listen to We Real Cool and My Papa’s Waltz. These clips demo.docx

•Download as DOCX, PDF•

0 likes•5 views

listen to We Real Cool and My Papa’s Waltz . These clips demonstrate the importance of performance, rhythm, and musicality in the poetic form. Describe your listening experience of one or more of the poems. (If you prefer, you may find a recording of another poem from the course readings and describe your listening experience of it instead. If you choose this option, be sure to provide a link to the audio of the chosen poem.) How did hearing the text(s) recited aloud compare to a silent reading of it/them? Did the performance in any ways add to or detract from your experience of the text? Did the performance change your perception of the poem or its content in any ways? Explain how (or how not). Support your ideas with textual details and analysis. When applicable, address how specific literary techniques and/or devices contributed to your experience? Initial posts must be 200 to 300 words in lengthl Clugston, R. W. (2014). Journey into literature (2nd ed.). San Diego, California: Bridgepoint Education, Inc. .

Education

Listen to We Real Cool and My Papa’s Waltz . These clips demonstrate the importance of performance, rhythm, and musicality in the poetic form. Describe your listening experience of one or more of the poems. (If you prefer, you may find a recording of another poem from the course readings and describe your listening experience of it instead. If you choose this option, be sure to provide a link to the audio of the chosen poem.) How did hearing the text(s) recited aloud compare to a silent reading of it/them? Did the performance in any ways add to or detract from your experience of the text? Did the performance change your perception of the poem or its content in any ways? Explain how (or how not). Support your ideas with textual details and analysis. When applicable, address how specific literary techniques and/or devices contributed to your experience? Your initial post should be at least 150 words in length. Support your claims with examples from the text/poems, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7. .

Literary devices lesson

ArgieRayButalid1

The document outlines a lesson plan for teaching literary devices and figurative language to students through popular music. It begins by assessing students' prior knowledge of poetry and vocabulary. Students then analyze lyrics from songs like "Mean" by Taylor Swift to identify devices like metaphor and simile. They practice in groups identifying devices in other songs before choosing their favorite example. The lesson aims to show students that songs are like poems set to music to improve their view of poetry.

All literature involves some kind of performance which is intended f.docx

oreo10

All literature involves some kind of performance which is intended for an audience. Sometimes, however, the performative quality of a work (i.e., the fact that it is being presented to an audience) is more obvious than at others. Drama and poetry, for example, tend to emphasize overt performance more than do short stories, which more often are read silently and in solitude. How is the more direct performative aspect of drama and/or poetry reflected in these forms? (Consider for example, each genre’s uses of literary structure, language, technique, and style.) How do these literary elements affect your reading experience? In your post, identify key qualities of drama and poetry which emphasize their performative qualities. Discuss how these characteristics shape your reading response. Support your views with at least one example of a dramatic text and one example of a poem . .

Week 3 poetry lecture

slinne

This document summarizes key points from a poetry lecture, including definitions of poetry, elements that distinguish poetry from prose, and how form and content work together in poetry. According to scholar Terry Eagleton, poetry is a fictional, verbally inventive moral statement where the author determines line breaks. While poems may use elements like rhyme and meter, these are not requirements. Poetry interprets facts through a moral lens. Form, such as rhyme schemes, can impact a poem's mood, tone, and interpretation.

Ll1 structure

Emma Sinclair

The document provides guidance for analyzing two texts - a poem about the Greek god Pan by Elizabeth Barrett Browning and an encyclopedia entry describing Pan. It outlines key areas to examine including genre, audience, purpose, discourse structure, literary/language features, and effectiveness in achieving the intended purpose. The summary focuses on comparing how these elements differ between a lyrical Victorian poem and an informational text for children.

Guide to Interpreting A Poetry

Wulan Affandi

Reading TaskTraveling through the Dark” by William Stafford, p.docx

sedgar5

Reading Task: “Traveling through the Dark” by William Stafford, p. 440 “My Papa’s Waltz” by Theodore Roethke, p. 479 “Shall I compare thee to a summer’s day?” by William Shakespeare, p. 487 “Do Not Go Gentle into That Good Night” by Dylan Thomas, p. 491 “Alzheimer’s” by Kelly Cherry, p. 512 “Building with Its Face Blown Off” by Billy Colins, p. 541 “The Video” by Fleur Adcock, p. 551 “A Red, Red Rose” by Robert Burns, p. 561 "this morning (for the girls of eastern high school)” by Lucille Clifton, p. 563 “Because I could not stop for Death” by Emily Dickinson, p. 565 “The Road Not Taken” by Robert Frost, p. 574 “Pied Beauty” by Gerard Manley Hopkins, p. 575 “Harlem” by Langston Hughes, p. 576 “The New Colossus” by Emma Lazarus, p. 579 “They” by Siegfried Sassoon, p. 581 Task Type: Individual Project Deliverable Length: 1,000–1,200 words Points Possible: 100 Due Date: 9/9/2013 11:59:59 PM CT [removed] Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time. 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. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style. Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in .

TP-CASTT Poetry AnalysisT Title Before you even think abou.docx

juliennehar

TP-CASTT Poetry Analysis T Title Before you even think about reading the poetry or trying to analyze it, speculate on what you think the poem might be about based upon the title. Often time, authors conceal meaning and give clues in the title. Jot down what you think this poem will be about P Paraphrase Before you begin thinking about meaning or trying to analyze the poem, don't overlook the literal meaning of the poem. One of the biggest problems that students often make in poetry analysis is jumping to conclusions before understanding what is taking place in the poem. When you paraphrase a poem, write in your own words exactly what happens in each line of the poem. Look at the number of sentences in the poem—your paraphrase should have exactly the same number. This technique is especially helpful for poems written in the 17th and 19th centuries that use language that is harder to understand. C Connotation Although this term usually refers solely to the emotional overtones of word choice, for this chart the term refers to any and all poetic devices, focusing on how such devices contribute to the meaning, the effect, or both of a poem. You may consider imagery, figures of speech (simile, metaphor, personification, symbolism, etc), diction, point of view, and sound devices (alliteration, onomatopoeia, rhythm, and rhyme). It is not necessary that you identify all the poetic devices within the poem. The ones you do identify should be seen as a way of supporting the conclusions you are going to draw about the poem. A Attitude Having examined the poem's devices and clues closely, you are now ready to explore the multiple attitudes that may be present in the poem. Examination of diction, images, and details suggests the speaker's attitude and contributes to understanding. Think about the tone of the poem and how the author has created it. Remember that usually the tone or attitude cannot be named with a single word - think complexity. S Shifts Rarely does a poem begin and end the poetic experience in the same place. As is true of most us, the poet's understanding of an experience is a gradual realization, and the poem is a reflection of that understanding or insight. Watch for the following keys to shifts: • key words, (but, yet, however, although) • punctuation (dashes, periods, colons, ellipsis) • stanza divisions • changes in line or stanza length or both • irony • changes in sound that may indicate changes in meaning • changes in diction T Title Now look at the title again, but this time on an interpretive level. What new insight does the title provide in understanding the poem. T Theme What is the poem saying about the human experience, motivation, or condition? What subject or subjects does the poem address? What do you learn about those subjects? What idea does the poet want you take away with you concerning these subjects? Remember that the theme of any work of literature is stated in a complete sentence an ...

The document provides an introduction to poetic devices commonly used in poetry such as metaphor, simile, personification, imagery, oxymoron, hyperbole, tone, mood, allusion and repetition. It then discusses different types of poems including rhyming poems, free verse, narrative poems, and sonnets. The workbook aims to help teens analyze poems by having them answer comprehension questions, visualize images, and respond with their own writing.

Essay on the Following poemsThey by Siegfried Sassoon & Magi.docx

debishakespeare

Essay on the Following poems: "They" by Siegfried Sassoon & "Magic of Love" by Helen Farries 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. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style. Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples. Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter? Themes: What are the main messages of both poems? Give reasons for your answers. Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page? Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer .

Linguistics -Syntax

Steffany Villanueva

This document discusses syntax and sentence structure. It defines syntax as the rules of sentence formation and the component of grammar that represents a speaker's knowledge of phrase and sentence structure. It discusses constituents, phrase structure rules, syntactic categories, and phrase structure trees. Phrase structure trees are used to represent the hierarchical structure of sentences and show constituent structures and syntactic categories. The document notes that language has an infinite quality, as sentences can always be lengthened through the addition of modifiers. It provides examples of phrase structure trees and tests to identify verbs phrases and noun phrases.

Poetry

ac2cook

Poetry can be used effectively in the classroom in several ways. It allows students to express themselves using unique structures and styles. When read aloud, poetry encourages fluency and confidence for readers. Students can interpret different meanings from poems, as there is often no single right answer. Poetry also gives students freedom in writing without strict grammar rules. However, teachers must address that poetry has its own conventions and ensure students do not dislike it due to stereotypes.

Assignment For Paper #2, you will pick two poems on a similar th.docx

normanibarber20063

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.

Writing about poetry

Heather Brown

Explication is an analysis of a poem that describes possible meanings and relationships between its words, images, and other elements. To write an explication, one should read the poem silently and aloud, consider it as a dramatic situation, and identify the voice, conflicts/ideas, and language. Key questions to consider include who is speaking, what is being dramatized, when and where the action occurs, and why the speaker feels compelled to speak. The analysis should also consider the form, rhetoric, syntax, vocabulary, and patterns in the poem like rhyme, sound, visual presentation, rhythm, and meter.

Writing about poetry2

Heather Brown

What is poetry??

CK Tan

Poetry is a genre that uses various literary devices and figurative language to convey powerful feelings, emotions, and ideas in a rhythmic way. It utilizes elements like stanzas, imagery, metaphor, rhyme and rhythm. Poems can be interpreted on both a literal and figurative level and use devices such as simile, alliteration and assonance to establish mood, tone and evoke sensory experiences for the reader. Characteristics include the use of figurative language, sound devices, and evoking intense emotions through themes, style, and imagery.

Love's philosophy plastic notesheet

stmarysmediastudies

This document provides an analysis of Percy Bysshe Shelley's poem "Love's Philosophy" through discussion of its poetic devices, language, structure, imagery, and context. It notes that the alternating rhyme scheme suggests an attempt at coupling. Dramatic elements convey the speaker's personal perspective and growing distress. References to nature position love as something natural and varying in its qualities. The analysis explores how specific linguistic aspects, such as rhetorical questions, verbs, repetition, and shifts in tone and rhythm are used to convince the addressee and convey meaning. Contextual details about Shelley and the social norms of romantic relationships at the time are also presented.

Poetry Creative Writing

Jeremy Rinkel

Elements of poetry

Mishi Delgado

Poetic Devices.pptx

Muhammad Haris Nadeem

A poet uses words precisely to express ideas and feelings through their sounds, meanings, arrangement, and images. There are many poetic devices that help achieve these goals, including alliteration, assonance, consonance, onomatopoeia, repetition, rhyme, and more. Poetic devices relate to the sounds of words, their meanings and connotations, and how words are arranged into lines, stanzas, and forms like free verse or couplets. A poet skillfully uses these techniques to effectively communicate through the art of poetry.

Poetry yr 8 identity

Christopher Waugh

Poetic devices

Shazia Sohail

The document discusses various poetic devices including alliteration, assonance, consonance, enjambment, imagery, repetition, rhyme, and rhythm. It defines each device and provides examples to illustrate how writers use these techniques purposefully to create pleasing and impactful effects in poetry and other writing. The document suggests teaching poetic devices separately from other figurative language skills so students can digest the concepts in smaller bites.

Soaps-tone

chrismurban

English1.1(8 activities)

Eemlliuq Agalalan

The document discusses different types of rhyme schemes in poetry, including end rhyme, internal rhyme, cross rhyme, and broken rhyme. It provides examples of each type using short poems and analyzes the rhyming words. The purpose of rhyme is also discussed, noting that it adds musicality and helps with memorization. In total, the document covers classification of rhymes, examples of different schemes, and the function of rhyme in poetry.

AN INTERPRETIVE STUDY OF SELECTED DESCRIPTIVE IMAGES IN C.T MSIMANG'S POETRY

International Educational Applied Scientific Research Journal (IEASRJ)

The focus of this study is on an employment of images in poetry to describe objects and situations with precision, force and vividness. Images are used for more factual reflection of the scene and object. They become descriptive when manifested in various forms for comparisons, resemblances, contrasts and differences as well as for associated ideas. The appreciation of literature and the development of the literary taste are advanced by images. Figures of speech are used as words, phrases or expressions in other than their plain or literal meaning in order to produce a special effect They deliberately interfere with language usage to transfer the meaning of one object into another object. The interference takes the form of transference or 'carrying over' with the aim of achieving a new meaning. Figurative language plays a vital role in selected poetry due to an employment of various images. Various words, phrases or ideas are ambiguously employed for specific effect. Conjunctive ambiguity underlies metaphor and allegory. All types of ambiguities suggest meanings in various contexts. Most poetic words or phrases in this work reflect separate meanings that are projected, added, conjoined or disjoined. The theoretical and interpretive approaches serve as a point of departure in this discourse.

Music To Write Essays To. University of Kentucky

Anna Holmes

Exploring the relationship between music and writing poses several challenges. Selecting a universal soundtrack that inspires writing is difficult given the subjectivity of musical tastes and wide range of genres. Describing the emotive power of music in writing also requires balance, to convey the auditory experience through language without relying too heavily on adjectives or cliches. Additionally, translating the abstract experience of how music impacts the writing process into coherent prose can be challenging. Crafting an essay on this topic demands navigating these issues delicately to achieve a harmonious blend of words and melodies.

Writing a commentary

Tiffany Dong

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.

HandbookofLitTerms.ppt

ssuser0d2272

make sure to discuss the following•your understanding of t.docx

listen to We Real Cool and My Papa’s Waltz. These clips demo.docx

Recommended

Recommended

More Related Content

Similar to listen to We Real Cool and My Papa’s Waltz. These clips demo.docx

Similar to listen to We Real Cool and My Papa’s Waltz. These clips demo.docx (20)

More from carliotwaycave

More from carliotwaycave (20)

Recently uploaded

Recently uploaded (20)

listen to We Real Cool and My Papa’s Waltz. These clips demo.docx