Reading Poetry, Responsibly & Responsively
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Share your group's findings with the class. How does poetry show up in popular culture? What forms does it take?
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william wordsworth
William Wordsworth was an English poet born in 1770 who was orphaned as a teenager. He showed an early talent for poetry. As a young man, he traveled to France influenced by revolutionary ideals. He befriended Samuel Taylor Coleridge and the two worked on Lyrical Ballads together. Wordsworth found success with poems like "I Wandered Lonely as a Cloud" and was named Poet Laureate late in life, dying in 1850. The poem describes the poet's chance encounter with a vast field of daffodils beside a lake and how their beauty brought him joy and remained a source of happiness in memory.
Sound of devices in poetry
This document defines and provides examples of various sound devices used in poetry, including rhythm, meter, scansion, feet, rhyme, assonance, and consonance. Rhythm refers to the pattern of stressed and unstressed syllables. Meter is the organization of these patterns into regular lines. Rhyme involves the repetition of similar sounds, often at the end of lines. Assonance and consonance refer to the repetition of vowel and consonant sounds within words. Examples are provided to illustrate how poets use these sound devices to reinforce meaning and create emotional responses in readers.
Sonnet 18~ William Shakespeare ^_~
In this summary of Sonnet 18 by William Shakespeare:
The first two quatrains compare the speaker's beloved to a summer's day but note that the beloved is more lovely and constant. Summer is fleeting while the beloved's beauty will last eternally.
The third quatrain states that the beloved's beauty will never fade and will live on through the speaker's poetry.
The couplet concludes that as long as people can experience the sonnet, the beloved's beauty and memory will live on immortalized in the poem.
Meter
This document discusses poetic meter and feet. It explains that meter gives poetry its unique rhythm and has two main parts - the number of syllables in each line and which syllables are stressed. To determine the meter, one scans a poem by identifying patterns of stressed and unstressed syllables called metrical feet. Common feet include iambs, trochees, anapests and dactyls. The meter of a poem is described using two words, such as iambic pentameter, with the first referring to the foot and the second referring to the number of feet per line. Examples are provided to illustrate different meters.
Types Of Poetry
This document defines and provides examples of different types of poetry. It discusses lyric poems, sonnets, elegies, odes, epics, ballads, dramatic poems, haikus, cinquains, and free verse. Specific poems are referenced to illustrate each type, such as Shakespeare's Sonnet 116, Milton's Lycidas, and Keats' Ode on a Grecian Urn. The document aims to classify and describe various forms of poetry.
Rhyme Scheme, Rhythm, and Meter
The document provides information about rhyme scheme, rhythm, and meter in poetry. It defines rhyme scheme as the pattern of rhyming lines and shows how to notate a poem's rhyme scheme using letters. It explains that understanding rhyme scheme can help unlock the poet's meaning. It also defines different types of poetic meter including iambic pentameter and explains how meter relates to a poem's theme and characters. The document aims to build understanding of these fundamental literary elements.
Rhyme Scheme in Poetry
The document discusses different types of rhymes including end rhymes, internal rhymes, slant rhymes, eye rhymes, masculine rhymes, and feminine rhymes. It provides examples of each type of rhyme and explains rhyme schemes in poetry using letters to represent line placements. The document also contains sample poems and activities for identifying rhymes and rhyme schemes.
Meter in Poetry
This document discusses poetic rhythm and meter. It defines syllables and poetic feet, including the five main patterns: iambic, trochaic, anapestic, dactylic, and spondaic. It provides examples of each pattern in words and lines of poetry. The document also explains poetic meter as the arrangement of stressed and unstressed syllables that occur at regular intervals. It describes how poetic feet are combined into different line lengths or meters, such as iambic pentameter. Overall, the document provides an overview of the basic rhythmic building blocks and patterns found in poetry.
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william wordsworth
William Wordsworth was an English poet born in 1770 who was orphaned as a teenager. He showed an early talent for poetry. As a young man, he traveled to France influenced by revolutionary ideals. He befriended Samuel Taylor Coleridge and the two worked on Lyrical Ballads together. Wordsworth found success with poems like "I Wandered Lonely as a Cloud" and was named Poet Laureate late in life, dying in 1850. The poem describes the poet's chance encounter with a vast field of daffodils beside a lake and how their beauty brought him joy and remained a source of happiness in memory.
Sound of devices in poetry
This document defines and provides examples of various sound devices used in poetry, including rhythm, meter, scansion, feet, rhyme, assonance, and consonance. Rhythm refers to the pattern of stressed and unstressed syllables. Meter is the organization of these patterns into regular lines. Rhyme involves the repetition of similar sounds, often at the end of lines. Assonance and consonance refer to the repetition of vowel and consonant sounds within words. Examples are provided to illustrate how poets use these sound devices to reinforce meaning and create emotional responses in readers.
Sonnet 18~ William Shakespeare ^_~
In this summary of Sonnet 18 by William Shakespeare:
The first two quatrains compare the speaker's beloved to a summer's day but note that the beloved is more lovely and constant. Summer is fleeting while the beloved's beauty will last eternally.
The third quatrain states that the beloved's beauty will never fade and will live on through the speaker's poetry.
The couplet concludes that as long as people can experience the sonnet, the beloved's beauty and memory will live on immortalized in the poem.
Meter
This document discusses poetic meter and feet. It explains that meter gives poetry its unique rhythm and has two main parts - the number of syllables in each line and which syllables are stressed. To determine the meter, one scans a poem by identifying patterns of stressed and unstressed syllables called metrical feet. Common feet include iambs, trochees, anapests and dactyls. The meter of a poem is described using two words, such as iambic pentameter, with the first referring to the foot and the second referring to the number of feet per line. Examples are provided to illustrate different meters.
Types Of Poetry
This document defines and provides examples of different types of poetry. It discusses lyric poems, sonnets, elegies, odes, epics, ballads, dramatic poems, haikus, cinquains, and free verse. Specific poems are referenced to illustrate each type, such as Shakespeare's Sonnet 116, Milton's Lycidas, and Keats' Ode on a Grecian Urn. The document aims to classify and describe various forms of poetry.
Rhyme Scheme, Rhythm, and Meter
The document provides information about rhyme scheme, rhythm, and meter in poetry. It defines rhyme scheme as the pattern of rhyming lines and shows how to notate a poem's rhyme scheme using letters. It explains that understanding rhyme scheme can help unlock the poet's meaning. It also defines different types of poetic meter including iambic pentameter and explains how meter relates to a poem's theme and characters. The document aims to build understanding of these fundamental literary elements.
Rhyme Scheme in Poetry
The document discusses different types of rhymes including end rhymes, internal rhymes, slant rhymes, eye rhymes, masculine rhymes, and feminine rhymes. It provides examples of each type of rhyme and explains rhyme schemes in poetry using letters to represent line placements. The document also contains sample poems and activities for identifying rhymes and rhyme schemes.
Meter in Poetry
This document discusses poetic rhythm and meter. It defines syllables and poetic feet, including the five main patterns: iambic, trochaic, anapestic, dactylic, and spondaic. It provides examples of each pattern in words and lines of poetry. The document also explains poetic meter as the arrangement of stressed and unstressed syllables that occur at regular intervals. It describes how poetic feet are combined into different line lengths or meters, such as iambic pentameter. Overall, the document provides an overview of the basic rhythmic building blocks and patterns found in poetry.
When You are Old
This poem describes an elderly woman looking back on her life and lost loves. It is written in iambic pentameter with an ABBA rhyme scheme. The speaker asks the elderly woman, when she is old and asleep by the fire, to take down this book and slowly read about how her eyes once had a "soft look" and how many loved her beauty, but one man loved her soul. As she reads by the glowing fire, she is told to murmur sadly about how love fled and hid among the stars on the mountains.
Introduction to-poetry
The document provides an introduction to various poetic forms and literary devices. It defines poetry and discusses its structure, including lines, stanzas, meter, rhyme, and repetition. It also explains figurative language such as similes, metaphors, and alliteration. Additionally, it covers imagery, hyperbole, idioms, personification, free verse, haiku, limericks, and ballads.
Elements of Poetry
The document discusses various elements of poetry such as stanzas, lines, rhythm, rhyme, imagery and different forms of poetry including free verse, haikus, and limericks. It provides examples of different rhyme schemes and describes how various literary devices such as metaphor, simile and personification are used in poems to appeal to different senses and create vivid pictures and emotions for the reader.
Simile or metaphor
The document discusses the difference between similes and metaphors. It states that a simile directly compares two things using "as" or "like", while a metaphor also compares two things but does so directly without using "as" or "like". Examples of each are provided. The document then presents several phrases and asks the reader to identify each as a simile or metaphor. It concludes by challenging the reader to write a poem about a hobby using at least one of each.
Rhyme scheme
The document provides information about rhyme schemes in poetry. It explains that rhyme scheme refers to the pattern of rhyming sounds at the ends of lines. Each new rhyming sound is assigned a letter, with the first line of a poem being "a". If a sound repeats, it is given the same letter. The rhyme scheme continues through the entire poem, not restarting in each stanza. Examples of rhyme schemes are then provided for several poems.
Rhyme 2012
Rhyme is the repetition of similar sounds in two or more words. There are three types of perfect rhymes: masculine, feminine, and triple. Holorhyme is when the rhyme extends to the beginning of the line so that two lines sound identical. Examples are provided to illustrate different types of rhymes including perfect rhyme, feminine rhyme, and rhyme schemes in bound verse.
Rhythm in Poetry
This document discusses poetic meter and feet. It defines syllables, scansion, and the five main poetic feet: iambic, trochaic, anapestic, dactylic, and spondaic. Examples are provided for each foot. The iamb is described as the most common foot in English poetry. Combinations of feet and lines make different meters, such as iambic pentameter. Understanding poetic feet and meters can help analyze and create poetry.
Suprasegmentals
This document discusses suprasegmentals, which are aspects of speech that are beyond individual speech sounds or segments. It defines several types of suprasegmentals including connected speech processes like assimilation, elision, and linking, as well as prosody elements like stress, intonation, and isochrony. Assimilation involves one sound becoming more like an adjacent sound, elision is the omission of sounds, and linking is the blending of words. Stress refers to loudness, intonation is variation in pitch that conveys meaning, and isochrony is the hypothesized rhythmic division of time in languages. Examples of each suprasegmental are provided.
Rules in Capitalization and Punctuation
The document describes a woman named Della who has $1.87 to spend on a Christmas gift for her husband Jim. Sixty cents of the money is in pennies that Della has saved by bargaining hard with merchants. She counts the money three times to ensure she has the right amount. The next day will be Christmas.
Major poets of Elizabethan era
This is a highlighted presentation on Elizabethan era poets, their poetry, books and dramas.
1) Shakespeare
2) Ben Jonson
3) Edmund Spenser
.
.
Email: bahloolshah.khan@gmail.com
Elements of Poetry in English
The document provides an overview of key poetic elements and literary devices used in poetry. It defines elements such as stanzas, rhyme schemes, imagery, tone, mood, diction, persona, repetition, and themes. It also explains common poetic forms like couplets, quatrains, and tercets. Examples are given for many elements, such as imagery, repetition, and rhyme schemes. The document serves as a reference for understanding the building blocks of poetry.
Introduction to poetry
Poetry uses language and creative forms to express emotions and ideas. It has certain defining characteristics, including concentrated language, visual imagery, and meaning derived from devices like metaphor and symbolism. Poetry is structured through lines organized into stanzas rather than prose paragraphs. Common forms include narrative poems which tell a story, lyric poems expressing personal feelings, and verse fables that convey moral lessons. Literary devices like simile, metaphor, alliteration and rhyme add rhythm, sound, and meaning.
Iambic pentameter
Iambic pentameter is a poetic meter used in Shakespearean sonnets. It consists of lines containing five iambic feet, with each foot having one unstressed syllable followed by one stressed syllable. A Shakespearean sonnet follows a specific rhyme scheme, including three quatrains (four line sections) followed by a heroic couplet, with the rhyming pattern abab, cdcd, efef, gg. The meter and rhyming patterns give structure and rhythm to the poem.
International Phonetic Symbols
This document provides an overview of phonetic concepts including vowels, consonants, diphthongs, word stress, and the International Phonetic Alphabet (IPA). It explains how to pronounce different sounds and includes practice exercises identifying vowels, consonants, stressed syllables, and words pronounced differently. Videos are included to demonstrate pronunciation of specific sounds like /b/ vs /p/ and /θ/ vs /ð/. The purpose is to teach pronunciation and phonetic transcription using IPA symbols.
Sonnets & its kinds
This document provides information about sonnets and their types. It defines a sonnet as a 14-line lyric poem written in iambic pentameter. It introduces the two main types of sonnets: the Petrarchan sonnet, which has an octave and sestet structure, and the Shakespearean or Elizabethan sonnet, which has a three quatrain structure followed by a couplet. It provides an example of Shakespeare's famous Sonnet 18 to illustrate the Shakespearean form.
Rhyme scheme
This document discusses rhyme scheme in poetry. It defines rhyme scheme as the pattern of rhyming lines at the end of each verse, described using letters. An example of an ABAB rhyme scheme is provided from Shakespeare's "Shall I Compare Thee". Common rhyme schemes are then outlined, including alternate, couplet, enclosed, ballad, terza rima, and limerick. The functions of rhyme scheme are noted as adding beauty, flow, and memorability to poetry. Poets choose schemes for different purposes and levels of complexity.
ANALYZING POETRY
This document provides an overview of analyzing poetry using the TP-CASTT model. It defines various poetic elements such as form, stanzas, prosody, rhythm, meter, rhyme scheme, imagery, and figurative language. It also explains how to analyze a poem by looking at the title, paraphrasing, connotation, attitude/tone, shifts, re-examining the title, and determining the theme. The goal is to comprehend poetry on both a literal and interpretive level.
Analyzing Free Verse
This document provides an overview of analyzing free verse poetry. It defines free verse as modern poetry without rhyme or regular rhythm. It then lists several poetic elements commonly used in free verse like alliteration, assonance, imagery and symbolism. The document proceeds to explain these elements in more detail and provides examples. It concludes by outlining 10 specific steps for analyzing a free verse poem, such as identifying unfamiliar words, focusing on the voice and theme, and reflecting on the poet's approach.
Purpose, audience, tone, and content
This document discusses how to identify and apply purpose, audience, tone, and content when writing. It identifies the four main academic purposes as summarizing, analyzing, synthesizing, and evaluating. Audience is defined by its demographics, education, prior knowledge, and expectations. Tone is conveyed through writing style and creates a connection with the audience. Content should be appropriate and interesting for the intended audience and align with the purpose and tone. The document provides examples and tips for selecting content and establishing an effective tone.
Consonant Clusters
This document discusses consonant clusters, which are groups of consonant sounds that occur together without an intervening vowel. It presents different views on whether consonant clusters can include sounds across syllable boundaries or must be contained within a single syllable. Examples are given of words with different numbers of consonant letters and sounds, and whether they contain consonant clusters. The locations of consonant clusters at the beginning, middle, or end of words are illustrated. Finally, ways of simplifying words containing consonant clusters are shown.
Reading Poetry: Getting Through Difficult Passages
This document provides strategies for understanding difficult passages in poetry. It discusses using context clues and dictionaries to determine the meaning of unknown words. It also recommends selectively rereading poems, answering and generating questions about the themes, images, and literary devices, and visualizing what is described to aid comprehension. The strategies are then applied to the poem "Deer Hit" by Jon Loomis to help readers analyze and understand the work.
Introduction To Poetry
This document provides an introduction to different types of poetry. It defines poetry as a genre that uses words and rhythms to build images and impressions to deeply move readers. Various poetic forms are described, including limericks, haiku, cinquain, ABC poems, acrostic poems, and concrete poems. Each type has specific rules regarding line length, syllables, rhyme, and formatting. The document serves to familiarize readers with common poetry styles and their distinguishing characteristics.
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When You are Old
This poem describes an elderly woman looking back on her life and lost loves. It is written in iambic pentameter with an ABBA rhyme scheme. The speaker asks the elderly woman, when she is old and asleep by the fire, to take down this book and slowly read about how her eyes once had a "soft look" and how many loved her beauty, but one man loved her soul. As she reads by the glowing fire, she is told to murmur sadly about how love fled and hid among the stars on the mountains.
Introduction to-poetry
The document provides an introduction to various poetic forms and literary devices. It defines poetry and discusses its structure, including lines, stanzas, meter, rhyme, and repetition. It also explains figurative language such as similes, metaphors, and alliteration. Additionally, it covers imagery, hyperbole, idioms, personification, free verse, haiku, limericks, and ballads.
Elements of Poetry
The document discusses various elements of poetry such as stanzas, lines, rhythm, rhyme, imagery and different forms of poetry including free verse, haikus, and limericks. It provides examples of different rhyme schemes and describes how various literary devices such as metaphor, simile and personification are used in poems to appeal to different senses and create vivid pictures and emotions for the reader.
Simile or metaphor
The document discusses the difference between similes and metaphors. It states that a simile directly compares two things using "as" or "like", while a metaphor also compares two things but does so directly without using "as" or "like". Examples of each are provided. The document then presents several phrases and asks the reader to identify each as a simile or metaphor. It concludes by challenging the reader to write a poem about a hobby using at least one of each.
Rhyme scheme
The document provides information about rhyme schemes in poetry. It explains that rhyme scheme refers to the pattern of rhyming sounds at the ends of lines. Each new rhyming sound is assigned a letter, with the first line of a poem being "a". If a sound repeats, it is given the same letter. The rhyme scheme continues through the entire poem, not restarting in each stanza. Examples of rhyme schemes are then provided for several poems.
Rhyme 2012
Rhyme is the repetition of similar sounds in two or more words. There are three types of perfect rhymes: masculine, feminine, and triple. Holorhyme is when the rhyme extends to the beginning of the line so that two lines sound identical. Examples are provided to illustrate different types of rhymes including perfect rhyme, feminine rhyme, and rhyme schemes in bound verse.
Rhythm in Poetry
This document discusses poetic meter and feet. It defines syllables, scansion, and the five main poetic feet: iambic, trochaic, anapestic, dactylic, and spondaic. Examples are provided for each foot. The iamb is described as the most common foot in English poetry. Combinations of feet and lines make different meters, such as iambic pentameter. Understanding poetic feet and meters can help analyze and create poetry.
Suprasegmentals
This document discusses suprasegmentals, which are aspects of speech that are beyond individual speech sounds or segments. It defines several types of suprasegmentals including connected speech processes like assimilation, elision, and linking, as well as prosody elements like stress, intonation, and isochrony. Assimilation involves one sound becoming more like an adjacent sound, elision is the omission of sounds, and linking is the blending of words. Stress refers to loudness, intonation is variation in pitch that conveys meaning, and isochrony is the hypothesized rhythmic division of time in languages. Examples of each suprasegmental are provided.
Rules in Capitalization and Punctuation
The document describes a woman named Della who has $1.87 to spend on a Christmas gift for her husband Jim. Sixty cents of the money is in pennies that Della has saved by bargaining hard with merchants. She counts the money three times to ensure she has the right amount. The next day will be Christmas.
Major poets of Elizabethan era
This is a highlighted presentation on Elizabethan era poets, their poetry, books and dramas.
1) Shakespeare
2) Ben Jonson
3) Edmund Spenser
.
.
Email: bahloolshah.khan@gmail.com
Elements of Poetry in English
The document provides an overview of key poetic elements and literary devices used in poetry. It defines elements such as stanzas, rhyme schemes, imagery, tone, mood, diction, persona, repetition, and themes. It also explains common poetic forms like couplets, quatrains, and tercets. Examples are given for many elements, such as imagery, repetition, and rhyme schemes. The document serves as a reference for understanding the building blocks of poetry.
Introduction to poetry
Poetry uses language and creative forms to express emotions and ideas. It has certain defining characteristics, including concentrated language, visual imagery, and meaning derived from devices like metaphor and symbolism. Poetry is structured through lines organized into stanzas rather than prose paragraphs. Common forms include narrative poems which tell a story, lyric poems expressing personal feelings, and verse fables that convey moral lessons. Literary devices like simile, metaphor, alliteration and rhyme add rhythm, sound, and meaning.
Iambic pentameter
Iambic pentameter is a poetic meter used in Shakespearean sonnets. It consists of lines containing five iambic feet, with each foot having one unstressed syllable followed by one stressed syllable. A Shakespearean sonnet follows a specific rhyme scheme, including three quatrains (four line sections) followed by a heroic couplet, with the rhyming pattern abab, cdcd, efef, gg. The meter and rhyming patterns give structure and rhythm to the poem.
International Phonetic Symbols
This document provides an overview of phonetic concepts including vowels, consonants, diphthongs, word stress, and the International Phonetic Alphabet (IPA). It explains how to pronounce different sounds and includes practice exercises identifying vowels, consonants, stressed syllables, and words pronounced differently. Videos are included to demonstrate pronunciation of specific sounds like /b/ vs /p/ and /θ/ vs /ð/. The purpose is to teach pronunciation and phonetic transcription using IPA symbols.
Sonnets & its kinds
This document provides information about sonnets and their types. It defines a sonnet as a 14-line lyric poem written in iambic pentameter. It introduces the two main types of sonnets: the Petrarchan sonnet, which has an octave and sestet structure, and the Shakespearean or Elizabethan sonnet, which has a three quatrain structure followed by a couplet. It provides an example of Shakespeare's famous Sonnet 18 to illustrate the Shakespearean form.
Rhyme scheme
This document discusses rhyme scheme in poetry. It defines rhyme scheme as the pattern of rhyming lines at the end of each verse, described using letters. An example of an ABAB rhyme scheme is provided from Shakespeare's "Shall I Compare Thee". Common rhyme schemes are then outlined, including alternate, couplet, enclosed, ballad, terza rima, and limerick. The functions of rhyme scheme are noted as adding beauty, flow, and memorability to poetry. Poets choose schemes for different purposes and levels of complexity.
ANALYZING POETRY
This document provides an overview of analyzing poetry using the TP-CASTT model. It defines various poetic elements such as form, stanzas, prosody, rhythm, meter, rhyme scheme, imagery, and figurative language. It also explains how to analyze a poem by looking at the title, paraphrasing, connotation, attitude/tone, shifts, re-examining the title, and determining the theme. The goal is to comprehend poetry on both a literal and interpretive level.
Analyzing Free Verse
This document provides an overview of analyzing free verse poetry. It defines free verse as modern poetry without rhyme or regular rhythm. It then lists several poetic elements commonly used in free verse like alliteration, assonance, imagery and symbolism. The document proceeds to explain these elements in more detail and provides examples. It concludes by outlining 10 specific steps for analyzing a free verse poem, such as identifying unfamiliar words, focusing on the voice and theme, and reflecting on the poet's approach.
Purpose, audience, tone, and content
This document discusses how to identify and apply purpose, audience, tone, and content when writing. It identifies the four main academic purposes as summarizing, analyzing, synthesizing, and evaluating. Audience is defined by its demographics, education, prior knowledge, and expectations. Tone is conveyed through writing style and creates a connection with the audience. Content should be appropriate and interesting for the intended audience and align with the purpose and tone. The document provides examples and tips for selecting content and establishing an effective tone.
Consonant Clusters
This document discusses consonant clusters, which are groups of consonant sounds that occur together without an intervening vowel. It presents different views on whether consonant clusters can include sounds across syllable boundaries or must be contained within a single syllable. Examples are given of words with different numbers of consonant letters and sounds, and whether they contain consonant clusters. The locations of consonant clusters at the beginning, middle, or end of words are illustrated. Finally, ways of simplifying words containing consonant clusters are shown.
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Introduction To Poetry
This document provides an introduction to different types of poetry. It defines poetry as a genre that uses words and rhythms to build images and impressions to deeply move readers. Various poetic forms are described, including limericks, haiku, cinquain, ABC poems, acrostic poems, and concrete poems. Each type has specific rules regarding line length, syllables, rhyme, and formatting. The document serves to familiarize readers with common poetry styles and their distinguishing characteristics.
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Intro to Poetry
The document provides strategies for reading and analyzing poetry. It recommends close reading a poem multiple times to understand its meaning, structure, language, mood and theme. It suggests making predictions before reading, paraphrasing to check comprehension, and analyzing stylistic elements. The acronym TPCASTT is also presented as a framework for analyzing a poem's title, paraphrase, connotations, attitude, shifts, reinterpreted title and overall theme.
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The document provides guidance on key elements to consider when writing a poem, including central idea, form, purpose, and mood. It discusses focusing the central idea, understanding the purpose and intended audience, setting the mood, and choosing a poetic form that supports the central idea, purpose and mood. Examples are provided of different forms, including acrostic, ballade, and couplet poems. The overall document aims to help writers think through various components for crafting an effective poem.
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Webinar presented on 5th November 2015 for BRELT - Brazilian Teachers of English as a Foreign Language
Why do we write
This document provides tips and guidance for becoming a better writer. It discusses choosing a topic, developing ideas, crafting an engaging beginning and conclusion, using transitions, voice, style, tone, mechanics, appearance, and evaluating one's writing with rubrics. The overall message is that strong writing incorporates various elements and following best practices leads to writing that stirs the soul.
How to Read and Understand Poetry in 5 Easy Steps
Most students I ask, say they hate poetry. Why? It doesn't make sense. Why not make it easier to understand for them?
Learning poetry
This poem describes an encounter with a green insect caught in the shadow of the poet. The insect is held there in a state of worry until the shadow withdraws. The poet suggests the insect may have been praying for help from some greater force. Though the insect likely couldn't understand the larger situation, it demonstrated fear while in the shadow and gratitude after the shadow lifted. The poem uses personification to characterize the insect's emotional state. It has an observational yet amused tone in describing the encounter.
Figures of speech, or metaphorical language
This document discusses various figures of speech and metaphorical language techniques used in poetry to deepen meaning and provide fresh perspectives. It provides examples of different figures of speech like simile, metaphor, paradox, personification, and analyzes poems that utilize these techniques to explore ideas about humanity, relationships, and personal experiences. Key figures of speech are defined and poems are analyzed to understand how specific metaphors and rhetorical devices shape meaning.
Ang Wee Jin_MEL924_Assignment 3_Teaching Poetry Moves.pptx
In the spirit of World Literature, Poetry Moves (ed. Esther Vincent et.al) functions effectively as an anthology of poems depicting Southeast Asian writers and their real struggles with Postcoloniality and other aspects/challenges of life surmounting them. We focus especially on three poems dealing with language and identity, namely from Sujata Bhatt, Esther Vincent and Carol Ann Duffy.
A different history
Sujata Bhatt is a poet born in India who has lived and studied in several countries. The poem "A Different History" explores the relationship between cultural identity and language. It compares Greek and Hindu gods and has a reverential attitude toward books in the first section. The second section shifts in mood with a rhetorical question and explores how languages have been used oppressively. The poem uses various techniques like repetition, metaphor, and explores themes of identity, language, religion and time.
Purpose, Audience, Form and Tone
The document provides guidance on how to identify the purpose, form, and audience of a text. It discusses looking at word-level features like vocabulary, sentence-level features like tense and structure, and text-level features like layout and presentational devices to determine purpose. Form can be identified by text-level features and certain word-level features. Audience is identified through word choice and complexity, sentence structures, and presentational features designed for a particular reader group. The document also discusses how to identify a text's register and the difference between denotation and connotation of words.
I a richard
This document summarizes I.A. Richards' views on figurative language in poetry. Richards advocated for close textual analysis of poetry to understand the four types of meanings conveyed - sense, feeling, tone, and intention. He distinguished the scientific versus emotive uses of language. Richards also discussed misunderstandings that can occur from over-literal readings or defective scholarship. The document provides examples of sense and emotive metaphors, as well as similes, and notes that figurative language can be difficult to understand but enhances the enjoyment of poetry.
lit.pptx
This poem describes a conversation between a grandmother and her grandchild. They are sitting together in the grandmother's hospital room, as she is nearing the end of her life. When the grandmother asks about snow, the grandchild describes the purifying qualities of ice and snow, and how it blankets and transforms everything. The grandmother's eyes wander to the hospital window and IV drip as she listens, showing her declining condition. She asks the grandchild to tell her more about snow's ability to purify and allow one to imagine themselves as an angel before saying goodbye.
2010 e anthology_power_point
For Writing Project sites with invitational summer institutes participating in the E-Anthology, it is especially helpful if new teacher-consultants become familiar with the appearance and functionality of the forum before they post in it. Once familiar with the possibilities found in the forum, teacher-consultants can then select those aspects of the forum that interest them.
Unseen poem revision handout
The document provides guidance on analyzing an unseen poem in three paragraphs or less. It includes:
1) An 11-step process for close reading the poem, identifying themes, viewpoint, and analyzing language and structure.
2) A reminder to address the essay questions, use evidence from the poem, and explain how language and structure reveal the poet's feelings and themes.
3) An "Unseen Poem Essay Plan" outline and a table of "Poetry Features and Explanations" with examples of how different poetic techniques could reveal themes.
Tone and diction
This powerpoint has several examples of tone and diction. It also has an interactive game so your kids can learn and have fun simultaneously.
Close Reading Poetry OWL.ppt
This document provides an overview of how to perform a close reading of poetry. It begins by defining a close reading as a careful analysis of a text that examines its form, craft, meanings and patterns. The overall goals of a close reading are to gain a deeper understanding of the text by learning about its language, themes and the author's techniques. The document then provides tips for reading poems, such as reading it slowly multiple times and annotating it. It outlines five steps to a close reading: understanding the poet's project, examining the form and structure, analyzing individual lines, studying the language used, and making an overall claim. It also discusses analyzing poetic devices, forms, and the use of imagery and tone.
March 2 6
The document summarizes a classroom lesson on poetry. The teacher leads students in analyzing poems to understand the author's purpose, inspiration, and central idea. Students consider how elements like rhythm, repetition, and onomatopoeia create sound in poetry. They then apply these skills to poems by Langston Hughes and Jacqueline Woodson. Later, the teacher prompts students to write poems expressing their hopes and visions of peace for their community and world.
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Reading Poetry, Responsibly & Responsively
- 1. READING POETRY (Responsibly and RESPONSIVELY)
- 2. The Pleasure of Words • No one knows the exact origin of poetry • It has existed ever since humans discovered the pleasure of language • Ancient chants/Religious ceremonies • Poetry has been associated with what has mattered MOST to people • What makes poetry valuable?
- 3. What is a poem? • How define what IS a poem and what IS NOT a poem? • Poetry resists definitions! • Why?
- 4. 1.) LISTEN to the POEM • In the beginning, listen to the poem by reading aloud or hearing another read aloud. • Don’t worry about analyzing it yet. • Use the same techniques you would use to listen to a song. • Pay attention to what you find pleasurable. • Pay attention to what you find grating. • Experience the language.
- 5. Marge Piercy’s “The Secretary Chant” p. 744 • What is your response to the poem? • What did you enjoy? • What did you not enjoy?
- 6. 2.) Read the Poem Silently • Pay attention to the punctuation. • Don’t stop at the end of every line where there is no punctuation. • Pay attention to the title.
- 7. 3.) Ask Questions of the Poem • If you read RESPONSIVELY, you’ll ask questions about: • Words • Descriptions • Sounds • Structure of the poem • Voice/Tone
- 8. DISCUSS Robert Hayden’s poem p. 745 • What questions can you ask of “Those Winter Sundays”? Come up with 2 questions. • What associations do you have with Winter Sundays? • What emotions do you experience in the poem?
- 9. 4.) Annotate the Poem • Conduct a close reading of the poem by marking it. • Ask yourself: What happens (or does not happen) in this poem? • How do the poem’s words, images, and sounds contribute to its meaning? • How is the poem put together? • What seems to be important?
- 10. William Hathaway’s “Oh, Oh” p. 749 • Example of annotation • What would you have marked that this person did not? • How does annotation help your understanding?
- 11. 5.) Paraphrase the Poem • In your own words, write a paraphrase of the poem and what it is about. • This can help orient you with the whys of the poem— but it leaves room to question the hows.
- 12. Robert Francis’ “Catch,” p. 750 • Re-read the poem in a group • Discuss the student essay on p. 751 • How can writing about a poem help a reader? • What do you see as the challenge of writing ABOUT poetry?
- 13. 6.) Understand the Voice and Mood • In a poem, the SPEAKER is the voice used by the author in the poem, like a narrator in fiction. • The speaker is often a created identity rather than the author’s actual self. • React to the overall MOOD of the poem. Is it happy? Sad? Dark? Lonely? Excited?
- 14. 7.) Understand the Use of Language • Poetry has an intense and concentrated use of language. • It uses emphasis on individual words to convey meanings, experiences, emotions, and effects. • Words in poems create their own tastes, textures, sounds, and shapes.
- 15. Writing Exercise #2 • Elizabeth Bishop’s “The Fish” p. 755 • Using the techniques discussed with reading poetry, write a response to this poem. What did you find yourself reacting to? What descriptions are effective? How is the fish characterized? What words grabbed your attention? How would you describe the mood of the poem?
- 16. ee cummings, “l(a” p. 759 • What is different about this poem? • What is the connection between what appears inside and outside the parentheses? • What does Cummings draw attention to by breaking down the words?
- 17. Poetry in Popular Culture Group #1: p. 766 Group #2: p. 767 Group #3: p. 769 Group #4: p. 768