Poetry Analysis 101 A basic introduction. Henry Wadsworth Longfellow Voices in the Night published in 1839 First American poet to reach a wide audience

Poetry Analysis 101

A basic introduction

Henry Wadsworth Longfellow

Voices in the Night published in 1839 First American poet to reach a wide audience

and create a national interest in poetry Translated foreign poetry, which inspired him. Romanticized America’s early history and

democratic ideals. Criticized for being to optimistic and

sentimental—ironic b/c that’s what made him popular in the first place.

William Cullen Bryant

“Thanatopsis” (about nature) Journalist and political activist Defender of human rights and freedoms—for

women and slaves First American poet to win world=wide critical

acclaim

Oliver Wendell Holms

Descendent of Anne Bradstreet Contributed to literature and medicine as a

medical researcher Saved a battleship planned for destruction

with his poem “Old Ironsides”

TP-CASTT

Helps to give you something general to say about the poem in order to personally interpret

TP-CASTT Title—Ponder the title before

reading the poem Paraphrase—Translate the poem

into your own words Connotation—Contemplate the

poem for meaning beyond the literal; suggestive meaning

Attitude—Observe both the speaker’s and the poet’s attitude (tone).

Shifts—Note shifts in speakers and attitudes

Title—Examine the title again, this time on an interpretive level

Theme—Determine what the poet is saying

How to discover shift Key words (but, yet,

however, although) Punctuation (dashes,

periods, colons, ellipsis) Stanza divisions Changes in line or

stanza length, or both Irony (sometimes irony

masks a shift) Structure Changes in sound or

rhythm Changes in diction (ex.

slang to formal language)

Figurative Language & Literary Terms Also be sure to consider what type of

figurative language is being used so you can adequately interpret the poem. Some figurative language to consider…

Alliteration: Refrain:Onomatopoeia: Mood:Tone: Personification:Repetition:

Metaphor:Simile: Rhyme:Diction:Imagery

QuatrainBallad StanzaIambTrocheeSonnetOctaveSestetTheme

They've Put a Brassiere On a Camel

They've put a brassiere on a camel, She wasn't dressed proper, you know. They've put a brassiere on a camel, So that her humps wouldn't show. And they're making other respectable plans, They're even even insisting the pigs should wear pants, They'll dress up the ducks if we give them the chance Since they've put a brassiere on a camel. They've put a brassiere on a camel, They claim she's more decent that way. They've put a brassiere on a camel, The camel had nothing to say. They squeezed her into it, i'll never know how, They say that she looks more respectable now, Lord knows what they've got in mind for the cow, Since they've put a brassiere on a camel.

Romantic Poetry Take 1

Bryant, Longfellow & Holmes

Terms to know Iamb: 2 syllables where the first is unstressed while the

second is stressed Trochee: 2 syllables where the first is stressed while

the second is unstressed Ballad Stanza: quatrain written in folk ballad

format (has a story/plot); usually with a/b/c/b pattern

Quatrain: Poem/stanza with 4 lines

Sonnet: 14 line poem that follows a strict structure/rhyme scheme usually an octave followed by a sestet

Octave: poem/stanza with 8 lines Sestet: poem/stanza with 6 lines

Act 1

Bryant— Read the poem to the group Share your TPCASTT chart Teach your group all that you learned about your

poem. Group members should write their first

impressions of the poem on the worksheet based on what their group member taught them

Act 2: Critical Analysis Act 2: Critical Analysis (structure)(structure)

Read through side 1 of the handout (structure of the poem) paying special attention to the terms on the board.

Together, discuss how the structure affects the reading of the poem. Write your response in the first part of the 2nd box

(or on your TPCASTT page), but leave room for the explanation piece!

Act 3: Critical Analysis Act 3: Critical Analysis (Explanation)(Explanation)

Read through Side 2 of the handout—explanation.

Together, discuss and summarize what the critic had to say about the poem. Write your summary in the second ½ of box 2—be

thorough Consider: Theme, Figurative Language, effect of

figurative language, effect of structure Make sure to talk about how you feel about

the analysis.

Act 4: The mixing bowlAct 4: The mixing bowl Consider your first impressions and the critical analysis.

Also consider how you feel about the analysis and answer these questions in box three (or on your TPCASTT page). Discuss with your group—but keep it personal. How does analyzing the structure affect your perception of the poem?

Explain. Did you have thoughts the critic didn’t touch? Explain why you think

you did/didn’t Did the critic have ideas you didn’t think about? Explain. Did you agree with the critic? Explain. How does the theme relate to the time period in which it was written?

(Romanticism) What are your final thoughts about the poem? (positive, negative,

neutral, good message, bad message)

Act 1

Longfellow— Read the poem to the group Share your TPCASTT chart Teach your group all that you learned about your












the analysis.







Act 1

Holmes— Read the poem to the group Share your TPCASTT chart Teach your group all that you learned about your












the analysis.







“The Tide Rises, the Tide Falls”

“ Old Ironsides” “Mutation

ThemeFigurative Language used

Effect of figurative language

Effect of structure

Romantic elements

SharingSharing

Elect a spokesperson from your group Be clear in articulating your responses

Reflect

How is poetry both OBJECTIVE and SUBJECTIVE?

Documents

Poetry Analysis 101 A basic introduction. Henry Wadsworth Longfellow Voices in the Night published in 1839 First American poet to reach a wide audience