Compare and Contrast Similarities in Poem You had the opportunity to read six different kinds of multicultural poets: African-American, Palestinian, Native-American, Chinese, Turkish, and Pakistani.
Compare and Contrast Similarities in Poem
For this discussion you will choose 2 poems from 2 different poets. You will use your Poetic Analysis Handout to discuss the techniques in the poems. You
will also compare and contrast the similarities and differences in the poems. YOU MUST ALSO USE DIRECT QUOTES from the poems to back up your comments. These
quotes must have MLA in text citations. You may also comment on the themes.put the question then the answer
Discuss the Roethkes My Papas Waltz Part I: Discuss Roethke’s “My Papa’s Waltz” from the perspective of the adult speaker as he reflects on his childhood perception of his father.
Discuss the Roethkes My Papas Waltz
This poem usually invites debate among students: is it a memory of child abuse at the hands of an alcoholic father or a beloved memory of exuberant horseplay? Hint:
The title of the poem is your first clue at the intended meaning.
Part II: What is the significance of Irene Wryson’s dreams, do you think? And why doesn’t she share this recurring dream with her husband? For that matter,
why is he ashamed of the fact that he bakes cakes in the middle of the night when he can’t sleep? What is so important about “a good appearance” in Cheever’s
story, and what overall message does Cheever try to communicate through this family’s quirky dysfunctionality?
Part III: In 1964, Joyce Carol Oates read an article about murderer Charles Howard Schmid of Tucson, Arizona. This Daily News article, entitled “Pied Piper of Tucson: Twisted 1960s Killings by Charles Howard Schmid, Jr.” gives some background on what influenced Oates. Schmid was a Ted Bundy-type character. How would you compare the non-fiction to the fictionalized version? Why were some details left out in Oates’s version? Why do you think Oates added other details that were not part of the non-fiction account to her story?
Linguistics and the Analysis of Poetry Thesis- Something like: Linguistic methods, both formal and informal, can help elucidate poetry for the average person, while still allowing them a license for
artistic interpretation.
Linguistics and the Analysis of Poetry
Basically, we’re using linguistic methods for analyzing Poetry (Melton’s Epic poem Paradise Lost). I have specific sources and a reference list I want to be used when citing the linguistic methods used for analysis of the epic poem Paradise Lost. Language and literature would seem to be related, but a review of the literature on language learning finds them often worlds apart. Since 1945, literature and especially poetry have been excluded from most language learning programmes, largely because of an emphasis on the study, rather than the reading, of literature (Gilroy-Scott, 1983).
Compare and Contrast Father son Relationship in Poem Please mostly underline the emotional need from the children, Specific moments of tension and Movement in time. And underline the conflict between son and father: how Cory (fences) wants attention, interest, material things and how Troy( fences) responds to his needs.
Compare and Contrast Father son Relationship in Poem
On the other hand what the son( the story) requires from his father and how he responds to it.
Please use specific examples, and b detailed on analyzing them.
Please do not use over the top diction, English is not my first language.
If you have any questions please let me know.
Elements and Specific Thesis of a Poem Write an essay [on any of the recent poems] in which you discuss some element[s] of the poem: [see the introduction to poetry handout], compare two poems, or write a comparison of the poem to a short story.
Elements and Specific Thesis of a Poem
In order to write effectively about poetry, one needs a clear idea of what the point of writing about poetry is.
The goal is to create a specific “thesis” about the poem/poems [what you believe is true] and quote from lines of the poem to support your thesis. I believe the poem means this and I will show you why…
Poem from the text ( ‘must’ use one of these or both of them or can use poems from uploaded files “poems can use” ) Linda Pastan
"Marks"
My husband gives me an A for last night’s supper,
an incomplete for my ironing,
a B plus in bed.
My son says I am average, an average mother, but if I put my mind to it I could improve.
My daughter believes in Pass/Fail and tells me
I pass. Wait’til they learn I’m dropping out.
David Ferry
" At the Hospital"
She was the sentence cancer spoke at last,
Its blurred grammar finally clarified.
Robert Frosts Didactic American Poetry This is a Final Paper for an American Poetry Class
At least 7 pages double-spaced plus a “works consulted”; annotated bibliography (use MLA rules for bibliography) of at least four authoritative sources, primary or secondary.
Robert Frosts Didactic American Poetry
(I asked for 6 sources on the site just in case)
Robert Frosts Didactic American Poetry Case Ideas Presentation
To give you an idea, this is what I am expected to present:
“I expect you to read beyond the anthology (Oxford Book of American Poetry.) Get to know some of the poet’s background and historical context a bit more. Read some prose by the poet you are studying (essays, letters, reviews, etc.) and acquaint yourself with some of the criticism. The point is not to incorporate all of this research into the paper, but to build a reserve of knowledge so that you can develop an informed and challenging argument of your own about some aspect of the work. You may write on just one poem, or on a group of poems, but your discussion should reveal your awareness of the broader corpus. Regardless of your topic, I expect the paper to be attentive to poetic language and form as well as to theme and context.
As you think about your thesis, ask yourself:
Could anyone who has read these works disagree with it? (if not, it’s self-evident)
Is it sufficiently focused?
Do you make it clear how this idea develops over the course of the paper?
Robert Frosts Didactic American Poetry Key Terms
Can the reader tell what the key terms around which you’ve organized your argument are?
Finally, make sure that your citations, whether primary or secondary, are fully integrated into your argument and advance that argument. Use well-chosen quotation rather than paraphrase when possible to develop your points. If you cite secondary materials, be sure you have considered the context that informs the passage you quote.”
This is the topic/prompt I have chosen:
1. Robert Frost spent many years as a teacher. One of his famous essays is called “Education by Poetry: A Meditative Monologue”; Read the essay and apply it to a selection of Frost’s poems. Consider whether Frost can be considered a didactic poet, or whether his attention to the relation of metaphor to thought works against the didactic tendency."
I would like the thesis to be in favor of the argument that Frost is a didactic poet and have the essay focused on his use of metaphor in both small and large-scale in his poetry. One of the sources should be “Education by Poetry: A Meditative Monologue“; and within the selection of poems, I would like the inclusion of the poems “A Road Not Taken” and “Mending Wall.”
PS: I need a decent thesis that’s well supported, with reliable sources, and an overall feeling of research having been done, it should not have to be too intricate but it has to be more specific than just the prompt.
Introduction to Poetry and Puritanism Journal: Bradstreet, Intro. to Poetry, & Puritanism
–2 paragraphs (300-400 words). If you want, you can make one paragraph “micro” (focus on a single quotation or paragraph) and one “macro” (focus on broader themes in the text or the course at large), but you’re free to structure your response in a different way, too.
Introduction to Poetry and Puritanism
–Make it clear that you have read the assigned reading by referring to it. You do NOT need to refer to everything, though. It’s not a quiz.
–Examples of what you might include:
summaries (as you put into your own words the main ideas of the readings);
connections (how do these ideas connect with, support, or disagree with other ideas from readings this week or in previous weeks),
reactions (are your own perspectives nurtured by the ideas you’re confronting? Challenged? Affronted? Expanded? Tempted?),
and questions about the texts or for your classmates.
–It’s totally fine to use the first-person “I” in your responses.
Analyze the Theme of the Sonnet in Concert Works 1. For those who enjoy pulling apart other texts:
Analyze one of the sonnets from the handout that has not been covered in lecture or tutorial.
Analyze the Theme of the Sonnet in Concert Works
Your analysis must attend to the way the structure of the poem
(meter/rhyme scheme/ alliteration/ assonance/ consonance/ punctuation etc) works in concert with the theme of the sonnet or provides a tension with the theme of the sonnet. You may also choose to take up issues of figurative language and imagery, but the focus of your essay should be on the form of the
sonnet.
Analyze the Theme of the Sonnet in Concert Works Requirements
You will need to hand in the following:
a) Your essay (which should have a proper title)
b) A copy of the sonnet plotted on the iambic grid with all deviations circled (5%)
c) A Work Cited in MLA format
SHAKESPEARE SONNET 18
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm’d;
And every fair from fair sometime declines,
By chance or nature’s changing course untrimm’d;
But thy eternal summer shall not fade
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wander’st in his shade,
When in eternal lines to time thou growest:
So long as men can breathe or eyes can see,
So long lives this and this gives life to thee.
Analyze the Theme of the Sonnet in Concert Works Notes
Scansion – meter (hear & feel of poem) (iamb/troche/anapest/dactyl/spodee)
length of lines – extra syllables repeated words Signified/signifier the shape of the words & sounds
Thesis – should make a clear argument- NOT state the obvious
Use this formula – in text A author B uses X to achieve Y
Poetry Definitions: Traditional Constraints
Five kinds of meter:
Iamb/iambic u/ deCAY da DUM
Trochee/trochaic /u PURple DUM da
Anapest/anapestic uu/ interRUPT da da DUM
Dactyl/dactylic /uu LAbouring DUM dad a
Spondee/spondaic // CHILDBIRTH DUM DUM
Monometer: one metrical foot Hexameter: six metrical feet
Diameter: two metrical feet Heptameter: seven metrical feet
Trimeter: three metrical feet Octameter: eight metrical feet
Tetrameter: four metrical feet Nonameter: nine metrical feet
Pentameter: five metrical feet Decameter: ten metrical feet
Content Words (if a single syllable then stressed): nouns, adjectives, verbs, adverbs
Function Words (if a single syllable then unstressed): prepositions, articles, demonstratives, conjunctions, pronouns, auxiliary verbs
Blank verse: unrhymed iambic meter
Strophic: organized into stanzas
Stichic: all one chunk (not divided into stanzas)
End-stopped: a line of poetry which ends with punctuation e.g.
Enjambment: a line of poetry which does not end at the end of the line but ‘pushes’ itself into the next line
Caesura: a punctuated pause in a line of poetry not found at the end of the line e.g.
This is not an end-stopped
Line; it is enjambed and
Full. Of. Pauses.
Consonance: the repetition of initial and ending consonants with different vowel sounds e.g. live/love; spilled/spoiled
Assonance: the repetition of identical vowel sounds that are surrounded by different consonants e.g. shame/fate; lean/beet
Alliteration: the repetition of the same initial consonant e.g. milkmaid
Sonnets: Italian: octave (8 lines) and a sestet (6 lines) with a volta (turn) indicating the shift from problem to resolution; rhyme scheme is ABBAABBACDECDE
Shakespearean: 3 quatrains (a quatrain is four lines) followed by a couplet (2 lines) with a volta (turn) indicating the shift from problem to resolution;
a rhyme scheme is ABAB CDCD EFEF GG
Research the historical context for Milton’s epic poem Paradise Lost. Explain how the poem reflects the “upheaval and struggle” of Milton’s England. Use textual evidence from your research and the poem to support your explanation. Be sure to cite your sources correctly within the essay and to include a Works
Cited page.
Must be 5 paragraphs and each paragraph must have at least 5 sentences.
Poem Introduction and Restating Literal Meaning Choose ONE of the following poems from The Harbrace Anthology of Poetry: “Winter Evening”
(HP 190-91), “A Country Without a Mythology” (HP 261-62), “The Landlady” (HP 268-69), or
“Border Station” (HP 370-71). Present a detailed analysis of the poem you have chosen.
Poem Introduction and Restating Literal Meaning
You
may, if you wish, follow this model:
1. Begin your paper by introducing the poem. Paraphrase the poem’s content. Restate its
literal meaning in your own words (" This paper describes . . . .") Questions you might consider:
— Is it a particular type of poem?
— What is the dramatic situation of the poem? what is its setting?
— Who is speaking? To whom is s/he speaking? Is there more than one speaker?
— What is the argument of the poem? it is logical content?
— What is the author’s attitude toward his/her subject? Does this attitude change?
Use evidence and specific details from the poem to support your argument about what you
think the poem is about.
2. Next, analyze the methods and techniques the poet uses to structure the poem. How
does the poet communicate the meaning you discuss in part 1? How does the form of the
poem relate to its content? Questions you might consider:
— What is the structure of the poem? Are there changes in subject matter or tone? If so,
describe these changes. How do these changes (if any) relate to the formal divisions in the
poem (lines, stanzas, &c.)?
— Examine the key images, especially those that link one part of the poem to another.
— Consider how the following elements function in the poem:
imagery, unexpected expressions, concrete detail
word choice, word order, connotations of words
metaphor, simile, symbol
rhythm, rhyme, alliteration, assonance
repetition, contrast, comparison, irony
stanzaic structure, variations in line lengths
(Note: you may select items on this list or others that are relevant to the poem.) Again, cite specific evidence, making close reference to the poem’s words.
Your analysis of
sounds, figurative language, repetition, etc. should be tied into a larger discussion of how the
poem works as a whole. Don’t just give examples, but try to show why those examples are
significant tie them to a discussion that you organize.
3. The big question: So What?
— Starting from the specific and concrete details of the poem’s literal meaning, try to
suggest what other or larger ideas the poem seems to address.
— Suggest what feeling, attitude or impression the poem ultimately expresses through all
the strategies it employs (i.e., the evidence you’ve collected in parts 1 and 2.) How, exactly,
does the poem elicit or create your impressions and feelings?
Note: Try to anticipate potential objections to your views, and to answer them. And always,
always base your views on the exact words or details of the poem.
