The document provides guidance on how to approach the unseen poetry question for an English Literature exam. It advises spending 30 minutes on the question and focusing on two assessment objectives: AO1, responding critically and imaginatively to the poem by selecting evidence, and AO2, explaining how the poet uses language, structure and form to present ideas and themes. It recommends closely analyzing the poem's language, imagery, structure, form and techniques and using multiple quotes to support a developed response. Sample planning questions and paragraphs are also provided as examples.
Based on the Shakespearean Play, it talks about a merchant in 16th-century Venice must default on a large loan provided by an abusive Jewish moneylender.
Based on the Shakespearean Play, it talks about a merchant in 16th-century Venice must default on a large loan provided by an abusive Jewish moneylender.
This presentation is an introduction to characterization for my 6th graders. The slides are a combination of my work and the work of other teachers online. So i don't want to take all the credit. Hope it helps.
This presentation is an introduction to characterization for my 6th graders. The slides are a combination of my work and the work of other teachers online. So i don't want to take all the credit. Hope it helps.
Imagery, symbolism, and allusionImageryImagery refers MalikPinckney86
Imagery, symbolism, and allusion
Imagery
Imagery refers to the creation of mental images – sight, sound, taste, touch – through words.
Imagery is related to the themes and ideas of a poem. Poets use imagery to create an experience that opens the reader up to the poem’s themes and ideas.
Types of imagery
Visual imagery uses words to create sights. In Pound’s “In a Station of the Metro,” the visual is that of faces in a station crowd. In Pound’s image, these faces are “Petals on a wet, black bough” (line 2).
Auditory imagery captures sounds. In “Preludes,” Eliot’s images of the city include the familiar sounds of inner-city life:
The showers beat
On broken blinds and chimney-pots,
And at the corner of the street
A lonely cab-horse steams and stamps. (lines 9 – 12)
Types of imagery
Olfactory imagery uses smell to create an experience. It’s quite direct in Eliot’s “Preludes”: “The winter evening settles down / With smell of steaks in passageways” (lines 1-2). And again: “The morning comes to consciousness / Of faint stale smells of beer” (14-15).
Gustatory imagery describes tastes. In “Ode to a Nightingale,” Keats describes pining for the taste of wine thus: “O, for a draught of vintage! that hath been / Cool’d a long age in the deep-delved earth, / Tasting of Flora and the country green” (lines 11 – 13).
Types of imagery
Tactile imagery relates to touch and texture. Eliot’s “Preludes” creates a cycle of urban life that connects day and night, work and rest, using images:
Sitting along the bed’s edge, where
You curled the papers from your hair
Or clasped the yellow soles of feet
In the palms of both soiled hands. (lines 35-38)
Kinetic imagery is images of general motion, while kinesthetic imagery is images of human or animal movement. In “Sonnet 130,” Shakespeare describes the awkward walk of his beloved: “My mistress, when she walks, treads on the ground” (line 12).
Symbolism
Symbolism is the use of symbols to create meaning in an imaginative way.
A symbol is a thing that represents something else. Think of symbolism as using code to express ideas.
A word, an action, a setting, a character, a situation – all of these can be symbolic and, as symbols, significant to the themes and ideas of a work.
Symbolism
Symbols are often indirect and subtle. For example, one wouldn’t say that a character’s cough is a symbol for the character’s illness. The cough is a symptom of the illness and directly related to it.
Be careful how you use the terms “symbolism,” “symbolize,” and “symbol.” Often students use “symbolizes” when they actually mean “represents” in the general sense.
Identifying symbolism and symbols in works of literature is interpretation, and, like all interpretation, it must be supported by the text.
symbolism
Cultural or universal symbols are symbols that are common and easily recognized. Spring as a symbol for new life is a cultural/universal symbol.
Contextual, private, or authorial symbols are sy ...
DIRECTIONS Write a poetry analysis of a minimum of 600-700 words .docxkimberly691
DIRECTIONS:
Write a poetry analysis of a minimum of 600-700 words on
one
of the following topics. The main purpose is to let the reader understand the interaction of the specific elements that add up to the piece’s power and effectiveness. It aims to show professor how deep your understanding of the poem’s message and how well you can use your analytical skills.
Your paper should have an introduction that engages the reader’s interest and presents the thesis statement to be developed in your essay; supporting paragraphs, each with a topic sentence; and a concluding paragraph consisting of a summary and a final thought. Keep in mind that organizing your essay and supporting your ideas will be as important as your command of grammar and usage.
This assignment is due Wednesday before 11:59pm.
What is the purpose of a poetry analysis paper?
Demonstrate your comprehension of the assigned readings discussed in class;
Provide your analysis of the assigned readings.
Essay #2 Topics
Funeral Blues by W. H. Auden
Discuss how the poet has used hyperbole, structure and rhyme scheme in order to highlight the theme of death and loss.
We Real Cool by Gwendolyn Brooks
Brooks has stated that she consciously uses lineation, rhyme, tone, as instruments to create meaning in her writing. Analyze how she employs these elements to convey her attitude and final message toward the protagonists in the poem.
Those Winter Sundays by Robert Hayden
After reading and analyzing the poem, write an essay in which you explain how the poet’s use of diction and imagery reveals the speaker’s complex attitude toward his father.
***Please submit this assignment to Turnitin before Wednesday 07/10/19 by 11:59pm today. All assignments will be graded electronically.
ESSAY GRADING RUBRIC
Assignment
Possible Points
Points Earned
Content
10 points
Format
& Organization
5 points
Grammar, Punctuation & Spelling
5 points
TOTAL
20 POINTS
Introduction
Starting with the title for the analysis can be something very basic or a clever quote, a statement from the piece. Moving onto the introduction to poetry analysis, this should
open with a “hook”
to get the reader's attention. Follow up with the Authors name and title for the piece.
Add some interesting trivia or background info that is not known to the audience, but try to keep it short
. To finish off the introduction to a poetry analysis state your thesis.
Body
The bulk of ideas and comparisons need to be explored here in a clear, focused way.
When writing a poetry analysis, each paragraph should be devoted to one point or feature you are comparing
. You can divide each point by using the corresponding letter from the outline. Try to make it a coherent and specific about what is being compared (example: when stating your ideas about what the poetic devices do to the piece check whether you state each one and do not generalize). Using transition words and phrases will keep the paragraphs flowing .
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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2. • The Poetry examination is one hour and fifteen minutes long.
• Section A is a question based on the Anthology Cluster you have
studied.
• Section B is a question based on an unseen poem.
•
You are advised to spend 30 minutes on the Unseen Poetry
question. The following two assessment objectives are tested in
Section B:
3. • AO1: Respond to texts critically and imaginatively;
select and evaluate relevant textual detail to illustrate
and support interpretations.
•
• This means it is a good idea to have your own personal
and critical ideas about the poem and be able to think
imaginatively about what the poet does with the
imagery, the themes, the voice, the language etc. As
it’s an unseen poem, it will have to be your own ideas –
just make sure they’re credible and you can back them
up. Obviously, you have to get good short quotations
to prove those ideas you have about the poem!
4. • AO2: Explain how language, structure and form contribute
to writers’ presentation of ideas, themes and settings.
• This means you have to look in real detail at the words and techniques the
poet uses to create the themes, the rhythm, the subject matter, the voice
and the tone of the poem form. In addition, if you know what specific form
of poem you are reading, you should make a point about how the poet
uses that form – maybe it’s a sonnet, a villanelle, a dramatic monologue
etc…
• What poetic devices are utilised? Is there a rhyme scheme and has it been
used for a reason? Imagery? Contrasts? Specific vocabulary etc..? How do
they have on an impact? In addition, you must make a point about the
structure of the poem. What happens where? It may be something about
how each stanza starts. It could be about when the poem changes tone. It
could be about how the poem builds. It could be about a point or a line
that is repeated to have a deliberate structural effect. Make at least one
point about structure!
6. How to tackle the question
1. Read the poem through twice, trying to get a feel
for the rhythm and the effect of any repetition,
rhyme, punctuation, alliteration etc
2. Work out what the poem is about and the poem’s
voice (ie is it written in first, second, third person
and who is it addressing?)
3. Identify the Purpose, Theme or Message
4. Explore the Emotions, Mood and Feelings
5. Identify the techniques the poet has used and how
they create the emotions, moods or feelings (form,
structure, language, imagery)
6. What are your thoughts feelings about the poem?
7. 7. Now annotate the poem to pick out the important bits .
8. Make a quick plan before you start – you only have about 5
minutes to plan, so keep it short.
Focus on two to four key quotes from the poem. Remember you
are aiming to write a lot about a little.
8. Use these questions to help you annotate last year’s unseen poem: 5 mins
1. Explain what the poem is about in one sentence.
2. What is the mood of the poem?
3. Comment on how the structure and rhythm of the poem affects/creates the
mood
4. What are the speaker’s feelings towards the child? Come up with three different
feelings.
5. What is the effect of the semi-colon in line 4 and how does it help express the
speaker’s feelings?
6. How does the lack of rhyme help express the speaker’s feelings?
7. What is the effect of the list at the start of the poem?
8. Explain how the use of dynamic verbs at the start of the poem contrasts with the
verbs used later in the poem when describing the child trying to read.
9. Find an example of a simile in the second stanza. What is its effect?
10.Which image stands out the most to you in the poem and why?
9. When answering the question, “saying a lot about a
little” is needed. You should ideally select two to four
quotations from the unseen poem, about which you
can say several things. It is a proven way of gaining the
higher marks on AO2.
Below are two example paragraphs that use that
principle. The AO1 objectives (Imaginative ideas,
textual detail, Interpretations) have been highlighted in
blue. The AO2 objective (Language, structure and
Form) in red. Each paragraph addresses a different part
of the overall question:
10. Q: How do you think the speaker feels about the child and his
experience of learning to read and how does the poet present the
speaker’s feelings?
How do you think the speaker feels about the child and his experience of
learning to read?
At the start of the poem, the poet uses a list to show the
child’s many other varied skills: “make sculptures…fabulous
machines…invent games”. The specific use of dynamic verbs
and positive adjectives in the list show that at the start of
the poem, the poet believes in the child’s different abilities.
By using the words “sculptures” and “invent”, which are words
that conjure up complex adult and artistic endeavours, the
poet clearly sees the child as incredibly capable. In addition,
the use of “fabulous” helps to show that what he puts together
is worthy of high praise. As mentioned, at the outset of the
poem, the poet clearly values the child. The poet does this in
order to strongly show in the rest of the poem that the process
of reading is only one of many difficult experiences that
children have to learn and they may struggle in spite of their
other valuable skills.
11. How does the poet present the speaker’s feelings?
The poet has the child allow the words to “go cold
as gristly meat”. This simile is used to present a
child who can hardly bare to read the words. The
comparison to “gristly meat’ presents reading as
an unpleasant experience for the boy, one that
he has to constantly chew on. The use of “Gristly”
also suggests that it is tough and, as gristle
itself is not proper food, and has no proper
nutritional value: there may be no point to actually
going through the reading process for the boy. The
adjective “cold” also combines with the “gristle” to
make an even more potent visual image. There is
no life in reading for the boy. It is presented as
limp and dead in contrast to his other more
exciting adventures.
12. Use the same type of approach and practice “saying a lot about a little” with
one of the following lines:
‘sighing and ‘like an old ‘a fish ‘a white-eyed
shaking his man returning colt’
head’ who knows the to its element’
mountains
are
impassable.’
13. Q: What do you think the speaker hopes
for the girl he is addressing? How does
the poet express the speaker’s feelings?
Born Yesterday
By Philip Larkin
30 mins