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© Stacey Lloyd 2014

St Lloyd 2014

LEARNING TO ANALYZE & ANNOTATE POETRY LEARNING TO ANALYZE & ANNOTATE POETRYLEARNING TO ANALIntroduction to Annotation

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!(4-2!! Personifacation

*NOTE: 8 line stanza - OCTAVE

St Lloyd

* Rhyme scheme: ABABCDCD

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Pause in the line:

Caesura

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Enjambment /%%?1B1B Repeated ‘oo’ in ‘stoop’ &

‘tools’ - Assonance

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Alliteration (‘t’) 1/%%8!

LEARNLEA

What is annotation? 73,!*4'/4%)(+$! *,#4),1! ())%/(/4%)! (1! "#$%!&'()%**!(+!,--./0!/(#%*! #(1!0.2./0!%3&4,/,#.(/!('!)(55%/#./0!(/!,!

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How is annotation USEFUL? :))%/(/4%)! 41! ()! ,G/+,-,?$! 4-8%+/()/! /%%?!63,)! ()(?$H4)5! 8%,/+$E! ! "/! 41! (!-,/3%*!634'3! 3,?81! /3,! +,(*,+!

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How does ONE annotate? J%&!())%/(/,!(!8%,-!<$!?4/,+(??$!8&//4)5!8,)!/%!8(8,+!()*!(**4)5!-(+04)51!()*!'%--,)/1!%)!/3,!8%,-2!/341!

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How does one begin? I,#%+,!$%&!())%/(/,!(!8%,-!$%&!-&1/!+,(*!4/L!(!#,6!/4-,1E!M,(*!4/!#4+1/!/%!3,(+!/3,!?()5&(5,!()*!/3,!+3$/3-!

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An example of annotation:

i

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© Stacey Lloyd 2014

LEARNING TO ANALYZE & ANNOTATE POETRY LEARNING TO ANALYZE & ANNOTATE POETRY

Example of an Annotated Poem 4/56!/7!#/26!

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Meanings of ‘ fine ’ - Of high quality POSITIVE - Satisfactory or alright hht

STRUCTURE 6 Quatrains + 3 Refrains

RHYME SCHEME 2nd + 4th lines rhyme

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Repeated ‘I ’ - First person speaker.

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Repetition (Anaphora)

T T

Exclamation marks (shows yelling)

Use of dialect (authentic voice)

“might’ve”: modal verb – shows possibility

>,*!)(4-@

*Refrain (like a song)

Enjambment (like climbing the flights of stairs)

“would”: modal verb – shows possibility “baby”: Hint given for his suicide

attempts

6,)/ *%6) /% /31 st attempt

" /%%0 /3, ,?,>(/2nd attempt

Justifiable reason not to?? How serious is he?

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“So” indicates resolve.

“could’ve”: modal verb – shows possibility

Fine wine indicates quality and expense

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Comes to a conclusion. Resolved.

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© Stacey Lloyd 2014 444444444444

LEARNING TO ANALYZE & ANNOTATE POETRY LEARNING TO ANALYZE & ANNOTATE POETRY

Step-By-Step Guide to Annotating a Poem

© Stacey Lloyd 2 2 2 2010101010101010101010144444444

First, read the poem a few times, then take out a pen and begin to annotate. * You may want to take out a few different pens, and use a different color for each step.

Step One: The Title ! Comment on the title. Is it significant? How does it relate to the poem?

! What do we learn through the title, before we even read the poem? ! Reflect on the connotations of words in the title; underline significant ones.

!

Step TWO: Understanding the Meaning ! After each stanza, briefly summarize the meaning (try to do this in a few words only). ! Try to paraphrase the whole poem in one line. ! Identify the speaker; highlight words which relate to the speaker.

!

Step THREE: Stanza Structure and Rhyme Scheme ! Indicate how the poem is divided (or not) into sections. Is it regular or irregular? ! Note the rhyme scheme (use corresponding letters for end rhymes: e.g. ABAB CDCD etc.)

!

Step Four: Line Structure ! Identify the syllable stress, foot and meter. ! Comment on the length of the lines (highlight any lines which are particularly long or short). ! Highlight any line breaks which are significant.

! Identify any examples of enjambment or any caesuras. !

Step Five: The Language ! Underline and comment on any figurative language techniques (metaphors, similes, alliteration,

assonance, hyperbole, oxymorons, anaphora, onomatopoeia etc.). ! Comment on the diction: elements of formal or informal language, colloquialisms, dialect etc. ! Circle any notable uses of punctuation and comment on them.

! Identify any repetition (of single words, phrases or whole lines). !

Step six: Identifying Tone ! Circle any words which contribute to the tone of the poem. ! At the end of each stanza, write adjectives which describe the tone / mood at that point.

! Identify any changes in tone.

Once you have annotated and analyzed the poem as much as you can, you will be more able to interpret it and find links between the structural

elements identified and the meaning.