Imagism
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The document discusses the Imagist movement in poetry from 1910-1917. It outlines the main tenets of Imagism, including using precise verbal images and being direct and economic with language. Some key Imagist poets mentioned are Ezra Pound, H.D., Amy Lowell, and William Carlos Williams. An example of Imagist poetry given is William Carlos Williams' poem "Red Wheelbarrow". The document also discusses how Imagism influenced poetry to be more focused on imagery and how words are used to paint pictures in the reader's mind. Students are assigned to choose a poem from the unit to represent visually and comment on how it changed their understanding.
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Imagism overview
Imagism was a poetic movement established in 1912 by American and English poets including Ezra Pound, Hilda Doolittle, and Richard Aldington. It reacted against overly sentimental and emotionally dishonest "genteel" poetry of the time. Imagist poems aimed to present vivid, concise images and events with exact language and without excessive sentiment. They were influenced by Japanese haiku poems and sought to capture a single moment or image. Key aspects included direct treatment of the subject, precise word choice, and presentation of an intellectual and emotional complex within an instant. The movement published in journals and anthologies between 1914-1917.
Imagism
This three sentence summary provides the key details about the Imagism poetry movement:
Imagism was a movement in early 20th century poetry that aimed for clarity of expression through precise visual images, originating in 1912 and championed by poets like Ezra Pound who formulated its principles of using direct treatment of imagery and language of common speech in short, clear poems like Pound's "In the Station of the Metro".
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Imagism
This document discusses the literary movement of Imagism. It began in the early 1900s as a reaction against traditional "genteel" poetry. Imagist poems aimed to freeze a single moment in time through precise imagery and concise language, capturing the essence and emotions of that moment without explanation. Famous Imagist poets like Ezra Pound, F. Scott Fitzgerald, and T.S. Eliot employed Imagist techniques in their works by using vivid, concrete descriptions to establish atmospheric scenes and moods. Students are taught to analyze Imagist poems by identifying the moment portrayed, listing the imagery, imagining a backstory, and determining the associated emotions.
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Imagism overview
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Imagism
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Imagism was a movement in early 20th century poetry that aimed for clarity of expression through precise visual images, originating in 1912 and championed by poets like Ezra Pound who formulated its principles of using direct treatment of imagery and language of common speech in short, clear poems like Pound's "In the Station of the Metro".
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Collection 11,12,13 symbolism and imagism, modernism and the harlem renaissance
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Imagism
The document discusses the Imagist movement in poetry from 1910-1917. [1] Key tenets of Imagism included using precise verbal images for clarity of expression, being economical with words so that every one has a specific purpose, and using directness and free verse composed like a musical phrase. [2] Some prominent Imagist poets were Ezra Pound, H.D., Amy Lowell, and William Carlos Williams. [3] The movement emphasized brevity and vivid imagery in poetry.
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3) The class covered the key concepts of Imagism such as precise imagery, economy of language, and the rejection of sentimentality. Students engaged in a question and answer discussion of Williams' minimalist poem "The Red Wheelbarrow".
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This document provides information about a class discussing stationary vs. stationery, Imagist poetry, and various American poets. It begins with defining stationary and stationery, then outlines the class agenda which includes discussing the Imagist poems "In a Station of the Metro" by Ezra Pound, "The Red Wheelbarrow" by William Carlos Williams, and "To Elsie" by William Carlos Williams. It also introduces Imagism as a movement and its key American figures like Pound, H.D., Amy Lowell, John Gould Fletcher and William Carlos Williams. The document lectures on Imagism and its tenets, discusses various Imagist poems, and has sections for group discussion and analysis of the poems. It concludes by
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Here is the list of assigned poems for Phase ThreeDogs Deat.docx
Here is the list of assigned poems for Phase Three:
“Dog's Death" by John Updike,
"The World is Too Much with Us" by William Wordsworth,
“Shall I compare thee to a summer’s day?” by William Shakespeare,
“The Facebook Sonnet" by Sherman Alexie,
“Do Not Go Gentle into That Good Night” by Dylan Thomas,
“Form" by Elaine Mitchell,
“Shooting the Horse" by David Shumate,
“A Red, Red Rose” by Robert Burns,
"this morning (for the girls of eastern high school)” by Lucille Clifton,
“Because I could not stop for Death” by Emily Dickinson,
“The Road Not Taken” by Robert Frost,
“Pied Beauty” by Gerard Manley Hopkins,
“Harlem” by Langston Hughes,
“Written in Disgust of Vulgar Superstition",
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PHASE 3 DISCUSSION BOARD
What is poetry? This literary genre has been around, first as an oral tradition, since the beginning of human history. Yet there is no absolute, agreed-upon definition of poetry. The poet Salvatore Quasimodo said it is “the revelation of a feeling that the poet believes to be interior and personal which the reader recognizes as his own,” while Greek philosopher Plutarch called it “painting that speaks.” And contemporary author and poet Salman Rushdie has said, “A poet's work is to name the unnamable, to point at frauds, to take sides, start arguments, shape the world, and stop it going to sleep.” Whatever your own feelings, try to approach the Phase 3 readings with openness. You just may discover that all three writers were correct about poetry!
Part A: Chosen Poem
After reading the fifteen assigned poems, choose one that especially resonates with you and speaks your truth in some way. Write a paragraph elaborating on at least three reasons why you selected this particular poem. Which lines are especially memorable to you?
Part B: A Poet and Didn’t Know It
Try your hand at composing your own 8 to 20 line poem. Choose a topic that interests you: anything from a hobby to a place to a special person or memory. It doesn’t matter whether it is rhymed or unrhymed, but it does need to include vivid imagery and figurative language. Don’t worry about perfecting your poem; you are not expected to produce a finished product. Rather, this is an exercise in learning about the poet’s creative process. Try not to over-think it; one of the wonderful gifts of poetry is that there is no “right” or “wrong” way to write it.
PHASE 3 INDIVIDUAL PROJECT
For your third Individual Project, you will be writing
an essay of 1,000 words or more about two additional poems from the assigned reading list
. Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Al.
Ee Cummings: Clamored Order
This English 102 assignment prompted us to identify a poet's influences and determine if the poet had an impact. The presumption was an impact upon literature. Amazingly enough, I never looked at Cummings in any depth prior to this paper. In fact, I don't even recall ever reading any of his poems prior to researching this paper.
I had some trouble with this paper early on. The prompt mentioned that we should not give a "report" on the poet. To me that meant we should not give much attention to the poet's biography. Well, the paper I was writing gave way too much detail to Cummings' time in France, Russia, his childhood, and his affair with Elaine Orr. Setting the paper aside for a week then looking at the prompt again, I discovered my "feeling" was 100% accurate. The end result of the rewrite is what you see here.
Rhetorical Devicesand Speech AnalysisGoals to analyze the.docx
Rhetorical Devices
and Speech Analysis
Goals:
to analyze the effectiveness of a speech based on the Rhetorical devices used by a speaker
create a sentence outline analyzing 3 Rhetorical devices
write a 5 paragraph essay analyzing the Rhetorical devices
Analyzing a Speech
A speech can be made more effective if the speaker considers using several literary devices.
To help you understand how to write an Analytical Essay about a speech, this presentation will consider a speech given by Nelson Mandela in London as part of the campaign to end poverty in the developing world.
2
Rhetorical Devices
Audience
Purpose
Repetition
Imagery
Ethos
Logos
Pathos
Rhetorical Device - Audience
Who you are writing for
Helps you make decisions about what information to use, your tone and your language
Example 1: Mandela addresses a global audience. He makes a call to action to the world leaders to focus on poverty at their July meeting in Scotland. “I say to all those leaders: do not look the other way; do not hesitate.”
Example 2: Mandela calls people of the world to take action against poverty because it would “be a crime against humanity, against which I ask all humanity now to rise up.”
Rhetorical Device - Purpose
Why the author wrote
Goal is to Persuade, Inform and Explain
Example 1: Mandela states that he was invited to speak by The Campaign to Make Poverty History and that it represents “such a noble cause.”
Example 2: Mandela’s purpose is to persuade the audience to take action to end poverty. He states that “as long as poverty, injustice and gross inequality persist in our world, none of us can truly rest.”
Rhetorical Device - Repetition
Repeat a few words or phrases a few times
Make an idea clearer
Emphasize significance of the phrase
Example: At the end of his speech, Mandela repeats two sentences that are very similar to reinforce his point about ending poverty. He says, “Make poverty History in 2005. Make History in 2005.” The repeated pattern of these similar sentences reminds the listener the main point of his speech and reinforces his persuasive message about ending poverty.
Rhetorical Device - Imagery
Author’s use of words and phrases to create “mental images” for the reader
Helps the reader to visualize more realistically the author’s writings
Uses figures of speech like simile, metaphor, personification, onomatopoeia
Example: Mandela compares poverty to prison. “Millions of people in the world’s poorest countries remain imprisoned, enslaved, in chains. They are trapped in the prison of poverty.” These sentences help the listener visualize the harshness of poverty.
Rhetorical Device - Ethos
Credibility/trustworthiness
Example: Mandela establishes credibility with the audience by referring to a shared past experience. He reminds the audience how a similar crowd “stood in solidarity with us, just a few yards from this spot” during the movement against apartheid.
Rhetorical Device - L.
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Slideshow of poetry vocabulary for slesl.net, Second Life for English as a Second Language, a distance learning site with digital classes in the 3D game and virtual reality realm of Second Life.
Poetry and drama . . . and bears
This document provides an overview of poetry and drama. It begins with definitions of poetry from sources like Wikipedia and famous poets. It then discusses what poetry is for children and includes short poems. The document also covers drama, including definitions from Aristotle and explanations of why it is studied. It discusses forms of drama like theatre, readers theatre, and includes examples of Native American plays. Graphics are also mentioned. In summary, the document defines and discusses poetry and drama, including examples and purposes.
Poetry and Young Adults
This document discusses poetry and its relevance for young adults. It provides definitions of poetry from various sources and poets' perspectives. It also discusses poetry slams as a competitive spoken word format and organizations that support poetry for young people, such as the Poetry Foundation and Poetry Advocates for Children & Young Adults. Recommendations are given for what makes poetry appealing and meaningful for young adult readers.
Poetry & Drama: 2007 version
This document provides an overview of poetry and drama. It begins with young adult librarian Dewey's thoughts on poetry. It then discusses definitions of poetry from sources like Wikipedia and various poets. It also shares perspectives on poetry from a 12-year-old and a poet. The document then discusses poetry websites, organizations, and lessons. It explores the purpose and uses of poetry. For drama, it defines and discusses drama, theater, its purpose in education, and forms like reader's theater. It concludes with information on Native American plays.
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