Rhetorical Devices
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This document provides definitions for various rhetorical devices that can be used in writing including: anaphora, tricolon, tetracolon, epistrophe, asyndeton, polysyndeton, synchises, chiasmus, antithesis, oxymoron, pun, and tautology. It then instructs the reader to read Abraham Lincoln's Gettysburg Address to identify the rhetorical devices used and analyze their effect on engaging the audience and controlling their response. The reader is told an analysis should address what the author did and how they accomplished it through their use of grammar, structure, and rhetoric.
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Poetry ExplicationWorld Literature Poetry Explication Assignment.docx
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World Literature Poetry Explication Assignment
Due: 12/02/16 (end-of-day)
The Assignment:
Write a four-page explication of two short poems from our assigned texts in Week 5 (research optional). Choose two poems that you think will work well together, but offer contrast on some levels (either in form or in content). Poems covered deeply in class discussion are not eligible for this assignment. Pick poems we did not cover in depth.
About Explication:
Explication is the unraveling of a poem (or story or play), analyzing the poem word-by-word, line-by-line, or stanza-by-stanza. In unfolding the poem, address any literary devices you see: simile and metaphor, allusion, rhyme, rhythm, repetition, onomatopoeia, form, and other techniques (see Poetry.org). How do these all contribute to the overall message of the poem?
An explication is a way for you to slow down and focus on the detail. Often, a poem that you find confusing will make sense once you take some time to examine it piece by piece.
Cite all sources according to MLA and include a Works Cited page.
Introduction: Include title (in quotation marks), author, dates, brief background of the author if necessary and relevant, a brief summary of the plot (situation), or literal level of the poem, and your thesis, which is an interpretation (argument) of the meaning you see.
Body Paragraphs: Systematically go through the poem showing the techniques stated in your thesis and showing how they relate to the poet’s argument. Brief quotes should be incorporated into your sentences to clarify your point. Do not, under any circumstance, quote the entire poem within the paper. If you quote three or fewer lines, an inline quote, you should introduce the quote with a signal phrase, and then quote the section of the poem, indicating line breaks with a “/” and stanza breaks with a “//”.
Author writes, “quoted line/quoted next line” (871).
To quote more than three lines, use a block quote. In either case, follow the quote with a parenthetical reference of the line number(s). And then, make sure that you follow the quote with a close analysis/unpacking of the meaning. If you quote there must be a reason, and it is your job to “unpack” what is inside the quote—don’t expect readers to see your points only based on the quote.
Conclusion: Here you pull the paper together and reaffirm your thesis. You could discuss how the poem relates to real life and/or use this paragraph to disagree with the poet’s argument if you wish. Avoid, “I think…” or “I feel…” language. Be specific with word choice and avoid vague words like unique, interesting, amazing, etc.
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