Poem The Lake Isle of Innisfree. By W. B. YeatsNumber .docx
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Poem: "The Lake Isle of Innisfree." By W. B. Yeats Number of different poetic forms, beginning with the basic distinction between closed poetic forms (poems using a set, pre-established pattern of rhythm and rhyme) and open poetic forms (poems that do not use a pre-established pattern of rhythm and rhyme). Investigate its form using one or more of these elements of poetic form that you feel are particularly important in this poem (you do not need to discuss them all): rhyme rhythm, meter, and cadence repetition diction and syntax line breaks and stanza breaks In your initial post, explain how the elements you focused on affect the way that the poem communicates its meaning to you. You may use the list of questions for analyzing poetic form in the assigned Muller and Williams chapter to get yourself started, but make sure to focus your discussion on the specific elements of form present in the poem you chose. Please divide your posts into paragraphs for easier reading, and make sure to reference, paraphrase, or quote specific passages from the text to support and illustrate what you say. post of at least 200-300 words, MLA form cite ...
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TP-CASTT Poetry AnalysisT Title Before you even think abou.docx
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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
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chart the term refers to any and all poetic devices, focusing on how such devices contribute
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A typed copy of the poem should be annotated noting various elements of poetry found within. These features include but are not limited to: form/structure, imagery, voice/persona, symbols, archetypes, simile, metaphor, allusion, personification, hyperbole, alliteration, assonance, consonance, rhyme, onomatopoeia, etc. (Consult your text or lecture notes.) Please make these explanatory notes and comments clearly and legibly on the page.
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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.
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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.
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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
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A typed copy of the poem should be annotated noting various elements of poetry found within. These features include but are not limited to: form/structure, imagery, voice/persona, symbols, archetypes, simile, metaphor, allusion, personification, hyperbole, alliteration, assonance, consonance, rhyme, onomatopoeia, etc. (Consult your text or lecture notes.) Please make these explanatory notes and comments clearly and legibly on the page.
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Assignment:
For Paper #2, you will pick two poems on a similar theme to
compare and contrast
. Your paper will explain how the poems use some of the poetic devices we’ve been discussing to express distinct attitudes towards their common subject. It will point out the
similarities and differences
in the ways the two poems do
this
. Therefore, you will need to compare and contrast the general tones of the poems as well as how they use poetic devices to create those tones. Poetic devices you might want to consider include diction, imagery, figurative language, sound (including rhyme, alliteration, assonance, rhythm, and meter), and form.
Your
audience
for this paper is other students in the class who have read these poems. You can assume that your reader has the poems in front of him or her, so you don’t need to quote the whole poem, though a brief paraphrase might be useful. You will need to quote specific lines, phrases, or words in order to point out specific features of the poems. Your
purpose
is to help your reader see the
differences and similarities
in the two poems and, consequently, to better understand how each one works to create its particular effects or meanings.
Your paper should be
800 – 1000 words long, typed and double-spaced, with 1” margins all around
.
Use of secondary sources (other than our own textbook) is not allowed
for this assignment. If you have questions about the poem, ask other students or the instructor.
Here are some
suggested topics
:
1. Compare and contrast the ways Whitman’s “To a Locomotive in
Winter
” (p. 504) and Dickinson’s “I like to see it lap the Miles” (p. 504-05) represent their common subject: a locomotive. What claims does each poem make about the locomotive? What tone or attitude is taken towards the locomotive? How does each poem use specific poetic devices to create its tone?
2. Compare and contrast the ways Lovelace’s “To
Lucasta
” (p. 521) and Owens’ “
Dulce
et
Decorum
Est
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3. Compare and contrast the ways
any two
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4. Compare and contrast the ways
any two
of the following poems represent God:
·
Donne’s “Batter my Heart, Three-
Personed
God” (p. 531),
·
Hopkins’ “God’s Grandeur” (p. 624),
·
Herbert’s “Easter Wings” (p. 676),
·
Blake’s “The
Tyger
” (p. 824-25).
What claims does each poem make about God? What tone or attitude is taken towards God? How does each poem use specific poetic devices to create its tone?
5. Compare and contrast the ways.
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This document provides an agenda for an EWRT 1C class on figurative language, poetry analysis, and new criticism. It includes:
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2. A discussion of common figurative language techniques like metaphor, simile, imagery and how new criticism focuses on understanding these formal elements.
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Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning to write a clear response to literature using rhetorical strategies and critical thinking. Students are prompted to choose one of four poems and write a 500-750 word thesis-driven essay examining how the poem achieves an "organic unity" by resolving tensions between its elements. The document provides steps for close reading, identifying tensions, forming a hypothesis, and showing how all parts contribute to the poem's meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
Group 2_The Elements of Poetry.pptx
The document discusses the intrinsic and extrinsic elements of poetry.
The intrinsic elements include theme, figurative language, imagery, rhyme, rhythm, meter, and message. Figurative language includes similes, metaphors, and personification. Rhyme can be perfect, slant, eye, masculine, and feminine. Rhythm and meter refer to patterns of stressed and unstressed syllables.
The extrinsic elements are factors outside the poem, such as the author's biography, values of the time period, and social context in which the poem was written.
I shoud read two articale1) Students will read one prfessional .docx
I shoud read two articale:
1) Students will read one prfessional journal article.
2) Read one news article of mass publication related to a disease or helth condition presented in the text.
* I need a one to two page outline of each articl and, one page summary comparing and contrasting the types of information found in each article.
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I simply have HW. I got the essay from my friend. The only thing i n.docx
I simply have HW. I got the essay from my friend. The only thing i need from you to revise the essay change the words and keep the same ideas and main concepts. I only need to make it look better with different words.
make it more professional as much as you can
it is only one page esaay !
you will have two hours to revise it and edit it.
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-For this assignment, outside research is not only discouraged – it is forbidden. Work only with what you can get from the poem itself.
-Resist organizing your paper through a chronological treatment of each poem (papers that do this fall into the trap of merely retelling/summarizing the poem, whereas your true goal here is analysis). The strongest papers organize paragraphs around topic sentences that make a broad claim followed by specific details and evidence. Provide a concluding paragraph that recaps your point and brings out the larger significance involved in what you’ve demonstrated. End with a Works Cited listing the poems.
-To increase flow in your writing, be sure each paragraph has a strong topic sentence. Good topic sentences usually contain some sort of transition from the last paragraph and an argument (not just an observation but a debatable argument that advances your point) for the present one.
-Practice the important habit of granting writers poetic license to create speakers who are not themselves; rather than assuming the “I” in a first-person poem is the poet him- or her-self, it is safer to refer to them as the poem’s “speaker.”
-Be specific. Avoid overly-general statements like "the diction is descriptive," "the poet uses diction and imagery to convey her theme," or "the form of the poem makes it flow." Instead always specify the type of diction/imagery/form/etc. and which specific theme/desc ...
CW-M2-W2-ELEMENTS-TECHNIQUES-AND-LITERARY-DEVICES-IN-POETRY-new (1).pptx
This document provides information about creative writing and identifying elements, techniques, and literary devices in poetry. It includes objectives, activities, and assessments related to poetry elements like diction, imagery, figurative language, rhyme, rhythm, and theme. Students are asked to identify these elements in sample poems and describe their analysis. The document aims to help students differentiate literary techniques, evaluate their use, and analyze elements in given poems.
What is meter in poetry.pdf
Poetry, often honored as the language of the soul, is a unique form of expression that eclipses traditional prose. Meter serves as one of the key contributors to confer the beauty and cadence to poetry. Meter, in the realm of poetry, is akin to the heartbeat that gives life to the verses. It is the systematic disposition of stressed and unstressed syllables that paints a picture with the sounds which shapes the poem's emotional impact and intellectual resonance. Meter functions as an apparatus for poetic expression, allowing poets to choreograph language with precision and artistry.
Study of meter along with rhyme, accents, syllables, rhythm etc. is called Prosody. Number of beats in a line tells how lengthy a verse is like tetrameter, pentameter etc. and arrangement of beats in a line tells which meter is applied like iambic meter, trochee meter etc. In some poems meter is not used, in some rhyme is not used and (Blank verse), in some poems, both are not used (Free verse).
What is Meter in Poetry.pdf
Poetry, often honored as the language of the soul, is a unique form of expression that eclipses traditional prose. Meter serves as one of the key contributors to confer the beauty and cadence to poetry. Meter, in the realm of poetry, is akin to the heartbeat that gives life to the verses. It is the systematic disposition of stressed and unstressed syllables that paints a picture with the sounds which shapes the poem's emotional impact and intellectual resonance. Meter functions as an apparatus for poetic expression, allowing poets to choreograph language with precision and artistry.
Imagery in PoetryBy Thursday, post your response of at least 1.docx
This document provides instructions for an assignment asking students to analyze imagery in an assigned poem. Students are instructed to choose a poem from the readings, identify and discuss key images, and explain how the images contribute to the overall meaning of the poem. A 150-200 word response is required, including evidence from quotations, and citations formatted in APA style. An example response analyzing Robert Frost's poem "The Oven Bird" is also provided.
elements techniques and literarydevices.pptx
The document discusses the elements and techniques of poetry. It defines poetry and discusses its key components such as imagery, diction, form, cadence, meter, rhyme, rhythm, and stanzas. It also explains literary devices like alliteration, allusion, metaphor, personification, repetition, simile, symbolism, and theme. The document uses examples from poems to illustrate these different elements of poetry.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Critical approach. It instructs students to choose one of three provided poems and write a 500-750 word thesis-driven essay examining how elements of the poem work together to create an "organic unity." The document outlines the steps of close reading a poem, identifying tensions and how they are resolved, and using evidence from the text to support an argument about the poem's overall meaning. It also provides expectations, previously learned skills, best practices, and things to avoid in completing the assignment successfully.
Assignment For Paper #2, you will pick two poems on a similar th.docx
Assignment:
For Paper #2, you will pick two poems on a similar theme to
compare and contrast
. Your paper will explain how the poems use some of the poetic devices we’ve been discussing to express distinct attitudes towards their common subject. It will point out the
similarities and differences
in the ways the two poems do
this
. Therefore, you will need to compare and contrast the general tones of the poems as well as how they use poetic devices to create those tones. Poetic devices you might want to consider include diction, imagery, figurative language, sound (including rhyme, alliteration, assonance, rhythm, and meter), and form.
Your
audience
for this paper is other students in the class who have read these poems. You can assume that your reader has the poems in front of him or her, so you don’t need to quote the whole poem, though a brief paraphrase might be useful. You will need to quote specific lines, phrases, or words in order to point out specific features of the poems. Your
purpose
is to help your reader see the
differences and similarities
in the two poems and, consequently, to better understand how each one works to create its particular effects or meanings.
Your paper should be
800 – 1000 words long, typed and double-spaced, with 1” margins all around
.
Use of secondary sources (other than our own textbook) is not allowed
for this assignment. If you have questions about the poem, ask other students or the instructor.
Here are some
suggested topics
:
1. Compare and contrast the ways Whitman’s “To a Locomotive in
Winter
” (p. 504) and Dickinson’s “I like to see it lap the Miles” (p. 504-05) represent their common subject: a locomotive. What claims does each poem make about the locomotive? What tone or attitude is taken towards the locomotive? How does each poem use specific poetic devices to create its tone?
2. Compare and contrast the ways Lovelace’s “To
Lucasta
” (p. 521) and Owens’ “
Dulce
et
Decorum
Est
” (p. 521-22) represent their common subject: war. What claims does each poem make about war? What tone or attitude is taken towards war? How does each poem use specific poetic devices to create its tone?
3. Compare and contrast the ways
any two
love poems in our reading represent their common subject. What claims does each poem make about love? What tone or attitude is taken towards love? How does each poem use specific poetic devices to create its tone? (Please check the two poems you pick with the instructor before proceeding.)
4. Compare and contrast the ways
any two
of the following poems represent God:
·
Donne’s “Batter my Heart, Three-
Personed
God” (p. 531),
·
Hopkins’ “God’s Grandeur” (p. 624),
·
Herbert’s “Easter Wings” (p. 676),
·
Blake’s “The
Tyger
” (p. 824-25).
What claims does each poem make about God? What tone or attitude is taken towards God? How does each poem use specific poetic devices to create its tone?
5. Compare and contrast the ways.
How to write a villanelle
The document provides a detailed history and explanation of the villanelle poetic form. It originated from 14th century Italian songs and was popularized by French poets in the 16th century. The villanelle has a strict structure of 19 lines arranged in 5 tercets and a quatrain, with two repeating refrains. It employs rhyme and meter, though there is flexibility in the rhythm and line length. Examples of villanelles by famous poets are provided and the reader is invited to write their own villanelle following the established conventions.
Writing a commentary
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.
Ewrt 1 c class 3 online
This document provides an agenda for an EWRT 1C class on figurative language and a critical analysis of the poem "My Papa's Waltz." It defines common forms of figurative language like metaphor, simile and personification. It instructs students to read the poem and essay, analyzing the use of imagery, symbols and other techniques. Students are then asked to post their own new critical insights on the poem and discuss whether they agree with the analysis in the essay.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives, prompts, and ways to proceed with a close reading. Students are instructed to choose a poem from the list provided and write a 500-750 word essay examining how elements in the poem create tension and resolve into a unified whole. The document provides detailed guidance on analyzing poetic form, language, imagery and how these elements work together to convey an overall meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning New Critical analysis, rhetorical strategies, and MLA documentation. Students must choose one of four poems listed and write a 3-5 page essay examining how elements in the poem create tension and resolution, revealing the work's overall meaning. The document provides detailed suggestions for close reading, including analyzing dramatic elements, form, language, imagery, and how parts contribute to the whole. It lists learning outcomes, skills required, formatting requirements, and tips for success.
Ewrt 1 c class 3 online
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.
Poetry terms & types
This document provides definitions and explanations of various poetry terms including rhyme, rhythm, forms of poetry like sonnets and ballads, and literary devices like imagery and assonance. It discusses internal and slant rhyme, rhyme schemes, the musical quality of rhythm, and defines prose, meter, stanzas and other terms. Students are instructed to define additional terms in their notes from a literature handbook.
Higher poetry questions
The document provides guidance for answering questions on poetry analysis. It suggests addressing the central themes, concerns, and ideas of the text and supporting the analysis with references to poetic techniques. Some example techniques listed are imagery, verse form, structure, mood, tone, sound, rhythm, rhyme, characterization, contrast, setting, symbolism, and word choice. The document then provides 14 potential poetry analysis question prompts focusing on different poetic elements, themes, and techniques that could be discussed.
Ewrt 1 c essay 1
This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning to write a clear response to literature using rhetorical strategies and critical thinking. Students are prompted to choose one of four poems and write a 500-750 word thesis-driven essay examining how the poem achieves an "organic unity" by resolving tensions between its elements. The document provides steps for close reading, identifying tensions, forming a hypothesis, and showing how all parts contribute to the poem's meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
Group 2_The Elements of Poetry.pptx
The document discusses the intrinsic and extrinsic elements of poetry.
The intrinsic elements include theme, figurative language, imagery, rhyme, rhythm, meter, and message. Figurative language includes similes, metaphors, and personification. Rhyme can be perfect, slant, eye, masculine, and feminine. Rhythm and meter refer to patterns of stressed and unstressed syllables.
The extrinsic elements are factors outside the poem, such as the author's biography, values of the time period, and social context in which the poem was written.
Similar to Poem The Lake Isle of Innisfree. By W. B. YeatsNumber .docx (20)
ENG 112 Poetry Essay Note don’t upload an electronic co.docx
ENG 112 Poetry Essay Note don’t upload an electronic co.docx
CW-M2-W2-ELEMENTS-TECHNIQUES-AND-LITERARY-DEVICES-IN-POETRY-new (1).pptx
CW-M2-W2-ELEMENTS-TECHNIQUES-AND-LITERARY-DEVICES-IN-POETRY-new (1).pptx
Imagery in PoetryBy Thursday, post your response of at least 1.docx
Imagery in PoetryBy Thursday, post your response of at least 1.docx
Assignment For Paper #2, you will pick two poems on a similar th.docx
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The reading in the attachments.
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I want someone professional in mathematics. (Elements of Discrete Ma.docx
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Syllabus
Chapter-1
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Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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