Visual Poetry
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Visual poetry is a form of poetry that uses visual elements and typography to convey meaning. It has been around for a long time with no set rules or limitations on size. The document discusses several poetic devices such as alliteration, metaphor, repetition, rhyme, simile, theme, and tone that can be used when writing visual poetry. It provides steps for creating a visual poem, including choosing a theme, brainstorming descriptions, including poetic devices, writing the poem, drawing an outline of the desired shape, and filling it in with words while adding visual elements.
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What to DoWrite two lyric poems, one conforming to a specif.docx
What to Do:
Write two lyric poems, one conforming to a specific prompt and one in a form and topic of your choice. Both poems should use extended metaphor (one metaphor that runs throughout the entire poem and shapes its theme). Examples of poems using extended metaphors include “Poetry Should Ride the Bus” and “How Poetry Comes to Me.”
How to Do It:
POEM ONE
should respond to the following three-part prompt:
Describe a natural object that interests you (a pinecone; a rabbit; a black hole). Do not make any comparisons yet; just describe it in as much detail as possible. This may be in prose or verse.
Take the natural object you chose and use it to describe one of your parents or siblings. In other words, indulge yourself in comparisons. Again, this may be in prose or verse.
Write a poem which, though it is a description of the natural object above, is
really
about your parent or sibling. (This must be in verse, though the form is up to you. For example, you may choose to write using rhythm and rhyme, or you may choose to write in free verse. You may choose short, compact, haiku-like lines as William Carlos Williams does, or you may write big, sprawling lines!)
Please turn in all parts, even though the finished poem from number 3 is the goal.
POEM TWO
is open form and topic. However, that doesn’t mean this poem should be form
less
; you should develop a form that is appropriate for your topic and your extended metaphor. Well-written poems (at least ones for an audience other than yourself) are made not by putting all of your feelings (or thoughts) onto a page in unformed fashion; instead they should be thoughtfully crafted. Every choice should be deliberate. Use the best
word
. Use the best
line break
. Consider everything! :)
Other considerations:
AVOID CLICHÉ in language, topic, mood, & metaphor
.
Clichés empty language of meaning because they are exceedingly overused. Some are groan-inducing because we’ve heard them so often, they sound a bit like advertising slogans (“plenty of fish in the sea”). Poetry is about using language in a fresh and unexpected way, so cliché is deadly. There are cliché topics (unrequited love), moods (excessive pathos, AKA melodrama), and metaphors (see below).
Examples of cliché metaphors include: love is blind; life is a highway; it’s the journey not the destination; skin white as snow; she’s a delicate flower. (See Shakespeare’s poem
“My mistress’ eyes are nothing like the sun” (Links to an external site.)
for a fun parody of the poetic clichés of his day.) Think of
original
turns of phrase and
original
metaphors, or turn a cliché on its head by radically revising it. Surprise your reader; surprise yourself. (Robert Frost said “no surprise for the poet, no surprise for the reader.”)
CONSIDER SOUND & SENSE
.
Poetry is a musical genre, as much about the
sound
of words as their
meaning
. Alexander Pope put it this way: “the sound should be an echo to the sense.” In other words, thi.
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What to DoWrite two lyric poems, one conforming to a specif.docx
What to Do:
Write two lyric poems, one conforming to a specific prompt and one in a form and topic of your choice. Both poems should use extended metaphor (one metaphor that runs throughout the entire poem and shapes its theme). Examples of poems using extended metaphors include “Poetry Should Ride the Bus” and “How Poetry Comes to Me.”
How to Do It:
POEM ONE
should respond to the following three-part prompt:
Describe a natural object that interests you (a pinecone; a rabbit; a black hole). Do not make any comparisons yet; just describe it in as much detail as possible. This may be in prose or verse.
Take the natural object you chose and use it to describe one of your parents or siblings. In other words, indulge yourself in comparisons. Again, this may be in prose or verse.
Write a poem which, though it is a description of the natural object above, is
really
about your parent or sibling. (This must be in verse, though the form is up to you. For example, you may choose to write using rhythm and rhyme, or you may choose to write in free verse. You may choose short, compact, haiku-like lines as William Carlos Williams does, or you may write big, sprawling lines!)
Please turn in all parts, even though the finished poem from number 3 is the goal.
POEM TWO
is open form and topic. However, that doesn’t mean this poem should be form
less
; you should develop a form that is appropriate for your topic and your extended metaphor. Well-written poems (at least ones for an audience other than yourself) are made not by putting all of your feelings (or thoughts) onto a page in unformed fashion; instead they should be thoughtfully crafted. Every choice should be deliberate. Use the best
word
. Use the best
line break
. Consider everything! :)
Other considerations:
AVOID CLICHÉ in language, topic, mood, & metaphor
.
Clichés empty language of meaning because they are exceedingly overused. Some are groan-inducing because we’ve heard them so often, they sound a bit like advertising slogans (“plenty of fish in the sea”). Poetry is about using language in a fresh and unexpected way, so cliché is deadly. There are cliché topics (unrequited love), moods (excessive pathos, AKA melodrama), and metaphors (see below).
Examples of cliché metaphors include: love is blind; life is a highway; it’s the journey not the destination; skin white as snow; she’s a delicate flower. (See Shakespeare’s poem
“My mistress’ eyes are nothing like the sun” (Links to an external site.)
for a fun parody of the poetic clichés of his day.) Think of
original
turns of phrase and
original
metaphors, or turn a cliché on its head by radically revising it. Surprise your reader; surprise yourself. (Robert Frost said “no surprise for the poet, no surprise for the reader.”)
CONSIDER SOUND & SENSE
.
Poetry is a musical genre, as much about the
sound
of words as their
meaning
. Alexander Pope put it this way: “the sound should be an echo to the sense.” In other words, thi.
Writing poetry tips
The document provides guidance on different types of poems and poetry projects for students, including sonnets, elegies, ballads, epics, narrative poems, odes, free verse poems, persona poems, and ekphrastic poems responding to works of art. It encourages students to explore their ideas and memories, choose topics that inspire them, and to express themselves through writing and performing poetry.
Year 3 poetry ideas j villis
The document provides ideas and activities for teaching poetry to Year 3 students. It begins by outlining the Australian curriculum requirements around poetry, including discussing language devices like rhythm, onomatopoeia, and imagery. It then presents several engaging activities to introduce different poetry concepts and techniques to students, such as creating brainstorm webs, using thinking hats to evaluate poems, writing with poetry magnet apps, and creating concept maps to inspire poems. A variety of poetic forms are explored, like free verse, alliteration, rhyme, and onomatopoeia poems. Bloom's taxonomy is applied to scaffold poetry writing across different levels of thinking. The document aims to equip teachers with fun, hands-on ways of teaching poetry to middle
PPT DEMO FINAL.pptx
Here are the types of communication and scenarios for the group activity:
Types of Communication | Scenario
- Small Group | Discussing with your groupmates about your group project
- Public | Giving a speech during your school's foundation day
- Interpersonal | Talking to your friend about your problems
- Mass Communication | Watching the evening news on TV
ENG 112 Poetry Essay Note don’t upload an electronic co.docx
ENG 112 : Poetry Essay
Note: don’t upload an electronic copy to Moodle/Turnitin just yet. Length: 3-4 pages. Typed, double-spaced, with standard 1-inch margins, 12pt font, and Work Cited. Number your pages and staple.
William Butler Yeats once said that when you have an argument with the world you write an essay, but when you have an argument with yourself you write a poem. Poetry’s advantage is that it can explore these complex arguments not only through its content (subject, characters, themes), but also largely through form (structure, layout, patterns of rhyme and meter, patterns of diction or imagery, repetition, etc.).
TASK:Select two complete poems from our anthology (i.e. not the ones that are just fragments), a pair that you think
does something interesting together. Write an essay that, by comparing and contrasting the poem’s form and content, forms an argument to suggest something significant the authors do with their subject. Put emphasis not merely on WHAT the poem is saying but HOW and WHY. (If you wish, one of the poems can come from outside the anthology).
PURPOSE: To practice extensive brainstorming, sustained close-reading and analysis, and argument-based essay writing.
CRITERIA: Papers will be graded on the sharpness of the observations, wisdom of the organization, precision of the
writing/grammar/punctuation, the level of interest generated by the comparisons and contrasts, and the degree to which the observations have been crafted into a unified argument.
Basic Writing Reminders:
-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 ...
Kristina's Powerpoint
This is my powerpoint for my EDU 290 class. This would be incorporated in an English Lesson to teach students about poetry that we would be doing in a classroom
Poetry book
This document provides information about different types of poetry forms that could be used in the classroom, including cinquain, haiku, acrostic, list, limerick, and diamante poems. For each form, it provides the basic structure and number of lines/syllables. It also gives potential connections to classroom skills and strategies, such as using certain forms to teach about syllables, point of view, activating prior knowledge, cause and effect, vocabulary, and descriptive writing. Finally, it provides example student poems and external resource links for each form.
Poetry book
This document provides information about different types of poetry forms that could be used in the classroom, including cinquain, haiku, acrostic, list, limerick, and diamante poems. For each form, it provides the basic structure and number of lines/syllables. It also gives potential connections to classroom skills and strategies, such as using certain forms to teach about syllables, point of view, activating prior knowledge, cause and effect, vocabulary, and descriptive writing. Finally, it provides example student poems and external resource links for each form.
241Ritt Poetry assignment info & writing ideas Your t.docx
241/Ritt
Poetry assignment info & writing ideas
Your task is to write one or more poems. If you choose to write more than one poem,
your works may be related or not, at your own discretion. Here are some prompt ideas
to get you started:
a) Write a poem that’s a list (e.g. “Things I Could Never Say Out Loud”).
b) Write a poem about a color or an abstraction (e.g. love) without ever naming the
subject of the poem. Give lots of specific, vivid details. Use the subject as the title
of the poem.
c) Take an existing piece of writing (any fiction or non-fiction that you’ve written), and
using a dark marker, block out strategic words or phrases to create a new poem
with a new meaning (feel free to alter line lengths or add breaks as needed).
d) Write a collection of statements, each of which is a lie.
e) Write a poem in which weather plays an important role (either as the focus or as
an influence on events).
f) Write a poem that answers a question. You could choose to begin with the
question, as in Whitman’s “A child said…” or imply the question, leaving the
reader clues as to what you’re exploring.
g) OR feel free to do anything else that intrigues you! As long as you hit the
minimum length requirement, there are no wrong answers in poetry.
Feel free to play with formatting, line length, punctuation, alliterations, sounds, etc: There
are NO specific formatting requirements for your poetry. If you choose unusual
punctuation or editing conventions, you’ll want to make sure that they serve a purpose in
your work: to enhance the emotions, to create a sense of intentional confusion, etc. Your
work may be fictional, non-fiction, or some combination thereof. (See length
requirements, on reverse).
As in the previous exercise, try to show us information about the scene rather than
just telling what’s going on. For example, "I felt embarrassed" is much less moving
than immersing your reader right in the details that show us how embarrassed you
were—your sweaty palms, your face turning red, the kids around you laughing, etc.
Help the reader see the scene as you see it and feel the emotions you feel by using lots
of specifics.
As you move into the 2nd draft, keep in mind that poems, like essays, will often have two
layers: One is the surface-level subject (e.g. a snowfall). The other is the larger,
underlying idea: What is your essay really about? (e.g. change, loneliness, etc). After
241/Ritt
we read your poems, we should have some hint towards or sense of your overall
purpose: Why was this topic important for you to write about? (Don’t tell us directly,
but we should be able to infer this or have a sense of it by the end of your poem).
Assignment lengths:
SFD: 1-3 pages (double-spaced, unless you have short lines and/or really strong
feelings about why it should be single-spaced)
o Submitted for feedback; graded for completion and creativity (+10)
Small group works.
Haiku Poetry
Haiku is a three-line form of Japanese poetry with a 5-7-5 syllable structure that focuses on themes from nature and everyday life. It aims to convey vivid imagery and emotions using simple language and grammar. The document provides examples of haiku poems and instructions for writing your own haiku, including choosing a theme, listing images and ideas, and experimenting with the haiku structure. Students are asked to write additional haikus and create an electronic poetry portfolio.
CW_dll_q1_CW_MP11_12-Ic-f-9-10.docx
This document is a daily lesson log for a 12th grade Creative Writing class. The teacher's objectives are for students to understand poetry genres/elements and write well-crafted poems. Over four days, students will learn about poetic structures like stanzas and forms like lyric, descriptive and narrative poetry. They will analyze examples and write their own poems in different forms. The teacher evaluates students' poems and notes those who need remedial help to meet the objectives. Reflection addresses teaching strategies, difficulties and innovations for sharing with other teachers.
SEE Formatting Template 11 pt. fontno word limitWhat is a.docx
SEE Formatting Template
11 pt. font/no word limit
What is art?:
Your Name:
Site or Artist:
Writing Style:
“ Place Your Creative Title Here between the Quotes “
_________________________________________________________________________________________________________
Essential Elements of Art:
Your Name:
Site or Artist:
Writing Style:
“ Place Your Creative Title Here between the Quotes “
_________________________________________________________________________________________________________
Optional Self-Assessment (using 7-pt Rubric on one of the above)
1.
2.
3.
4.
5.
6.
7.
_________________________________________________________________________________________________________
Design and Everyday Life:
Your Name:
Site or Artist:
Writing Style:
“ Place Your Creative Title Here between the Quotes “
_________________________________________________________________________________________________________
Techniques, Materials, and Form:
Your Name:
Site or Artist:
Writing Style:
“ Place Your Creative Title Here between the Quotes “
_________________________________________________________________________________________________________
History of Art:
Your Name:
Site or Artist:
Writing Style:
“ Place Your Creative Title Here between the Quotes “
HOW TO LABEL YOUR WRITING
(Use the Template provided. The following information is requested for each chapter choice)
(CHAPTER # from this list of five chapters in SEE book, which are:
What is Art? Who Makes Art?
Essential Elements of Art
Principles of Design
Techniques, Materials, and Form
The History of Art
(YOUR NAME)
(SITE / ARTIST / SPONSOR)
Use the hyperlinked name of the online website to which you are linked in each chapter.
(WRITING STYLE of your choice)
Do not repeat writing styles, experiment with five out of the six.
Here is the example if you use the adjective style: ADJECTIVES: colorful, expressive, delicate, droopy, huge, brilliant, disbelieving
(Curator's Title, CREATIVE TITLE here)
"My Walk in a Website of Color"
For this assignment, choose one work of art from each section (1.What is art?, 2. Essential Elements of art, 3.Design and Everyday life, 4. Techniques, Materials, and Form, 5. History of Art) to write about in each of the writing styles discussed in this section (adjectives, tell a story, simple outline, compare/contrast (two works), design analysis, and poetry).
Please use the template that will be attached for each different work. There will also be directions to format writing.
Here are the links to the works with the corresponding numbers.
1. http://glasstire.com/2012/07/19/yayoi-kusama-princess-of-the-polka-dots/
2. https://www.thisiscolossal.com/2012/03/2000-suspended-tennis-balls-appear-to-bounce-through-mustang-art-gallery/
3. https://hyperallergic.com/88766/banksy-takes-aim-at-fastfood-giant-tribeca-banksy-becomes-memorial/
4. http://www.mattcus.
Poetry book
The document provides examples and descriptions of different types of poems including cinquain, haiku, acrostic, list, limerick, and diamante poems. It also includes connections for how these poems could be used in the classroom to teach skills like syllables, point of view, activating prior knowledge, cause and effect, and vocabulary. Resources are provided for both teachers and students to learn more about and see examples of each type of poem.
Ekphrasis Lesson Plan
This lesson plan introduces students to ekphrastic poetry by having them analyze the song "Vincent" by Don McLean, which was inspired by Van Gogh's painting "Starry Night." Students will then research works of art, choose three to write ekphrastic poems about from different perspectives. They will use examples, definitions, and guidelines provided in a lesson handout to compose, edit, and revise their poems. The lesson incorporates Nevada state standards on reading expository texts, writing poetry, and allows assessment of students' understanding through grading their poems and possibly a later quiz.
English 1020 Poetry EssayWrite a coherent essay .docx
English 1020
Poetry Essay
Write a coherent essay of approximately 750-850 words in which you discuss how the author of one of the poems we’ve read this semester conveys one or more of the poem’s themes through the use of one or more of the literary elements we have discussed. Form and documentation must follow the MLA Style Sheet. Primary source in-text citations are required. Make certain that the essay is written in consistent third person.
*You may also choose any poem from the textbook, any of the poems found in the blackboard poetry folder, or any poem from the Favorite Poem project Video)
For more guidance, please see “Poetry Explication Outline and Tips” in the Poetry folder.
Feel free to use the following thesis statement (only if you want to):
In [author’s name]’spoem, [“poem title”] [he/she] conveys the theme[s] of […] through the use of [list one, two, or three elements that help to convey that/those theme(s)].
* * *
Example: In Yusef Komunyakaa’s poem, “Facing It,” he conveys the theme of survivor’s guilt through the use of imagery, figurative language, and the archetypes of
darkness and light.
Use the poem, “the planned child” by Sharon olds
Incorporate thoughts from my discussion:
The theme of “The Planned Child” is about a mothers love for her child. The child struggles with feeling like he was conceived with an instruction manual when he wanted it to be natural and from the heat of the moment. All though, in reality the mother probably tried to have a baby that way with no luck, but wanted a child so badly that she would do anything to have one. Sure, the child was planned, but even more so, the child was wanted. Imagery was used at the scene when the child was drinking wine with a friend. The friend was the one who first brought it to the child’s attention that he was wanted more than anything. The speaker was referring to the child when it said, “I took the wine against my lips as if my mouth was moving along that valve wall in my mother’s body.” You can almost see the child’s eyes widen as his perspective completely changes and realizes that his mother’s world wasn’t good enough without him in it. Earlier in the poem the child describes the fact that he was planned is just like taking the cardboard out of a shirt and using it as his backbone. The cardboard is symbolic of him feeling very plain and lifeless when he wanted his soul to come from something of passion and love and the heat of the moment. He feels almost as if he is some puppet that was designed with no love or heart, but despite how he came into this world, it doesn’t change the heart of a mother and her love for her child.
English 1020
Poetry Essay
Write
a coherent essay of approximately 750
-
850 words in which you d
iscuss ho
w the
author of one of the poem
s we’ve read this semester
conveys one or more of the poem’s
themes through the use of one or more of the literary elements we have discussed.
Form
and document ...
Review on Ashleigh's essay
Ernest Hilbert's 1970 poem "Domestic Situation" explores the complex nature of love from the perspective of a woman in an abusive relationship. The poem uses minimal details and personal pronouns rather than names to allow readers to interpret the characters differently. It describes how the woman has endured broken bones, financial struggles, and the death of her cat, yet she remains in love with the man. Hilbert suggests that only those within a relationship can truly understand the nature of their love, as others will never fully comprehend it. The poem highlights how people often question why abuse victims maintain their love, but love is a deeply personal experience that outsiders cannot define.
Perfect peel-paragraphs
The document provides guidance for writing PEEL paragraphs to analyze poems. It explains that a PEEL paragraph should:
1) Make a clear point answering the question.
2) Include an appropriate quote from the poem as evidence.
3) Fully explain the point and how the evidence supports it, focusing on language and poetic techniques used.
The form of this poem is up to It can.docx
This document provides guidelines for writing an ekphrastic poem between 15-25 lines. An ekphrastic poem is inspired by and engages with a creative work such as a painting, film, or other artwork. The poem's form can be free verse with lines of varying lengths organized into stanzas. The formal elements, including line breaks and stanza patterns, must logically fit the poem's content. The poem should clearly reference the inspiring artwork through description, title, or quotation. Suggestions for the poem include using the artwork as a springboard for a memory or meditation, or writing from the perspective of something within the artwork's world. Brainstorming the poem in prose before finalizing its structure is
Week 2 online hour
This document provides an agenda and materials for an online poetry workshop. It includes definitions of poetic terms like sonnets, stanzas, and couplets. It reviews free verse poetry through examples by Ezra Pound and Wallace Stevens. It discusses conventions of poetry like imagery, metaphor, and line breaks. Guidelines are provided for writing free verse, including focusing on concrete images rather than abstractions, using formatting for emphasis, and using alliteration judiciously. Students are given prompts and word lists to incorporate into original three stanza poems.
Similar to Visual Poetry (20)
What to DoWrite two lyric poems, one conforming to a specif.docx
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ENG 112 Poetry Essay Note don’t upload an electronic co.docx
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241Ritt Poetry assignment info & writing ideas Your t.docx
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SEE Formatting Template 11 pt. fontno word limitWhat is a.docx
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Visual Poetry
- 1. Concrete or Visual Poetry Visual Poetry - http://keepcalmandteachenglish.blogspot.gr/
- 2. Visual Poetry - http://keepcalmandteachenglish.blogspot.gr/
- 3. Visual Poetry is not new: Visual Poetry - http://keepcalmandteachenglish.blogspot.gr/
- 4. Visual poems can be of any size and there are no limitations or rules: Visual Poetry - http://keepcalmandteachenglish.blogspot.gr/
- 5. Visual Poetry - http://keepcalmandteachenglish.blogspot.gr/
- 6. *Alliteration: A technique where two or more words begin with the same sound e.g. “one white winter’s day…” *Metaphor: comparing one thing to another not using the words like or as e.g. “he searched the dark room of his mind for an idea…” *Repetition: repeated use of sounds, words, or ideas for effect and emphasis in a poem *Rhyme: a technique where two word at the end of a line end with a similar sound. *Simile: comparison using like or as e.g. “the dead trees were like bony hands…” *Theme: the subject of the piece of writing, for example war, love, jealousy etc. *Tone: the mood of the poem (imagine what tone of voice you would use to read it) e.g. sad joyful etc. *Verse: a group of lines which form a part of a poem Can you identify some of the poetic devices mentioned in the sample poems? Poetic Devices Visual Poetry - http://keepcalmandteachenglish.blogspot.gr/
- 7. *Choose a theme for your poem. You can write about anything - choose something that is meaningful to you and that you are able to visualize using ALL of your senses. *Brainstorm your theme- write as many descriptions and phrases related to it as you can. *Include some poetic devices (alliteration, metaphor, repetition, simile, etc.) in your poem. *Write your poem. Steps to Creating Your Own Concrete Poem: Visual Poetry - http://keepcalmandteachenglish.blogspot.gr/
- 8. *Draw an outline of the shape you picked. Use a pencil because you will be erasing it at the end. *Fill in the outline of your shape with the words and phrases you have selected. *Use colours, different font sizes and styles to add interest and enhance the meaning of certain words. *Make sure your words and phrases flow easily for the reader. *Title your poem. Visual Poetry - http://keepcalmandteachenglish.blogspot.gr/