Examples of fiction and non-fiction genres are also provided.
This document provides guidance for analyzing the poem "Nettles" by Vernon Scannell. It outlines 8 steps for students to take to unpack the poem, including considering the title, shape, personal response, voice, vocabulary, imagery, structure, and developing an overall interpretation. The goal is for students to think about how these various elements of the poem work together to present the idea of parental anger and support different interpretations of the work.
The two poems present similar experiences of bullying at school but with some differences:
- Both speakers write about being bullied by other children, experiencing hurtful name-calling and social isolation in "The Place's Fault" and physical threats in "My Parents Kept Me."
- However, the poems differ in tone - "The Place's Fault" expresses anger and a sense of having no escape from the bullying, while "My Parents Kept Me" reflects more on the speaker's fear of the other children.
- Structurally, "The Place's Fault" directly describes the bullying experience, while "My Parents Kept Me" more subtly conveys the speaker's feelings through comparisons to other children.
This document discusses the key differences between poetry and prose. It notes that poetry uses a more intense, focused, and intricate language than prose. Some key characteristics of poetry are that it attempts to achieve beauty, uses imagination, is musical and rhythmic, employs metaphorical language rather than being direct, and is more concentrated than prose.
The document then discusses different types of poetry - narrative poems which tell stories, dramatic poems which use elements of drama like dialogue, and lyric poems which express the thoughts and emotions of a speaker in a brief and subjective way. Examples of lyric poems include songs, sonnets, haikus, odes, elegies, and pastoral poems.
Finally, the document outlines some literary devices
This document provides guidance on how to analyze and write about an unseen poem for the IB English Literature exam. It introduces the mnemonic "A HIT POEM" to structure the response. Each letter stands for a different element to discuss: About (what happens), Historical context, Imagery, Techniques, Personal response, Organization, Emotions, and Message. The document explains each element and provides an example analysis of the poem "The Song of the Old Mother" to demonstrate how to apply the framework. It emphasizes close reading of the poem and identifying poetic devices used to effectively convey meaning.
The document discusses the lyric essay, a hybrid form of creative nonfiction. It originated in the late 1990s and is championed by writers like John D'Agata. Lyric essays emphasize language, imagery, and experimentation with form over traditional structure. They explore themes through questions rather than conclusions. Common forms include flash essays, collages, braided essays, and hermit crab essays, which adopt the form of an outside source. The document provides examples and discusses how different forms shape content and themes. It concludes with an in-class assignment to write a collage essay using found text fragments.
Literature can be categorized into two major types: prose and poetry. Prose includes genres like novels, short stories, plays, essays, biographies, news reports and orations. Poetry can be narrative, lyric or dramatic. Narrative poetry tells a story through verse, like epics, ballads and metrical tales. Lyric poetry expresses emotions through short, simple forms like sonnets, odes and psalms. Dramatic poetry includes genres meant to be performed, like comedies, tragedies and farces. Certain literary works from around the world have had significant influence, such as religious texts like the Bible and Quran, and classics like the Iliad, Mahabharata and Arabian Nights
This document defines and describes different types of literature. It discusses that literature includes prose and poetry. Prose uses paragraphs to express ideas and feelings, while poetry uses lines and stanzas. Some common types of prose are essays, novels, short stories, biographies, diaries, and journals. Poetry is divided into lyric poetry which expresses personal feelings, and narrative poetry which tells a story through characters and events. Examples are provided for many of the literature types.
This document provides guidance on writing a literary analysis paper. It explains that a literary analysis retells and analyzes the symbolism in a story. It also defines literary analysis as using examples and logic to prove a literary phenomenon and show its significance. The document then outlines the structure of an analysis paper, including an introduction with a hook, author, title, characters and thesis. It provides details on writing the body paragraphs, including using a topic sentence, support from quotes or summaries, and analysis to explain the support and link it back to the thesis.
This document discusses the key differences between poetry and prose. Poetry uses techniques like rhythm, rhyme, imagery and figurative language to convey emotion and ideas concisely. Prose focuses on presenting information or concepts in a more ordinary manner through narrative or exposition. The document then examines various forms of poetry, including lyric, narrative, and dramatic poetry, and provides examples and definitions of specific poetic genres like sonnets, odes, epics, and more.
The document discusses poetry, including quotes from poets about poetry. It defines different types of poetry such as narrative, lyric, and dramatic poetry. It also covers analyzing poetry by examining elements like theme, form, diction, tone, imagery, rhythm and meter. Additionally, it lists benefits of poetry such as improving public speaking, conciseness, vocabulary, and critical thinking skills. In conclusion, the document states poetry reflects inner thoughts and feelings and can evoke emotions.
This document provides guidance on writing poetry. It defines poetry and discusses its key elements like rhythm, rhyme, stanzas, tone, mood, symbols, and style. It offers advice on writing free verse, using words, reading poetry aloud, and avoiding cliches. The document encourages discovering inspiration from life events and emotions. It also outlines objectives like writing a poem about something interesting that has happened or re-telling a news item as a free verse poem.
The document provides guidance on answering questions about unseen poetry for an English Literature exam. It advises spending 30 minutes on the unseen poetry question, which tests two assessment objectives - responding critically and imaginatively to the poem, and explaining how language, structure and form contribute to the poet's presentation of ideas. It emphasizes analyzing quotations from the poem and saying a lot about a little. Two example paragraphs then demonstrate this approach, focusing on specific language from an example poem and addressing different parts of the given question.
This document provides information about teaching prose and poems. It defines prose as a natural form of language that includes novels, textbooks, and newspaper articles, in contrast to poetry which has a regular structure. It then discusses the origins and etymology of the word "prose." There are many types of prose listed including nonfictional, heroic, prose poem, and alliterative. Poetry is defined as writing that expresses feelings and ideas through attention to diction, rhythm, and imagery. The document concludes by listing numerous creative suggestions for incorporating poetry into the classroom through reading, writing, and performing poems.
Poetry is a literary work that uses distinctive style and rhythm to express feelings and ideas. Poems can have various structures, including stanzas of different line counts. Readers often make incorrect assumptions that a poem has a hidden message to decode rather than appreciating the sounds and emotions directly conveyed. Poems use techniques like descriptive language, rhyme, metaphor, and rhythm in various forms without always needing a specific structure. Common types of poems are lyric, which expresses personal feelings; narrative, which tells a story; and descriptive, which focuses on images of the external world.
This document provides an agenda and materials for an EWRT 1C class. The agenda includes reviewing scanning poetry, introducing new rhetorical strategies, applying a new critical lens to analyze the poem "My Papa's Waltz", and an introduction to Essay #1. The document then provides the full text of "My Papa's Waltz" by Theodore Roethke and guides students through an analysis of the poem's form, structure, imagery, symbols, and themes using a New Criticism lens.
This document provides an agenda and materials for an EWRT 1C class. The agenda includes reviewing scanning poetry, introducing new rhetorical strategies, applying a new critical lens to analyze the poem "My Papa's Waltz", and an introduction to Essay #1 with in-class writing. The document then provides the full text of the poem "My Papa's Waltz" by Theodore Roethke and materials for analyzing the poem, including discussing poetic techniques, rhetorical devices, and applying new criticism to interpret the poem.
This document discusses the hermit crab essay form, which appropriates or borrows the structure of an existing document to frame new content. It provides examples of published hermit crab essays that use forms like instructions, a board game, and a collection of vignettes. The document also raises questions for writers to consider when using this form, such as how the chosen structure enhances the meaning or theme of the piece. Overall, the hermit crab essay adapts an outside framework in a way that blends form and content.
This document provides an overview of prose poetry, including its history, defining characteristics, and ongoing debates. It traces the origins of prose poetry to 19th century French poets like Baudelaire who were pushing boundaries of both content and poetic form. Key characteristics identified include high patterning, rhythmic repetition, and compactness within prose-like paragraphs rather than line breaks. However, prose poetry remains a controversial hybrid genre rejected by some as too formless. The document examines examples and defenses of the genre, noting its popularity among feminist and experimental writers. It explores related forms like lyric essays and video essays that also blend genres in subversive ways.
The document provides an agenda for an EWRT 1C class. It includes reviewing scanning poetry, introducing new rhetorical strategies, and beginning an in-class writing for essay #1. It then analyzes the poem "My Papa's Waltz" using new critical lens, discussing its structure, imagery, symbolism, ambiguity, and tensions. Students are prompted to identify the speaker and audience of the poem and consider potential approaches for analyzing poems through a new critical lens.
The document discusses the history and definitions of literature from the 14th to 19th centuries. It provides definitions of modern literature as language used artistically to convey meaning and messages with beauty of expression. The importance of learning literature is described as improving language skills, enhancing cultural understanding, and helping people grow intellectually. Literature genres discussed include poetry, drama, and prose. Poetry is defined as language using rhythm, imagery and figurative language. Drama is intended to be performed while prose mimics spoken language. Examples of fiction and non-fiction genres are also provided.
This document provides guidance for analyzing the poem "Nettles" by Vernon Scannell. It outlines 8 steps for students to take to unpack the poem, including considering the title, shape, personal response, voice, vocabulary, imagery, structure, and developing an overall interpretation. The goal is for students to think about how these various elements of the poem work together to present the idea of parental anger and support different interpretations of the work.
The two poems present similar experiences of bullying at school but with some differences:
- Both speakers write about being bullied by other children, experiencing hurtful name-calling and social isolation in "The Place's Fault" and physical threats in "My Parents Kept Me."
- However, the poems differ in tone - "The Place's Fault" expresses anger and a sense of having no escape from the bullying, while "My Parents Kept Me" reflects more on the speaker's fear of the other children.
- Structurally, "The Place's Fault" directly describes the bullying experience, while "My Parents Kept Me" more subtly conveys the speaker's feelings through comparisons to other children.
This document discusses the key differences between poetry and prose. It notes that poetry uses a more intense, focused, and intricate language than prose. Some key characteristics of poetry are that it attempts to achieve beauty, uses imagination, is musical and rhythmic, employs metaphorical language rather than being direct, and is more concentrated than prose.
The document then discusses different types of poetry - narrative poems which tell stories, dramatic poems which use elements of drama like dialogue, and lyric poems which express the thoughts and emotions of a speaker in a brief and subjective way. Examples of lyric poems include songs, sonnets, haikus, odes, elegies, and pastoral poems.
Finally, the document outlines some literary devices
This document provides guidance on how to analyze and write about an unseen poem for the IB English Literature exam. It introduces the mnemonic "A HIT POEM" to structure the response. Each letter stands for a different element to discuss: About (what happens), Historical context, Imagery, Techniques, Personal response, Organization, Emotions, and Message. The document explains each element and provides an example analysis of the poem "The Song of the Old Mother" to demonstrate how to apply the framework. It emphasizes close reading of the poem and identifying poetic devices used to effectively convey meaning.
The document discusses the lyric essay, a hybrid form of creative nonfiction. It originated in the late 1990s and is championed by writers like John D'Agata. Lyric essays emphasize language, imagery, and experimentation with form over traditional structure. They explore themes through questions rather than conclusions. Common forms include flash essays, collages, braided essays, and hermit crab essays, which adopt the form of an outside source. The document provides examples and discusses how different forms shape content and themes. It concludes with an in-class assignment to write a collage essay using found text fragments.
Literature can be categorized into two major types: prose and poetry. Prose includes genres like novels, short stories, plays, essays, biographies, news reports and orations. Poetry can be narrative, lyric or dramatic. Narrative poetry tells a story through verse, like epics, ballads and metrical tales. Lyric poetry expresses emotions through short, simple forms like sonnets, odes and psalms. Dramatic poetry includes genres meant to be performed, like comedies, tragedies and farces. Certain literary works from around the world have had significant influence, such as religious texts like the Bible and Quran, and classics like the Iliad, Mahabharata and Arabian Nights
This document defines and describes different types of literature. It discusses that literature includes prose and poetry. Prose uses paragraphs to express ideas and feelings, while poetry uses lines and stanzas. Some common types of prose are essays, novels, short stories, biographies, diaries, and journals. Poetry is divided into lyric poetry which expresses personal feelings, and narrative poetry which tells a story through characters and events. Examples are provided for many of the literature types.
This document provides guidance on writing a literary analysis paper. It explains that a literary analysis retells and analyzes the symbolism in a story. It also defines literary analysis as using examples and logic to prove a literary phenomenon and show its significance. The document then outlines the structure of an analysis paper, including an introduction with a hook, author, title, characters and thesis. It provides details on writing the body paragraphs, including using a topic sentence, support from quotes or summaries, and analysis to explain the support and link it back to the thesis.
This document discusses the key differences between poetry and prose. Poetry uses techniques like rhythm, rhyme, imagery and figurative language to convey emotion and ideas concisely. Prose focuses on presenting information or concepts in a more ordinary manner through narrative or exposition. The document then examines various forms of poetry, including lyric, narrative, and dramatic poetry, and provides examples and definitions of specific poetic genres like sonnets, odes, epics, and more.
The document discusses poetry, including quotes from poets about poetry. It defines different types of poetry such as narrative, lyric, and dramatic poetry. It also covers analyzing poetry by examining elements like theme, form, diction, tone, imagery, rhythm and meter. Additionally, it lists benefits of poetry such as improving public speaking, conciseness, vocabulary, and critical thinking skills. In conclusion, the document states poetry reflects inner thoughts and feelings and can evoke emotions.
This document provides guidance on writing poetry. It defines poetry and discusses its key elements like rhythm, rhyme, stanzas, tone, mood, symbols, and style. It offers advice on writing free verse, using words, reading poetry aloud, and avoiding cliches. The document encourages discovering inspiration from life events and emotions. It also outlines objectives like writing a poem about something interesting that has happened or re-telling a news item as a free verse poem.
The document provides guidance on answering questions about unseen poetry for an English Literature exam. It advises spending 30 minutes on the unseen poetry question, which tests two assessment objectives - responding critically and imaginatively to the poem, and explaining how language, structure and form contribute to the poet's presentation of ideas. It emphasizes analyzing quotations from the poem and saying a lot about a little. Two example paragraphs then demonstrate this approach, focusing on specific language from an example poem and addressing different parts of the given question.
This document provides information about teaching prose and poems. It defines prose as a natural form of language that includes novels, textbooks, and newspaper articles, in contrast to poetry which has a regular structure. It then discusses the origins and etymology of the word "prose." There are many types of prose listed including nonfictional, heroic, prose poem, and alliterative. Poetry is defined as writing that expresses feelings and ideas through attention to diction, rhythm, and imagery. The document concludes by listing numerous creative suggestions for incorporating poetry into the classroom through reading, writing, and performing poems.
Poetry is a literary work that uses distinctive style and rhythm to express feelings and ideas. Poems can have various structures, including stanzas of different line counts. Readers often make incorrect assumptions that a poem has a hidden message to decode rather than appreciating the sounds and emotions directly conveyed. Poems use techniques like descriptive language, rhyme, metaphor, and rhythm in various forms without always needing a specific structure. Common types of poems are lyric, which expresses personal feelings; narrative, which tells a story; and descriptive, which focuses on images of the external world.
This document provides an agenda and materials for an EWRT 1C class. The agenda includes reviewing scanning poetry, introducing new rhetorical strategies, applying a new critical lens to analyze the poem "My Papa's Waltz", and an introduction to Essay #1. The document then provides the full text of "My Papa's Waltz" by Theodore Roethke and guides students through an analysis of the poem's form, structure, imagery, symbols, and themes using a New Criticism lens.
This document provides an agenda and materials for an EWRT 1C class. The agenda includes reviewing scanning poetry, introducing new rhetorical strategies, applying a new critical lens to analyze the poem "My Papa's Waltz", and an introduction to Essay #1 with in-class writing. The document then provides the full text of the poem "My Papa's Waltz" by Theodore Roethke and materials for analyzing the poem, including discussing poetic techniques, rhetorical devices, and applying new criticism to interpret the poem.
This document provides an agenda for an EWRT 1C class focusing on poetry analysis. The class will review scanning poetry, introduce new rhetorical strategies, and apply a new critical lens to analyze the poem "My Papa's Waltz." The class will also introduce the first essay assignment, which will involve in-class writing. Key points covered include reviewing scanning poetry, new rhetorical strategies, analyzing "My Papa's Waltz" using a new critical lens, and an introduction to the first essay assignment.
This document contains the agenda for an EWRT 1C class. The agenda includes reviewing scanning poetry, introducing new rhetorical strategies, analyzing the poem "My Papa's Waltz" using a new critical lens, and an in-class writing introduction to Essay #1. The document also contains the full text of the poem "My Papa's Waltz" by Theodore Roethke for analysis.
The speaker is recalling dancing with their father as a child. In the first stanza, the speaker describes clinging to their father as they waltzed drunkenly around the kitchen until pots fell from shelves, upsetting the speaker's mother. In the second stanza, the speaker notes their father's battered hand holding their wrist tightly and missing steps, scraping the speaker's ear on a buckle. The last stanza describes the father beating time on the speaker's head with his dirty palm before waltzing the speaker off to bed still holding onto his shirt.
The document provides an agenda and analysis of the poem "My Papa's Waltz" by Theodore Roethke. It begins with an overview of rhetorical strategies and applying a new critical lens. It then analyzes the poem through examining the speaker, audience, poetic techniques, imagery, symbolism, and irony. The analysis finds ambiguity and tension in whether the poem depicts child abuse or a cherished childhood memory. It notes how the waltz structure and ending symbolize the father waltzing the child to stability and comfort in bed.
This document provides guidance for a group activity analyzing the poem "My Papa's Waltz" through identifying its formal elements. It begins with instructions to read and discuss the poem and essay "My Papa's Waltz: A New Critical Approach." Students are then guided through a 10-step process to scan the poem for its meter, rhyme scheme, and other formal qualities. This includes identifying the poem's iambic trimeter structure and imperfect abab rhyme scheme. The document concludes with assignments to read additional poems, scan one, and choose two for further analysis.
This document provides instruction on analyzing poetry through scansion and identifying formal elements. It begins with defining scansion as describing poetry's rhythms by dividing lines into feet and marking stressed and unstressed syllables. The document then provides a step-by-step process for scanning a poem, including reading it aloud, marking stresses, identifying the meter, counting feet, and determining the rhyme scheme. It analyzes Theodore Roethke's poem "My Papa's Waltz" as an example, identifying its iambic trimeter meter and abab rhyme scheme. Students are then assigned to scan and analyze the form of one additional poem.
These are the slides from my Year 12 Standard English class. Module C: texts and society. Elective 1: Into the World. prescribed text: poetry of William Blake
The document provides guidance for analyzing the form and style of poems, including a lesson on scanning the poem "My Papa's Waltz" through identifying its meter, rhyme scheme, and other formal elements. It instructs students to read five poems, scan one by identifying its meter and rhyme, summarize the scanned poem's form, and choose two poems to write about and bring to the next class. The document offers tools for literary analysis through close examination of poetic form and structure.
This document contains an agenda and information about T.S. Eliot and his essay "Tradition and the Individual Talent". The agenda includes discussing Eliot and scanning poetry. It then provides biographical information on Eliot and summarizes the key points of his essay, including his view of the poet as a medium for expression rather than having a unique personality. It also discusses Eliot's rebuttal of Wordsworth's view of poetry as an emotional expression. Finally, it provides questions for discussion and outlines how to scan a poem by identifying its meter, rhyme scheme, and other poetic devices.
Poetry analysis requires both logical left brain skills like identifying rhyme schemes and creative right brain skills like interpreting meaning and imagery. The document outlines various literary devices used in poetry like metaphor, simile, onomatopoeia and provides examples of each from published poems. It emphasizes that poetry is meant to be read aloud to appreciate the rhythm, beat and sound elements incorporated by the poet.
The document provides an overview of literary devices commonly used in poetry to engage both sides of the brain. It discusses sound devices like repetition, rhythm, and rhyme that appeal to the right brain's preference for patterns and music. It also examines visual elements like metaphor, simile, and imagery that interest the left brain's capacity for images and logic. The document aims to show poetry can stimulate both analytical and intuitive thinking.
This document discusses the three characteristics that make poetry powerful: intensity, precision, and concision. It provides examples to illustrate each characteristic and examines poems to identify which characteristics they demonstrate. Students are tasked with analyzing poems to determine which of the three characteristics are evident in each one. The lesson concludes by challenging students to identify poetic language in everyday situations.
Poetry analysis requires engaging both sides of the brain. The left brain focuses on logical devices such as rhythm, meter, rhyme, and sound techniques. The right brain focuses on creativity and emotion. Some common poetic devices analyzed by the left brain are rhyme scheme, metaphor, simile, personification, and allusion. Understanding these devices provides structure to appreciate the creative expression explored by the right brain.
The document provides an introduction to various literary devices that can be used in poetry to engage both the left and right brain. It defines common poetic devices such as metaphor, simile, personification, and onomatopoeia. It also explains technical elements of poetry including rhythm, meter, rhyme scheme, and free verse. The document aims to equip readers with tools to analyze and appreciate poems through identification and understanding of these literary techniques.
This document discusses introducing poetry to young learners. It identifies different forms of poetry including nursery rhymes, limericks, ballads, concrete poetry, and free verse. It also covers poetic devices such as sensory language, sound patterns, rhyme, rhythm, and figurative language. The benefits of reading poetry with children are that it enables them to appreciate language, invites new perspectives, enriches their lives, and captures meaning concisely. Poetry also provides enjoyment, knowledge, vocabulary growth, and helps children understand emotions.
This document provides information about English poetry and different types of poetry. It discusses famous poets such as Emily Dickinson, Robert Frost, and John Keats. It then defines what poetry is and examines different forms of poetry including haiku, concrete poems, cinquain, diamante poems, clerihews, sonnets, free verse, blank verse, and narrative poems. The document concludes by outlining the TPCASTT method for analyzing poems.
The document provides an introduction to understanding poetry through analyzing different elements of poetic form and devices. It discusses how both the left and right sides of the brain can be engaged when studying poetry. Specific poetic devices are defined and examples are provided, including sound devices, figurative language, repetition, and literary allusions. Good poetry is described as keeping the reader interested and using strong devices to convey a clear message, while bad poetry lacks organization, uses devices poorly, and fails to engage the reader.
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
2. AGENDA
• REVIEW SCANNING POETRY
• MORE CLOSE READING STRATEGIES
• INTRODUCTION TO ESSAY #1
– IN CLASS WRITING
3.
4. u / u u / /
The whiskey on your breath 6
u / u / / /u
Could make a small boy dizzy; 7
u / / u / /
But I hung on like death: 6
u / u u / /u
Such waltzing was not easy. 7
u / u / u /
We romped until the pans 6
/ u u / u /
Slid from the kitchen shelf; 6
u / u / u u
My mother’s countenance 6
u / u / u /
Could not unfrown itself. 6
u / u / u /
The hand that held my wrist 3
u / u u / / u
Was battered on one knuckle; 3.5
u / u / u /
At every step you missed 3
u / / / u / u
My right ear scraped a buckle 3.5
u / / u u /
You beat time on my head
u u / / / u /
With a palm caked hard by dirt,
u / u / u /
Then waltzed me off to bed
/ / u / u /
Still clinging to your shirt.
a
b
a
b
c
d
c
d
e
f
e
f
g
h
g
h
Four line stanzas are called
quatrains
Feet per lineSyllables per line
5. The father’s waltz becomes a symbol here (the child
is being waltzed, figuratively and literally, to bed). The
poem indicates early on that the waltz is not easy,
and yet it ends with the comfort and stability of bed.
The whiskey on your breath
Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.
We romped until the pans
Slid from the kitchen shelf;
My mother’s countenance
Could not unfrown itself.
.
My Papa’s Waltz
The hand that held my wrist
Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle
You beat time on my head
With a palm caked hard by dirt,
Then waltzed me off to bed
Still clinging to your shirt.
Image
Image
Personification suggesting
“countenance” might control
itself? “Unfrown” is not a word.
6. Summarizing the form
Dominant foot: iamb
Number of feet per line: three
Prevailing meter (dominant foot + number of
feet per line): iambic trimeter
Structure: quatrain
Rhyme scheme:
7. The whiskey on your breath
Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.
We romped until the pans
Slid from the kitchen shelf;
My mother’s countenance
Could not unfrown itself.
My Papa’s Waltz
The hand that held my wrist
Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle
You beat time on my head
With a palm caked hard by dirt,
Then waltzed me off to bed
Still clinging to your shirt.
LET ME ASK YOU
Who is the speaker?
Who is the audience?
8. Speaker
The person speaking in the poem may not be the poet. It
may be that the poet has created a persona, or a person in
the poem.
In “My Papa’s Waltz,” the speaker is the little boy now
grown up. We know this because he says in the last stanza
“you beat time on my head,” my head telling us it is the
speaker who is the boy. However, the language is not of a
small boy but of an adult – so we can figure out the poem is
of a memory.
Audience in the poem
There’s often an audience that is in the poem. For
example, the poem may be written to someone specific
[not us].
The audience in “My Papa’s Waltz” is the father because
he says “the whiskey on your breath” [your breath =
father’s breath]. Also the title – My Papa’s Waltz.
9. Impressions
• Imagery: sensory impressions
– The first stanza of “My Papa’s Waltz,” offers an
olfactory image: “the whisky on your breath could
make a small boy dizzy.” There are also sound images:
“we romped until the pans slipped from the kitchen
shelf.”The reader can hear the clatter. Of course
there are visual images as well.
• Symbolism: [red rose = love]
– In “My Papa’s Waltz,” the waltz itself is kind of a
symbol. It is a formal dance that could symbolize two
people moving together.
10. Summarize and interpret the poem via New Criticism.
Paradox: “Such waltzing was not easy.” The waltz suggests ease.
Ambiguity: On the one hand , the poem might speak of child abuse by an
alcoholic father; on the other hand , the poem could be a cherished childhood
reflection of a boy waltzing with his dad who's slightly tipsy. The language we have
discussed could potentially support either hypothesis.
Tension: Fun for the adult/ frightening for the child
Love/abuse
Comfort/pain
excitement/ lullaby
Irony: The first stanza introduces a persistent, heavily ironic theme. A waltz
sounds like a pleasant enough diversion, but the whiskey, the dizziness, and
especially the word death collectively undercut this assumption and make us
understand that the situation is not entirely lighthearted.
11. Irony in "My Papa’s Waltz
• lines 1-2 - "The whiskey on your breath / Could make a small boy dizzy"
These lines are ironic because, while it is possible that the smell of “the whiskey” alone
would make the child dizzy, being swung drunkenly about is probably to blame too.
• line 3 - "I hung on like death"
This line emphasizes the irony of line 4. Because the speaker’s father presents a certain
danger, he “hangs on” to him here not necessarily “like death” but rather for dear life. The
word death is thus ironic, but it makes the danger of the situation clear and offsets the notion
that this is just a lighthearted waltz.
• line 4 - "Such waltzing was not easy"
The waltz should be easy, on a literal level, because the speaker is just being swung around by
his father. It isn’t easy because, apparently, their lives together aren’t easy.
• lines 5-6 - "We romped until the pans / Slid from the kitchen shelf"
Continuing the tone of the first stanza, the word romped here is ironic because it makes the
waltz sound carefree, yet the effect of this romping is to cause a violent, crashing disruption
in their domestic world.
13. Words
• Diction: the choice and use of words and phrases in speech or writing.
– Why does the author use specific words?
• Syntax: order of words
– When words appear in a non-standard order, there is cause for further
investigation.
• Denotation: the literal meaning; Connotation: the implied meaning
– For example, the word slimy by itself can accurately describe a slug or
or the feeling on your face after your big dog greets you. However,
when slimy is used to describe a person, the reader recognizes that this
person is not someone you want to ask to housesit while you head to
the Bahamas for a week.
– Poets often make use of both literal and implied meanings in poems –
in fact, he or she may want us to see both meanings at the same time.
14. Figures of Speech
Allusion is a brief and indirect reference to a person, place,
thing or idea of historical, cultural, literary or political
significance. It does not describe in detail the person or thing to
which it refers. It is just a passing comment and the writer
expects the reader to possess enough knowledge to spot the
allusion and grasp its importance in a text.
This is a regular Garden of Eden
Relax, Romeo
That is a Pandora’s box.
Oxymoron - impossibilities and contradictions
An oxymoron combines two contradictory terms like jumbo
shrimp or business ethics. The oxymoron can be similar to
the paradox
15. More Figures of Speech
• Metonymy – words based on association
– Crown = monarchy, so when we say he took the crown, we don’t
mean he stole the crown We probably mean that he is ascending
the throne.
• Synecdoche – a part = the whole
– Hand = whole person, so when he takes her hand in marriage, he
does not just marry her hand, he marries all of her.
• Hyperbole—exaggeration
– I told you a million times to turn down that stereo!
• Litotes—understatement
– Litotes are figures of rhetoric speech that use an understated
statement of an affirmative by using a negative description.
• “not the brightest bulb”
• “not a beauty”
• “not bad”
• “not unfamiliar”
16. Choices!
• “There Is a Girl Inside”
• “The Fish”
• “A Black Rook in Rainy Weather”
• “Memories of West Street and Lepke”
• “To His Coy Mistress”
What did you notice about any one of these poems?
What makes them good candidates for a new critical
reading?
17. Dominant foot:
Number of feet per line:
Prevailing meter (dominant foot +
number of feet per line)
Structure:
Rhyme scheme:
Homework Review
19. Essay #1: Prompt Introduction
• In a thesis driven essay of three to five pages, respond to one of the following
poems:
• “There’s a girl inside”
• “The Fish”
• Proceed on the assumptions of the New Criticism that (1) there is a difference between a good
poem and a bad poem, and (2) good poems have a “spirit” or life of their own because they
incorporate tensions that eventually are resolved into an “organic unity” or autonomous organic
whole. Following the New Critics, you should focus on the work itself; you should, however,
examine the literary allusions contained in the work as an important part of its total meaning. You
need only the primary text for this essay, but you may incorporate other texts we have read thus
far as additional support.
• An effective close reading will discuss HOW the poem communicates meaning (what poetic or
rhetorical strategies are used) as well as address WHY these strategies are used in this particular
way.
• One of the greatest challenges of a close reading is synthesis. Even as you divide the poem into its
composite elements, you will want to discuss how those elements come together to form a
whole. Your essay should reveal how the parts of the poem relate and form a totality.
• “A Black Rook in Rainy Weather”
• “Memories of West Street and Lepke”
• “To His Coy Mistress”
20. Step #1
• Choose one of these poems to begin to
analyze. You may use the one you
scanned, or you may choose a different
one.
• “There Is a Girl Inside”
• “The Fish”
• “A Black Rook in Rainy Weather”
• “Memories of West Street and Lepke”
• “To His Coy Mistress”
21. Get into groups based on
poem choice
• Discuss the
poem you have
chosen to
analyze; consider
the questions on
the next slide.
22. Poetry Analysis
• Who is the speaker?
The audience?
• What do the words tell
you about the poem?
– Diction
– Syntax
– Denotation/Connotation
• Which tools of the new
critic are in the poem?
paradox, irony,
ambiguity, and tension
• Name the figurative
Language: images,
symbols, metaphors,
similes, alliteration,
personification, and
hyperbole, litotes,
metonymy, synecdoche,
allusion, oxymoron.
• Identify Structure:
– Rhyme, Rhythm, Meter
23. What is the significance of the poem's
structure? (New Critics do not use the term
form because of its historical
connotations.) Your answer will affect your
interpretation of the poem. (Remember, do not
separate the overall structure from the verbal
meanings.)
Determine the Significance of the
Structure
24. Now Think Again
• Discuss the poem you
have chosen to
analyze; consider the
questions on the next
slide to determine
least three ways you
might approach your
poem.
• Think about how one
of these approaches
might offer you
insight about a
potential thesis.
25. Consider which of these questions help you understand the
poem
1. How does the work use imagery to develop its own symbols?
2. What is the quality of the work's organic unity In other words, does
how the work is put together reflect what it is?
3. How are the various parts of the work interconnected?
4. How do paradox, irony, ambiguity, and tension work in the text?
5. How do these parts and their collective whole contribute to or not
contribute to the aesthetic quality of the work?
6. How does the author resolve apparent contradictions within the work?
7. What does the structure of the work say about its content?
8. Is there a central or focal passage that can be said to sum up the
entirety of the work?
9. How do the rhythms and/or rhyme schemes of a poem contribute to
the meaning or effect of the piece?
26. Homework
• Post #: Answer 7
of the 9 questions
on slide 25
• Bring your notes to
our next meeting